Charter Oak High School School Accountability Report Card Reported Using Data from the 2019-2020 School Year Published During 2020-2021

By February 1 of each year, every school in is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.

• For more information about SARC requirements and access to prior year reports, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or the LCAP, see the CDE LCFF webpage at https://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

California School Dashboard The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.

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About This School

School Contact Information (School Year 2020-2021) Entity Contact Information School Name Charter Oak High School Street 1430 East Covina Blvd. City, State, Zip Covina, Ca, 91724-1651 Phone Number 626-915-5841 Principal Joey Strycula Email Address [email protected] Website www.cousd.net County-District-School (CDS) Code 19-64378-1931666

District Contact Information (School Year 2020-2021) Entity Contact Information District Name Charter Oak Unified School District Phone Number (626) 966-8331 Superintendent Jeffrey Jordan Email Address [email protected] Website www.cousd.net

School Description and Mission Statement (School Year 2020-2021)

DISTRICT MISSION STATEMENT: The Charter Oak Unified School District provides a relevant educational experience that meets students' needs which allow them to adapt to a changing world through a rigorous and comprehensive education that develops life skills leading to academic achievement.

VISION STATEMENT: Focusing on 21st century learning concepts, Charter Oak Unified School District students will be both independent and contributing members of society.

CHARTER OAK HIGH SCHOOL MISSION STATEMENT: Charter Oak High School, as a community of professionals in education, strives to serve the academic, emotional and social needs of an ethnically and culturally diverse student population. We work with families and the community to instill in our students a desire to succeed by helping them to identify their strengths and guiding them in setting and achieving short and long term goals. We foster the development of both resiliency and integrity in a safe, accepting environment. Our primary purpose is to develop, through a wide variety of educational and extracurricular activities, globally-minded citizens of strong character who are college and career ready.

VISION STATEMENT: Charter Oak High School cultivates college and career-ready individuals of character. Our students think critically and collaborate with one another to devise creative solutions to problems and contribute meaningfully to the world around them.

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SCHOOLWIDE LEARNER OUTCOMES: Charter Oak High School Graduates are Critical Thinkers Who: • Inquire • Ask BIG questions • Analyze, synthesize and evaluate information • Persevere through difficulties to solve problems • Draw and defend their own conclusions • Develop an individual understanding of the greater world

Communicators who: • Listen actively • Write skillfully • Use sophisticated vocabulary • Present information and ideas effectively • Use technology appropriately

Collaborators who: • Cooperate • Communicate effectively • Share responsibility • Work toward a common goal • Are open-minded and respectful • Offer and accept constructive criticism

People of Character who: • Show respect • Behave ethically • Practice accountability • Demonstrate academic integrity • Persevere through adversity

Global Citizens who: • Serve the community • Take responsibility for their school, community and environment • Are informed and globally minded • Understand their impact on society

Student Enrollment by Grade Level (School Year 2019-2020) Grade Level Number of Students Grade 9 368 Grade 10 366 Grade 11 371 Grade 12 336 Total Enrollment 1,441

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Student Enrollment by Student Group (School Year 2019-2020) Student Group Percent of Total Enrollment Black or African American 2.9 American Indian or Alaska Native 0.6 Asian 5.3 Filipino 2.2 or Latino 67.5 Native Hawaiian or Pacific Islander 0.1 White 18.6 Two or More Races 2.8 Socioeconomically Disadvantaged 53.6 English Learners 6 Students with Disabilities 11.7 Foster Youth 0.6 Homeless 8.4

A. Conditions of Learning

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

• Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair

Teacher Credentials School School School District Teachers 2018-19 2019-20 2020-21 2020-21 With Full Credential 58 59 Without Full Credential 0 0 Teaching Outside Subject Area of Competence (with full credential) 0 0

Teacher Misassignments and Vacant Teacher Positions Indicator 2018-19 2019-20 2020-21 Misassignments of Teachers of English Learners 0 0 Total Teacher Misassignments* 0 0 Vacant Teacher Positions 0 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. *Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

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Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020-2021)

Year and month in which data were collected: November 2019

From Most Percent Students Textbooks and Other Instructional Subject Recent Lacking Own Materials/year of Adoption Adoption? Assigned Copy Reading/Language Arts Basic English Language Arts Textbooks for Yes 0.0% grades 9-12 are the Literature and Language Arts services, 3rd-6th Course, by Holt, Rinehart and Winston. Mathematics Basic mathematics textbooks include: Yes 0.0% Carnegie Learning Mathematics I, adopted in 2013, Carnegie Learning Integrated Mathematics II, and III, adopted in 2014, Trigonomotry by Pearson AddisonWesley, adopted in 2007, Mathematics Studies, by IBID, adopted in 2000, Mathematics for Higher Level for IB Diplomas, adopted in 2009, Basic Arithmetic with Pre-Algebra for math intervention, adopted in 2010, and The Practice of Statistics, adopted in 2015. Science Basic science textbooks include: Science Yes 0.0% Spectrum: Physical Science by Holt-Rinehart, adopted in 2007, Biology-Holt Biology Visualizing Life, adopted in 2000, Campbell Biology: Concepts and Connections, adopted in 2016, Chemistry, by IBID, Physics by Holt, adopted in 2003, IB Environmental Systmes by Teaching Point, and Essential Anatomy and Physiology by Pearson, adopted in 2006, and Environmental Science and Environmental Systems and Societies were adopted in 2010. History-Social Science Basic History-Social Science textbooks Yes 0.0% include: Government- Democracy in Action by Glencoe, adopted in 2003, the Americans-Reconstruction to the 21st Century by McDougal Littell, adopted in 2004, A Hisory of the Modern World adopted in 2009, Economics Principles and Practices by Glencoe, adopted in 2007, and World Geography by Glencoe/National Geographic, adopted in 2007. Foreign Language Foreign language textbooks include Yes 0.0% Realidades 1, 2 and 3, Abriendo Paso- Lecture, Abriendo PasoGramitica for Spanish adopted in 2006, Alez-viens 1, 2 and 3 for French, and Pause Cafe for Franch VI IB were adpted in Spring 2010.

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From Most Percent Students Textbooks and Other Instructional Subject Recent Lacking Own Materials/year of Adoption Adoption? Assigned Copy Health Health Instruction inlcudes the texbook Yes 0.0% entitled, Health-Making Life Choices, adopted in 2010. Visual and Performing Arts Visual and Performaning Arts instruction Yes 0.0% includes: Ceramics-A Potter's Handbook, adopted in 2002, Theater Art in Action, adopted in 2000, and Music! It's Importance in Our Lives, adopted in 2005. Note: Cells with N/A values do not require data.

School Facility Conditions and Planned Improvements

Charter Oak High School is one of ten schools in the Charter Oak Unified School District, located in the City of Covina. Charter Oak currently serves 1489 students in grades nine through twelve. On January 12, 2015, a new state-of-the-art aquatics center was unveiled complete with a digital scoreboard, and during the summer of 2015, a new digital marquee was installed. In August of 2016, the gymnasium had an HVAC system installed to provide air conditioning, and the wood floors were resurfaced. The staff, in conjunction with the Maintenance Department, ensures that on-going maintenance is completed on facilities throughout the campus in a timely manner and safety issues are addressed immediately.

School Facility Good Repair Status Using the most recently collected FIT data (or equivalent), provide the following: • Determination of repair status for systems listed • Description of any needed maintenance to ensure good repair • The year and month in which the data were collected • The rate for each system inspected • The overall rating

Year and month of the most recent FIT report: November 2019

System Inspected Rating Repair Needed and Action Taken or Planned Systems: Gas Leaks, XGood Mechanical/HVAC, Sewer Interior: Interior Surfaces XGood

Cleanliness: Overall Cleanliness, XGood Pest/ Vermin Infestation Electrical: Electrical XGood

Restrooms/Fountains: Restrooms, XGood Sinks/ Fountains Safety: Fire Safety, Hazardous XGood Materials Structural: Structural Damage, XFair Roofs External: Playground/School XGood Grounds, Windows/ Doors/Gates/Fences

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System Inspected Rating Repair Needed and Action Taken or Planned Overall Rating XGood

B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and • The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

CAASPP Test Results in ELA and Mathematics for All Students Grades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard School School District District State State Subject 2018-19 2019-20 2018-19 2019-20 2018-19 2019-20 English Language Arts/Literacy 62 N/A 55 N/A 50 N/A (grades 3-8 and 11) Mathematics 36 N/A 46 N/A 39 N/A (grades 3-8 and 11) Note: Cells with N/A values do not require data. Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year. Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.

CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2019-2020) Percent Percent Total Number Percent Student Group Not Met or Enrollment Tested Tested Tested Exceeded All Students N/A N/A N/A N/A N/A Male N/A N/A N/A N/A N/A Female N/A N/A N/A N/A N/A Black or African American N/A N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A N/A Asian N/A N/A N/A N/A N/A Filipino N/A N/A N/A N/A N/A

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Percent Percent Total Number Percent Student Group Not Met or Enrollment Tested Tested Tested Exceeded Hispanic or Latino N/A N/A N/A N/A N/A Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A White N/A N/A N/A N/A N/A Two or More Races N/A N/A N/A N/A N/A Socioeconomically Disadvantaged N/A N/A N/A N/A N/A English Learners N/A N/A N/A N/A N/A Students with Disabilities N/A N/A N/A N/A N/A Students Receiving Migrant Education Services N/A N/A N/A N/A N/A Foster Youth N/A N/A N/A N/A N/A Homeless N/A N/A N/A N/A N/A Note: Cells with N/A values do not require data. Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.

CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2019-2020) Percent Percent Total Number Percent Student Group Not Met or Enrollment Tested Tested Tested Exceeded All Students N/A N/A N/A N/A N/A Male N/A N/A N/A N/A N/A Female N/A N/A N/A N/A N/A Black or African American N/A N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A N/A Asian N/A N/A N/A N/A N/A Filipino N/A N/A N/A N/A N/A Hispanic or Latino N/A N/A N/A N/A N/A Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A White N/A N/A N/A N/A N/A Two or More Races N/A N/A N/A N/A N/A Socioeconomically Disadvantaged N/A N/A N/A N/A N/A English Learners N/A N/A N/A N/A N/A Students with Disabilities N/A N/A N/A N/A N/A Students Receiving Migrant Education Services N/A N/A N/A N/A N/A Foster Youth N/A N/A N/A N/A N/A

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Percent Percent Total Number Percent Student Group Not Met or Enrollment Tested Tested Tested Exceeded Homeless N/A N/A N/A N/A N/A Note: Cells with N/A values do not require data. Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.

CAASPP Test Results in Science for All Students Grades Five, Eight, and High School Percentage of Students Meeting or Exceeding the State Standard School School District District State State Subject 2018-19 2019-20 2018-19 2019-20 2018-19 2019-20 Science (grades 5, 8 and high school) 24 N/A 29 N/A 30 N/A Note: Cells with N/A values do not require data. Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year. Note: The new California Science Test (CAST) was first administered operationally in the 2018-2019 school year.

CAASPP Test Results in Science by Student Group Grades Three through Eight and Grade Eleven (School Year 2019-2020) Percent Percent Total Number Percent Student Group Not Met or Enrollment Tested Tested Tested Exceeded All Students N/A N/A N/A N/A N/A Male N/A N/A N/A N/A N/A Female N/A N/A N/A N/A N/A Black or African American N/A N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A N/A Asian N/A N/A N/A N/A N/A Filipino N/A N/A N/A N/A N/A Hispanic or Latino N/A N/A N/A N/A N/A Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A White N/A N/A N/A N/A N/A Two or More Races N/A N/A N/A N/A N/A Socioeconomically Disadvantaged N/A N/A N/A N/A N/A English Learners N/A N/A N/A N/A N/A Students with Disabilities N/A N/A N/A N/A N/A Students Receiving Migrant Education Services N/A N/A N/A N/A N/A Foster Youth N/A N/A N/A N/A N/A Homeless N/A N/A N/A N/A N/A Note: Cells with N/A values do not require data. Note: The 2019-2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019-2020 school year.

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Career Technical Education Programs (School Year 2019-2020)

Every student on campus has a high school four-year plan on file in the counseling office that includes preparation for post-high school goals. The counselor and the student update this plan yearly to ensure that post-high school plans are aligned with course programs. In addition, all students must complete 10 credits in practical arts as part of the graduation requirement. The reopening of a Career Center and addition of a College and Career Specialist in 2015 provides students with career exploration opportunities. A Career Expo was established during the 2014-15 school year which has become annual event. Students are given the opportunity to select and listen to three different career presentations from working professionals (including nurses, engineers, attorneys, Fire, ATF officers, etc.).

Charter Oak High School has a total of three career academies. The school has a Business Academy which offers students two course strands: Information Technology and Business/Finance. During the 2015-16 school year, two additional career academies were established. A new Health Careers Academy was developed which offers three course strands: Project Lead the Way Biomedical, Sports Medicine, and Fire Science. Lastly, an Engineering Pathway was also developed which utilizes Project Lead the Way curriculum. COUSD partnered with Azusa USD, Monrovia USD, and Duarte USD, to write and receive a Career Technical Education Incentive Grant. The funding from this grant was used to establish a partnership with the National Academy Foundation (NAF) as well the Economic Partnership (SGVEP). As a result, COHS is in the process of transitioning all three academies into NAF academies as well as establishing work based learning opportunities for academy students through the SGVEP. The school also houses 25 sections of ROP courses through ESGVROP. These courses provide students opportunities to take Career Technical Education Program in: Sign Language, Culinary Arts, Photography, Stagecraft, Heath Careers, Fire Science, and Sports Medicine.

Career Technical Education (CTE) Participation (School Year 2019-2020) CTE Program Measure Participation Number of Pupils Participating in CTE 764 Percent of Pupils that Complete a CTE Program and Earn a High School Diploma 59 Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of

Postsecondary Education

Courses for University of California (UC) and/or California State University (CSU) Admission UC/CSU Course Measure Percent 2019-20 Pupils Enrolled in Courses Required for UC/CSU Admission 98.4 2018-19 Graduates Who Completed All Courses Required for UC/CSU Admission 53.58

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

• Pupil outcomes in the subject areas of physical education.

California Physical Fitness Test Results (School Year 2019-2020) Percentage of Students Percentage of Students Percentage of Students Grade Level Meeting Four of Six Meeting Five of Six Meeting Six of Six Fitness Standards Fitness Standards Fitness Standards 5 N/A N/A N/A 7 N/A N/A N/A 9 N/A N/A N/A Note: Cells with N/A values do not require data. Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.

C. Engagement

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

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

Opportunities for Parental Involvement (School Year 2020-2021)

Parents are an integral part of the Charter Oak family. Beginning with a New Parent Meeting on “Back-to-School” night on August 27, 2020, and individual conferences on October 3, 2020, parents are provided the opportunity to meet with teachers and administrators to help support student success (currently all activities are virtual due to Covid19). Meetings are scheduled several times each year for parents of International Baccalaureate Program, English Language Learners, Business Academy, and Advancement Via Individual Determination (AVID) students. In addition, the Counseling Department hosts college application nights, financial aid nights, junior parent nights, and an Out-of-State College Fair to assist parents.

The COHS School Site Council, composed of students, parents, teachers, and staff, meets monthly to offer advice on various school programs and budget activities. Representation of IB, English Language Learner and Special Education students is present on the School Site Council so that special population issues are heard. This group continues to support the various forms of communication to parents. Parents play an active role in various focus groups on campus. These groups, composed of students, parents, teachers and staff, are instrumental in implementing and monitoring the school’s School Plan for Student Achievement and the school’s ongoing self-study as part of the WASC accreditation process.

The Band Booster Club assists at performances, maintains props, and assists the band director. This organization is made of parents of band and auxiliary unit members. The parents of our athletes belong to individual booster clubs and help through fundraisers, offering assistance and providing support for both men’s and women’s teams.

PTSA supports the efforts of the school by awarding scholarships, assisting teachers and staff and providing recognition for teachers, students and parents through an awards program. In addition, a number of parents volunteer on a regular basis at the school and in school programs such as dance, drama, and club programs.

Charter Oak Community Scholarship Foundation, Rotary, Kiwanis, Lions, Covina Women’s Club, Charter Oak Women’s Club, Charter Oak Educational Foundation and other local community organizations are involved in student activities and support student achievement.

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

• High school dropout rates; and • High school graduation rates.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School School School District District District State State State Indicator 2016-17 2017-18 2018-19 2016-17 2017-18 2018-19 2016-17 2017-18 2018-19 Dropout Rate 0 0 0.8 2.9 1.8 2.5 9.1 9.6 9 Graduation Rate 97.9 98.4 96.7 93.1 95.9 94.2 82.7 83 84.5

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

• Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety.

Suspensions and Expulsions (data collected between July through June, each full school year respectively) School School District District State State Rate 2017-18 2018-19 2017-18 2018-19 2017-18 2018-19 Suspensions 3.6 1.6 2.8 2.4 3.5 3.5 Expulsions 0.0 0.0 0.0 0.0 0.1 0.1

Suspensions and Expulsions for School Year 2019-2020 Only (data collected between July through February, partial school year due to the COVID-19 pandemic) School District State Rate 2019-20 2019-20 2019-20 Suspensions 2.5 Expulsions 0.1 Note: The 2019-2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019-2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019-2020 school year compared to prior years.

School Safety Plan (School Year 2020-2021)

The Superintendent and Governing Board entered into a partnership agreement with the City of Covina City Council and Covina Police Department beginning in the 1993-94 school year on behalf of Charter Oak High School to create a School Resource Officer position. The School Resource Officer assists the school in a variety of ways, working with students, staff, families and community organizations to ensure a safe campus. The School Resource Officer’s presence on campus has a positive impact on promoting a secure school climate and developing clubs such as SADD (Students Against Destructive Decisions).

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The School’s safe school plan and dress code promote school safety. Fencing at Charter Oak High School encompasses the entire perimeter of the campus. Fences have added greatly to the security and permits better opportunities for the school to monitor student safety. A front entry gate by the administrative offices is open throughout the day. Campus Safety Assistants are assigned duty at the gates to supervise student activities and to monitor off-campus visitors. Finally, periodic drills are practiced for fire, earthquake, active shooter and other emergency situations. Staff is updated regularly on safety procedures.

Average Class Size and Class Size Distribution (Secondary) 2017-18 2017-18 2017-18 2017-18 2018-19 2018-19 2018-19 2018-19 2019-20 2019-20 2019-20 2019-20 Average # of # of # of Average # of # of # of Average # of # of # of Subject Class Classes* Classes* Classes* Class Classes* Classes* Classes* Class Classes* Classes* Classes* Size Size Size Size Size Size Size Size Size Size Size Size 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ English 27 18 10 30 27 16 13 28 27 16 14 26 Language Arts Mathematics 30 10 7 30 29 10 12 25 29 9 17 25

Science 32 5 5 24 32 3 9 21 30 5 7 21

Social Science 32 5 12 21 30 6 13 19 29 6 13 19

*Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

Ratio of Pupils to Academic Counselor (School Year 2019-2020) Title Ratio Academic Counselors* 480.3 *One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Student Support Services Staff (School Year 2019-2020) Number of FTE* Title Assigned to School Counselor (Academic, Social/Behavioral or Career Development) 3 Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

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Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018-2019) Total Expenditures Expenditures Average Level Expenditures Per Pupil Per Pupil Teacher Per Pupil (Restricted) (Unrestricted) Salary School Site 8024.36 1246.60 6777.76 86707.88 District N/A N/A 6699.65 87898.28 Percent Difference - School Site and District N/A N/A 1.2 -1.4 State N/A N/A $7,750 $75,706 Percent Difference - School Site and State N/A N/A -13.4 13.5 Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2019-2020)

In addition to general fund monies, during the 2017-18 school year Charter Oak High School received funding for state and federally funded special programs to supplement the core instructional program. Program support by categorical funding include Carl Perkins and Lottery funds. These funds provided supplemental support for intervention classes for students, the Business Academy, English Language Learner Program, International Baccalaureate Program, AVID and staff development for teachers.

Teacher and Administrative Salaries (Fiscal Year 2018-2019) State Average District Category For Districts Amount In Same Category Beginning Teacher Salary $44,687 $47,145 Mid-Range Teacher Salary $81,554 $74,952 Highest Teacher Salary $107,517 $96,092 Average Principal Salary (Elementary) $125,283 $116,716 Average Principal Salary (Middle) $136,993 $120,813 Average Principal Salary (High) $130,447 $131,905 Superintendent Salary $227,989 $192,565 Percent of Budget for Teacher Salaries 32.0 31.0 Percent of Budget for Administrative Salaries 5.0 6.0 For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/.

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Advanced Placement (AP) Courses (School Year 2019-2020) Number of Percent of Students Subject AP Courses Offered* In AP Courses Computer Science N/A English------N/A Fine and Performing Arts N/A Foreign Language N/A Mathematics 3 N/A Science------N/A Social Science 2 N/A All courses 5 7 *Where there are student course enrollments of at least one student.

Professional Development (Most Recent Three Years) Measure 2018-19 2019-20 2020-21 Number of school days dedicated to Staff Development and Continuous Improvement 10 10

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