| School Accountability Report Card | ||||
| 2005 - 2006 | ||||
|
Principal's Message Proposition 98, an initiative passed by California voters in November 1988, established the annual school report. This report, to be issued by local school boards for each elementary and secondary school, provides parents and other interested citizens with information about each school's resources, successes, and areas to be improved. Everyone at Glendora High School has reaffirmed his or her commitment to the educational process and student achievement. Student progress in mastering the California Content Standards serves as our main focus. Classroom technology that teachers and students use to enhance learning is in the process of a school-wide upgrade. Teachers will continue to focus on data-driven decision making in crafting lesson plans that address state standards and specific learning needs. Glendora High School is a California Distinguished School and is working under a full six-yer WASC acceditation. We recently went through our three year midterm WASC review and received a very favorable progress report. Results from previous years' indicators on successful instruction including the STAR program, California High School Exit Exam, Advanced Placement, SAT, PAST, and ACT, have reflected overall school levels of academic excellence. We will continue to keep our laser-like focus on student achievemnt, taking Glendora High School from good to great. I hope as you read our annual report, you will find the informaton meaningful and useful. If you have any questions, please let us know. Kelly Bruce - GHS Principal Demographic Information Glendora High School is the only comprehensive high school in the Glendora Unified School District. Glendora High has an active and involved PTA that provides varied enrichment activities and support, including staff and student recognition, opportunities for student leadership, student community service projects, Renaissance, scholarships, student assemblies and a PTA newsletter. The PTA Board meets monthly and seeks the involvement of all parents, teachers, students and neighbors of GHS to keep communicatin at an optimal level. Last years PTA volunteers worked over 855 hours volunteering at the school. For additional information regarding parent involvement, please contact Janae Marshall at (626) 963-5731.
Class Size Class Distribution - Average Class Size Glendora Unified School District has implemented the Morgan-Hart Program in the ninth grade English classes by reducing each class to a ratio of 20 students to one teacher. The distribution of the 2,741 ninth through twelth grade students is as follows:
School Finances Teacher and Administrative Salaries (Fiscal Year 2004 - 2005)
Expenditures Per Pupil and School Site Teachere Salaries (Fiscal Year 2004 - 05)
School Safety and Climate for Learning School Safety Plan School/District disaster and safety plans are evaluated annually and are available for review in the administration office. Earthquake, disaster, and fire drills are practiced regularly. The PTA collaborates with GHS in emergency preparedness by providing on-site emergency supplies loocated in classrooms and in a special storage facility. Positive Learning Environment Glendora HIgh strives to provide a safe, effective, and orderly learning environment. In addition to two assistant principals and support staff who assist classroom teachers in the enforcement of disciplinary policies, there are six campus aides, a school resource officer from the Glendora Police Department, and a parking lot security guard who help maintain a safe and orderly campus throughout the day. We continue to have the contracted services of a canine-interdiction and detection firm to assist in maintaining a safe and drug-free learning environment. Based on the annual safe schools report, GHS has established a productive climate in which instruction and learning can occur. Utilizing the elements outlined in the school safety plan, the following contribute to a safe and orderly campus, lock-down drills, emergency preparation, a high tech communication tools, and District policies related to sexual harassment, child abuse, school discipline standards, dress code, and traffic guidelines. A Student Climate Committee has also been established. Suspensions & Explusions Glendora Unified School District receives reimbursement from the State of California for each student in attendance during an instructional day. The staff works diligently with parents to ensure consistent student attendance. To encourage improvement, parents of students with excessive absences and/or tardy occurrences are contacted. Teachers work to enhance student self-esteem as part of dropout prevention.
The rate of suspensions and expulsions is the total number of incidents divided by the school's enrollment. School Facilities Glendora High School was built in 1957. In the spring of 2000, a successful bond measure was passed. Funds from that measured were used to enhance the GHS campus. Including the original construction, our facilities now include 94 modernized classrooms, food service areas, administrative offices, guidance/career center, a theater, new art classrooms, a weight room, a multimedia center, two gymnasiums, and locker rooms. Outdoor facilities include a pavilion, tennis courts, and a new swimming pool. School custodial, as well as district maintenance staff, clean, repair, and modernize the facilities. The gardening crews care for the grounds. Our facilities are maintained in a manner that assures that they are clean, safe, and functional as determined pursuant to an interim evaluation instrument developed by the Office of Public School Construction. The instrument does not require capital enhancements beyond the standards to which the facility was originally designed and constructed. Academic Data STAR Testing Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2 to 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2 to 11, science in grades 5, 9, 10, and history/social science in grades 9 to 11, and a norm-referenced test (CAT6), which tests reading, language, and mathematics in grades 2 to 11, spelling in grades 3 to 7. California Standards Tests (CTS) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standars), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area.
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (CAT6), adopted by the State Board of Education, are reported for each grade levelas the percent of test students scoring at or above the 50th percentile (the national average). Beginning in 2005, the Norm-Referenced Test in Reading/Language Arts (ELA), Spelling, and Math are given in grades three to seven only. Percent of Students Scoring at or Above the 50th Percentile (NRT)
School Completion and Post Secondary Preparation Dropout Rate and Graduation Rate The formula for the one-year dropout rate is (grades 9 through 12 dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividng the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates. The table below displays the school's one-year dropout rates and graduation rates for the most recent three-year period. For compariosn purposes, data is also provided at the district and statelevels. Detailed iniformation about dropout rates and graduation rates can be found at the CDE web site at http://dq.cde.ca.gov/dataquest. Dropout Rate Calculation
Completion of High School Graduation Requirements California High School Exit Exam Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. For students who began the 2005-06 school year in 12th grade, this table displays by student group the percent of students who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Due to the state's collection schedule for high school completion data, state level data for this reporting element will not be available for report cards published in the 2006-7 school year. Detailed information aqbout CAHSEE can be found at the CDE web site at http://www.cde.ca.gov/ta/tg/hs/. In the chart below "n/a" means that the student group is not numerically significant.
Career Technical Education Programs Glendora High School has instituted a SAT Test Prep course that is held on Saturdays during the school year. The course is also inlcuded in the summer school session. Career Technical Education Participation This table displays information about particcipation in the school's CTE programs.
Courses for University of California and/or California State University Admission The table below displays for the most recent year two measures elated to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. detailed information about student enrollment and completion of courese required for for UC/CSU admissioin can be found by using this link.
Advanced Placement Courses The table below displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school's students enrolled in all AP courese. Detailed information about student enrollmet and completion of courese required for UC/CSU admission can be found at the CED web site at http://dq.cde.ca.gov/dataquest.
College Admission Test Preparation Course Program All GHS students have the opportunity to gain leadership, technology, job-seeking, problem-solving, and interpersonal skills. These can be obtained through courses such as work experience, leadership, Regional Occupational Program, school-to-work, freshman couseling to establish individual career pathways, and other academic and elective-type classes. These classes are offered to train students to enter the world of work at various levels of their educational program. SAT Reasoning Test The table belows displays the percent of the school's 12th grade students who voluntarily take the SAT Reasoning Test for collge entrance, and the average verbal, math, and writing scores of those students. Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE web site at http://dq.cde.ca.gov/dataquest/. Note: to protect student privacy, scores are not shown when the number of students tested is 10 or less.
California Physical Fitness - Grades 5, 7, 9 The California Physical Fitness Test is administered to grades five, seven, and nine. The following table shows the cercent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Percent of Students Meeting Fitness Standards
Local Assessments The district has begun the process of developing district-created benchmark tests for language arts and math. Accountability Academic Performance Index (API) The API is the cornerstone of California's Public School Accountability Act (PSAA). The purpose of the API is to measure a school's academic performance. It is a numeric index (or scale) that ranges from a low of 200 to a high of 1000. The statewide API performance target for all schools is 800. The annual growth target for a school is five percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8 on STAR. Each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socio-economically disadvantaged students) must also meet its target for the school to be eligible for awards. Schools receiving a Base API score are ranked in ten categories of equal size from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to then (highest) to indicate how well the school performed compared to school most like it. Schoolwide API (Academic Performance Index)
API Changes by Student Group - Three Year Comparison
State Award and Intervention Programs Although state intervention and award programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Adequate Yearly Progress (AYP) The federal "No Child Left Behind Act" (NCLB) requires that all students perform at or above the proficient level on the state's standards-base assessments by 2014. In order to achieve this goal and meet annual performance objectives, district and schools must improve each year according to set requirements. Detailed information about AYP can be found at the California Department of Education web site at www.cde.ca.gov/ta/ac/ay/. To comply with NCLB, California daopted AYP, schools and districts are required each year to meet or exceed specified criteria in each of the following:
The table below displays an indication of whether Glendora High School and the District made AYP overalll and whether tey met each of the AYP criteria.
Federal Intervention Program: Currently, no Glendora schools that receives Title 1 funding is in Program Improvement. In 2004-2005, all students and numerically significant subgroups, including students with disabilities, met Adequate Yearly Progress. Detailed information about AYP can be found at the California Department of Education web site at http://www.cde.ca.gov/ta/ay/. Teacher and Staff Information The table below displays the number of teachers assigned to the school with full credential, without a full credential, and those teaching outside of their subject area of competence.
The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be compliant with NCLB criteria no later than 2006-07 school year.
A certified employee is considered "misassigned" if placed in a teaching or services position for which the employee does not hold a leagally recognized certificate or credential, or if placed in a teaching or services position that the mployee is nt otherwise authorized by statue to hold. A teacher postion is considered vacant if a single designated certified employee has not been assigned at the beginning of the year for an entire year.
More information on teacher qualifications can be found at the California Department of Education web site. Substitute Teachers Qualified substitute teachers are assigned to Glendora High by the District to replace regular classroom teachers when they are absent. All substitute teachers are required to have a bachelor's degree, to have passed the California Basic Education Skills Test (CBEST), and to have passed the state-mandated fingerprint screening. Teacher Evaluations The teacher evaluation process in the District was adopted by the Board of Education in agreement wit the Glendora Teadhers' Association. Permanent faculty members are normally evaluated by the principal every other year. To attain permanent status, a teacher must complete two years of teaching in the District with satisfactory evaluations. Tenure is granted at the beginning of a teacher's third year of teaching. Counselors and Other Support Staff Glendora High School has the services of seven guidance counselors, one career/ROP counselor, and a District psychologist for testing, case studies, and intervention. The ratio of academic counselors to students is 456.8 to one. The counselors provide assistance with students' four-year high school plans, sophomore counseling, and college and career planning. The Guidance/Career Center is open to all students on a daily basis. A Freshman Transition Program has been implemented for all incoming ninth graders. A Peer Assistance Leadership (PAL) Program is available to any student in need. A District nurse and GHS health clerk are available to all students as well as a speech/language specialist to those students who qualify for the program. A library media/curriculum specialist, a technology instructor and technician, and two library technicians are available to assist staff and students. Level-appropriate classes are available for students with special needs. Identified gifted and talented students (GATE), as well as other high achieving students, may participate in a variety of academic programs, including Advanced Placement (AP) and Honors classes. GHS has an active and involved PTA that provides a wide variety of activities and support, which include a PTA newsletter, staff and student recognition, opportunities for student leadership and student community service projects, Renaissance, scholarships, emergency preparedness, and student assemblies. The school has 100 teachers, a career/ROP/work experience counselor, a technology instuctor, five guidance counselors, an activities advisor, two deans, two assistant principals, one principal, and 62 full or part time classified employees (clerical/custodial/maintenance staff, campus/special education aides, health and testing clerks.)
Curriculum and Instruction Instructional Development The curriculum of GUSD is appropriately aligned with state-adopted frameworks, standards, and guidelines. Teachers and other staff are involved in the review and evaluationn of the curriculum. New textbooks are adopted on a seven-year cycle. A different subject area is considered for adoption each year. Classroom implementation of the selection occurs within two years after the State Board of Education publishes an approved list of textbooks that meet the requirement of the new state curriculum guidelines and the state standards and frameworks. In the Glendora Unified School District, a committee of teachers and administrators examines and pilots samples of approved textbooks and other instructional materials. The committee then recommends selections for teacher and parent preview. From these evaluations and recommendations, the committee proposes a final selection to the Glendora Board of Education for use in the District. Textbooks, workbooks, encyclopedias, dictionaries, maps, charts, computers, audio visual equipment, and other resource materials are available at each site. Availability of Sufficient Standards-Based Textbooks Sufficient standards-aligned textbooks and other instructional materials are available for each pupil, including English learners, and are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science, foreign language, and health. Educational materials including textbooks, workbooks, encyclopedias, dictionaries, maps, charts, computers, scientific and graphing calculators, transparencies, audiovisual equipment, and a satellite dish for the Educational Telecommunications Network (ETN) Program are available for use. Our state-of-the-art Technology Center has access to an e-Library Plus, laser printers, Internet, and other resource materials. Every classroom is equipped with a computer connected to the Internet, a color printer, a 32" Tv monitor, and a VCR. An in-house digitized print shop is available to all staff in the media center.
Instructional Planning and Scheduling School Leadership Glendora High School participates in the Western Association of Schools and Colleges, Inc. (WASC) which requires staff, parents, and students to evaluate existing programs and plan future improvements every six years. GHS was highly praised and again awarded a full six-year accreditation from WASC in June, 2003. The staff at GHS was commended for this award and is continuing to pursue the implementation of the goals and objectives developed during the self-study process. Imbedded in the plan are the Expected Schoolwide Learning Results (ESLR's) for all students. The school community has revised the ELSR's to better meet the needs of all students. Upon graduation students will have gained competency in:
Glendora High School has twice been honored as a California Distinguished School and has been named a Digital High School. Professional Developement Staff training is ongoing in the Glendora Unified School District. The district calendar includes one non-teaching day prior to the start of the school year in September. Each year, School Improvement Program funds are allocated to allow each teacher on the staff to attend a professional conference to enhance their knowledge base and instructional skills. Glendora, the District, and the County staff also provide workshops and in-services. Reading and continued alignment of the curricuum with state and notional standards are the focal points for his school year. Glendora's teachers will also be working toward writing across the curriculum, as well as maintaining a focus on math. Instructional Minutes The California Educational code establishes the required number of instructional minutes per year for each grade. Each school year, Glendora High School's total overall instructional minutes meet or exceed the minimum state requirement of 64,800 minutes for grades nine through twelve. Annually, each college-bound student in grades nine through twelve receives an average of 10,770 instructional minutes in each subject area of English language and literature, mathematics, science/health, history-social science, foreign language, and/or the arts. Two years of Pysical Education is required for each student. Annual Instructional Minutes
Glendora High School: 1600 E. Foothill Blvd. Glendora, CA 91741 | (626) 963-5731
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||