Alliance Dr. Olga Mohan High School SARC 10-11.pdfAlliance(Dr.(Olga(Mohan(High(School((School!AccountabilityReport!Cardfor!201092011!!!!! 4! School Environment A key factor to learning

Alliance Dr. Olga Mohan High School

Alliance for College-Ready Public Schools 2010-2011 School Accountability Report Card

Every student has the ability.

We give them the opportunity.

Alliance Dr. Olga Mohan High School School Accountability Report Card for 2010-‐2011

1

What is a School Accountability Report Card? The School Accountability Report Card (SARC) provides both parents and community members a detailed report of Alliance Dr. Olga Mohan High School and compares its success with schools within Los Angeles Unified School District, Los Angeles County, and California. The information provided in this report represents the previous 2010-2011 school year because this is the most complete and recent data available. Additional information about the school and any of the components in this report can be found on the California Department of Education’s DataQuest website (http://dq.cde.ca.gov/dataquest). This online tool allows any individual to view all public data regarding student demographics, student achievement, college-readiness indicators, and teacher information for all years Alliance Dr. Olga Mohan High School has been open. Further information about Alliance Dr. Olga Mohan High School can also be received by contacting the principal or Alliance College-Ready Public Schools. School Information: 644 West 17th Street Los Angeles, CA 90015 Principal: Janette Rodriguez Phone: (213) 342-2870 Fax: (213) 342-2871h http://collegeready4.com Charter Management Organization: Alliance College-Ready Public Schools 1940 S. Figueroa Street Los Angeles, CA 90007 Phone: (213) 943-4930 Fax: (213) 943-4931 http://www.laalliance.org


2

Welcome to Alliance Dr. Olga Mohan High School Principal’s Message Alliance Dr. Olga Mohan High School (formally known as Alliance College Ready Academy High School #4) is a fully accredited high school. We opened in September 2006, with 164, 9th graders have since expanded to 440, 9th-12th grade students for the 2010-2011 school year.

In a short amount of time, we have been able to establish a culture of relationship building and success. We are a small school with staff dedicated to the personal and academic betterment of each student. The culture of the school begins with the activities found in the Advisory classes, which allow for rigor and relationships. This theme continues throughout the day, as students go from class to class. All of the students, parents, and staff are dedicated to our mission of college-readiness, and this dedication sets us apart.

- Janette Rodriguez, Principal

2010-2011 Year Opened 2006 Academic Performance Index 894 Grade Range 9-12 Total Enrollment 435 Number of Teachers 22 Number of Students per Teacher 19


3

Parent Involvement At Alliance Dr. Olga Mohan High School, we realize that student success is not only measured through academic achievement, but in ensuring that our students are adequately prepared for the future. Parental support and involvement are key components in students’ academic success that are essential for parents to be fully knowledgeable about preparing their children for college. Parents of AOMHS students are asked to be meaningfully and actively engaged in their children’s education. Parents are responsible and accountable for supporting their children’s learning at school and at home through their participation in understanding what it will take for their children to achieve college-readiness. Parents have an active voice in achieving the goals of the school and are able to participate in this process through monthly parent advisory meetings. Parents are required to fulfill 40 hours of volunteer service to the school. This is done in a variety of ways, including chaperoning field trips, participation in monthly workshops and advisory meetings, providing campus assistance during lunch/nutrition and arrival/dismissal, and participation in parent/teacher conferences.

The contact for parent involvement is Nancy Chavez and she can be reached at: (213) 342-2870. A quick snapshot of our parent involvement can be seen in the accompanying table, and can also be found in the School Performance Dashboard located at the end of this report. Parent Involvement

2008-2009 2009-2010 2010-2011

Families Completing 20+ Hours 69% 92% 96% Families Completing 40+ Hours 42% 67% 52% Families Attending Parent Conferences 77% 78% 68%


4

School Environment A key factor to learning is the environment we create for our students. At Alliance Dr. Olga Mohan High School, we understand that students cannot learn if they do not feel safe or if their classrooms are not adequate. This is why our students’ safety is one of our main concerns, along with providing them with large, open classrooms and school sites. Safety AOMHS is a small campus with a student to staff ratio of 10 to 1. Therefore, students have adequate supervision during the school day as well as before and after school. Additionally, parent volunteers are found on the campus to provide extra supervision during nutrition, lunch, arrival and dismissal. Because the campus is so small, classified and certificated staff can easily monitor the campus during all operating hours.

Visitors must enter the campus through a locked gate. An intercom system allows the office staff to inquire their identity and purpose for the visit. Once given access to enter the campus, visitors are required to check in the office and are given a visitor’s badge. The key elements of the School Safety Plan are procedure and policy for emergency situations. Also included are procedures for yearly emergency drills, including fire, earthquake, and school lockdowns. Additionally, the School Safety Plan outlines suspendable and expellable offences. The plan is updated every year and shared each summer during professional development with the staff. Students are informed of the plan at the beginning of the school year during grade-level orientation assemblies. Steps taken to prepare for emergencies include the annual updating of the school safety plan, purchasing of equipments, such as flashlights, water, and emergency supply kits, and maintaining a secured campus.

Suspensions and Expulsions School safety is further reinforced with discipline. The chart below displays suspension and expulsion rates for our school for the last 3 years. Disruptive behavior is monitored and is not tolerated at our school since it distracts students from learning and performing to the best of their abilities. Suspensions and Expulsions Our School Los Angeles Unified School District

2008-2009 2009-2010 2010-2011 2008-2009 2009-2010 2010-2011

Total Students Enrolled 357 446 435 730,359 667,251 -- Suspensions 0% 0% 0% 6.90% 5.26% -- Expulsions 0% 0% 0% .01% .01% -- Rates are derived by dividing the number of incidents by total student enrollment of that school year.


5

Facilities The condition of our facilities is determined using the Facilities Inspection Tool, issued by the Office of Public School Construction. The table below displays the results of the most recently completed school site inspection, determining our school’s good repair status. The campus of AOMHS is only three years old. The grounds are kept clean and free of any hazards by the two full-time custodians and parent volunteers, who work to beautify the campus regularly. Restrooms are tidy and the landscaping of the grounds is maintained weekly.

Various improvements occurred throughout the 2008-2009 school year to accommodate our increasing student population. Six additional classes were added to the campus. These classes house a number of our new classes, such as our 12th grade Advanced Placement classes. Additionally, a computer lab equipped with SMARTBOARDS, photography equipment, and 30 individual computers was added. The school also has a full gym with elliptical machines, treadmills, and weight machines. The gym was added in 2007.

Facilities Inspection Tool

System Inspected:

Repair Status Repair Needed/Action

Taken or Planned

Exemplary Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer X

Interior: Interior Surfaces X Cleanliness: Overall Cleanliness 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: X

Inspected By: Favio Solares, Facilities Management Coordinator

Additional Inspectors: Date of Last Inspection: 01/18/12


6

How Is Our School Performing? School performance and progress are measured in a variety of ways. Standardized tests and student performance are all used to calculate the Academic Performance Index, Academic Yearly Progress, and State and Similar School Ranks each year. We additionally look at student graduation and cohort matriculation as measures of our own success since successfully preparing students to graduate college within 5 years is our main goal. Academic Performance Index (API) The API is a single number, ranging from 200-1000, that reflects a school’s or a subgroup’s performance level, based on the results of statewide testing. Its purpose is to measure the academic performance and growth of schools. The API was established by the Public Schools Accountability Act of 1999, a landmark state law that created a new academic accountability system for K-12 public education in California. A school’s API is calculated using student results from the California Standards Tests (CST) and the California High School Exit Exam (CAHSEE) for continuing high schools. Alliance Dr. Olga Mohan High School’s API for 2010-2011 was 894. The 2010-2011 school year was started with a base API of 882. Historical API growth can be seen in the chart below, and additional information regarding API can be found on the CDE DataQuest website.


7

API scores are further used to calculate State and Similar School Rankings. The state gives all schools a ranking on a scale of 1 to 10 (10 being the highest). The Similar Schools Ranking is given on a comparison scale of 100 schools of similar student population and demographics. Information regarding our school rankings for the 2010-2011 school year will not be available until April of 2012, as these scores are not calculated until one full year has passed.

Academic Performance Index Growth by Student Group 3 Year Comparison

Group

API Growth 2008-2009



Black/African American: -- -- --

American Indian/Alaska Native: -- -- --

Asian: -- -- --

Filipino: -- -- --

Hispanic/Latino: 848 882 895

Native Hawaiian/Pacific Islander: -- -- --

White: -- -- --

Two or More Races: -- -- -- Socioeconomically Disadvantaged: 847 884 895

Students with Disabilities: -- -- --

English Only: -- -- --

English Learners: 837 871 885

Initially Fluent English Proficient: -- -- -- Reclassified Fluent English Proficient: -- -- --

State and Similar Schools Ranking

2008-2009

2009-2010

2010-2011

State Rank 10 10 --

Similar Schools Rank 10 10 --


8

Adequate Yearly Progress (AYP) and Program Improvement (PI) AYP is a series of annual academic performance goals established for each school, district, and the state as a whole. Schools, LEAs, and the state are determined to have met AYP if they meet or exceed each year’s goals (AYP targets of participation and proficiency performance). AYP is required under Title I of the federal ESEA. States commit to the goals of ESEA by participating in Title I, a program under ESEA that provides funding to help educate low-income children. The primary goal of Title I is for all students to be proficient in ELA and Mathematics, as determined by state assessments, by 2014. For middle schools and high schools with only grade nine students, AYP is calculated based on CST performance. For high schools, AYP is calculated based on the performance on the CAHSEE grade 10 census administration. 95% of all students and significant subgroups must participate in the administration. Schools must also earn an API score of 680 or higher or increase their score from last year by one point. If a school fails to meet any of the criteria, it does not meet AYP. Schools that do not make AYP for two or more years in a row will be put on a Program Improvement (PI) plan, offer student transfers to other schools, and provide additional instructional support services. The table below shows our school’s AYP and PI statuses over the last 3 years.

Academic Yearly Progress & Program Improvement Status 2008-2009 2009-2010 2010-2011 Criteria Met 18/18 17/17 17/17 Met AYP? Yes Yes Yes Program Improvement School? No No No


9

How Are Our Students Performing? Enrollment Below is a table with our school’s total student enrollment and enrollment per grade level.

This table shows the percent of students enrolled at our school who are identified as being in a specific group. Enrollment by Group

2010-2011 (Percent of

Total Enrollment)

Black/African American: 4% American Indian/Alaska Native: -- Asian: 1% Filipino: -- Hispanic/Latino: 95% Native Hawaiian/Pacific Islander: -- White: -- Two or More Races/Other: -- Socioeconomically Disadvantaged: 98% Students with Disabilities: 5% English Only: 12% English Learners: 19% Initially Fluent English Proficient: 9% Reclassified Fluent English Proficient: 56% Migrant Education Services: --

Enrollment by Grade

2010-2011 Total Enrollment: 435 Grade 9: 113 Grade 10: 118 Grade 11: 101 Grade 12: 103 Male: 51% Female: 49%

Enrollment counts listed are as of 2010-2011 data collection day, October 6, 2010. At the time of submission, some student information is unknown, explaining possible incomplete totals for a particular category


10

Testing California Standards Test (CST) Students are required to take the California Standards Test each year. The results provide information regarding the progress and potential of our student body. California standards are considered to be some of the most rigorous in the country and can be further explored on the California Content Standards page on the CDE website. Our CST results are also matched up against other similar schools to compare how our students perform in comparison to others in the state of California. The CSTs include tests on English Language Arts (grades 2-11), Math (grades 2-11), Science (grades 5, 8-11), and History Social-Science (grades 8-11).

Below you will find our student’s proficiency performance for the last 3 years on all CST subjects tested at our school. All student assessment results are displayed in one of five proficiency bands used to measure student progress. The five bands are Advanced, Proficient, Basic, Below Basic, and Far Below Basic. Our immediate goal is to annually move students up one performance band. The tables on the next page show the percent of our students who scored at the Proficient or Advanced level in content area subjects. Additional grade-level results and other information regarding the Standardized Testing and Reporting (STAR) Program and CST can be found on the STAR website (http://www.startest.org).


11

Standardized Testing and Reporting Results for All Students 3 Year Comparison

Our School Los Angeles Unified

School District State

2008-2009

2009-2010

2010-2011

2008-2009

2009-2010

2010-2011

2008-2009

2009-2010

2010-2011

English Language Arts

59% 70% 66% 38% 41% 44% 50% 52% 54%

Mathematics 43% 64% 76% 37% 39% 43% 46% 48% 50% History Social Science 65% 75% 77% 28% 31% 35% 41% 44% 48%

Science 53% 68% 84% 18% 21% 30% 36% 40% 47%

Standardized Testing and Reporting Results by Student Group - 2010-2011

English

Language Arts Math

History Social

Science Science Students Tested in the School 66% 76% 76% 84% Male 67% 77% 86% 89% Female 65% 76% 67% 78% Black/African American 33% 58% 80% 58% American Indian/Alaskan Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic/Latino 67% 77% 76% 85% Native Hawaiian/Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races/Other -- -- -- -- Socioeconomically Disadvantaged 67% 77% 77% 83% English Learners 36% 63% 58% 81% Special Education 31% 31% 58% 63% Migrant Education Services -- -- -- --


12

California High School Exit Exam (CAHSEE) High school students are required to pass the California High School Exit Exam as a graduation requirement. The results of this exam are also used to determine student proficiency levels that are used in AYP calculations. Proficiency level designations should not be confused with pass rates, as the criteria for passing the CAHSEE are at a slightly lower standard than those required to meet proficiency. Students are required to pass, but are encouraged to score at the Proficient or Advanced level. If a student does not pass the first administration in grade 10, he has two additional chances to retake and pass in grade 11 and between 3-5 opportunities in grade 12. Additional information about the CAHSEE can be found on the CAHSEE website. Below is a table representing our school’s CAHSEE pass rates for the last 3 years. Also displayed is a table showing CAHSEE results for Grade 10 students by student group for the most recent year of testing. California High School Exit Exam Results for Grade 10 Students 2009 2010 2011 English Math English Math English Math Our School: Passed 91% 99% 93% 99% 96% 100% Los Angeles Unified School District: Passed 72% 72% 74% 73% 75% 75% State: Passed 80% 81% 80% 81% 82% 83% CAHSEE Results for Grade 10 Students by Group

2011 English Language Arts Math

Passed Proficient/ Advanced Passed

Proficient/ Advanced

Our School 96% 78% 100% 96% Male 93.3% 80% 98% 97% Female 96.2% 77% 100% 94% Black/African American 100.0% 80% 100% 100% American Indian/Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic/Latino 94.4% 79% 99% 95% Native Hawaiian/Pacific Islander -- -- -- -- White -- -- -- -- Socioeconomically Disadvantaged 94.7% 79% 99% 96% English Learners 80.0% 40% 100% 73% Special Education 83.3% 33% 100% 83%


13

Physical Fitness Exam (PFT) The PFT is a required performance exam for students in grades 5, 7, and 9 that tests state fitness standards. Students are tested in six areas: aerobic capacity, body composition, abdominal strength, trunk extension strength, upper body strength and flexibility. Detailed information regarding the test and comparisons of school results statewide can be found on the Physical Fitness Testing page through DataQuest on the CDE website.

School Completion Dropout and Graduation Rates A dropout is defined as any student who left our school before the end of the 2008-2009 school year and did not re-enroll in another school for the 2009-2010 school year. The graduation rate is calculated by the number of students who have met all graduation requirements in four years by the last day of instruction for the 2009-2010 school year. These percentages are displayed in comparison to those of schools in the state. Further information and statewide school comparisons regarding graduation rates can be found under the Student Demographics menu on the CDE DataQuest site. Below you can find information regarding Alliance Dr. Olga Mohan High School’s dropout rate for the most recent school year and graduation rate for all applicable years.

Dropout and Graduation Rates


School District State

2007-2008

2008-2009

2009-2010

2007-2008

2008-2009

2009-2010

2007-2008

2008-2009

2009-2010

Dropout Rate (most recent year only)

0.4% 2.0% 0.7% 6.7% 7.6% 6.4% 4.9% 5.7% 4.6%

Graduation Rate -- -- 94.6% 71.1% 69.1% 68.7% 80.2% 78.6% 80.4

Physical Fitness Exam (PFT)

Grade 9 2010-2011 Passing 6 of 6 Tests 46% Passing 5 of 6 Tests 75% Passing 4 of 6 Tests 92%


14

College Readiness Indicators Our overarching goal is to prepare our students for college by graduating them with a comprehensive grasp of knowledge in core content areas and ensuring that they are on the correct track for post-secondary education. All students must fulfill A-G requirements to graduate. Advanced Placement and Early Assessment Program Advanced Placement courses allow students to develop skills and experience a higher level of learning that better prepares them for college. The numbers below show the percent of students who scored a 3, 4, or 5 on the AP exam and could potentially earn college credit. Alliance Dr. Olga Mohan High School offered 8 Advanced Placement courses in 2010-2011. The Early Assessment Program additionally tests students’ level of college-readiness and helps them develop certain skills in their senior year. The table shows the percent of students who have been determined college-ready. Career Technical Education Programs We at Alliance Dr. Olga Mohan High School believe that our curriculum must be teamed with other components to prepare students for post-secondary education both in and out of the classroom. Although we do not currently offer any Career Technical Education Programs, students may take them at nearby colleges.

Advanced Placement Exams

Percent of Students Scoring

3, 4, or 5 2010

Tested Passed Biology 22 23% Calculus AB 41 0% English Language 50 8% English Literature 28 29% Spanish Language 71 82% Spanish Literature 47 53% Statistics 15 0% US History 24 8%

CSU Early Assessment Program

Percent of Students College-Ready

English Math Math

Conditionally Class of 2010 0% 8% 22% Class of 2011 23% 9% 55% Class of 2012 21% 27% 60%


15

Materials for Success Textbooks Due to the rigor and continuity of yearlong testing, it is important to make sure our students have access to materials that properly align with California Content Standards. We do our best to provide additional resources that will facilitate higher levels of learning. In the Appendix, you will find a table that displays information regarding the quality, currency, availability, and length of adoption for all instructional materials used at our school. Science Laboratory Classes Many of our science courses require students to actively conduct experiments, a fact that we do our best to support by providing them with ample resources in the form of science labs and equipment. Below is a table that shows the science subject areas our labs are equipped to support. While reviewing, it is important to note that there is no state standard regarding science labs. We rely on the authority of our school administration to make governing decisions about approving standards for equipping our students with science labs.

Science Labs

Course Name

Do Labs Meet District Defined Standard of "Sufficient"?

Percent of Students Having Access to Sufficient Science Labs and Equipment

Biology Yes 100% Chemistry Yes 100% Physics N/A N/A


16

Facilitators of Student Achievement Teachers The success of our students is based on the strength of our teaching staff. The table shows the types of credentials held by our teachers, as well as years of experience, college degrees, and teacher credentialing information. A “highly qualified” teacher is one who has a full credential (bachelor’s degree) and demonstrates expertise in a particular core field. A teacher who holds an “emergency permit” is one who lacks full credentials but may be working towards them. A teacher who is “teaching out of field” lacks the subject area authorization for a particular course. Support Staff

Teacher Information

Our School

Los Angeles Unified School District

State

Number of Teachers 22 33,188 286,969 Average Years of Teaching Experience in the Field 5 13.1 13.8 Average Years of Teaching Experience at District 3 12.6 11.7 Teachers Holding an MA or Higher 11 39.6% 40.5% Highly Qualified 20 Clear Credential 8 -- -- Intern/Preliminary Credential -- -- Emergency Credential -- -- Out of Field Teaching

Our School

Total Teaching Outside of Credentialed Area TBD Teacher Misassignments for Classes with English Learners TBD English TBD Math TBD Science TBD Social Science TBD

Support Staff

Position

Number of FTE at

Our School

Ratio of Students per

Staff Member

Academic Counselor 3 145 Counselor (Social/Behavioral or Career Development) -- --

Librarians -- -- Psychologists 1 435 Social Workers -- -- Nurses -- -- Speech/Language/Hearing Specialists -- --


17

Our school also employs other staff whom aid in supporting our students’ needs. Some support staff members are part-time and may also work at other schools within our organization, the table displays the number of full-time equivalents (FTE) we have at our site and the average number of students per staff member.

Class Sizes The number of teachers and support staff here at Alliance Dr. Olga Mohan High School prevents overcrowding in classrooms since it is easier for students to learn and excel with focused instruction. Our average class size is 19 students per teacher. The supplemental table also provides information about the number of classrooms we have on site as well as those allotted for each subject area.

Resource Specialists 2 217.5

Core Academic Classes Taught by Highly Qualified Teachers

Core Subjects Taught by Highly Qualified Teachers

Core Subjects Not Taught by Highly Qualified Teachers

School 90.5% 9.5% LAUSD High Poverty Schools 79.9% 20.1%

LAUSD Low Poverty Schools 88.5% 11.5%

Average Class Size and Classroom Information

Grade Span: 9-12 Our School

Average Class Size 19 Total Number of Classrooms 22 Classrooms Designated for English Language Arts: 4 Classrooms Designated for Math: 6 Classrooms Designated for Science: 4 Classrooms Designated for History/Social Science: 4


18

School Finances and Instructional Planning Alliance Dr. Olga Mohan High School receives funding each year from local, state, and federal government sources. These are strategically distributed to ensure that all of our values, goals, and student needs are met. Comparisons below are made to evaluate our school’s expenditures per student with those throughout the state. The budget also includes teacher and administrator salaries. State education funding represents the largest percentage of funding and is based on the average daily attendance of the school. AOMHS receives federal funding from Title 1 for low income students and from the federal nutrition program to fund school breakfasts and lunches. Other state and local funding includes state special education program funding and other smaller revenue sources. The bulk of AOMHS’s revenues are used for general operating expenditures such as personnel salaries, facilities costs, and instructional technology and materials. Funding is also used to pay for intervention programs, such as after-school and Saturday tutoring.

Expenditures Spending per Student While we have various resources for funding, state education funding is the largest apportionment and is based on student daily attendance. Funding is also divided into two categories: unrestricted and restricted. Unrestricted funds can be used for any lawful purpose, while restricted funds must be allocated to specific areas determined by the donor. Title I funding, for example, is allotted from the federal nutrition program to provide our students with breakfast and lunches. Cost per student for each category of funding can be seen in the table below. Further information regarding school expenditures can be found on the CDE Current Expense of Education & Per-Pupil Spending web page at http://www.cde.ca.gov/ds/fd/ec. School Finances - Expenses per Student

Our School District

School-to-District

Variance

State Average

School-to-State

Variance Unrestricted funds ($/student) $8,897.00 $8,897.00 0% -- --

Restricted funds ($/student) $22.02 $22.02 0% -- --

Total ($/student) $8,919.02 $8,919.02 0% $8,452 5.2%


19

Services Dr. Olga Mohan also offers other services to our students. Additional information regarding costs and types of services can be seen in the accompanying table.

Service Total Cost Cost/Student Special Ed $75,773 $174.19 ASES -- -- Transportation -- -- Nursing -- -- Food Services $267,052 $613.91

Teacher and Administrative Salaries The table below provides information regarding salaries for administrators, teachers, and other staff members. In order to make fair comparisons across schools and other districts statewide, our compensation is reported for full-time certificated staff members. Figures are displayed per individual as a dollar amount of our total budget, and are compared to those of other districts of the same size and type. More information regarding salaries and compensation can be found on the CDE Certificated Salaries & Benefits website, at http://www.cde.ca.gov/ds/fd/cs/. Staff Compensation


School District State Average

Beginning Teacher Salary ($/certificated staff) $41,000 $39,788 $42,017

Mid-Range Salary ($/certificated staff) $48,000 $63,553 $67,294

Highest Teacher Salary ($/certificated staff) $50,051 $78,906 $86,776

Average Principal Salary (Middle) -- $116,033 $112,893

Average Principal Salary (High) $100,000 $115,116 $123,331

Superintendent Salary -- $250,000 $226,417 Percent of Budget Allotted for Teacher Salaries

31% 34% 38%


20

Percent of Budget Allotted for Administrative Salaries 5% 5% 5%

Instructional Planning Teachers participate in a 5-day professional development seminar before the opening of school. Ongoing professional and personal growth opportunities are conducted on a weekly basis at the school site. Teachers analyze student achievement data and identify student growth needs and interests. Teachers benefit most from professional development that provides time for teacher-to-teacher interaction in small learning communities focused on classroom practice. Our teachers have ongoing regular time for common planning, analysis of student work, and unit study based on core content standards. Teachers use instructional guides in core content areas and use data from quarterly benchmark assessments to re-teach low performing content standards.


21

How Can Additional Information be Obtained? Information not included on the School Accountability Report Card can be obtained by contacting the school or at www.laalliance.org. Appendix In the appendix you will find additional information about various parts of the report, as well as the School Performance Dashboard. Additional Resources The following list includes all websites and references mentioned in this report: California Department of Education http://www.cde.ca.gov/index.asp California Department of Education: California Content Standards http://www.cde.ca.gov/be/st/ss/ California Department of Education: Certificated Salaries & Benefits http://www.cde.ca.gov/ds/fd/cs/ California Department of Education: Expense of Education & Per-pupil Spending http://www.cde.ca.gov/ds/fd/ec/ California Department of Education: DataQuest http://dq.cde.ca.gov/dataquest/ STAR: Standardized Testing and Reporting Program http://www.startest.org/


22

Textbook List Textbooks

Publisher Condition Standards Aligned?

Percent of Students

Having Books to Take Home

English Language Arts Timeless Voices, Timeless Themes

Gold Prentice Hall Good Yes 100% Timeless Voices, Timeless Themes

Platinum Prentice Hall Good Yes 100% The American Experience Prentice Hall Good Yes 100%

Math Algebra I Prentice Hall Good Yes 100%

Algebra II McDougall Littell Good Yes 100% Geometry McDougall Littell Good Yes 100%

Pre-Calculus Houghton Mifflin Good Yes 100% Single Variable Calculus Houghton Mifflin Good Yes 100%

Science Biology Prentice Hall Good Yes 100%

Essentials of Human Anatomy and Physiology

Pearson Benjamin Cummings Good Yes 100%

Chemistry: Matter and Change Glencoe Good Yes 100% AP Biology Pearson Good Yes 100%

Social Science America: Pathways to the Present Prentice Hall Good Yes 100%

American Pageant Houghton Mifflin Good Yes 100% Wilson American Government Houghton Mifflin Good Yes 100%

Economics: Principals and Practices Glencoe Good Yes 100%

Documents

Alliance Dr. Olga Mohan High School SARC 10-11.pdfAlliance(Dr.(Olga(Mohan(High(School((School!AccountabilityReport!Cardfor!201092011!!!!! 4! School Environment A key factor to learning