SARC Report for Summerville High - Summerville Union High ... · To illustrate, this year (2016-17)...

Summerville 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 2015-16 School Year

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 and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school 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.

Diana Harford, PrincipalPrincipal, Summerville High

Summerville High School (SHS) is a comprehensive high school of 377 students. The Summerville Union High SchoolDistrict includes an independent study program, three necessary small high schools; and one 7-12 fine arts charter School.The Connect ions Visual and Performing Arts Academy (fine arts charter school) students, all 228 of them, attend classesw ith Summerville High students. This raises the number of students on campus to 605.

Summerville High School and Connect ions share a principal. Summerville High has two grade level coordinators (GLCs), andConnect ions has one. The GLCs’ dut ies include counseling, scheduling, discipline, career guidance, and teacherevaluat ions. Each GLC remains w ith his or her class for all four years of high school to maintain cont inuity in the educat ionalprograms for students.

The current campus was built in 1965 to accommodate 400 students. The campus has been thoroughly modernized w ithupdated technology. To illustrate, this year (2016-17) we have cont inued our iPad roll out program to issue 1:1 devicesfor all students on campus. We also increased our band w idth and cont inue to build our infrastructure to prepare for thenew state test ing, Smarter Balance Assessments. All core teachers have also received Televisions, Apple TVs, and LCDs to facilitate the use of technology and enhanceinstruct ion. The infrastructure was also updated, providing access points so the Internet can be accessed anywhere oncampus.

Over the past year, the Summerville High School staff has constructed a plan to create more cohesive pathways availableto students. Four different pathways are available for students: agriculture, communicat ions, business, andauto/mechanics/engineering.

Courses have shifted over the past two years as well. For example, Science teachers are beginning to incorporate theNext Generat ion Science Standards, w ith teachers ut ilizing digital media and technology. Also, to raise our expectat ionsand provide opportunit ies for our students, Advanced Placement Physics was added in 2015-16 and Advanced PlacementEuropean History was added in 2016-17. During the past four years, we have shifted from offering four AP courses toeight AP courses

While students’ academic success is always at the forefront of our minds, building character is also an integral part of ourfocus at Summerville High School. Therefore, the staff decided to build a Character Counts program to insure that ourstudents understand the importance of marrying academia w ith character. “Character Counts Nominat ion Forms” werecreated to acknowledge when students are exemplifying strong character. Our hope is to be a “world-class” school and itis only through fostering good character that we w ill achieve this goal.

About Our SchoolAbout Our School

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

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

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

Summerville High17555 Tuolumne Rd.Tuolumne, CA 95379-9701

Phone: 209-928-4228E-mail: [email protected]

ContactContact

2015-16 SARC - Summerville High

of 36

mailto:[email protected]

Last updated: 1/18/2017


About This School

Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)

District Contact Information (School Year 2016-17)

District Name Summerville Union High

Phone Number (209) 928-3498

Superintendent Robert Griffith

E-mail Address [email protected]

Web Site http://www.summbears.k12.ca.us

School Contact Information (School Year 2016-17)

School Name Summerville High

Street 17555 Tuolumne Rd.

City, State, Zip Tuolumne, Ca, 95379-9701

Phone Number 209-928-4228

Principal Diana Harford, Principal

E-mail Address [email protected]

Web Site http://www.summbears.k12.ca.us

County-District-School (CDS) Code

55724135536750

School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)

Summerville Union High School DistrictVision * Mission * Beliefs

Vision: Preparing students for college, career, and life.

Mission: Committed to excellence through innovat ive teaching andlearning. Inspiring and empowering all students by providing the toolsthey need to be prepared for their future in an ever changing world.

We Believe…• Every student can learn.• In building a highly qualified and motivated staff w ith high expectat ions.• It is our responsibility to provide every student w ith challenging and rigorous experiences so that they can become crit ical thinkers and problem solvers.• In cont inually improving all aspects of the organizat ion. • In sound financial planning to achieve district goals.• In doing what is best for all students.• In engaging in and adapt ing to modern technology to prepare all students for their futures.• That a clean, safe, healthy, and nurturing environment is essent ial for learning.• All students should be engaged and academically challenged while accept ing the responsibility for their learning.• In co-curricular/extracurricular act ivit ies to enhance student development.• Teamwork is vital for students, staff, and the school community in support of student learning.


of 36


http://www.summbears.k12.ca.us


http://www.summbears.k12.ca.us



Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)

Grade Level Number of Students

Grade 9 111

Grade 10 144

Grade 11 81

Grade 12 116

Total Enrollment 452

Grade 9 Grade 10 Grade 11 Grade 120

25

50

75

100

125

150

Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)

Student Group Percent of Total Enrollment

Black or African American 2.0 %

American Indian or Alaska Nat ive 6.2 %

Asian 0.2 %

Filipino 0.4 %

Hispanic or Lat ino 11.1 %

Native Hawaiian or Pacific Islander 0.2 %

White 76.5 %

Two or More Races 2.4 %

Other 1.0 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 36.7 %

English Learners 0.0 %

Students w ith Disabilit ies 3.3 %

Foster Youth 0.4 %


of 36



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

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 32 32 32 39

Without Full Credent ial 0 0 0 3

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

0 0 0 0

2014-15 2015-16 2016-170

5

10

15

20

25

30

35Teachers 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

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2014-15 2015-16 2016-17-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


of 36



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: October 2016

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

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 99.0% 1.0%

All Schools in District 99.0% 1.0%

High-Poverty Schoolsin District

100.0% 0.0%

Low-Poverty Schoolsin District

99.0% 1.0%

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)

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

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language ArtsStudy Sync; Connect Ed through McGraw Hill Educat ion Online

Yes 0.0 %

MathematicsBig Ideas Integrated Math I, II and III; Houghton Mifflin Harcourt;

Larson and Boswell

Yes 0.0 %

ScienceCollege Physics: A Strategic Approach; Pearson

Yes 0.0 %

History-Social ScienceWestern Civilizat ion, 9th Student Edit ion

Spielgovel, 2016

National Geographic Learning

Yes 0.0 %

Foreign Language 0.0 %

Health 0.0 %

Visual and PerformingArts

0.0 %

Science Lab Eqpmt(Grades 9-12)

N/A N/A 0.0 %


of 36



School Facility Good Repair StatusYear and month of the most recent FIT report: October 2016

Overall Facility RateYear and month of the most recent FIT report: October 2016

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

Summerville Union High School Facilit ies had it 's last site inspect ion, October 12, 2016. The overall facility ranking gave the Summerville district an exemplary schoolrat ing w ith the school meeting 100% on all standards or repair.

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 Exemplary


of 36


B. Pupil Outcomes

State Priority: Pupil Achievement

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

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and

The percentage of students 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.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All StudentsCAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

English Language Arts / Literacy (grades 3-8 and 11) 54.0% 63.0% 44.0% 51.0% 44.0% 48.0%

Mathematics (grades 3-8 and 11) 13.0% 33.0% 19.0% 31.0% 34.0% 36.0%


of 36


Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated in both assessments.

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 all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

ELA - Grade 3ELA - Grade 3

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students -- -- -- --

Male -- -- -- --

Female -- -- -- --

Black or African American -- -- -- --

American Indian or Alaska Nat ive -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Lat ino -- -- -- --

Nat ive Hawaiian or Pacific Islander -- -- -- --

White -- -- -- --

Two or More Races -- -- -- --

Socioeconomically Disadvantaged -- -- -- --

English Learners -- -- -- --

Students w ith Disabilit ies -- -- -- --

Students Receiving Migrant Educat ion Services -- -- -- --

Foster Youth -- -- -- --


of 36








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








of 36





ELA- ELA- Grade 6Grade 6



Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








of 36








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








of 36







All Students 78 72 92.3% 62.5%

Male 47 44 93.6% 56.8%

Female 31 28 90.3% 71.4%



Asian -- -- -- --




White 58 53 91.4% 60.4%


Socioeconomically Disadvantaged 23 21 91.3% 61.9%






of 36


Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.



CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

Mathematics - Grade 3Mathematics - Grade 3



Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








of 36








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








of 36







All Students 78 72 92.3% 33.3%

Male 47 44 93.6% 31.8%

Female 31 28 90.3% 35.7%



Asian -- -- -- --




White 58 53 91.4% 30.2%








of 36



Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

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.

CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)

Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.

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.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced


2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Science (grades 5, 8, and 10) 63.0% 62.0% 56.0% 63.0% 71.0% 55.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 139 130 93.5% 56.2%

Male 81 78 96.3% 57.7%

Female 58 52 89.7% 53.9%


American Indian or Alaska Nat ive 12 11 91.7% 36.4%

Asian -- -- -- --

Filipino 0 0 0.0% 0.0%

Hispanic or Lat ino 20 20 100.0% 50.0%

Native Hawaiian or Pacific Islander 0 0 0.0% 0.0%

White 102 95 93.1% 60.0%

Two or More Races 0 0 0.0% 0.0%


English Learners 0 0 0.0% 0.0%

Students w ith Disabilit ies 0 0 0.0% 0.0%

Students Receiving Migrant Educat ionServices

0 0 0.0% 0.0%



of 36

Career Technical Education Programs (School Year 2015-16)Career Technical Education Programs (School Year 2015-16)

1. Programs and classes offered that are specifically focused on career preparat ion and or preparat ion for work…(college, career and life)

-Agriculture

-Mechanics

-Manufacturing/Advanced Manufacturing

-Keyboarding/Advanced Keyboarding

-General Business

-Accounting

-General Auto/Advanced Auto

-Ag Leadership

-Law Enforcement/Advanced Law Enforcement

-Elementary TA

-Mult i-Media

-Journalism

-Robotics

-Veterinary Science

-Work Experience

2. How these programs and classes are integrated w ith academic courses and how they support academic achievement…

Summerville High School’s CTE courses support academic achievement by integrat ing real world academic skills into the CTE lessons, especially in the areas ofmathematical applicat ions and technical writ ings and readings.

3. The Measurable outcomes of these programs and classes, and how they are evaluated…

Current ly, the outcomes of these programs are evaluated by the Perkins Grant Report which tracks the school and work decisions of students who havegraduated from these classes. Summerville High School is current ly working on implementing a CTE cert ificate program that w ill have strict requirements forattending and complet ing a CTE program and earning a cert ificate that w ill carry weight in future school and career choices. The program w ill be designed tomotivate students to stay in school and graduate w ith the necessary skills to go on to further educat ion or be employable upon high school graduat ion.Attendance, grade and class requirements as well as art iculat ion w ith local junior college programs and industry sectors w ill all be vital parts of the cert ificateprogram.

4. The primary representat ive of the district ’s CTE advisory committee and the industries represented on the committee…

Tom Dibble is the CTE Administrator for Summerville High School. In addit ion, each industry sector is represented by an advisory committee that meets periodicallyto discuss what is being taught in each CTE class, and evaluate whether the instruct ion is adequate and w ill meet the needs of employers and educators who


of 36



may receive these students after graduat ion.

Career Technical Education Participation (School Year 2015-16)Career Technical Education Participation (School Year 2015-16)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 99

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma 84.0%

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 20.0%

Courses for University of California (UC) and/or California State University (CSU) AdmissionCourses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2015-16 Pupils Enrolled in Courses Required for UC/CSU Admission 90.0%

2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission 36.7%


of 36

Last updated: 1/18/2017State 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 area of physical educat ion


of 36


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 (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)

The Governing Board of Summerville High School District recognizes that parents/guardians are their children's first and most influent ial teachers and thatcont inued parental involvement in the educat ion of children contributes great ly to student achievement and a posit ive school environment. In order to engage parents/guardians posit ively in their children's educat ion, the Superintendent or designee shall ensure that staff members at each school:

1. Help parents/guardians develop parent ing skills and provide home environments that support their children's academic efforts and their development asresponsible members of society

2. Inform parents/guardians that they can direct ly affect the success of their children's learning and provide them techniques and strategies that they may use toimprove their children's academic success and help their children in learning at home

3. Init iate consistent and effect ive two-way communicat ion between the home and school so that parents/guardians may know when and how to help theirchildren in support of classroom learning act ivit ies

4. Receive training that fosters effect ive and culturally sensit ive communicat ion w ith the home, including training on how to communicate w ith non-Englishspeakers and how to give parents/guardians opportunit ies to assist in the instruct ional process both at school and at home

5. Encourage parents/guardians to serve as volunteers in the schools, attend student performances and school meetings, and part icipate in site councils, advisorycouncils and other act ivit ies in which they may undertake governance, advisory and advocacy roles

School plans shall delineate specific measures that shall be taken to increase parental involvement w ith their children's educat ion, including measures designed toinvolve parents/guardians w ith cultural, language or other barriers which may inhibit such part icipat ion.

In addit ion to part icipat ing in school committees, parents have been surveyed to learn their opinions on our technology init iat ive. Based on parent feedbackduring the 2015-16 school year, we made several changes to our iPad use policies. In the fall of 2016, parent meetings were held to inform parents of thesechanges and provide information to help them supervise their child's technology use at home.

Also, parent meetings for school athlet ics are now held each season to inform parents about pract ice hours, competit ions, travel, and other policies.

Please Contact Diana Harford, Principal for more information on how parents can be involved in their child's educat ion.

Summerville High School

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

Indicator


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


of 36


Dropout Rate 9.3% 6.6% 7.9% 12.1% 5.6% 7.9% 11.4% 11.5% 10.7%

Graduat ion Rate 88.70 93.40 92.10 87.90 94.40 92.10 80.44 80.95 82.27

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

2012-13 2013-14 2014-150

20

40

60

80

100Dropout Rate

Graduation Rate


of 36

Completion of High School Graduation Requirements - Graduating Class of 2015 Completion of High School Graduation Requirements - Graduating Class of 2015

(One-Year Rate)(One-Year Rate)

Student Group School District State

All Students 85 100 85

Black or African American 67 100 77

American Indian or Alaska Nat ive 71 80 75

Asian 100 100 99

Filipino 0 100 97

Hispanic or Lat ino 82 86 84

Native Hawaiian or Pacific Islander 0 0 85

White 86 100 87

Two or More Races 100 100 91

Socioeconomically Disadvantaged 100 100 77

English Learners 0 0 51

Students w ith Disabilit ies 100 100 68

Foster Youth -- -- --


of 36



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 (School Year 2016-17)

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Suspensions 7.7 5.4 6.7 5.1 4.6 5.0 4.4 3.8 3.7

Expulsions 0.3 0.3 0.2 0.1 0.1 0.1 0.1

Suspensions

2013-14 2014-15 2015-160

1

2

3

4

5

6

7

8School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-160.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35School Expulsions

District Expulsions

State Expulsions

August 2015, the Summerville Union High School District reviewed, updated and approved our School Safety Plan. In the fall of 2016, the safety plan has beenreviewed, updated, and is pending approval.

Key elements to the plan:

Duck and Cover - Shelter in Place / Lockdown - Secure School / Evacuat ion - School Closure / Intruder - Hostage Situat ion /

Weapons, Bombs and Other Threats / Student Unrest - Civil Disturbance / Medical Emergency - Psych. Crisis /

Explosion or Risk of Explosion / Hazardous Spill or Release / Fire - Smoke / Weather Emergencies / Earthquake / Power, Ut ilit ies Failure /

Aircraft or Vehicle Crash/ Animal Disturbance / Emergency Phone Numbers / Media and Public Information / Campus Map


of 36



of 36



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.

Average Class Size and Class Size Distribution (Elementary)

* Number of classes indicates how many classes fall into each size category (a range of total students per class).

Federal Intervention Program (School Year 2016-17)Federal Intervention Program (School Year 2016-17)

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 0

Percent of Schools Current ly in Program Improvement N/A 0.0%

2013-14 2014-15 2015-16

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K

1

2

3

4

5

6

Other


of 36




* 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 2015-16)


*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)

2013-14 2014-15 2015-16

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 25.0 8 18 4 25.0 8 16 5 29.0 3 12 4

Mathematics 23.0 13 14 3 24.0 12 13 3 24.0 8 10 2

Science 26.0 4 16 2 27.0 7 9 7 27.8 3 12 3

Social Science 27.0 2 13 3 27.0 2 12 1 28.0 2 13 2

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

Academic Counselor 2.0 190.0

Counselor (Social/Behavioral or Career Development) 0.8 N/A

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.8 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 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $13166.3 $1882.3 $11284.0 $67611.0

District N/A N/A $11284.0 $67611.0

Percent Difference – School Site andDistrict

-- -- 0.0% 0.0%

State N/A N/A $5677.0 $67969.0

Percent Difference – School Site and State -- -- -- --


of 36



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 2015-16)Types of Services Funded (Fiscal Year 2015-16)

Summerville High School has a number of supplemental programs available to students. T it le 1 funding allows for addit ional support through classes designed forlower ability students. There is an after school tutoring program funded by the district . We have a GATE program which consists of offering a challenging elect ivecourse each year. We also have special educat ion services, library services, psychological and social welfare assistance, attendance monitoring and counseling.

Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $43,831 $43,787

Mid-Range Teacher Salary $70,668 $64,314

Highest Teacher Salary $97,414 $85,084

Average Principal Salary (Elementary) $ $

Average Principal Salary (Middle) $103,661 $103,661

Average Principal Salary (High) $122,269 $111,896

Superintendent Salary $151,843 $131,536

Percent of Budget for Teacher Salaries 34.0% 26.0%

Percent of Budget for Administrat ive Salaries 9.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

140000


of 36

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



*Where there are student course enrollments of at least one student.

Advanced Placement (AP) Courses (School Year 2015-16)Advanced Placement (AP) Courses (School Year 2015-16)

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

Computer Science N/A

English 1 N/A

Fine and Performing Arts N/A

Foreign Language 1 N/A

Mathematics 1 N/A

Science 1 N/A

Social Science 1 N/A

All Courses 5 15.0%


of 36


Professional DevelopmentProfessional Development

Teachers and administrators at Summerville High School and Connect ions VPAA attend trainings in a number of areas. These areas are selected by WASC goals,Single Plan for Student Achievement Goals, district needs and PLC goals. Technology training has been an area of focus over the last three years as we moved toa 1:1 program w ith an iPad for each student. Teachers in all core areas attending mult i-day trainings on implementat ion of Common Core standards. Bydepartment area, teachers may request release t ime during the school year or work days during the summer to work on curriculum development and creat ingbenchmark assessments. In addit ion, all new AP teachers attend a weeklong summer training program in their AP subject. Administrators have attended trainingsin curriculum and instruct ion, personnel management, and special educat ion. Our Athlet ic Director and ASB Director have attended trainings specific to their areas.

Most professional development opportunit ies take place off campus, through a county schools office or university. We have two days built into the calendar forprofessional development on campus, which may cover topics such as ALICE training, Google Classroom and app training, and instruct ional strategies for specialeducat ional learners.

It is important that teachers have an opportunity to share out their learning w ith peers, and they are also encouraged to make brief presentat ions to the SchoolBoard on conference and trainings that are attended.


of 36

SARC Report for Summerville High - Summerville Union High ... · To illustrate, this year (2016-17)...

Documents

Transcript of SARC Report for Summerville High - Summerville Union High ... · To illustrate, this year (2016-17)...