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Chautauqua High School Graduates Will Be Self Directed Learners Who: 1

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Chautauqua High School Graduates Will Be Self Directed Learners Who: 1 CHA U TA U Q U A HIGH SCHOOL 525 Maple Lane, Big Bear Lake, CA 92315 • (909) 585-2521 Grades 9-12 Dr. Steve Schour, Principal Annual School 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 TRICT & SCHOOL PROFILE 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 special education, 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. BEAR VALLEY UNIFIED SCHOOL DI S TRICT 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 ARENT N V OL V EMENT 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 DENT ACHIE V EMENT 2009-10 CHS ADEQ U ATE YEARLY PROGRE 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 schools 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 STATE Ass E ss MENT 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 CALIFORNIA HIGH SCHOOL EXIT EXAM 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.
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