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					                      Garden Grove Unified School District

            La Quinta High School
                                                                                                     Laura Schwalm, Ph.D.
                                                                                                         Superintendent
       2006-2007 School Accountability Report Card
                                                                                                          Louise Milner
                                                                                                            Principal

School Description
La Quinta High School is a school having grades 9-12; it is one of 70 schools in the GGUSD and
serves students from the cities of Westminster, Garden Grove, Fountain Valley, and Santa Ana.


                                                                                                     La Quinta High School
                                                                                                     10372 McFadden Avenue
                                                                                                      Westminster, CA 92683
Parent Involvement
                                                                                                     Phone: (714) 663-6315
There are many opportunities in the district for parental involvement through participation in       Website: www.ggusd.us
parent support organizations, booster clubs, school site councils, and district-level advisory
committees.

Parents at the school participate in such activities as Open House, Back-to-School Night,
Freshmen Orientation, Eighth-Grade Parent Night, English Learner Advisory Committee meet-
ings, athletic and cheerleading booster groups, the Friends of Music, the PTSSO, monthly
breakfast meetings with the principal, Grad Night planning, the School Site Council, the Tech-   Our Mission
nology Committee, and WASC self-study committees.
                                                                                                 The Board of Education of the
Please contact the school office for specific information regarding such activities.             Garden Grove Unified School
                                                                                                 District is committed to provid-
                                                                                                 ing an educational program fo-
                                                                                                 cusing on student achievement,
Positive Learning Environment                                                                    high standards, and opportuni-
                                                                                                 ties for all students to acquire
A positive learning environment is fostered through a variety of activities which recognize      the knowledge and skills neces-
student effort and achievement. Students receive special recognition through the Aztec Pride     sary to live a productive life. To
Program in which students receive special cards making them eligible for monthly drawings        meet this commitment, students
conducted by the principal. In addition, Athletes and Aztecs of the Month are also honored       will participate in a comprehen-
monthly. Honor roll students are recognized quarterly, and students earning a 3.5 or better      sive curriculum designed to
grade point average for three quarters receive academic letters. Each year, the guidance de-     achieve the identified goals.
partment plans a Senior Awards Night to recognize outstanding students for academic excel-
lence, leadership, community service, and athletic achievement.
                                                                                                 Our Goal
                                                                                                 It is the goal of the district to
Enrollment and Demographics                                                                      ensure that all students have the
                                                                                                 opportunity upon leaving high
The total enrollment of La Quinta High School is 1,785 students for the 2006-07 school year.     school to choose from a wide
                                                                                                 variety of options including four-
                                                                                                 year colleges and universities,
                                                                      Pacific Islander           technical education, or a skilled
    Demographics                                                          0.45%                  career. The opportunity to
                                                                                    Filipino     choose among these paths re-
                                                                                    0.95%        quires that students achieve pro-
                                                                                                 ficiency as defined by state stan-
                                                                           Black                 dards in core academic subjects
                                                                           0.34%                 and achieve proficiency in the
                                                                                                 use of the English language.
                                                                            Hispanic             These proficiencies will make it
                                                                            18.82%               possible for students to access
     Asian                                                                                       rigorous high school courses and
    69.19%                                                                              White    enable them to graduate ready
                                                                                       10.14%    for college and skilled careers.

                                                                        American
                                                                        Indian or
                                                                         Alaskan
                                                                         0.11%




             30                               66522                           3033578
Class Size
The three-year data for average class size is displayed below.


Class Size by Subject                                                         03-04        04-05            05-06



                                                                      33    33
                 32             32      32                                                           32     32
                                                               31                              31
           30                                30

     28


          English                Mathematics                        Science                    History-Social
                                                                                                  Science


                    Class Size Distribution — Number of Classrooms by Size

                               2003-04                         2004-05                           2005-06

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

English-
                         7         40        11          1           42        13          3          16         37        Discipline Practices
Language Arts

                                                                                                                           Each year, all students and their
Mathematics              1         20        21      ――              27        16          4          22         22
                                                                                                                           parents are provided a district
                                                                                                                           Parent-Student Handbook that
Science                  3         11        18      ――              12        22          1          9          24        describes requirements for
                                                                                                                           school conduct and the conse-
History-                                                                                                                   quences for misconduct. School
                         1         19        14      ――              18        16          3          14         20
Social Science                                                                                                             discipline policies are also re-
                                                                                                                           viewed during the first weeks of
                                                                                                                           school and periodically through-
                                                                                                                           out the year in classrooms and
Graduation Rate and Dropout Rate                                                                                           at student assemblies to ensure
                                                                                                                           ongoing communication.
                               Graduation Rate and Dropout Rate
                                                                                                                           Parents are contacted by the
                                                                                                                           school regarding disciplinary
                          School                             District                           California
                                                                                                                           issues, and referrals to commu-
                                                                                                                           nity agencies are made for addi-
                03-04     04-05      05-06      03-04        04-05         05-06      03-04         04-05     05-06
                                                                                                                           tional support when appropriate.
Dropout                                                                                                                    When necessary, school admin-
Rate            0.8%      0.5%       0.2%         0.8%        0.7%         0.7%       3.2%          3.3%      3.1%         istrators utilize a progressive
(1-year)                                                                                                                   discipline policy which may in-
                                                                                                                           clude detention, referral to Sat-
Graduation                                                                                                                 urday School, loss of school
                95.0%     97.9%      99.2%      95.9%        96.4%         97.2%     86.7%          85.3%     84.9%        privileges, suspension from
Rate
                                                                                                                           school, or referral to the district
                                                                                                                           Discipline Committee for a trans-
                                                                                                                           fer to a new school or expulsion
                                                                                                                           from the district.
Suspensions and Expulsions
The table below shows the rate of suspensions and expulsions (the total number of incidents
divided by the school’s total enrollment) for the most recent three-year period.

                                 Suspension and Expulsion Rates

                                                   School                                      District

                                        03-04      04-05            05-06         03-04         04-05        05-06

Suspension Rate                         0.076       0.085           0.069          0.121        0.138        0.147

Expulsion Rate                          0.003       0.003           0.003          0.003        0.002        0.003



                                             Garden Grove USD              La Quinta High School           2006-2007 School Accountability Report Card   Page 2
School Facility Conditions – General Information
                                                                                                     School Safety
The GGUSD prides itself on maintaining quality facilities conducive to teaching and learning.
School custodial and district maintenance staff operate an inspection system to ensure all           Maintaining a safe and orderly
sites are clean, safe, well maintained, and in good repair. All classrooms, playground areas,        environment is essential to
and working space for staff satisfy building capacity requirements of the Education Code.            learning. All schools in the dis-
                                                                                                     trict are closed campuses, and
The Board of Education has adopted a five-year maintenance program for the improvement of
                                                                                                     visitors must immediately regis-
school sites, and major site improvement projects are approved annually as needed. A district
                                                                                                     ter in the school office before
graffiti removal team helps to keep schools looking attractive.
                                                                                                     entering the campus. School
La Quinta High School first opened in 1964. The school has 64 permanent classrooms in use            access is monitored by adminis-
on the campus. The school also has a gymnasium, two swimming pools, weight rooms, six                trators, teachers, counselors,
computer labs, and athletic facilities.                                                              and campus safety assistants.

Projects recently completed at the school include reconfiguring classroom space for a new            All schools operate employee
special education classroom, English classroom, social science classroom, and conference             safety committees and maintain
room. Exterior upgrades include an ongoing revitalization to some exterior landscaping. Ma-          comprehensive school safety
jor upgrades to the technological infrastructure include doubling the number of computer             plans that are reviewed and up-
internet connections and installation of wireless computer network capabilities.                     dated annually at the beginning
                                                                                                     of the school year. The safety
                                                                                                     plans include such elements as
                                                                                                     emergency plans and proce-
                                                                                                     dures, homeland security alert
                                                                                                     precautions, school rules, and
                                                                                                     school dress codes.

School Facility Conditions – Results of Inspection and Evaluation                                    School safety committees, con-
                                                                                                     sisting of certificated and classi-
The table below summarizes the findings of school facility inspections mandated by the state         fied staff, meet to address safety
Education Code and the Williams v. State of California lawsuit settlement. A form known as
                                                                                                     issues for students and employ-
the Interim Evaluation Instrument (IEI) is used to document whether the inspection elements
                                                                                                     ees. Earthquake safety bro-
listed in the table are determined to be in “good repair” at the school. Additional information
                                                                                                     chures are distributed to all stu-
about the condition of the school’s facilities may be obtained by speaking with the principal.
                                                                                                     dents at the beginning of the
                                                                                                     school year. Fire drills are con-
                                     School Facility Conditions
                                                                                                     ducted monthly at each elemen-
           Interim Evaluation Instrument Area                     Facility in Good Repair?           tary school, not fewer than four
                                                                                                     times per year at each interme-
                                                                    Yes               No             diate school, and not fewer than
                                                                                                     twice a year at each high school.
Gas Leaks                                                                                            Drop drills (earthquake and
                                                                                                     emergency) are held quarterly at
Mechanical Systems                                                                                   each elementary and intermedi-
                                                                                                     ate school and at least once
Windows/Doors/Gates (interior and exterior)                                                          each semester at the high
                                                                                                     schools.
Interior Surfaces (walls, floors, and ceilings)

Hazardous Materials (interior and exterior)

Structural Damage

Fire Safety

Electrical (interior and exterior)

Pest/Vermin Infestation

Drinking Fountains (inside and outside)

Restrooms

Sewer

Playground/School Grounds

Other

School inspection and IEI completion date: December 2006




                                          Garden Grove USD   La Quinta High School   2006-2007 School Accountability Report Card   Page 3
School Programs and Instruction
                                                                                                    Quality, Currency, and
The district receives additional funds for a number of special services and programs. Among         Availability of Textbooks
the special programs offered at the school are the following:                                       and Instructional Materials
•    GATE (Gifted and Talented Education)                                                           District K-8 textbooks in the sub-
•    Alcohol and Tobacco Prevention Education                                                       jects of English language arts,
•    Programs for English Language Learners                                                         mathematics, history/social sci-
             Economic Impact Aid                                                                    ence, health, foreign language,
             Title III
                                                                                                    and science have been adopted
•    Special Education
                                                                                                    from those approved by the state
•    Title I
                                                                                                    Board of Education. The Garden
             Link Crew
             Back-on-Track                                                                          Grove Unified School District
•    Extended Day and Year Programs                                                                 Board of Education has adopted
             After School Intervention Classes                                                      district 9-12 textbooks in the
             After School Tutoring                                                                  subjects listed above. K-12 text-
             Summer School                                                                          books for mathematics, history/
•    Library Grant                                                                                  social science, science, English
                                                                                                    language arts including reading
The GGUSD strives to ensure all students have equal access to a quality, standards-based            and foreign language are aligned
educational program. School staff and parents are involved in decision-making through the           with state adopted content stan-
School Site Council, Parent Teacher Association/Organization, English Learner Advisory Com-         dards and state or national
mittee, Health and Safety Committee, grade level or department chair meetings, and other            frameworks following the state
parent or school advisory committees. At the high schools, parents and staff also participate       adoption schedule.
in various booster clubs.
                                                                                                    All GGUSD students, including all
For a comprehensive profile of individual student performance, CAT6, California Standards
Tests, and district benchmark assessment results are combined with other achievement
                                                                                                    English learners, have textbooks
measures including teacher and publisher-made tests, homework, writing assignments, port-           and instructional materials, in-
folios, classroom observation, special projects and reports, and class participation. The CELDT     cluding science laboratory equip-
(California English Language Development Test) is given to all English Learners. Four pro-          ment at the 9-12 level, that are
gress reports and four report cards are sent home during the year in district intermediate and      current and in good condition in
high schools.                                                                                       accordance with Education Code
                                                                                                    requirements. All textbooks and
                                                                                                    instructional materials are pro-
                                                                                                    vided in sufficient quantities for
                                                                                                    each student for use in class and
Instructional Year and Minimum Days                                                                 to take home.

The instructional year in the GGUSD is 180 student days. Secondary schools have four mini-         Subject               Year Adopted
mum days per year, two at the end of each semester. The elementary and secondary schools
each have one non-student staff development day each year. Beginning with the current              English-
                                                                                                                                 2002-03
school year, all schools set aside time for collaboration among teachers and school leadership     Language Arts
to share best practices.                                                                           Math                          2000-01
                                                                                                   History-Social
                                                                                                                                  1999-00
                                                                                                   Science

Instructional Minutes                                                                              Science                       2000-01
                                                                                                   * This data was collected and verified
The state Education Code establishes a required number of minutes per year for each grade.            by the district in November 2006.
The table compares the number of instructional minutes offered at the school to the state
requirement for each grade.                                                                          New history-social science textbooks
                                                                                                     for grades 7-12 are being piloted in
                                                                                                     schools this year for use in all district
                                   Instructional Minutes                                             secondary schools beginning in
                                                                                                     2007-08.
    Grade Level                   Offered                        State Requirement

       9-12                       64,856                                64,000




Academic Counselors
           Number of Academic                              Ratio of Students Per
            Counselors (FTE)                               Academic Counselor

                     4.0                                           446.25



                                       Garden Grove USD     La Quinta High School   2006-2007 School Accountability Report Card         Page 4
California Standards Tests
                                                                                                                  Professional Development
The California Standards Tests (CST) are administered only to students in California public
schools. These tests determine students’ achievement of the California Academic Content                           The professional development
Standards and provide feedback on their success given what they are expected to know in                           program of the GGUSD focuses
each grade level and subject.                                                                                     on research-based strategy in-
                                                                                                                  struction through a four-part
Because tests are meant to measure how well students achieve standards rather than how                            series: initial training, demon-
well they do compared to other students, the results are reported as performance levels. The                      strations, coaching, and second-
five performance levels are: advanced (exceeds state standards), proficient (meets stan-                          level training. The use of stu-
dards), basic, below basic, and far below basic. Students scoring at the proficient or ad-
                                                                                                                  dent achievement data also as-
vanced level meet state standards in that content area.
                                                                                                                  sists in providing clear goals
                                                                                                                  and expectations for planning
CST Results
                                                                                                                  inservices for teachers and
The tables below show the percentage of students that scored at proficient or advanced levels                     paraprofessionals.
in English-language arts, mathematics, science, and history-social science. For a complete
report on all subgroups and their scores by grade level, please visit http://star.cde.ca.gov/.                    Five consecutive days of inten-
                                                                                                                  sive workshops are conducted in
                  Percentage of Students at Proficient or Advanced Levels                                         late August to provide teachers
                                                                                                                  with new knowledge and en-
                                School                            District                   California
                                                                                                                  hanced skills for the upcoming
  Year Tested         03-04     04-05      05-06      03-04        04-05     05-06   03-04     04-05      05-06   school year, while staff develop-
                                                                                                                  ment opportunities are offered
English-
                       45%       53%        61%        37%         40%       43%      36%      40%        42%     after school and by release time
Language Arts
                                                                                                                  throughout the school year.
Mathematics            43%       44%        45%        44%         47%       49%      34%      38%        40%     Training in district curriculum,
                                                                                                                  technology, and research-based
                                                                                                                  strategy instruction are continu-
Science                63%       51%        65%        34%         30%       41%      25%      27%        35%     ously offered. Along with these
                                                                                                                  inservice opportunities, one
History-Social
                       52%       57%        63%        35%         40%       43%      29%      32%        33%     non-student day is set aside
Science
                                                                                                                  each year for staff development
                                                                                                                  involving all teachers in the dis-
                                                                                                                  trict.

CST Subgroup Results:                                                                                             New teachers are provided an
English-Language Arts, Mathematics, Science, and History-Social Science                                           extensive BTSA-Induction train-
                                                                                                                  ing program. Classroom man-
Subgroups, Spring 2006 — Percentage of Students at Proficient or Advanced Levels                                  agement, the district’s base
                                                                                                                  program, report cards, parent-
                                                 English-                                          History-       teacher conferences, and re-
                 Subject                        Language          Mathematics        Science        Social        search-based strategy instruc-
                                                   Arts                                            Science        tion are just a few of the sub-
                                                                                                                  jects of training for new teach-
              Year Tested                        2005-06             2005-06         2005-06       2005-06        ers.
Male                                                56%                44%             65%             64%

Female                                              66%                45%             66%             62%

English Learners                                    28%                32%             46%             44%

Economically Disadvantaged                          57%                45%             61%             62%

Students with Disabilities                          21%                12%             21%             18%

Migrant Education Services

African American

American Indian or Alaska Native

Asian                                               67%                53%             75%             70%

Filipino                                            75%                55%

Hispanic or Latino                                  34%                21%             35%             37%

Pacific Islander

White                                               63%                31%             60%             62%

  Data are reported only for numerically significant subgroups.


                                               Garden Grove USD            La Quinta High School   2006-2007 School Accountability Report Card   Page 5
Norm Referenced Test
                                                                                                                     School Leadership and
The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition                             Support Personnel
(CAT/6), shows how well students are doing compared to students nationally in reading, lan-
guage, spelling, and mathematics. The results are reported as the percent of tested students                         Strong leadership is essential in
scoring at or above the national average (the 50th percentile). Detailed information regarding                       a quality school and is provided
NRT results for each grade level can be found at the California Department of Education web-                         at La Quinta High School by
site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when                         Louise Milner, the principal, a
the number of students tested is 10 or less.                                                                         professional educator for 14
                                                                                                                     years. She was appointed prin-
                                                                                                                     cipal of La Quinta High School in
NRT Results                                                                                                          2005.

The table below shows the percentage of students that scored at or above the 50th percentile                         Along with the principal, the
(national average) in reading and math. It illustrates the school’s comparison to the district                       school’s leadership team is
and state for the last three years.                                                                                  composed of Thomas Duggan
                                                                                                                     and Lisa Kohne, the assistant
                       Percentage Scoring at or above the 50th Percentile                                            principals; counselors;
                                                                                                                     department chairs; and
               Subject                                Reading                            Mathematics                 selected teachers. Among its
                                                                                                                     responsibilities, the leadership
            Year Tested                    03-04       04-05          05-06     03-04        04-05        05-06      team advises on academic and
                                                                                                                     extra-curricular programs.
School                                      65%         ――            ――          72%         ――           ――
                                                                                                                     In addition to administrators,
District                                    43%         39%           40%         57%         56%          58%       teachers, and classified staff,
                                                                                                                     specially trained support per-
California                                  43%         41%           42%         51%         52%          53%       sonnel are also available to stu-
                                                                                                                     dents. They include:
Note: Since 2003-04, the NRT tests students in grades 3 and 7 only, therefore there is no data for this school.
                                                                                                                     •   Psychologist
                                                                                                                     •   Speech/Language
                                                                                                                         Pathologist

Completion of High School Graduation Requirements                                                                    •   Nurse
                                                                                                                     •   Librarian/Library Aide
The table below shows the percentage of students (that began the 2005-06 school year in the
12th grade) who met all state and local graduation requirements for grade 12 completion or                           •   Community Liaison Workers
received a local waiver or state exemption. To receive a high school diploma, students must                          •   Campus Safety Assistants
pass both the English-language arts and mathematics portions of the California High School
Exit Exam (CAHSEE). For more detailed information, please visit www.cde.ca.gov/ta/tg/hs.                             •   Counselors
                                                                                                                     •   Adapted P.E. Teacher
                      Completion of High School Graduation Requirements
                                                                                                                     •   Instructional Aides
                                                                    Graduating Class of 2006
                    Group                                                                                            •   Community Outreach
                                                       School                 District            California             Specialist
                                                                                                                     •   Instrumental Music Teacher
All Students                                            97.9%                  97.0%
                                                                                                                     •   Vocal Music Teacher
African American
                                                                                                                     •   Computer Resource
American Indian or Alaska Native                                                                                         Assistants

Asian                                                   97.6%                  97.4%
                                                                                                                     •   Resource Specialist Teachers
                                                                                                                     •   Special Day Class Teachers
Filipino
                                                                                                                     •   School Testing Clerk
Hispanic or Latino                                                             95.8%

Pacific Islander

White                                                                          99.3%

Socioeconomically Disadvantaged                         96.3%                  95.6%

English Learners                                        94.1%                  91.2%

Students with Disabilities

    Data are reported only for numerically significant subgroups.
    N/A Data is not available from the state.




                                                Garden Grove USD          La Quinta High School       2006-2007 School Accountability Report Card   Page 6
SAT Reasoning Test
This table below displays the percent of the school’s 12th-grade students at the school who
voluntarily take the SAT Reasoning Test for college entrance, and the average verbal, math,
and writing scores of those students. Detailed information regarding SAT results, and com-
parisons of these average scores to the district and state levels, can be found at
http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown
when the number of students tested is 10 or less.

                                          SAT Reasoning Test

                                                    2003-04                2004-05              2005-06

% of 12th Grade Students Tested                       38.1%                 44.5%                38.6%

Average Verbal Score                                    488                   479                 490

Average Math Score                                      557                   537                 551             California Physical
                                                                                                                  Fitness Test
Average Writing Score                                                                             499
                                                                                                                  Each spring, all students in
  SAT Writing scores were not availabe until the 2005-06 school year.                                             grades 5, 7, and 9 are required
                                                                                                                  to participate in the California
                                                                                                                  Physical Fitness Test. The test
                                                                                                                  measures six key fitness areas:

                                                                                                                    •   Aerobic Capacity
Advanced Placement Courses (2005-06)                                                                                •   Body Composition
                                                                                                                    •   Abdominal Strength
This table below displays for the most recent year, the number of Advanced Placement (AP)
                                                                                                                    •   Trunk Extension Strength
courses that the school offered by subject and the percent of the school’s students enrolled in
all AP courses. Detailed information about student enrollment in AP courses can be found at
                                                                                                                    •   Upper Body Strength
http://dq.cde.ca.gov/dataquest/.                                                                                    •   Flexibility

                                                                                                                  To meet fitness standards, stu-
                            Advanced Placement Courses (2005-06)
                                                                                                                  dents must score in the Healthy
                                                        Number of AP                Percent of Students           Fitness Zone (HFZ) on all six
                    Course
                                                       Courses Offered                 in AP Courses              fitness tests. For 2005-06,
                                                                                                                  62.1% of students in the
Computer Science                                                 1                         ――                     ninth-grade at the school
English                                                          2                         ――                     scored in the healthy fitness
                                                                                                                  zone on all six fitness stan-
Fine and Performing Arts                                         0                         ――                     dards. For more information on
                                                                                                                  the California Physical Fitness
Foreign Language                                                 1                         ――                     Test, please visit
                                                                                                                  www.cde.ca.gov/ta/tg/pf/.
Mathematics                                                      3                         ――

Science                                                          3                         ――

Social Science                                                   2                         ――

All Courses                                                    12%                          5.1




                                                                                                                  College Admission Test
Courses for UC/CSU Admission (2005-06)                                                                            Preparation Course Program
The table below displays for the most recent year two measures related to the school’s courses                    Students in grades 10-12 have
that are required for University of California (UC) and/or California State University (CSU)                      the opportunity through the dis-
admission. Detailed information about student enrollment in and completion of courses re-                         trict during summer school to
quired for UC/CSU admission can be found at http://dq.cde.ca.gov/dataquest/.
                                                                                                                  participate in a test prep pro-
            University of California and California State University Admission                                    gram for the SAT. This is offered
                                                                                                                  at the summer school locations
UC/CSU Course Measure                                                                             Percent         during both sessions. Contact
                                                                                                                  the school for additional infor-
Students Enrolled in Courses Required for UC/CSU Admission                                        53.6%           mation.

Graduates Who Completed All Courses Required for UC/CSU Admission                                 30.8%




                                             Garden Grove USD           La Quinta High School     2006-2007 School Accountability Report Card   Page 7
Career Technical Education Programs
                                                                                                   Career Technical
Career Technical Education (CTE) in the Garden Grove Unified School District is aligned to         Advisory Committee
state-adopted standards in which teachers follow CTE requirements by establishing programs
of study designed to fortify academic, career, and technical skills of participating students.     In support of CTE programs, the
CTE and Regional Occupational Program (ROP) teachers at each district high school are estab-       district holds career technical
lishing one or more career pathways to support the academic progress of students and result        advisory committee meetings
in a college degree. While classes have a career focus, the goal is to create opportunities to     with representatives from the
observe, job shadow, or participate in work-based learning experiences that extend beyond          following professions and busi-
high school. The instruction also helps students explore technology by providing computers,
                                                                                                   nesses:
computer-assisted drafting, project-based software, and a variety of courses based on digital
design and computer-generated graphic arts.                                                        •   Veterinary, pet shop, and
                                                                                                       animal care providers
While participating in CTE and ROP courses, students also have an opportunity to focus on          •   Banking and financial
improving English-language arts, math, and science knowledge through collaboration projects
                                                                                                       service companies
between regular education teachers and CTE-ROP instructors — a focus of federal law govern-
ing CTE programs. Special populations also are a focus of the law, with an emphasis on gen-        •   Floral shops and designers
der equity issues and non-traditional occupations. Female students, for example, are encour-       •   Merchandising and
aged to enter high-skill and high-wage occupations once dominated by male students.                    specialty retailers
                                                                                                   •   Restaurant managers
Global competition requires a highly skilled, highly trained workforce with the ability to             and owners
change occupations as business trends develop and job opportunities surface. CTE that em-
phasizes rigorous academic content and parallels state academic standards offers students a        •   Catering employees
unique opportunity to acquire academic skills through collaborative lesson design and project-     •   Chefs
based learning which will help them transition to other occupations. CTE offers another oppor-     •   Global marketing companies
tunity to give academic support to students by teaching a highly technical vocabulary that will
                                                                                                   •   Customer service
help them with reading and English language arts both now and in the future. Besides creat-
                                                                                                       representatives
ing a highly trained workforce, CTE and ROP teachers instruct students in critical thinking,
interpersonal relationships, ethical behavior, and personal values through career training.        •   Certified public accountants
                                                                                                   •   Small businesses and
Listed below are the CTE and ROP classes offered at the school:                                        entrepreneurships
                                                                                                   •   Medical service providers
 •   Personal Finance
 •   Keyboarding
                                                                                                   •   Emergency medical
 •   Accounting                                                                                        technicians
 •   Computer Applications                                                                         •   Medical office personnel
 •   Introduction to Business                                                                      •   Pre-school and child care
 •   Small Business/Entrepreneurship                                                                   providers
 •   Foods
                                                                                                   •   Computer technicians
 •   Child Understanding
 •   Fashion Technology                                                                            •   Network and server
                                                                                                       technicians
                                                                                                   •   Judges
                                                                                                   •   Attorneys
                                                                                                   •   Air conditioning, heating,
Career Technical Education Participation (2005-06)                                                     and refrigeration technicians
                                                                                                   •   Television and video
                       Career Technical Education Data (2005-06)                                       production professionals

                                                                                                   The district ROP director is the
                                   Measure                                          School
                                                                                                   primary representative on this
                                                                                                   committee.
Number of Pupils in Grades 9-12 Participating in CTE                                  683

Number of Grade 12 Completers                                                          8

Percentage of Pupils in Grade 12 Who Complete a CTE
                                                                                      75%
Program and Earn a High School Diploma
Percentage of CTE Courses That Are Sequenced or Articulated between
                                                                                      25%
a School and Institutions of Postsecondary Education




                                       Garden Grove USD     La Quinta High School   2006-2007 School Accountability Report Card   Page 8
Teacher Credentials
                                                                                                        Teacher Evaluations and
This table displays the number of teachers assigned to the school with a full credential, with-
out a full credential, and those teaching outside of their subject area of competence. Detailed
                                                                                                        Substitute Teachers
information about teacher qualifications can be found at the California Department of Educa-
                                                                                                        In order to maintain the conti-
tion’s website at http://dq.cde.ca.gov/dataquest/.
                                                                                                        nuity and quality of the instruc-
                                                                                                        tional program, every effort is
                               Teacher Credential Information                                           made to hire the highest caliber
                                                                                                        substitute teachers in adequate
                                             District                     School
                                                                                                        numbers for staffing all schools
                                                                                                        in the district.
Teachers                                    2005-06        2003-04       2004-05       2005-06

With Full Credential                          2,157           66             71            69
                                                                                                        Teacher evaluation procedures
                                                                                                        and criteria are defined in the
Without Full Credential                          32            2             0              0           contract with the bargaining
                                                                                                        unit representing GGUSD teach-
Teaching Outside Subject Area of Competence                    2             9             14           ers. Temporary, probationary,
                                                                                                        and emergency-permit teachers
                                                                                                        are evaluated every year until
                                                                                                        they become permanent. Per-
                                                                                                        manent teachers are evaluated
                                                                                                        every other year.
Teacher Misassignments and Vacant Teacher Positions
                                                                                                        All teachers are evaluated
The table displays the number of teacher misassignments (teachers assigned without proper               based on the following criteria:
legal authorization) and the number of vacant teacher positions (not filled by a single desig-
nated teacher assigned to teach the entire course at the beginning of the school year or se-
                                                                                                        •    Progress of pupils toward
mester) at the school. Total teacher misassignments include the number of misassignments
of teachers of English learners.                                                                             meeting state academic
                                                                                                             content standards
                 Teacher Misassignments and Vacant Teacher Positions                                    •    Instructional techniques
                                                                                                             and strategies
                                                           2004-05       2005-06       2006-07          •    Adherence to curricular
                                                                                                             objectives
Misassignments of Teachers of English Learners                12             12             8
                                                                                                        •    Establishing and
                                                                                                             maintaining a suitable
Total Teacher Misassignments                                  12             12             9
                                                                                                             learning environment within
                                                                                                             the scope of the teacher’s
Vacant Teacher Positions                                       0             0              0
                                                                                                             responsibilities
                                                                                                        •    Job responsibilities

                                                                                                        Results of teacher evaluations
                                                                                                        are confidential and given only
Core Academic Classes Taught by No Child Left Behind Compliant Teachers (05-06)                         to the teacher, the supervisor,
                                                                                                        and maintained in the teacher’s
This table displays the percent of classes in core academic subjects taught by No Child Left            personnel file.
Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the
district, at high-poverty schools in the district, and at low-poverty schools in the district. More
information on teacher qualifications required under NCLB can be found at he California De-
partment of Education’s website at http://www.cde.ca.gov/nclb/sr/tq/.

Core Academic Courses Taught by No Child Left Behind (NCLB) Compliant Teachers

                              % of Classes Taught by              % of Classes Taught by
                             NCLB Compliant Teachers           Non-NCLB Compliant Teachers

This School                              95.6%                                4.4%

All Schools in District                  94.0%                                6.0%

High-Poverty Schools                     87.0%                               13.0%

Low-Poverty Schools                      93.0%                                7.0%




                                         Garden Grove USD      La Quinta High School    2006-2007 School Accountability Report Card    Page 9
Academic Performance Index
The Academic Performance Index (API) is an annual measure of the academic performance                                   State Award and
and progress of schools in California. The API is a score on a scale of 200 to 1,000, with 800                          Intervention Programs
set as the statewide target. Schools are ranked in ten categories of equal size from 1 (lowest)
to 10 (highest). A similar schools API rank reflects how a school compares to 100 statistically                         State award and intervention
matched “similar schools.” The table below shows the school’s three-year data for API rank                              programs are currently in the
and API growth. For more detailed information, please visit http://www.cde.ca.gov/ta/ac/ap.                             California Education Code.
                                                                                                                        However, the programs were
                                API Ranks — Three Year Comparison                                                       not funded for the period ad-
                                                     2003-04                 2004-05                 2005-06            dressed in this report; and
                                                                                                                        there are no data to present.
Statewide API Rank                                        9                       9                      9
Similar Schools API Rank                                  9                       8                     10


                  API Growth by Student Group — Three Year Comparison

                                                          Actual API Change                         2005-06
                  Group
                                                  2003-04        2004-05         2005-06           API Score

All Students at the School                           10               52              20               822

African American

American Indian or Alaska Native

Asian                                                13               33              31               859

Filipino

Hispanic or Latino                                   -3               90              -18              686

Pacific Islander

White                                                16               85              4                807

Socioeconomically Disadvantaged                      14               58              17               809

English Learners                                                                      46               798

Students with Disabilities

  API scores for English learners and students with disabilities were first reported in the 2005-06 API cycle.
  Data are reported only for numerically significant subgroups.


                                                                                                                       Adequate Yearly Progress
                                                                                                                       NCLB requires that all schools
Adequate Yearly Progress                                                                                               and districts meet Adequate
                                                                                                                       Yearly Progress (AYP) require-
                                  Adequate Yearly Progress Criteria                                                    ments. To meet these stan-
                                                                                                                       dards, California public schools
                                                    School                                  District
                                                                                                                       and districts must meet or ex-
Met Overall AYP Status                                Yes                                      Yes                     ceed criteria in four target ar-
                                                                                                                       eas:

                                        English-                                 English-                                • Participation rate on
AYP Criteria                           Language           Mathematics           Language          Mathematics               statewide assessments
                                          Arts                                     Arts                                  • Percent of students scoring
                                                                                                                            proficient on statewide
Participation Rate                          Yes                 Yes                   Yes                Yes
                                                                                                                            assessments
Percent Proficient                          Yes                 Yes                   Yes                Yes             • API scores
                                                                                                                         • Graduation rate
                                                                                                                            (for high schools)
API                                                   Yes                                      Yes

Graduation Rate                                       Yes                                      Yes                     For a detailed report on Ade-
                                                                                                                       quate Yearly Progress, please
                                                                                                                       visit www.cde.ca.gov/ta/ac/ay/.




                                              Garden Grove USD          La Quinta High School         2006-2007 School Accountability Report Card   Page 10
Federal Intervention Program
Schools who receive Title I funding can enter Program Improvement (PI) if they are unable to
reach Adequate Yearly Progress over two consecutive years in the same content area
(English-language arts or mathematics) or on the same indicator (API or graduation rate).
With each additional year that they are unable to meet AYP, they advance to the next level of
intervention. For more information, please visit www.cde.ca.gov/ta/ac/ay.

                                    Federal Intervention Program

                                                              School                    District

Program Improvement Status                                    Not in PI                Not in PI

First Year of Program Improvement

Year in Program Improvement


Number of Schools Identified for Program Improvement                                         4

Percent of Schools Identified for Program Improvement                                    6.0%

    n/a Not applicable. This school is not a Program Improvement School.



2004-05 District Salary Information*
                                      District Salary Information

                       Range                                   District         Similar Sized District

Beginning Teacher Salary                                      $42,616                  $37,540

Mid-Range Teacher Salary                                      $68,977                  $59,426

Highest Teacher Salary                                        $83,248                  $73,925

Average Principal Salary                                      $118,472                 $109,130

Superintendent Salary                                         $209,527                 $185,251

% of Budget for Teacher Salaries                               43.9%                    40.9%

% of Budget for Administrative Salaries                         4.1%                     5.3%

* The most recent fiscal information provided by the state.



2004-05 Financial Information*
                                                                                                               Testing Note: Assessment data are
                                          School Financial Data                                                reported only for numerically significant
                                                                                                               subgroups. Data may not appear if
            Total                         Expenditures Per Pupil             Expenditures Per Pupil            ethnic/racial, socioeconomically
    Expenditures Per Pupil               from Restricted Sources           from Unrestricted Sources           disadvantaged, or other subgroups
                                                                                                               (1) contain less than 100 students with
               $6,900                                $2,002                          $4,898                    valid test scores OR (2) comprise less
                                                                                                               than 15% of the school population
                                                                                                               tested and contain less than 50
                                       Financial Comparison Data                                               students with valid scores.

                                          Expenditures Per Pupil
                                                                            Average Teacher Salary             SARC: The information contained herein
                                        from Unrestricted Sources
                                                                                                               is provided by the California Department
                                                                                                               of Education (CDE): Enrollment and
School                                               $4,898                          $65,931                   Demographics, Class Size, Counselors,
                                                                                                               California Standards Tests (CST), Norm
District                                             $4,591                          $65,707                   Referenced Tests (NRT), Academic
                                                                                                               Performance Index (API), State Awards
                                                                                                               and Intervention Programs, Program
State                                                $4,743                          $57,604                   Improvement, Adequate Yearly Progress
                                                                                                               (AYP), CA Physical Fitness Test (PFT),
Percent Difference between
                                                     6.28%                            0.34%                    Teacher Qualifications, and Financial
School and District                                                                                            Information. All other information is
Percent Difference between                                                                                     provided by the school and the district
                                                     3.17%                           12.63%                    office.
School and State
* The most recent fiscal information provided by the state.                                                    All data accurate as of December 2006.



                                             Garden Grove USD        La Quinta High School    2006-2007 School Accountability Report Card       Page 11

				
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