Rancho Alamitos High School...Rancho Alamitos High School is a school having grades 9-12; it is one of 70 schools in the Garden Grove Unified School District and serves students from

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Rancho Alamitos

High School2014-15

School Accountability Report Card

Published in 2015-16

Mary Jane Hibbard Principal

[email protected]

11351 Dale Street Garden Grove, CA 92841

Grades: 9-12 Phone: (714) 663-6415

www.ranchoalamitoshs.com

CDS Code: 30-66522-3035706

To view the SARC in Spanish and Vietnamese,

please visit: www.gg

Garden Grove USDGabriela Mafi, Ed.D., Superintendent • [email protected] • Phone: (714) 663-6000 Garden Grove Unified School District • 10331 Stanford Avenue Garden Grove, CA 92840 • www.ggusd.us

2Rancho Alamitos High SchoolSARC

2014-15 School YearDemographics

Enrollment by Student GroupThe total enrollment at the school was 1,813 students for the 2014-15 school year. The pie chart displays the percentage of students enrolled in each group.

Socioeconomically disadvantaged

77.6%English

learners26.1%

Students with disabilities

11.3%Foster Youth

0.3%


In accordance with state and federal requirements, the School

Accountability Report Card (SARC) is put forth annually by all public schools as a tool

for parents and interested parties to stay informed of the school’s

progress, test scores and achievements.

School DescriptionRancho Alamitos High School is a school having grades 9-12; it is one of 70 schools in the Garden Grove Unified School District and serves students from the cities of Garden Grove, Stanton and Anaheim.

Parent InvolvementThere are many opportunities in the district for parental involvement through participation in parent support organizations, booster clubs, school site councils, and district-level advisory committees.

Parents participate in parent-education meetings, the School Site Council, English Learner Advisory Commit-tee, booster clubs, and Back-to-School and Open House nights.

For more information on how to become involved at the school, please contact Debbie Schneider, PTSO president, at (714) 663-6415 or [email protected].

Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2014-15 school year.

2014-15 Enrollment by Grade

Garden Grove Unified School District Mission StatementTo ensure student success, we will provide a rigorous and supportive academic experience that motivates all learners to meet high expectations.

Garden Grove Unified School District Vision StatementWe are committed to preparing all students to be successful and responsible citizens who contribute and thrive in a diverse society.

Hispanic or Latino56.0%

American Indian or Alaska Native

0.2%

Asian29.6%

Native Hawaiian or Pacific Islander

1.0%

Filipino1.9%

Black or African-American

0.5%

White9.9%

Two or More Races0.2%

No Response 0.7%

9

10

11

12

461

447

451

454


Three-Year DataNumber of Classrooms by Size

2012-13 2013-14 2014-15

SubjectNumber of Students

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English language arts 25 29 27 24 22 30 25 27 26

Mathematics 8 30 25 10 38 15 14 21 25

Science 3 29 15 5 34 8 8 31 8

History/social science 4 9 34 6 26 20 7 22 21

Class Size DistributionThe bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size.

Three-Year DataAverage Class Size

13-1412-13 14-15

School ProgramsThe district receives additional funds for a number of special services and programs. Among the special programs offered at the school are the following: • Advancement Via Individual

Determination (AVID)• Programs for English Language

Learners: f Economic Impact Aid/Limited

English Proficient• Extended Day and Year Programs:

f After School Intervention Classes f Summer School

• Economic Impact Aid/State Compensatory Education

• Special Education• Title I

Suspensions and ExpulsionsThis table shows the school, district and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions.

Three-Year DataSuspensions and Expulsions

Rancho Alamitos HS Garden Grove USD California

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

Suspension rates 2.6% 4.5% 3.4% 3.3% 3.0% 2.2% 5.1% 4.4% 3.8%

Expulsion rates 0.1% 0.1% 0.0% 0.1% 0.1% 0.0% 0.1% 0.1% 0.1%

School SafetyMaintaining a safe and orderly environment is essential to learning. All schools in the district are closed campuses, and visitors must immediately register in the school office before entering the campus. School access is monitored by administrators, teachers, counselors, and campus safety assistants.

All schools operate employee safety committees and maintain comprehensive school safety plans that are reviewed and updated annually at the beginning of the school year. It was most recently updated and reviewed with school staff in September 2015. The safety plans include such elements as emergency plans and procedures, Homeland Security alert precautions, school rules and school dress codes.

School safety committees, consisting of certificated and classified staff, meet to address safety issues for students and employees. Earthquake safety procedures are distributed to all students and parents at the beginning of the school year. Fire drills are conducted monthly at each elementary school and no fewer than four times per year at each intermediate school and at least twice a year at each high school. Drop drills are held quarterly at each elementary school and at least once each semester at intermediate and high schools. All schools conduct one lockdown exercise each year.

English languagearts

Mathematics Science History/socialscience

2730 30

34

27 28 2730

2629 28

30


Federal Intervention ProgramSchools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English language arts or mathematics) or on the same indicator enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

This table displays the 2015-16 Program Improvement status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

2015-16 School YearFederal Intervention Program

Rancho Alamitos HS Garden Grove USD

Program Improvement status In PI In PI

First year of Program Improvement 2010-2011 2008-2009

Year in Program Improvement Year 5 Year 3

Number of schools currently in Program Improvement 48

Percentage of schools currently in Program Improvement 82.80%

Adequate Yearly ProgressThe federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Ad-equate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas:

• Participation rate on statewide assessments in English language arts and mathematics

• Percentage of students scoring proficient on statewide assessments in English language arts and mathematics

• Attendance rates for schools with enrollment in Transitional Kindergarten through grade eight (TK-8)

• Graduation rate for high schools

The table displays whether or not the school, district, and state met each of the AYP criteria and made overall AYP for 2014-15. For more information, visit www.cde.ca.gov/ta/ac/ay.

2014-15 School YearAdequate Yearly Progress Criteria


Met overall AYP Yes Yes Yes

Met participation rate:

English language arts Yes Yes Yes

Mathematics Yes Yes Yes

Met percent proficient:

English language arts n n n

Mathematics n n n

Met attendance rates Ù Yes Yes

Met graduation rate Yes Yes Yes

Not applicable. Due to the transition to the Smarter Balanced Summative Assessments, the U.S. Department of Education approved the California Department of Education’s waiver request to exclude the percent proficient results from AYP determinations. For more information on the AYP reports, please visit http://data1.cde.ca.gov/dataquest/.

n

School Leadership and School PersonnelStrong leadership is essential in a quality school, and is provided at Rancho Alami-tos High School by Mary Jane Hibbard, the principal, a professional educator for 22 years. She was appointed principal of Rancho Alamitos High School in 2009.

Along with the principal, the school’s lead-ership team is composed of the assistant principal; the counselor; activities direc-tor; athletic director; department chairs; teachers; and school secretary. Among its responsibilities, the leadership team advises on academic and extra-curricular programs.

In addition to administrators, teachers, and classified staff, specially trained support personnel are also available to students. They include:

• School-Community Liaison Worker

• School Testing Assistant

• Vocal Music Teacher

• Instructional Aides

• Instrumental Music Teacher

• Psychologist

• Adapted P.E. Teacher

• Resource Specialist Teacher

• Special Day Class Teacher

• Speech and Language Pathologist

• Nurse/Health Assistant

• Technology Assistant I

• Technology Assistant II

• Counselor

• Security Resource Officer (GGPD)

• Teacher on Special Assignment

• Librarian

• Campus Safety Assistant

Ù Not applicable. This AYP indicator is only applicable for schools or districts that enrolled 30 or more students in Transitional Kindergarten through grade eight (TK-8) on Fall Census Day.


California Standards Tests for All Students: Science (grades 5, 8 and 10)The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Advanced levels (meeting or exceeding state standards) in science.

Three-Year DataStudents Scoring at Proficient or Advanced Levels


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

Science 60% 54% 46% 64% 65% 63% 59% 60% 56%

California Standards Tests Results by Student Group: Science (grades 5, 8 and 10)

2014-15 School YearStudents Scoring at Proficient or Advanced Levels

Group Science

All students in the district 63%

All students at the school 46%

Male 46%

Female 46%

Black or African-American v

American Indian or Alaska Native v

Asian 72%

Filipino v

Hispanic or Latino 31%

Native Hawaiian or Pacific Islander v

White 55%

Two or more races v

Socioeconomically disadvantaged 44%

English learners 15%

Students with disabilities 5%

Students receiving Migrant Education services v

Foster youth ±

California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results Beginning in the 2013-14 school year, the Standardized Testing and Reporting (STAR) Program was eliminated and replaced by a new set of assessments called the California Assessment of Student Performance and Progress (CAASPP).

For the 2015 school year, the CAASSP included a mix of online and paper-pencil assessments. The online component contained the Smarter Balanced English language arts/literacy and mathematics tests. The paper-pencil science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). There was also the optional Standards-based Tests in Spanish for reading/language arts.

The CST is a multiple-choice test in science for varying grade levels. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan (IEP). The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations.

For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

CAASPP by Student Group: English Language Arts and MathematicsThe tables on the following pages display the information on student achievement at each performance level in English language arts and mathematics for the school by student groups for grade 11.

Levels of achievement include:

• Level 1 = Standard not met

• Level 2 = Standard nearly met

• Level 3 = Standard met

• Level 4 = Standard exceeded

Note: The number of students tested includes students who did not receive a score. However, the number of students tested is not the number that was used to calculate the performance level percentages. The performance level percentages are calculated using students with scores.v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested

in this category is too small for statistical accuracy or to protect student privacy.

± Information is not available at this time.

California Assessment of Student Performance and Progress Results for All Students (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English language arts/literacy and mathematics.

2014-15 School YearPercentage of Students Meeting or Exceeding State Standards

Subject Rancho Alamitos HS Garden Grove USD California

English language arts/literacy 67% 49% 44%

Mathematics 31% 39% 33%


CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 11

Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

2014-15 School YearStudents Achieving at Each Performance LevelEnglish Language Arts: Grade 11 Total

EnrollmentNumber Tested

Percentage Tested of Total

Enrollment

Percent Achievement

Group Level 1 Level 2 Level 3 Level 4

All students 415 404 97.3% 12% 21% 36% 30%

Male 183 44.1% 16% 22% 34% 27%

Female 221 53.3% 9% 20% 38% 33%

Black or African-American 3 0.7% v v v v

American Indian or Alaska Native 1 0.2% v v v v

Asian 120 28.9% 6% 11% 31% 53%

Filipino 10 2.4% v v v v

Hispanic or Latino 222 53.5% 18% 26% 39% 17%

Native Hawaiian or Pacific Islander 4 1.0% v v v v

White 42 10.1% 5% 21% 43% 31%

Two or more races 1 0.2% v v v v

Socioeconomically disadvantaged 324 78.1% 15% 23% 37% 26%

English learners 96 23.1% 42% 40% 19% 0%

Students with disabilities 33 8.0% 79% 18% 3% 0%

Students receiving Migrant Education services 0 0.0% v v v v

Foster youth ± ± ± ± ± ±

Mathematics: Grade 11 Total Enrollment

Number Tested

Percentage Tested of Total

Enrollment

Percent Achievement

Group Level 1 Level 2 Level 3 Level 4

All students 415 407 98.1% 32% 36% 23% 9%

Male 185 44.6% 35% 33% 22% 11%

Female 222 53.5% 30% 39% 23% 7%

Black or African-American 3 0.7% v v v v

American Indian or Alaska Native 1 0.2% v v v v

Asian 121 29.2% 12% 36% 35% 18%

Filipino 10 2.4% v v v v

Hispanic or Latino 224 54.0% 45% 34% 17% 4%

Native Hawaiian or Pacific Islander 4 1.0% v v v v

White 42 10.1% 24% 45% 21% 10%

Two or more races 1 0.2% v v v v

Socioeconomically disadvantaged 327 78.8% 35% 37% 22% 6%

English learners 97 23.4% 67% 23% 9% 0%

Students with disabilities 33 8.0% 91% 6% 3% 0%

Students receiving Migrant Education services 0 0.0% v v v v



7Rancho Alamitos High School

California High School Exit Exam ResultsThe California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement in California. Students are first tested in grade 10 and have multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal NCLB law. The CAHSEE has two sections: English language arts and mathematics. For the purposes of calculating AYP, three performance levels are set: Advanced, Proficient and Not Proficient.

SARC

CAHSEE Grade 10 Results by Student Group: English Language Arts and MathematicsThis table displays the percentage of students, by group, achieving at each performance level in English language arts and mathematics for the most recent testing period. For detailed information regarding the CAHSEE results, visit www.cahsee.cde.ca.gov.

California High School Exit Exam Grade 10 ResultsThe table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period. Note that the score a student must achieve to be considered Proficient is different than the passing score for graduation requirement.

Three-Year Data

English Language Arts Mathematics

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

Rancho Alamitos HS 54% 54% 51% 61% 61% 57%

Garden Grove USD 60% 47% 53% 65% 54% 56%

California 57% 56% 58% 60% 62% 59%

2014-15 School YearStudents Achieving at Each Performance Level

English Language Arts Mathematics

Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All students in the district 40% 23% 37% 36% 37% 27%

All students at the school 49% 22% 29% 43% 39% 18%

Male 57% 20% 23% 42% 42% 16%

Female 41% 25% 34% 44% 36% 20%

Black or African-American v v v v v v

American Indian or Alaska Native v v v v v v

Asian 29% 24% 47% 18% 38% 44%

Filipino v v v v v v

Hispanic or Latino 60% 21% 20% 57% 37% 5%

Native Hawaiian or Pacific Islander v v v v v v

White 44% 25% 31% 43% 46% 11%

Two or more races v v v v v v

Socioeconomically disadvantaged 54% 21% 25% 46% 37% 17%

English learners 91% 6% 3% 70% 24% 6%

Students with disabilities 97% 3% 0% 94% 3% 3%

Students receiving Migrant Education services v v v v v v


Ô Due to Senate Bill 172 passed in July 2015, the CAHSEE has been suspended through the 2017-18 school year.



Students Scoring at Proficient or Advanced Levels


Textbooks and Instructional Materials2015-16 School YearTextbooks and Instructional Materials List

Subject Most Recent State Board of Education or Local Governing Board Approved Textbooks and Instructional Materials Adopted

English language arts Yes*+ 2002-03

Math: Algebra 1 Yes 2015-16

Math: Algebra 2 Yes 2015-16

Math: Algebra 2/trigonometry Yes 2015-16

Math: Advanced algebra/trigonometry Yes 2015-16

Math: All other courses Yes 2015-16

History/social science Yes 2006-07

Science Yes 2007-08

Visual and performing arts --- 2007-08

Foreign language --- 2007-08++

Health --- 2007-08

Note: The most recent public hearing to adopt a resolution on sufficiency of instructional materials was held on 8/18/2015.

Assembly Bill X4 2 (Chapter 2, Statutes of 2009-10 Fourth Extraordinary Session) signed on 7/28/2009, suspended the process and procedures for adopting instructional materials, including framework revisions, until the 2013-14 school year. Senate Bill 70 (Chapter 7 of the Statutes of 2011) extended that suspension until the 2015-16 school year.

*

+ Textbooks for Intensive Reading Intervention and English Language Development were adopted in 2009-10.

++ Spanish and Vietnamese only.

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

2015-16 School YearPercentage of Students Lacking Materials by Subject

Rancho Alamitos HS Percentage Lacking

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language 0%

Health 0%

Science laboratory equipment 0%

Textbooks and Instructional MaterialsDistrict K-8 textbooks in the subjects of English language arts, mathematics, history/social science, health, foreign language, visual/performing arts and science have been adopted from those approved by the State Board of Education. The Garden Grove Unified School District Board of Education has adopted district 9-12 textbooks in the subjects listed above. K-12 textbooks for mathematics, history/social science, science, English language arts (including reading), and foreign language are aligned with state-adopted content standards and state or national frameworks following the state adoption schedule. Health will be adopted at the K-6 level when the state standards have been adopted by the State Board of Education.

All GGUSD students, including all English learners, have textbooks and instructional materials, including science laboratory equipment at the 9-12 level, that are cur-rent and in good condition in accordance with Education Code requirements. All textbooks and instructional materials are provided in sufficient quantities for each student for use in class and to take home.

Public Internet AccessIndividuals without home Internet access can use computers with Internet connec-tions at public libraries within the Garden Grove Unified School District to download and view School Accountability Report Cards. Access to the Internet at librar-ies is generally provided on a first-come, first-served basis. Other use restrictions 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 worksta-tion, and the ability to print documents.

See below for library contact information for your community.

Orange County Public Library Tel: (714) 566-3000 www.ocpl.org

Anaheim Public Library Tel: (714) 765-1880 www.anaheim.net/library

Santa Ana Public Library Tel: (714) 647-5250 www.santa-ana.org/library

The Orange County Public Library serves the cities of Cypress, Fountain Valley, Westminster, Garden Grove and Stanton within the GGUSD.


• Systems: Gas systems and pipes, sewer, mechanical systems (heating, ventilation and air-conditioning)

• Interior: Interior surfaces (floors, ceilings, walls and window casings)

• Cleanliness: Pest/vermin control, overall cleanliness (school grounds, buildings, rooms and common areas)

• Electrical: Electrical systems (interior and exterior)

• Restrooms/Fountains: Restrooms, sinks and drinking fountains (interior and exterior)

• Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior)

• Structural: Structural condition, roofs

• External: Windows/doors/gates/fences, playgrounds/school grounds

School Facility Items Inspected The table shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

School FacilitiesGGUSD continues to pride itself on maintaining quality facilities to provide a safe learning and working en-vironment for its students and staff. School custodial and district maintenance staff conduct frequent inspec-tions to ensure that all sites are clean, safe, well maintained and in good repair. Mobile cleaning teams have been used to provide in-depth cleaning-assistance services. The Maintenance Department has established a preventative maintenance program that ensures all schools are maintained at an efficient operating level. All classrooms, playground areas and working space for students and staff satisfy building capacity require-ments of the Education Code.

The Board of Education has adopted a five-year maintenance program for the improvement of school sites, and major site-improvement projects are approved annually as needed. A district graffiti-removal team helps to keep schools looking attractive.

The Garden Grove Unified School District has always emphasized the importance of a clean, safe environ-ment for learning and working. The environment of each campus is a matter of pride for students, staff and parents. To ensure that our facilities are in good repair condition, custodians at each site perform monthly inspections, and the district maintenance crews attempt to complete their work orders in a timely manner. Several schools have planted individual gardens, allowed sponsored projects by both the PTA and the Eagle Scout program with the Boys Scouts of America, to enhance our campuses throughout the district.

Rancho Alamitos High School was built in 1956. The school has 58 permanent classrooms and 35 portable classrooms in use on the campus. The school also has a library-media center, three computer labs, a caf-eteria with kitchen and student and faculty dining rooms, a guidance center, career center, two gymnasiums, two swimming pools, and athletic fields. Rancho Alamitos High School is undergoing modernization with all permanent buildings receiving new doors, carpet, paint, and wireless upgrades. All restroom facilities are being upgraded with new plumbing fixtures, tile, and paint. The District plans to make upgrades to the fire alarm system, ADA accessibility, and underground utilities throughout the campus. Lastly, where funding is available, some school sites will receive air-conditioning in their classrooms.

Continued on the sidebar

School Facility Good Repair Status The table summarizes the findings of the most recent inspection of the school to determine the condition of the grounds, buildings, and restrooms. A form known as the Facilities Inspection Tool (FIT) is used to docu-ment whether the inspection elements listed in the table below are determined to be in “good repair” at the school. Additional information about the condition of the school’s facilities may be obtained by speaking with the principal.

2015-16 School YearSchool Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall summary of facility conditions Exemplary

Date of the most recent school site inspection 8/20/2015

Date of the most recent completion of the inspection form 8/20/2015

School FacilitiesContinued from left

In June 2010, GGUSD voters approved Measure A, authorizing $250 million in general obligation bonds and enabling the district to qualify for as much as $200 million in matching state school bond funds for large-scale infrastructure repair, improvement and modernization projects. As an added funding bonus, $47 million in supplemental school-improvement grants were secured—increasing the total projected Measure A budget to $503 mil-lion over the seven to eight years required for the completion of all bond financed projects.

Bond proceeds, combined with state matching funds, are financing such wide-ranging school improvements as renovat-ing electrical circuitry, plumbing, lighting, roofing, intercom, and fire-safety systems; improving energy efficiency; replacing doors, windows, and outdated heating and ventilation systems; updating playground safety matting; upgrading telecommunica-tions systems to accommodate current technology; replacing restroom plumbing, tile, and fixtures; retrofitting schools for better accessibility for the disabled; bury-ing new underground conduits for technol-ogy growth; installing new classroom carpeting; repainting school interiors and exteriors; and new underground natural gas piping.

Modernization currently has 38 schools completed, 16 underway and 11 remain-ing. Throughout the district, moderniza-tion projects are on-time and on budget. During the summer, we placed more than 120 portables at four intermediate and four high schools, and moderniza-tion began there in December. Part of the modernization budget at each elementary and intermediate school included adding the architectural preparation component of air-conditioning work to move them closer to having A/C. With much higher enrollment numbers, each high school does have enough remaining in their large modernization budget for complete A/C in-stallation, so that work can be completed during modernization. Adding air-condi-tioning to the remaining elementary and intermediate schools will cost a minimum of $150 million (including insulation, new windows, further electrical work, etc.) and the Board of Education has committed to that funding.

We appreciate your patience as we work to ensure that all of our schools remain successful and comfortable places to learn and work.


Graduating Class of 2014Completion of High School Graduation Requirements

Group Rancho Alamitos HS Garden Grove USD California

All students 84.43% 87.39% 84.60%

Black or African-American v 90.91% 76.00%

American Indian or Alaska Native v 75.00% 78.07%

Asian 89.12% 89.91% 92.62%

Filipino 87.50% 93.44% 96.49%

Hispanic or Latino 82.06% 85.92% 81.28%

Native Hawaiian or Pacific Islander v 84.62% 83.58%

White 84.13% 85.77% 89.93%

Two or more races v 66.67% 82.80%

Socioeconomically disadvantaged 85.34% 86.49% 81.36%

English learners 61.48% 69.17% 50.76%

Students with disabilities 48.33% 61.34% 61.28%

Foster youth ± ± ±

Completion of High School Graduation RequirementsThis table displays school, district and California data for the percentages of students in the most recent graduating class who met all state and local graduation requirements for grade 12 completion, including having passed both the English language arts and mathematics portions of the CAHSEE, or received a local waiver or state exemption. The formula for the completion of graduation requirements is the number of grade 12 students who met all graduation requirements, divided by, the number of students enrolled in grade 12 at the time of the Fall Census Day. Therefore, results can include percentages over 100% if students transferred into the school and graduated but were not there at the time of the Fall Census Day enrollment count. For more information, please visit www.cde.ca.gov/ta/tg/hs.



Admission Requirements for California’s Public UniversitiesUniversity of California: Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for university-level work. For general admissions requirements, please visit the UC Admissions Information Web page at http://admission.universityofcalifornia.edu.

California State University: Eligibility for admission to California State University (CSU) is determined by three factors: 1. specific high school courses, 2. grades in specified courses and test scores, and 3. graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission-guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application and fee information, see the CSU Web page at www.calstate.edu/admission/admission.shtml.

Course Enrollment for UC/CSU AdmissionThe table displays two measures related to the school’s courses that are required for University of California and/or California State University admission for the most recent year for which data is available. For more detailed information, visit http://dq.cde.ca.gov/dataquest.

2013-14 and 2014-15 School YearsUC/CSU AdmissionRancho Alamitos HS

Percentage of students enrolled in courses required for UC/CSU admission in 2014-15 96.53%

Percentage of graduates who completed all courses required for UC/CSU admission in 2013-14 46.49%

Completion of High School Graduation Requirements

Advanced Placement CoursesThe following is a list of Advanced Placement (AP) courses offered by subject at the school.

Advanced Placement Courses

2014-15 School Year

Percentage of total enrollment enrolled in AP courses 0.50%

Number of AP courses offered at the school 20

Number of AP Courses by Subject

Computer science 0

English 2

Fine and performing arts 1

Foreign language 3

Mathematics 5

Science 5

Social science 4


Career Technical Education ProgramsCareer and Technical Education (CTE) in Garden Grove Unified School District is aligned with California’s CTE Model Curriculum Standards, which were revised and adopted by the State Board of Education in 2013, as well as Standards for Career Ready Practice and Common Core State Standards. Instruction follows pathways focused on preparation for postsecondary success and connects core academic content with real-world applications.

CTE course offerings include those taught by full-time single-subject-credentialed teachers holding subject-matter authorization in business, health science, home economics, or industrial and technology education, as well as courses taught by instructors holding Designated Subjects Teaching Credentials in a variety of career sectors as part of the Regional Occupational Program (ROP). Students may earn college credits in the 41 high school CTE classes with articulation agreements; moreover, 29 CTE courses meet University of California A-G subject requirements.

CTE pathways offered at GGUSD include the following sectors: Arts, Media, and Entertainment; Business and Finance; Education, Child Development and Family Services; Engineering; Health Science and Medical Technology; Information and Communication Technology; Manufacturing and Product Development; Marketing; Public Services; and Transportation.

Support for the core academic courses, especially English-language arts, math and science, is embedded and reinforced in all CTE curriculum. STEM (Science, Technology, Engineering, and Math) courses are being added with an emphasis on careers in computer science, patient care, engineering, robotics and industrial design. More rigorous and relevant pathways are being developed that align with high-skill, high-demand college majors and careers. The engineering and computer science pathways have adopted the highly regarded research-based curricula and professional development programs offered by the nonprofit Project Lead the Way. A new patient-care pathway has been sequenced for the medical sector and will include a new UC G course called Body Systems and Disorders. The culinary program is being realigned to a Hospitality pathway to include coursework in hospitality management and the California Restaurant Association Education Foundation program ProStart Culinary Arts. ProStart is a rigorous two-year sequence of coursework leading to industry-recognized certifications and college articulation.

CTE courses are offered throughout the school year, before and during the regular school day, after school, and during summer session. Teachers have received training, professional development, and resources in differentiating instruction and assessments for diverse student populations, including English language learners and those with special needs. CTE/ROP teachers are included on student Individualized Education Program (IEP) team meetings. The active, hands-on, collaborative nature of CTE coursework benefits a wide variety of students and promotes 21st century skill development, equipping diverse students for lifelong success. Indeed, 80 percent of GGUSD disadvantaged, English learner (EL), and special population students enroll in at least one CTE course.

The CTE program division reviews student GPA, attendance, completion, and graduation data to measure program quality and outcomes, comparing outcomes of students who completed CTE courses vs. the general student population. Two-thirds of GGUSD seniors who completed two or more CTE courses progressed on to postsecondary education. In addition, the division reviews certification attainment and student performance on common sector assessments developed and used by all CTE consortium member districts. Comprehensive end-of-program assessments taken by GGUSD students in CTE capstone courses are compared with outcomes on the same assessments by students within our district and in Orange Unified School District and Santa Ana Unified School District. Finally, students are surveyed regarding their CTE courses. At the end of the 2014-15 school year, 96 percent of students surveyed agreed or strongly agreed that “Because of my CTE class, I have gained many new skills that are important and valuable to me.” Ninety percent agreed or strongly agreed that “I have a clearer idea about what kind of work I might enjoy and be good at in the future.”

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2014-15 ParticipationCareer Technical Education Data

Rancho Alamitos HS

Number of pupils participating in CTE 1,021

Percentage of pupils who completed a CTE program and earned a high school diploma 91%

Percentage of CTE courses that are sequenced or articulated between a school and institutions of postsecondary education 40%

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

Career Technical Education ProgramsContinued from the left

GGUSD’s CTE division enjoys 120 active partnerships with regional business and industry and holds career and technical education advisory committee meetings with representatives from the following professions and businesses:

• Banking and financial service companies and certified public accountants

• Merchandising and specialty retailers

• Catering companies, chefs, and restaurant and hotel managers and owners

• Global marketing companies

• Customer service representatives

• Small businesses and entrepreneurships

• Medical service providers and emergency medical technicians

• Medical office personnel

• Preschool and child-care providers

• Computer programmers and technicians

• Network and server technicians

• Judges and attorneys

• Engineers

• Teachers, elementary and secondary

• College professors

• First responders, fire and police

• Digital media arts professionals

The district CTE/ROP director is the primary representative on this committee, which also includes the program assistant principal, CTE administrators, faculty, students, and community members.


Professional DevelopmentGGUSD‘s professional-development program centers around research-based effective instruction with em-bedded strategies to scaffold and differentiate for diverse learners. Teachers are supported in their implemen-tation of effective instruction through extensive training and targeted in-class support. The use of student-achievement data also assists in providing clear goals and expectations for planning in-services for teachers and paraprofessionals.

Intensive workshops are conducted in late August and early September during the two weeks before school starts to provide teachers with new knowledge and enhanced skills for the upcoming school year, with an emphasis on the new math textbook adoption. Staff-development opportunities are also offered after school and by release time throughout the school year to provide in-class demonstrations as well as opportunities to understand the standards and curriculum for math content. While during the 2013-14 and 2014-2015 school years, at least five days before the school year and at least one day during the school year were dedicated to staff and professional development, we offered additional training days during the 2015-2016 school year to support teachers through the implementation of new standards aligned curriculum. Along with these in-service opportunities, one non-student day is set aside each year for staff development for all high school teachers in the district.

New teachers are provided an extensive new teacher training program. Classroom management, the district’s base program, report cards, parent-teacher conferences, and research-based strategy instruction are just a few of the subjects of training for new teachers.

Professional Development Days

2013-14At least five days before the

school year and one day during the school year

2014-15At least five days before the

school year and one day during the school year

2015-16At least six days before the school year and three days

during the school year

Graduates and DropoutsThis table displays the graduation and dropout rates for the most recent three-year period for which data is available. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more information.

Three-Year DataGraduation and Dropout Rates

Graduation Rate Dropout Rate

11-12 12-13 13-14 11-12 12-13 13-14

Rancho Alamitos HS 87.03% 84.14% 84.98% 10.50% 12.70% 12.10%

Garden Grove USD 87.75% 89.22% 89.70% 10.00% 9.10% 8.00%

California 78.87% 80.44% 80.95% 13.10% 11.40% 11.50%

Career Technical Education and Regional Occupation Program CoursesListed below are the CTE and ROP classes offered at Rancho Alamitos High School.

• Art of Graphic Design (UC)

• Automotive Technology 1, 2

• Automotive Performance 1, 2

• Principles of Baking 1

• Banking/Financial Occupations

• Business Technology

• Computer Applications

• Culinary Arts 1, 2

• Customer Service

• Fashion Design

• Fashion Design and History (UC)

• Web Design

• Web Programming

Professional Development Days

2014-15 School YearCalifornia Physical Fitness Test

Percentage of Students Meeting Fitness Standards Rancho Alamitos HS

Grade 9

Four of six standards 24.9%

Five of six standards 14.5%

Six of six standards 54.4%

California Physical Fitness TestEach spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas: aerobic capacity, abdominal strength and endurance, upper-body strength and endurance, body composition, trunk-extensor strength and flexibility, and flexibility.

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram®. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

“All GGUSD high schools have earned full, six-year accreditation from the Western Association of Schools and Colleges.”


Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full cre-dential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.

Three-Year DataTeacher Credential Information

Garden Grove USD Rancho Alamitos HS

Teachers 15-16 13-14 14-15 15-16

With full credential 1,867 72 70 74

Without full credential 0 0 0 0

Teaching outside subject area of competence 104 8 8 7

Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal authori-zation to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassign-ments of English learners.

Three-Year DataTeacher Misassignments and Vacant Teacher Positions

Rancho Alamitos HS

Teachers 13-14 14-15 15-16

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 0

Vacant teacher positions 0 0 0

Core Academic Classes Taught by Highly Qualified TeachersThe No Child Left Behind Act (NCLB) extended the Elementary and Secondary Education Act (ESEA) to require that core academic subjects be taught by “highly qualified” teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2014-15 school year.

High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced-priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced-priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

2014-15 School YearNo Child Left Behind Compliant Teachers

Percentage of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Rancho Alamitos HS 99.32% 0.68%

All schools in district 98.79% 1.21%

High-poverty schools in district 98.90% 1.10%

Low-poverty schools in district 97.94% 2.06%

School Support StaffThis table displays information about support staff at the school and their full-time equivalent (FTE).

School Support Staff Data

2014-15 School Year

Support Staff FTE

Library media teacher (librarian) 1.0000

Library media services staff (paraprofessional) 0.0000

Social worker 0.0000

Health assistant 0.4375

Resource specialist (nonteaching) 0.0000

Psychologist available as needed

Nurse available as needed

Speech/language/hearing specialist available as needed

Academic Counselors

Academic Counselors

2014-15 School Year

FTE*Average number of

students per academic counselor

5.00 360 students

Counselor (Social/Behavioral or Career Development)

** n/a

* FTE = full-time equivalent. All students at the school have access to the services and support of an academic counselor.

**Social/behavioral counseling services provided by school psychologists, and career development counseling services provided by school academic counselors.

2013-14 School Accountability Report Card


Data for this year’s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners. For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page at www.cde.ca.gov/ta/ac/ap. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.

All data accurate as of December 2015


Financial Data The financial data displayed in this SARC is from the 2013-14 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending Web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

District Financial DataThis table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note: The district salary data does not include benefits.

2013-14 Fiscal YearDistrict Salary Data

Garden Grove USD Similar Sized District

Beginning teacher salary $50,195 $43,165

Midrange teacher salary $81,244 $68,574

Highest teacher salary $98,053 $89,146

Average elementary school principal salary $117,081 $111,129

Average middle school principal salary $126,225 $116,569

Average high school principal salary $139,917 $127,448

Superintendent salary $245,787 $234,382

Teacher salaries: percentage of budget 41% 38%

Administrative salaries: percentage of budget 4% 5%

Financial Data ComparisonThis table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

2013-14 Fiscal YearFinancial Data ComparisonExpenditures

Per Pupil From Unrestricted Sources

Annual Average Teacher Salary

Rancho Alamitos HS $6,376 $80,810

Garden Grove USD $6,250 $82,022

California $5,348 $72,971

School and district: percentage difference +2.0% -1.5%

School and California: percentage difference +19.2% +10.7%

School Financial Data

2013-14 Fiscal Year

Total expenditures per pupil $8,217

Expenditures per pupil from restricted sources $1,841

Expenditures per pupil from unrestricted sources $6,376

Annual average teacher salary $80,810

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

Expenditures Per PupilSupplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

Local Control Accountability Plan (LCAP) Requirements Aligned in Your SARCThe tables below outline the state priority areas that are included in the School Accountability Report Card.

Note: State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently asked questions, please visit www.cde.ca.gov/fg/aa/lc/lcfffaq.asp.

Conditions of LearningThe table below describes information in the SARC that is relevant to the Basic State Priority (Priority 1).

Alignment Between State Priority Areas and the SARCLocal Control Accountability Plan Requirements

Conditions of Learning

State Priority: Basic

Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. Education Code (EC) § 52060 (d)(1)

Pupils have access to standards-aligned instructional materials. EC § 52060 (d)(1)

School facilities are maintained in good repair. EC § 52060 (d)(1)

Pupil OutcomesThe table below describes information in the SARC that is relevant to Pupil Achievement State Priority (Priority 4) and Other Pupil Outcomes State Priority (Priority 8).


Pupil Outcomes

State Priority: Pupil Achievements

Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC § 52060 (d)(4)(A)

The Academic Performance Index. EC § 52060 (d)(4)(B)

The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and California State University or career technical education sequences or programs of study. EC § 52060 (d)(4)(C)

State Priority: Other Pupil Outcomes

Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, career technical education, and other studies prescribed by the governing board.1 EC § 52060 (d)(8)

EngagementThe table below describes information in the SARC that is relevant to the Parental Involvement State Priority (Priority 3), Pupil Engagement State Priority (Priority 5) and School Climate State Priority (Priority 6).

English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC. 1

The school safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.2


Engagement

State Priority: Parent Involvement

Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC § 52060 (d)(3)

State Priority: Pupil Engagement

High school dropout rates. EC § 52060 (d)(5)(D)

High school graduation rates. EC § 52060 (d)(5)(E)

State Priority: School Climate

Pupil suspension rates. EC § 52060 (d)(6)(A)

Pupil expulsion rates. EC § 52060 (d)(6)(B)

Other local measures including surveys of students, parents and teachers on the sense of safety and school connectedness.2 EC § 52060 (d)(6)(C)

Documents

Rancho Alamitos High School...Rancho Alamitos High School is a school having grades 9-12; it is one of 70 schools in the Garden Grove Unified School District and serves students from