Westonranchhighschool

Weston Ranch High
California Department of Education
School Accountability Report Card

Reported Using Data from the 2014-15 School Year
Published During 2015-16
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 about
the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to
prepare a Local Control Accountability Plan (LCAP), w hich describes how they intend to meet annual school-specific goals for all pupils, w ith specific activities to address
state and local priorities. Additionally, 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 Education (CDE) SARC W eb page at http://w w w .cde.ca.gov/ta/ac/sa/.
For more information about the LCFF or LCAP, see the CDE LCFF W eb page at http://w w w .cde.ca.gov/fg/aa/lc/.
For additional information about the school, parents/guardians, and community members should contact the school principal or the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest W eb page that contains additional information about this school and comparisons of the school to
the district, the county, and the state. 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
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries
and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a
w orkstation may be used (depending on availability), the types of softw are programs available on a w orkstation, and the ability to print documents.
Francine Baird
Principal, Weston Ranch High
About Our School

The W eston Ranch Community is one of diversity and resiliency. Our community is made up of a diverse population w ith
various talents and interests. W eston Ranch High School is quickly grow ing into the hub of this community and w e are
w orking diligently in collaboration w ith all stakeholders to cultivate graduates w ho are college and/or career ready.
Our five essential characteristics of a W eston Ranch Cougar are:
P Productive Citizens
O Organized Individuals
W W ell-rounded Learners
E Effective Communicators
R Rational Thinkers
At W eston Ranch High School, our entire staff is committed to our students and their academic success.
Contact
W eston Ranch High
4606 McCuen Ave.
Stockton, CA 95206-6388
Phone: 209-938-6245
E-mail: fbaird@musd.net
2014-15 SARC - Weston Ranch High
About This School

Contact Information - Most Recent Year
District Contact Information - Most Recent Year
School Contact Information - Most Recent Year
District Name
Manteca Unified
School Name
W eston Ranch High
Phone Number
(209) 825-3200
Street
4606 McCuen Ave.
Superintendent
Jason Messer
City, State, Zip
Stockton, Ca, 95206-6388
E-mail Address
jmesser@musd.net
Phone Number
209-938-6245
Web Site
w w w .mantecausd.net
Principal
Francine Baird
E-mail Address
fbaird@musd.net
Web Site
w w w .mantecausd.net
County-District39685930101576
School (CDS) Code
Last updated: 1/15/2016
School Description and Mission Statement - Most Recent Year

W eston Ranch High School is one of five comprehensive high schools in Manteca Unified. Our school and community are rich in ethnic make-up. This diversity
allow s our school to offer the full breadth of programs to satisfy the needs of all students. W e take pride in our academic and athletic programs, as w ell as our
extra and co-curricular activities. Since our school w as opened in the 2003-04 school year, w e have been building traditions of excellence, inside and outside the
classrooms.
The mission of W eston Ranch High School is: W eston Ranch High School, in cooperation with our diverse community, is dedicated to providing all students with a
high quality education. Through high academic expectations, technology, and standards-aligned curriculum, W eston Ranch offers college preparatory, vocational,
and extra-curricular opportunities. W e strive to maintain a safe environment where cooperation, responsibility, good citizenship, critical thinking, and respect are
stressed in order to prepare all students to be successful in a rapidly changing global society.
The vision of W eston Ranch High School is: we value positive, active community participation, school pride, recognition and celebration of achievement, respect,
good character and tolerance. W e advocate high levels of education and inquiry, vertical alignment and long term career plans. W e expect safety, cooperation,
and an environment conducive to education.
Page 2 of 23
Student Enrollment by Grade Level (School Year 2014-15)

Grade Level
Number of Students
Grade 9
339
Grade 10
340
350
300
Grade 11
270
Grade 12
259
Total Enrollment
1208
250
200
150
100
50
0
Grade 9
Grade 10
Grade 11
Grade 12
Student Enrollment by Student Group (School Year 2014-15)

Student Group
Percent of Total Enrollment
Black or African American
24.3 %
American Indian or Alaska Native
0.1 %
Asian
13.3 %
Filipino
11.8 %
Hispanic or Latino
41.5 %
Native Haw aiian or Pacific Islander
1.2 %
11% 2%
9%
24%
13%
11%
69%
41%
W hite
7.0 %
Tw o or More Races
0.7 %
Socioeconomically Disadvantaged
69.0 %
English Learners
9.5 %
Students w ith Disabilities
11.3 %
Foster Youth
2.0 %
7%1%

Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
English Learners
Students with Disabilities
Foster Youth
Page 3 of 23
A. Conditions of Learning
State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):
Degree to w hich teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
Pupils have access to standards-aligned instructional materials; and
School facilities are maintained in good repair
Teacher Credentials
Teachers
School
District
201314
201415
201516
201516
W ith Full Credential
49
53
50
947
W ithout Full Credential
57
Teachers Teaching Outside Subject

Area of Competence (w ith full
credential)
60
50
Teachers with Full Credential

Teachers without Full Credential
Teachers Teaching Outside Subject Area of Competence
40
30
20
10
0
2013-14
2014-15
2015-16
Teacher Misassignments and Vacant Teacher Positions

201314
201415
201516
Misassignments of Teachers of English

Learners
Total Teacher Misassignments*
Vacant Teacher Positions
Indicator
8
Misassignments of Teachers of English Learners
Total Teacher Misassignments
7
Vacant Teacher Positions
0
2013-14
2014-15
2015-16
Note: Misassignments refers to the number of positions filled by teachers w ho lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.
Page 4 of 23
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)
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
96.0%
4.0%
All Schools in District
96.0%
4.0%
High-Poverty Schools
in District
96.0%
4.0%
Low -Poverty Schools

in District
100.0%
0.0%
Location of Classes
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.
Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year
Year and month in w hich data w ere collected: December 2015
Subject
Textbooks and Instructional Materials/year of Adoption
Reading/Language Arts
From Most Recent

Adoption?
Percent Students Lacking Own

Assigned Copy
Yes
0.0 %
Yes
0.0 %
Yes
0.0 %
Eng - 1 / Study Sync McGraw -Hill (Adopted 2015)

Special Education
English 1 & 2 Study Sync McGraw -Hill (Adopted 2015)
English 3 & 4 Study Sync McGraw -Hill (Adopted 2015)
Mathematics
Algebra 1, A, B - Common Core Curriculum, Big Ideas Learning (Adopted
2015)
Geometry - Common Core Curriculum, Big Ideas Learning (Adopted 2015)
Accel Alg 2 - Common Core Curriculum, Big Ideas Learning (Adopted
2015)
Algebra 2 - Common Core Curriculum, Big Ideas Learning (Adopted 2015)
Pre Calculus w ith Limits, Brooks Cole (Adopted 2014)
AP Calculus - Calculus of a Single Variable, Brooks/Cole (Adopted 2014)
Statistics - Elementary Statistics, Pearson Educatino (Adopted 2004)
AP Statistics - The Practice of Statistics, W .H. Freeman (Adopted 2015)
Business Math - Math w ith Business Applications, Glencoe McGraw Hill
(Adapted 2007)
Special Education
Pre-Algebre- ALEKS Math, McGraw -Hill (Adopted 2015)
Functional Math 1 - ALEKS McGraw -Hill (Adopted 2015)
Functional Math 2 - ALEKS McGraw -Hill (Adopted 2015)
Functional Personal Financial Leteracy, Pearson- Prentice Hall (Adopted
2010)
Pacemaker Algebra, Globe Fearon (Adopted 2003)
Pacemaker Geometry, AGS (Adopted 2003)
Science
Anatomy/Physiology- Essentials of Human Anatomy & Physiology, Pearson
Page 5 of 23

(Adopted 2008)
Biology - Biology, McDougal Littell (Adopted 2008)
AP Biology - Biology, 6th Edition, Campbell/Benjamin, Cummings (Adopted
2007)
Applied Biology - An Everyday Experience, Glencoe (Adopted 1999)
Chemistry - Matter & Change, Glencoe (Adopted 2007)
AP Chemistry- Chemistry: The Central Science, Prentice Hall (Adopted
2008)
Physics, Holt, Rinehart, W inston (Adopted 2007)
Conceptual Physics, Hew itt (Adopted 2002)
Applied Physical Science- Science Spectrum- Physical Approach, Holt,
Prentice Hall (Adopted 2001)
Earth Science - Geology, The Environment, and the Universe, Glencoe
(Adopted 2007)
Astronomy - Explorations: An Introduction to Astronomy, Glencoe
(Adopted 2010)
Ag Biology - The Science of Agriculture: A Biological Approach, Delmar
Thomson Learning (Adopted 2004)
Ag Earth Science - Earth Science, Pearson Prentice Hall (Adopted 2006)
Special Education
Life Science - Pacemaker General Science, AGS (Adopted 2001)
Earth Science - Earth Science, AGS (Adopted 2012)
History-Social Science
Yes
0.0 %
W orld History - Modern Times, Glencoe/McGraw -Hill (Adopted 2006)

U.S. History - The Americans, McDougal Littell (Adopted 2006)
U.S Government - Democracy in Action, Glencoe/McGraw -Hill (Adopted
2007)
Economics - Principals and Practices, Glencoe (Adopted 2005)
AP U.S. History - Enduring Vision, Cengage (Adopted 2015)
AP U.S. History - The American Pageant (Adopted 2010)
AP Government - Continuity & Change, Pearson/Longman (Adopted
2008)
AP Government - Institutions & Policies, W ilson/Diiulio/Bose (Adopted
2015)
AP Government - People, Politics & Policy, Pearson (Adopted 2014)
AP Government - Amer. Govt. Roots & Reform, Prentice Hall (Adopted
2009)
AP European History - W estern Experience, McGraw -Hill (Adopted 2009)
Psychology - Psychology & You, Nat's Textbook Co. (Adopted 2000)
AP Psychology - Meyers Psychology for AP, W orth Publishers (Adopted
2014)
AP Economics - Foundations of Economics, Addison W esley (Adopted
2007)
AP W orld History - The W estern Experience, McGraw -Hill (Adopted 2009)
AP Macroeconomics - Krugman's Macro for AP, W orth Publishers (Adopted
2011)
Special Education
W orld History - Pacemaker W orld History, Pearson Learning (Adopted
2008)
U.S. History - Pacemaker United States History, Pearson Learning
(Adopted 2008)
Page 6 of 23

Economics - Pacemaker Economics, Globe Fearon (Adopted 2001)
Amer. Govt. - United States Government, AGS (Adopted 1997)
Foreign Language
Yes
0.0 %
Yes
0.0 %
Yes
0.0 %
Spanish 1- En Espanol Level 1 Series, McDougal Littell (Adopted 2004)

Spanish 4- Continuemos!, Jarvis, Lebredo, Mena-Ayllon (Adopted 2000)
Spanish 4 - Avancemos 4, McDougal Littell (Adopted 2007)
Spanish AP - Temas, Vista Higher Learning (Adopted 2014)
Spanish AP Lit - Nextext for Abriendo Puertas Ampliando Perspectivas, Holt
McDougall (Adopted 2013)
Spanish AP - Triangulos, W ayside Publishing (Adopted 2000)
French 1 - Bon Voyage Level 1 Series, Glencoe McGraw -Hill (Adopted
2002)
2002)
2002)
French 4 - Tresors du temps, Glencoe McGraw -Hill (Adopted 1997)
Health
Health- Glencoe Health, Glencoe (Adopted 2007)
Visual and Performing

Arts
Actions: The Actor's Thesaurus, Longon: Drama (Adopted 2004)

Basic Drama Projects, Perfection Learning (Adopted 2004)
Intro to Theatre - The Stage & The School, Glencoe (Adopted 2005)
Science Lab Eqpmt

(Grades 9-12)
0.0 %
Page 7 of 23
School Facility Conditions and Planned Improvements - Most Recent Year

The District takes great effort to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses the Facility Inspection Tool (FIT)
instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the District Office. Below is more
specific information on the condition of the school and the efforts made to ensure that students are provided w ith a clean, safe, and functional learning
environment.
Age of School Buildings.

W eston Ranch High School w as completed in 2002 including the administration building, library, a performing arts building, tw o gymnasiums, and 61 classrooms.
Maintenance and Repair.
District maintenance staff ensures that repairs necessary to keep schools in good w orking order are completed in a timely manner. A w ork order process is used to
ensure efficient service and emergency repairs are given the highest priority.
Cleaning Process and Schedule.
The Districts governing Board has adopted cleaning standards for all schools in the District. A summary of these standards is available at the school office and at
the District Office. Staff w orks daily w ith the custodial staff to develop cleaning schedules to ensure a clean and safe school.
Deferred Maintenance Program.
The District participates in the State Deferred Maintenance Program. The Deferred Maintenance Program provides State funds to assist school districts w ith
expenditures for major repair or replacement of existing school building components so that the educational process may safely continue. Typically, this includes
roofing, plumbing, heating, air conditioning, electrical systems, w all systems, floor systems, etc. The Districts 2015-2016 budget allocated $800,000 to address
deferred maintenance needs throughout the District.
Modernization Projects.
The portable buildings at this site are eligible for modernization in 2019. The permanent buildings are eligible for modernization in 2024. The District is currently
planning to renovate and modernize its schools based upon the District's 2014 Facility Master Plan. As part of that activity there are projects planned at W eston
Ranch High w hich w ill be completed through the use of local funds. State funding w ill also be sought for those portions of projects w hich may be eligible for
modernization funding.
School Facility Good Repair Status - Most Recent Year

System Inspected
Rating
Systems: Gas Leaks, Mechanical/HVAC,

Sew er
Good
Interior: Interior Surfaces
Good
Repair Needed and

Action Taken or
Planned
Interior finishes require

repair.
Cleanliness: Overall Cleanliness,

Pest/Vermin Infestation
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 indow s/Doors/Gates/Fences
Good
Hand dryer requires

repair.
Fields require pest

control abatement.
Overall Facility Rate - Most Recent Year

Overall Rating
Good
Page 8 of 23
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); and
The percentage of pupils w ho have successfully completed courses that satisfy the requirements for entrance to the University of California and the California
State University, or career technical education sequences or programs of study
California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)
Percent of Students Meeting or Exceeding the State Standards
Subject
School
District
State
English Language Arts / Literacy (grades 3-8 and 11)
50.0%
34.0%
44.0%
Mathematics (grades 3-8 and 11)
21.0%
24.0%
33.0%
Note: Percentages are not calculated w hen 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. Double dashes (--) appear in the table w hen the number of students tested is ten or less.
Page 9 of 23
ELA - Grade 11
Total
Enrollment
Number
Tested
Percent
Tested
Percent
Achievement
Level 1*
Percent
Achievement
Level 2*
Percent
Achievement
Level 3*
Percent
Achievement
Level 4*
All Students
259
252
97.3%
22.0%
27.0%
37.0%
13.0%
Male
259
124
47.9%
24.0%
31.0%
32.0%
10.0%
Female
259
128
49.4%
20.0%
23.0%
41.0%
16.0%
259
50
19.3%
32.0%
32.0%
28.0%
8.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Asian
259
41
15.8%
17.0%
24.0%
37.0%
22.0%
Filipino
259
30
11.6%
7.0%
30.0%
33.0%
27.0%
Hispanic or Latino
259
110
42.5%
24.0%
25.0%
39.0%
11.0%
259
0.4%
--
--
--
--
W hite
259
20
7.7%
20.0%
30.0%
50.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
259
173
66.8%
24.0%
28.0%
37.0%
10.0%
English Learners
259
16
6.2%
75.0%
19.0%
6.0%
0.0%
259
28
10.8%
79.0%
14.0%
0.0%
0.0%
Students Receiving Migrant

Education Services
0.0%
0.0%
0.0%
0.0%
0.0%
Foster Youth
--
--
--
--
--
--
--
Student Group
Tw o or More Races
Double dashes (--) appear in the table w hen the number of students is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
Note: The number of students tested includes students that did not receive a score; how ever the number of students tested is not the number that w as used to
calculate 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
Page 10 of 23
Mathematics - Grade 11
Total
Enrollment
Number
Tested
Percent
Tested
Percent
Achievement
Level 1*
Percent
Achievement
Level 2*
Percent
Achievement
Level 3*
Percent
Achievement
Level 4*
All Students
259
252
97.3%
51.0%
27.0%
15.0%
5.0%
Male
259
124
47.9%
51.0%
26.0%
16.0%
5.0%
Female
259
128
49.4%
51.0%
28.0%
15.0%
5.0%
259
49
18.9%
67.0%
14.0%
8.0%
4.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Asian
259
42
16.2%
36.0%
31.0%
21.0%
12.0%
Filipino
259
30
11.6%
37.0%
30.0%
20.0%
13.0%
Hispanic or Latino
259
110
42.5%
52.0%
31.0%
15.0%
2.0%
259
0.4%
--
--
--
--
W hite
259
20
7.7%
60.0%
20.0%
20.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
259
175
67.6%
54.0%
26.0%
15.0%
3.0%
English Learners
259
18
6.9%
89.0%
11.0%
0.0%
0.0%
259
28
10.8%
86.0%
4.0%
0.0%
0.0%
Students Receiving Migrant

Education Services
0.0%
0.0%
0.0%
0.0%
0.0%
Foster Youth
--
--
--
--
--
--
--
Student Group
Tw o or More Races
Double dashes (--) appear in the table w hen the number of students is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
Note: The number of students tested includes students that did not receive a score; how ever the number of students tested is not the number that w as used to
calculate 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
Page 11 of 23
California Standards Tests for All Students in Science Three-Year Comparison

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
School
Subject
Science (grades 5, 8, and 10)
District
State
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
48.0%
43.0%
52.0%
48.0%
47.0%
44.0%
59.0%
60.0%
56.0%
Note: Scores are not show n w hen 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. Double dashes (--) appear in the table w hen the number of students tested is ten or less.
California Standards Tests Results by Student Group in Science (School Year 2014-15)
Student Group
Percent of Students Scoring at Proficient or Advanced
All Students in the LEA
44.0%
All Students at the School
52.0%
Male
54.0%
Female
50.0%
32.0%
--
Asian
67.0%
Filipino
63.0%
Hispanic or Latino
56.0%

W hite
Tw o or More Races
-63.0%
--
50.0%
English Learners
13.0%
12.0%
Students Receiving Migrant Education Services
--
Foster Youth
--
Note: Scores are not show n w hen 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. Double dashes (--) appear in the table w hen the number of students tested is ten or less.
Page 12 of 23
Career Technical Education Programs (School Year 2014-15)

W eston Ranch High School has incorporated segments of the States vision of w hat high schools are to be like in the 21st Century. All incoming freshmen
students are administered an Interest Inventory to help them select a career path as they move through high school. A career path is developed for each
student to prepare for the transition from school to w ork. W eston Ranch students are able to enroll in CTE classes on campus in a variety of career pathw ays.
Students also may enroll in district w ide CTE capstone courses in a variety of areas. These classes focus on w orkplace skills that can transfer into any career
pathw ay.
Career Technical Education Participation (School Year 2014-15)

Measure
Number of Pupils Participating in CTE
CTE Program Participation

380
Percent of Pupils Completing a CTE Program and Earning a High School Diploma
93.0%
Percent of CTE Courses Sequenced or Articulated Betw een the School and Institutions of Postsecondary Education
100.0%
Courses 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
95.8%
2013-14 Graduates W ho Completed All Courses Required for UC/CSU Admission
28.2%
Page 13 of 23

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 education
California High School Exit Examination Results For Grade Ten Students Three-Year Comparison (if applicable)
Percent of Students Scoring at Proficient or Advanced
School
Subject
District
State
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
English Language Arts
54.0%
45.0%
48.0%
54.0%
37.0%
40.0%
57.0%
56.0%
58.0%
Mathematics
57.0%
54.0%
48.0%
56.0%
42.0%
42.0%
60.0%
62.0%
59.0%
English Language Arts Percent of Students Scoring at Proficient or
Advanced
Mathematics Percent of Students Scoring at Proficient or Advanced

60
60
50
50
40
40
30
30
20
20
10
10
0
2012-13
0
2012-13
2013-14
2013-14
2014-15
2014-15
Page 14 of 23
California High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (if
applicable)
English Language Arts
Mathematics
Percent Not
Proficient
Percent
Proficient
Percent
Advanced
Percent Not
Proficient
Percent
Proficient
Percent
Advanced
All Students in the LEA
49.0%
26.0%
25.0%
47.0%
39.0%
14.0%
All Students at the School
52.0%
26.0%
22.0%
52.0%
35.0%
13.0%
Male
60.0%
21.0%
20.0%
53.0%
34.0%
13.0%
Female
42.0%
34.0%
24.0%
51.0%
37.0%
13.0%
73.0%
16.0%
10.0%
70.0%
27.0%
2.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Asian
43.0%
23.0%
33.0%
40.0%
33.0%
27.0%
Filipino
34.0%
39.0%
27.0%
37.0%
46.0%
17.0%
Hispanic or Latino
50.0%
26.0%
24.0%
50.0%
37.0%
13.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
W hite
32.0%
45.0%
23.0%
50.0%
32.0%
18.0%
Tw o or More Races
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
54.0%
26.0%
21.0%
50.0%
37.0%
12.0%
English Learners
100.0%
0.0%
0.0%
92.0%
8.0%
0.0%
93.0%
7.0%
0.0%
97.0%
0.0%
3.0%
Students Receiving Migrant Education

Services
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Foster Youth
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Student Group
California Physical Fitness Test Results (School Year 2014-15)

Percent of Students Meeting Fitness Standards
Grade Level
9
Four of Six Standards
Five of Six Standards
Six of Six Standards
32.6%
20.6%
31.9%
statistical accuracy or to protect student privacy.
Page 15 of 23
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
Opportunities for Parental Involvement - Most Recent Year

The success of a school is strongly influenced by the support of parents and the school community as a w hole. W eston Ranch High enjoys valuable parent
involvement and utilizes the services of the booster clubs or Sober Grad Committee to support students and school programs. W e also benefit from our parents
involvement through School Site Council, ELAC, parent conferences, and various other parent groups and activities. Parents can call our school at (209) 938-6253
to find out how to get more involved w ith their childs education.
Manteca Unified School District strives to coordinate and communicate w ith the community including police, fire and other governmental agencies, new s media,
medical agencies and other community organizations. Community agency programs include fire prevention, w ater safety, parks and recreation activities, the
community gymnasium, bike safety, and our Stockton Unified School District Police School Resource Officer.
State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):
High school dropout rates; and
High school graduation rates
Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

School
Indicator
District
State
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
Dropout Rate
5.6%
4.0%
3.1%
6.7%
5.2%
4.4%
13.1%
11.4%
11.5%
Graduation Rate
92.80
95.20
95.30
89.40
92.00
92.90
78.87
80.44
80.95
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

100
Dropout Rate
Graduation Rate
80
60
40
20
0
2011-12
2012-13
2013-14
Page 16 of 23
Page 17 of 23
Completion of High School Graduation Requirements

Graduating Class of 2014
Student Group
School
District
State
All Students
99
93
84
94
88
76
118
100
78
Asian
100
94
92
Filipino
107
97
96
Hispanic or Latino
92
93
81
73
91
83
W hite
93
95
89
Tw o or More Races
88
79
82
100
101
81
English Learners
94
69
50
97
70
61
Foster Youth
--
--
--
Page 18 of 23

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; and
Other local measures on the sense of safety
Suspensions and Expulsions

School
Rate
District
State
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
Suspensions
16.9
15.1
20.1
8.1
7.3
9.7
5.1
4.4
3.8
Expulsions
0.1
0.3
0.2
0.2
0.2
0.2
0.1
0.1
0.1
Suspensions
Expulsions
25
0.35
School Suspensions
District Suspensions
State Suspensions
School Expulsions
District Expulsions
0.30
State Expulsions
20
0.25
15
0.20
0.15
10
0.10
5
0.05
0.00
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
School Safety Plan - Most Recent Year

W eston Ranch High annually updates the Disaster Plan and School Safety Plan. The plan w as revised by Safe Schools Consultants according to the required
adoption process w ith appropriate School Site Council public hearings and School Safety Planning Committee input. Teachers and staff annually receive training on
disaster procedures. Teachers and staff received ongoing training throughout the 2014-2015 school year in order to meet the appropriate guidelines established
by the state.
Manteca Unified School District continues to make strides in the improvement of the educational climate and reduced disruptions in the classroom by putting kids
first and asking the question, Is it good for the children? The safety of students and the security of campuses are high priorities in MUSD. School personnel and
students participate in monthly disaster preparedness drills including specific procedures for fire, earthquake, flood, civil disturbance, and hazardous chemical
situations.
The District has established procedures for submitting complaints against personnel and programs. An information brochure, policies, and forms are available to the
public at the school site, on the Districts w ebsite, and in all offices. Also, a nondiscrimination/harassment report form is used to help staff in reporting and tracking
data.
Our schools w ork hard to improve academic achievement and provide alternative programming for at risk students. In addition, authorized prevention activities
include conflict resolution strategies, before and after school programs, and district-w ide efforts to prevent illegal gang activities w ith Drug Free and Tobacco Free
School Zones clearly established and posted. Our District seeks grants and utilizes the Health Services Department to meet the health and counseling needs of
students.
Page 19 of 23
D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria
School
District
Made AYP Overall
Yes
Yes
Met Participation Rate - English Language Arts
Yes
Yes
Met Participation Rate - Mathematics
Yes
Yes
Met Percent Proficient - English Language Arts
N/A
N/A
Met Percent Proficient - Mathematics
N/A
N/A
Yes
Yes
State
Met Attendance Rate

Met Graduation Rate
Federal Intervention Program (School Year 2015-16)

Indicator
Program Improvement Status
School
District
Not in PI
In PI
First Year of Program Improvement
2007-2008
Year in Program Improvement
Year 3
Number of Schools Currently in Program Improvement
N/A
Percent of Schools Currently in Program Improvement
N/A
40.0%
Note: Cells w ith NA values do not require data.
Page 20 of 23
Average Class Size and Class Size Distribution (Secondary)

2012-13
2013-14
Number of Classes *
Subject
2014-15
Number of Classes *
Number of Classes *
Average Class Size
1-22
23-32
33+
Average Class Size
1-22
23-32
33+
Average Class Size
1-22
23-32
33+
English
22.0
24
23
10
22.0
20
30
22.0
25
18
14
Mathematics
24.0
16
14
17
24.0
12
24
25.0
14
20
11
Science
28.0
17
11
29.0
13
15
27.0
14
11
Social Science
26.0
18
11
25.0
22
26.0
14
16
* 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.
Academic Counselors and Other Support Staff (School Year 2014-15)

Title
Number of FTE* Assigned to School
Average Number of Students per Academic Counselor
Academic Counselor
0.0
0.0
Counselor (Social/Behavioral or Career Development)
4.0
N/A
Library Media Teacher (librarian)
0.0
N/A
Library Media Services Staff (paraprofessional)
1.0
N/A
Psychologist
0.7
N/A
Social W orker
0.0
N/A
Nurse
0.0
N/A
Speech/Language/Hearing Specialist
0.3
N/A
Resource Specialist (non-teaching)
0.9
N/A
Other
4.6
N/A
Note: Cells w ith N/A values do not require data.

*One Full Time Equivalent (FTE) equals one staff member w orking full time; one FTE could also represent tw o staff members w ho each w ork 50 percent of full time.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)
Total Expenditures Per
Pupil
Expenditures Per Pupil

(Supplemental/Restricted)
Expenditures Per
Pupil
(Basic/Unrestricted)
Average Teacher
Salary
$4109.7
$925.5
$3184.2
$65879.0
District
N/A
N/A
$3002.7
$70209.0
Percent Difference School Site and

District
N/A
N/A
5.9%
-6.4%
State
N/A
N/A
$5348.0
$72971.0
Percent Difference School Site and State
N/A
N/A
-50.7%
-10.2%
Level
School Site
Page 21 of 23
Types of Services Funded (Fiscal Year 2014-15)

All Manteca schools receive equal allocations of general fund support for staffing, instructional materials and supplies, custodian needs, and other uses. Funding for
the support services such as maintenance of buildings and grounds, utilities, and student transportation is budgeted on a district-w ide, centralized basis and
provided to each school site based on the unique needs of the individual school.
In addition to its support from the local general fund, each school in the Manteca Unified School District receives yearly allocations from various state and federal
categorical programs. The purposes of these categorical programs range from improving the quality of the total instructional program for all students to addressing
the unique needs of special groups of students such as limited-English proficient, academically deficient, and students at risk of dropping out of school.
Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$46,534
$43,165
Mid-Range Teacher Salary
$66,446
$68,574
Highest Teacher Salary
$86,152
$89,146
Average Principal Salary (Elementary)
$133,405
$111,129
--
$116,569
Average Principal Salary (High)
$141,475
$127,448
Superintendent Salary
$196,548
$234,382
Percent of Budget for Teacher Salaries
37.0%
38.0%
Percent of Budget for Administrative Salaries
5.0%
5.0%
Average Principal Salary (Middle)
For detailed information on salaries, see the CDE Certificated Salaries & Benefits W eb page at http://w w w .cde.ca.gov/ds/fd/cs/ .
Teacher Salary Chart
Principal Salary Chart
100000
150000
125000
80000
100000
60000
75000
40000
50000
25000
20000
0
Beginning Teacher Salary
Mid-Range Teacher Salary
Highest Teacher Salary
0
Average Principal Salary
(Elementary)

(Middle)

(High)
Page 22 of 23
Advanced Placement Courses (School Year 2014-15)

Subject
Number of AP Courses Offered*
Percent of Students In AP Courses
Computer Science
N/A
English
N/A
Fine and Performing Arts
N/A
Foreign Language
N/A
Mathematics
N/A
Science
N/A
Social Science
N/A
All Courses
14
0.8%

*W here there are student course enrollments.
Note : AP means Advanced Placement.
Professional Development Most Recent Three Years

Manteca Unified School District uses a number of models for professional development. The district has adopted the K-12 California State Content Standards for
Math and English Language Arts, along w ith the California ELD Standards and the Next Generation Science Standards (NGSS). Beginning w ith the 2015-2016
school year, an emphasis w ill be placed on providing teachers w ith continual training to implement the new standards, new math curriculum, and infusing
technology in the classroom. During the 2014-2015 school year, the district w as focused on the continual implementation of the standards and the district's 1:1
digital initiative.
As w ith all training in the district, the focus w ill be on creating a student centered approach in teaching that is geared tow ard providing students w ith the skills
and content necessary for College and/or Career readiness in the 21st Century. The major emphasis of professional development w ill be to train teachers to meet
the California State Content Standards through a focus on Math, ELA/ELD, NGSS,and Technology. Teacher training opportunities are being provided through
district office and site offerings, 24/7 access to an on-line digital platform, and during three Manteca Unified School District staff development days. The district
has other opportunities for teacher training including the Teacher Induction Program, CCSS Implementation W alk-through Training, K-12 Professional Learning
Communities (PLC), 9-12 Quality Instruction for Student Achievement (QISA) and high school teacher curricular committees, Structures and Strategies training,
and a variety of other subject-training.
Page 23 of 23

Westonranchhighschool

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Westonranchhighschool

Hochgeladen von

Copyright:

Verfügbare Formate

Weston Ranch High

California Department of Education

School Accountability Report Card

About Our School

2014-15 SARC - Weston Ranch High

About This School

School Contact Information - Most Recent Year