II. About This School

 

Contact Information (School Year 2011–12)

School		District
School Name	Bayshore Preparatory Charter School	District Name	Bayshore Preparatory Charter School
Street	1175 Linda Vista Drive	Phone Number	(760) 471-0847
City, State, Zip	San Marcos, CA 92078	Web Site	www.bayshoreprep.org
Phone Number	(760) 471-0847	Superintendent	Nancy Spencer
Principal	Nancy Spencer	E-mail Address	nspencer@bayshoreprep.org
E-mail Address	nspencer@bayshoreprep.org	CDS Code	37-73791-0109785

 

School Description and Mission Statement (School Year 2011–12)

Bayshore Preparatory Charter School (BPCS) adheres to a Personalized Learning model of Education.  Our goal is to educate K-12 students through a rigorous college prep curriculum in a flexible, student-centered learning environment.  We strive to actively partner with students, parents and the community to support students’ academic success and personal goals.  The BPCS community is committed to fostering the development of the unique potential of each student through experiences that promote self-directed learning, self-reliance, responsibilty, and collaborative decision-making.  BPCS supports students’ extracurricular interests and further educational and career goals via clubs, elective courses, field trips, and the opportunity for concurrent enrollment at Palomar Community College.  The diversity of the BPCS student population lies not only in the socio-economic status but also in their motivation for enrollment in this type of independent study program.  The staff at BPCS continuously tailors curriculum to the individual learning styles of each student, utilizing one-on-one teaching, small group instruction, independent learning, and technological resources.  Upon enrollment at BPCS, each student’s supervising teacher analyzes their personal and academic status and areas of need in order to develop an individualized educational plan.

 

Opportunities for Parental Involvement (School Year 2011–12)

The Bear Cat Committee (BCC) was established to make recommendations to the Board concerning needed changes and/or additions to the charter as well as oversee fundraising. The BCC consists of parents/guardians of students enrolled at Bayshore Prep and the Executive Director. Parent/guardian members are chosen by ballot of parents of students enrolled. The BCC meets not less than four (4) times per year. They may elect from their ranks a Chair, Vice-Chair, and Secretary to serve one year terms. Each member will have one vote and all decisions will require a simple majority of the members voting. The BCC has adopted its own procedures for filling mid-term vacancies. Members report their proceedings directly to the Board at the next monthly Board meeting. The BCC oversees fundraising activities and directs the allocation of spending with input from staff. All parents/guardians are welcome to attend the BCC meetings.

 

Student Enrollment by Grade Level (School Year 2010–11)

Grade Level	Number of Students	Grade Level	Number of Students
Kindergarten	1	Grade 8	8
Grade 1	1	Ungraded Elementary	0
Grade 2	0	Grade 9	15
Grade 3	0	Grade 10	27
Grade 4	1	Grade 11	29
Grade 5	2	Grade 12	49
Grade 6	1	Ungraded Secondary	0
Grade 7	7	Total Enrollment	143

 

Student Enrollment by Subgroup (School Year 2011–12)

Group	Percent of Total Enrollment
Black or African American	2.1%
American Indian or Alaska Native	2.1%
Asian	0
Filipino	0
Hispanic or Latino	32.9%
Native Hawaiian or Pacific Islander	0.7%
White	62.2%
Two or More Races	0
Socioeconomically Disadvantaged	57%
English Learners	13%
Students with Disabilities	5%

 

Average Class Size and Class Size Distribution (Elementary)

Grade Level	Avg. Class Size	2008–09 Number of Classes*			Avg. Class Size	2009–10 Number of Classes*			Avg. Class Size	2010–11 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	26.8	1	2	1		N/A	N/A	N/A		N/A	N/A	N/A

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

Average Class Size and Class Size Distribution (Secondary)

Subject	Avg. Class Size	2008–09 Number of Classes*			Avg. Class Size	2009–10 Number of Classes*			Avg. Class Size	2010–11 Number of Classes*
		1-22	23-32	33+		1-22	23-32	33+		1-22	23-32	33+
English	22.3	2	2		N/A				N/A
Mathematics	22.3	3		1	N/A				N/A
Science	27.0	1	1		N/A				N/A
Social Science					N/A				N/A

* 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 is reported by subject area rather than grade level.

III. School Climate

 

School Safety Plan (School Year 2010–11)

Bayshore Prep has a comprehensive and well-planned safety plan contained in an Emergency Preparedness Handbook.  The manual was developed over time with input from the district, disaster training workshops, and professional emergency personnel. Included in the handbook are plans for a wide variety of potential disasters including both man-made and natural emergencies. This Handbook is updated annually. At the beginning of the school year, the Emergency Prepared Handbook is distributed to the teachers and reviewed for clarification and procedures related to any emergency.  Fire and Lockdown procedures are explained and practiced on a regular basis at the school as required by law. Any updated safety issues or concerns are immediately addressed at regular staff meetings.  The school’s internal security system operated 24 hours a day.

 

Suspensions and Expulsions

Rate*	School 2008–09	School 2009–10	School 2010–11	District 2008–09	District 2009–10	District 2010–11
Suspensions	0	0	0	5.5	6.7	-
Expulsions	0	0	0	0.3	0.5	-

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

 

IV. School Facilities

 

School Facility Conditions and Planned Improvements (School Year 2011–12)

Bayshore Prep is located at 1175 Linda Vista Rd, San Marcos, CA 92078.The facility is in an attractive and safe area, providing good access for administrators, teachers, and the students or parents who visit the school. The facility is air conditioned, heated, and illuminated with florescent lights. The facility provides handicapped accessibly in all areas including bathrooms and parking.

 

School Facility Good Repair Status (School Year 2011–12)

System Inspected	Repair Status				Repair Needed and Action Taken or Planned
	Exemplary	Good	Fair	Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer		X
Interior: Interior Surfaces		X
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation		X
Electrical: Electrical		X
Restrooms/Fountains: Restrooms, Sinks/ Fountains		X
Safety: Fire Safety, Hazardous Materials		X
Structural: Structural Damage, Roofs		X
External: Playground/School Grounds, Windows/ Doors/Gates/Fences		X
Overall Rating	Good

Note: Cells shaded in black do not require data.

 

V. Teachers

 

Teacher Credentials

Teachers	School 2008–09	School 2009–10	School 2010–11	District 2010–11
With Full Credential	7	8	6	99.45%
Without Full Credential	3	1	0	0.55%
Teaching Outside Subject Area of Competence (with full credential)	0	0	0	n/a

 

Teacher Mis-assignments and Vacant Teacher Positions

Indicator	2009–10	2010–11	2011–12
Mis-assignments of Teachers of English Learners	0	0	0
Total Teacher Mis-assignments*	0	0	0
Vacant Teacher Positions	0	0	0

Note: “Mis-assignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

 

* Total Teacher Mis-assignments includes the number of Mis-assignments of Teachers of English Learners.

 

Core Academic Classes Taught by Highly Qualified Teachers
(School Year 2010–11)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/

Location of Classes	Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers	Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers
This School	100%	0%
All Schools in District	100%	0%
High-Poverty Schools in District	100%	0%
Low-Poverty Schools in District	100%	0%

Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.

 

VI. Support Staff

 

Academic Counselors and Other Support Staff (School Year 2010–11)

Title	Number of FTE* Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor	-	N/A
Counselor (Social/Behavioral or Career Development)	-	N/A
Library Media Teacher (librarian)	-	N/A
Library Media Services Staff (paraprofessional)	-	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

Note: Cells shaded in black do not require data.

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

 

VII. Curriculum and Instructional Materials

 

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2011–12)

This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

 

Year and month in which data were collected: ______January 2012______________

 

Core Curriculum Area	Textbooks and instructional materials/year of adoption	From most recent adoption?	Percent students lacking own assigned copy
Reading/Language Arts	Good; Students are provided with a textbook and instructional materials to take home	N/A	0%
Mathematics	Good; Students are provided with a textbook and instructional materials to take home	N/A	0%
Science	Good; Students are provided with a textbook and instructional materials to take home	N/A	0%
History-Social Science	Good; Students are provided with a textbook and instructional materials to take home	N/A	0%
Foreign Language	Good; Students are provided with a textbook and instructional materials to take home	N/A	0%
Health	Good; Students are provided with a textbook and instructional materials to take home	N/A	0%
Visual and Performing Arts	Good; Students are provided with a textbook and instructional materials to take home	N/A	0%
Science Laboratory Equipment (grades 9-12)	Good	N/A	0%

 

VIII. School Finances

 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2009–10)

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental / Restricted)	Expenditures Per Pupil (Basic / Unrestricted)	Average Teacher Salary
School Site	$6,573	$69	$6,504	$48,467
District	$7,493	N/A	$5,009	$67,216
Percent Difference – School Site and District	-14.0%	N/A	23.0%	-38.7%
State	$8,452	N/A	$5,324	$67,530
Percent Difference – School Site and State	-28.6%	N/A	18.1%	-39.9%

Note: Cells shaded in black do not require data.

 

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

 

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

 

To be provided by LEA

Types of Services Funded (Fiscal Year 2010–11)

The following programs and supplemental services are funded through either categorical, supplemental or other sources: Special Education Program – services provided by SMUSD through funding provided by the North County SELPA which included funding for a Resource Instructor, contract related service providers, supplies and materials.  State Categorical Block Grant – Funding provided by the state which supported regular teacher salaries, stipends and educational materials.  State Lottery Funding – Funding provided by the state lottery board for textbook purchases and other educational materials for students.

 

Teacher and Administrative Salaries (Fiscal Year 2009–10)

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$34,410	N/A
Mid-Range Teacher Salary	$36,350	N/A
Highest Teacher Salary	$46,491	N/A
Average Principal Salary (Elementary)	N/A	N/A
Average Principal Salary (Middle)	N/A	N/A
Average Principal Salary (High)	N/A	N/A
Superintendent Salary	$88,329	N/A
Percent of Budget for Teacher Salaries	29%	N/A
Percent of Budget for Administrative Salaries	9%	N/A

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

 

IX. Student Performance

 

Standardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consists of several key components, including:

➢     California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.

➢     California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.

➢     California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.

 

The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.

 

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

 

Standardized Testing and Reporting Results for All Students –
Three-Year Comparison

Subject	Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
	School			District			State
	2008–09	2009–10	2010–11	2008–09	2009–10	2010–11	2008–09	2009–10	2010–11
English-Language Arts	42%	40%	50%	42%	40%	50%	50%	52%	54%
Mathematics	20%	16%	13%	20%	16%	13%	46%	48%	50%
Science	30%	37%	31%	30%	37%	31%	50%	54%	57%
History-Social Science	27%	28%	47%	27%	28%	47%	41%	44%	48%

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 statistical accuracy or to protect student privacy.

 

Standardized Testing and Reporting Results by Student Group –
Most Recent Year

Group	Percent of Students Scoring at Proficient or Advanced
	English- Language Arts	Mathematics	Science	History- Social Science
All Students in the LEA	50%	13%	31%	47%
All Students at the School	50%	13%	31%	47%
Male	51%	11%	0%	50%
Female	50%	15%	33%	46%
Black or African American	0	0	0	0
American Indian or Alaska Native	0	0	0	0
Asian	0	0	0	0
Filipino	N/A	N/A	N/A	N/A
Hispanic or Latino	37%	4%	23%	42%
Native Hawaiian or Pacific Islander	0	0	0	0
White	53%	17%	39%	44%
Two or More Races	0	0	0	0
Socioeconomically Disadvantaged	39%	10%	33%	33%
English Learners	0	0	0	0
Students with Disabilities	0	0	0	0
Students Receiving Migrant Education Services	N/A	N/A	N/A	N/A

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 statistical accuracy or to protect student privacy.

 

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB.

 

For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.

 

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

Subject	Percent of Students Scoring at Proficient or Advanced
	School			District			State
	2008–09	2009–10	2010–11	2008–09	2009–10	2010–11	2008–09	2009–10	2010–11
English-Language Arts	N/A	55%	59%	N/A	55%	59%	52%	54%	59%
Mathematics	N/A	48%	43%	N/A	48%	43%	53.3%	53.4%	56%

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 statistical accuracy or to protect student privacy.

 

California High School Exit Examination Grade Ten Results by Student Group – Most Recent Year (if applicable)

Group	English-Language Arts			Mathematics
	Not Proficient	Proficient	Advanced	Not Proficient	Proficient	Advanced
All Students in the LEA	41%	36%	23%	57%	29%	14%
All Students at the School	41%	36%	23%	57%	29%	14%
Male	0	0	0	0	0	0
Female	47%	32%	21%	61%	28%	11%
Black or African American	0	0	0	0	0	0
American Indian or Alaska Native	0	0	0	0	0	0
Asian	0	0	0	0	0	0
Filipino	0	0	0	0	0	0
Hispanic or Latino	0	0	0	0	0	0
Native Hawaiian or Pacific Islander	0	0	0	0	0	0
White	17%	50%	33%	45%	36%	18%
Two or More Races	0	0	0	0	0	0
Socioeconomically Disadvantaged	0	0	0	0	0	0
English Learners	0	0	0	0	0	0
Students with Disabilities	0	0	0	0	0	0
Students Receiving Migrant Education Services	0	0	0	0	0	0

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 statistical accuracy or to protect student privacy.

 

California Physical Fitness Test Results (School Year 2010–11)

The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.

Grade Level	Percent of Students Meeting Fitness Standards
	Four of Six Standards	Five of Six Standards	Six of Six Standards
5	N/A	N/A	N/A
7	N/A	N/A	N/A
9	52.2%	39.1%	0%

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 statistical accuracy or to protect student privacy.

 

X. Accountability

 

Academic Performance Index

The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.

 

Academic Performance Index Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state.

 

The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank	2008	2009	2010
Statewide	4	4	3
Similar Schools	1	1	N/A

 

Academic Performance Index Growth by Student Group – Three-Year Comparison

Group	Actual API Change 2008–09	Actual API Change 2009–10	Actual API Change 2010–11
All Students at the School	-8	6	45
Black or African American	*	*	*
American Indian or Alaska Native	*	*	*
Asian	*	*	*
Filipino	*	*	*
Hispanic or Latino	*	*	30
Native Hawaiian or Pacific Islander	*	*	*
White	-11	5	74
Two or More Races	N/A	*	*
Socioeconomically Disadvantaged	*	*	*
English Learners	*	*	*
Students with Disabilities	*	*	*

Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

 

Academic Performance Index Growth by Student Group – 2011 Growth API Comparison

This table displays, by student group, the number of students included in the API and the 2011 Growth API at the school, LEA, and state level.

Group	2011 Growth API
	Number of Students	School	Number of Students	LEA	Number of Students	State
All Students at the School	60	750	13,350	865	4,683,676	778
Black or African American	1	N/A	424	843	317,856	696
American Indian or Alaska Native	1	N/A	71	870	33,774	733
Asian	0	N/A	669	961	398,869	898
Filipino	0	N/A	409	947	123,245	859
Hispanic or Latino	23	726	6,156	803	2,406,749	729
Native Hawaiian or Pacific Islander	0	N/A	97	881	26,953	764
White	35	758	5,413	919	1,258,831	845
Two or More Races	0	N/A	96	888	76,766	836
Socioeconomically Disadvantaged	34	705	3,666	789	2,731,843	726
English Learners	8	N/A	4,571	789	1,521,844	707
Students with Disabilities	3	N/A	1,741	682	521,815	595

 

Adequate Yearly Progress

The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

 

• Participation rate on the state’s standards-based assessments in ELA and mathematics
• Percent proficient on the state’s standards-based assessments in ELA and mathematics
• API as an additional indicator
• Graduation rate (for secondary schools)

 

For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

 

Adequate Yearly Progress Overall and by Criteria (School Year 2010–11)

AYP Criteria	School	District
Made AYP Overall	Yes	No
Met Participation Rate – English-Language Arts	Yes	Yes
Met Participation Rate – Mathematics	Yes	Yes
Met Percent Proficient – English-Language Arts	Yes	No
Met Percent Proficient – Mathematics	Yes	No
Met API Criteria	Yes	Yes
Met Graduation Rate	N/A	Yes

Federal Intervention Program (School Year 2011–12)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Indicator	School	District
Program Improvement Status	Not in PI	Not in PI
First Year of Program Improvement	Not in PI	Not in PI
Year in Program Improvement	Not in PI	Not in PI
Number of Schools Currently in Program Improvement	Not in PI	Not in PI
Percent of Schools Currently in Program Improvement	Not in PI	Not in PI

Note: Cells shaded in black do not require data.

 

XI. School Completion and Postsecondary Preparation

 

Admission Requirements for California’s Public Universities

 

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work.

 

For general admissions requirements, please visit the UC Admissions Information Web page at http://www.universityofcalifornia.edu/admissions/. (Outside source)

 

California State University

Eligibility for admission to the California State University (CSU) is determined by three factors:

 

• Specific high school courses
• Grades in specified courses and test scores
• 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 campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside source)

Dropout Rate and Graduation Rate

Indicator	School			District			State
	2007–08	2008–09	2009–10	2007–08	2008–09	2009–10	2007–08	2008–09	2009–10
Dropout Rate (1-year)	4.6%	5.7%	4.7%	1.9%	1.9%	2.6%	3.9%	4.5%	3.4%
Graduation Rate	89.7%	70.3%	52.2%	91.3%	87.3%	91.5%	80.2%	78.6%	80.5%

Note: The National Center for Education Statistics graduation rate as reported in AYP is provided in this table.

 

Completion of High School Graduation Requirements

This table displays, by student group, the percent of students who began the 2010–11 school year in grade twelve and were a part of the school’s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.

Group	Graduating Class of 2011
	School	District	State
All Students	N/A	93.1%	75.2%
Black or African American	N/A	89.9%	68.8%
American Indian or Alaska Native	N/A	87.5%	68.3%
Asian	N/A	93.8%	89.7%
Filipino	N/A	100%	73.3%
Hispanic or Latino	N/A	96.9%	88.1%
Native Hawaiian or Pacific Islander	N/A	95.8%	59.7%
White	N/A	96.7%	84.1%
Two or More Races	N/A	100%	84.9%
Socioeconomically Disadvantaged	N/A	90.7%	68.6%
English Learners	N/A	80.9%	56.6%
Students with Disabilities	N/A	85.7%	57.7%

Note: “N/D” means that no data were available to the CDE or LEA to report.

 

Career Technical Education Programs (School Year 2010–11)

N/A

 

Career Technical Education Participation (School Year 2010–11)

Measure	CTE Program Participation
Number of pupils participating in CTE	N/A
Percent of pupils completing a CTE program and earning a high school diploma	N/A
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education	N/A

 

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

(School Year 2009–10)

UC/CSU Course Measure	Percent
Students Enrolled in Courses Required for UC/CSU Admission	N/A
Graduates Who Completed All Courses Required for UC/CSU Admission	N/A

 

Advanced Placement Courses (School Year 2010–11)

Subject	Number of AP Courses Offered	Percent of Students In AP Courses
Computer Science	N/A	N/A
English	N/A	N/A
Fine and Performing Arts	N/A	N/A
Foreign Language	N/A	N/A
Mathematics	N/A	N/A
Science	N/A	N/A
Social Science	N/A	N/A
All courses	N/A	N/A

Note: Cells shaded in black do not require data.

 

XII. Instructional Planning and Scheduling

 

Professional Development

This section provides information on the annual number of school days dedicated to staff development for

the most recent three-year period.

Several days prior to school commencing, professional development is provided in grade and subject level curriculum, the school information tracking system, student assessment including STAR data analysis by grade level, subject and cluster content.  On-going professional development, including workshops, conferences and weekly staff meetings are available throughout the year. Teachers are sent to workshops and return as trainer of trainers. Beginning teachers participate in BTSA training. Because of the structure of our program, opportunities are available throughout the year that don’t impact continued student learning.