Jefferson High School - DTS · PDF fileJefferson High School takes pride in our extremely diverse student body. ... Reading/Language Arts A Lesson Before Dying ... Fences Adopted in

2014-15 School Accountability Report Card for Jefferson High School Page 1 of 14

Jefferson High School

6996 Mission Street • Daly City, CA 94014 • (650) 550-7700 • Grades 9-12 Jason Brockmeyer, Principal

[email protected] http://jeffersonuh.schoolwires.net/Domain/11

2014-15 School Accountability Report Card

Published During the 2015-16 School Year ---- ----

Jefferson Union High School District

699 Serramonte Blvd., Ste.100 Daly City, CA 94015

(650) 550-7900 www.juhsd.net

District Governing Board

Andrew H. Lie

Jeanne L. Matysiak

Nick Occhipinti

Kalimah Y. Salahuddin

Rosie U. Tejada

District Administration

Tom Minshew Superintendent

Steve Fuentes Associate Superintendent-Business

Sherry Segalas Associate Superintendent-Pupil

Services

Keith Irish Associate Superintendent-Education

Kareen Baca Director of Categorical Programs

Jim Thomas Director of Human Resources

Simon Bettis Director of Technology

John Schultz Director of Maintenance and

Operations

-------- School Description Our Mission is to work collectively to meet every student where they are in their learning and to ensure that all students are able to demonstrate mastery of essential skills and content upon graduation. Teachers continuously develop and follow commonly aligned curricula while employing a variety of research-based instructional strategies. Student learning is evaluated through common assessments and students receive constant formative feedback through the use of standards based grading. If needed, students are provided with additional opportunities to demonstrate mastery of essential skills and content. We firmly believe that all students deserve access to equitable educational opportunities and we provide a full range of courses including: Advanced Placement (AP), college preparatory (CP), Career Technical Education (CTE) English language development (ELD), and special education (SPED). Moreover, Jefferson offers an abundance of cocurricular and extracurricular activities before and after school in order to provide a safe environment for our students outside of school hours and to further enrich their educational experience. Jefferson High School takes pride in our extremely diverse student body. Our staff is dedicated to providing rigorous education to all students, which is reflected in the district’s leading participation rate in professional development opportunities. Because of the staffs’ dedication to professional development, Jefferson has seen continuous positive growth in student achievement over the last several years, including being recently recognized by the San Mateo Office of Education for outstanding academic achievement. with English language learners. We also have been fortunate to have three students over the last seven years be recognized as Gates Millennium Scholars. Jason Brockmeyer, Principal


About the SARC 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), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California

Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

• For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

• For additional information about the school, parents/guardians and community members should contact the school at (650) 550-7700 or the district office.

2014-15 Student Enrollment by Grade Level

Grade Level Number of Students

Grade 9 278

Grade 10 278

Grade 11 313

Grade 12 266

Total Enrollment 1,135

2014-15 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 4

American Indian or Alaska Native 0.1

Asian 7.6

Filipino 40.6

Hispanic or Latino 39.6

Native Hawaiian or Pacific Islander 2.1

White 2.1

Two or More Races 4

Socioeconomically Disadvantaged 56.8

English Learners 17.9

Students with Disabilities 6.7

Foster Youth 0.7

A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which 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

Jefferson High School 13-14 14-15 15-16

With Full Credential 59 59 59

Without Full Credential 0 0 0

Teaching Outside Subject Area of Competence 1 1 1

Jefferson Union High School District 13-14 14-15 15-16

With Full Credential ♦ ♦ 225

Without Full Credential ♦ ♦ 4

Teaching Outside Subject Area of Competence ♦ ♦ 6

Teacher Misassignments and Vacant Teacher Positions at this School


Teachers of English Learners 2 1 0

Total Teacher Misassignments 2 1 1

Vacant Teacher Positions 0 0 1

* “Misassignments” refers to the number of positions filled by teachers who 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.

Core Academic Classes Taught by Highly Qualified Teachers

2014-15 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers

Location of Classes Taught by Highly

Qualified Teachers Not Taught by Highly

Qualified Teachers

This School 98.0 2.0

Districtwide

All Schools 93.2 6.8

High-Poverty Schools 89.3 10.7

Low-Poverty Schools 95.1 5.0

* High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) The main fact about textbooks that the Williams legislation calls for described whether schools have enough books in core classes for all students. The law also asks districts to reveal whether those books are presenting what the California content standards calls for. This information is far more meaningful when viewed along with the more detailed description of textbooks contained in our School Accountability Report Card (SARC). There you’ll find the names of the textbooks used in our core classes, their dates of publication, the names of the firms that published them, and more.

Textbooks and Instructional Materials

Year and month in which data were collected: August 2015

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts A Lesson Before Dying Adopted in 2006 A Yellow Raft in Blue Water Adopted in 2006 Adventures of Huckleberry Finn Adopted in 2006 All Quiet on the Western Front Adopted in 2006 All the Pretty Horses Adopted in 2006 America is in the Heart: A Personal History Adopted in 2006 American Son: A Novel Adopted in 2006 Animal Farm Adopted in 2006 Antigone Adopted in 2006 A Streetcar Named Desire Adopted in 2006 Black Boy Adopted in 2006 Bless Me Ultima Adopted in 2006 Born Red: A Chronicle of the Cultural Revolution Adopted in 2006 Brave New World Adopted in 2006 Children of the River Adopted in 2006 Death of a Salesman Adopted in 2006 Ender's Game Adopted in 2006 Fahrenheit 451 Adopted in 2006 Fences Adopted in 2006 Four Great Plays by Henrik Ibsen Adopted in 2006 Frankenstein Adopted in 2006 Grendel Adopted in 2006 Hamlet Adopted in 2006 I Know Why the Caged Bird Sings Adopted in 2006 Julius Caesar Adopted in 2006 Kaffir Boy: An Autobiography Adopted in 2006 Like Water for Chocolate Adopted in 2006 Merchant of Venice Adopted in 2006





Middle Passage Adopted in 2006 Moby Dick Adopted in 2006 Native Son Adopted in 2006 Night Adopted in 2006 Of Mice and Men Adopted in 2006 One Flew Over the Cuckoo's Nest Adopted in 2006 Orwell's 1984 Adopted in 2006 Othello Adopted in 2006 Red Azalea Adopted in 2006 Romeo and Juliet Adopted in 2006 Tale of Two Cities Adopted in 2006 The Alchemist Adopted in 2006 The Crucible Adopted in 2006 The Joy Luck Club Adopted in 2006 Their Eyes Were Watching God Adopted in 2006 To Kill a Mockingbird Adopted in 2006 When the Rainbow Goddess Wept Adopted in 2006 Composition and Grammar 9 (Steps in the Writing Process) Adopted in 2012 COMPOSITION AND GRAMMAR 10 Steps in the Writing Process Adopted in 2012 COMPOSITION AND GRAMMAR 11 Steps in the Writing Pro Adopted in 2012 Composition and Grammar 12 Adopted in 2012 Writers Choice Composition and Grammar (9) Adopted in 2012 Writer's Choice: Grammar and Composition Grade 10 Adopted in 2012 Prentice Hall Reader, The Adopted in 2012 A Child Called "It": An Abused Child's Journey from Victim Adopted in 2012 Always Running - La Vida Loca: Gang Days in L. A. Adopted in 2012 CRY THE BELOVED COUNTRY Adopted in 2012 Cyrano De Bergerac Adopted in 2012 Dragonwings Adopted in 2012 GIVER Adopted in 2012 Haroun and the Sea of Stories Adopted in 2012





Hiroshima Adopted in 2012 In a New Land: An Anthology of Immigrant Literature Adopted in 2012 In Cold Blood: A True Account of a Multiple Murder and Its Adopted in 2012 In Country Adopted in 2012 Inherit the Wind Adopted in 2012 INTO THE WILD Adopted in 2012 Jane Eyre Adopted in 2012 Jurassic Park Adopted in 2012 Last Time I Saw Mother Adopted in 2012 Lord of the Flies Adopted in 2012 No-No Boy Adopted in 2012 PEARL Adopted in 2012 PLACE WHERE THE SEA REMEMBERS Adopted in 2012 Raisin in the Sun Adopted in 2012 Separate Peace Adopted in 2012 Shoeless Joe Adopted in 2012 Slaughterhouse-Five Adopted in 2012 Snow Falling on Cedars : A Novel (Vintage Contemporaries Adopted in 2012 Speak Adopted in 2012 The Adventures of Tom Sawyer Adopted in 2012 The Autobiogrphy of Miss Jane Pittman Adopted in 2012 The Bean Trees Adopted in 2012 The Caine Mutiny Adopted in 2012 The Coming of Age in Mississippi Adopted in 2012 The Crossing Adopted in 2012 The Grapes of Wrath Adopted in 2012 The Great Gatsby Adopted in 2012 The Handmaid's Tale Adopted in 2012 The House on Mango Street Adopted in 2012 The Jungle Adopted in 2012 The Light in the Forest Adopted in 2012





The Old Man and The Sea Adopted in 2012 The Outsiders Adopted in 2012 The Red Badge of Courage Adopted in 2012 The Red Pony Adopted in 2012 The Scarlet Letter Adopted in 2012 The Things They Carried Adopted in 2012 The Tragedy of MacBeth Adopted in 2012 The Tragedy of MacBeth Adopted in 2012 TWELFTH NIGHT Adopted in 2012 Walkabout Adopted in 2012 When the Legends Die Adopted in 2012 WOMEN OF THE SILK Adopted in 2012

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0

Mathematics Algebra I - McGraw-Hill - California Pupil Edition Adopted in 2008 Algebra I - McDougal Littell - California Pupil Edition Adopted in 2008 Algebra I: Concepts, Skills and Problem Solving Adopted in 2008 Algebra II - Prentice Hall - California Pupil Edition Adopted in 2008 Algebra II - Glencoe - California Pupil Edition Adopted in 2008 The Practice of Statistics Adopted in 2008 Calculus Adopted in 2006 Calculus of a Single Variable - Houghton Mifflin Adopted in 2008 Geometry - McDougal Littell - California Pupil Edition Adopted in 2008 Geometry - Glencoe - California Pupil Edition Adopted in 2008 Gateways to Algebra and Geometry Adopted in 2008 Geometry: Concepts and Skills, California Edition Adopted in 2008 Heath Geometry: An Integrated Approach Adopted in 2012 CA Ed. Integrated Math I Adopted in 2012 Math Matters: An Integrated Program Adopted in 2012 Calculus and Analytic Geometry, Part I Adopted in 2012 Master the AP Calculus AB & BC Adopted in 2012





Multiple Choice & Free Response in Preparation for the AP Adopted in 2012 Advanced Mathematics Adopted in 2006 Pre-Calculus, 5th Edition Adopted in 2008 Moving with Math: Conquering the CAHSEE Adopted in 2008 Statistics: Informed Decisions Using Data - P. Hall Adopted in 2008



Science Biology - Advanced Placement Edition Adopted in 2008 Advanced Placement Chemistry: McGraw Hill Adopted in 2008 Biology: 5th Ed. (Campbell) Adopted in 2008 Biology: (Miller/Levine) California Pupil Edition Adopted in 2008 Biology: Glencoe - California Pupil Edition Adopted in 2008 Biology: The Dynamics of Life-California Edition Adopted in 2006 Chemistry: California Pupil Edition - Prentice Hall Adopted in 2009 Conceptual Physical Science Explorations-NEW Adopted in 2007 Earth Science, Prentice Hall - California Edition Adopted in 2006 Physical Science - Glencoe Adopted in 2006 Physics: Principles and Problems-California Edition Adopted in 2008 Anthony's Textbook of Anatomy and Physiology Adopted in 2006 Introduction to Psychology Adopted in 2008 Holt Science Spectrum: A Balanced Approach Adopted in 2012 Science Interactions Course 3 Adopted in 2012 Modern Earth Science Adopted in 2012 Concepts & Cahllenges: Earth Science Adopted in 2006







History-Social Science McGruder's American Government - CA Edition Adopted in 2006 Pacemaker American Government Adopted in 2006 Economics: Concepts and Choices - CA Edition Adopted in 2008 American Vision - California Pupil Edition Adopted in 2006 The American Pageant Adopted in 2006 Government in America - Advanced Placement Ed. Adopted in 2006 A History of Western Society Adopted in 2008 Geography 2012 Adopted in 2012 World Geography, CA Edition Adopted in 2012 Pacemaker Economics Adopted in 2012 The Modern Era World History - CA Pupil Edition Adopted in 2006 Pacemaker World History Adopted in 2006



Foreign Language A Writer's Workbook Adopted in 2006 Edge, Levels A and B, for ELD I Thru III Adopted in 2006 Focus on Grammar Adopted in 2006 Northstar Listening and Speaking: Basic/Low Adopted in 2006 Northstar Reading and Writing: Intermediate Adopted in 2006



Health Glencoe Health: A Guide to Wellness 2005 Health : Making Life Choices, Regular Student Edition 2001 Glencoe Health: A Guide to Wellness 2007 Globe: Pacemaker Health 2005



School Facility Conditions and Planned Improvements (Most Recent Year) Jefferson school facilities are assessed yearly by the county office. Our school is in good repair, according to the criteria established by the Office of Public School Construction. The few deficiencies we have are minor ones resulting from common wear and tear. Jefferson scored between 90 and 99 percent on the 15 categories of our evaluation.


School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: August 2015

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces

X

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

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 Exemplary Good Fair Poor

---------- X

B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student

Performance and Progress [CAASPP], Science California Standards Tests); and

• The percentage of pupils who 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

2014-15 CAASPP Results for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

ELA 49 53 44

Math 18 32 33

* Percentages are not calculated when 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.

CAASPP Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15

Science 49 42 55 54 53 55 59 60 56

* Results are for grades 5, 8, and 10. Scores are not shown when 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.

Grade Level

2014-15 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---9--- 22.50 21.40 16.60 * Percentages are not calculated when 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.

2014-15 CAASPP Results by Student Group

Group

Percent of Students Scoring at Proficient or Advanced

Science (grades 5, 8, and 10)

All Students in the LEA 55

All Student at the School 55

Male 53

Female 56

Black or African American --

Asian 76

Filipino 53

Hispanic or Latino 54

Native Hawaiian or Pacific Islander --

White --

Two or More Races --

Socioeconomically Disadvantaged --

English Learners 11

Students with Disabilities 56

Foster Youth --

* Scores are not shown when 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.


School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Not

Met Standard

Nearly Met Standard

Met Standard Exceeded

All Students 11 308 299 97.1 20 30 38 11

Male 11 166 53.9 27 31 33 7

Female 11 133 43.2 11 29 44 17

Black or African American 11 10 3.2 -- -- -- --

American Indian or Alaska Native 11 1 0.3 -- -- -- --

Asian 11 21 6.8 24 14 29 29

Filipino 11 122 39.6 8 30 48 13

Hispanic or Latino 11 123 39.9 28 35 28 7

Native Hawaiian or Pacific Islander 11 6 1.9 -- -- -- --

White 11 5 1.6 -- -- -- --

Two or More Races 11 11 3.6 9 36 36 18

Socioeconomically Disadvantaged 11 71 23.1 30 30 32 7

English Learners 11 54 17.5 56 35 4 0

Students with Disabilities 11 23 7.5 70 26 0 0

Foster Youth 11 -- -- -- -- -- --

Double dashes (--) appear in the table when 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. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.

School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Met Standard

Nearly Met Standard


All Students 11 308 298 96.8 54 27 15 3

Male 11 166 53.9 58 22 14 4

Female 11 132 42.9 49 32 17 2

Black or African American 11 10 3.2 -- -- -- --

American Indian or Alaska Native 11 1 0.3 -- -- -- --

Asian 11 20 6.5 30 20 40 10

Filipino 11 121 39.3 48 29 18 4

Hispanic or Latino 11 124 40.3 65 21 11 1

Native Hawaiian or Pacific Islander 11 6 1.9 -- -- -- --

White 11 5 1.6 -- -- -- --


School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Met Standard

Nearly Met Standard


Two or More Races 11 11 3.6 36 64 0 0

Socioeconomically Disadvantaged 11 71 23.1 68 15 15 1

English Learners 11 53 17.2 89 2 4 0

Students with Disabilities 11 23 7.5 91 4 0 0

Foster Youth 11 -- -- -- -- -- --

Double dashes (--) appear in the table when 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. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.

C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (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 We have a fulltime parent outreach coordinator fluent in Spanish who calls parents at the request of teachers for meetings related to discipline, academic progress, and awards. The parent outreach coordinator also host numerous trainings for parents and organizes parent principal chats throughout the year. Parents can join our School Site Council and English Language Advisory committees. We schedule numerous informational nights to help parents with college applications, financial aid, etc. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates, pupil expulsion rates; and other local measures on the sense of safety. School Safety Plan Our Vice-Principal of Administration is in charge of school safety. She is assisted by the principal, Vice-Principal of Guidance, the Dean of Students, and two campus supervisors. The school grounds are monitored from 30 minutes before school until three hours after the school day ends. The administrative team reviews the school safety plan with staff annually and consistently revises the safety plan when necessary. We practice three emergency drills every semester for fire, earthquake, and intruders.

Suspensions and Expulsions

School 2012-13 2013-14 2014-15

Suspensions Rate 9.34 9.87 9.30

Expulsions Rate 0.00 0.08 0.42

District 2012-13 2013-14 2014-15



State 2012-13 2013-14 2014-15




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.

2014-15 Adequate Yearly Progress Overall and by Criteria

AYP Criteria School District State

English Language Arts

Met Participation Rate Yes No Yes

Met Percent Proficient N/A N/A N/A

Mathematics

Met Participation Rate Yes No Yes

Met Percent Proficient N/A N/A N/A

Made AYP Overall Yes No Yes

Met Attendance Rate N/A N/A Yes

Met Graduation Rate Yes Yes Yes

2015-16 Federal Intervention Program

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2008-2009 2007-2008

Year in Program Improvement Year 5 Year 3

Number of Schools Currently in Program Improvement 1

Percent of Schools Currently in Program Improvement 100

Average Class Size and Class Size Distribution (Secondary)

Average Class Size Number of Classrooms*

1-22 23-32 33+

Subject 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

English 22 23 24 23 24 22 29 27 28 4 6 8

Math--- 24 25 26 13 12 10 20 20 19 4 10 13

Science

27 26 26 3 9 5 27 21 29 5

SS----- 26 27 28 10 8 8 22 11 18 5 16 10

* 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 at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- 3.0

Counselor (Social/Behavioral or Career Development) 1.0

Library Media Teacher (Librarian) 1.0

Library Media Services Staff (Paraprofessional) 1.0

Psychologist------- 0.7

Social Worker------- 0.0

Nurse------- 0.0

Speech/Language/Hearing Specialist 1.0

Resource Specialist------- 0.0

Other-------

Average Number of Students per Staff Member

Academic Counselor------- 400 * One Full Time Equivalent (FTE) equals one staff member working full time;

one FTE could also represent two staff members who each work 50 percent of full time.

Professional Development provided for Teachers Jefferson staff members pride themselves on continually improving their craft and engaging in life long learning. Currently, Jefferson is focusing on the implementation of professional learning communities, which includes mastery of the common assessment process. We are also focusing on the use of daily learning objectives, constant checking for understanding, and the use of academic language across curricula.


FY 2013-14 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $44,950 $44,363

Mid-Range Teacher Salary $62,336 $71,768

Highest Teacher Salary $79,225 $92,368

Average Principal Salary (ES)

Average Principal Salary (MS) $121,276

Average Principal Salary (HS) $116,319 $133,673

Superintendent Salary $172,992 $210,998

Percent of District Budget

Teacher Salaries 32% 36%

Administrative Salaries 4% 5% * For detailed information on salaries, see the CDE Certificated Salaries &

Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

4,571 1,308 3,264 61,936

District-------

♦ ♦ 3,363 $65,205

State------- ♦ ♦ $5,348 $74,908

Percent Difference: School Site/District -2.9 1.1

Percent Difference: School Site/ State -30.4 -14.3

* Cells with ♦ do not require data.

Types of Services Funded

Jefferson High School offers a daily after school homework center, which includes free tutoring, free computer/internet access, and free printing and copying services as well as an afterschool AP academy and free SAT prep courses throughout the year.

2014-15 California High School Exit Examination Grade Ten Results by Student Group

Group English-Language Arts Mathematics

Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All Students in the LEA 37 25 38 39 37 24

All Students at the School 47 25 28 50 37 13

Male 55 22 22 50 40 10

Female 37 27 36 50 33 17

Black or African American 73 9 18

Asian 27 36 36 18 36 45

Filipino 44 28 29 44 43 13

Hispanic or Latino 54 19 28 59 31 10

Two or More Races 27 36 36 42 50 8

Socioeconomically Disadvantaged 53 22 25 51 36 13

English Learners 98 2 92 8

Students with Disabilities 88 6 6 83 17


CAHSEE Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced


English-Language Arts 60 54 53

Mathematics 61 59 50




California 2012-13 2013-14 2014-15




Dropout Rate and Graduation Rate (Four-Year Cohort Rate)


Dropout Rate 11.70 10.40 4.90

Graduation Rate 84.21 87.69 93.47


Dropout Rate 7.90 7.00 5.00


California 2011-12 2012-13 2013-14

Dropout Rate 13.10 11.40 11.50


http://www.cde.ca.gov/ds/fd/cs/


Career Technical Education Participation

Measure CTE Program Participation

Number of pupils participating in CTE 211

% of pupils completing a CTE program and earning a high school diploma

90

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education

27

Completion of High School Graduation Requirements

Group Graduating Class of 2014


All Students 93.03 89.32 84.6

Black or African American 66.67 82.86 76

American Indian or Alaska Native 78.07

Asian 96.15 93.65 92.62

Filipino 160.94 139.92 96.49

Hispanic or Latino 89.01 82.84 81.28

Native Hawaiian/Pacific Islander 100 93.33 83.58

White 166.67 92.68 89.93

Two or More Races 6.38 37.33 82.8

Socioeconomically Disadvantaged 76.47 65.85 61.28

English Learners 54.29 43.27 50.76

Students with Disabilities 95.52 97.13 81.36

Foster Youth -- -- --

Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2014-15 Students Enrolled in Courses Required for UC/CSU Admission

98.07

2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission

33.92

2014-15 Advanced Placement Courses

Subject Number of AP Courses

Offered*

Percent of Students In AP Courses

Computer Science ♦

English------- 3 ♦

Fine and Performing Arts ♦

Foreign Language 1 ♦

Mathematics 1 ♦

Science------- 1 ♦

Social Science 1 ♦

All courses 7 .5

* Where there are student course enrollments.

Career Technical Education Programs All students learn how to research potential employers, answer interview questions, and write business letters and resumes. Students take aptitude surveys and discuss them with their guidance counselor. The career center provides student internships, volunteer opportunities, and community service options. Our high school offers various CTE courses intended to help students prepare for college and career. These career technical education (CTE) courses are open to all students and include Auto Tech, Wood Tech, Independent Living, Culinary Arts, Computer Concepts, and Foods and Nutrition. The accompanying table shows the percentage of our students who enrolled in a CTE course at any time during the school year. High School we have numerous Career Technical Education (CTE) courses. In addition, JHS offers the following

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ 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 workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

Documents

Jefferson High School - DTS · PDF fileJefferson High School takes pride in our extremely diverse student body. ... Reading/Language Arts A Lesson Before Dying ... Fences Adopted in