SARC2015-16
School Accountability Report Card
Published in 2016-17
Los Gatos-Saratoga UHSD
Saratoga High School
Paul Robinson Principal
20300 Herriman Avenue Saratoga, CA 95070
Grades: 9-12 Phone: (408) 867-3411 www.saratogahigh.org
CDS Code: 43-69534-4337762
Bob Mistele, Superintendent • [email protected] • Phone: (408) 354-2520
Los Gatos-Saratoga Union High School District • 17421 Farley Road West Los Gatos, CA 95030 • www.lgsuhsd.org
Saratoga High SchoolSARC 2
School Mission StatementThe mission of Saratoga High School is to optimize the learning of each student. As a community of learners committed to excellence, we promote lifelong learning, personal integrity, social responsibility, and good physical and mental health.
Principal’s MessageAlready a successful school by almost all measures, Saratoga High School (SHS) continues to emphasize growth in both academics and student wellness. The class of 2016 matriculated to four-year universities at a rate of 84 percent, taking with them a median SAT score of 1963 (on the 2400 point scale). Last spring’s AP test-takers passed their exams at a rate of 93 percent, signifying their palpable college readiness.
The past school year has seen several significant changes to the Saratoga High landscape. SHS has, among many other things, expanded its offerings in engineering courses, its commitment to service learning and its promotion of a student-friendly bell schedule. This latter endeavor is a result of a yearlong process in 2015-16 when a group of student, staff and parent stakeholders recommended a schedule that would optimize student learning in connection with teachers and sleep. Students are currently experiencing a schedule that has a later start time (25 minutes later than that of the previous year), daily tutorial periods where students can receive individualized support from their teachers and block class periods 90 minutes in length.
Saratoga High has three clear goals articulated in our Single Plan for Student Achievement for the 2016-17 school year: provide ongoing support in attaining high academic achievement through a variety of best in-structional practices, focus on relevant and engaging learning that promotes healthy academic perspectives for students, work together to support students in developing resiliency skills when managing stress.
School SafetySHS staff monitors school grounds before the start of school and long after dismissal from classes each day. SHS is a closed campus, and all visitors must register in the main office for access to classrooms or other areas on campus. There are quarterly fire drills, and earthquake and disaster drills twice a year. The Santa Clara County sheriff’s office conducts an intruder lockdown and safety barricade inspection drill yearly (last held on October 24, 2016) to prepare students and staff for an armed intruder. The School Site Council reviews and approves the School Safety Plan yearly. SHS is a very safe school because of the preparation of our students and staff, and the dedication of our community and public servants in making our city safe.
The school safety plan was last reviewed, updated and discussed with the school faculty in November 2016.
School ProfileSaratoga High School is a high-performing public high school serving 1,326 students and more than 100 staff members. While test scores and college admission rates are something to be proud of, SHS is more enthusiastic about the stimulating learning environment that promotes collaboration, academic inquiry and student support for healthy lifestyles.
The SHS staff and students have taken collaboration to the level of sharing best practices, researching in-novative learning programs, and continuing to grow social-emotional learning and student support services. In all departments students have open access to curriculum with choices of College Prep, Honors and Ad-vanced Placement courses. The Media Arts Program (MAP) continues to grow in number and courses by combining English, social studies and multimedia classes in a project-based learning environment. This 9-12 program is a showcase for Common Core State Standards education because of its strong academic content, multiliteracy focus and collaborative foundations. Teamwork is the strength of this program from its teachers to its students.
SHS is a high-ranking STEM (science, technology, engineering and mathematics) school that has developed a three-year Project Lead the Way program. Current courses offered are Introduction to Engineering, Prin-ciples of Engineering and Digital Electronics. The capstone course, Engineering Design and Development, was added for 2016-17. Performing arts continue to be one of the strongest areas of achievement for SHS students. Almost 33 percent of our students perform on stage through theater arts and vocal and instrumental music. This year the music programs, both instrumental and choral, will be heading to international competi-tions in Belgium and Germany in the summer of 2017.
More than 60 percent of SHS students participate in athletics at the highest level of California Interscholas-tic Federation (CIF) Central Coast Section (CCS) competition. In spring of 2016, we earned the title of CIF NorCal Boys Volleyball Division II Champions, and the following teams earned CCS playoff berths: girls vol-leyball, field hockey, cross country, football and girls tennis.
Student activities and more than 75 clubs and service organizations on campus make student involvement a high priority each year. SHS has a privately supported service learning coordinator to help students and staff develop community service opportunities for classes and individuals. SHS teams have fed the home-less, planted trees, cleaned beaches and parks, and made meals to stop hunger across the world and in the community. In addition to program strength, the diversity of the student and staff population creates a campus that acknowledges and works together to overcome global challenges.
Counseling and Support Services for Youth (CASSY) has brought professional support to SHS students and staff over the last three years. These professionals help students with moderate to severe mental-health is-sues as they cope in the challenging world teens face today. Therapists work with more than 200 students each year on a one-time to continual basis providing social-emotional assistance. Sources of Strength has trained our peer-to-peer group Common Roots in supporting students through researched-based activities and strategies.
The strength of SHS lies in numbers. The SHS family works together to help each individual to be better than he or she could be alone. That’s why you’ll hear it said many times each day, “It’s great to be a Falcon!”
Governing BoardCynthia Chang
Robin Mano
Douglas Ramezane
Rosemary Rossi
Katherine Tseng
School Accountability Report Card
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.
Home of the Falcons!
Saratoga High SchoolSARC 3
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.
Suspension and Expulsion Rates
Saratoga HS
13-14 14-15 15-16
Suspension rates 1.3% 1.1% 0.6%
Expulsion rates 0.0% 0.0% 0.0%
Los Gatos-Saratoga UHSD
13-14 14-15 15-16
Suspension rates 2.3% 2.2% 0.6%
Expulsion rates 0.0% 0.0% 0.0%
California
13-14 14-15 15-16
Suspension rates 4.4% 3.8% 3.7%
Expulsion rates 0.1% 0.1% 0.1%
Three-Year DataNumber of Classrooms by Size
2013-14 2014-15 2015-16
SubjectNumber of Students
1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+
English language arts 26 41 7 30 42 3 15 39 4
Mathematics 7 35 7 11 33 8 17 36 2
Science 6 48 0 8 47 0 12 39 0
History/social science 18 36 2 18 37 2 5 31 1
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. The 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.
14-1513-14 15-16
Three-Year DataAverage Class Size
English languagearts
Mathematics Science History/socialscience
22
27 27
2321
25 2523
26 26 2627
Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2015-16 school year.
2015-16 Enrollment by Grade
Ungraded secondary 19
9
10
11
12
304
328
337
336
Enrollment by Student GroupThe total enrollment at the school was 1,324 students for the 2015-16 school year. The pie chart displays the percentage of students enrolled in each group.
2015-16 School YearDemographics
Socioeconomically disadvantaged
0.90%English
learners1.70%
Students with disabilities
11.50%Foster youth
0.00%
Hispanic or Latino5.1%
Asian59.0%
Native Hawaiian or Pacific Islander
0.1%
Filipino0.5%
Black or African-American
0.2% White26.4%
Two or More Races7.9%
No Response 0.8%
Saratoga High SchoolSARC 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:
1. Aerobic Capacity
2. Body Composition
3. Flexibility
4. Abdominal Strength and Endurance
5. Upper Body Strength and Endurance
6. Trunk Extensor Strength 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.
²Not applicable. The school is not in Program Improvement.
Percentage of Students Meeting Fitness Standards
2015-16 School Year
Grade 9
Four of six standards 16.60%
Five of six standards 24.20%
Six of six standards 26.40%
Professional DevelopmentThe major areas of emphasis for staff development provided by the district are social-emotional learning and technology. The focus for site staff work with School Site Council, Western Association of Schools and Col-leges (WASC), district goals and student-stress surveys is to help students better cope with stress in their academic and social lives. District staff development happens at the site as does site-specific work in the hour following class dismissal on 10 designated days throughout the year. District events such as Focus ’15 offered a buffet selection of courses for teachers to choose from in these identified areas.
Three-Year DataProfessional Development Days
2014-15 2015-16 2016-17
Saratoga HS 4 days 4 days 4 days
Saratoga HS Los Gatos-Saratoga UHSD
Program Improvement status Not Title I In PI
First year of Program Improvement ² 2013-2014
Year in Program Improvement ² Year 3
Number of schools currently in Program Improvement 0
Percentage of schools currently in Program Improvement 0.00%
2016-17 School YearFederal Intervention Program
Federal Intervention ProgramSchools and districts will not be newly identified for Program Improvement (PI) in the 2016-17 school year under the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the Elementary and Secondary Education Act (ESEA). Schools and districts receiving Title I, Part A funding for the 2015-16 school year and were “In PI” in 2015-16 will retain their same PI status and placement year for 2016-17. Schools and districts receiving Title I, Part A funding for the 2015-16 school year and either had a status of “Not in PI” for the 2015-16 school year or did not receive Title I, Part A funding in the 2014-15 school year will have a status of “Not in PI” for the 2016-17 school year. 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 2016-17 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.
Parental InvolvementOne of the hallmarks of Saratoga High School is its extensive parental involvement. The Parent Teacher Student Organization (PTSO) has more than 600 parent members who dedicate themselves to volunteering for the benefit of SHS students and staff. This year, the Saratoga High School Foundation and PTSO banded together to provide almost $200,000 in grants to the school for technology, field trips, guest speakers and many other services to enhance learning for all students. The PTSO sponsors six staff lunches, two student lunches, final exam snacks, parent education, volunteer recognition, school forums and Grad Nite activities for graduating seniors. The SHS Foundation supports learning environments through advancing technology needs and facility improvements. The foundation’s desire to take on large projects such as funding our per-forming arts center and stadium projects have made SHS a showcase school. Parent groups such as Sports Boosters, Saratoga Music Boosters, Saratoga Theater Arts Boosters, MAP Boosters, Robotics Boosters, and Speech and Debate Boosters are essential to the many extracurricular programs. They provide invalu-able support in terms of time and resources. The presidents from each group meet monthly along with the principal to collaborate and inform the community of events and needs from each group. Together they have supported and collaborated with one another for the benefit of SHS students.
For more information on how to become involved at the school, please contact Ranjana Sivaram, PTSO (Par-ent Teacher Student Organization) president, at (408) 876-3411.
Saratoga High SchoolSARC 5
California Assessment of Student Performance and Progress (CAASPP)For the 2015-16 school year, the CAASSP consists of several key components, including:
California Alternate Assessment (CAA) test includes both ELA/literacy and mathematics in grades 3-8 and 11. The CAA is given to those students with significant cognitive disabilities which prevent them from taking the Smarter Balanced Assessments with universal tools, designated supports or accommodations.
Smarter Balanced Assessments include ELA/literacy in grades 3-8 and 11. Smarter Balanced Assessments are designed to measure student progress toward college and career readiness.
The assessments under CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards. For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.
CAASPP Test Results for All Students: English Language Arts/Literacy and Mathematics (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English language arts (ELA) and literacy and mathematics.
Two-Year DataPercentage of Students Meeting or Exceeding State Standards
Saratoga HS Los Gatos- Saratoga UHSD California
Subject 14-15 15-16 14-15 15-16 14-15 15-16
English language arts/literacy 95% 87% 82% 86% 44% 48%
Mathematics 91% 90% 71% 80% 33% 36%
CAASPP by Student Group: English Language Arts/Literacy and MathematicsThe tables on the following pages display the percentage of students that met or exceeded state standards in English language arts and mathematics for the school by student groups for grade11.
The “percentage met or exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.
Note: The number of students tested includes all students who participated in the test whether they received a score or not. 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 only students who received 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.
CAASPP Test Results by Student Group: Science (grades 5, 8 and 10)Science test results include CSTs, CMA, and CAPA in grades 5, 8, and 10. The “Proficient or Advanced” is calculated by taking the total number of students who scored proficient or Advanced on the science assess-ment divided by the total number of students with valid scores.
2015-16 School YearPercentage of Students Scoring at Proficient or Advanced
Group Total Enrollment
Number of Students with Valid Scores
Percentage of Students with Valid Scores
Percentage Proficient or Advanced
All students 332 281 84.64% 88.97%
Male 177 152 85.88% 86.18%
Female 155 129 83.23% 92.25%
Black or African-American v v v v
American Indian or Alaska Native v v v v
Asian 196 175 89.29% 92.00%
Filipino v v v v
Hispanic or Latino 18 12 66.67% 75.00%
Native Hawaiian or Pacific Islander v v v v
White 83 66 79.52% 83.33%
Two or more races 31 24 77.42% 91.67%
Socioeconomically disadvantaged v v v v
English learners v v v v
Students with disabilities 38 22 57.89% 40.91%
Students receiving Migrant Education services v v v v
Foster youth v v v v
CAASPP Test Results for All Students: Science (grades 5, 8 and 10)Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA) in grades 5, 8 and 10. The tables show the percentage of students scoring at proficient or advanced.
Three-Year DataPercentage of Students Scoring at Proficient or Advanced
Saratoga HS Los Gatos- Saratoga UHSD California
Subject 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16
Science 92% 92% 89% 88% 88% 86% 60% 56% 54%
Saratoga High SchoolSARC 6
CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 11
Percentage of Students Meeting or Exceeding State Standards 2015-16 School Year
English Language Arts: Grade 11
Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded
All students 335 303 90.50% 87.50%
Male 169 157 92.90% 84.70%
Female 166 146 88.00% 90.40%
Black or African-American v v v v
American Indian or Alaska Native v v v v
Asian 212 203 95.80% 93.10%
Filipino v v v v
Hispanic or Latino 16 12 75.00% 58.30%
Native Hawaiian or Pacific Islander v v v v
White 82 67 81.70% 76.10%
Two or more races 22 19 86.40% 89.50%
Socioeconomically disadvantaged v v v v
English learners v v v v
Students with disabilities 45 32 71.10% 40.60%
Students receiving Migrant Education services v v v v
Foster youth v v v v
Mathematics: Grade 11
Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded
All students 335 306 91.30% 90.20%
Male 169 156 92.30% 90.40%
Female 166 150 90.40% 90.00%
Black or African-American v v v v
American Indian or Alaska Native v v v v
Asian 212 202 95.30% 99.00%
Filipino v v v v
Hispanic or Latino 16 12 75.00% 58.30%
Native Hawaiian or Pacific Islander v v v v
White 82 70 85.40% 71.40%
Two or more races 22 20 90.90% 85.00%
Socioeconomically disadvantaged v v v v
English learners v v v v
Students with disabilities 45 32 71.10% 43.80%
Students receiving Migrant Education services v v v v
Foster youth v v v v
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.
Saratoga High SchoolSARC 7
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.
Career Technical Education ProgramsSaratoga High School provides 15 sections of elective courses that have a connection to career technical education. Through the Media Arts Program (MAP), students’ electives in Media Arts 1, Media Arts 2 and Senior Media Arts Lab give students experience in all careers related to media. Students will also work in multimedia journalism to prepare for careers behind or in front of the camera. All of these classes are linked to English and social studies curriculum with a focus on project-based learning and collaborative teamwork. Project Lead the Way courses have grown in number and scope. Introduction to Engineering, Principles of Engineering and Digital Electronics have multiple sections, and the addition of Computer Programming and Web Development give students access to career paths in the tech industry. These classes have close con-nections with math and science programs. One of the mainstays is the volunteer network developed so that retired or current engineers spend time with students in each class to bring the real-world experience that students need. Sports medicine is an elective that gives students instruction and practical access to careers in fitness, health and nutrition, physical therapy and athletic training. Trained and certified students become tremendous assets to the numerous athletic teams throughout the year.
Tony Palma is the primary contact. However the committee is comprised of representatives from all of the above industry sectors, teachers, parents, community members, and feeder/post secondary schools.
Industries represented include:
• Engineering and Design Industry
• Arts, Media, and Entertainment
In addition, Sophomores (16 years old), juniors, and seniors who wish to specialize in a particular vocational elective may choose to attend SVCTE (Silicon Valley Career Technical Education) and take their three elec-tive choices per semester in a one - block course (15 units at SVCTE). The basic purpose of each SVCTE program is to provide students with a saleable skill that will prepare them for employment after graduation.
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.
2014-15 and 2015-16 School YearsUC/CSU AdmissionSaratoga HS
Percentage of students enrolled in courses required for UC/CSU admission in 2015-16 99.20%
Percentage of graduates who completed all courses required for UC/CSU admission in 2014-15 88.95%
Career Technical Education ParticipationThis table displays information about participation in the school’s Career Technical Education (CTE) programs.
Career Technical Education Data
Saratoga HS
2015-16 Participation
Number of pupils participating in a CTE program
401
Percentage of pupils who completed a CTE program and earned a high school diploma
100.00%
Percentage of CTE courses that are sequenced or articulated between a school and institutions of postsecondary education
0.00%
Types of Services FundedSaratoga High School is annually allot-ted more than $100,000 in unrestricted, discretionary funds to provide for various educational departments and programs. SHS also continues to receive the follow-ing restricted funds.
Title II: This federal funding source serves staff in professional development needs to attend conferences, seminars and trainings related to current instructional strategies, curriculum development and alignment and school law. Perkins Grant: This federal grant provides funding to expand and enhance career technical education.
Public Internet AccessInternet access is available at public libraries and other locations that are publicly accessible (e.g., the Califor-nia State Library). Access to the internet at libraries and public locations 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 at a workstation, and the ability to print documents.
Saratoga High SchoolSARC 8
Advanced Placement Courses The following is a list of Advanced Placement (AP) courses offered by subject at the school.
Advanced Placement Courses
2015-16 School Year
Percentage of total enrollment enrolled in AP courses 43.9%
Number of AP courses offered at the school 18
Number of AP Courses by Subject
Computer science 1
English 2
Fine and performing arts 1
Foreign language 4
Mathematics 3
Science 4
Social science 3
“Already a successful school by almost all measures,
Saratoga High School (SHS) continues to emphasize
growth in both academics and student wellness. “
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.
± Data is not available from the state at this time.
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. 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 may include percentages over 100 percent 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/ci/gs/hs/hsgrmin.asp or www.cde.ca.gov/ci/gs/hs/cefhsgradreq.asp.
Graduating Class of 2015Completion of High School Graduation Requirements
Group Saratoga HS Los Gatos-Saratoga UHSD California
All students 101.97% 103.49% 85.66%
Black or African-American v 150.00% 76.88%
American Indian or Alaska Native v v 74.87%
Asian 106.42% 105.63% 92.78%
Filipino 33.33% 33.33% 96.80%
Hispanic or Latino 133.33% 90.91% 84.49%
Native Hawaiian or Pacific Islander v v 84.88%
White 83.59% 104.41% 87.23%
Two or more races 154.55% 103.08% 91.36%
Socioeconomically disadvantaged 100.00% 107.69% 76.61%
English learners 300.00% 120.00% 50.90%
Students with disabilities 67.74% 80.26% 68.38%
Foster youth ± ± ±
Graduation and Dropout RatesThis table displays the graduation and dropout rates for the most recent three-year period for which data is available. The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of grade 9 (or the earliest high school grade), students who are entering that grade for the first time form a cohort that is “adjusted” by adding any students who subsequently transfer into the cohort and subtracting any students who subsequently transfer out. For more information, please visit http://dq.cde.ca.gov/dataquest.
Three-Year DataGraduation and Dropout Rates
Graduation Rate Dropout Rate
12-13 13-14 14-15 12-13 13-14 14-15
Saratoga HS 95.77% 98.31% 98.91% 1.10% 0.30% 0.30%
Los Gatos-Saratoga UHSD 97.14% 97.27% 98.22% 1.20% 1.20% 0.80%
California 80.44% 80.95% 82.27% 11.40% 11.50% 10.70%
Saratoga High SchoolSARC 9
Textbooks and Instructional Materials
2016-17 School YearTextbooks and Instructional Materials List
Subject Textbook Adopted
Reading/language arts English 9 Literature: The Reader’s Choice, Glencoe/McGraw-Hill
2003
Reading/language arts English 11 Literature: The Reader’s Choice, Glencoe/McGraw-Hill
2007
Reading/language arts English Language Lit AP: The Evolving Canon, Allyn & Bacon, Inc.
2000
Mathematics Algebra 1, Houghton Mifflin Harcourt 2015
Mathematics Geometry, Glencoe/McGraw-Hill 2008
Mathematics Algebra 2, Houghton Mifflin Harcourt Publishing 2015
Mathematics Trigonometry Precalculus Thomson Learning Houghton Mifflin (2003)
1992
Mathematics The Practice of Statistics, W.H. Freeman & Company/BFW (2014)
2015
Mathematics Calculus: Early Transcendentals, 5th Edition; Brooks/Cole (2003)
2006
Mathematics AP Statistics: Statistical Reasoning in Sports, W.H. Freeman & Company/BFW
2013
Mathematics Calculus: Brief Calculus: An applied Approach, Cengage (2013)
2014
Science Chemistry Honors: Chemistry: Principles and Reactions, Brooks/Cole
2004
Science Chemistry AP: Chemistry, Brooks/Cole 2014
Science Biology AP: Campbell Biology in Focus, Pearson 2014
Science Environmental Science: Environment: The Science Behind the Stories, Pearson
2008
Science Astronomy: Astronomy Today, Pearson 2005
Science Marine Biology: Marine Biology, McGraw-Hill 2000
Science Physics AP: Physics (updated), Pearson 2009
Science Biology, Pearson Prentice Hall 2004
Science Chemistry, Prentice Hall 2008
Science Physics, Glencoe/McGraw-Hill 1999
Science Earth Science, Prentice Hall 2008
Science Anatomy and Physiology: Introduction to the Human Body; John Wiley & Sons, Inc.
2006
History/social science World Geography, McDougal Littell 2002
History/social science World History: Patterns of Interaction, McDougal Littell 2005
History/social science U.S. History: The Americans: Reconstruction to the 21st Century, McDougal Littell
2002
History/social science Economics, Worth Publishing 2008
History/social science AP European History: A History of Western Society, Ninth Edition; Houghton Mifflin Company
2012
History/social science Advanced Placement United States History: The American Pageant, 16th Edition; Cengage Learning
2015
Currency of TextbooksThis table displays the date when the most recent hearing was held to adopt a resolution on the sufficiency of instructional materials.
Currency of Textbooks
2016-17 School Year
Data collection date 9/6/2016
Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.
Percentage of Students Lacking Materials by Subject
2016-17 School Year
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%
Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.
Quality of Textbooks
2016-17 School Year
Criteria Yes/No
Are the textbooks adopted from the most recent state-approved or local governing- board-approved list?
Yes
Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?
Yes
Do all students, including English learners, have access to their own textbooks and instructional materials to use in class and to take home?
Yes
Continued on page 10
Saratoga High SchoolSARC 10
• 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 FacilitiesSaratoga High School was built in 1959. Additional buildings were added in 1968, 2000, 2002, 2006, 2015 and 2016. There are 72 classrooms and four portables. There is a large and small gym, a wres-tling room, dance room, and Olympic-size swimming pool. The library, built in 2002, includes two computer labs and a tutorial center. The McAfee Theater, built in 2006, seats up to 550 people. Upgrades to the track and football field were completed in 2014. In 2015, the tennis courts were renovated, and three portables were installed. In 2016, a new multipurpose field and softball field were installed with synthetic turf and lights. Recent upgrades to the cafeteria, drama center and staff lounge took place in summer of 2016. The former woodshop was converted into an engineering lab with modern upgrades. A new music building is currently under construction and should be completed in August 2017. This addition on campus will meet the needs for our students and staff regarding classroom space. Measure E funds were used since 2014 to fund recently completed and ongoing new construction projects.
The general condition of the school is very good, and it is cleaned on a daily basis by five evening custodians. Repairs are reported through work orders, inspections and preventative maintenance planning as well as teacher and staff requests for repairs. Work orders are prioritized by the maintenance staff, taking safety into consideration as a first priority. The site supervisor works with the MOT depart-ment to prioritize work orders on a daily basis. The maintenance crew employs continual inspections and implements a preventative maintenance plan that is fol-lowed on a month by month basis.
Campus supervisors and administration meet students in the parking lot before school and after school on a daily basis. Visitors are monitored on campus and must follow proper check-in procedures. During the school day, campus supervi-sors, teachers and administration monitor the campus for student safety.
School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condi-tion or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor.
School Facility Good Repair Status 2016-17 School Year
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 Good
Date of the most recent school site inspection 6/13/2016
Date of the most recent completion of the inspection form 6/13/2016
Deficiencies and RepairsFor all items inspected that were found to not be in “good repair,” a work-order has been created and maintenance will be completed before the end of the 2016-17 school year. Maintenance items will be prioritized so that student safety is not compromised.
2016-17 School YearTextbooks and Instructional Materials List
Subject Textbook Adopted
History/social science Economics, Junior Achievement 2014
History/social science
AP Government: Government in America: People, Politics, and Policy; 2012 Election Edition (16th Edition); by George C. Edwards III, Robert L. Lineberry
and Martin P. Wattenberg
2014
Foreign Language Chinese Link, Pearson Prentice Hall 2008
Foreign Language D’Accord 1-3, Vista Higher Learning 2012
Foreign Language Desubre 1-3, Vista Higher Learning 2012
Visual and Performing Arts Tonal Harmony, McGraw-Hill 2008
Textbooks and Instructional Materials, Continued from page 9
Saratoga High SchoolSARC 11
Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization 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 that total teacher misassignments includes the number of teacher misassignments of English learners.
Three-Year DataTeacher Misassignments and Vacant Teacher Positions
Saratoga HS
Teachers 14-15 15-16 16-17
Teacher misassignments of English learners 0 0 0
Total teacher misassignments 3 0 0
Vacant teacher positions 0 0 0
Core Academic Classes Taught by Highly Qualified TeachersHigh-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced-priced meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced-priced meals program. For more information about ESEA teacher requirements, visit www.cde.ca.gov/nclb/sr/tq.
2015-16 School YearHighly Qualified Teachers
Percentage of Classes in Core Academic Subjects
Taught by Highly Qualified Teachers
Not Taught by Highly Qualified Teachers
Saratoga HS 97.01% 2.99%
All schools in district 97.45% 2.55%
High-poverty schools in district ² ²
Low-poverty schools in district 97.45% 2.55%
² Not applicable.
Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full credential 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 Data
Los Gatos- Saratoga UHSD Saratoga HS
Teachers 16-17 14-15 15-16 16-17
With a full credential 184 71 72 81
Without a full credential 0 0 1 0
Teaching outside subject area of competence (with full credential) 0 3 0 0
Teacher Credential Information
Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).
Academic Counselors and School Support Staff Data
2015-16 School Year
Academic Counselors
FTE of academic counselors 4.0
Average number of students per academic counselor 332
Support Staff FTE
Social/behavioral counselor 0.0
Career development counselor 0.0
Library media teacher (librarian) 1.0
Library media services staff (paraprofessional) 2.0
Psychologist 1.0
Social worker 0.0
Nurse 0.1
Speech/language/hearing specialist 0.8
Resource specialist (nonteaching) 0.0
Other FTE
Instructional aide « 8.9
« Instructional aide (paraprofessional): Support students with special needs in the mainstream, our Community Based Instruction Program, and/or our therapeutic support program (ASSIST).
2013-14 School Accountability Report Card
Data for this year’s SARC was provided by the California Department of Education and school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, 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. 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.
All data accurate as of January 2017.
School Accountability Report Card
PUBLISHED BY:
www.sia-us.com | 800.487.9234
Saratoga High SchoolSARC 12
Financial Data The financial data displayed in this SARC is from the 2014-15 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.
2014-15 Fiscal YearDistrict Salary DataLos Gatos-
Saratoga UHSD Similar Sized District
Beginning teacher salary $62,442 $45,265
Midrange teacher salary $95,642 $72,281
Highest teacher salary $123,839 $94,342
Average high school principal salary $180,022 $127,317
Superintendent salary $201,008 $168,625
Teacher salaries: percentage of budget 36% 34%
Administrative salaries: percentage of budget 6% 6%
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.
2014-15 Fiscal YearFinancial Data ComparisonExpenditures
Per Pupil From Unrestricted Sources
Annual Average Teacher Salary
Saratoga HS $10,969 $102,240
Los Gatos-Saratoga UHSD $11,085 $102,240
California $5,677 $75,859
School and district: percentage difference -1.0% +0.0%
School and California: percentage difference +93.2% +34.8%
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.
School Financial Data
2014-15 Fiscal Year
Total expenditures per pupil $13,664
Expenditures per pupil from restricted sources $2,695
Expenditures per pupil from unrestricted sources $10,969
Annual average teacher salary $102,240
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.