SARC Report for Baldwin Park High · Chemistry 7th Edition - McDougal Little (2007) Physics - Holt (2007) Physics: Principles with Application - Prentice Hall (2007) Conceptual Physics:

Baldwin Park High

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (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 addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2015-16 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district and the county. 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 is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Anthony M. Ippolito, PrincipalPrincipal, Baldwin Park High

Welcome. I am Anthony Ippolito, Principal of Baldw in Park High School, home of the Braves. BPHS is dedicated tograduat ing leaders w ith the knowledge and skills for a successful future. BPHS has implemented and developedProfessional Learning Communit ies in the form of Same-Subject Instruct ional Teams and three themed Academies: VitalMedical Academy, STEAM (Science, Technology, Engineering, Art, Mathematics) Academy, and IMPACT (BusinessTechnology & Humanit ies) Academy. The learning environment established at BPHS is not the result of any one person,but the effort of a caring team of students, parents, teachers, staff, and administrators. Thank you for your visit .

Baldw in Park High3900 North Puente Ave.Baldw in Park, CA 91706-4428

Phone: 626-960-5431E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/28/2017


About This School

Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)

District Contact Information (School Year 2016-17)

District Name Baldw in Park Unified

Phone Number (626) 962-3311

Superintendent Froilan Mendoza

E-mail Address [email protected]

Web Site www.bpusd.net

School Contact Information (School Year 2016-17)

School Name Baldw in Park High

Street 3900 North Puente Ave.

City, State, Zip Baldw in Park, Ca, 91706-4428

Phone Number 626-960-5431

Principal Anthony M. Ippolito, Principal

E-mail Address [email protected]

Web Site https://bphs-bpusd-ca.schoolloop.com

County-District-School (CDS) Code

19642871930601

School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)

The mission of Baldw in Park High School:

To graduate all students w ith high levels of academic and personal achievement ready for post-secondary excellence through research based instruct ion and acollaborat ive support system.

Baldw in Park High School was originally built in 1951. The school underwent extensive modernizat ion during the 2002-03 and 2003-04 school years. The campusincludes an attract ive mall of grass, trees and walkways. This design allows for ample seat ing and areas for student interact ion. Recent remodeling includes stateof the art classrooms, a modern cafeteria and snack bar, safe athlet ic fields and the installat ion of modern technology throughout the campus. In addit ion, duringthe 2006-07 school-year, a new state of the art athlet ic stadium was built .

Students have the opportunity to part icipate in the AVID (Advancement Via Individual Determinat ion) program, 11 Advanced Placement courses, the DualLanguage Program, Cert ificat ion programs in Technology (A+, JAVA and Oracle), the Peer Counseling Program, ROP classes, Drama and Music programs, athlet icteams, the pep squad, academic and non academic clubs, student leadership - ASB and the Renaissance Program. Baldw in Park High School has adopted thestructure and philosophy of a SLC-Smaller Learning Community/Academies. The overall organizat ional approach provides for personalizing the relat ionship betweenadults and students.

Baldw in Park High School strongly embraces the pract ices of being a professional learning community. Baldw in Park High School implemented Same-SubjectCollaborat ive Teams in August of 2008. The purpose of collaborat ive instruct ional teams is to increase teacher collaborat ion and enhance classroom instruct ion,thus improving student achievement. Same-Subject Collaborat ive Teams consist of one administrator and several teachers (three or more) that deliver instruct ionin the same curricular content area and/or courses. Each team meets regularly; two back-to-back class periods (two hours) once a month. Present ly, regularlyscheduled same-subject collaborat ion meetings are confined to core subject areas and courses (i.e., English, Math, Science, and Social Studies). As a professionallearning community, students, parents, teachers, staff and administrat ion work collaborat ively to ensure successful learning for all students.

2015-16 SARC - Baldwin Park High

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www.bpusd.net


https://bphs-bpusd-ca.schoolloop.com



Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)

Grade Level Number of Students

Grade 9 556

Grade 10 508

Grade 11 497

Grade 12 418

Total Enrollment 1979

Grade 9 Grade 10 Grade 11 Grade 120

100

200

300

400

500

600

Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)

Student Group Percent of Total Enrollment

Black or African American 0.6 %

American Indian or Alaska Nat ive 0.2 %

Asian 4.5 %

Filipino 1.5 %

Hispanic or Lat ino 92.3 %

Native Hawaiian or Pacific Islander 0.1 %

White 0.8 %

Two or More Races 0.0 %

Other 0.0 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 88.1 %

English Learners 10.6 %

Students w ith Disabilit ies 12.1 %

Foster Youth 1.1 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 86 83 90 624

Without Full Credent ial 0 0 0 0

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 1 2

2014-15 2015-16 2016-170

20

40

60

80

100Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 1

2014-15 2015-16 2016-170.0

0.2

0.4

0.6

0.8

1.0

1.2Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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

Year and month in which data were collected: September 2016

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 100.0% 0.0%

High-Poverty Schoolsin District

100.0% 0.0%

Low-Poverty Schoolsin District

0.0% 0.0%

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language Arts

Literature and Language Arts: Third Course - Holt , Rinehart andW inston (2009)

Literature and Language Arts: Fourth Course - Holt , Rinehartand W inston (2009)

Literature and Language Arts: Fifth Course - Holt , Rinehart andW inston (2009)

The Bedford Reader - Holt , Rinehart and W inston (2009)

Literature and Language Arts: Sixth Course - Holt , Rinehart andW inston (2009

Yes 0.0 %

Mathematics

Integrated Math I, consumable student edit ion - Holt (2012)

Integrated Math II, consumable student edit ion - CarnegieLearning (2013)

Holt California Algebra 2 - Holt (2008)

Holt California Geometry - Holt (2008)

Pre Calculus Third Edit ion - Pearson Prent ice Hall (2007)

Calculus w ith Analyt ic Geometry 6th Edit ion - Houghton Mifflin(1998)

Elementary Stat ist ics A Step by Step Approach - McGraw Hill(2004)

Pacemaker Pract ical Mathematics for Consumers - Pearson(2004)

Yes 0.0 %

Science

California Earth Science - Pearson (2007)

Earth Science: Geology - Glencoe (2005)

Biology - Prent ice Hall (2007)

Modern Biology - Holt Reinhart (2007)

Biology 7th Edit ion - Pearson (2005)

Modern Biology - Holt Reinhart W inston (2007)

Chemistry - Prent ice Hall (2007)

Chemistry: The Central Science - Prent ice (2006)

Yes 0.0 %


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Chemistry 7th Edit ion - McDougal Lit t le (2007)

Physics - Holt (2007)

Physics: Principles w ith Applicat ion - Prent ice Hall (2007)

Conceptual Physics: 10th Edit ion - Addison Wesley/Prent ice Hall(2006)

Essent ials of Anatomy & Physiology - John W iley (2007)

Forensics Science and Intro - Prent ice Hall (2008)

Astronomy Today - Prent ice (2005)

Intro to Sports - Thompson (2004)

History-Social Science

The Americans - McDougal (2006)

Government in America - Pearson (2006)

Government: Democracy in Act ion - (2007)

Enduring Vision - McDougal (2004)

World History: The Modern World - Prent ice (2007)

World History: The Modern World (Spanish Version) - Prent ice(2007)

Ways of the World: A Global History - Prent ice (2011)

World Geography - Glencoe (2000)

Geography, The World and Its People - Glencoe (2000)

Human Geography - W iley (2012)

Human Geography in Act ion - W iley (2013)

Economics: Principles in Act ion - Prent ice (2007)

Psychology - Worth (2007)

Yes 0.0 %

Foreign Language

Descubre - Vista Higher Learning (2017)

Nuevas Vistas Intro Course - Holt (2006)

El Español para nosotros - McGraw-Hill (2014)

Imagina - Vista Higher Learning (2015)

Revista - Vista Higher Learning (2014)

Taller de escritores - Vista Higher Learning (2016)

Temas - Vista Higher Learning (2014)

Abriendo Paso: Gramatica - Vista Higher Learning (2014)

Abriendo Puertas Tomo 1 - McDougal (2003)

Abriendo Puertas Tomo 2 - McDougal (2003)

Reflexiones – Pearson (2014)

Borderlands/La Frontera - Aunt Lute Books (2012)

From Indians to Chicanos - Waveland Press (2012)

U.S. Lat ino Issues - Waveland Press (2000)

Discovering French - Holt McDougal (2013)

Integrated Chinese, Level 1 Part 1 - Cheng & Tsui Company(2011)

Integrated Chinese, Level 1 Part 2 - Cheng & Tsui Company(2011)

Yes 0.0 %

Health

Glencoe Health – Glencoe (2004)

Yes 0.0 %


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Note: Cells w ith N/A values do not require data.

Visual and Performing ArtsN/A

0.0 %

Science Lab Eqpmt(Grades 9-12)

N/A N/A 0.0 %


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School Facility Good Repair StatusYear and month of the most recent FIT report: August 2016

Overall Facility RateYear and month of the most recent FIT report: August 2016

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

The Baldw in Park Unified School District takes great efforts to ensure that all schools are clean, safe, and funct ional. To assist in this effort, the district uses aFacility Instrument Tool (FIT) developed by the State of California OPSC. The results of this survey are available upon request.

The Maintenance and Operat ions Department has implemented a cloud-based online work order system in order to priorit ize, track requests, and monitorcomplet ion rates. The mission of the department is to provide quality service in an efficient and professional manner to ensure all facilit ies are safe and comfortablefor all students and staff.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Exemplary


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

Note: 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 forstat ist ical accuracy or to protect student privacy.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All StudentsCAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

English Language Arts / Literacy (grades 3-8 and 11) 64.0% 63.0% 34.0% 37.0% 44.0% 48.0%

Mathematics (grades 3-8 and 11) 28.0% 30.0% 19.0% 22.0% 34.0% 36.0%


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Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated in both assessments.

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 stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

ELA - Grade 11ELA - Grade 11

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 455 450 98.9% 63.5%

Male 212 209 98.6% 58.2%

Female 243 241 99.2% 68.1%

Black or African American -- -- -- --

American Indian or Alaska Nat ive -- -- -- --

Asian 21 21 100.0% 85.7%

Filipino 12 12 100.0% 66.7%

Hispanic or Lat ino 419 414 98.8% 62.0%

Native Hawaiian or Pacific Islander -- -- -- --

White -- -- -- --

Two or More Races -- -- -- --

Socioeconomically Disadvantaged 386 385 99.7% 63.4%

English Learners 46 45 97.8% 11.1%

Students w ith Disabilit ies 53 51 96.2% 9.8%

Students Receiving Migrant Educat ion Services -- -- -- --

Foster Youth -- -- -- --


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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.

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 stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

Mathematics - Grade 11Mathematics - Grade 11

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 455 448 98.5% 30.4%

Male 212 208 98.1% 30.8%

Female 243 240 98.8% 30.0%


American Indian or Alaska Nat ive -- -- -- --

Asian 21 21 100.0% 76.2%

Filipino 12 12 100.0% 58.3%


Native Hawaiian or Pacific Islander -- -- -- --

White -- -- -- --

Two or More Races -- -- -- --




Students Receiving Migrant Educat ion Services -- -- -- --



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Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

Note: 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 stat ist icalaccuracy or to protect student privacy.

CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)

Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.

Note: 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 stat ist icalaccuracy or to protect student privacy.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced


2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Science (grades 5, 8, and 10) 50.0% 37.0% 31.0% 56.0% 50.0% 41.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 501 477 95.2% 31.5%

Male 250 237 94.8% 33.3%

Female 251 240 95.6% 29.6%


American Indian or Alaska Nat ive 0 0 0.0% 0.0%

Asian 27 26 96.3% 73.1%

Filipino -- -- -- --


Native Hawaiian or Pacific Islander 0 0 0.0% 0.0%

White -- -- -- --

Two or More Races 0 0 0.0% 0.0%




Students Receiving Migrant Educat ionServices

-- -- -- --



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Career Technical Education Programs (School Year 2015-16)Career Technical Education Programs (School Year 2015-16)

All of our students part icipate in career awareness act ivit ies every year. Counselors present an interact ive career choice program to assist students in their careergoals. All core classes in the general educat ion program fulfill the A-G requirements.

All of the course offerings require that students use academic skills that w ill prepare them for work and further educat ion in the 21st Century, and all of theminclude our special needs populat ions. Programs are evaluated by the Perkins Committee, by student response and by the administrators from the site and theROP staff.

CTE Course Offerings: Elementary Auto Mechanics Elementary; Intermediate Auto Mechanics; Elementary Draft ing; Intermediate Draft ing; Advanced Draft ing;Oracle Database Programing; JAVA Programing; A+ Cert ificat ion; Video Product ion; Web Design & Computer Programing; Graphic Arts Mult imedia; Photography I;and Photography II.

Career Technical Education Participation (School Year 2015-16)Career Technical Education Participation (School Year 2015-16)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 606

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma 99.0%

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 57.0%

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

UC/CSU Course Measure Percent

2015-16 Pupils Enrolled in Courses Required for UC/CSU Admission 1979.0%

2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission 38.4%


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical educat ion

Note: 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 forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2015-16)California Physical Fitness Test Results (School Year 2015-16)

Grade Level

Percentage of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

9 17.9% 22.7% 42.5%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)

Baldw in Park High School has hired a full t ime employee to bridge the essent ial relat ionship between the school and home. The School Community Liaison assistsparents and families of students at Baldw in Park High to fulfill the school mission of ensuring all students graduate w ith high levels of personal and academicachievement ready for post-secondary excellence.

The School Community Liaison demonstrates their commitment to parents and members of the surrounding community daily by being the first individual on ourstaff to service parents seeking any and all assistance. The School Community Liaison and the principal work together to offer parents a variety of opportunit iesthroughout the year to develop their ability to ensure their children are academically successful. A variety of parent workshops and computer classes have beendeveloped and implemented to bulid parental skill to support their student 's learning.

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

Indicator


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

Dropout Rate 4.0% 3.7% 3.8% 6.0% 6.0% 4.4% 11.4% 11.5% 10.7%

Graduat ion Rate 95.60 95.90 96.20 93.20 92.40 93.90 80.44 80.95 82.27

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2012-13 2013-14 2014-150

20

40

60

80

100Dropout Rate

Graduation Rate


Page 15 of 24


Page 16 of 24

Completion of High School Graduation Requirements - Graduating Class of 2015 Completion of High School Graduation Requirements - Graduating Class of 2015

(One-Year Rate)(One-Year Rate)

Student Group School District State

All Students 95 90 85

Black or African American 100 89 77

American Indian or Alaska Nat ive 0 100 75

Asian 100 90 99

Filipino 100 89 97

Hispanic or Lat ino 95 89 84

Native Hawaiian or Pacific Islander 0 67 85

White 100 100 87

Two or More Races 0 91 91

Socioeconomically Disadvantaged 94 89 77

English Learners 61 54 51

Students w ith Disabilit ies 100 88 68

Foster Youth -- -- --


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2016-17)

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Suspensions 6.0 5.2 4.6 1.8 1.8 1.4 4.4 3.8 3.7

Expulsions 0.0 0.2 0.0 0.0 0.0 0.0 0.1 0.1 0.1

Suspensions

2013-14 2014-15 2015-160

1

2

3

4

5

6

7School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-160.00

0.05

0.10

0.15

0.20

0.25School Expulsions

District Expulsions

State Expulsions

Administrat ion at Baldw in Park High School meets frequently w ith stakeholders to discuss the school's Safety Plan, which includes supervision schedules, fire andearthquake drill routes, school map, staff procedures, responsibilit ies during lockdown situat ions, bomb threats and possible campus unrest. Revisions have beenmade and the school safety committee meets regularly to discuss issues that need to be addressed. Each year the faculty, staff, and students part icipate inevacuat ion drills, lockdown drills and other important preparat ions so as to prepare for emergencies. During the accreditat ion visitat ion, Baldw in Park High Schoolreceived recognit ion for maintaining an orderly, safe, and clean environment conducive to learning.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Federal Intervention Program (School Year 2016-17)Federal Intervention Program (School Year 2016-17)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2009-2010 2008-2009

Year in Program Improvement Year 5 Year 3

Number of Schools Current ly in Program Improvement N/A 19

Percent of Schools Current ly in Program Improvement N/A 95.0%


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* 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 isreported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2015-16)


*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2013-14 2014-15 2015-16

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

English 27.0 26 29 34 25.0 28 26 35 32.0 2 27 26

Mathematics 26.0 22 33 20 26.0 22 24 28 27.0 16 26 19

Science 29.0 9 20 27 27.0 16 25 17 24.7 10 32 12

Social Science 26.0 23 26 13 27.0 14 22 21 26.5 11 25 10

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 5.0 360.0

Counselor (Social/Behavioral or Career Development) 0.0 N/A

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 1.0 N/A

Psychologist 1.0 N/A

Social Worker 0.0 N/A

Nurse 0.2 N/A

Speech/Language/Hearing Specialist 3.0 N/A

Resource Specialist (non-teaching) 0.0 N/A

Other 0.0 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $6426.2 $251.8 $6174.4 $81758.3

District N/A N/A $6146.1 $82420.0

Percent Difference – School Site andDistrict

-- -- 0.5% -3.3%

State N/A N/A $5677.0 $74216.0

Percent Difference – School Site and State -- -- -37.0% -0.8%


Page 20 of 24


For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)

Local Control Funding Formula

The local control funding formula (LCFF) establishes base, supplemental, and concentrat ion funding. These fundings replace many of the former state categoricalprograms. Supplemental and Concentrat ion grants go to help high needs students: English Language Learners, low-income students and foster youth. Schooldistricts have greater flexibility, than in the past, to decide how to use the funds w ith input from their local communit ies. Budgets are t ied to improvement goalsin the district ’s Local Control and Accountability Plan (LCAP).

Federal – T it le I Schoolw ide Program

Tit le I funding is provided to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality educat ion and meet state standards.The T it le I Schoolw ide Program is based on the premise that comprehensive reform strategies rather than separate, add-on services are most effect ive in raisingacademic achievement for the lowest achieving students in a school.

Federal – T it le II

T it le II, Part A, Teacher and Principal Training and Recruit ing is a federal categorical program for the purpose of increasing the academic achievement of allstudents by helping schools and district (1) improve teacher and principal quality through professional development and other act ivit ies and (2) ensure all teachersare highly qualified.

Federal – T it le III

The main priority of T it le III is for limited-English-proficient (LEP) students (called English learners under California laws), including immigrant children and youths, toattain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet.

Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $49,102 $44,958

Mid-Range Teacher Salary $68,513 $70,581

Highest Teacher Salary $94,068 $91,469

Average Principal Salary (Elementary) $111,954 $113,994

Average Principal Salary (Middle) $112,715 $120,075

Average Principal Salary (High) $123,818 $130,249

Superintendent Salary $203,766 $218,315

Percent of Budget for Teacher Salaries 42.0% 38.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart Principal Salary Chart


Page 21 of 24

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


Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

140000


Page 22 of 24



*Where there are student course enrollments of at least one student.

Advanced Placement (AP) Courses (School Year 2015-16)Advanced Placement (AP) Courses (School Year 2015-16)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science N/A

English 2 N/A

Fine and Performing Arts 1 N/A

Foreign Language 2 N/A

Mathematics 3 N/A

Science 3 N/A

Social Science 5 N/A

All Courses 16 22.0%


Page 23 of 24


Professional DevelopmentProfessional Development

Districtw ide areas of focus include Professional Learning Communit ies, Response to Intervent ion, and Posit ive Behavioral Intervent ions and Supports. All teacherspart icipate in professional development of Common Core strategies including rigor, collaborat ion, communicat ion, crit ical thinking, and creat ivity to promotestudent success in 21st century careers during weekly Common Meeting t imes, grade level collaborat ion, workshops, inservices and professional developmentdays. Professional development act ivit ies are supported by teacher observat ions, principal classroom visits, and outside coaching opportunit ies.

NUMBER OF DAYS PROVIDED FOR PROFESSIONAL DEVELOPMENT IN THE MOST RECENT THREE YEAR PERIOD2013-2014…2 Professional Development Days and 35 Common Meeting Days2014-2015…2 Professional Development Days and 36 Common Meeting Days2015-2016…2 Professional Development Days and 34 Common Meeting Days


Page 24 of 24

Documents

SARC Report for Baldwin Park High · Chemistry 7th Edition - McDougal Little (2007) Physics - Holt (2007) Physics: Principles with Application - Prentice Hall (2007) Conceptual Physics: