Beruflich Dokumente
Kultur Dokumente
GRADES 912 701 Seventh Street Ta , CA 93268 Phone: (661) 763-2300 Fax: (661) 763-1445
Dr. Mark Richardson, Superintendent/Principal 201011 School Accountability Report Card Published During the 201112 School Year
Principals Message
We are excited about the progress we have made at Ta Union High School. Rigorous classes, coupled with a caring, nurturing atmosphere, ensure that all students have an excellent core academic curriculum in language arts, mathema cs, science, and social science, as well as a full complement of elec ves. The sta has high expecta ons for students and promotes a secure, orderly learning environment. Our school has aligned its curriculum with the California Content Standards, and our teachers primary goal is to ensure that all students not only learn these standards, but are also procient in their knowledge of them. Our core area departments have developed teaching guides, benchmark assessments and benchmark remedia on programs designed to ensure that students learn the State standards. In addi on, the district has implemented gradua on requirements that focus, in part, with student performance on the California Standards Tests. Our Board of Trustees is committed to providing the best education for our students. Through sound financial management and a focus on student achievement, Taft High continues to offer small classes and a well-rounded program that will benefit our students well into the 21st century. Sincerely, Dr. Mark Richardson, Principal
701 7th Street Ta , CA 93268 Phone: (661) 763-2300 Fax: (661) 763-1445 www.ta .k12.ca.us
In accordance with State and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested par es to stay informed of the schools progress, test scores and achievements.
and pursue their aspira ons, be that at home, in the workforce, through advanced training, or at colleges and universi es.
The ability to gather, organize, and analyze informa on and apply it to solving problems and
making decisions.
The self-discipline to work independently and the condence to work collabora vely. The ability to recognize the similari es and dierences in individuals and cultures in ways
their lives.
School Safety
Our comprehensive disaster preparedness plan addresses natural disasters and threats of violence. We revise the plan annually. The School Safety plan was last reviewed and updated in January 2011. Students and all sta prac ce regular onsite evacua on drills. During lunch, Ta High is an open campus, which means that students can leave campus for lunch and return at the end of the lunch period. All visitors must register in the principals oce. Two campus supervisors and a uniform deputy sheri (the school resource ocer) monitor the campus before, during and a er school. George Harmer, President Tom White, Clerk Ken Anderson Stan Barre Rick Twisselman
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California Physical Fitness Test
Each spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State Board of Education. PFT measures six key fitness areas: 1. Aerobic Capacity 2. Body Composi on 3. Flexibility 4. Abdominal Strength and Endurance 5. Upper Body Strength and Endurance 6. Trunk Extensor Strength and Flexibility Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the healthy fitness zone for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf/. Percentage of Students Mee ng Fitness Standards Grade 9 Four of Six Standards Five of Six Standards Six of Six Standards 22.6% 21.3% 46.4%
Hispanic or Latino 39%
English-Language Arts Mathematics
2010-11 SARC
Class Size
08-09
09-10
10-11
The bar graph displays the three-year data for average class size.
23 18 19 17 18 18 18 18 19 20
22 18
Science
History-Social Science
Class Size Distribu on Number of Classrooms By Size 0809 Subject EnglishLanguage Arts Mathema cs Science HistorySocial Science 122 41 33 20 21 2332 16 9 4 17 33+ 122 34 29 24 20 0910 2332 16 29 24 20 33+ 1 122 46 32 21 26 1011 2332 16 8 12 12 33+
American Indian or Alaska Native 1% Native Hawaiian or Pacific Islander 1% Filipino 1% Black or African American 1%
* Enrollment data was gathered from DataQuest and is accurate as of May 2011.
2010-11 SARC
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Parental Involvement
We encourage parents to become educational partners through our various advisory committees: School Site Council (SSC), Parent Support Organization (PSO) or District English Learner Advisory Committee (DELAC). The SSC reviews achievement data and budgets, and updates the Single School Plan for Student Achievement each year. DELAC covers a wide variety of topics of interest to parents of English Learners. Assistance for bilingual parents is available in various offices on campus, and all mailings are done in English and Spanish. Parents and students are also involved in Band Boosters and help raise money for special projects. The PSO raises money for scholarships by staffing the snack bars at track meets and football, basketball and baseball games. Teachers and staff connect with parents via a parent portal to our student information system called My Cats and via our website, marquees, email and the local media. The Student Handbook is updated each year and distributed to parents. To find out how to volunteer at Taft High, please contact Dr. Mark Richardson, Principal, at (661) 763-2300.
Roofs
External: Windows/Doors/Gates/Fences,
Playgrounds/School Grounds
Overall Summary of Facility Condi ons Date of the Most Recent School Site Inspec on Date of the Most Recent Comple on of the Inspec on Form
School Facilities
Ta Union High School was built in 1912 and has been updated over the years to be a state-of-the -art facility. The school has a well-stocked library, computer resource center, computers available in every classroom, a television studio, two gyms, a new aqua c center, a wood shop, an auto shop, food lab and auditorium. The school is impeccably maintained and provides a safe, clean environment for students. Our classrooms and buildings reect our pride in our school. Our custodial sta provides high quality maintenance and daily cleaning. We complete rou ne maintenance work according to a seasonal schedule. We have designed a well-planned Deferred Maintenance Program to ensure that all buildings are kept in good shape. To address the growth in our course oerings, teachers, students, our District business manager and MOT director, our principal, and the superintendent have developed a master plan for facili es that includes adding future classrooms.
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Availability of Textbooks and Instructional Materials
The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials: Ta Union HS Subject Reading/Language Arts Mathema cs Science HistorySocial Science Visual and Performing Arts Foreign Language Health Science Laboratory Equipment (Grades 912) Percent Lacking 0% 0% 0% 0% 0% 0% 0% 0%
2010-11 SARC
Quality of Textbooks
The following table outlines the criteria required for choosing the textbooks and instructional materials. Ta Union HS ELD Quality of Textbooks Are the textbooks adopted from the most recent state approved or local governing board approved list? Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education? Does every student, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home? Yes/No US History Yes Economics Government Yes PreAlgebra Subject English
Textbooks and Instruc onal Materials List Textbook Literature, McDougall Li ell (grades 9-12) Shining Star Intro, Level A and B, Longman Publishers The Americans, McDougal Li ell Economic Principles in Ac on, Pren ce Hall Magruders American Government, Pren ce Hall California Algebra Readiness, Pren ce Hall Adopted 2009 2004 2006 2007 2006 2009
2010-11 SARC
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Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program aims to identify strengths and weaknesses to improve student learning. STAR consists of several key tests that are designed for the students age and individual needs. These tests include: the California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). The CSTs are multiple choice tests in English-language arts, mathematics, science, and history-social science for varying grade levels. Some grade levels also participate in an essay writing test. The CSTs are used to determine students achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject. The CMA is a modified assessment for students with disabilities who have an individualized education program (IEP). It is designed to assess those students whose disabilities prevent them from achieving grade-level proficiency on an assessment of the content standards with or without accommodations. The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations. For more information on the STAR program including tests, participation, groups, and scores by grade level, please visit http://star.cde.ca.gov/.
0809 0910 1011 0809 0910 1011 0809 0910 1011 EnglishLanguage Arts Mathema cs Science HistorySocial Science 36% 15% 56% 27% 42% 29% 67% 36% 41% 32% 62% 40% 34% 14% 52% 25% 38% 26% 60% 33% 38% 30% 57% 38% 49% 46% 50% 41% 52% 48% 54% 44% 54% 50% 57% 48%
STAR Results by Student Group: English-Language Arts, Mathematics, Science, and History-Social Science
Percentage of Students Scoring at Procient or Advanced Levels Spring 2011 Results Group All Students in the District All Students at the School Male Female Black or African American American Indian or Alaska Na ve Asian Filipino Hispanic or La no Na ve Hawaiian or Pacic Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabili es Students Receiving Migrant Educa on Services English Mathema cs Language Arts 38% 41% 35% 45% 55% 34% 46% 33% 34% 3% 10% 33% 30% 32% 34% 30% 31% 31% 47% 31% 7% 7% 36% Science 57% 62% 60% 63% 58% 63% 53% 14% 14% History Social Science 38% 40% 47% 35% 32% 45% 47% 35% 8% 8% 33%
Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for sta s cal accuracy or to protect student privacy.
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API Testing
Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: (1) at least 50 students with valid STAR Program scores who make up at least 15% of the total valid STAR Program scores, or (2) at least 100 students with valid STAR Program scores.
2010-11 SARC
API Ranks
Schools are ranked in ten categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A schools statewide API rank compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A similar schools API rank reflects how a school compares to 100 statistically matched similar schools. This table shows the schools three-year data for statewide API rank and similar schools API rank, for which information is available.
API Ranks
API Ranks Three Year Comparison 2008 Statewide API Rank Similar Schools API Rank 2009 4 2 2010 5 5
0910 39 25 56 39 18
1011 15 0 16 19 -39
Data are reported only for numerically signicant groups. The school did not have a valid API Base and there is no Growth or target informa on. The school did not have a valid 2008 Base API; therefore, it will not have any growth or target informa on.
2010-11 SARC
Hail TUHS, steadfast and true, Our Alma Mater, colors gold and blue Faithful and loyal, for you we will fight, fight, fight! We'll bring you victory, emblems of our might!
Adequate Yearly Progress
The No Child Le Behind (NCLB) Act requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in these four target areas: 1. Participation rate on statewide assessments in English-language arts and mathematics 2. Percentage of students scoring proficient on statewide assessments in English-language arts and mathematics 3. API scores 4. Graduation rate for high schools The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for 2010-11. For more informa on, visit www.cde.ca.gov/ta/ac/ay/. Adequate Yearly Progress Criteria Ta Union HS Met Overall AYP AYP Criteria Par cipa on Rate Percent Procient API Gradua on Rate English Language Arts Yes No Yes Yes No Mathema cs Yes No English Language Arts Yes No Yes Yes Ta UHSD No Mathema cs Yes No
Number of Schools Iden ed for Program Improvement Percent of Schools Iden ed for Program Improvement
Not applicable.
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Advanced Placement Courses
The following is a list of advanced placement (AP) courses offered by subject at the school. For the 2010-11 school year, 0.7% of the schools students were enrolled in a total of three AP courses offered. Advanced Placement Courses Foreign Language Mathema cs Science 1 1 All Students 1 Black or African American American Indian or Alaska Na ve Asian Filipino Group
2010-11 SARC
Professional Development
Teachers and administrators a end sta training each year, which focuses on improving student achievement. The focus of our sta development days for 2010-11 was improving student achievement. One inservice day was held preservice and two within the school calendar. We devoted these days to instruc onal strategies, curriculum development, technology and instruc onal team development related to our improvement plan. Teachers are encouraged to a end professional conferences throughout the school year related to their assignments. In addi on, late start Thursdays allow teachers to collaborate and share best prac ces. That me is also used for training as needed. For the previous three school years, three days were dedicated to sta and professional development each year.
Hispanic or La no Na ve Hawaiian or Pacic Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabili es
Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for sta s cal accuracy or to protect student privacy.
The staff has high expectations for students and promotes a secure, orderly learning environment.
2010-11 SARC
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California High School Exit Exam Results
The California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement in California. Students are first tested in tenth grade and have multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal NCLB law. The CAHSEE has two sections: English-language arts and Math. For the purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient.
Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for sta s cal accuracy or to protect student privacy.
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Types of Services Funded
Taft Union High School provides extra support for students to help them meet the challenging standards required for high school graduation. Homework Club and tutoring are provided before and after school, along with a migrant education after school tutoring program. In addition, we offer reading support, special education, English Learner and CAHSEE classes to help our students succeed.
2010-11 SARC
Some campuses have higher standards for par cular 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, applica on, and fee informa on see the CSU Web page at www.calstate.edu/admission/admission.shtml. (Outside source)
41.3%
20.4%
CTE courses are open to all students on campus. Accommoda ons and modica ons are made as prescribed by a students IEP if necessary to allow students with disabili es to a ain their career pathway objec ves. In addi on, bilingual support is available and all teachers are SDAIE or CLAD cer ed to accommodate English Learner students.
2010-11 SARC
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Academic Counselors and School Support Staff
This table displays information about academic counselors and support staff at the school and their full-time equivalent (FTE). Academic Counselors and School Support Sta Academic Counselors: FTE and Ra o Number of Academic Counselors Ra o of Students Per Academic Counselor Support Sta 4.5 208:1 FTE 0.5 1.0 2.0 1.0 0.0 0.2 0.0 0.0
Teacher Qualifications
This table shows informa on about teacher creden als and teacher qualica ons. More informa on can be found by visi ng h p://data1.cde.ca.gov/dataquest/. Teacher Creden al Informa on Ta UHSD Teachers With Full Creden al Without Full Creden al 1011 73 0 0809 63 2 0 Ta Union HS 0910 65 0 0 1011 65 0 0
Social/Behavioral or Career Development Counselors Library Media Teacher (Librarian) Library Media Services Sta (Paraprofessional) Psychologist Social Worker Nurse
0 0
Not applicable.
NCLB Note: High-poverty schools are dened as those schools with student par cipa on of approximately 75% or more in the free and reduced priced meals program. Low-poverty schools are those with student par cipa on of approximately 25% or less in the free and reduced priced meals program.
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School Financial Data
The following table displays the schools average teacher salary and a breakdown of the schools expenditures per pupil from unrestricted and restricted sources. School Financial Data Ta Union HS Total Expenditures Per Pupil Expenditures Per Pupil From Restricted Sources Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary $23,439 $7,244 $16,194 $78,218
2010-11 SARC
Financial Data
The nancial data displayed in the SARC is from the 2009-10 scal year. The most current scal informa on available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For more detailed nancial informa on, please visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.
We devoted these days to instructional strategies, curriculum development, technology and instructional team development related to our improvement plan.
Ta Union HS Ta UHSD California School and District Percent Dierence School and California Percent Dierence
Data for this years SARC was provided by the California Department of Educa on (CDE), school and district oces. For addi onal informa on on California schools and districts, please visit DataQuest at h p://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, stang, and data regarding English Learners. Addi onally, Ed-Data in partnership with the CDE, provides extensive nancial, demographic, and performance informa on about Californias public kindergarten through grade twelve school districts and schools. More informa on can be found at www.ed-data.k12.ca.us/Pages/Home.aspx. All data accurate as of December 2011.