Fremont Union HSD

SARC 2015-16 School Accountability Report Card Published in 2016-17

Monta Vista High School

April Scott Principal [email protected] 21840 McClellan Road Cupertino, CA 95014 Grades: 9-12 Phone: (408) 366-7600 www.mvhs.fuhsd.org CDS Code: 43-69468-4334462

Para español, visita: www.fuhsd.org Fremont Union HSD

Fremont Union High School District • 589 West Fremont Avenue Sunnyvale, CA 94087 • www.fuhsd.org Polly Bove, Superintendent • [email protected] • Phone: (408) 522-2200 2015-16 School Accountability Report Card • Published by School Innovations & Achievement • www.sia-us.com SARC Monta Vista High School 3 FUHSD Organizational Beliefs The Fremont Union High School District (FUHSD) hires and supports teachers, staff and school leaders who believe that all students can achieve at high levels and are committed to continuous improvement of their practice to ensure that students do so. We have no illusions about the difficulty and complexity involved in this effort. However, those who choose to work in this district enter a collaborative, interdependent, professional community that will not be satisfied with the status quo. We are committed to both excellence and equity. • Maintaining our excellence requires that we commit to ensuring high levels of learning for all students: learning that is not limited to the knowledge and skills measured on state and national assessments. • Equity requires a commitment to hold high expectations for all students and to vary the allocation of resources (time, money, expertise) to ensure the success of every student. We believe that the effectiveness of individual teachers, collaborative teams and schools as a whole should be defined in terms of their impact on student learning. We believe that effective instruction and well-targeted interventions can narrow the gaps in student achievement associated with socioeconomic, language and racial diversity. We believe that through a collaborative process, every school must define a set of essential learning outcomes and ways to assess progress on those outcomes for every course. School Accountability We expect that teachers teach toward those agreed-upon outcomes, assess progress toward them, and collaborate to take responsibility for the success of all students in reaching them. Report Card We expect schools as a whole to offer targeted supports and interventions as necessary to help all students In accordance with state and federal achieve agreed-upon essential learning outcomes. requirements, the School Accountability Report Card (SARC) is put forth annually We believe that every school district employee plays an important role in supporting student learning. by all public schools as a tool for parents We believe that effective schools operate as more than the sum of their parts. We expect every staff member and interested parties to stay informed of to take responsibility for continuous improvement of his or her individual practice and for contributing to the the school’s progress, test scores collective action of the organization as a whole. and achievements. And, finally:We expect district and school leaders to continuously examine our policies and practices in light of these beliefs and commitments and to work with schools to deploy resources and create the conditions under which each school, each staff member and every student will achieve at high levels.

School Description Located in the city of Cupertino in the heart of Silicon Valley, Monta Vista High School was built in 1969. It has consistently been ranked as one of the top comprehensive high schools in Santa Clara County, in California and in the nation. Monta Vista currently serves approximately 2,350 students in grades 9-12. Nearly 100 percent of our students graduate, and almost 98 percent will attend college after graduation. Monta Vista has been both a California Distinguished School (2006 and 2012) and a National Blue Ribbon School (2008 and 2014). For the last five years, Monta Vista has been recognized by U.S. News & World Report as one of the top 100 high schools in the nation. Monta Vista High School has a reputation for rigorous academics and an extensive, dynamic elective program. We are proud of the comprehensive education offered to our students, helping them achieve our vision, “Graduates of Monta Vista High School become informed, ethical and active citizens; knowledgeable self- directed workers; discerning participants in the arts; and lifelong learners in the pursuit of personal excellence Board of Trustees who can adapt to the challenges of the future.” Jeff Moe, President Curriculum is aligned to the California State Standards and Monta Vista High School’s Learning Goals. To Bill Wilson, Vice President help all students achieve their academic potential, Monta Vista enriches its comprehensive curricula with 27 Advanced Placement and Honors classes in seven curricular areas, special day classes for our special Barbara Nunes, Clerk education students, sheltered and EL classes for our English learners , AVID (Advancement via Individual Hung Wei, Member Determination), and a wide range of elective choices. We are committed to our belief in “Educating Every Child and Educating the Whole Child.” Roy Rocklin, Member Extracurricular activities abound, with more than 85 student-run clubs. Link Crew involves approximately 150 students “linking” new students to the campus, helping with the transition to high school and focusing on mak- ing high school a positive experience for all students. Monta Vista offers two Challenge Days per year. The Challenge Day program helps bridge communication barriers, increase connectedness and develop appre- ciation with members of the campus. Monta Vista is also part of the Stanford University Challenge Success program, working with similar schools regarding strategies for developing a healthy definition of success, and supporting parents, students and staff in working toward that goal. The strong parental support and outstanding early education provided by the Cupertino Union School Dis- trict provides the foundation for Monta Vista students to achieve at very high levels. Parents provide time and monetary support through PTSA, booster organizations and various volunteer opportunities. We are extremely fortunate to be part of a community that supports education so generously. 4

Enrollment by Grade Enrollment by Student Group The bar graph displays the total number The total enrollment at the school was 2,326 students for the 2015-16 school year. The pie chart displays the of students enrolled in each grade for the percentage of students enrolled in each group. 2015-16 school year. Demographics 2015-16 School Year 2015-16 Enrollment by Grade Hispanic or Latino American Indian 2.5% 9 600 Two or More or Alaska Native Races <1% 10 615 3.7% White 11 532 14.8% Black or 12 575 African-American 0.2%

Ungraded secondary 4 Filipino Asian 0.9% 77.8%

Socioeconomically English Students with Foster 2.70% 2.80% 4.90% 0.00% disadvantaged learners disabilities youth

Class Size Distribution The 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 Suspensions and reported by subject area rather than grade level. Expulsions Three-Year Data This table shows the school, district, and Average Class Size state suspension and expulsion rates for 13-14 14-15 15-16 the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions. 32 Suspension and Expulsion Rates 31 31 31 31 31 31 30 29 26 25 24 Monta Vista HS

13-14 14-15 15-16 Suspension 0.5% 0.5% 0.3% rates Expulsion English language Mathematics Science History/social 0.0% 0.0% 0.0% rates arts science Fremont UHSD 13-14 14-15 15-16 Number of Classrooms by Size Three-Year Data Suspension 2.7% 1.4% 1.5% rates 2013-14 2014-15 2015-16 Expulsion 0.2% 0.2% 0.1% Number of Students rates Subject 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ California English language arts 9 80 3 30 67 1 32 70 2 13-14 14-15 15-16 Suspension 4.4% 3.8% 3.7% Mathematics 5 30 36 5 31 36 5 24 40 rates Expulsion 0.1% 0.1% 0.1% Science 4 16 48 4 48 19 4 51 16 rates History/social science 2 36 18 5 30 21 9 39 14 SARC Monta Vista High School 5

Parental Involvement Parents at Monta Vista High School have multiple venues for involvement. The Monta Vista High School Par- ent Teacher Student Association (PTSA) and booster organizations (athletic, music and art) volunteer thou- sands of hours and generously contribute financially. They are integral to the support of students, teachers and coaches, enhancing the programs for our students. Parent advisory groups provide input and review the school goals and annual plans and give feedback to the development of the FUHSD Local Control Account- ability Plan and the school’s Accreditation Action Plan for the Western Association of Schools and Colleges (WASC). For information on how to get involved, please contact the executive assistant to the principal at (408) 366-7602.

Professional Development Teachers use collaborative time provided by the modified block schedule to work in “course alike” Professional Learning Communities (PLCs). In the PLCs, teachers work collaboratively on the development of curriculum, design of assessments, analysis of student work and examination of new standards and practices. Our office classified staff and special education paraprofessionals also work in collaborative groups to enhance their professional growth. Almost two-thirds of the staff participates in content area related professional development beyond the school day, many of whom have been asked to present as local and national conferences. Teachers and administrators are actively involved in professional growth activities at the school, district, state and national level. Staff development days are scheduled before the start of the regular school year and themes or activities introduced on those days are continued on late-start days dedicated to staff training and collaborative work time. District administrators attend a two and a half day leadership development session California Physical at the start of each school year and attend frequent staff development seminars. Fitness Test Additional information about professional development activities is described in the school plan. Each spring, all students in grades 5, Three-Year Data 7 and 9 are required to participate in the Professional Development Days California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for 2014-15 2015-16 2016-17 students in California public schools put forth by the State Board of Education. The Monta Vista HS 3 days 3 days 3 days PFT measures six key fitness areas: 1. Aerobic Capacity 2. Body Composition 3. Flexibility Federal Intervention Program 4. Abdominal Strength and Endurance Schools and districts will not be newly identified for Program Improvement (PI) in the 2016-17 school year 5. Upper Body Strength under the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the and Endurance 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 6. Trunk Extensor Strength 2016-17. Schools and districts receiving Title I, Part A funding for the 2015-16 school year and either had a and Flexibility 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 Encouraging and assisting students in year will have a status of “Not in PI” for the 2016-17 school year. The percentage of schools identified for establishing lifelong habits of regular Program Improvement is calculated by taking the number of schools currently in PI within the district and physical activity is the primary goal dividing it by the total number of Title I schools within the district. of the Fitnessgram. The table shows This table displays the 2016-17 Program Improvement status for the school and district. For detailed the percentage of students meeting information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp. the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed 2016-17 School Year Federal Intervention Program information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf. Monta Vista HS Fremont UHSD

Program Improvement status Not Title I Not in PI Percentage of Students Meeting Fitness Standards First year of Program Improvement ² ² 2015-16 School Year Year in Program Improvement ² ² Grade 9 Number of schools currently in Program Improvement 0 Four of six standards 7.00% Percentage of schools currently in Program Improvement 0.00% Five of six standards 23.50%

Six of six standards 63.00%

² Not applicable. The school is not in Program Improvement. 6

California Assessment of CAASPP Test Results for All Students: Science (grades 5, 8 and 10) Student Performance 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 and Progress (CAASPP) of students scoring at proficient or advanced. For the 2015-16 school year, the CAASSP consists of several key components, Percentage of Students Scoring at Proficient or Advanced Three-Year Data including: California Alternate Assessment Monta Vista HS Fremont UHSD California (CAA) test includes both ELA/literacy Subject 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 and mathematics in grades 3-8 and 11. The CAA is given to those students Science 95% 96% 95% 83% 82% 85% 60% 56% 54% with significant cognitive disabilities which prevent them from taking the Smarter Balanced Assessments with CAASPP Test Results by Student Group: Science (grades 5, 8 and 10) universal tools, designated supports or Science test results include CSTs, CMA, and CAPA in grades 5, 8, and 10. The “Proficient or Advanced” is accommodations. calculated by taking the total number of students who scored proficient or Advanced on the science assess- Smarter Balanced Assessments include ment divided by the total number of students with valid scores. ELA/literacy in grades 3-8 and 11. Smarter Balanced Assessments are designed to Percentage of Students Scoring at Proficient or Advanced 2015-16 School Year measure student progress toward college Number of Percentage of Percentage and career readiness. Total Group Students with Students with Proficient or Enrollment The assessments under CAASPP show Valid Scores Valid Scores Advanced how well students are doing in relation to the state-adopted content standards. All students 616 605 98.21% 95.37% On each of these assessments, student aggregate scores are reported Male 315 310 98.41% 94.19% as achievement standards. For more Female 301 295 98.01% 96.61% information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca. Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian 496 488 98.39% 95.90%

Filipino v v v v

Hispanic or Latino 14 14 100.00% 85.71%

Native Hawaiian or Pacific Islander v v v v

CAASPP by Student Group: White 76 74 97.37% 94.59% English Language Arts/ Literacy and Mathematics Two or more races 25 24 96.00% 91.67% The tables on the following page display Socioeconomically disadvantaged 20 20 100.00% 90.00% the percentage of students that met or English learners 20 18 90.00% 44.44% exceeded state standards in English language arts and mathematics for the Students with disabilities 28 28 100.00% 85.71% school by student groups for grade 11. Students receiving Migrant v v v v The “percentage met or exceeded” is Education services calculated by taking the total number of students who met or exceeded the Foster youth v v v v standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard CAASPP Test Results for All Students: English Language Arts/Literacy on the CAAs divided by the total number and Mathematics (grades 3-8 and 11) of students who participated in both assessments. The table below shows the percentage of students meeting or exceeding the state standards in English language arts (ELA) and literacy and mathematics. Note: The number of students tested includes all students who participated Two-Year Data in the test whether they received a Percentage of Students Meeting or Exceeding State Standards score or not. However, the number of Monta Vista HS Fremont UHSD California students tested is not the number that was used to calculate the achievement Subject 14-15 15-16 14-15 15-16 14-15 15-16 level percentages. The achievement level percentages are calculated using only English language arts/literacy 96% 95% 86% 84% 44% 48% students who received scores. Mathematics 93% 94% 81% 78% 33% 36%

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. SARC Monta Vista High School 7 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 Percentage Group Total Enrollment Number Tested Percentage Tested Met or Exceeded All students 535 527 98.50% 95.20%

Male 267 261 97.80% 95.40%

Female 268 266 99.30% 95.00%

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian 416 411 98.80% 96.10%

Filipino v v v v

Hispanic or Latino 12 12 100.00% 83.30%

Native Hawaiian or Pacific Islander v v v v

White 83 81 97.60% 92.50%

Two or more races 17 16 94.10% 100.00%

Socioeconomically disadvantaged 20 18 90.00% 83.30%

English learners 18 16 88.90% 81.30%

Students with disabilities 20 18 90.00% 61.10%

Students receiving Migrant Education services v v v v

Foster youth v v v v

Mathematics: Grade 11 Percentage Group Total Enrollment Number Tested Percentage Tested Met or Exceeded All students 535 527 98.50% 93.90%

Male 267 261 97.80% 94.30%

Female 268 266 99.30% 93.60%

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian 416 411 98.80% 97.10%

Filipino v v v v

Hispanic or Latino 12 12 100.00% 58.30%

Native Hawaiian or Pacific Islander v v v v

White 83 81 97.60% 82.70%

Two or more races 17 16 94.10% 100.00%

Socioeconomically disadvantaged 20 18 90.00% 72.20%

English learners 18 16 88.90% 93.80%

Students with disabilities 20 18 90.00% 38.90%

Students receiving Migrant Education services v v v v

Foster youth v v v v

Admission Requirements for California’s Public Universities University 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 Types of Services Funded policies for students who graduate or transfer from high schools and colleges that are historically served The wide range of services available to by a CSU campus in that region. For admission, application and fee information, see the CSU web page at all students as part of the comprehensive www.calstate.edu/admission/admission.shtml. high school program includes academic and socioemotional counseling, instructional materials and technology, and extracurricular activities and athletics. Academic support and intervention Course Enrollment for UC/CSU Admission programs including but not limited to The table displays two measures related to the school’s courses that are required for University of California AVID, Engage, Read 180, Academic and/or California State University admission for the most recent year for which data is available. For more Foundations, Communications, support detailed information, visit http://dq.cde.ca.gov/dataquest. classes in English Language Arts and Algebra 1, and behavioral and drug 2014-15 and 2015-16 School Years counseling support classes are provided UC/CSU Admission through general, site, or grant funds. Monta Vista HS Percentage of students enrolled in courses required 97.00% for UC/CSU admission in 2015-16 Percentage of graduates who completed all courses 89.33% required for UC/CSU admission in 2014-15

“We are proud of the Career Technical Education Programs comprehensive education The Fremont Union High School District offers a variety of career technical education (CTE) courses in offered to our students, helping each of its five high schools. During the 2015-16 school year CTE pathways were available to students in them achieve our vision, seven industry sectors: Arts, Media & Entertainment (Fremont High School [FHS], Homestead High School [HHS], Lynbrook High School [LHS], Monta Vista High School [MVHS]); Building & Construction Trades ‘Graduates of Monta Vista High (CHS, MVHS); Business & Finance (all schools); Engineering & Architecture (FHS, MVHS); Hospitality, Tour- School become informed, ism & Recreation (CHS, FHS, HHS, LHS); Public Services (HHS); and Transportation (FHS, HHS). Different schools have pathways that reflect their students’ interests and faculty expertise. The CTE courses are open ethical and active citizens; to all students on campus, and, when scheduling allows, students from other FUHSD campuses may enroll. knowledgeable self-directed FUHSD’s CTE courses are designed to support the College and Career Readiness Standards along with the Model Curriculum Standards unique to each pathway. With the support of increased state funding through workers; discerning participants the Career Pathways Trust and CTE Incentive Grant programs, the district has been evaluating its current in the arts; and lifelong learners pathways to determine the extent to which each has curricula relevant to today’s industry standards, updated industry-standard equipment, maintained student enrollment over time, and supplies our regional economy in the pursuit of personal with skilled workers whether in the short or long term. We find that our CTE program provides students with excellence who can adapt to a competitive advantage of having the opportunity to gain knowledge and skills related to creating solutions the challenges of the future.’” to real-world problems.

Career Technical Education Participation This table displays information about participation in the school’s Career Technical Education (CTE) programs. Career Technical Education Data 2015-16 Participation

Monta Vista HS

Number of pupils participating in CTE 531

Percentage of pupils who completed a CTE program and earned a high 10.6% school diploma Percentage of CTE courses that are sequenced or articulated between a 3.00% school and institutions of postsecondary education SARC Monta Vista High School 9

Note to the Reader: The table titled Completion of Graduation Requirements displays the percentage of seniors that graduated in 2015. The table titled Graduation and Dropout Rates displays the percentage of students that entered the high school as freshmen and graduated in four years.

Completion of High School Graduation Requirements This 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.

Completion of High School Graduation Requirements Graduating Class of 2015 Group Monta Vista HS Fremont UHSD California Advanced Placement All students 98.68% 95.45% 85.92% Courses The following is a list of Advanced Black or African-American v 91.67% 78.04% Placement (AP) courses offered by subject at the school. American Indian or Alaska Native 100.00% 100.00% 78.06%

Asian 99.57% 99.18% 93.32% Advanced Placement Courses

Filipino 83.33% 95.74% 93.22% 2015-16 School Year Percentage of total Hispanic or Latino 87.50% 79.96% 83.00% enrollment enrolled in AP 50.00% courses Native Hawaiian or Pacific Islander v 100.00% 84.88% Number of AP courses 18 White 98.89% 97.41% 90.52% offered at the school Number of AP Courses by Subject Two or more races 95.65% 100.00% 89.32% Computer science 1 Socioeconomically disadvantaged 100.00% 92.31% 77.59%

English learners 80.00% 78.05% 53.97% English 1

Students with disabilities 91.89% 88.72% 66.10% Fine and performing arts 0

Foster youth ± ± ± Foreign language 4

Graduation and Dropout Rates Mathematics 3 This 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 Science 4 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 Social science 3 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. Graduation and Dropout Rates Three-Year Data

Graduation Rate Dropout Rate

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

Monta Vista HS 96.18% 99.34% 98.68% 3.20% 0.30% 0.70%

Fremont UHSD 94.04% 95.68% 96.10% 4.20% 3.20% 2.50%

California 80.44% 80.95% 82.27% 11.40% 11.50% 10.70%

Availability of Textbooks Textbooks and Instructional Materials and Instructional Materials The adoption of textbooks and instructional materials follows state standards. Teachers and administrators are involved in the review process. Once approved by the content-area department lead and site principal, the The following lists the percentage of pupils reviewed textbook or instructional materials are submitted to the district’s Teaching and Learning department, who lack their own assigned textbooks and then to the board for final approval. All textbooks and instructional materials are reviewed and approved and instructional materials. for use across the district, though an individual school site may take the lead in initiating the process. Percentage of Students There is no list of state-approved textbooks for California’s high schools. However, all textbooks and instruc- Lacking Materials by Subject tional materials are approved by the FUHSD Board of Trustees after review by staff. As part of the review process, instructional materials review teams are required to consider the extent to which the textbook aligns 2016-17 School Year with school and district goals and the Common Core State Standards.

Reading/language arts 0% Textbooks and Instructional Materials List 2016-17 School Year

Mathematics 0% Subject Textbook Adopted

Reading/language arts English Language Development (ELD): Shining Star series 2006 Science 0%

Reading/language arts Reading Intervention: Read 180 Next Generation, Scholastic 2011 History/social science 0%

Mathematics Algebra 1: Algebra 1, Pearson 2011 Visual and performing arts 0% Geometry: Discovering Geometry, Key Curriculum Press; Mathematics 2008 Foreign language 0% Geometry, Holt Geometry Enriched: Geometry for Enjoyment and Challenge, Mathematics 2007 Health 0% Houghton Mifflin Harcourt

Science laboratory Mathematics Algebra 2: Algebra 2, McDougal Littell/Houghton Mifflin 2009 0% equipment Algebra 2: Algebra 2: A Common Core Curriculum, Mathematics 2015 Big Ideas Math Currency of Textbooks Science Biology: Biology, Prentice Hall 2011 This table displays the date when Science Chemistry: Chemistry, California Edition; Prentice Hall 2006 the most recent hearing was held to adopt a resolution on the sufficiency of instructional materials. Science Physics: Conceptual Physics, Prentice Hall 2006 World History: Modern History: Patterns of Interaction, History/social science 2010 Currency of Textbooks Holt McDougal U.S. History: The Americans: Reconstruction 2016-17 School Year History/social science 2012 through the 21st Century, Holt McDougal U.S. Government: United States Government: Data collection date 9/27/2016 History/social science 2007 Democracy in Action, McGraw-Hill/Glencoe Economics: Economics: Principles and Practices, History/social science 2004 McGraw-Hill/Glencoe

Quality of Textbooks The 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 Ye s governing-board-approved list? Are the textbooks consistent with the content and cycles of the curriculum Ye s frameworks adopted by the State Board of Education? Do all students, including English learners, have access to their own textbooks Ye s and instructional materials to use in class and to take home?

Note: There are no state-approved textbooks for high schools. All instructional materials are approved by the FUHSD Board of Trustees. SARC Monta Vista High School 11

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. • Systems: Gas systems and pipes, • Restrooms/fountains: Restrooms, sewer, mechanical systems (heating, sinks and drinking fountains (interior ventilation and air-conditioning) and exterior) • Interior: Interior surfaces (floors, • Safety: Fire-safety equipment, ceilings, walls and window casings) emergency systems, hazardous • Cleanliness: Pest/vermin control, overall materials (interior and exterior) cleanliness (school grounds, buildings, • Structural: Structural condition, rooms and common areas) roofs • Electrical: Electrical systems • External: Windows/doors/gates/fences, (interior and exterior) playgrounds/school grounds

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor. At the time of this school facility inspection, no deficiencies were found. School Safety The high school is in compliance with all 2016-17 School Year School Facility Good Repair Status laws, rules and regulations pertaining to hazardous materials and state earthquake Items Inspected Repair Status Items Inspected Repair Status standards. Monta Vista’s School Safety Plan is developed in partnership with the Systems Good Restrooms/fountains Good district’s director of facilities and with local law enforcement and fire agencies. The Interior Good Safety Good plan is reviewed regularly to align with the updated district and regional guide- Cleanliness Good Structural Good lines. Evacuation routes are adjusted as necessary to adapt to construction areas Electrical Good External Good and addition of new facilities. Emergency responsibilities and signals, chain of Overall summary of facility conditions Exemplary command and evacuation processes are reviewed regularly by the administration and shared with staff and School Site Date of the most recent school site inspection 12/28/2016 Council. Date of the most recent completion of the inspection form 12/28/2016 The school safety plan was last reviewed, updated and discussed with the school faculty in September 2016.

School Facilities Built in 1969, Monta Vista High School’s facilities include a cafeteria and student union, library, gymnasium, field house, athletic fields and theater. The campus has a total of 95 classrooms, including four portables. There are sufficient classrooms and staff spaces to support teaching and learning, as enrollment does not exceed the maximum plant capacity of the site. The Monta Vista High School campus was inspected on December 28, 2016, and is in good condition. The school facilities manager, in collaboration with the principal, works daily with six full-time custodians to ensure that the school is maintained to provide for a clean and safe learning and working environment. District main- tenance staff provides specialized support and expertise when needed. Monta Vista High School works with district personnel to ensure that work orders are completed accurately and in a timely manner. The district Public Internet Access employs a “deep cleaning” crew during school breaks to complete tasks that are not possible when students Internet access is available at public and staff are present. Pool and grounds personnel maintain the pool, track, fields and landscaping, ensuring libraries and other locations that are pub- a beautiful and safe campus for all. licly accessible (e.g., the California State The students, staff and community benefit from bond measures that have allowed grounds and facilities to be Library). Access to the internet at libraries modernized and upgraded, providing optimal facilities for all to enjoy. and public locations is generally provided on a first-come, first-served basis. Other Construction of a new two-story classroom addition to Building B at Monta Vista began during the current use restrictions include the hours of oper- 2016-17 school year, which will include construction of a bridge connecting Buildings B and D and HVAC and ation, the length of time that a workstation fire alarm upgrades for Building B. The entire project is scheduled for completion by December 2017. may be used (depending on availability), Staff members, including assistant principals and student conduct liaisons, help keep students safe on cam- the types of software programs available pus before, during and after school. A campus climate team also meets regularly to discuss and review safety at a workstation, and the ability to print related concerns. School resource officers (SROs) also make regular visits to the school site. Monta Vista documents. also has traffic safety guards that assist students in safely arriving and departing campus. 12

Teacher Qualifications This 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. Teacher Credential Information Three-Year Data

Fremont UHSD Monta Vista HS

Teachers 16-17 14-15 15-16 16-17

With a full credential 548 101 102 104

Without a full credential 4 2 1 0

Teaching outside subject area of 0 0 0 0 competence (with full credential)

Teacher Misassignments and Vacant Teacher Positions This 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 Academic Counselors misassignments of English learners. and School Support Staff Teacher Misassignments and Vacant Teacher Positions Three-Year Data This table displays information about academic counselors and support staff at the Monta Vista HS school and their full-time equivalent (FTE). Teachers 14-15 15-16 16-17 Academic Counselors and School Support Staff Data Teacher misassignments of English learners 0 0 0

2015-16 School Year Total teacher misassignments 0 0 0 Academic Counselors Vacant teacher positions 0 0 0 FTE of academic counselors 4.00

Average number of students 584 per academic counselor Core Academic Classes Taught by Highly Qualified Teachers Support Staff FTE High-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 Social/behavioral counselor 1.00 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. Career development 1.00 counselor Highly Qualified Teachers 2015-16 School Year Library media teacher 1.00 (librarian) Percentage of Classes in Core Academic Subjects Library media services Taught by Highly Not Taught by Highly 1.00 staff (paraprofessional) Qualified Teachers Qualified Teachers

Psychologist 2.70 Monta Vista HS 98.24% 1.76%

Social worker 0.00 All schools in district 96.57% 3.43%

High-poverty schools in district 92.31% 7.69% Nurse 1.00«

Speech/language/hearing Low-poverty schools in district 96.60% 3.40% 0.60 specialist Resource specialist 0.00 (nonteaching)

« One nurse for the district. SARC Monta Vista High School 13

“We are committed to our belief in School Financial Data ‘Educating Every Child and Educating the Whole Child.’” The 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 Financial Data 2014-15 Fiscal Year 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 Total expenditures $10,552 other data included in this report. For detailed information on school expenditures for all districts in California, per pupil see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending web Expenditures per pupil page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the $2,606 CDE Certificated Salaries & Benefits web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and from restricted sources salaries for a specific school district, see the Ed-Data website at www.ed-data.org. Expenditures per pupil $7,946 from unrestricted sources

Annual average $89,262 teacher salary District Financial Data This 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. District Salary Data 2014-15 Fiscal Year

Fremont UHSD Similar Sized District

Beginning teacher salary $55,837 $46,184

Midrange teacher salary $87,001 $75,179

Highest teacher salary $104,338 $96,169 Expenditures Per Pupil Average high school principal salary $176,063 $137,939 Supplemental/restricted expenditures come from money whose use is controlled Superintendent salary $309,781 $217,637 by law or by a donor. Money that is designated for specific purposes by Teacher salaries: percentage of budget 36% 35% the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, Administrative salaries: percentage of budget 8% 5% except for general guidelines, is not controlled by law or by a donor.

Financial Data Comparison This 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. Financial Data Comparison 2014-15 Fiscal Year Expenditures Annual Average Per Pupil From Teacher Salary Unrestricted Sources

Monta Vista HS $7,946 $89,262

Fremont UHSD $8,274 $86,966

California $5,677 $77,824

School and district: percentage difference -4.0% +2.6%

School and California: percentage difference +40.0% +14.7% Monta Vista High School SARC

Data for this year’s SARC was provided by the California Department of Education and school and district offices. For additional information on School Accountability Report Card 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 PUBLISHED BY: 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. www.sia-us.com | 800.487.9234