SARC Report for Etna Union High SARC 2014-15.pdfEtna Union High By February 1 of each year, every...

Etna Union High

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2014-15 School Year

Published During 2015-16

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, highschool graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Mr. Mark Evans, PrincipalPrincipal, Etna Union High

Welcome to Etna High. Our school is an excellent place for students to prepare for college, careers, and their roles ascit izens of the United States of America. Above all, we are responsible for providing our students w ith an educat ion thatw ill help them realize their greatest potent ial. Along w ith the specific content knowledge and skills our teachers provide inevery course, we believe our classrooms should be special environments where students:

Do meaningful and challenging work each day.Pract ice higher-order thinking skills.Solve problems, together and independently.Frequently express their ideas in writ ing.Speak before an audience—to persuade, inform, enlighten, and entertain.Funct ion as independently as possible—thinking and creat ing w ith plenty of teacher encouragement, quest ions,and guidance.Grow as people who w ill want to pursue learning, beyond their days in school.

Recognizing that many of our students desire careers based on technical knowhow and skills, we believe it is important tooffer a solid array of Career Technical Educat ion courses and career pathways in which all students can part icipate.

Etna Union High400 Howell Ave.Etna, CA 96027-0721

Phone: 530-467-3244E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

2014-15 SARC - Etna Union High

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Last updated: 12/29/2015

About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

District Contact Information - Most Recent Year

District Name Scott Valley Unified

Phone Number (530) 468-2727

Superintendent Allan Carver

E-mail Address [email protected]

Web Site http://www.svusd.us

School Contact Information - Most Recent Year

School Name Etna Union High

Street 400 Howell Ave.

City, State, Zip Etna, Ca, 96027-0721

Phone Number 530-467-3244

Principal Mr. Mark Evans, Principal

E-mail Address [email protected]

County-District-School (CDS) Code

47764554733309

School Description and Mission Statement - Most Recent YearSchool Description and Mission Statement - Most Recent Year

Etna High School lies in Scott Valley, 37 miles south of the Oregon border and 60 miles east of the Pacific coast. The town of Etna is located 27 miles southwestof Yreka, the Siskiyou County seat, upon Interstate 5. Scott Valley is a mountain valley bordered by the trinity Alps and the Marble Mountains. Etna High servesan immediate area of 100 square miles that compose the valley floor. A populat ion of about 6,200 finds employment largely in agriculture, w ith the telephonecompany, working for various government ent it ies—including our school district , the U.S. Forest Service, the California Department of forestry and Fire Protect ion,Siskiyou County, and a range of tradit ional businesses and cottage enterprises that help make Scott Valley a vital community.

Our school is one of six schools in the Scott Valley Unified School District . The others are Etna Elementary School, Fort Jones Elementary School, Scott River HighSchool, Scott Valley Community Day School, and Scott Valley Junior High School. Etna High is the district ’s only comprehensive high school. It serves 185 studentsin grades 9 through 12. Our ethnic distribut ion consists of students in these proport ions: 66.3% White, 14.7% Hispanic, 8.2% American Indian, 5.4% mult i-ethnic, 3.3% Asian, 1.6% Black, and .5% Pacific Islander. Etna High’s annual student attendance percentage in 2014-2015 equaled 93.26, just below the four-year average of 93.54 percent.

Etna High School’s cert ificated staff includes a full-t ime principal, a school counselor shared one day each week w ith Scott Valley Junior High, nine full-t imeteachers, and six instructors teaching between two and five periods each day. Two resource specialists serve RSP students during three class periods each.Together, this instruct ional staff teaches students in 80 class sect ions. The classified staff includes a full-t ime library/media clerk, a secretary, a bookkeeper, and aresource instruct ional aide.


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http://www.svusd.us



X

X


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Student Enrollment by Grade Level (School Year 2014-15)Student Enrollment by Grade Level (School Year 2014-15)

Grade Level Number of Students

Grade 9 56

Grade 10 43

Grade 11 51

Grade 12 37

Total Enrollment 187

Grade 9 Grade 10 Grade 11 Grade 120

10

20

30

40

50

60

Student Enrollment by Student Group (School Year 2014-15)Student Enrollment by Student Group (School Year 2014-15)

Student Group Percent of Total Enrollment

Black or African American 1.6 %

American Indian or Alaska Nat ive 8.6 %

Asian 2.7 %

Filipino 0.0 %

Hispanic or Lat ino 13.4 %

Native Hawaiian or Pacific Islander 0.5 %

White 67.4 %

Two or More Races 5.9 %

Socioeconomically Disadvantaged 56.7 %

English Learners 0.5 %

Students w ith Disabilit ies 10.7 %

Foster Youth 2.1 %

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Foster Youth

1%8% 2%13%

67%

5%

56%

10% 2%


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2013-14

2014-15

2015-16

2015-16

With Full Credent ial 15 16 16 53

Without Full Credent ial 0 0 0 1

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0 0

2013-14 2014-15 2015-160.0

2.5

5.0

7.5

10.0

12.5

15.0

17.5Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2013-

142014-

152015-

16

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: December 2015

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100% %

All Schools in District 100% %

High-Poverty Schoolsin District

100% %

Low-Poverty Schoolsin District

% %

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language ArtsT imeless Voice, T imeless Themes [Gold], Prent ice Hall (2000)

Timeless Voice, T imeless Themes [Plat inum], Prent ice Hall(2000)

Timeless Voice, T imeless Themes [The American Experience],Prent ice Hall (2000)

Timeless Voice, T imeless Themes [The Brit ish Tradit ion],Prent ice Hall (2000)

Vocabulary.com

No 0.0 %

Mathematics

Common Core Integrated Math I, Carnegie Learning, Inc. 2012

Common Core Integrated Math II, Carnegie Learning, Inc. 2013

Common Core Integrated Math III, Carnegie Learning, Inc. 2013

No 0.0 %

Science

Earth Science, Glencoe (2002)

Science Spectrum Physical Science, Holt (2008)

Biology, Glencoe (2007)

Chemistry, Prent ice Hall (2005)

Ornamental Hort iculture, Delmar (2004)

Managing Our Natural Resources, Delmar (1997)

Physics, McGraw Hill (2013)

No 0.0 %

History-Social Science

World History: The Human Journey, Holt (2005)

The Americans, Holt (2012)

American Government, MacGruder (2006)

Economics: Today and Tomorrow, Glencoe (2008)

The American Pageant, Wadsworth (15th edit ion)

No 0.0 %

Foreign Language

Realidades 1, Prent ice Hall (2011)


No 0.0 %


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Health 0.0 %

Visual and Performing Arts

Journalism Today, Nat ional Textbook Company (2000)

Microsoft Office 2010 Introductory, Cengage Learning

Adobe Illustrator

Adobe InDesign

Adobe Photoshop

No 0.0 %

Science Lab Eqpmt(Grades 9-12)

0.0 %


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School Facility Good Repair Status - Most Recent YearYear and month in which data were collected: November 2015

Overall Facility Rate - Most Recent YearYear and month in which data were collected: November 2015

School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

Etna High School is 56 years old, having been constructed in 1958. Student enrollment and programs have increased since the original school was constructed,w ith the addit ion of five classrooms. In 1998, the school underwent a major modernizat ion plan. Included in this restorat ion were the: light ing, restrooms, floors,walls, roof, plumbing, and electrical systems. In 2010-11, the library and art room building were renovated and modernized. During the summer of 2012, themult i-purpose room floor was replaced and light ing upgrades took place in the gym and outside. Etna High School teamed w ith Johnson Controls w ith theinstallat ion of Solar Panels to help defray the cost of electricity used by the school. Due to these efforts many commendations have been bestowed upon ourjanitorial and maintenance crews. Safety of students and staff is a primary concern of Etna High School.

The Fire Marshall, the Occupat ional Safety & Health Administrat ion (OSHA), and our liability insurance agency regularly inspect the school. Careful and promptattent ion is paid to all recommendations for improvement as deemed by these ent it ies.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

English Language Arts / Literacy (grades 3-8 and 11) 77% 49% 44%

Mathematics (grades 3-8 and 11) 52% 42% 33%


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Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

ELA - Grade 11ELA - Grade 11

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 48 48 100.0% 8.0% 15.0% 48.0% 29.0%

Male 48 23 47.9% 13.0% 13.0% 43.0% 30.0%

Female 48 25 52.1% 4.0% 16.0% 52.0% 28.0%

Black or African American 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

American Indian or Alaska Nat ive 48 3 6.3% -- -- -- --

Asian 48 1 2.1% -- -- -- --

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 48 9 18.8% -- -- -- --

Nat ive Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

White 48 29 60.4% 3.0% 7.0% 66.0% 24.0%

Two or More Races 48 6 12.5% -- -- -- --

Socioeconomically Disadvantaged 48 29 60.4% 14.0% 17.0% 41.0% 28.0%

English Learners 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Students w ith Disabilit ies 48 5 10.4% -- -- -- --

Students Receiving MigrantEducat ion Services

0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

Mathematics - Grade 11Mathematics - Grade 11

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 48 48 100.0% 19.0% 29.0% 35.0% 17.0%

Male 48 23 47.9% 22.0% 26.0% 30.0% 22.0%

Female 48 25 52.1% 16.0% 32.0% 40.0% 12.0%

Black or African American 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

American Indian or Alaska Nat ive 48 3 6.3% -- -- -- --

Asian 48 1 2.1% -- -- -- --

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 48 9 18.8% -- -- -- --

Nat ive Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

White 48 29 60.4% 14.0% 28.0% 41.0% 17.0%

Two or More Races 48 6 12.5% -- -- -- --

Socioeconomically Disadvantaged 48 29 60.4% 28.0% 34.0% 28.0% 10.0%

English Learners 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Students w ith Disabilit ies 48 5 10.4% -- -- -- --

Students Receiving MigrantEducat ion Services

0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests Results by Student Group in Science (School Year 2014-15)

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests for All Students in Science – Three-Year ComparisonCalifornia Standards Tests for All Students in Science – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Science (grades 5, 8, and 10) 68% 64% 61% 71% 70% 69% 59% 60% 56%

Student Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 69%

All Students at the School 61%

Male 57%

Female 63%

Black or African American --

American Indian or Alaska Nat ive --

Asian --

Filipino --

Hispanic or Lat ino --

Nat ive Hawaiian or Pacific Islander --

White 57%

Two or More Races --

Socioeconomically Disadvantaged 63%

English Learners --

Students w ith Disabilit ies --

Students Receiving Migrant Educat ion Services --

Foster Youth --


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Career Technical Education Programs (School Year 2014-15)Career Technical Education Programs (School Year 2014-15)

Etna freshmen begin high school w ith a computer applicat ions course that provides cont inued training in Microsoft Office’s Creat ive Suite applicat ions and familiarityw ith various presentat ion alternat ives to PowerPoint such as Prezi that offer experience w ith non-linear visual communicat ions.

Career Technical Educat ion (CTE) opportunit ies at Etna High School include pathways in hort iculture, natural resources, publicat ions, welding and mechanics, andculinary arts. The hort iculture and natural resources pathways both include two agriculture science courses and an agriculture business class. The publicat ionspathway includes art, computer graphics, newspaper product ion, and yearbook product ion courses. In the three, computer-based, graphics classes, studentscreate communicat ions using three Adobe applicat ions—Photoshop, InDesign, and Illustrator. Welding is a two-year pathway including an introductory course andan advanced class that offers selected opportunit ies to fabricate projects using various gas and electric welding applicat ions. In the culinary arts pathway, studentsundergo two years of intensive training in a working kitchen that produces breakfast and lunch each school day for students and staff; and, creates full menus forover a dozen paid catering jobs each year.

In the interest of expanding CTE opportunit ies for Etna students, teachers are preparing for four new courses on our 2015-2016 master schedule—CareerExplorat ion; Broadcast Communicat ions; Networking, Rout ing, and Sw itching; and Welding/Mechanics 3.

Career Technical Education Participation (School Year 2014-15)Career Technical Education Participation (School Year 2014-15)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 90

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma 92%

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 100%

Courses for University of California and/or California State University AdmissionCourses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2014-15 Pupils Enrolled in Courses Required for UC/CSU Admission 100%

2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission 14%


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion


California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable)California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable)

Subject

Percent of Students Scoring at Proficient or Advanced


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

English Language Arts 66% 67% 64% 62% 66% 63% 57% 56% 58%

Mathematics 65% 83% 83% 62% 76% 84% 60% 62% 59%

English Language Arts Percent of Students Scoring at Proficient orAdvanced

2012-13 2013-14 2014-150

10

20

30

40

50

60

70

Mathematics Percent of Students Scoring at Proficient or Advanced

2012-13 2013-14 2014-150

10

20

30

40

50

60

70

80

90


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Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (if

applicable)applicable)

Student Group

English Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA 37% 33% 30% 16% 53% 30%

All Students at the School 36% 33% 31% 17% 52% 31%

Male 44% 44% 13% 19% 50% 31%

Female 31% 27% 42% 15% 54% 31%

Black or African American % % % % % %

American Indian or Alaska Nat ive % % % % % %

Asian % % % % % %

Filipino % % % % % %

Hispanic or Lat ino % % % % % %

Native Hawaiian or Pacific Islander % % % % % %

White 28% 38% 34% 21% 45% 34%

Two or More Races % % % % % %

Socioeconomically Disadvantaged 40% 30% 30% 25% 50% 25%

English Learners % % % % % %

Students w ith Disabilit ies % % % % % %

Students Receiving Migrant Educat ionServices

% % % % % %

Foster Youth % % % % % %

California Physical Fitness Test Results (School Year 2014-15)California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

Parents elected by peers each year meet w ith students, teachers, and school support staff six or seven t imes each year to analyze and discuss school issues,establish school goals, and conduct and evaluate the annual parent survey. Beyond Back-To-School Night held each September, parents attend various gradelevel sessions, presented by our counseling staff, that focus on academic progress and college/career preparat ion. Counselors also hold an annual Cash for Collegeworkshop at which students and parents receive guidance in preparing FAFSA responses. Over the course of two sessions families complete and submit allnecessary FAFSA documents. Parents receive eight academic progress reports from teachers each school year and can also access their student ’s current gradereports via the Internet 24 hours a day. The parent newsletter, published and sent home each month, includes the Counselor’s Corner feature providingcont inual academic, career, and college information. Our counseling staff also publishes news and features on its website, Lion Bites, throughout the year. Inaddit ion, many teachers maintain class websites supplying parents w ith specific course information regarding class act ivit ies, projects, and homework. Teachers alsocommunicate w ith parents, individually, via email messages. Our Parent Teacher Organizat ion raises funds throughout each school year to advance variousacademic programs. The parent-run, athlet ic booster club, Lion Pride, meets each month to ident ify needs and provide significant financial assistance for Etna’sextracurricular sports programs. Parents cont inually volunteer invaluable t ime and resources to our programs as field trip and away game drivers, event organizers,performers, speakers, and much more.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Dropout Rate 2.7% % % 2.4% 6% 4% 13.1% 11.4% 11.5%

Graduat ion Rate 97.30 97.60 100.00 97.60 92.00 96.00 78.87 80.44 80.95

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2011-12 2012-13 2013-140

20

40

60

80

100

120Dropout Rate

Graduation Rate


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Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Student Group

Graduating Class of 2014


All Students 96 104 84

Black or African American 100 100 76

American Indian or Alaska Nat ive 96 100 78

Asian 100 92

Filipino 100 96

Hispanic or Lat ino 100 100 81

Native Hawaiian or Pacific Islander 100 83

White 104 107 89

Two or More Races 100 100 82

Socioeconomically Disadvantaged 100 118 81

English Learners 100 50

Students w ith Disabilit ies 120 61

Foster Youth


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan - Most Recent Year

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Suspensions 6.4 7.7 6.0 3.8 4.7 4.7 5.1 4.4 3.8

Expulsions 0.0 0.0 0.0 0.1 0.0 0.0 0.1 0.1 0.1

Suspensions

2012-13 2013-14 2014-150

1

2

3

4

5

6

7

8School Suspensions

District Suspensions

State Suspensions

Expulsions

2012-13 2013-14 2014-150.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

Etna High School provides a safe, clean environment for students, staff, and volunteers. A team of custodians ensures classrooms, restrooms, and campusgrounds are kept clean and safe. A scheduled maintenance program is administered by Scott Valley Unified School District to ensure that all classrooms andfacilit ies are well maintained. The school is in compliance w ith laws, rules and regulat ions pertaining to hazardous materials and state earthquake standards. The school’s Disaster PreparednessPlan includes steps for ensuring student and staff safety during a disaster. Fire and disaster drills are conducted on a regular basis throughout the school year. Members of the Safety Plan Committee revise the School Site Safety Planannually.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall Yes Yes

Met Part icipat ion Rate - English Language Arts Yes Yes

Met Part icipat ion Rate - Mathematics Yes Yes

Met Percent Proficient - English Language Arts N/A N/A

Met Percent Proficient - Mathematics N/A N/A

Met Attendance Rate

Met Graduat ion Rate N/A Yes

Federal Intervention Program (School Year 2015-16)Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status Not in PI Not in PI

First Year of Program Improvement

Year in Program Improvement

Number of Schools Current ly in Program Improvement N/A 1

Percent of Schools Current ly in Program Improvement N/A 25%


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* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information isreported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2014-15)

Note: Cells w ith N/A values do not require data.

*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2012-13 2013-14 2014-15

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

English 18.0 6 6 16.0 10 2 19.0 8 3 1

Mathematics 14.0 13 2 12.0 16 13.0 15 1

Science 21.0 3 3 1 15.0 7 2 17.0 6 2 1

Social Science 20.0 3 5 17.0 6 2 21.0 4 1 1

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 0.7

Counselor (Social/Behavioral or Career Development) N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) 1.0 N/A

Psychologist N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist (non-teaching) N/A

Other N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $11,799 $2,745 $9,054 $54,037

District N/A N/A $9,054 $54,037

Percent Difference – School Site andDistrict

N/A N/A 0.0% 54037.0%

State N/A N/A $5,348 $59,460

Percent Difference – School Site and State N/A N/A 1.4% 54037.0%


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2014-15)Types of Services Funded (Fiscal Year 2014-15)

In addit ion to general fund state funding, Etna High School receives state and federal categorical funding for special programs, which include the follow ingcategorical, special educat ion, and support programs:

• T it le I, Part A• T it le II A Teacher Quality• After School Tutoring

Teacher and Administrative Salaries (Fiscal Year 2013-14)Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary -- $38,953

Mid-Range Teacher Salary $52,443 $57,103

Highest Teacher Salary $63,436 $74,127

Average Principal Salary (Elementary) $92,848 $90,225

Average Principal Salary (Middle) $90,848 $98,146

Average Principal Salary (High) $97,690 $97,758

Superintendent Salary $135,095 $117,803

Percent of Budget for Teacher Salaries 25% 34%

Percent of Budget for Administrat ive Salaries 5% 7%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000


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http://www.cde.ca.gov/ds/fd/cs/



*Where there are student course enrollments.

Note : AP means Advanced Placement.

Professional Development – Most Recent Three Years

Advanced Placement Courses (School Year 2014-15)Advanced Placement Courses (School Year 2014-15)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 1 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 1 N/A

All Courses 2 2.8%

Professional development is an ongoing focus at the school; teachers cont inue to learn and improve, just as students do. Staff members build teaching skills bypart icipat ing in many conferences, courses, and workshops throughout the year and then sharing their experiences and knowledge w ith their colleagues. Thedistrict offers staff development days. Staff development topics included:

Advance Placement English

Advanced Placement U.S. History

Applied Behavior Analysis

Aut ism training

Bowmer Project (Oregon Shakespeare)

Carnegie Math curriculum adaptat ion

Carnegie Math training

Cisco Cert ified Network Associat ion Cert ificat ion

Cue Conference

Google Summit: Google Apps for Educat ion (and other Google tools)

Intervent ion Strategies

Intruder training

Posit ive Behavior Intervent ion and Supports

Posit ive Prevent ion

SEIS Conference

Common Core State Standards Curriculum Development

STEM workshops

Step Up to Writ ing


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Last updated: 1/10/20162014-15 SARC - Etna Union High

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SARC Report for Etna Union High SARC 2014-15.pdfEtna Union High By February 1 of each year, every...

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