Ch a u t a u q u a Hi g h Sc h o o l 525 Maple Lane, Big Bear Lake, CA 92315 • (909) 585-2521 Grades 9-12 Dr. Steve Schour, Principal Annual Accountability Report Card A Report of 2009-10 School Activities Published in 2010-11 Expected Schoolwide Learning Results (ESLRs)

All Chautauqua High School graduates will be self directed learners who: 1. Are competent in reading, writing, and mathematics. 2. Can make informed decisions regarding educational and career options.

All Chautauqua High School graduates will be effective communicators who: 3. Read, write, and speak in a clear and reflective manner, considering different points of view. 4. Work successfully with others to solve problems.

All Chautauqua High School graduates will be responsible citizens who: 5. Are honest, moral, fair, tolerant, and respectful of others. 6. Have a good understanding of world geography, major events in United States history, and the American system of political government. 7. Are aware of positive choices with regard to substance abuse and sexual activity.

All Chautauqua High School graduates will be lifelong learners who: 8. Can identify, locate, organize, and analyze information using available resources and existing technology. 9. Have a strong work ethic and perform high quality work. Di s t r i c t & Sc h o o l Pr o f i l e

The Bear Valley Unified School District is located in the San Bernardino Mountains. Percentage of Students by Big Bear Lake and the surrounding valley is a resort community for the southern Ethnicity / Grade Level California metropolitan area. Big Bear Lake provides excellent summer recreation and 2009-10 two major snow skiing resorts (providing winter recreation) are located in the valley. Ethnic Group % Grade Level # Chautauqua High is located in the western region of the city of Big Bear Lake and African-American 1.0% Grade 6 2 Amer. Indian or serves students in grades nine through twelve following a modified traditional calendar. 1.0% Grade 7 1 At the beginning of the 2009-10 school year, 101 students were enrolled, including Alaskan Native 11% in , 4% qualifying for English Language Learner support, and Caucasian 75.2% Grade 8 2 63.7% qualifying for free or reduced price lunch. Asian 1.0% Grade 9 8 Chautauqua High School provides individualized instruction, with frequent one-on-one student Filipino 0.0% Grade 10 12 and teacher interaction. In any alternative educational environment, flexibility is key. Chautauqua Hispanic or Latino 20.8% Grade 11 37 High School’s program offers several options to students regarding attendance and how Pacific Islander 1.0% Grade 12 39 assignments are completed and turned in. More flexibility is offered to those students who make Total Enrollment 101 adequate academic progress, and have a consistent record of earning credits.

Be a r Va l l e y Un i f i e d Sc h o o l Di s t r i c t 42271 Mo o n r i d g e Ro a d , Bi g Be a r La k e , CA 92315 • (909) 866-4631 OUR MISSION: Board of Trustees District Administration Paul Zamoyta, President Kegham Tashjian Bear Valley Unified Randall Putz, Clerk Superintendent School District is Beverly Grabe, Trustee Dr. Kenneth Turney, Trustee Tim Larson committed to educating Dr. Alfred Waner, Trustee Director of Special Programs/Personnel students to be Walter Con productive citizens. Director of Business Services

Chautauqua High School 1 2009-10 School Accountability Report Card a r e n t n v o l v e m e n t STAR P I All Students Parents stay informed on upcoming events and Percentage of Students Scoring at Proficient & Advanced Levels school activities through newsletters, flyers, and CHS BVUSD California parent conferences. Contact the school office at 909-585-6892 for more information on how to 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 become involved in your child’s learning English-Language Arts 15 15 26 50 52 54 46 50 52 environment. Math 13 6 14 45 47 47 43 46 48 Science 3 12 25 53 56 61 46 50 54 Committees History 8 7 11 42 47 45 36 41 44 CT Parent Advisory Group Only grades 5, 8, 9,10, and 11 take the Science portion of this exam and only grades 8, 9, 10, and 11 take the School Site Council History portion. WASC Team

School Activities STAR Parent Conferences Numerically Significant Ethnic Subgroups Percentage of Students Scoring at Proficient & Advanced Levels St u d e n t Ac h i e v e m e n t 2009-10 CHS Ad e q u a t e Ye a r l y Pr o g r e ss The Federal No Child Left Behind Act (NCLB) African- Amer. Indian or Hispanic Pacific Two or requires that all students perform at or above the American Alaskan Native Asian Filipino or Latino Islander Caucasian More Races proficient level on the state’s standards-based English-Language Arts * * 13 31 assessment by the year 2014. Meeting Adequate Math * * 20 12 Yearly Progress (AYP) milestones helps Science * * 27 determine whether students are reaching History * 7 12 proficiency level targets set by NCLB. AYP requires annual evaluation and reporting of the *When 10 students or less are tested; to protect confidentiality, these results are not disclosed. academic progress of all students and defined In cases where a % is not provided, no students were tested in the subgroup or subject area. student subgroups. STAR For the 2009-10 AYP cycle, elementary and middle must achieve a 55.6% or higher Other Numerically Significant Subgroups proficiency rate in English/Language Arts and Percentage of Students Scoring at Proficient & Advanced Levels 54.8% or higher proficiency rate in math on the 2009-10 California Standards Test (CST). Additional CHS criteria contributing to whether or not a school demonstrates AYP include achieving a 95% or English Economically Students with Migrant above participation rate on the CST and Male Female Learners Disadvantaged Disabilities Education obtaining an API growth score of 680 or English-Language Arts 22 31 * 22 * increasing the API growth by 1 point. Math 15 12 * 16 * Science 24 27 11 * History 11 10 * 11 * Adequate Yearly Progress (AYP) Results Reported by Indicator and Standardized St a t e Ass e ss m e n t s Compared to District Performance The Standardized Testing and Reporting (STAR) Program consists of several key components, 2009-10 including the California Standards Tests (CSTs), the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The CSTs show how well students are Did the school and district meet or doing in relation to the state content standards. The CSTs include English-language arts (ELA) exceed 2010 AYP performance criteria and mathematics in grades two through eleven; science in grades five, eight, and nine through in each of the areas listed below? eleven; and history-social science in grades eight, and ten through eleven.

Student scores are reported as performance levels. Detailed information regarding the STAR AYP Indicator CHS BVUSD Program results for each grade and performance level, including the percent of students not Overall School Results No No tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results web site Participation Rate at http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the English-Language Arts Yes Yes Explaining 2010 STAR Program Summary Results to the Public guide at www.cde.ca.gov/ta/tg/pf/. Math Yes Yes Ca l i f o r n i a Hi g h Sc h o o l Ex i t Ex a m Percent Proficient The California High School Exit Exam (CAHSEE) is a state-mandated test given to 10-12 grade English-Language Arts No No students to measure student proficiency in math and language arts. The CAHSEE helps identify Math Yes No students who are not developing skills that are essential for life after high school and encourages API N/A Yes schools to give these students the attention and resources needed to help them achieve these skills during their high school years. Students must pass the language arts and math components of the examination to be eligible for a high school diploma. The test is initially given to students in the tenth grade. Students are given numerous chances to pass the test during their sophomore, junior, and senior years; 67% of Chautauqua High’s tenth grade students who took the test passed the math portion of the exam and 77% passed the language arts portion. Proficiency scores from the test are used as a determination of Adequate Yearly Progress (AYP) as noted in the AYP section of this report.

Chautauqua High School 2 2009-10 School Accountability Report Card California High School Exit Exam Schools/subgroups that have achieved an All Students API of 800 or above must maintain their scores. Statewide Rank: All schools in Percentage of Students Scoring at Proficient & Advanced Levels California are categorized according to type CHS BVUSD California (elementary, middle, high) and are placed on 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 a scale of 1 to 10, with 10 being the highest. English-Language Arts * 43.8 26.0 64.7 58.9 62.0 52.9 52.0 54.0 Mathematics * 31.3 25.0 56.2 55.1 57.0 51.3 53.6 54.0 Similar Schools Rank: School performance is Three levels of performance are set: Advanced, Proficient, and Not Proficient. A score of proficient is different also compared to other similar schools in the than the passsing score for the graduation requirement. Students must achieve a scaled score of 350 on each state, based on demographic characteristics, portion to pass the exam. Students scoring above a scaled score of 380 qualify for placement in the "proficient and ranked 1 to 10 within a grouping of 100 or above" category. schools. California High School Exit Exam Percentage of Students Scoring in Each Performance Level No Ch i l d Le f t Be h i n d (NCLB) 2008-09 The No Child Left Behind (NCLB) Act is part English Math of the Federal Title I funding program Not Not designed to support additional staffing and Proficient Proficient Advanced Proficient Proficient Advanced programs to meet the needs of low-income, All Students 26.0 74.0 26.0 40.0 60.0 25.0 low achieving students, and other designated Male 27.0 73.0 18.0 33.0 67.0 17.0 students with special needs. Schools may Female * * * * * * apply, based upon their student demographics, African American * * * * * * for one of two types of Title I funding: Title I American Indian or Alaska Native * * * * * * Schoolwide or Title I Targeted Assistance. Asian * * * * * * Title I Schoolwide schools use federal funds Filipino * * * * * * for schoolwide improvement of student Hispanic or Latino * * * * * * achievement. Title I Targeted Assistance Pacific Islander * * * * * * schools use federal funds to help those White (not Hispanic) * * * * * * students who meet specific program criteria. Two or More Races * * * * * * In 2009-10, Chautauqua High did not English Learners * * * * * * participate in the Title I program and is Socioeconomically Disadvantaged * * * * * * therefore not required to comply with program Students Receiving Migrant Education* Services * * * * * mandates. Students with Disabilities * * * * * * *To maintain confidentiality, scores are not disclosed when less than 10 students are tested. Any school receiving Title I funds is required to comply with respective program testing Academic Performance Index (API) and reporting activities, achieve specific Three-Year Performance Comparison levels of student proficiency, and monitor school progress towards meeting established API Rank goals. California Adequate Yearly Progress 2007 2008 2009 calculations determine whether a Title I Statewide Rank B* B* B* school has met performance goals. Schools Similar Schools Rank B B B not meeting specific AYP criteria enter Program Improvement, a monitoring system School School District State and curriculum enhancement program Increase/Decrease in API Growth Growth Growth designed to help schools to increase student Results 2007-08 2008-09 2009-10 2010 2010 2010 proficiency levels. More information about Schoolwide - All Students -28 91 -12 630* 790 767 Title I and Program Improvement can be located on the CDE’s web site www.cde.ca. Ethnic Subgroups gov/ta/ac/ti/. Other Subgroups Title I Program Improvement (PI) Status "B" means this is either an LEA or an Alternative Schools Accountability Model (ASAM) school. Schools participating in the ASAM do not currently receive growth, target information, or statewide or similar schools CHS BVUSD rankings on this report in recognition of their markedly different educational missions and populations served. PI Status Not in PI Not In PI ASAM schools are covered under the Alternative Accountability system as required by Education Code Section First Year of PI N/A N/A 52052 and not the API accountability system. However, API information is needed to comply with the federal No Implementation Child Left Behind (NCLB) law. Growth, target and rank information are not applicable to LEAs. Year in PI N/A N/A "*" means this API is calculated for a small school or a small LEA, defined as having between 11 and 99 valid No. of Schools N/A STAR Program test scores included in the API. APIs based on small numbers of students are less reliable and Currently in PI therefore should be carefully interpreted. Similar schools ranks are not calculated for small schools. Percent of Schools N/A Currently Identified Ac a d e m i c Pe r f o r m a n c e In d e x for PI California uses the results of STAR testing to calculate the Academic Performance Index (API) which is used to measure school performance, set academic growth targets, and monitor progress over time. The API is a numeric index between 200-1000 that measures student performance in grades two through eleven. An API score of 800 is the state’s designated performance target for all schools. Test results are weighted and a formula is applied to determine API.

Growth Targets: For schools with an API under 800, the state requires a gain of 5% of the difference between the school’s actual API and 800. Growth Targets apply not only schoolwide, but to each numerically significant subgroup as well.

Chautauqua High School 3 2009-10 School Accountability Report Card Ph y s i c a l Fi t n e ss needed. The principal communicates with policy, and dress code policy. The school’s most In the spring of each year, Chautauqua High custodial staff daily concerning maintenance recent school safety plan was reviewed, School is required by the state to administer and school safety issues. updated, and discussed with school staff in a physical fitness test to all students in ninth September 2010. grade. The physical fitness test measures each student’s ability to complete six fitness Ca m pus Sup e r v i s i o n tasks in six major areas. Students that either School administration and teaching staff place Sc h o o l In sp e c t i o n s meet or exceed the standards in all six a high priority on providing adequate adult The district’s maintenance department inspects fitness areas are considered to be physically supervision on campus before, during, and after Chautauqua High on an annual basis in fit or in the “healthy fitness zone.” school. As students arrive on campus each accordance with Education Code §17592.72(c) Comparative District and state results can morning, the the principal and teaching staff are (1). Chautauqua High uses a school site be found at the CDE’s web site www.cde. strategically assigned to designated entrance inspection survey to identify unsafe or ca.gov/ta/tg/pf/. areas. The principal and classified staff monitor hazardous conditions and facility improvement lunch time activity in the cafeteria and on needs. The most recent school inspection took Physical Fitness Test campus. At the end of the day when students place on November 2, 2010. During fiscal year Percentage of Students Meeting are dismissed, the principal and teaching staff 2009-10, all restrooms were fully functional and California Fitness Standards monitor student behavior to ensure a safe and available for student use. 2009-10 orderly departure. Number of Standards Met: 4 of 6 5 of 6 6 of 6 Chautauqua High is a closed campus. During De f e r r e d Ma i n t e n a n c e Grade Tested school hours, all visitors must sign in at the Chautauqua High participates in the State Ninth --- school’s office and wear identification badges School Deferred Maintenance Program, which * Scores are not shown when the number of students while on school grounds. provides dollar-for-dollar matching funds to tested is ten or less because the number of students assist school districts with major repairs or Sc h o o l Si t e Sa f e t y Pl a n replacement of existing school building Fac i l i t i e s & Sa f e t y The Comprehensive School Site Safety Plan components. Deferred maintenance projects was developed for Chautauqua High in generally include roofing, plumbing, heating, air The district takes great efforts to ensure that collaboration with local agencies and the district conditioning, electrical systems, interior/exterior all schools are clean, safe, and functional office to fulfill Senate Bill 187 requirements. painting, and floor systems. During the 2009-10 through proper facilities maintenance and Components of this plan include child abuse school year, Chautauqua High received a campus supervision. Chautauqua High reporting procedures, teacher notification of portion of $62,887 of deferred maintenance School’s original facilities were built in 1967 dangerous pupil procedures, disaster response funds for campus repairs and ongoing maintenance and campus procedures, procedures for safe arrival and improvements. improvements ensure facilities remain up to departure from school, sexual harassment date and provide adequate space for students and staff. District maintenance and site custodial staff ensure that the repairs School Facility necessary to keep the school in good Good Repair Status condition are completed in a timely manner. A work order process is used by school and Item Inspected Repair Status district staff to communicate non-routine Inspection Date: Repair Needed and maintenance requests. Emergency repairs November 2, 2010 Action Taken or Planned Good Fair Poor are given the highest priority. Gas Leaks  Mechanical Systems  Campus Description Windows/Doors/Gates  Rm 3: Leaks around north window. Ind. Study Grds. 1-8: Door dragging on ramp. Year Built 1987 (interior and exterior) Acreage - Interior Surfaces  Principal’s Office, Rm 2: Carpet worn, paint walls. Rm 1: Hole in ceiling tiles, carpet worn, paint (walls, floors, and ceilings) walls. Rm 2: Carpet stained and broken ceiling tiles. Rm 3: stained ceiling tiles, carpet worn, paint Square Footage - walls. Office Area & Hall, Kitchen, and Rm 4: Carpet and paint walls. Boys Big RR: Paint. Girls Qty. Little RR: Floor and paint walls. Rm 525B ATE Rm: Ceiling tiles stained, carpet worn. Ind. Study Grds. 9-12 525B: Stained ceiling tiles, carpet worn, torn seam. Ind. Study Grds. 1-8: Carpet # of Permanent Classrooms 0 seams. # of Portable Classrooms 5 Hazardous Materials  (interior and exterior) # of Restrooms (student use) 1 Structural Damage  Athletic Field 1 Fire Safety  Ind. Study Grds. 9-12 525B: Fire extinguisher blocked by copy machine. Staff Lounge / Workroom 1 Electrical  Principal’s Office: Extension cord for accessories. Rms 1, 2: Secure face plate under counter top. (interior and exterior) Rm 4: Face plates missing under counters. Rm 525B ATE Rm: Label electrical panel blocked by desk. Pest/Vermin Infestation  Every morning before school begins, the Drinking Fountains  (inside and outside) principal inspects facilities for safety hazards Restrooms  or other conditions that need attention prior Sewer  to students and staff entering school Roofs  Rm 525B ATE Rm: Leak at center seam. grounds. One part-time day custodian is assigned to Chautauqua High. The custodian Playground/School Grounds  is responsible for: Overall Cleanliness  Boys Big Restroom: Cover base and wall dirty. Girls Little RR: Cover base and walls dirty. Girls Big RR: Cover to wall, dirty FRP. Ind. Study Grds. 9-12 525B: Large amount of materials & • General Grounds Maintenance furniture in room. Wooden ramps. • Lunch Area Setup/Cleanup Overall Summary of School Facility Good Repair Status • Restroom Cleaning • Classroom Cleaning Exemplary Good Fair Poor Overall Summary  Restrooms are checked frequently for Good: The school is maintained in good repair with a number of non-critical deficiencies noted. These deficiencies area isolated, and/or resulting from cleanliness and subsequently cleaned as minor wear and tear, and/or in the process of being mitigated.

Chautauqua High School 4 2009-10 School Accountability Report Card Cl a ss r o o m first year that dropout rates were derived from Teaching Load Distribution actual student-level data reported to the state Departmentalized Instruction by the school district. For the 2005-06 school En v i r o n m e n t year, dropout rates were calculated using the 2007-08 one-year rate formula: (adjusted grades 9-12 Avg. dropouts / grades 9-12 enrollment) * 100. Di s c i p l i n e & Cl i m a t e f o r Class Number of Classrooms Detailed information about dropout rates and Subject Size 1-20 21-32 33+ e a r n i n g graduation rates can be found on the DataQuest L English 26.1 7 22 6 Chautauqua High’s discipline policies are Web page at http://dq.cde.ca.gov/dataquest/. Math 24.2 13 14 9 based upon a schoolwide discipline plan, which is used as a guide to develop school rules, Dropout & Graduation Rates Science 27.5 5 16 4 develop behavior management programs, Social Science 29.3 2 12 9 Chautauqua promote responsibility, promote respect, and 2008-09 06-07 07-08 08-09 minimize classroom disruptions. Teachers Dropout Rate (%) 5.8 5.6 13.5 Avg. clearly identify and explain behavior Graduation Rate (%) 94.3 91.7 72.7 Class Number of Classrooms expectations to their students and discuss Subject Size 1-20 21-32 33+ consequences for poor or disruptive behavior BVUSD English 27.7 8 17 10 in the classroom. Chautauqua High employs a 06-07 07-08 08-09 Math 26.1 9 18 6 progressive approach in managing students Dropout Rate (%) 1.9 2.3 2.6 who make poor choices in behavior, do not Graduation Rate (%) 94.3 91.7 89.5 Science 23.0 12 14 Social Science 29.4 2 13 7 follow school rules, or are disruptive in the California 2009-10 classroom. 06-07 07-08 08-09 Dropout Rate (%) 4.4 3.9 5.7 Avg. Suspensions & Expulsions Graduation Rate (%) 80.6 80.2 78.6 Class Number of Classrooms CHS Subject Size 1-20 21-32 33+ 07-08 08-09 09-10 Gr a d u a t i o n Re q u i r e m e n t s English Suspensions (#) 11 19 8 Students must accumulate 220 course credits, Math Suspensions (%) 9.82% 7.60% 7.92% pass the math portion of CAHSEE and pass the Science Expulsions (#) 2 1 0 language arts portion of CAHSEE to receive a Social Science high school diploma from Chautauqua High. The 2009-10 data was not available at the time of Expulsions (%) 1.79% 0.40% 0.00% Alternative methods of acquiring a diploma are printing of this report BVUSD available through the community for those students who have been unsuccessful in 07-08 08-09 09-10 u r r i c u l u m Suspensions (#) 150 108 102 a high school environment or have exhausted C & Suspensions (%) 12.98% 9.72% 10.26% their opportunities to remain at Chautauqua High. The following table illustrates the In s t r u c t i o n Expulsions (#) 4 2 0 percentage of students graduating from Expulsions (%) 0.35% 0.18% 0.00% Chautauqua High who have met both St a f f De v e l o p m e n t This table illustrates the total cases (not number of CAHSEE and district graduation requirements. All training and curriculum development days) of suspensions and expulsions, and includes activities at Chautauqua High revolve around students with multiple instances of suspension. For Percentage of Students Passing CAHSEE the California State Content Standards and example, a student suspended in one month for two & Meeting District Graduation days and then suspended a month later for three Frameworks. During the 2009-10 school year, days is counted as two cases of suspension. Requirements* Chautauqua High held three staff development 2008-09** days devoted to:

Dr o p o u t s CHS BVUSD California • Data Analysis 72.7% 89.5% 78.6% • Instructional Strategies Chautauqua High’s teachers and administrative staff practice the early Decisions concerning selection of staff identification of and intervention on behalf *The state requires disaggregated data for development activities are made by all staff of students who exhibit warning signs and/ numerically significant subgroups to be disclosed; using tools such as teacher input and data or behavioral traits that may lead to dropping however, the statistical data necessary to provide analysis to determine the areas in which out of school. Intervention strategies used disaggregated results were not collected by the state and are not available for disclosure at the time additional teacher training may enhance to promote attendance and reduce dropout this report was published. classroom instruction and increase student rates include monitoring CAHSEE test results **Most current information available. achievement levels. Chautauqua High supports and performance, parent conferences, ongoing professional growth throughout the counseling, independent study, concurrent year on minimum days. Teachers meet to enrollment in community college, and tutoring. Cl a ss Si z e The Class Size Distribution table in this report conduct data analysis to help identify areas of Understanding that the needs of each student illustrates the distribution of class sizes by need. are different, administrators, counselors, grade level, the average class size, and the and teaching staff continue their efforts number of classes that contain 1-20 students, Staff Development Days to discover successful solutions to help 21-32 students, and 33 or more students. Three-Year Trend students complete their high school program. 2007-08 2008-09 2009-10 In the following Dropout & Graduation Rates table, 2007-08 data is the most current 332 information available, since state certification/ release dates for dropout data occur too late Chautauqua High offers support to new and for inclusion in this report. 2006-07 was the veteran teachers through peer coaching and mentoring. Instructional aides are provided

Chautauqua High School 5 2009-10 School Accountability Report Card targeted training focused on teaching strategies In addition to core subject areas, districts are evaluate the effectiveness of the student’s and curriculum content. All staff are encouraged required to disclose in their SARCs the plan, and make instructional adjustments as to attend professional workshops and sufficiency of instructional materials used for necessary. Chautauqua High School takes conferences. Classified support staff receive their visual/performing arts curricula. During the advantage of the district’s participation in the job-related training from department 2009-10 school year, Bear Valley Unified School San Bernardino Desert/Mountain SELPA supervisors and district representatives. District provided each student, including English (Special Education Local Plan Area), which learners, enrolled in a visual/performing arts provide a pool of professional resources and In s t r u c t i o n a l Ma t e r i a l s class with a textbook or instructional materials expertise in the field of special education. All textbooks used in the core curriculum to use in class and to take home. These Classroom teachers monitor student throughout Bear Valley Unified School District materials complied with the state’s content performance on to measure ongoing academic are aligned to the California Content Standards standards and curriculum frameworks. progress and adjust instructional needs. and Frameworks. Instructional materials are selected from the state’s most recent list of Sc h o o l Le a d e r s h i p standards-based materials and adopted by the o l l e g e r e p a r a t i o n The administrative team is comprised of the C P State Board of Education. The District follows principal, who works closely with teachers, the State Board of Education’s six-year o r k e a d i n e ss parents, and school staff. Principal Dr. Steve & W R adoption cycle for core content materials Schour is responsible for the day-to-day (English/language arts, math, science, and Co l l e g e Pr e p a r a t i o n Co u r s e s operations of the school and overall instructional social science). program. Coordinating efforts with the Principal Students are encouraged to take required On September 15, 2010, the Bear Valley is district administration, school administration, courses if they plan on attending a four- Unified School District’s Board of Trustees held and instructional staff. The principal meets year college or . The adjacent a public hearing to certify the extent to which monthly with administration and staff to evaluate table illustrates the proportion of courses textbooks and instructional materials have effectiveness of instruction programs and taken and successfully completed in been provided to students. The Board of implement strategies that increase student relation to the number of course enrollments Trustees adopted Resolution No. 10-11-007 proficiency. (sum of total enrollment in all classes). which certifies, as required by Education Code Principal Schour has been principal at section 60119, that (1) textbooks and Admission Requirements for California Chautauqua High for the past 18 years, and has instructional materials were provided to all Public experience as a principal at both the elementary students, including English learners, in the and high school levels, as well as 16 years of University of California district to the extent that each pupil has a experience teaching in the classroom. Asssiting textbook or instructional materials, or both, to Admission requirements for the University the pricnipal is the Government Group, use in class and to take home, and (2) sufficient of California (UC) follow guidelines set forth consisting of five students which meets weekly textbooks and instructional materials were in the Master Plan, which requires that the to discuss school issues. provided to each student, including English top one-eighth of the state’s high school graduates, as well as those transfer students learners, that are aligned to the academic Sp e c i a l i z e d In s t r u c t i o n content standards and consistent with the who have successfully completed specified All curriculum and instruction is aligned to the cycles and content of the curriculum college work, be eligible for admission to the California State Content Standards and frameworks in math, science, history-social UC. These requirements are designed to Frameworks approved by the State Board of science, and English/language arts. ensure that all eligible students are adequately Education. The instructional program is prepared for University-level work. For structured so that all students receive instruction general admission requirements please visit Textbooks appropriate to their learning level. Teachers use the University of California Website at http:// % Pupils a variety of research-based instructional www.universityofcalifornia.edu/admissions/ Adoption Lacking strategies and techniques using state-approved Year Publisher & Series Grade Textbooks general.html. instructional materials to ensure academic Language Arts success. California State University 2003 Holt 9-12 0% Admission requirements for the California Math Students are required to attend class 25 hours State University (CSU) use three factors 2008 Pearson, Algebra 1 9-12 0% per week. Students in the Independent Study to determine eligibility. They are specific McDougal Littell, 9-12 0% Program must complete a minimum of 25 hours 2008 Algebra 2 high school courses; grades in specified of academic work each week. Students who fall courses, and test scores; and graduation 2008 Pearson, Calculus 9-12 0% behind on hours or assignments must attend from high school. Some campuses have McDougal Littell, 9-12 0% class for a minimum of six hours per day until higher standards for particular majors or 2008 Geometry they are caught up. students who live outside the local campus Science area. Because of the number of students who Chautauqua High School offers support to 2007 Pearson, Earth 9-12 0% apply, a few campuses have higher standards Science students whose test results indicate they need 2007 Harcourt, Physics 9-12 0% additional assistance to achieve grade level proficiency. Students who fall below the 30th 2007 Pearson, Chemistry 9-12 0% percentile in state standardized testing must *Enrollment In and Completion of enroll in mandatory remediation classes or UC/CSU-Required Courses 2007 Pearson, Biology 9-12 0% complete extra homework to improve their 2008-09 academic skills. Students may also enroll in % 2007 Holt, Physical Science 9-12 0% summer school. Students Enrolled in UC/CSU Courses Required for UC/CSU Admission Social Science Chautauqua High’s special education program N/A Graduates Who Completed All Courses 2006 Holt 9-12 0% offers students with special needs placement . Required for UC/CSU Admission Prentice Hall, 9-12 0% The IEP team meets annually to establish goals 2006 N/A Government and objectives, define academic instruction, 2006 McDougal Littell 9-12 0%

The textbooks and instructional materials used by the school are the most recently SBE adopted instructional materials.

Chautauqua High School 6 2009-10 School Accountability Report Card (supplementary admission criteria) for all Work experience students are partnered Pr o f e ss i o n a l St a f f applicants. Most CSU campuses utilize local with local community organizations and local admission guarantee policies for students who employers that provide on-the-job training and Te a c h e r Ass i g n m e n t graduate or transfer from high schools and mentoring for students 16 years of age or older. During the 2009-10 school year, Chautauqua that are historically served by a CSU Work experience students receive guidance High School had 4 teachers who met all campus in that region. For general admissions and supervision designed to ensure maximum credential requirements in accordance with requirements, please visit the California State educational benefit from part-time job placement. state guidelines. University Website at http://www.calstate.edu/ For more information, students should contact admission/. the counselor. Regional Occupational Programs The Federal No Child Left Behind Act requires (ROP) are offered in partnership with the that all teachers in core subject areas meet Wo r k f o r c e Pr e p a r a t i o n County Office of Education. A variety of career certain requirements in order to be considered technical education courses are available as “NCLB Compliant.” Minimum qualifications Students in grades nine through twelve receive to help prepare high school students (16 include: possession of a bachelor’s degree, counseling from school personnel regarding years and older) for entry-level employment, possession of an appropriate California career paths and courses of study. Students upgrading current job skills, or obtaining more teaching credential, and demonstrated may enroll in a “Diversified Occupations” class advanced levels of education. Workability competence in core academic subjects. which enables them to research different career provides work experience opportunities outside options and to develop skills necessary for the school day that meet the students’ interests In the table below, which identifies the number applying to jobs. Chautauqua High offers the and aptitudes while providing real-world job of classrooms taught and not taught by NCLB- following programs that promote leadership, experience prior to graduation. The program compliant teachers, high poverty schools are develop job-related skills, provide on-the-job is available to all students with disabilities those schools in the highest quartile for student experience, and increase interest in school: who have an Individualized Education Plan. participation defined by the free and reduced For more information on career technical price meal program. Low poverty schools are • Work Experience programs, ROP, workability, partnership those schools that are in the lowest quartile of • Regional Occupational Programs , and work experience, contact the program participation. • Workability counselor or visit the state’s career technical Co u n s e l i n g & Supp o r t Se r v i c e s Individual student assessment of work website at http://www.cde.ca.gov/ci/ct/. readiness skills takes place through: St a f f • End of course exams Chautauqua High provides professional, highly • Completion of course-required projects qualified staff that provide additional services and support centered on the whole student academically, physically, and mentally.

Teacher Education Levels The Counseling and Support Services table in this report illustrates the availability of non- Percentage of Core Classes: 2009-10 instructional support staff to Chautauqua High’s students. Full-time equivalent (FTE) is CHS Taught by Not Taught BVUSD a standard measurement used to identify an NCLB- by NCLB- %%employee’s regular work load on a weekly Compliant Compliant Doctorate 0.0 0.0 basis. For example, an FTE of 1.0 designates Teachers Teachers Master's Degree plus 30 0.0 29.1 a full-time position and the employee is on 2009-10 or more semester hours campus and available all day every day of the CHS 94.5% 5.5% Master's Degree 25.0 20.9 week; an FTE of 0.5 indicates that the staff District Totals Bachelor's Degree plus 30 75.0 47.0 member is available and on campus a portion or more semester hours (50%) of the week. All Schools 94.6% 5.4% Bachelor's Degree 0.0 3.0 High-Poverty Sch. 0.0% 0.0% Less than a Bachelor's Degree 0.0 0.0 Low-Poverty Sch. 100.0 0.0 Counselors & Support Personnel (Nonteaching Professional Staff) 2009-10 Teacher Credentials & Assignments No. of CHS BVUSD Staff FTE 07-08 08-09 09-10 10-11 09-10 10-11 Counselor 2 * Total Teachers 5 5 4 134 Nurse 1 * Teachers with Full Credential 5 4 4 134 Teachers without Full Credential 0 1 0 0 Speech/Language Specialist 1 * Teachers in Alternative Routes to Certification 0 1 0 0 Psychologist 1 * Pre-Internship 000 0 FTE = Full-Time Equivalent Teachers with Emergency Permits 0 0 0 0 * = On an as needed basis Teachers with Waivers 0 0 0 0 Teachers Teaching Outside Subject Area 0 0 0 1 Teacher Misassignments - Total 0 0 0 0 0 0 Other Misassignments of Certificated Staff 0 0 0 0 0 0 Teacher Misassignments for English Learners 0 0 0 0 1 0 Teacher Vacancies 0 0 0 0 0 0

Chautauqua High School 7 2009-10 School Accountability Report Card SARC Da t a & Di s t r i c t Salary Comparison 2008-09

In t e r n e t Ac c e ss Ex p e n d i t u r e s State Average of Districts in Same Da t a Qu e s t Sa l a r y & Bu d g e t Co m p a r i s o n BVUSD Category DataQuest is an online data tool located at State law requires comparative salary and Beginning Teacher Salary $40,517 $38,970 budget information to be reported to the http://dq.cde.ca.gov/dataquest/ that contains Mid-Range Teacher Salary $64,514 $59,776 additional information about Chautauqua general public. For comparison purposes, Highest Teacher Salary $82,094 $78,072 High and comparisons of the school to the the State Department of Education has provided average salary data from school district, the county, and the state. DataQuest Average Principal Salary districts having similar average daily provides reports for school accountability Elementary School $94,787 $94,605 including but not limited to API, AYP, STAR attendance throughout the state. (Note: $103,184 $98,480 results, enrollment, and staffing. 2008-09 salary comparison data was the most recent data available at the time this High School $111,019 $106,266 report was published.) Superintendent Salary $135,500 $144,721 Pu b l i c In t e r n e t Ac c e s s Lo c a t i o n Parents may access Chautauqua High’s Percetage of General Funds Expenditures For: SARC and access the Internet at any of the Ex p e n d i t u r e s Pe r St u d e n t Percent of Budget for Teacher Salaries43.80 % 38.80 % county’s public libraries. The closest library For the 2008-09 school year, Bear Valley Percent of Budget for Administrative6.40 Salaries% 6.00 % to Chautauqua High School is Big Bear Lake Unified School District spent an average of Branch Library located at 41930 Garstin $7,919 of total general funds to educate each student (based on 2008-09 audited financial Drive, Big Bear Lake. Computers, printers, statements and in accordance with calculations defined in Education Code §41372). The table in fax machines, and WiFi access are this report 1) compares the school’s per pupil expenditures from unrestricted (basic) and restricted available. (supplemental) sources with other schools in the district and throughout the state, and 2) compares Phone: (909) 866-5571 the average teacher salary at the school site with average teacher salaries at the district and state Number of Computers Available: 14 levels. Detailed information regarding salaries can be found at the CDE web site at www.cde. Website: http//www.sbcounty.gov/library/ ca.gov/ds/fd/ec/ and www.cde.ca.gov/ds/fd/cs/. (The figures shown in the following table reflect the direct cost of educational services, per ADA, excluding food services, facilities acquisition and construction, and certain other expenditures.) Current Expense of Education per Pupil 2008-09 Dollars Spent per Student % Difference - State Average for % Difference - School and Districts of Same School Site Expenditures Per Pupil CHSBVUSD District Size & Type and State Total Restricted and Unrestricted $18,152 $4,591 395.4% N/A N/A Restricted (Supplemental) $7,734 $1,016 760.9% N/A N/A Unrestricted (Basic) $10,419 $3,575 291.5% $5,681 319.5% Average Teacher Salary $69,275 $64,790 106.9% $61,706 112.3%

In addition to general fund state funding, Bear Valley Unified School District receives state and federal categorical funding for special programs. For the 2008-09 school year, the district received categorical, special education, and support programs funds for:

• ARRA: State Fiscal Stabilization Fund • Arts & Music Block Grant • CA High School Exit Examination • California Peer Assistance & Review Program for Teachers (CPARP) • Community-Based Tutoring Grants • Early Mental Health Initiative • Economic Impact Aid (EIA) • English Language Acquisition Program, Teacher Training & Student Assistance • Gifted & Talented Education (GATE) • High Priority Schools Grants Program • Instructional Materials • Lottery: Instructional Materials • Professional Development Block Grant • Pupil Retention Block Grant • Regional Occupation Centers and Programs (ROC/P) Di s c l o su r e • School & Library Improvement Block Grant The statistical information disclosed in this • School Safety & Violence Prevention, Grades 8-12 report is obtained from the California • Special Education Department of Education and the Bear Valley • Staff Development Unified School District. At the time of • Supplemental School Counseling Program publication, this report met all SARC-related • Teacher Recruitment/Incentives state and federal requirements, using the • Title I, II, III, IV, V most current data available. Data to prepare • Tobacco-Use Prevention Education the instructional materials and school • Transportation facilities sections were acquired in December • Transportation: Special Education 2010. • Vocational Programs

Chautauqua High School 8 2009-10 School Accountability Report Card