BIG PINE HIGH SCHOOL - bp.k12.ca.us SARC_Big Pine USD_Big Pine HS.pdf · 2 Big Pine High School...

Pamela Jones Superintendent Carlos Padilla

Principal

GRADES 9-12 500 South Main Street Big Pine, CA 93513 Phone: (760) 938-2222 Fax: (760) 938 -2310 Website: www.bp.k12.ca.us

“Our school strives to prepare students for their chosen post-secondary plans, and our counseling and mentoring program

guides students as they make their post-secondary plans.”

Principal’s Message Big Pine High School serves approximately 50 students in grades 9-12. Students enjoy small class sizes and a staff that provides an individualized approach for all students. Our school strives to prepare students for their chosen post-secondary plans, and our counseling and mentoring program guides students as they make their post-secondary plans. We are proud of our excellent Career Preparation program. Students leave Big Pine High School with a Senior Portfolio, which contains a resume, school accomplishments, competency-based assess-ments, and personal profiles for the workplace.

Our staff believes that students have the right to learn in a safe environment, all students can be successful, and students learn best through powerful instruction and meaningful cur-riculum. Our Expected School-wide Learning Results (ESLRs) are:

• Students will demonstrate excellence in core curriculum by meeting or exceeding State Standards.

• Students will develop career path opportunities and demonstrate those skills necessary for career success.

• Students will demonstrate ethical behavior and model responsible citizenship through community contribution.

• Students will demonstrate choices promoting a healthy lifestyle.

• Students will demonstrate an awareness of and appreciation for the world’s various viewpoints, belief systems, and cultures.

Students participate in a variety of extra and co-curricular activities. Many students are in-volved in student government, sports, and academic competition. We have a 100% graduation rate and students are accepted at colleges and universities throughout the United States.

Parental Involvement Parents are encouraged to participate in their child’s educational program. There are a vari-ety of opportunities for becoming part of the school community. Many parents volunteer to help in the classroom. Our School Site Council (SSC) is active, and provides an opportunity for parents to be part of the school improvement process. Our Back-to-School Night in the fall and Open House in the spring provide opportunities for parents to learn about their child’s school. An active Booster Club provides support for our students with extras, for their extra-curricular activities and year-end recognition.

The Native American community is involved with the school through our Title VII program and parent volunteer tutors. Teachers and the tribe work collaboratively to meet the needs of our Native American students.

For more information on how to become involved, please call Susan Thompson at (760) 938-2222.

2008-09 School Accountability Report Card | Published During the 2009-10 School Year

BIG PINE HIGH SCHOOL

Big Pine Unified School District

500 South Main Street Big Pine, CA 93513

Phone: (760) 938-2005 Fax: (760) 938-2310 www.bp.k12.ca.us

We are proud of our staff, programs, and campus. Our

schools offer a safe and nurturing environment with individual attention for all

students. Our graduates enter post secondary programs

prepared to excel and train for productive, successful

careers. Students have numerous opportunities for participating in extracurricular activities. Our campus has undergone

construction of new elementary classrooms and modernization and remodeling of most other

buildings. Our new library offers a state of the art facility

for research and resource. Our cafeteria offers a

special menu for all students. Our staff encourages parent involvement and welcomes

visitors to our campus.

2 Big Pine High School 2008-09 School Accountability Report Card

Professional Development The focus on student achievement is the common theme to staff develop-ment activities. Teachers have three full days during the school year to focus on alignment to State Stan-dards, equal access to curriculum, and assessment. Two other days relate to classroom management and collegial planning of cross-grade instructional groups. Teachers who return from conferences or trainings share their information with appro-priate staff during staff meetings. The District maintains a professional lending library for staff—providing access to videos, journals, and pro-fessional literature. Teachers are encouraged and supported in their efforts to pursue advanced degrees and specialized credentials. Our School Improvement Plan, tied to our Western Association of Schools and Colleges (WASC) accreditation, focuses our teacher training on stu-dent achievement through assess-ment, quality instructional method-ology, and meeting the needs of a diverse student population. Once a month, early release days also pro-vide time for staff training and col-laboration.

For the previous three school years, we had a total of five days each year dedicated to staff and professional development. Enrollment and Demographics

The total enrollment at the school was 57 students for the 2008-09 school year.

Class Size The bar graph displays the three-year data for average class size.

Class Size Distribution — Number of Classrooms By Size

06-07 07-08

Subject 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English-Language Arts 4 3 9 8

Mathematics 11 10

Science 7 7 6

History- Social Science 4 2 10 6

08-09

06-07 07-08 08-09

16

9

12

15

13

8

12

9

1110

11

English-Language Arts Mathematics Science History-Social Science

American Indian or Alaska Native

35%

Hispanic or Latino

16%

White49%


School Facilities Continued from left

Our collection will be mixed with the Inyo County library collection for student use.

The number of books is unknown at this time, but will be substantial. Students have access to computers in classrooms and two computer labs. The new library will also house a small number of computers and a poly-com system for video confer-encing.

The campus of Big Pine Unified School District houses a State pre-school, elementary school, high school, and a continuation high school. The main building is a well-maintained and modernized two-story structure, built in 1921.

The gymnasium/cafeteria is the first concrete “tilt-up” building in Cali-fornia, and is still in excellent condi-tion. The other buildings have been constructed over time. The elemen-tary classrooms are portables and scheduled for replacement soon. The maintenance plan provides sufficient funding to keep the facilities com-fortable, clean, and safe. Recent maintenance projects have been: repainting the main building and gymnasium, and installing new car-pet in some buildings and new air conditioning and heating in the main building.

Custodial staff is present on campus each day. Additional custodial help is occasionally provided for special large-scale yearly cleaning projects. Classified staff monitors lunch and recess periods.

Facility projects include:

• Library—Joint use with Inyo County, partially funded through State and bond

• Elementary modernization—Partially funded by State modernization funds and balance from bond

• Track—Partially funded by Williams Emergency Repair Program; balance from bond

Continued on page 4

School Facility Good Repair Status The table below shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. This inspection determines the school facil-ity's good repair status using ratings of good condition, fair condition, or poor condition.

School Facility Conditions and Improvements

Items Inspected Good Fair Poor

Systems: Gas Systems and Pipes, Mechanical Systems (heating, ventilation, and air conditioning), Sewer

Interior: Interior Surfaces (floors, ceilings, walls, and window casings)

Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas)

Electrical: Electrical Systems (interior and exterior)

Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains (interior and exterior) Repair Needed and Action Taken or Planned: Poor water flow. Replaced water delivery line and installed shut off valve in October 2009.

Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior)

Structural: Structural Condition, Roofs

External: Windows/Doors/Gates/Fences, Playgrounds/School Grounds

Overall Summary of Facility Conditions

Exemplary Good Fair Poor

Overall Summary

Repair Status

Note: The most recent school site inspection occurred on October 21, 2009, and the inspection form was most recently completed on October 21, 2009.

School Facilities Students at Big Pine Schools enjoy the safety of a small campus and community. District pro-cedures require all visitors to register at the main office and wear a visitor pass while on campus. Teachers monitor the campus 20 minutes prior to the start of school and walk stu-dents to the bus or parent pick-up area. Teachers and administration enforce behavior rules. Teachers do not tolerate bullying or aggressive behavior of students. Security cameras moni-tor most campus areas. Teaching and learning is a priority. Teachers are prepared for their daily lessons and expect student behavior that does not interfere with other students’ learn-ing. The elementary classrooms were replaced in the 2005-06 school year. The facility houses five classrooms, student restrooms, staff restrooms, and custodial workroom. Other existing classrooms were also modernized to improve HVAC, lighting, plumbing, and accessibility. The project also replaced the existing fire alarm system to a state-of-the-art system meeting all code requirements.

Our custodial staff consists of one full-time custodian and two combination bus, mainte-nance, and custodian workers. The team meets two times monthly with administration to discuss the condition of the campus and to ensure a clean and well-maintained campus. The modernization project will repair current areas of need: repair of asphalt and concrete walk-ways, and exterior lighting.

A new joint-use library/media center has been completed on our campus. The new 3600 sq. ft. building replaces the old 800 sq ft. library.

Continued on sidebar


Graduates and Dropouts This table displays the graduation and one-year dropout rates for the most recent three-year period for which data is available.

Graduate and Dropout Rates

Big Pine HS Big Pine Unified SD California

05-06 06-07 07-08 05-06 06-07 07-08 05-06 06-07 07-08

Graduation Rate 100% 100% 100% 100% 72.2% 85.7% 83.4% 80.6% 80.2%

1-year Dropout Rate 1.5% 9.9% 3.0% 3.5% 4.4% 3.9%

Textbooks and Instructional Materials Elementary school textbooks are selected from the State-adopted list. Teachers meet to review textbooks before District adoption. All students have access to the adopted curricu-lum. Most textbooks are assigned to students, and some teachers keep textbooks in the class-room for student use. The District has developed a structured textbook adoption cycle that matches State adoptions, which ensures that our students have up-to-date textbooks for all core classes to use in class and to take home.

High school textbooks are committee-selected. The subject area teacher-leader researches and reviews publishers and their sample copies of the texts. A recommendation is made to the committee and formally adopted by the Board of Trustees. Parents have an opportunity to review materials recommended for adoption.

Note: This data was most recently collected and verified in August 2009.

Percentage of Pupils Who Lack Their Own Assigned Textbooks

and Instructional Materials

Reading/Language Arts 0%

Mathematics 0%

Science 0%

History-Social Science 0%

Visual and Performing Arts 0%

Foreign Language 0%

Health 0%

Science Laboratory Equipment (Grades 9-12) 0%

Availability of Textbooks and Instructional Materials The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials:

Textbooks and Instructional Materials List

Subject Textbook Adopted

English 9 Understanding Literature, Macmillan/Littell/Glencoe 1999

English 10 Appreciating Literature, Macmillan/Littell/Glencoe 1999

English 11 American Literature, Macmillan/Littell/Glencoe 1999

English 12 English Literature with World Masterpieces, Macmillan/Littell/Glencoe 1999

Algebra 1 Algebra I, McDougal Littell 2008

Algebra 2 Algebra II with Trigonometry, Princeton-Hall 2001

U.S. History 11 CA, The Americans - Reconstruction to the 21st Century, McDougal Littell 2005

World History 10 CA Modern World History, McDougal Littell 2005

Civics 12 United States Government, Democracy in Action, Glencoe/McGraw-Hill 2000

Biology 9-12 Biology, Holt 2004

Physics 10-12 Conceptual Physics, Addison Wesley 1987

School Facilities Continued from page 3

• Paving—Partially funded by Williams Emergency Repair Program; balance from bond

• Door Hardware—Funding from bond

• Boiler system—Funding from bond; application has been submitted for extreme hardship funding

The District participates in the State School Deferred Maintenance Pro-gram, which provides state matching funds on a dollar-for-dollar basis, to assist school districts with expendi-tures for major repair or replace-ment of existing school building components. Typically, this includes roofing, plumbing, heating, air con-ditioning, electrical systems, interior or exterior painting, and floor sys-tems. For the 2009-10 school year, the District budgeted $33,593.38 for the Deferred Maintenance Program. This represents 3% of the District's general fund budget.

Information not available.


NAEP Testing Note: Only a sample group of California’s schools and dis-tricts participate in the NAEP testing cycle. Therefore, students in any par-ticular school or district may not be included in these results. NAEP results reflect state level student performance and is not reflective of either the dis-trict or the individual school. Also, comparisons of student performance on the NAEP and student performance on the STAR Program assessments cannot be made because there are key differ-ences between the two testing pro-grams. For example, the two assess-ments test students in different grade levels and the tests are based on a different set of standards. For more information on the differences be-tween the NAEP and STAR, please visit CDE’s NAEP Web page at www.cde.ca.gov/ta/tg/nr/.

National Assessment of Educational Progress The National Assessment of Educational Progress (NAEP) is a nationally representative assess-ment of what America’s students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, econom-ics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., Basic, Proficient, and Advanced) and the participation of students with disabilities and English language learners is reported based on three levels (Identified, Excluded, and Assessed). Detailed information regarding the NAEP results for each grade level, performance level, and participation rate can be found on the NAEP Web page at http://nces.ed.gov/nationsreportcard/.

NAEP Reading and Mathematics Results for Grades 4 and 8

Reading 2007 Mathematics 2009

State Participation Rate Grade 4 Grade 8 Grade 4 Grade 8

Students with Disabilities 74% 78% 79% 85%

English Language Learners 93% 92% 96% 96%

National Participation Rate Grade 4 Grade 8 Grade 4 Grade 8

Students with Disabilities 65% 66% 84% 78%

English Language Learners 80% 77% 94% 92%

NAEP Reading and Mathematics Results: Students with Disabilities and/or English Language Learners by Grades 4 and 8 This table displays the state and national participation rates on the NAEP for reading (2007) and mathematics (2009) for students with disabilities and/or English language learners for grades four and eight.

NAEP Reading and Mathematics Results for Grades 4 and 8

Reading 2007 Mathematics 2009

Average Scale Score Grade 4 Grade 8 Grade 4 Grade 8

State 209 251 232 270

National 220 261 239 282

State Percent at Each Achievement Level Grade 4 Grade 8 Grade 4 Grade 8

Basic 30% 41% 41% 36%

Proficient 18% 20% 25% 18%

Advanced 5% 2% 5% 5%

NAEP Reading and Mathematics Results: Grades 4 and 8 This table displays the scale scores and achievement levels on the NAEP for reading (2007) and mathematics (2009) for grades four and eight.

Public Internet Access Internet access is available at public libraries and other locations that are publicly accessible (i.e., the Califor-nia State Library). Access to the Internet at libraries and public loca-tions is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of soft-ware programs available at a work-station, and the ability to print documents.


STAR Results for All Students: Three-Year Comparison The Standardized Testing and Reporting (STAR) results are reported as performance levels in order to compare student achievement to state standards. The five performance levels are: Advanced (exceeds state standards); Proficient (meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Proficient or Advanced level meet state stan-dards in that content area. The tables below show the percentage of students that scored at Proficient or Advanced levels in English-language arts, mathematics, science, and history-social science.

STAR Results by Student Group: English-Language Arts, Mathematics, Science, and History-Social Science

Percentage of Students Scoring At Proficient or Advanced Levels

Big Pine HS Big Pine USD California

06-07 07-08 08-09 06-07 07-08 08-09 06-07 07-08 08-09

English- Language Arts 33% 33% 33% 26% 37% 35% 43% 46% 50%

Mathematics 7% 9% 0% 25% 23% 33% 40% 43% 46%

Science 19% 0% 10% 45% 35% 38% 46% 50%

History- Social Science 16% 29% 40% 14% 28% 35% 33% 36% 41%


Group English-

Language Arts

Mathematics Science History-Social

Science

Male 29% 0% 50%

Female 37% 0% 27%

Economically Disadvantaged 30% 0% 27%

English Learners

Students with Disabilities

Students Receiving Migrant Education Services

African American

American Indian or Alaska Native 36%

Asian

Filipino

Hispanic or Latino

Pacific Islander

White 32% 0% 43%

Spring 2009 Results

Standardized Testing and Reporting Program The Standardized Testing and Re-porting (STAR) Program consists of several key tests, including the Cali-fornia Standards Test (CST), Califor-nia Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). The CSTs are multiple choice tests in English-language arts, mathematics, sci-ence, and history-social science for varying grade levels. Some grade levels also participate in an essay writing test.

The CSTs are used to determine stu-dents’ achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject.

The CMA is a modified assessment for students with disabilities who have an individualized education program (IEP). It is designed to as-sess those students whose disabili-ties prevent them from achieving grade-level proficiency on an assess-ment of the content standards with or without accommodations.

The CAPA is an alternate assessment for students with significant cogni-tive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations.

For a complete report on all tests, participation, groups, and their scores by grade level, please visit http://star.cde.ca.gov/. To learn more about the STAR Program, please visit the guide at www.cde.ca.gov/ta/tg/sr/documents/starpkt5intrpts.pdf.

Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.



Academic Performance Index Ranks Schools are ranked in ten categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide rank” compares its API to the APIs of all other schools state-wide of the same type (elementary, middle, or high school). A “similar schools” API rank reflects how a school compares to 100 statistically matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools API rank, for which informa-tion is available.

Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. The API is a score on a scale of 200 to 1,000 that re-flects a school’s, district’s or a student group’s performance level, based on the results of statewide testing. An API score of 800 is set as the statewide target.

Each annual API reporting cycle includes a Base and a Growth API. The Base API starts the reporting cycle and is released approximately a year after testing (ie. The 2008 Base is calcu-lated from results of statewide testing in spring 2008 but is released in May 2009). The Growth API is released after the Base API but is calculated from test results from the follow-ing year (ie. The Growth API is calculated from results of statewide testing in spring 2009 and released in August 2009). Therefore, for the 2008-09 API reporting cycle, the 2008 Base indi-cator and 2009 Growth indicator are used. To learn more about API, please visit the API in-formation guide at www.cde.ca.gov/ta/ac/ap/documents/infoguide08.pdf and the API over-view guide at www.cde.ca.gov/ta/ac/ay/documents/overview09.pdf.

Academic Performance Index Growth This table displays, by student group, the actual API change in points added or lost for the past three years, and the 2009 API score.

Academic Performance Index Growth

API Growth by Student Group — Three Year Comparison

Group Actual API Change

06-07 07-08 08-09

All Students at the School 80 32 -55 644

African American


Asian

Filipino

Hispanic or Latino

Pacific Islander

White

Socioeconomically Disadvantaged

English Learners


2009 Growth

API Score

Data are reported only for numerically significant groups.

Academic Performance Index Ranks

API Ranks — Three Year Comparison

2006 2007 2008

Statewide API Rank 1* 4* 4*

Similar Schools API Rank * * *

* This API is calculated for a small school or a small LEA, defined as having between 11 and 99 valid STAR Program test scores included in the API. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted. Similar schools ranks are not calculated for small schools.

This API is calculated for a small school, defined as having between 11 and 99 valid STAR Program test scores included in the API. The API is asterisked if the school was small either in 2008 or 2009. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.

API Testing Note: Assessment data are reported only for numerically sig-nificant groups. To be considered ‘numerically significant’ for the API, the group must have either: (1) at least 50 students with valid test scores who make up at least 15% of the total valid scores, or (2) at least 100 students with valid test scores.


Percentage of Students Meeting Fitness Standards

Grade 9

Four of Six Standards 23.5%

Five of Six Standards 35.3%

Six of Six Standards 23.5%

California Physical Fitness Test Each spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test (PFT). The State Board of Edu-cation designated the Fitness-gram® as the PFT for students in California public schools. The test measures six key fitness areas:

1. Aerobic Capacity

2. Body Composition

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

The goal of the Fitnessgram® is to assist students in establishing lifetime habits of regular physical activity. The table shows the percentage of students meeting the fitness stan-dards for the most recent testing period. For more detailed informa-tion on the California PFT, please visit www.cde.ca.gov/ta/tg/pf/.

Adequate Yearly Progress Criteria

Big Pine HS Big Pine USD

Met Overall AYP No No

AYP Criteria English-Language Arts Mathematics English-

Language Arts Mathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient Yes Yes No Yes

API No Yes

Graduation Rate Yes Yes

Adequate Yearly Progress The No Child Left Behind (NCLB) Act requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To meet these standards, California public schools and districts must meet or exceed criteria in four target areas:

1. Participation rate on statewide assessments in English-language arts and mathematics

2. Percentage of students scoring proficient on statewide assessments in English-language arts and mathematics

3. API scores

4. Graduation rate for high schools

The table displays whether or not the school and district made AYP overall and met each of the AYP criteria for 2008-09. For more information, please visit www.cde.ca.gov/ta/ac/ay/.

Federal Intervention Program


Program Improvement Status Not In PI Not In PI

First Year of Program Improvement

Year in Program Improvement

Number of Schools Identified for Program Improvement 0

Percent of Schools Identified for Program Improvement 0.0%

Federal Intervention Program Schools and districts that receive Title I funding can enter Program Improvement (PI) if they fail to meet AYP over two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). With each additional year they don’t meet AYP, they advance to the next level of intervention. This table displays the 2009-10 Program Improvement status for the school and district. For more information, please visit www.cde.ca.gov/ta/ac/ay/.

Not applicable.


Career Technical Education Programs Our school-to-career program begins in the elementary grades, and is integrated with the core program. Students meet with the career counselor each month to work on interest and aptitude inventories, job skills, and vocational training requirements. Students begin to de-velop their career/academic portfolio in the middle school. The completed Senior Portfolio will contain the student’s resume, academic transcripts, a competency-based assessment of skills and experience, certifications, and letters of recommendation.

Our career center also prepares students in interviewing skills, letter writing, professional dress and behavior, and other workforce skills. Senior students participate in an internship program that allows them to work with a professional in the field. Students have hands-on opportunities to experience a profession they are interested in pursuing.

Students participate in all career technical education courses offered at the comprehensive high school. Courses allow students to explore and develop job skills in the areas of com-puter applications, programming, repair and maintenance, construction, commercial art, graphic arts, and small engine repair. Our CTE advisory committee consists of two teachers, one administrator, a County Representative and the Career/Academic Counselor. The lead on this advisory committee is Kerry Koontz (teacher). CTE activities are integrated in ROP and regular education classes.

Courses Required for UC/CSU Admission University of California: Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which re-quires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed speci-fied college work, be eligible for admission to the UC. These require-ments are designed to ensure that all eligible students are adequately prepared for University-level work. For more information on general admissions requirements, please visit the University of California Web site at www.universityofcalifornia.edu/admissions/general.html.

California State University: Admis-sion requirements for the California State University (CSU) use three factors to determine eligibility. They are: specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few cam-puses have higher standards (supplementary admission criteria) for all applicants. Most CSU cam-puses utilize local admission guaran-tee policies for students who gradu-ate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements, please visit the California State Uni-versity Web site at www.calstate.edu/admission.

Course Enrollment for UC/CSU Admission The table displays two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission for the most recent year for which data is available. For more detailed information, please visit http://dq.cde.ca.gov/dataquest/.

Suspension and Expulsion Rates

Big Pine HS

06-07 07-08 08-09 06-07 07-08 08-09

Suspension Rate 0.515 0.082 0.070 0.293 0.075 0.046

Expulsion Rate 0.000 0.000 0.000 0.005 0.000 0.000

Big Pine USD

Suspensions and Expulsions This table shows the rate of suspensions and expulsions (the total number of incidents di-vided by the school’s total enrollment) for the most recent three-year period.

Course Enrollment for UC/CSU Admission

University of California and California State University Admission

07-08

Percentage of Students Enrolled in Courses Required for UC/CSU Admission 37.5%

Percentage of Graduates Who Completed All Courses Required for UC/CSU Admission 69.2%

Number of Pupils Participating in CTE 49

Percentage of Pupils Who Complete a CTE Program and Earn a High School Diploma 12%

Percentage of CTE Courses That Are Sequenced or Articulated Between a School and Institutions of Postsecondary Education 0%

Career Technical Education Data

08-09

Career Technical Education Participation This table displays information about participation in the school’s Career Technical Educa-tion (CTE) programs.



Mathematics

06-07 07-08 08-09 06-07 07-08 08-09

Big Pine HS 27.8% 71.4% 38.5% 38.9% 40.0% 46.2%

Big Pine USD 27.8% 73.3% 38.5% 38.9% 43.8% 46.2%

California 48.6% 52.9% 52.0% 49.9% 51.3% 53.3%

English-Language Arts

California High School Exit Exam Results The California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement in California, but the grade 10 results of this exam are also used to determine AYP for high schools as required by the federal NCLB law. The CAHSEE has an English-language arts sec-tion and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. Please note the score a student must achieve to be considered Proficient is different than the passing score for the graduation require-ment. The table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period.

CAHSEE Results by Student Group: English-Language Arts This table displays the percentage of students, by group, achieving at each performance level in English-language arts for the most recent testing period.

Percentage of Students Achieving At Each Performance Level

Group Not Proficient Proficient Advanced

All Students 61.5% 38.5% 0.0%

Male

Female


English Learners



African American


Asian

Filipino

Hispanic or Latino

Pacific Islander

White

English-Language Arts

School Safety The School Safety Plan is reviewed and updated yearly, and was last reviewed in August 2009. Staff is provided a copy and training each year. The plan covers medical emer-gencies, natural disasters, bomb threats, earthquakes, fire, and chemical spills/accidents. The plan is complete and coordinated with local emergency personnel and agen-cies. Teachers have first aid and emergency boxes in their class-rooms. The District requires visitors to check in at the main office and wear identification badges. Some campus fencing prevents vehicles from accessing student areas during school sessions. The District has and enforces a zero tolerance policy in regard to student safety issues.


“We have a 100% graduation rate and

students are accepted at colleges and universities throughout the United

States.”


Completion of High School Graduation Requirements This table shows the percentage of students (that began the 2008-09 school year in the 12th grade) who met all state and local graduation requirements for receiving a high school diploma including having passed both the English-language arts and mathematics portions of the CAHSEE or received a local waiver or state exemption. Please note state results are not available. For more information, please visit www.cde.ca.gov/ta/tg/hs.

CAHSEE Results by Student Group: Mathematics This table displays the percentage of students, by group, achieving at each performance level in mathematics for the most recent testing period.

Completion of High School Graduation Requirements

Group Graduating Class of 2009


All Students 100% 200%

Socioeconomically Disadvantaged 60% 160%

English Learners

Students with Disabilities 0% 100%

African American

American Indian or Alaska Native 30% 63%

Asian

Filipino

Hispanic or Latino 10% 10%

Pacific Islander

White 100% 166%

Percentage of Students Achieving At Each Performance Level

Group Not Proficient Proficient Advanced

All Students 53.8% 46.2% 0.0%

Male

Female


English Learners



African American


Asian

Filipino

Hispanic or Latino

Pacific Islander

White

Mathematics

Advanced Placement Courses The following is a list of advanced placement (AP) courses offered by subject at the school. For the 2008-09 school year, 3.9% of the school’s students were enrolled in a total of one AP course offered.



Completion of High School Graduation Requirements

Advanced Placement Courses

Computer Science 0

English 0

Fine and Performing Arts 0

Foreign Language 0

Mathematics 0

Science 1

Social Science 0


School Support Staff

Library Media Teacher (Librarian) 0.0

Library Media Services Staff (paraprofessional) 0.5

Psychologist 0.2

Social Worker 0.0

Nurse 0.1

Speech/Language/Hearing Specialist 0.6

Resource Specialist (non-teaching) 1.0

Other 0.5

School Support Staff The following is a list of the support staff at the school and their full-time equivalent (FTE):

Number of Academic Counselors (FTE) 1.0

Ratio of Students Per Academic Counselor 57:1

Academic Counselors

Academic Counselors This table displays information about academic counselors at the school.

Teacher Credential Information

Big Pine USD Big Pine HS

Teachers 08-09 06-07 07-08 08-09

With Full Credential 17 12 12 10

Without Full Credential 0 0 0 0

Teaching Outside Subject Area of Competence 0 0 0

Teacher Qualifications This table shows information about teacher credentials and teacher qualifications. More in-formation can be found by visiting http://data1.cde.ca.gov/dataquest/.

No Child Left Behind Compliant Teachers NCLB requires that all teachers of core academic subject areas be “highly qualified.” In gen-eral, for a teacher to be considered highly qualified, they must have a bachelor’s degree, an appropriate California teaching credential, and have demonstrated competence for each core subject he or she teaches. The table displays data regarding NCLB compliant teachers from the 2008-09 school year. For more information on teacher qualifications related to NCLB, please visit www.cde.ca.gov/nclb/sr/tq.

Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single desig-nated teacher assigned to teach the entire course at the beginning of the school year or se-mester). Please note: Total teacher misassignments includes the number of misassignments of teachers of English Learners.

Teacher Misassignments and Vacant Teacher Positions

Big Pine HS

07-08 08-09 09-10

Teacher Misassignments of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 1 0

NCLB Note: High-poverty schools are defined as those schools with student participation of approximately 75% or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 25% or less in the free and reduced priced meals program.


No Child Left Behind Compliant Teachers

Taught by NCLB Compliant Teachers

Taught by Non-NCLB Compliant Teachers

Big Pine HS 100.0% 0.0%

All Schools in District 100.0% 0.0%

High-Poverty Schools in District

Low-Poverty Schools in District

Percent of Classes in Core Academic Subjects


Types of Services Funded We receive Title I, Gifted and Tal-ented Education (GATE), Title III, Peer Assistance and Review (PAR), Class Size Reduction, Title II-D, Title VII, Lottery, Title II-A, Title V, Safe Schools and Violence Prevention, and REAP funds to provide supple-mental programs for our students.

District Financial Data This table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits.

District Salary Data

Category Big Pine USD Similar Sized District

Beginning Teacher Salary $38,000

Mid-Range Teacher Salary $55,721

Highest Teacher Salary $71,548

Average Principal Salary (Elementary School) $85,858

Average Principal Salary (High School) $93,937

Superintendent Salary $115,980

Teacher Salaries — Percent of Budget 33% 34.8%

Administrative Salaries — Percent of Budget 3.8% 6.5%

Financial Data Note: The financial data displayed in the SARC is from the 2007-08 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For more detailed financial information, please visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.

School Financial Data The following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

School Financial Data

Big Pine HS

Total Expenditures Per Pupil $15,729

Expenditures Per Pupil From Restricted Sources $3,159

Expenditures Per Pupil From Unrestricted Sources $12,571

Average Teacher Salary $34,280

Financial Data Comparison

Expenditures

Per Pupil From Unrestricted Sources

Average Teacher Salary

Big Pine HS $12,571 $34,280

Big Pine USD $9,499 $58,717

California $5,512 $56,376

School and District — Percent Difference +24.4% -71.3%

School and California — Percent Difference +56.2% -64.5%

Financial Data Comparison The following table displays the school’s per pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

District Financial Data


SARC: Data provided by the California Department of Education (CDE), school and the district office. For additional information on facts about California schools and districts, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English Learners.

All data accurate as of January 2010.

PUBLISHED BY: School Innovations and Advocacy | www.sia-us.com | 800.487.9234

BIG PINE HIGH SCHOOL

GRADES 9-12 500 South Main Street Big Pine, CA 93513 Phone: (760) 938-2222 Fax: (760) 938 -2310 Website: www.bp.k12.ca.us

Big Pine Unified School District

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