Folsom Lake High School - · PDF fileFolsom Lake High School was established in the fall of 1998 to provide an alternative educational setting for Folsom ... Additional Internet Access/Public

1Folsom Lake High Published: December 2009

School ProfileFolsom Lake High School was established in the fall of 1998 to provide an alternative educational setting for Folsom residents. Folsom Lake High School is designed to provide a quality program of instruction for students who have not experienced success in the comprehensive high school format. In June 2004 Folsom Lake High School received its first accreditation, a three year term of accreditation, from the Western Association of Schools and Colleges (WASC). In June 2007 the Western Association of Schools and Colleges awarded Folsom Lake High School the maximum six year term of accreditation which will expire in June, 2013. This school year will involve a mid-year progress review to ensure we are reaching and exceeding our stated goals. The smaller class sizes, the accessibility to dedicated teachers for additional support, and our shortened school day help many of the students achieve their educational objectives. Our student enrollment in October 2009, was 135 students.

Discipline & Climate for LearningParents and students are informed of school and classroom discipline policies at the Parent/Student Orientation, and through the student handbook and/or the Parents’ Rights and Responsibilities form. The school provides several programs that promote a positive learning environment including an anti-drug and alcohol program (Red Ribbon Week activities), guest speakers from local employers and community colleges, and participation with the local Rotary group as part of service learning. The students’ educational needs are better met with the school’s individualized instructional strategies, and by providing smaller class size than the traditional high school.

Enrollment By GradeSchool districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Most importantly, students who attend school on a regular basis and are on time are more likely to be academically successful. Attendance and punctuality are emphasized so that the continuity of the educational program can be maintained. Our staff carefully monitors student attendance to identify those students exhibiting excessive absences and offers assistance when necessary. During the 2008-09 school year (the most current information available), the actual attendance rate for all attendance categories at Folsom Lake High was 84.16%.

Folsom Lake High School

955 Riley Street, Folsom, CA 95630

Phone: (916) 294-9809

2008-2009 School Accountability Report Card

Principal Steve Muzinich

Board of EducationEdward Short

President

Teresa StanleyVice President

JoAnne ReinkingClerk

Richard ShawBoard Member

Roger BentonBoard Member

Patrick GodwinSuperintendent

Folsom Cordova Unified School

District125 East Bidwell

Folsom, CA 95630

Phone: (916) 355-1100

www.fcusd.k12.ca.us

Student Enrollment by Ethnic Group2008-09

Percentage

African American 5.3%

American Indian 1.5%

Asian 3.8%

Caucasian 70.2%

Filipino 3.1%

Hispanic or Latino 14.5%

Pacific Islander 1.5%

Multiple or No Response 0.0%

Suspensions & ExpulsionsSchool District

06-07 07-08 08-09 06-07 07-08 08-09

Suspensions 94 71 52 3263 3153 3017

Suspension Rate 60.6% 43.0% 39.7% 17.4% 16.6% 15.8%

Expulsions 0 4 3 99 125 94

Expulsion Rate 0.0% 2.4% 2.3% 0.5% 0.7% 0.5%

Enrollment Trend by Grade Level2006-07 2007-08 2008-09

9th 19 14 19

10th 57 56 42

11th 43 55 32

12th 36 40 38


Dropout & Graduation RatesFolsom Lake High believes that effective instruction consists of the continuous building of new concepts upon existing ones and requires regular attendance and participation. In hopes of preventing and reducing dropouts, the following programs are made available to students: CAHSEE classes for Math and English, tutoring after school for CAHSEE, AB1802 conferences for “at risk” students, and a mathmetics technology support program to assist students experiencing difficulty in math.

Class SizeAverage class sizes vary by grade level and subject area taught. In addition to credentialed teachers, students may receive assistance in the classroom from instructional assistants based on program needs (Title 1, special education, bilingual), a Resource Specialist and adult volunteers. The table indicates the average class size by grade level or subject area, as well as the number of classes offered in reference to their enrollment.

Teacher AssignmentFolsom-Cordova Unified recruits and employs the most qualified credentialed teachers. For the 2009/10 school year, Folsom Lake High has 8 fully credentialed teachers who met all credential requirements in accordance with State of California guidelines.

Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching position does not hold a legally recognized certificate or credential. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year. For the 2009/10 school year, the most current data is reported.

Highly Qualified TeachersThe Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of June 2006. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.

School LeadershipCollaborative leadership is essential if schools are to fulfill their mission. The District mission is, “Folsom Cordova Unified School District is committed to providing excellence in educational programs that carry high expectations for each student’s achievement and success.” We are involved in compliance reviews, school-based coordinated programs, school site councils, Parent-Teacher Associations, and District Advisory Committees. Parents and students are involved appropriately in the decision-making process. Leadership also requires vision and risk-taking to meet the needs of the students. The District continues to re-examine and update, where appropriate, all K-12 District instructional policies.

Steve Muzinich is the current principal of Folsom Lake High School.

At Folsom Lake High School, a collaborate approach to school decision-making is utilized. The principal utilizes staff input to make and review school policies. Staff meetings are held on a regular basis where input is provided. Also, staff is welcome to discuss issues with the school principal at any time, as the principal incorporates an “open door” policy. This “open door” policy also is applicable to the parents and the Folsom community.

Folsom Lake High School utilized its partnership with Intel. As a leader in technology, Intel provided training to students in the use of power point and other related technology programs. Members of the Folsom community provide scholarships to eligible graduating seniors.

Folsom Lake High School courses are based on state and/or district standards/courses of study. We only follow district course outlines and as well we also utilize district adopted textbooks to deliver the material to our students.

All incoming students are assessed to determine their reading level to insure that they are properly challenged and working at their educational ability.

Staff DevelopmentEach employee is encouraged to grow professionally through self evaluation and reflection; by attending college and university classes as well as statewide workshops; by reading professional literature; and by networking. District-sponsored inservices and training are available through our Professional Development Academy (PDA), a model of lead teachers and site level reading, math, science and technology coaches. In addition, our district staff has worked collaboratively to implement our Peer Assistance Review (PAR) program, which works in unison with BTSA (Beginning Teacher Support and Assessment) to provide an induction program for qualified new teachers. We support our teachers in pursuing National Board Certification and currently have over 35 National Board Certified teachers within the district. The district is involved with both AB 430 (Principal Training) and AB 742 (Teacher Training), trainings which increase the capacity of all staff to deliver a standards-based curriculum.

Graduation & Dropout Rates05-06 06-07 07-08

Dropout Rate 8.10% 14.80% 9.70%

Graduation Rate 92.70% 90.90% 87.30%

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

07 08 09 07 08 09 07 08 09 07 08 09

English 15 17 13 10 8 10 - 2 - - - -

Mathematics 16 14 11 6 6 7 - - - - - -

Science 17 19 13 6 5 6 - 1 - - - -

Social Science 16 18 14 9 7 5 - 2 - - - -

Teacher Credential StatusSchool District

06-07 07-08 08-09 08-09

Fully Credentialed 7 8 8 908

Without Full Credentials 1 0 0 9

Working Outside Subject 0 0 1 6

Misassignments/Vacancies07-08 08-09 09-10

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 0 0 0

NCLB Compliant Teachers% of Core Academic Courses Taught

By NCLB Compliant Teachers

% of Core Academic Courses

Taught By Non-NCLB Compliant Teachers

School 85.0% 15.0%

District 96.8% 3.2%

High-Poverty Schools in District 100.0% 0.0%

Low-Poverty Schools in District 97.5% 2.5%


Counseling & Support StaffIt is the goal of Folsom Lake High to assist students in their social and personal development as well as academics. The school gives special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. The counselor to pupil ratio is .6:135. (Counselor has been assigned Monday, Tuesday, and Wednesday as full time days.) The table lists the support service personnel available at Folsom Lake High.

Instructional MaterialsFolsom-Cordova Unified held a Public Hearing on September 17, 2009, and determined that each school within the District has sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom. Textbooks and supplementary materials are adopted according to a cycle developed by the State Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.

Additional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the public libraries located in Rancho Cordova and Folsom. These libraries contain numerous computer workstations.

Science Lab EquipmentThe school stocks an adequate supply of equipment for its students. Inventory includes, but is not limited to: microscopes, slides, ring stands, clamps, support rings, utility clamps, test tubes, test tube holders and brushes, tongs, flasks, beakers, and Bunsen burners. For more information, please call the school office.

School FacilitiesFolsom Lake High was originally constructed in 1998 and is comprised of six (6)classrooms, a multipurpose room/cafeteria, library, administrative office and staff lounge.

The principal works with the school’s one part-time custodian to ensure that the cleaning of the school is maintained to provide for a clean and safe school. The District governing board has adopted cleaning standards for all schools in the district. A summary of these standards are available at the District Office for review.

District maintenance staff ensures that work orders and repairs necessary to keep the school in good repair are completed in a timely manner. A work order process is used to ensure efficient service and highest priority are given to emergency repairs. While reviewing this report, please note that even minor discrepancies are reported in the inspection process. If items are noted in the table, they have been corrected or are in the process of remediation. The District participates in the State School Deferred Maintenance Program, which provides matching funds on a dollar–for–dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating, electrical systems, interior or exterior painting, and floor systems.

Date of Last Review: November 17, 2009

Safe School PlanOur school is safe and clean. Restrooms and eating facilities are cleaned daily. Classrooms are cleaned every other day. Any safety hazard that is reported is reviewed immediately and resolved. Safety plans are reviewed each fall and spring. Emergency plans have been developed in case a threatening situation should arise. There was one student accident reported at our school in the 2008-09 school year.

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Behavior Specialist 4 As Needed

Nurse 1 0.1

Psychologist 1 1

Resource Specialist 2 1.0

Special Education Aides 1 0.75

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

9th-12th English/Language Arts

Great Source 2001 Yes 0.0%


Holt, Rinehart

& Winston2003 Yes 0.0%


Holt, Rinehart

& Winston2001 Yes 0.0%

9th-12th HealthHolt,

Rinehart & Winston

2007 Yes 0.0%

9th-12th History/Social Science Glencoe 2006 Yes 0.0%

11th-12th History/Social Science Glencoe 2006 Yes 0.0%

12th History/Social Science

Prentice Hall 2009 Yes 0.0%

9th-12th MathematicsHolt,

Rinehart & Winston

2008 Yes 0.0%

9th-12th Mathematics McDougal Littell 2001 Yes 0.0%

9th-12th ScienceHolt,

Rinehart & Winston

2001 Yes 0.0%

9th-12th Science Prentice Hall 2006 Yes 0.0%

School Facility ConditionsDate of Last Inspection: 11/17/2009

Overall Summary of School Facility Conditions: Exemplary

Items InspectedFacility

Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Restrooms/Fountains X

Safety (Fire Safety, Hazardous Materials) X

Structural (Structural Damage, Roofs) X

External (Grounds, Windows, Doors, Gates, Fences) X


The Comprehensive Safe School Plan has the following main components: Crime Report Information, Child Abuse Reporting, Disaster Procedures, Crisis Control and Response, Critical Incident Response, Discipline/Suspension/ Expulsion Procedures, Sexual Harassment and Title XIV, Duck and Cover Procedures, “Lock Down” Procedures, School Dress Code, and Fire Drill Procedures.Date of Last Review/Update: October 2009Date Last Reviewed with Staff: October 2009

Parent InvolvementFolsom Lake High School does not have a formal PTSA organization. However, parent volunteers have been active on the campus during the school year. All parents are part of the enrollment process and have participated in an orientation program. We encourage parent participation in our annual “Back to School Night”. Parents are encouraged to keep in contact with the principal and with their student’s teachers and they have done so with frequent regularity. Folsom Lake High School utilizes Edline, an online communication program made available to parents by the district. Parents are able to monitor the academic and attendance progress of their students on a daily basis.

In 2005-06, Folsom Lake High School started a School Improvement Program Committee. Parents have the opportunity to become members of this committee, and vote for the parent/community makeup of this committee. Our Site Improvement Committee spends funds on enhancing the academic offerings at Folsom Lake High School. These meetings are open to the public and held on the campus.

For additional information about organized opportunities for parent involvement at Folsom Lake High School, please contact Steve Muzinich, Principal, at 916-294-9809.

Contact InformationParents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact Melinda Hamilton, Folsom Lake High School, 916-294-9809.

California Standards TestThe California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The combined percentage of students scoring at the Proficient and Advanced levels in English/Language Arts, Math, Social Science, Science, for the most recent three-year period, is shown. Summative scores are not available for Math (grades 8-11), Science (available for grades 5 and 8 only), and grade 9 Social Science. For results on course specific tests, please see http://star.cde.ca.gov.

California Standards Test (CST)Subgroups

SubjectEnglish/

Language Arts

Mathematics ScienceHistory/Social

Science

African American * * * *

American Indian * * * *

Asian * * * *

Filipino * * * *

Hispanic or Latino 7 * * *

Pacific Islander * * * *

Caucasian 35 * 38 27

Males 20 * 31 30

Females 36 * 31 17

Socioeconomically Disadvantaged 22 * 23 24

English Learners * * * *

Students with Disabilities 14 * * *

Migrant Education * * * *

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

California Standards Test (CST)Subject School District State

2007 2008 2009 2007 2008 2009 2007 2008 2009

English/Language Arts 28 17 27 57 59 63 43 46 50

Mathematics 9 * * 53 55 56 40 43 46

Science 28 21 31 53 60 63 38 46 50

History/Social Science 18 19 24 41 46 51 33 36 41



National Assessment of Educational ProgressThe National Assessment of Educational Progress (NAEP) is a nationally representative assessment of what America’s students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., basic, proficient, and advanced) and the participation of students with disabilities (SD) and English language learners (ELL) is reported based on three levels (identified, excluded, and assessed). Detailed information regarding the NAEP results for each grade, performance level, and participation rate can be found on the National Assessment of Educational Progress Web page at http://nces.ed.gov/nationsreportcard/.

The first table displays the National Assessment of Educational Progress Results for reading (2007) and mathematics (2009) for grades four and eight by scale score and achievement level.

The second table displays the participation rates on the National Assessment of Educational Progress for reading (2007) and mathematics (2009) by students with disabilities and/or English language learners for grades four and eight.

NOTE: Only a sample group of California’s schools and districts participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. The NAEP reflects state test results and is not reflective of either the LEA or the individual school.

Academic Performance IndexThe Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: 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 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.

Federal Intervention ProgramSchools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language Arts or Mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP.

Physical FitnessIn the spring of each year, Folsom Lake High is required by the state to administer a physical fitness test to all students in grade nine. The physical fitness test is a standardized evaluation that tracks the development of high-quality fitness programs and assists students in establishing physical activity as part of their daily lives. Results of student performance are compared to other students statewide who took the test.

UC/CSU Course CompletionMost students at Folsom Lake High must attend a community college before applying to California State University (CSU) or University of California system (UC).

National Assessment of Educational ProgressReading and Mathematics Results for

Students with Disabilities (SD) and/or English Language Learners (ELL)By Grades 4 & 8 and Participation Rate - All Students

Participation Rate

State National

SD ELL SD ELL

Reading 2007 Grade 4 74 93 65 80

Reading 2007 Grade 8 78 92 66 77

Math 2009 Grade 4 79 96 84 94

Math 2009 Grade 8 85 96 78 92

National Assessment of Educational ProgressReading and Mathematics Results for Grades 4 & 8

By Performance Level - All StudentsAverage Scale Score % at Each Achievement Level

State National Basic Proficient Advanced

Reading 2007 Grade 4 209 220 30 18 5

Reading 2007 Grade 8 251 261 41 20 2

Math 2009 Grade 4 232 239 41 25 5

Math 2009 Grade 8 270 282 36 18 5

API School Results

06-07 07-08 08-09 2009 API Growth Score

Statewide Rank B B B

Similar Schools Rank B B B

All Students

Actual Growth 34 -45 45 684

B - This is an Alternative Schools Accountability Model (ASAM) school. Schools participating in the ASAM do not currently receive growth, target

information, or statewide or similar schools rankings on this report in recognition of their markedly different educational missions and populations

served. ASAM schools are covered under the Alternative Accountability system as required by Education Code Section 52052 and not the API

accountability system. However, API information is needed to comply with the federal No Child Left Behind (NCLB) law. Growth, target, and rank

information are not applicable to LEAs.

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI Not in PI

First Year in PI - -

Year in PI (2009-10) - -

# of Schools Currently in PI - 2

% of Schools Identified for PI - 5.56% Percentage of Students in Healthy Fitness Zone

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

9 - - -



Adequate Yearly ProgressNo Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/Language Arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:

• Participation rate on the state’s standards-based assessments in English/Language Arts (ELA) and Mathematics.

• Percent proficient on the state’s standards-based assessments in ELA and Mathematics.

• API as an additional indicator. • Graduation rate (for secondary schools).

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP’s, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the chart.

Completion of High School Graduation RequirementsStudents in California public schools must pass both the English-Language Arts and Mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2008-09 school year in the 12th grade, the table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/.

Note: 0.0% means that the student group is not numerically significant.

California High School Exit Exam (CAHSEE)The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English language-arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. The first table displays the percent of students achieving at the Proficient or Advanced level for the past three years. The second table displays the percent of students, by group, achieving at each performance level in English language-arts and math separately for the most recent testing period.

Career Technical Education ParticipationThis table displays information about participation in the school’s Career Technical Education (CTE) programs.

Career Technical Education (CTE) ProgramsFolsom Lake High School’s Career Planning Program prepares students to succeed in real-world contexts through the development of conceptual thinking, effective communication, and the ability to apply knowledge and skills learned in the classroom. Instructors at Folsom Lake High have directed efforts toward establishing school-to-work structures within each curricular area for all students, including those with special needs. Advisors/Guidance Counselors offer additional support.

At Folsom Lake High School, we have two courses of study that that can provide students with an introduction to a technical career. These courses are: Computer Applications and our START program. The Computer Applications is an introduction to computers and computer programming. START is a course of study that prepares students for a career in technical repair.

Adequate Yearly Progress (AYP)School District

Made AYP Overall Yes No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient Yes Yes No No

API School Results Yes Yes

Graduation Rate Yes Yes

Completion of High School Graduation RequirementsSchool District State

African American 100.0% 74.3% 7.3%

American Indian * 73.9% 0.7%

Asian 50.0% 93.8% 8.4%

Filipino 100.0% 97.0% 2.7%

Hispanic or Latino 66.7% 76.8% 49.0%

Pacific Islander 100.0% 69.2% 0.6%

Caucasian 75.0% 88.8% 27.9%

* Data was not available at the time of publication.

CAHSEE By Student GroupEnglish Mathematics

Not Proficient Proficient Advanced Not

Proficient Proficient Advanced

All Students 52.4 33.3 14.3 71.4 19.0 9.5

Males 61.5 23.1 15.4 76.9 7.7 15.4

Caucasian 50.0 50.0 - 83.3 8.3 8.3

CAHSEE By Subject2006-07 2007-08 2008-09

School District State School District State School District State

English 38.5 65.8 48.6 31.2 65.1 52.9 47.6 64.7 52.0

Mathematics 64.3 68.2 49.9 25.0 65.9 51.3 28.6 67.5 53.3

Enrollment & Program Completion in Career/Technical Education (CTE) Programs (Carl

Perkins Vocational and Technical Education Act)Question Response

How many of the school’s pupils participate in CTE? 45

What percent of the school’s pupils complete a CTE program and earn a high school diploma?

80.0

What percent of the school’s CTE courses are sequenced or articulated between the school and institutions of post secondary education?

33.0


The students at Folsom Lake High School have access to the county run Regional Occupational Program (ROP). These courses provide students with necessary skills to seek life-long employment and high school graduation credits. Currently there are no ROP classes at Folsom Lake High School, but students can take a variety of courses housed at various high schools throughout the county.

Regardless of the career path chosen, we at Folsom Lake High School make every effort to work with the students to insure that they meet district and state graduation standards and comply with all ROP requirements. The administration strives to meet the individual needs of all students pursuing a technical career.

School Site Teacher SalariesThe chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on fiscal year 2007-08 financial statements).

Teacher & Administrative Salaries as a Percentage of Total BudgetThis table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the districts budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site.

District ExpendituresFolsom-Cordova Unified spent an average of $4,232 to educate each student, based on 2007-08 actual expenditures, the most current information available. The table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.

District Revenue SourcesIn addition to general state funding, Folsom Lake High receives state and federal funding from the following categorical funds and other support programs: Economic Impact Aid (EIA), School and Library Improvement Program (SLIP), and community business partnerships.

Data SourcesData within the SARC was provided by Folsom-Cordova Unified School District, retrieved from the 2008-09 SARC template, and/or located on Dataquest (http://data1.cde.ca.gov/dataquest). Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention.

CTE Programs

Title of Career Preparation

Course

Who offers the course

How do these classes

support student achievement

How does the school address

the needs of all students

in career preparation

How are the courses

evaluated for effectiveness

Computer App A & B

Folsom Lake High School

Provides skills to prepare

students for job opportunities after graduation from

high school

Small class size enables individual

attention by instructor

Student’s comprehension

of course material and individual

grade from teacher

START/Information Technology Essentials

R.O.P. Retail Sales

Average Salary InformationTeachers - Principal - Superintendent

2007-08 District State

Beginning Teachers $35,642 $40,786

Mid-Range Teachers $61,036 $65,726

Highest Teachers $80,586 $85,230

Elementary School Principals $106,688 $106,548

Middle School Principals $114,012 $112,237

High School Principals $118,625 $121,617

Superintendent $198,000 $191,155

Salaries as a Percentage of Total Budget

Teacher Salaries 42.9% 40.6%

Administrative Salaries 5.8% 5.3%

Average Teacher SalariesSchool & District

School $61,036

District $65,021

Percentage of Variation 6.13%

School & State

All Unified School Districts $65,905

Percentage of Variation 7.39%

Expenditures per PupilSchool

Total Expenditures Per Pupil $8,106

From Restricted Sources $8,106

From Unrestricted Sources -

District

From Unrestricted Sources $4,232

Percentage of Variation between School & District -

State

From Unrestricted Sources $5,512

Percentage of Variation between School & State -

Documents

Folsom Lake High School - · PDF fileFolsom Lake High School was established in the fall of 1998 to provide an alternative educational setting for Folsom ... Additional Internet Access/Public