HUNTINGTON BEACH SOUTH Community & School Information

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Huntington Beach is a seaside city within Orange County in Southern California. It is bordered by the Pacific Ocean on the west, and has been long known for its long 8.5 miles of beautiful beach, mild climate, and excellent surfing, earning it the nickname of Surf City. Surf, sand, sun and subtle sophistication encapsulate what the City of Huntington Beach is all about.

The California lifestyle is synonymous with Huntington Beach. Dean Torrence, from the 1960’s pop group Jan and Dean, who co-authored the famous number one hit “Surf City,” said that Huntington Beach embodies the song’s spirit of freedom and California fun. The city is also mentioned in the Beach Boys song “Surfin’ Safari” and in “Surfer Joe” by the Surfaris. Ocean swells, endless sunshine and a fleet of bobbing longboards have played an instrumental role in earning the city its well-deserved “Surf City” nickname. Nothing epitomizes the California surf culture more than HB. Boasting some of California’s widest, cleanest, and safest beaches, the unofficial dress code has become a mix of wetsuits, bikinis and sandals accessorized by volleyballs, surf boards and beach towels.

Named the "Best City to Live in Orange County" by the Orange County Register readers, Huntington Beach offers residents a charming community with ideal weather, a diversified economy overflowing with good jobs, a wide variety of housing, an excellent educational system, boat marinas, numerous parks, and exemplary health care. The City of Huntington Beach is located along the Southern California coast in Orange County, 35 miles south of Los Angeles and 90 miles north of San Diego. Named for railroad magnate Henry Huntington who orchestrated its development, the city is now an epicenter of activity and entertainment with wide, sandy beaches.

History The area of Huntington Beach was originally occupied by the Tongva people, also known as Gabrielinos, whose lands stretched from what is now Topanga Canyon through Aliso Creek in Laguna Beach. European settlement can be traced to Spanish soldier, Manuel Nieto, who in 1784 received a Spanish land grant of 300,000 acres, which he named Rancho Los Nietos, as a reward for his military service. The Stearns Rancho Company ran cattle and horses and raised barley crops on what is now the city of HB. In the early 1800’s a portion of property was sold to Col. Robert Northam, who raised and sold barley to surrounding ranchers. By 1889, the city was called Shell Beach and consisted of a small group of settlers. In 1901, Shell Beach was changed to Pacific City when P.A. Stanton formed a local syndicate and purchased 40 acres along the beach with 20 acres on each side of Main Street. Stanton’s dream was to build a town on the Pacific Coast which would rival Atlantic City on the East Coast.

Huntington Beach incorporated in 1909 under its first mayor, Ed Manning. Its original developer was the Huntington Beach Company, a real-estate development firm owned by Henry Huntington, a railroad magnate after whom the city is named. The Huntington Company is still a major land-owner in the city. Huntington Beach remained a sleepy seaside town until the famous oil boom in the 1920’s.

The initial growth of the city began with the oil boom in 1920. This was the largest California oil deposit known at the time. Wells sprang up overnight and in less than a month the town grew from 1,500 to 5,000 people. After a final oil strike in 1953, the fire department began clearing out oil derricks within the city and along the coast to make room for the population explosion that began in the 1950’s. Beginning in the late 1950’s and continuing into the 1960’s and 1970’s, residents by the thousands moved into the City. Huntington Beach became the fastest growing city in the continental U.S. as housing tract after housing tract were built. In the 1970’s and 1980’s oil production rigs were concealed to improve the beach’s image. Forty years ago, Donald Douglas Jr. acquired the bean fields across from the current U.S. Weapons Station bordering Bolsa Chica in HB. He began building the Douglas Aircraft Space Systems Center. The plant produced the upper stage of the Saturn V rocket that took the Apollo astronauts on their successful mission to the moon. Douglas aircraft became McDonnell Douglas, and in the 1990’s Boeing purchased the combined firms. Today Boeing is one of the largest employers in HB.

In 1925, Duke Kahanamoku brought the sport of surfing to Huntington Beach and the Southern California shores. The city’s first surf shop, Gordie’s Surf Boards, opened in 1953. Six years later, the first U.S. Surfing Championships were held in Huntington Beach. The following year, the Surfing Championships were covered on television, which rocketed Huntington Beach’s international fame as a surfer’s paradise. In 2005, the USA Surf Team adopted Huntington Beach as its official home and the Association of Surfing Professionals-North America moved to the city.

Housing The City of Huntington Beach offers residents a diverse range of high quality residential options. The City offers everything from one-of-a-kind waterfront homes with private boat slips to neighborhoods of single-family residences on tree-lined streets to multi-family rental units. According to the 2005 American Community Survey from the U.S. Census Bureau, there are 73,665 housing units in Huntington Beach. In 2005, there were 44,005 owner-occupied housing units and 27,648 renter-occupied housing units. The median value of owner-occupied units was $711,000 and the median gross rent for renter-occupied units is $1,362. About 60 percent of the total housing units were built after 1970.

Climate The climate is generally sunny, dry and cool, although evenings can be damp due to the ocean breeze. Prevailing westerly and southwesterly winds off the Pacific Ocean help maintain pleasant, smog-free weather year round with temperatures ranging mostly from 65° to 80° Fahrenheit. The mean annual humidity is 64.7%. In the morning and evening, there are strong breezes, about 15 mph. In the summer, temperatures rarely exceed 85 degrees. In the winter, temperatures rarely fall below 40 degrees, even on clear nights. Annual rainfall is less than 12 inches, with a majority of the rain falling between December and March. Frost occurs only rarely on the coldest winter nights. Ocean temperatures average 55 to 65 degrees.

Economy Tourism and technology are the leading industries in Huntington Beach today. Home to more than 650 industrial businesses, including Boeing, Quicksilver, Cambro Manufacturing, and C & D Aerospace. Huntington Beach boasts a diversified and dynamic economy.

Huntington Beach contains a major installment of one of the state’s largest employers, Boeing, formerly McDonnell-Douglas. A number of installments on the Boeing campus were originally constructed to service the Apollo Program, most notably the production of the S-IVB upper stage for the Saturn IB and Saturn V rockets, and some nearby telephone poles are still marked “Apollo Dedicated Mission Control Line.”

The second largest employer in Huntington Beach, clothing manufacturer Quicksilver, also has its world-wide corporate headquarters within the city. Tourism Due to its abundance of beaches; sunny, warm mediterranean climate; local surfing; and casual lifestyle, Huntington Beach has emerged as a perfect vacation experience for both young and old. With miles of uninterrupted, pristine beaches along the Pacific Ocean, ideal weather, a welcoming attitude, and a wide variety of entertainment options, Huntington Beach plays host to an annual visitor population of more than 11 million people, with the greatest attendance during summer, special events, and weekends.

Boasting a comfortable climate throughout the year with a temperature that rarely gets above 90 degrees and seldom sees rainfall, visitors can take part in the many outdoor activities and special events Huntington Beach offers.

Beyond the beach, the City of Huntington Beach boasts top-class restaurants, shopping, hotels, resorts, spas and a thriving downtown district. The downtown district includes an active art center, an eclectic shopping district, and the International Surfing Museum. Downtown was also once the home of the famous music club “The Golden Bear,” which hosted the likes of Jimi Hendrix and Frank Sinatra. Visitors can also find the Surfing Hall of Fame and the Surfing Walk of Fame downtown.

The city is centrally located to all major attractions in Orange County. In Anaheim, tourists can visit the Disney Resorts, Honda Center, home of the Anaheim Ducks hockey team, and Angels Stadium, home to the Los Angeles Angels of Anaheim baseball team. In Long Beach, tourists can visit the historic Queen Mary and the Aquarium of the Pacific. Sea World and the San Diego Zoo and Wild Animal Park are located in San Diego. Los Angeles is located 35 miles to the northwest and San Diego is 95 miles to the southeast. Huntington Beach is also conveniently located near three airports: John Wayne/Orange County (SNA), Long Beach (LGB), and Los Angeles International Airport (LAX).

Natural Resources Huntington Beach considers its beaches as a valuable natural resource. Construction of any kind on the beach is prohibited without a vote of the people, allowing Huntington Beach to retain its natural tie to the ocean.

Huntington Beach sits above a large natural salt dome containing oil. Although the oil is mostly depleted, extraction continues at a slow rate, and still provides significant local income. There are only two off-shore extraction facilities left, however, and the day is not far off when oil production in the city will cease and tourism will replace it as the primary revenue source for resident industry.

Parks & Recreation Every year, millions of visitors and residents experience the finest of recreation in Huntington Beach. Perhaps nowhere else in the world can one experience such a multitude of diverse recreational activities within such a small geographical area: beach, harbor, wetlands, parks, equestrian center, public pier, nature center, a sports complex and more!

Nicknamed "Surf City" for its beautiful wide beaches and consistently breaking surf, Huntington Beach residents enjoy a wide variety of outdoor activities. Surfing, sailing, volleyball on the beach, fishing, tennis, golf, and many city recreation programs are available for all ages. Our community features one of the largest recreational piers in the world, public parks, riding stables and equestrian trails, a marina, a wildlife preserve, and an eight-mile biking, inline skating, jogging, and walking trail along the ocean. The crown jewel of the recreation system is the 8.5 miles of wide, spacious beaches where in the summer, large crowds gather to watch the U.S Open of Surfing, AVP Pro Beach Volleyball, Hello Kitty Boardfest and other sporting events. Beaches Operated by the city, Huntington City Beach is one of the best beaches on the west coast, extremely popular with surfers. Home to the longest recreational pier in the state, the landmark HB Pier is located at the heart of Downtown. Originally built in 1904 and rebuilt most recently during the early 1990’s, it is the longest concrete municipal pier in CA. Stretching 1,856 feet into the Pacific Ocean, it is a favorite spot for fisherman, families and romantics who flock here daily to enjoy the “million-dollar” sunsets. For more than a century, the Pier has been an iconic coastal symbol. Surfers can always been seen from the Pier since surfing still remains one of the most popular activities at Huntington City Beach. The waves here have a unique natural effect caused by edge-diffraction of ocean swells by the island of Catalina. Because of the curve of the coastline at Huntington Beach, the beach actually faces southwest. This beach is also very popular for kite surfing. Throughout the year, numerous activities are held on the beach including surf and other sport competitions and community events. Dog Beach is a part of Huntington City Beach. This area of the beach is dog-friendly and a paradise for dog owners. It is not unusual to see a dog and his owner tandem surfing.

The northern and southern beaches, Bolsa Chica State Beach and Huntington State Beach, respectively, are state parks. Only the central beach, Huntington City Beach, is maintained by the city. The Bolsa Chica State Beach is located across Pacific Coast Highway from the Bolsa Chica Ecological Reserve. Bolsa Chica’s surf is mellow and rolling with consistently ride-able waves, making it a perfect place for beginners. Huntington State Beach is very popular with families. More than 600 fire rings are available on the city and state beaches for nightly bonfires, a favorite activity among Huntington Beach locals.

Central Park Central Park is one of the largest city parks in Southern California and home to many of the city’s major attractions and a pair of inviting restaurants. Boasting an expansive 354 acres punctuated with mature trees, rolling lawns and placid lakes, Central Park is the region’s largest and most diverse greenbelts. The park is vegetated with native plants and wildlife. Thick forests encircling the park are supplemented with Australian trees, particularly eucalyptus.

The Huntington Beach Central Library and Cultural Center is located in Central Park, which houses almost a half-million volumes, as well as a theater, gift shop and fountains. The park is also home to the Huntington Central Park Equestrian Center, a top class boarding facility that offers horse rentals to the public, with 25 acres of public bridle trails, guided trail rides, and a riding school. The world’s second oldest disc (Frisbee) golf course is available in the park as well and has been touted as the most beautiful course of its kind in Southern California. The Sports Complex, which provides 45-acres of recreation including eight softball fields overlaid with an equal number of soccer and seven batting cages, is another popular feature of Central Park. Adventure Playground for kids, the Huntington Beach Playhouse, and the Donald D. Shipley Nature Center, an 18-acre forest that for the past 25 years has remained a wild and natural area for native wildlife, can all be found within Central Park.

Huntington Harbour Huntington Harbour offers serenity, abundant wildlife and calm waters. The Harbour is comprised of five man-made islands bounded by a network of navigable channels and the land surrounding them. The Harbour is home to multi- million dollar homes and serves as a pleasure craft port. This area is very popular for sport fishing, private charters, electric boat rentals and kayaking. Huntington Harbour is also home to the Annual Cruise of Lights, a series of narrated evening cruises during the winter holidays when the area is decorated with festive decorations and elaborate lights. The County of Orange runs Sunset Marina Park next to Huntington Harbour and is part of Anaheim Bay.

Bolsa Chica Ecological Preserve Between Downtown and Huntington Harbour lies a large marshy wetland, much of which is protected within the Bolsa Chica Ecological Reserve. A $110 million restoration of the wetlands was completed in 2006. The Bolsa Chica Wetlands contain numerous trails and scenic routes. The wetlands themselves have recently been connected with the ocean again, in an effort to maintain its previous, unaltered conditions. The Reserve is popular with bird watchers and photographers. Great blue herons and snowy egret stake their majestic place among the nearly 200 species of birds that can be seen at the Bolsa Chica Ecological Reserve. The Ecological Reserve also features an Interpretive Center for visitors.

Special Events The City of Huntington Beach offers activities year-round to visitors and residents alike. A recent Los Angeles Times article noted the Huntington Beach Farmers Market and Craft Fair “…enjoys the most beautiful location of any market in the Southland-right along the beach.” Located at Pier Plaza at Main Street and Pacific Coast Highway, the Farmers Market and Craft Fair is open Friday afternoons from 1:00 to 6:00 PM (or sunset, depending on the season) and features a wide variety of freshly-picked fruits and vegetables, flowers and more. The Arts and Crafts feature over 60 booths of handmade items, ranging from candles and soaps to jewelry to art to clothing. Residents and visitors alike stroll through the Farmers Market and Craft Fair for the constantly-changing offerings.

The city holds the oldest Independence Day Parade in the western United States. This is televised locally on the public access cable channel, HBTV-3. In 2004, Huntington Beach celebrated the 100 year anniversary of the 4th of July Parade.

Huntington Beach plays host to numerous other annual events. Every summer, Huntington Beach hosts the World Surfing Championships and the U.S. Open of Surfing, the largest surfing competition in the world, which drew 100,000 people its final day in 2005. The AVP Pro Beach Volleyball Tournament is also held on the beach each year. Huntington Beach holds an Annual Cruise of Lights Boat Tour every winter holiday. This is a parade of colorful lighted boats through the Huntington Harbour bayside neighborhood. In late February, kite fliers flock to the Annual Kite Party. Professional kite fliers hold demonstrations and kite fliers of all skills come and show off their varied and amazing kites. Huntington Beach is also the host city of the National Professional Paintball League Super 7 Paintball Championships. The NPPL holds its first event of the year traditionally in March. Other annual events include the Huntington Beach Pier’s Polar Plunge on Jan. 1; Miss Huntington Beach Scholarship Pageant; Easter Hunt; Duck-A- Thon, Concours d’Elegance; Surf City 5K Run; City of Huntington Beach Distance Derby; Huck Finn Fishing Derby; Civil War Reenactment; SoCal Independent Film Festival; Senior Saturday Community Festival; Oktoberfest; Running for the Birds 5K/10K Run; Main Street Halloween Celebration; and New Year’s Eve Senior Ballroom Dance.

The City of Huntington Beach holds monthly events including Ballroom Dance run by the Huntington Beach Council on Aging, Bolsa Chica Wetlands Tour, and Huntington Beach Disc Golf Tournament. Some events are held every week as well. These include a Farmer’s Market and Art-A-Faire, Saturday Sunrise Car Cruisers, Surf City Nights Street Fair, and a Swap Meet at Golden West College.

Transportation The City of Huntington Beach has 1,121 lane miles of public streets and has easy freeway access to Los Angeles International Airport, John Wayne Orange County Airport, and Long Beach Airport. The city also offers bus service and rail freight service. The ports of Long Beach and Los Angeles are located less than 20 miles away from the city and provide shipping and travel services.

The Transportation Division of the Department of Public Works is responsible for providing a safe and efficient transportation system within the City of Huntington Beach that supports a balanced use of vehicular, pedestrian, transit and bicycle activity while servicing the residential, commercial and industrial needs of the community. This includes oversight of the design and maintenance of all traffic control devices and pole lighting on City property, sign, marking, signal, and lighting maintenance, traffic signal operation, lighting, and the bus shelter program.

Traffic safety and control is enforced by the Traffic/Aero Bureau of the Huntington Beach Police Department. The primary function of the Traffic/Aero Bureau is to provide for safe movement of traffic within the City of Huntington Beach. This bureau also includes School Crossing Guards.

Highways – The major highways in Huntington Beach are Pacific Coast Highway (Highway 1) on the coast connecting the beach cities, the San Diego Freeway (I- 405) connecting with all other major freeways in Southern California, and Beach Boulevard (Highway 39) running directly through the heart of Huntington Beach. The Pacific Coast Highway is also a national scenic byway and one of the most unique highways in America, stretching from San Diego through Huntington Beach past San Francisco. Bordering the city and state beaches as it runs through the City of Huntington Beach, this highway is recognized by Congress in the National Scenic Byways Program of the Federal Highway Administration as an “All-American Road” and is designated as a Scenic Highway by the State of California.

Airports – John Wayne Airport (20 minutes), Long Beach Airport (30 minutes), and Los Angeles International Airport (45 minutes) serve Huntington Beach and the greater Orange County area.

Bus – Regional bus service is offered through the Orange County Transportation Authority (OCTA). There are nine routes currently in Huntington Beach. Major bus lines, such as Greyhound and Trailways, also provide transportation to the area.

Rail – For passenger service, Amtrak stations are located in Santa Ana and Anaheim, each approximately 20 minutes away. The Union Pacific Railroad serves the City’s Gothard Street with freight transportation to this industrial corridor that forms the central spine of the community. This rail service permits direct line shipment to the Midwest and Northwest.

Seaports – The Ports of Long Beach and Los Angeles are located 18 miles northwest and provide worldwide access to the global marketplace. The Ports of Long Beach and Los Angeles are committed to promoting maritime commerce and international trade.

Government

City Government The City of Huntington Beach is a full service city. Founded in the late 1880s, Huntington Beach was incorporated as a Charter City in 1909 and has a City Council/City Administrator form of government. Since its incorporation, Huntington Beach has made a name for itself through open, responsive city government. Its major departments include the City Administrator's office, Building and Safety, Planning, Library Services, Public Works, Community Services, Information Services, Human Resources, Finance, Economic Development and Police and Fire. The residents of Huntington Beach are represented by ten elected officials: the seven City Council Members and the City Attorney, City Clerk and City Treasurer. The elected city council adopt laws, sets standards, approves contracts, determines municipal policy, and appoints a city administrator to be responsible for the day-to-day operation of the city.

City Council Members are elected to four year terms and subject to term limits that restrict them from serving more than two consecutive terms. The Mayor and Mayor Pro-Tem are selected from among the City Council Members. The largely ceremonial posts are determined by seniority on the City Council and the number of votes a Council Member is elected with. The City Council meets the first and third Monday of each month. Unless otherwise announced, the meetings are held in the City Council Chambers and typically begin at 4 P.M. with a study session or closed session meeting. The televised portion of the City Council meeting starts at approximately 6 P.M. and can be viewed on cable television on channel 3. Council meetings are web cast live and also archived on the city's website. The Civic Center, including the City Council Chambers, is located at 2000 Main Street, Huntington Beach, CA 92648.

The City Attorney , City Clerk and City Treasurer are also elected offices. These three elected officials also serve four year terms, but are not subject to term limits. The City Attorney represents the City in all legal matters and before administrative bodies. The City Clerk is the City's official Custodian of Records and preserves and maintains, in protective custody, all documents certifying City Council actions. The City Treasurer receipts all transactions for the City's annual budget of approximately $329 million and manages an investment portfolio of over $200 million.

The City of Huntington Beach operates with 15 departments. Three departments are headed by elected officials (City Attorney, City Clerk, and City Treasurer). The other 12 departments report, and are accountable, to the City Administrator. . The City Administrator's office is responsible for the city's day-to-day operations and oversees city departments. The City Administrator and two Deputy City Administrators are accountable for the overall management of the city's 1,100 employees and $348 million budget. Huntington Beach's City Administrator directs and coordinates the city's day-to-day operations, and works with the elected City Attorney, City Clerk, and City Treasurer to effectively manage the city. Working closely with the City Administrator are two Deputy City Administrators

A total city budget for each year is approved by City Council. The general fund makes up about 50 percent of this budget figure. Other funds include: water, capital projects, redevelopment, internal service, transportation, debt service, refuse, and other enterprises. Projects and services are budgeted from these resources. The largest source of revenue for the general fund is property tax at $30.9 million, making up 22% of the general fund. The next two highest resources are sales tax at $26.6 million, 19% of the city's general fund, and utility tax at $19.1 million, 14% of the general fund.

The City receives 1% of the taxable sales collected on retail purchases. Sales tax is one measurement of the City's economic vitality. Car sales and the sale of auto supplies comprise the City's largest retail segment contributing to the City's sales tax base. A Transient Occupancy Tax (TOT) is the tax paid by guests staying in hotels. Huntington Beach is fast becoming a destination resort area. The 10% TOT amount has increased as additional hotel and motel rooms have been added. This revenue source is expected to increase further as proposed downtown hotels and conference facilities are completed and operational.

Safety Fire protection in Huntington Beach is provided by the Huntington Beach Fire Department. The Huntington Beach Fire Department is a modern, well-equipped force that specializes in fire fighting, emergency medical, ambulance transport, fire prevention, and environmental protection. Fire prevention is crucial in a city with major oil production facilities and ongoing commercial and industrial development. Professionally trained Fire Department firefighters and paramedics respond from all eight fire stations, helping make Huntington Beach a safer, more secure community. The voluntary FireMed Program, available to community residents, has over 26,000 households as members. FireMed provides part of the critical financial support for paramedic and ambulance services. The City sponsors a Community Emergency Response Team (CERT) and has classes for volunteers to help citizens provide aid in their own neighborhoods in the event of a disaster. The Fire Department also has a cadre of volunteers including a senior's home inspection program (SHIP) that provides fire safety education to senior citizens.

Law enforcement is provided by the Huntington Beach Police Department. Huntington Beach is fortunate to have state-of-art communications and operations equipment to support the City's law enforcement efforts. Each patrol vehicle is equipped with a mobile data computer. Modern, turbine-powered police helicopters patrol the City day and night. The Police Department is staffed with well-trained, well-educated officers, and has its own full-service crime laboratory that allows for quick processing and evidence analysis. Huntington Beach is regularly included among the 15 safest communities in the United States, according to FBI statistics.

The city's lifeguards are recognized as some of the best in the world with a top notch safety record. Lifeguards patrol the 3.5-mile shoreline from dawn to dusk, 365 days a year. Lifeguard Services, a part of Huntington Beach's Marine Safety Operation, provides public safety from Beach Blvd. north to Sea Point Ave. Marine Safety Staff provides public safety through a variety of functions and responsibilities. The Ocean Lifeguard performs a vital role in providing frontline protection of life, limb, and property. Marine Safety Officers patrol and respond to ocean rescues, major medical and law enforcement incidents from their emergency vehicles and vessels. Marine Safety staffs are highly skilled experts in aquatic rescue and incident command. They are trained and equipped to respond to a variety of rescue incidents within and outside of their primary jurisdiction. This training and equipment make Marine Safety Specialized Rescue Teams a valuable resource for the city, and to other agencies requesting mutual aid assistance.

City Services Voting - All United States citizens 18 years or older who have established residency in the city for at least 30 days are eligible to vote. To be eligible to vote in a particular election, voters must be registered at least 30 days prior to an election. Voters must re-register upon change of address. The City Clerk's Office, located on the second floor of City Hall at 2000 Main Street has voter registration forms available for the public. Residents can pick one up in person, or contact the office by phone at (714) 536-5227 and request that the form is mailed. Once the registration form is received, simply take a few minutes to fill it out and drop it in the mail. Voter registration is also available on the Orange County Registrar of Voters website at www.oc.ca.gov/election.

Communications - Four newspapers generally cover the Huntington Beach community: The Orange County Register, The Los Angeles Times, the weekly Huntington Beach Independent, and the weekly Huntington Beach Wave. The Huntington Beach Independent regularly publishes the official public notices for the City of Huntington Beach. HBTV-3, a city operated government channel, broadcasts City Council and Planning Commission meetings. Commercial radio, television, telephone, and Internet connections are widely available.

Health Care - Several medical clinics and a full service hospital are located in Huntington Beach. The Huntington Beach Hospital is a 133-bed facility centrally located in the city on Beach Boulevard. Medical centers, doctor, and dental offices are located throughout the community and serve a wide variety of specialties. The Huntington Beach Community Clinic and Dental Offices help meet the medical and dental needs for uninsured or low-income residents.

Animal Control - Animal Care Services promotes responsible pet ownership; health and safety of people and animals; and spay/neuter programs. The Animal Care Center provides temporary shelter and medical care for "lost" owned or stray animals and opportunities for adoption of these animals. Animal Care Services is a division of Orange County Health Care Agency. Animal Care Services provides pet licensing and patrol services to 19 contract cities, including Huntington Beach, and all the unincorporated areas of Orange County. Animal Care Services Care Center houses and provides medical care for impounded dogs, cats and exotic animals. Adoption services are also available. Animal Care Services is located at 561 The City Drive South, Orange, CA 92868. You can reach Animal Control Services at (714) 935-6848.

Utilities - Utilities in the City of HB include: Southern Edison Company, Southern California Gas Company, Municipal Water, Verizon Telephone and Video, and Time Warner Cable.

Department of Motor Vehicles (DMV) - The nearest DMV offices are located in Costa Mesa and Westminster. Services provided by DMV offices include Vehicle Registration, Driver License and Information (ID) Card Processing. Generally, DMV offices are open Monday, Tuesday, Thursday and Friday 8am to 5pm and Wednesday 9am to 5pm. Many DMV offices are open one Saturday per month from 8am-noon. For faster service, make an appointment online at www.dmv.ca.gov, or by calling 1-800-921-1117 or 1- 800-777-0133 before you visit a DMV office. To schedule a driving test appointment, you must call 1-800- 777-0133 between 8:00 am and 5:00 pm PST and speak to a DMV representative.

Post Office - United States Post Services has several offices in Huntington Beach including: 316 Olive Ave., 92648; 6771 Warner Ave., 92647; and 7328 Center Ave., 92605. For more information or locations, call 1-800-ASK-USPS or visit www.usps.com

Social Security Office - The Social Security Office for the City of Huntington Beach is located at SOCIAL SECURITY, SUITE B, 17075 Newhope Street, Fountain Valley, CA 92708. For hours and services, contact the office at 1-800- 772-1213 or visit their website at www.ssa.gov.

Huntington Beach Chamber of Commerce -- The Huntington Beach Chamber of Commerce is a strong business leader in the community. The Huntington Beach Chamber is intrinsically involved in the plans, strategies, programs, and services that promote a favorable business climate, improve the quality of life, and support orderly growth and development. The Chamber has over 1,000 members and promotes these businesses through ribbon cuttings, networking events, community events, marketing, and other services. For more information call (714) 536-8888 or visit their website at www.hbchamber.org.

Huntington Beach Small Business Assistance Center -- The Huntington Beach Small Business Assistance Center (HBSBAC) goal is to provide entrepreneurs with an overview of management, marketing, and financial information and resources necessary to compete in today's challenging business environment. The Huntington Beach SBAC assists new or existing businesses to learn more about basic business principles through seminars, one-on-one counseling, and resource materials. For more information or to schedule a free appointment with the SBAC counselor, call (714) 536-8888.

Business Development -- The City Economic Development Department's Business Development Division seeks to attract new businesses and support existing business through retention and expansion efforts. The Business Development Division works on one of the City's primary goals of maintaining a viable business environment throughout the community. The City works closely with commercial brokers, retail and industrial businesses, the Huntington Beach Chamber of Commerce, and other business organizations. For business assistance in Huntington Beach, call (714) 536-5582 or visit the comprehensive Economic Development Department website at www.hbbiz.com.

Huntington Beach Conference and Visitors Bureau -- Huntington Beach is increasingly becoming a visitor destination. There are eighteen hotels and motels in the City, including the new 517-room Hyatt Regency Resort and Spa, with accommodations in a wide budget range. The Huntington Beach Conference and Visitors Bureau plays a vital role in promoting the City. The Bureau operates a Visitors Center that handles thousands of call-in, walk-in and email inquiries every year. It publishes and distributes an annual 68-page Visitor Guide, a Meeting Planners Guide, and a four-color rack brochure available in major cities across the western U.S. The Bureau is responsible for www.surfcityusa.com, the official travel, lifestyle and entertainment website for the City, including the most comprehensive Calendar of Events listing of HB special events available anywhere in the world. The Bureau also is responsible for advertising and public relations programs aimed at generating overnight guests coming to Huntington Beach, funded entirely by a special Business Improvement District assessment. For more information call (714) 969-3492 or visit www.surfcityusa.com.

Houses of Worship - All of the major religious affiliations are represented in Huntington Beach in over 50 houses of worship. The Greater Huntington Beach Interfaith Council (GHBIC) represents all faiths and religions who come together to host special events, such as the Annual Procession of Lights, and other gatherings.

Education The Huntington Beach community is proud of its educational system that provides learning opportunities for its nearly 50,000 students of all ages. Huntington Beach offers residents a superb educational system with 35 elementary schools and five high schools located in the city. Together, more than 50 public and private schools offer elementary, middle, high school and adult education to the residents of Huntington Beach. Further educational opportunities are offered in close proximity at Golden West College, Orange Coast College, the University of California, Irvine, and California State Universities at Long Beach and Fullerton. Golden West and Coastline community colleges are located within the city limits. Further educational opportunities are offered nearby at the University of Irvine, the California State Universities of Long Beach and Fullerton, and a number of private colleges. Our schools are the recipients of many state and national awards. In the last two years, a remarkable four Huntington Beach schools have received the prestigious National Blue Ribbon designation. For 2002-2003, Circle View Elementary and private Hebrew Academy in Huntington Beach earned the distinction. In 2001-2002, Isaac Sowers Middle School and Marine View. In the last few years, a remarkable number of Huntington Beach schools have also received California Distinguished School awards. In 2004, four Huntington Beach schools were named California Distinguished Schools: John R. Peterson Elementary in the Huntington Beach City School District; and Westmont, Village View and College View in the Ocean View School District. Four districts educate Huntington Beach elementary and middle school students: Huntington Beach City School District, Ocean View School District, Fountain Valley School District, and Westminster School District. The staff's high expectations for students and themselves are reflected in high performance levels and high test scores.

The Huntington Beach Union High School District oversees six high schools in the area, four located in Huntington Beach: Huntington Beach High School, Ocean View High School, Marina High School, and Edison High School. District wide, the Class of 2003 had over 3,000 graduates who experienced a rigorous level of preparation and were well prepared for future goals. Huntington Beach Union High School District makes it a priority to increase student participation in college admission testing, giving more students the opportunity to attend college and successfully meet their professional goals. For the Class of 2003, 55% of the graduates took the Scholastic Aptitude Test (SAT). Scores are soaring above California and national averages. A recent survey of graduating seniors indicated that 95% plan to earn a college degree. Recent graduates also earned scholarship offers of over seventeen million dollars. Our high quality schools are a major factor in preparing our youth for the workforce of the future. This district includes Edison High School, Huntington Beach High School, Marina High School, and Ocean View High School within the city; Fountain Valley High School in Fountain Valley, and Westminster High School in Westminster. The district also has two alternative schools, Valley Vista High School and the Community Day School, and an Independent Study School, Coast High School. The Huntington Beach Adult School is also a part of the district’s education system and has served the community for 38 years.

Huntington Beach is also home to two community colleges. The community colleges have a significant impact upon the local economy by further preparing Huntington Beach residents for higher education and the job market. The Coast Community College District (CCCD) serves the broader Huntington Beach area on three campuses. Golden West College was founded in 1966, and is proud to house the only nursing and police training programs in the District. Located in the northern part of Huntington Beach near the 405 Freeway, its innovative architecture and attractive landscaping define the 122-acre Golden West College campus. The college offers a wide range of career, transfer, certificate programs, and community service events. Services include counseling, financial aid, childcare, health center, and a nationally recognized disabled students program. A 350-seat theater, an art gallery, and a science museum provide cultural opportunities for students and the community. Community college students often complete Associate Arts Degrees, choose from a wide choice of training certificates, or fulfill their lower division credits before transferring to four- year universities.

Huntington Beach School Districts

District: Huntington Beach City School 20451 Craimer Lane / Huntington Beach, CA 92646 (714) 964-8888 / www.hbcsd.k12.ca.us

Ethel R. Dwyer Middle School 1502 Palm Avenue / Huntington Beach, CA 92648 / (714) 536-7507

Isaac L. Sowers Middle School 9300 Indianapolis Avenue / Huntington Beach, CA 92646 / (714) 962-7738

John H. Eader Elementary School 9291 Banning Avenue / Huntington Beach, CA 92646 / (714) 962-2451 Dr. Ralph E. Hawes Elementary School 9682 Yellowstone Drive / Huntington Beach, CA 92646 / (714) 963-8302

Huntington Seacliff Elementary School 6701 Garfield Avenue / Huntington Beach, CA 92646 / (714) 841-7081

S.A. Moffett Elementary School 8800 Burlcrest Avenue / Huntington Beach, CA 92646 / (714) 963-8985

Joseph R. Perry Elementary School 19231 Harding Lane / Huntington Beach, CA 92646 / (714) 962-3348

John R. Peterson Elementary School 20661 Farnsworth Lane / Huntington Beach, CA 92646 / (714) 378-1515

Agnes L. Smith Elementary School 770 17th Street / Huntington Beach, CA 92646 / (714) 536-1469

The Huntington Beach Adult School 16666 Tunstall Lane / Huntington Beach, CA 92647 / (714) 847-2873

Community Day School 1022 Westminster Mall / Westminster, CA 92683 / (714) 799-1414

District: Fountain Valley School 10055 Slater Avenue / Fountain Valley, CA 92708 (714) 843-3200 / www.fvsd.k12.ca.us

William T. Newland Elementary 8787 Dolphin Street / Huntington Beach 92646 / (714) 378-4200

Isojiro Oka Elementary 9800 Yorktown Avenue / Huntington Beach 92646 / (714) 378-4260

Samuel E. Talbert Middle School 9101 Brabham Drive / Huntington Beach 92646 / (714) 378-4220

District: Huntington Beach Union High School 5832 Bolsa Avenue / Huntington Beach, CA 92649 (714) 903-7000 / www.hbuhsd.org

Edison High School 21400 Magnolia Street / Huntington Beach, CA 92646 / (714) 962-1356

Huntington Beach High School 1905 Main Street / Huntington Beach, CA 92648 / (714) 536-2514

Marina High School 15871 Springdale Street / Huntington Beach, CA 92649 / (714) 893-6571

Ocean View High School 1701 Gothard St. / Huntington Beach, CA 92647 / (714) 848-0656 HUNTINGTON BEACH

2000 MAIN STREET INCORPORATED: 1909 HUNTINGTON BEACH, CA 92648 AREA: 27.4 square miles TELEPHONE: (714) 536-5511 WEBSITE: www.huntingtonbeachca.gov

Mayor: Don Hansen City Manager: (714) 536-5575 Mayor Pro Tem: Devin Dwyer Community Development: 536-6470 Council Members: Joe Carchio City Council: 536-5553 Matther Harper Parks & Recreation: 536-6620 Joe Shaw Fire Department: 536-5411 Keith Bohr Police Department: 960-8811 Connie Boardman Population Characteristics

Population 2010 Racial and Ethnic Population (*1) 2010 Population by Age (*1) Number % 1960: 11,492 (*1) Total % White 127,640 67.2% 1970: 115,960 (*1) 0-4 9,665 5.1% 1980: 170,505 (*1) Hispanic 32,411 17.1% 5-9 10,466 5.5% 1990: 181,519 (*1) Asian & Pacific Islander 20,792 10.9% 10-14 11,505 6.1% Black 1,635 0.9% 2000: 189,594 (*1) 15-19 12,044 6.3% All Other Races 7,514 4.0% 2010: 189,992 (*1) 20-24 11,354 6.0% Total Population: 189,992 100% 25-34 26,144 13.8% 2001: 190,860 (*2) 35-44 27,880 14.7% 45-54 30,131 15.9% 2002: 191,802 (*2) Current Projections Series (*4) 55-59 12,299 6.5% 2003: 192,650 (*2) Population (OCP-2010 Modified) 60-64 11,548 6.1% 2004: 193,069 (*2) 65-74 15,300 8.0% 2015 196,121 2005: 192,581 (*2) 75-84 8,376 4.4% 2006: 191,653 (*2) 2020 199,824 2025 204,050 85+ 3,280 1.7% 2007: 190,813 (*2) 2030 206,731 2008: 190,018 (*2) 2035 205,524 Total: 189,992 100.0% 2009: 190,076 (*2) 2010: 189,977 (*3) Median Age: 40.2 2011: 190,377 (*3) Vital Statistics (*5) Percent of County: 6.7% 2007 2008 2009 Total Births # 1,990 1,967 Birth Rate # 10.5 10.3 Total Deaths 1,203 1,254 1,290 Death Rate 6.3 6.6 6.8

Voter Registration, 2011 (*6) Democratic 36,028 Peace & Freedom 330 Republican 58,861 Misc. 676 Independent 3,633 Decline To State 27,691 Green 798 Libertarian 1,232 Total: 129,257 # Data not available Sources: (*1) April Decennial Census of Population, U.S. Census Bureau. (*5) OC Health Care Agency rates per 1,000 population. (*2) E-4 Released August 2011, State Dept. of Finance. 2009 is the latest published data by city. (*3) E-5 (Revised) Released May 2011, State Dept. of Finance. (*6) OC Registrar of Voters, 2011. (*4) Center for Demographic Research, CSUF.

2012 Orange County Progress Report Current Elementary

Attendance Areas

ELLIS AV

HUNT. SEACLIFF

n NEWLAND ST PERRY SEAPOINT ST n W YORKTOWN AVE

MAIN ST E UTICA AV

Huntington Beach City ST DELAWARE

ADAMS AV n School District GOLDENWEST ST SMITH BEACH BLVD n n INDIANAPOLIS AV n MOFFETT HAWES PETERSON ATLANTA AV

Elementary Schools n HAMILTON AV EADER ELEMENTARY BUSHARD ST

BROOKHURST ST HAWES ELEMENTARY

MAGNOLIA ST HUNTINGTON SEACLIFF ELEMENTARY n BANNING AV MOFFETT ELEMENTARY EADER PERRY ELEMENTARY PETERSON ELEMENTARY SMITH ELEMENTARY Tier 1 includes ELD classes for our English Learners to improve English fluency. Students use High Point 1 and High Point 2 for English Learners with little or no English skill, and for students emerging from High Point 2 transition into READ 180 CORE classes for 7th, and Ethel Dwyer Middle School 8th graders 1 to 2 years below grade level in reading skills. Two reading fluency assessments help in identifying targeted students as 1502 Palm Ave. • Huntington Beach, CA 92648 • (714) 536-7507 • Grades 6-8 well as CST scores and GPA; the ERIA and the Scholastic Reading Inventory (SRI) is used for all students in all CORE classrooms to identify Morgan Smith, Principal this data. Tier 2 includes is our Collaboration classes that pair students who are at below grade level on their ELA CST, as well as [email protected] students who have extra support services described in their IEP in the areas of English and History. Tier 2 also includes Special Day Classes for students with IEPs that generally require instruction two or more years below grade level and have mild to moderate 2011-12 School Accountability Report Card learning disabilities. Tier 3 classes are regular CORE classes. All other students not needing Tier 1 and 2 classes are placed in CORE classes using the multiple measures listed above. Students who are not proficient on the ELA CST or below a 2.0 GPA are given either a Published During the 2012-13 School Year Guided Support or Study Skills intervention class taught by their regular CORE teacher. These students are targeted to receive this intervention to help push them to ELA CST proficiency. Students with learning disabilities are placed with students without learning

disabilities throughout the tiered system unless specifically scheduled into a Collab class. Dwyer has specially designated collaborative classes at each grade level for students with learning disabilities and are grouped with regular education students with similar skills. About the SARC These classes have a regular education teacher, a special education teacher, and a special education aide. These classes have the Every school in California is required by state law to publish a School Accountability Report Card appropriate grade level curriculum expectations. Special Education students may also be placed in any other literacy level class (SARC), by February 1 of each year. The SARC contains information about the condition and depending on multiple measures and the IEP team's recommendation. All non special education students who are at 1 year below grade performance of each California public school. All data are reported for the 2011-12 school-year, level and above in literacy skills are placed in one of 3 additional levels. There are specially designed CORE classes for learners who have unless otherwise indicated. For more information about SARC requirements, see the California Basic skills and are considered 1 year below grade level to low grade level skills. There are special classes for Proficient to Advanced Department of Education (CDE) SARC webpage at www.cde.ca.gov/ta/ac/sa/. For additional learners, and we have GATE Cluster classes for students who have high- Advanced skills. information about this school, please contact the school administration at (714) 536-7507.

Huntington Beach Our Math program is almost exactly like our CORE program. Using multiple measures students are assigned to one of 7 levels at each School Description grade. For example, 6th graders may take instruction in a Special Day class if they are 2 or more years below grade level. They may take City School District We will provide an environment where students learn about themselves and the world around Math 6 Basic if they are between 2 years below and grade level. If they have learning disabilities they may take a collaborative class of 20451 Craimer Lane them, develop their potential, and acquire the skills necessary to become life-long learners. Math 6 Basic with regular education students. They take Math 6 if they are at grade level or above. They may take Pre Algebra (a 7th Huntington Beach, CA 92646 grade level class with about 93 6th graders this year), and they may even take Algebra 1. So far we have no 6th graders who have taken (714) 964-8888 We envision a school that provides an environment that focuses on high academic instruction and Geometry, a class take by about 30 eighth graders this year. Seventh and 8th grade have similar math programs to 6th grade. In www.hbcsd.k12.ca.us values responsibility! addition, all 6th graders who have not achieved proficiency on the Math CST have an intervention math class along with their regular

math class. These classes are also tiered. Certain English Learners have an intervention class that uses web based programs including District Governing Board Dwyer Middle School provides a stimulating, quality instructional environment for approximately Study Island, and individual 7th and 8th grade tutors for each student; All remaining 6th graders who need interventions are grouped in Celia Jaffe 1262 students in the northwest section of Huntington Beach, seven blocks from the ocean. Dwyer one of two levels depending on their apparent skill level using multiple measures of evaluation by their math teachers. 7th graders also Rosemary Saylor has continued to raise its API score each year and is now the top middle school in HBCSD. The may be placed in 1 of 2 intervention classes in addition to their regular math classes as well using multiple measures to assess their level Shari Kowalke Dwyer staff, over 50 members strong, is dedicated to the proposition that all students can learn of need. These classes also utilize the Study Island web-based program among other intervention strategies. Eighth Grade Science is and find success. We have created classes that help students achieve at this high level of tiered as well. Students who are recommended by the 7th grade science teacher may take 8th Grade Honors Science. Some English Bridget Kaub performance. We are confident that with our help, students will master the challenging academic Learners and other students with below grade level reading skills may take classes specially designed to meet their needs. All other Brian E. Rechsteiner program we have created at Dwyer. We work collaboratively with colleagues, students, and students take Science 8. As will all of our academic programs, students may move between levels as appropriate to their learning needs. parents to ensure that our academic programs continue to improve. As with all of our academic programs, students are constantly monitored using our multiple measures to assure that they are in the District Administration right classes. Wherever any doubt exists, students are always place in the higher level. We want instruction to be slightly above every Gregory Haulk In 2011 Dwyer targeted interventions for subgroups that have struggled to meet their AYP goals, student's comfort zone. Superintendent which include Hispanic, English Language Learners and Low Socio-Economic Status subgroups in both English Language Arts and Math. These students are targeted in our intervention and Dwyer supports two major interventions aimed at salvaging student performance data. Dwyer has instituted an after school tutoring Jennifer Shepard academic groups for the 2012/13 school year as well. Dwyer continues to raise it's API each year services for all students who sign up to receive it. Students receive grade level support from HBHS National Honor Society members help Assistant Superintendent and though it climbed from 883 in 2011, it continued to struggle in these specific areas.Our goal is Dwyer students who struggle in all subject areas. Dwyer then implemented ZAP (Zero's Aren't Permitted) to clean up the number of Educational Services to reach a score of 900 and meet all of our AYP goals. students receiving D's or F's on their report cards. Dwyer is also using PBIS (Positive Behavior Intervention System), to reward students for their hard work. School Paycheck is a web based student checking account where students receive Dwyer Dollars to spend at our In order to continue to raise the bar for all of our students and to close the gap for students with campus student store. Teachers can reward students with these dollars for perfect attendance and classroom behavior. Students and Deborah Cockrell below grade level skills, Dwyer teachers will continue a tiered approach to placing students in parents can log in to view their balance and save for school items they might not otherwise be able to afford as a family. Assistant Superintendent CORE language arts/social studies, math, and science. Students are placed in one of 8 possible Human Resources literacy skill levels in language arts; one of 7 possible math skill levels, and one of 4 possible skill levels in 8th grade science. Each student is placed according to a multiple measures approach that includes on-going teacher formative assessment, GPA, CST assessments, teacher Jon M. Archibald recommendations, district common assessments, and collaboratively created teacher Assistant Superintendent assessments. When appropriate students move between levels as skills improve or lag. Placement Administrative Services in our CORE program is as follows.

Using multiple measures, each Dwyer student is assessed at the end of the school year and at the

beginning of the next year to determine their CORE (Literacy/Social Studies) placement, and to see if they need interventions outside the regular classroom setting. Dwyer has instituted a comprehensive, tiered literacy program for all students.

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Dwyer Middle - Huntington Beach City School District Opportunities for Parental Involvement The administration and staff at Dwyer Middle School have a deep respect for community input, and a coordinated strategic plan has School Facility Conditions and Planned Improvements (School Year 2012-13) been developed to involve parents and other community members. Every fall parents are invited to meet teachers at Dwyer's Back-to- This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: School Night and gain an understanding of the vision, expectations, and practices in each class. The Family Night Dinner follows a few • Description of the safety, cleanliness, and adequacy of the school facility • Description of any planned or recently completed facility improvements weeks later, and it provides a social evening for staff and parents to become better acquainted. Throughout the year, there are • The year and month in which the data were collected numerous opportunities for parents and community members to team with staff and develop the plans and policies that guide the • Description of any needed maintenance to ensure good repair school in technology, health and safety, drug and tobacco education, student achievement awards, and textbook adoption. The Parent

Teacher Student Association (PTSA) and the School Site Council (SSC)regularly collaborate with parents to help define school direction. Year and month in which data were collected: August 21, 2012 In the spring, parents and the community are invited to Dwyers Open House to see a sampling of each students academic accomplishments. The PTSA and SSC are only two of the many possibilities for parent involvement. At the beginning of the year, parents The main building at Dwyer School was built in 1934 and consists of an office area, auditorium and 31 classrooms. An addition in 1995 provides a are given a list of areas on campus where help is needed and appreciated. Typically, the school logs more than 12,000 hours of library, multipurpose room and 9 classrooms. A locker room building was added in 2008 providing upgraded facilities for boys and girls physical volunteer service, but as many as 36,000 additional hours have been provided. There are many ways in which community members education. interact with Dwyer students and offer their support to the school. Students from Huntington Beach High School provide tutoring services; local businesses donate prizes for the positive referral program; and senior citizens volunteer their time to help in the This site has 2 solar arrays on the upper field, in the front of the main building, providing shade for students and the site has been retrofit with energy classrooms. Local businesses and organizations sponsor contests in art and writing to strengthen student learning. efficient interior and exterior lighting.

Dwyers students participate in numerous community projects planned by the Leadership class and the National Junior Honor Society, Dwyer added air conditioning to a computer lab to prevent computers from overheating and make the room more comfortable. and students also become involved in the community through their local congregations. The partnership that exists between the school Improvements/repairs completed during 2012 included repair of the stucco that was damaged on various buildings on the campus and remodeling of and the community enhances the educational experience and encourages community involvement and support. The Huntington Beach the former Home Economics room into a larger open space classroom for music instruction and other large group activities. Many classrooms (25) had Education Foundation, a joint business and educational partnership,provides funding for teacher mini-grants, classroom speakers, projectors mounted to the ceilings to assist with interactive instruction provided by the addition of SmartBoards. supplemental materials and supports the parent educational opportunities. Dwyer will continue to invest in additional security cameras on campus to decrease vandalism incidents after hours. Student Enrollment by Grade Level Average Class Size and Class Size Distribution Facilities are inspected continuously by custodial and maintenance personnel and work orders are submitted as needed. Grade Level Number of Students Number of Classrooms* Average Class Size 1-20 21-32 33+ Gr. 6-- 420 School Facility Good Repair Status (School Year 2012-13) Gr. 7-- 415 Year 10 11 12 10 11 12 10 11 12 10 11 12 This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Gr. 8-- 427 English 26.61 28.8 27.8 14 3 5 26 21 18 10 4 6 • Determination of repair status for systems listed Total-- 1,262 Math--- 29.00 24.2 31.3 12 8 0 18 10 16 15 4 10 • Description of any needed maintenance to ensure good repair Science 25.61 32.9 31 3 0 0 20 5 16 8 8 10 • The Overall Rating (bottom row) Student Enrollment by Group SS----- 27.00 27.9 27.8 4 4 5 27 20 18 9 4 6 Group Percent of Total Enrollment * Number of classes indicates how many classrooms fall into each size category School Facility Good Repair Status (a range of total students per classroom). At the secondary school level, this Black or African American------0.5 Repair Status Repair Needed and information is reported by subject area, English, Math, Science and Social System Inspected American Indian or Alaska Native--- 0.6 Science (SS), rather than grade level. Exemplary Good Fair Poor Action Taken or Planned

Asian------9.9 Systems: [ ] [X] [ ] [ ] Suspensions and Expulsions Gas Leaks, Mechanical/HVAC, Sewer Filipino------0.7 Interior: [ ] [X] [ ] [ ] Hispanic or Latino------22.2 School 09-10 10-11 11-12 Interior Surfaces Native Hawaiian/Pacific Islander 0.4 Suspensions Rate 10.85 9.07 14.3 Cleanliness: [ ] [X] [ ] [ ] White 59.3 Expulsions Rate 0.08 0.39 .10 Overall Cleanliness, Pest/ Vermin Infestation Two or More Races 6.5 District 09-10 10-11 11-12 Electrical: [ ] [X] [ ] [ ] Socioeconomically Disadvantaged 24.9 Suspensions Rate 4.05 4.23 4.8 Electrical English Learners 10.7 Expulsions Rate 0.01 0.09 .10 Restrooms/Fountains: [ ] [X] [ ] [ ] Restrooms, Sinks/ Fountains Students with Disabilities 7.1 * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment (and multiplying by 100). Safety: [ ] [X] [ ] [ ] Fire Safety, Hazardous Materials School Safety Plan This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, Structural: [ ] [X] [ ] [ ] updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Structural Damage, Roofs External: [ ] [X] [ ] [ ] Goal #1: All students and staff members are provided a safe teaching and learning environment. Playground/School Grounds, Windows/ Goal #2: All students are safe and secure while at school, when traveling to and from school, and when traveling to and from school related activities. Doors/Gates/Fences Goal #3: District programs and approved community resources are made available to students and parents. Overall Rating [ ] [X] [ ] [ ] Goal #4: Schools provide the educational environment where students, parents, staff, and community members shall effectively communicate in a manner that is respectful to all cultural, racial and religions backgrounds.

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Dwyer Middle - Huntington Beach City School District Teacher Credentials Core Academic Classes Taught by Highly Qualified Teachers The Federal Elementary and Secondary Education Act (ESEA), also known School 09-10 10-11 11-12 Teacher Misassignments and Vacant Teacher Positions at this School Expenditures Per Pupil and School Site Teacher Salaries as No Child Left Behind (NCLB), requires that core academic subjects be School 10-11 11-12 12-13 (Fiscal Year 2010-11) Fully Credentialed 46 45 47 taught by Highly Qualified Teachers, defined as having at least a Expenditures Per Pupil Average Without Full Credential 0 0 0 Teachers of English Learners 0 0 0 bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more Level Teacher Total Teacher Misassignments 0 0 0 Total Restricted Unrestricted Teaching Outside Subject Area 8 10 10 information, see the CDE Improving Teacher and Principal Quality Salary Districtwide 09-10 10-11 11-12 Vacant Teacher Positions 0 0 0 webpage at: www.cde.ca.gov/nclb/sr/tq/ School Site- 4,152.13 775.41 3,376.72 73,273 * “Misassignments” refers to the number of positions filled by teachers who ♦ ♦ Percent of Classes In Core Academic Subjects ♦ ♦ Fully Credentialed 290 lack legal authorization to teach that grade level, subject area, student group, District------1,472.52 $71,546 Core Academic Classes Taught by Highly Qualified Teachers Without Full Credential ♦ ♦ 0 etc. State------♦ ♦ $5,455 $69,404 Taught by Highly Not Taught by Highly Location of Classes Percent Difference: School Site/District 56.39% % Qualified Teachers Qualified Teachers Professional Development Percent Difference: School Site/ State % % This School 99.43 0.57 This section provides information on the number of days provided for professional development and continuous professional growth in the most * Supplemental/Restricted expenditures come from money whose use is recent three year period. Districtwide controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. All Schools 99.8 0.2 All training and curriculum development at Dwyer Middle School revolves around the California State Content Standards, the Common Core Standards * Basic/Unrestricted expenditures are from money whose use, except for and Frameworks. Teachers align classroom curriculum to ensure that all students either meet or exceed state proficiency levels. High-Poverty Schools 0 0 general guidelines, is not controlled by law or by a donor.

Social Worker------N/A Highest Teacher Salary $90,042 $85,481 Staff members attend teaching seminars and other events designed to enhance their teaching techniques and expand their knowledge base. Teachers new to the profession are supported by peer coaching and are encouraged to attend in services offered by the West Orange County Consortium for Nurse------N/A Average Principal Salary (ES) $109,661 $107,739 Special Education or education consultants. Teachers are encouraged to attend subject-specific seminars and major conferences and share what they Speech/Language/Hearing Specialist 1.3 Average Principal Salary (MS) $104,543 $111,540 learn with other staff members. Resource Specialist------N/A Average Principal Salary (HS) $110,146

Other------N/A Superintendent Salary $183,871 $180,572 The Beginning Teacher Support and Assessment (BTSA) program offers additional support and opportunities to new teachers. The program is designed to assist those new to teaching to expand and deepen their teaching skills, help the school district retain more new teachers, and improve learning Average Number of Students per Staff Member Percent of District Budget opportunities for students. Classified staff and instructional assistants are provided training and development opportunities at the school, district, and Academic Counselor------N/A Teacher Salaries 45% 42% county levels. In-services for classified staff are geared to their specialty areas. * One Full-Time Equivalent (FTE) equals one staff member working full-time; Administrative Salaries 6% 5% one FTE could also represent two staff members who each work 50 percent * For detailed information on salaries, see the CDE Certificated Salaries & of full-time. Staff members on campus collaborate in Professional Learning Communities at the site and district level. At the site level there are departmental, Benefits webpage at www.cde.ca.gov/ds/fd/cs/. whole staff and leadership level opportunities for teachers to design, implement and evaluate best practices and data that drives instruction. Course offerings are determined by student need and offered by highly qualified and credentialed teachers. Administration observes and evaluates the Types of Services Funded (Fiscal Year 2011-12) curriculum and instruction of each teacher in the classroom. All staff members work together to improve the learning of all students at Dwyer Middle This section provides specific information about the types of programs and services available at the school that support and assists students. For School. example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) status.

Dwyer Middle School staff see themselves as an essential part of the support system for students. Our teachers, classified staff, assistant principal, and the principal join with the school psychologist, nurse, speech and language specialist, and resource specialist to ensure the well-being of students. The ratio of academic counselors provided by Outreach Concern counseling services to students is 2:1,262. Student guidance provided by the assistant principal is complemented by a school psychologist who provides individual and group short-term counseling. The district nurse is scheduled at Dwyer Middle School for two half days each month. The nurse and health clerk are responsible for student care, health counseling, and record keeping. Two consulting nurses conduct immunizations, vision and hearing testing, and scoliosis screenings. The Student Study Team meets at least three times each week to discuss referred students. Strategies are discussed and plans are implemented to assist students to achieve success at school.

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Dwyer Middle - Huntington Beach City School District Dwyer Middle Schools Gifted and Talented Education (GATE) program is part of the language arts and social science curriculum for identified students Note: Scores are not shown when the number of students tested is ten or EdData Partnership Web Site in sixth through eighth grades. GATE classes are taught by appropriately trained, certificated teachers. The district's special education program less, either because the number of students in this category is too small EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis addresses the needs of students with special needs through appropriate assessment, identification of problem areas, placement, program for statistical accuracy or to protect student privacy. Management and Assistance Team (FCMAT) that provides extensive implementation, evaluation, and review. Huntington Beach City School District participates in the West Orange County Consortium for Special financial, demographic, and performance information about California’s Education (WOCCSE), which also serves Fountain Valley, Ocean View, Westminster, and Huntington Beach Union High school districts. The consortium The Standardized Testing and Reporting (STAR) Program consists of public kindergarten through grade twelve school districts and schools. allows participating districts to pool special education resources and expertise. Dwyer Middle School offers both a Resource Specialist Program and several key components, including: Special Day Class in a collaborative model; students receive instruction in the regular classroom with assistance from Special Education teachers and • California Standards Tests (CSTs), which include English- 2012 STAR Results by Student Group instructional aides. language arts (ELA) and mathematics (Math) in grades two through eleven; science in grades five, eight, and nine through eleven; and Percent of Students Scoring at Dwyer's Zero's Aren't Permitted (ZAP) program supports students with Title 1, EIA, and SLIP funding. All students who struggle with homework history-social science (H-SS) in grades eight, and nine through Group Proficient or Advanced completion are given the opportunity to seek extra help and are assigned ZAP if they failed to complete a homework assignment in the ZAP classroom. eleven. ELA Math Science H-SS • California Modified Assessment (CMA), an alternate All Students in the LEA 81 75 86 74 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) assessment that is based on modified achievement standards in ELA This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are for grades three through eleven; mathematics for grades three All Student at the School 77 69 86 71 sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted through seven, Algebra I, and Geometry; and science in grades five Male------73 67 89 72 textbooks or instructional materials. and eight, and Life Science in grade ten. The CMA is designed to Female------81 71 83 70 assess those students whose disabilities preclude them from Year and month in which data were collected: October 2011 achieving grade-level proficiency on an assessment of the California Black or African American content standards with or without accommodations. American Indian or Alaska Native • California Alternate Performance Assessment (CAPA), This section provides information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used Asian------90 79 91 85 at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials. includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those Filipino------Pursuant to the settlement of Williams vs. the State of California, Huntington Beach City School District thoroughly inspected each of its school sites at students with significant cognitive disabilities whose disabilities Hispanic or Latino 62 54 78 57 prevent them from taking either the CSTs with accommodations or the start of the 2010-11 school year to determine whether or not each school had sufficient and good quality textbooks, instructional materials, and/or Native Hawaiian/Pacific Islander science laboratory equipment. modifications or the CMA with accommodations. White------80 72 88 73 All students, including English Learners, are required to be given their own individual textbooks and/or instructional materials (in core subjects), for use The assessments under the STAR Program show how well students are Two or More Races------89 81 100 80 doing in relation to the state content standards. On each of these in the classroom. Additionally, all textbooks and instructional materials used within the District must be aligned with the California State Content Socioeconomically Disadvantaged 58 50 74 53 Standards and frameworks, with final approval by the Board of Education. assessments, student scores are reported as performance levels. English Learners------30 30 43 23 Textbooks and instructional materials used in the district in the core subject areas of English-Language Arts, Mathematics, Science, and History-Social For detailed information regarding the STAR Program results for each Students with Disabilities 57 50 69 34 Science grade and performance level, including the Percent of Students not tested, see the CDE STAR Results Web site at star.cde.ca.gov. Students Receiving Migrant Education Services

STAR Results for All Students - Three-Year Comparison Textbooks and Instructional Materials California Physical Fitness Test Results Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption Percent of Students Scoring at Proficient or Advanced The California Physical Fitness Test (PFT) is administered to students in Reading/Language Arts Prentice Hall Subject School District State grades five, seven, and nine only. This table displays by grade level the Percent of Students meeting the fitness standards for the most recent The textbooks listed are Yes Adoption Year 2003 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12 testing period. For detailed information regarding this test, and from most recent adoption: ELA---- 75 76 77 77 78 81 52 54 56 comparisons of a school’s test results to the district and state, see the Percent of students lacking 0.0% CDE PFT webpage at www.cde.ca.gov/ta/tg/pf/. their own assigned Math--- 74 71 69 74 74 75 48 50 51 textbook: Grade Percent of Students Meeting Fitness Standards Science 77 82 86 82 84 86 54 57 60 Level 4 of 6 5 of 6 6 of 6 Mathematics McDougal Littell - 6-7 H-SS--- 65 65 71 65 72 74 44 48 49 The textbooks listed are Yes Adoption Year 2002 ---7--- 13.5 21.3 53.9 from most recent adoption: Internet Access Percent of students lacking 0.0% Prentice Hall - 7-8 DataQuest Internet access is available at public libraries and other locations that are their own assigned Adoption Year 2002 DataQuest is an online data tool located on the CDE DataQuest webpage publicly accessible. Access to the Internet at libraries and public locations textbook: at dq.cde.ca.gov/dataquest/ that contains additional information about is generally provided on a first-come, first-served basis. Other use this school and comparisons of the school to the district, the county, and Science Pearson Prentice Hall restrictions may include the hours of operation, the length of time that a the state. Specifically, DataQuest is a dynamic system that provides The textbooks listed are Yes Adoption Year 2008 workstation may be used (depending on availability), the types of reports for accountability (e.g., state Academic Performance Index [API], from most recent adoption: software programs available on a workstation, and the ability to print federal Adequate Yearly Progress [AYP]), test data, enrollment, high Percent of students lacking 0.0% documents. school graduates, dropouts, course enrollments, staffing, and data their own assigned regarding English learners. textbook:

History-Social Science Teachers' Curriculum Institute The textbooks listed are Yes Adoption Year 2007 from most recent adoption: Percent of students lacking 0.0% their own assigned textbook:

2011-12 School Accountability Report Card for Ethel Dwyer Middle School Page 7 of 9 2011-12 School Accountability Report Card for Ethel Dwyer Middle School Page 8 of 9

Dwyer Middle - Huntington Beach City School District Academic Performance Index API Growth by Student Group - 2012 Growth API Comparison The Academic Performance Index (API) is an annual measure of state This table displays, by student group, the number of students included in academic performance and progress of schools in California. API scores the API and the 2012 Growth API (API-G) at the school, district, and state range from 200 to 1,000, with a statewide target of 800. For detailed level. information about the API, see the CDE API webpage at Group School District State www.cde.ca.gov/ta/ac/ap/. All Students Students 1,181 5,377 4,664,264 API Growth by Student Group – Three-Year Comparison at the School API-G 887 902 788 Actual API Change Group Black or Students 6 29 313,201 09-10 10-11 11-12 African American API-G 845 710 All Students at the School 17 3 4 American Indian or Students 8 24 31,606 Black or African American Alaska Native API-G 855 742 American Indian or Alaska Native Asian------Students 121 508 404,670 Asian------15 -1 API-G 952 956 905 Filipino------Filipino------Students 8 33 124,824 Hispanic or Latino 23 0 19 API-G 903 869 Native Hawaiian/Pacific Islander Hispanic Students 264 965 2,425,230 White------15 5 1 or Latino API-G 815 838 740 Two or More Races Native Hawaiian/ Students 5 23 26,563 Socioeconomically Disadvantaged 22 -2 8 Pacific Islander API-G 855 775 English Learners 33 -13 12 White------Students 696 3,458 1,221,860 Students with Disabilities API-G 898 911 853 Academic Performance Index Ranks - Three-Year Comparison Two Students 73 335 88,428 This table displays the school’s statewide and similar schools’ API ranks. or More Races API-G 929 927 849 The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in Socioeconomically Students 295 929 2,779,680 the state, while a statewide rank of 10 means that the school has an API Disadvantaged API-G 792 821 737 score in the highest ten percent of all schools in the state. The similar English Learners Students 136 434 1,530,297 schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the API-G 756 806 716 school’s academic performance is comparable to the lowest performing Students Students 110 599 530,935 ten schools of the 100 similar schools, while a similar schools rank of 10 with Disabilities means that the school’s academic performance is better than at least 90 API-G 712 757 607 of the 100 similar schools. Adequate Yearly Progress Academic Performance Index Ranks - Three-Year Comparison The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: API Rank 2009 2010 2011 • Participation rate on the state’s standards-based assessments in ELA Statewide------9 9 9 and mathematics Similar Schools------6 6 6 • Percent proficient on the state’s standards-based assessments in ELA and mathematics Federal Intervention Program (School Year 2012-13) • API as an additional indicator • Graduation rate (for secondary schools) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator Detailed information about AYP, can be found at the CDE Adequate (API or graduation rate). After entering PI, schools and districts advance Yearly Progress (AYP) webpage at www.cde.ca.gov/ta/ac/ay/. to the next level of intervention with each additional year that they do AYP Criteria School District not make AYP. For detailed information about PI identification, see the Made AYP Overall No No CDE PI Status Determinations webpage: Met Participation Rate: English-Language Arts Yes Yes www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Met Participation Rate: Mathematics Yes Yes Indicator School District Met Percent Proficient: English-Language Arts No No Program Improvement Status In PI In PI Met Percent Proficient: Mathematics No No First Year of Program Improvement 2012-2013 2012-2013 Met API Criteria Yes Yes Year in Program Improvement Year 1 Year 1 Met Graduation Rate (if applicable) N/A N/A Number of Schools Currently in Program Improvement 2 Percent of Schools Currently in Program Improvement 22.2

2011-12 School Accountability Report Card for Ethel Dwyer Middle School Page 9 of 9

Dwyer Middle - Huntington Beach City School District

Clarity of Assessment Goals and Practices (Progress Indicators) - We will employ a variety of methods to measure the learning progress Isaac L. Sowers Middle School of every student. Teachers, in collaboration with their department, will develop consistent grading practices in support of the 9300 Indianapolis Ave. • Huntington Beach, CA 92646 • (714) 962-7738 • Grades 6-8 instructional program. Assessment information will be used to guide the learning process, refine instructional plans, and inform parents Cynthia Guerrero, Ed.D., Principal of their child's academic progress. [email protected] Emphasis on Active Participation- We will promote active student participation in co-curricular programs. The middle school years offer 2011-12 School Accountability Report Card students their first real opportunity to enjoy a range of extracurricular activities, engage in exploratory study, and participate in the performing arts. We recognize the potential of these programs to enhance the health and fitness of young adolescents, improve Published During the 2012-13 School Year academic performance, and build positive links between school, families, and the local community.

Sowers Middle School opened in 1972, as a 6th through 8th grade middle school. Sowers is located in a city characterized by miles of beautiful Pacific shoreline, bicycle paths, parks, and an ecological preserve. The school is one of two middle schools and seven About the SARC elementary schools serving over seven thousand students in Huntington Beach. The school facility is attractive, well-maintained, and Every school in California is required by state law to publish a School Accountability Report Card situated in a residential area adjacent to a park. There are 41 classrooms which are allocated for general, elective, and special education (SARC), by February 1 of each year. The SARC contains information about the condition and classes and support services. The school also offers a Multipurpose Room, known as the Little Theatre, a boys and a girls Physical performance of each California public school. All data are reported for the 2011-12 school-year, Education locker room and 13 portable buildings. Assemblies, students programs, and large activities are conducted in a large spacious unless otherwise indicated. For more information about SARC requirements, see the California interior school mall complete with stage and sound system. Technologically, Sowers is fully networked in all classrooms with both Department of Education (CDE) SARC webpage at www.cde.ca.gov/ta/ac/sa/. For additional hardwired and wireless networking capabilities. information about this school, please contact the school administration at (714) 962-7738.

Huntington Beach Sowers Middle School offers a rich elective program and school clubs, committees and activity groups for students to join. In addition, Vision pyramids of intervention classes have been designed to help students experiencing difficulty at school find success. Sowers Middle City School District Isaac L. Sowers students will experience an academically challenging and supporting learning School also offers a GATE program, in the CORE areas of Language Arts and Social Studies, a well-designed special education program 20451 Craimer Lane environment which promotes the realization of all students' full potential. comprised of a Resource Specialist Program, mild to moderate Special Day Class and moderate to severe Special Day class. Our math Huntington Beach, CA 92646 program provides leveled math learning for students with the ability for students to take Geometry here at Sowers or more advanced (714) 964-8888 Beliefs classes in a cooperative program offered by Edison High School. www.hbcsd.k12.ca.us Our dedicated and knowledgeable staff recognizes the developmental uniqueness of the middle

school child and demonstrates a commitment to foster the conditions necessary for student A talented and enthusiastic staff enables Sowers Middle School to be a school where students enjoy attending; parents feel support and District Governing Board achievement. School personnel model the qualities and characteristics they expect to instill in teachers have the tools to help their students learn. Our instructional teams work collaboratively, under the construct of Professional Celia Jaffe students. Learning Communities, to develop and implement programs that excite, motivate, and engage all learners. Our teachers care deeply Rosemary Saylor about all aspects of the school program, participate in shared decision-making and engage in professional development activities Shari Kowalke Nurturing Learning Environment is one that is inviting, safe, and purposeful which is conducive to intended to build skills enabling them to meet students' needs, understand the uniqueness of the middle school aged child and perform learning. Parents and staff will work together to provide students with the time, support, and with distinction. Our support staff are non-teaching personnel who work together to nurture the intellectual, physical, emotional Bridget Kaub encouragement they need to achieve. capacities of each child. Support staff members are well trained, experienced, and are enthusiastic about meeting student needs. Our Brian E. Rechsteiner Student Body of approximately 1257 regular and special education students represent a cross-section of cultural, racial and ethnic Supportive Structure and Schedule- We are organized to promote meaningful professional backgrounds, as well as an array of ability levels from the learning handicapped to the intellectually gifted. The virtues of mutual respect District Administration collaboration with a focus on learning and providing access for all students. Teams are viewed as and recognition of personal dignity are fostered and nurtured by students and staff. The contributions, achievements and progress of Gregory Haulk the building blocks for a strong Professional Learning Community. We place a high priority on ALL students are valued and respected. The parents and community are part of the Sowers learning community. As volunteers in school, Superintendent protecting instructional and collaborative planning time, maintaining reasonable class size and as speakers and committee members, and through financial aide and support, PTSA and various advisory committees are vital to the providing supportive student services during the regular school day. success of our educational program. Sowers ethnic profile is 84% Caucasian, 9.8% Other, 10% Asian, 15.8% Hispanic and 1% American Jennifer Shepard Indian. Assistant Superintendent Standards-based Curriculum-We will provide a core curriculum that can be enriched, extended, or Educational Services differentiated to meet the individual learning needs of students. Education in the fine and Opportunities for Parental Involvement practical arts, physical education, and language student are valued as integral parts of the Parents and the community are very supportive of the educational program at Sowers Middle School. The Sowers Middle School PTSA instructional program. We will provide a standards-based learning environment which clearly has made generous contributions of time and money to numerous programs and activities. PTSA fundraisers enable the school to offer Deborah Cockrell establishes criterion for subject mastery and that identifies what students will know and be able programs in art and music, and also enrich classroom learning experiences through donations that support assemblies and field trips, Assistant Superintendent to do as a result of completing the instructional program. The scope and sequence of the and/or purchase instructional supplies. Other generous contributions have been made by the following organizations: Alchemy Human Resources curriculum will reflect a continuum of offerings that challenge all students. Computing, Adult Day Center, DeLillo Chevrolet, Bagelmania, Ronald McDonald House, Nike, Shelter for Battered Women, QSP, Patriot PC Solutions, Fountain Valley Mobil Oil, Boeing, Sugar Shack, Froghouse Surf Shop (Newport Beach), Target, Wienerschnitzel, Focus on Best Practices of Instruction- We will develop and implement a wide array of strategies Huntington Beach Police Department, Tillys, Hurley International, The Huntington Beach Education Foundation, Chevron Corporation's Jon M. Archibald to optimize student learning. Technology will be integrated into the instructional process as a Donors Choose, (a joint business and educational partnership) provides funding for teacher mini-grants, classroom speakers, Assistant Superintendent means to achieve specific curricular outcomes. We value an ongoing process of vertical supplemental materials and supports parent educational opportunities. Administrative Services articulation with their elementary and high school colleagues to ensure a continuum of instruction.

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Sowers Middle - Huntington Beach City School District Student Enrollment by Grade Level Average Class Size and Class Size Distribution New concrete ramps with handrails were added to 5 portable buildings and a ramp for the double portable classroom at the front of the campus was rebuilt and reinforced. Grade Level Number of Students Number of Classrooms* Average Class Size Gr. 6-- 395 1-20 21-32 33+ Other improvements during 2012 included new lighting and ceilings in the boys/girls locker rooms, 3 exterior doors were replaced and a damaged Gr. 7-- 438 Year 10 11 12 10 11 12 10 11 12 10 11 12 electrical conduit was replaced and relocated on portable 10.

Gr. 8-- 442 English 35.91 30.3 32.1 9 0 0 44 22 12 8 7 15 Facilities are inspected continuously by custodial and maintenance personnel and work orders are submitted as needed. Total-- 1,275 Math--- 28.74 30.5 31.3 8 2 0 19 7 19 16 7 15 Science 29.36 30.2 31.3 5 2 0 30 13 19 3 13 10 School Facility Good Repair Status (School Year 2012-13) Student Enrollment by Group SS----- 28.76 30.5 32.1 6 0 0 32 16 12 7 6 15 This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including:

Group Percent of Total Enrollment * 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 • Determination of repair status for systems listed Black or African American------1.1 information is reported by subject area, English, Math, Science and Social • Description of any needed maintenance to ensure good repair American Indian or Alaska Native--- 0.5 Science (SS), rather than grade level. • The Overall Rating (bottom row)

Asian------7.7 Suspensions and Expulsions School Facility Good Repair Status Filipino------0.4 Repair Status Repair Needed and Hispanic or Latino------15.7 School 09-10 10-11 11-12 System Inspected Exemplary Good Fair Poor Action Taken or Planned Native Hawaiian/Pacific Islander 0.5 Suspensions Rate 7.77 11.21 8.0 Systems: [ ] [X] [ ] [ ] White 70.3 Expulsions Rate 0.0 0.08 .10 Gas Leaks, Mechanical/HVAC, Sewer Two or More Races 3.9 District 09-10 10-11 11-12 Interior: [ ] [X] [ ] [ ] Socioeconomically Disadvantaged 11.5 Suspensions Rate 4.05 4.23 4.8 Interior Surfaces English Learners 3.1 Expulsions Rate 0.01 0.09 .10 Cleanliness: [ ] [X] [ ] [ ] Students with Disabilities 8.6 * The rate of suspensions and expulsions is calculated by dividing the total Overall Cleanliness, Pest/ Vermin Infestation number of incidents by the total enrollment (and multiplying by 100). Electrical: [ ] [X] [ ] [ ] School Safety Plan Electrical This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, Restrooms/Fountains: [ ] [X] [ ] [ ] updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Restrooms, Sinks/ Fountains Safety: [ ] [X] [ ] [ ] Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcomed and Fire Safety, Hazardous Materials required to check in at the school office upon arrival and obtain a visitors badge; visitors are required to return to the school office upon Structural: [ ] [X] [ ] [ ] departure. Visits are restricted at certain times of the year to minimize classroom disruption during activities such as STAR testing. Structural Damage, Roofs During lunch and before and after school, yard supervisors, teachers, and administrators supervise students and monitor the campus to External: [ ] [X] [ ] [ ] ensure a safe and orderly environment. As a proactive measure, the school installed a 17 closed-circuit camera security system. The Playground/School Grounds, Windows/ Comprehensive Safe School Plan was developed by the district to comply with Senate Bill 187 (SB 187) of 1997. The plan provides Doors/Gates/Fences students and staff a means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB Overall Rating [ ] [X] [ ] [ ] 187 within their safe school plans: current status of school crime; child abuse reporting procedures; disaster procedures, routine and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a school-wide dress code; safe ingress and egress of pupils, parents, and school employees; safe and orderly school environment; and school rules and Teacher Credentials Teacher Misassignments and Vacant Teacher Positions at this School procedures. The school evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe School School 09-10 10-11 11-12 School 10-11 11-12 12-13 Plan, are reviewed with school and district staff in the fall, at the start of each school year. The district progressively addresses structural Fully Credentialed 47 46 46 Teachers of English Learners 0 0 0 needs at each school to ensure facilities are safe and comply with education codes as well as building and safety regulations. Without Full Credential 0 0 0 Total Teacher Misassignments 0 0 0 School Facility Conditions and Planned Improvements (School Year 2012-13) Teaching Outside Subject Area 0 6 6 Vacant Teacher Positions 0 0 0 This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Districtwide 09-10 10-11 11-12 * “Misassignments” refers to the number of positions filled by teachers who • Description of the safety, cleanliness, and adequacy of the school facility lack legal authorization to teach that grade level, subject area, student group, ♦ ♦ • Description of any planned or recently completed facility improvements Fully Credentialed 290 etc. • The year and month in which the data were collected Without Full Credential ♦ ♦ 0 • Description of any needed maintenance to ensure good repair Professional Development Year and month in which data were collected: August 21, 2012 This section provides information on the number of days provided for professional development and continuous professional growth in the most recent three year period. Sowers Middle School, built in 1971, consists of a main building with five pods including administrative offices, library, stage, multipurpose room, a mall/cafeteria area, locker rooms and 28 classrooms. The site also has 14 portable classrooms added during the 1990's. All training and curriculum development at Sowers Middle School revolves around the California State Content Standards and Frameworks. Teachers align classroom curriculum to ensure that all students either meet or exceed state proficiency levels. This site has a solar array along the athletic fields in the back of the school that provides a shaded area for students and the site has been retrofit with energy efficient interior and exterior lighting. Huntington Beach City School District regularly collaborates with all levels of district and school site staff when developing professional development activities in alignment with the No Child Left Behind Improving Teacher Quality Expectations. Instructional program improvement is driven by student The hard surface area in the back of the school was extended to add 3 additional volleyball courts. needs and guided by state standards and frameworks. District and school administrators use site trend analyses, state testing, district-level assessments, teacher response, and administrator observations to identify more effective methods and strategies to achieve positive results for teachers and students.

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Sowers Middle - Huntington Beach City School District Expenditures Per Pupil and School Site Teacher Salaries Teacher and Administrative Salaries (Fiscal Year 2010-11) The Assistant Superintendent of Educational Services and principals meet monthly to analyze current instructional programs, instructional materials, (Fiscal Year 2010-11) State Average for implementation timelines, and student achievement. Feedback is gathered at the site level through direct input and staff observation. District Expenditures Per Pupil Average Category Districts In Same Amount Level Teacher Category The Sowers Middle School staff is continually involved in a process of curriculum development and staff training. District goals and objectives, Total Restricted Unrestricted Salary constructed in keeping with state frameworks, are used to set achievable benchmarks. Each content area, PLC, meets monthly to assess and refine its Beginning Teacher Salary $39,207 $41,246 educational goals. School Site- 4,138.09 721.13 3,416.96 72,067 Mid-Range Teacher Salary $73,823 $67,400 ♦ ♦ District------1,472.52 $71,546 Highest Teacher Salary $90,042 $85,481 Individual departments, the Leadership Team, the principal, and the School Site Council continually monitor the school plan. A major component of the State------♦ ♦ $5,455 $69,404 school plan is staff development. As needs are identified, training sessions are developed, in keeping with district direction, state frameworks, and Average Principal Salary (ES) $109,661 $107,739 recommended curricula. Percent Difference: School Site/District 56.91% % Average Principal Salary (MS) $104,543 $111,540 Percent Difference: School Site/ State % % Average Principal Salary (HS) $110,146 Training topics cover Thinking Maps, Path to Proficiency for English Learners, technology (document camera) training, differentiated instruction, * Supplemental/Restricted expenditures come from money whose use is Superintendent Salary $183,871 $180,572 student data interpretation. Throughout the 2011-2012 school year, math teachers visited other middle schools to observe instruction in algebra controlled by law or by a donor. Money that is designated for specific classrooms, and collaborated with other district teachers on Best Practices for algebra instruction. purposes by the district or governing board is not considered restricted. Percent of District Budget * Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. Teacher Salaries 45% 42% Teachers new to the profession are supported by peer coaching and are encouraged to attend in-services offered by the West Orange County Administrative Salaries 6% 5% Consortium for Special Education or education consultants. Teachers are encouraged to attend subject-specific seminars and major conferences and For detailed information on school expenditures for all districts in * For detailed information on salaries, see the CDE Certificated Salaries & share what they learn with other staff members. The Beginning Teacher Support and Assessment (BTSA) program offers additional support and California, see the CDE Current Expense of Education & Per-pupil Benefits webpage at www.cde.ca.gov/ds/fd/cs/. opportunities to new teachers. The program is designed to assist those new to teaching to expand and deepen their teaching skills, help the school Spending webpage at www.cde.ca.gov/ds/fd/ec/. For information on district retain more new teachers, and improve learning opportunities for students. teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. To look up Classified staff and instructional assistants are provided training and development opportunities at the school, district, and county levels. In-services for expenditures and salaries for a specific school district, see the Ed-Data classified staff are geared to their specialty areas. Web site at: www.ed-data.org.

Core Academic Classes Taught by Highly Qualified Teachers Academic Counselors and Other Support Staff at this School Types of Services Funded (Fiscal Year 2011-12) The Federal Elementary and Secondary Education Act (ESEA), also known Number of Full-Time Equivalent (FTE) This section provides specific information about the types of programs and services available at the school that support and assists students. For as No Child Left Behind (NCLB), requires that core academic subjects be example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) taught by Highly Qualified Teachers, defined as having at least a Academic Counselor------0 status. bachelor’s degree, an appropriate California teaching credential, and Social/Behavioral or Career Development Counselor 0 demonstrated core academic subject area competence. For more Library Media Teacher (Librarian) N/A A significant portion of Sowers School's categorical program budget is allocated for professional development activities to support improved information, see the CDE Improving Teacher and Principal Quality instruction. The district continuously explores ways to increase extended learning opportunities and improve intervention with at-risk students. Library Media Services Staff (Paraprofessional) .25 webpage at: www.cde.ca.gov/nclb/sr/tq/ Percent of Classes In Core Academic Subjects Psychologist------.8 Each year a portion of Sowers' School/Library Improvement Block Grant funds are used to enable staff members to attend teaching seminars and other Core Academic Classes Taught by Highly Qualified Teachers Social Worker------N/A events designed to enhance their teaching techniques and expand their knowledge base. Teachers who are new to the profession are supported by Taught by Highly Not Taught by Highly peer coaching and are encouraged to attend in-services. Teachers who attend conferences, seminars, and other events are encouraged to share what Location of Classes Nurse------N/A Qualified Teachers Qualified Teachers they learn with other staff members. Speech/Language/Hearing Specialist 1.2 This School 100 0 Resource Specialist------0 The Beginning Teacher Support and Assessment (BTSA) program offers additional support and opportunities to new teachers. The program is designed Districtwide Other------0 to assist those new to teaching to expand and deepen their teaching skills, help the school district retain more new teachers, and improve learning All Schools 99.8 0.2 Average Number of Students per Staff Member opportunities for students. High-Poverty Schools 0 0 Academic Counselor------N/A Gifted and Talented Education (GATE)Program cluster classes are provided for grades 6 through 8 for GATE identified students. * One Full-Time Equivalent (FTE) equals one staff member working full-time; Low-Poverty Schools 99.8 0.2 * High-poverty schools are defined as those schools with student eligibility of one FTE could also represent two staff members who each work 50 percent approximately 40 percent or more in the free and reduced price meals of full-time. program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.

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Sowers Middle - Huntington Beach City School District Note: Scores are not shown when the number of students tested is ten or EdData Partnership Web Site Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) less, either because the number of students in this category is too small EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are for statistical accuracy or to protect student privacy. Management and Assistance Team (FCMAT) that provides extensive sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted financial, demographic, and performance information about California’s textbooks or instructional materials. The Standardized Testing and Reporting (STAR) Program consists of public kindergarten through grade twelve school districts and schools. several key components, including:

Year and month in which data were collected: 10-2011 • California Standards Tests (CSTs), which include English- 2012 STAR Results by Student Group language arts (ELA) and mathematics (Math) in grades two through eleven; science in grades five, eight, and nine through eleven; and Percent of Students Scoring at Pursuant to the settlement of Williams vs. the State of California, Huntington Beach City School District thoroughly inspected each of its school sites at Proficient or Advanced the start of the 2008-09 school year to determine whether or not each school had sufficient and good quality textbooks, instructional materials, and/or history-social science (H-SS) in grades eight, and nine through Group science laboratory equipment. eleven. ELA Math Science H-SS • California Modified Assessment (CMA), an alternate All Students in the LEA 81 75 86 74 All students, including English Learners, are required to be given their own individual textbooks and/or instructional materials (in core subjects), for use assessment that is based on modified achievement standards in ELA All Student at the School 81 59 86 77 in the classroom. Additionally, all textbooks and instructional materials used within the District must be aligned with the California State Content for grades three through eleven; mathematics for grades three Standards and frameworks, with final approval by the Board of Education. through seven, Algebra I, and Geometry; and science in grades five Male------77 59 88 80 and eight, and Life Science in grade ten. The CMA is designed to Female------84 59 84 74 assess those students whose disabilities preclude them from

achieving grade-level proficiency on an assessment of the California Black or African American 69 38 Textbooks and Instructional Materials content standards with or without accommodations. American Indian or Alaska Native Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption • California Alternate Performance Assessment (CAPA), Asian------91 82 97 92 includes ELA and mathematics in grades two through eleven, and Reading/Language Arts Prentice Hall science for grades five, eight, and ten. The CAPA is given to those Filipino------The textbooks listed are Yes Adoption Year 2003 students with significant cognitive disabilities whose disabilities from most recent adoption: Hispanic or Latino 73 48 79 75 prevent them from taking either the CSTs with accommodations or Percent of students lacking 0.0% modifications or the CMA with accommodations. Native Hawaiian/Pacific Islander their own assigned White------81 59 87 76 textbook: The assessments under the STAR Program show how well students are Two or More Races------81 63 82 82 Mathematics McDougal Littell - 6-7 doing in relation to the state content standards. On each of these The textbooks listed are Yes Adoption Year 2002 assessments, student scores are reported as performance levels. Socioeconomically Disadvantaged 77 50 81 64 from most recent adoption: English Learners------31 18 Prentice Hall - 7-8 Percent of students lacking 0.0% For detailed information regarding the STAR Program results for each Students with Disabilities 55 37 59 42 their own assigned Adoption Year 2002 grade and performance level, including the Percent of Students not textbook: tested, see the CDE STAR Results Web site at star.cde.ca.gov. Students Receiving Migrant Education Services Science Pearson Prentice Hall The textbooks listed are Yes Adoption Year 2008 STAR Results for All Students - Three-Year Comparison from most recent adoption: California Physical Fitness Test Results Percent of Students Scoring at Proficient or Advanced Percent of students lacking 0.0% The California Physical Fitness Test (PFT) is administered to students in their own assigned Subject School District State grades five, seven, and nine only. This table displays by grade level the textbook: Percent of Students meeting the fitness standards for the most recent 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12 testing period. For detailed information regarding this test, and History-Social Science Teachers' Curriculum Institute ELA---- 76 79 81 77 78 81 52 54 56 comparisons of a school’s test results to the district and state, see the Adoption Year 2007 The textbooks listed are Yes CDE PFT webpage at www.cde.ca.gov/ta/tg/pf/. from most recent adoption: Math--- 61 58 59 74 74 75 48 50 51 Percent of Students Meeting Fitness Standards Percent of students lacking 0.0% Science 83 88 86 82 84 86 54 57 60 Grade their own assigned Level 4 of 6 5 of 6 6 of 6 H-SS--- 66 80 77 65 72 74 44 48 49 textbook: ---7--- 13.9 18.9 61.2 Foreign Language Prentice Hall, Spanish, 2004 Internet Access The textbooks listed are Yes DataQuest Internet access is available at public libraries and other locations that are from most recent adoption: DataQuest is an online data tool located on the CDE DataQuest webpage publicly accessible. Access to the Internet at libraries and public locations at dq.cde.ca.gov/dataquest/ that contains additional information about Percent of students lacking 0.0% is generally provided on a first-come, first-served basis. Other use this school and comparisons of the school to the district, the county, and their own assigned restrictions may include the hours of operation, the length of time that a textbook: the state. Specifically, DataQuest is a dynamic system that provides workstation may be used (depending on availability), the types of reports for accountability (e.g., state Academic Performance Index [API], Visual and Performing Arts Various music pieces; Plays magazine subscription for reference-current year; software programs available on a workstation, and the ability to print federal Adequate Yearly Progress [AYP]), test data, enrollment, high The textbooks listed are Yes documents. school graduates, dropouts, course enrollments, staffing, and data from most recent adoption: regarding English learners. Percent of students lacking 0.0% their own assigned textbook:

2011-12 School Accountability Report Card for Isaac L. Sowers Middle School Page 7 of 9 2011-12 School Accountability Report Card for Isaac L. Sowers Middle School Page 8 of 9

Sowers Middle - Huntington Beach City School District Academic Performance Index API Growth by Student Group - 2012 Growth API Comparison The Academic Performance Index (API) is an annual measure of state This table displays, by student group, the number of students included in academic performance and progress of schools in California. API scores the API and the 2012 Growth API (API-G) at the school, district, and state range from 200 to 1,000, with a statewide target of 800. For detailed level. information about the API, see the CDE API webpage at Group School District State www.cde.ca.gov/ta/ac/ap/. All Students Students 1,236 5,377 4,664,264 API Growth by Student Group – Three-Year Comparison at the School API-G 885 902 788 Actual API Change Group Black or Students 13 29 313,201 09-10 10-11 11-12 African American API-G 848 845 710 All Students at the School 9 9 3 American Indian or Students 5 24 31,606 Black or African American Alaska Native API-G 855 742 American Indian or Alaska Native Asian------Students 97 508 404,670 Asian------API-G 949 956 905 Filipino------Filipino------Students 5 33 124,824 Hispanic or Latino 21 -21 12 API-G 903 869 Native Hawaiian/Pacific Islander Hispanic Students 195 965 2,425,230 White------9 16 5 or Latino API-G 851 838 740 Two or More Races Native Hawaiian/ Students 6 23 26,563 Socioeconomically Disadvantaged -8 43 Pacific Islander API-G 855 775 English Learners White------Students 866 3,458 1,221,860 Students with Disabilities 8 23 -24 API-G 887 911 853 Academic Performance Index Ranks - Three-Year Comparison Two Students 49 335 88,428 This table displays the school’s statewide and similar schools’ API ranks. or More Races API-G 893 927 849 The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in Socioeconomically Students 135 929 2,779,680 the state, while a statewide rank of 10 means that the school has an API Disadvantaged API-G 851 821 737 score in the highest ten percent of all schools in the state. The similar English Learners Students 44 434 1,530,297 schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the API-G 827 806 716 school’s academic performance is comparable to the lowest performing Students Students 123 599 530,935 ten schools of the 100 similar schools, while a similar schools rank of 10 with Disabilities means that the school’s academic performance is better than at least 90 API-G 691 757 607 of the 100 similar schools. Adequate Yearly Progress Academic Performance Index Ranks - Three-Year Comparison The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: API Rank 2009 2010 2011 • Participation rate on the state’s standards-based assessments in ELA Statewide------9 9 9 and mathematics Similar Schools------2 1 2 • Percent proficient on the state’s standards-based assessments in ELA and mathematics Federal Intervention Program (School Year 2012-13) • API as an additional indicator • Graduation rate (for secondary schools) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator Detailed information about AYP, can be found at the CDE Adequate (API or graduation rate). After entering PI, schools and districts advance Yearly Progress (AYP) webpage at www.cde.ca.gov/ta/ac/ay/. to the next level of intervention with each additional year that they do AYP Criteria School District not make AYP. For detailed information about PI identification, see the Made AYP Overall No No CDE PI Status Determinations webpage: Met Participation Rate: English-Language Arts Yes Yes www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Met Participation Rate: Mathematics Yes Yes Indicator School District Met Percent Proficient: English-Language Arts No No Program Improvement Status In PI Met Percent Proficient: Mathematics No No First Year of Program Improvement 2012-2013 Met API Criteria Yes Yes Year in Program Improvement Year 1 Met Graduation Rate (if applicable) N/A N/A Number of Schools Currently in Program Improvement 2 Percent of Schools Currently in Program Improvement 22.2

2011-12 School Accountability Report Card for Isaac L. Sowers Middle School Page 9 of 9

Sowers Middle - Huntington Beach City School District Student progress monitoring is reviewed regularly with curriculum-based measures, trimesterly with local measures, and annually on statewide exams. Programs unique to Eader are the MIND Institute, which is a spatial-temporal reasoning math program, K-5 Music John H. Eader Elementary School Program, Beckman Science Kits (ScienceWorks), and Cognitively Guided Instruction (CGI), Thinking Maps, Write from the Beginning, and 9291 Banning Ave. • Huntington Beach, CA 92646 • (714) 962-2451 • Grades K-5 CATCH-PE which supplement our district-wide adoptions in English/Language Arts, Math, Science, and Social Science. Technology Debbi Randall, Principal improvements have been made with the installation of fiber optic lines to increase bandwidth, hub systems to increase computer to [email protected] student ratio, SMART Boards and docucameras in classrooms to increase access to online resources. Of course, our outstanding parent involvement supported by our PTA extends student learning and community building activities such as Family Reading Night, Family 2011-12 School Accountability Report Card Dinner Night, field trips and assemblies, and Art Masters to name a few. Volunteers log in over 15,000 hours to programs such as Surf Tales, in-class activities, math centers, reading centers, organizing school and community fundraisers, and contributing to decision- Published During the 2012-13 School Year making committees. The school is located in the southeastern section of Huntington Beach. The boundaries for Eader School include the Santa Ana River to the east, Atlanta to the north, Magnolia to the west, and Pacific Coast Highway to the south. Eader

School has served the community since 1966.

About the SARC Schoolwide goals for 2011-2012 are: Every school in California is required by state law to publish a School Accountability Report Card 1) Improve student achievement in ELA and Math by improving instructional strategies, targeted interventions, and using data to (SARC), by February 1 of each year. The SARC contains information about the condition and guide instructional decisions performance of each California public school. All data are reported for the 2011-12 school-year, 2) Improve student achievement science unless otherwise indicated. For more information about SARC requirements, see the California 3) Improve student achievement for under-represented groups- English learners, Hispanic, Students with Disabilities, and Socio- Department of Education (CDE) SARC webpage at www.cde.ca.gov/ta/ac/sa/. For additional economically disadvantaged students. information about this school, please contact the school administration at (714) 962-2451.

Huntington Beach Opportunities for Parental Involvement School Description City School District Parents and the community are very supportive of the educational programs at Eader School. The PTA and the Huntington Beach Our mission as the Eader School community is to provide a safe and appropriate environment in Education Foundation have made generous contributions of time and money to numerous programs and activities. PTA fundraisers 20451 Craimer Lane which ALL students LEARN. WE do this by working as a team and by modeling our expectations. Huntington Beach, CA 92646 enable the school to offer programs in art, music, and reading, and they also enrich classroom learning experiences through donations Eader students will reach their individual potential in order to be an asset to society. that support assemblies and field trips, and/or purchase instructional supplies. Parents volunteer in classrooms, coordinate student and (714) 964-8888 www.hbcsd.k12.ca.us community programs and events, and participate in school governance through School Site Council, as well as district committees. "It's a great day....to be an Eader Eagle!"

Student Enrollment by Grade Level Average Class Size and Class Size Distribution District Governing Board An exemplary school provides a warm, inviting climate that enables students to enjoy their Celia Jaffe Grade Level Number of Students Number of Classrooms* elementary school experience and results in a shared sense of pride in the school. At Eader Average Class Size Rosemary Saylor School, the following commitments guide our actions toward our shared vision: Kinder. 106 1-20 21-32 33+ Shari Kowalke Gr. 1-- 137 Year 10 11 12 10 11 12 10 11 12 10 11 12 1. All students can learn and achieve high standards of learning. Gr. 2-- 92 Kinder. 33 28.5 28.3 0 0 0 4 4 3 0 0 Bridget Kaub 2. Students need to not only develop a deep understanding of essential knowledge and skills, Gr. 3-- 110 Gr. 1-- 21.8 28 32 0 0 0 5 3 5 0 0 0 Brian E. Rechsteiner but also need to develop the capacity to apply their learning, and to reason, solve problems, and produce quality work. Gr. 4-- 78 Gr. 2-- 19.25 30.3 29.3 0 0 0 4 3 3 0 0 0 District Administration 3. Each student is a valued individual with unique physical, social, emotional, and intellectual Gr. 5-- 112 Gr. 3-- 26.5 31 29.7 0 0 0 4 2 3 0 0 0 Gregory Haulk needs. Total-- 645 Gr. 4-- 29 33.3 32 0 0 0 3 0 1 0 3 2 4. A safe and supportive learning environment promotes student achievement. Superintendent Gr. 5-- 31.0 32 27.5 0 0 0 3 1 4 0 0 0 5. The development of the curriculum, design of instructional activities, and the use of Student Enrollment by Group * Number of classes indicates how many classrooms fall into each size category Jennifer Shepard assessment measures are focused on providing learning opportunities and feedback systems (a range of total students per classroom). At the secondary school level, this Group Percent of Total Enrollment Assistant Superintendent that enable students to achieve success. information is reported by subject area, English, Math, Science and Social Educational Services 6. The allocation of our resources (e.g. staffing, time, instructional resources, facilities, financial Black or African American------0.5 Science (SS), rather than grade level. resources) in alignment with our mission and goals helps to maximize the opportunity for American Indian or Alaska Native--- 0.3 students to learn and experience success in schools. Asian------5.5 Suspensions and Expulsions Deborah Cockrell 7. Effective collaboration and communication with families, as partners in the education of their Filipino------0.9 School 09-10 10-11 11-12 Assistant Superintendent children, is essential to the success of our school. Hispanic or Latino------11 Suspensions Rate 1.02 1.11 1.10 Human Resources 8. Teachers, administrators, parents, and the community share the responsibility for advancing the schools mission and goals. Native Hawaiian/Pacific Islander 0.2 Expulsions Rate 0.0 0.0 0.0 9. Diversity enriches our school through the recognition of the contributions of a variety of White 75.1 District 09-10 10-11 11-12 ideas, values, and cultures. Jon M. Archibald Two or More Races 6.3 Suspensions Rate 4.05 4.23 4.8 Assistant Superintendent Socioeconomically Disadvantaged 14.8 Expulsions Rate 0.01 0.09 0.1 Administrative Services Eader School is a pre-school through fifth grade elementary school providing a stimulating quality English Learners 4.3 educational program for 660 students, including three special day classes, twenty regular * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment (and multiplying by 100). education classes, a resource program, GATE cluster classes, and English Learners program on a Students with Disabilities 4.6

traditional school calendar. Eader's fee-based preschool program focuses on literacy and arts education. Eader staff implements standards-based education while responding to the individual needs of students as measured by state and local tests.

2011-12 School Accountability Report Card for John H. Eader Elementary School Page 1 of 8 2011-12 School Accountability Report Card for John H. Eader Elementary School Page 2 of 8

Eader Elementary - Huntington Beach City School District School Safety Plan School Facility Good Repair Status This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, Repair Status Repair Needed and updated, and discussed with faculty; as well as a brief description of the key elements of the plan. System Inspected Exemplary Good Fair Poor Action Taken or Planned

Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcomed and required to check Structural: [ ] [X] [ ] [ ] in at the school office upon arrival and obtain a visitors badge; visitors are required to return to the school office upon departure. During lunch, Structural Damage, Roofs recesses, and before and after school, playground supervisors and teachers monitor students and school grounds, including the cafeteria and External: [ ] [X] [ ] [ ] playgrounds, to ensure a safe and orderly environment. The Comprehensive Safe School Plan was developed by the district to comply with Senate Bill Playground/School Grounds, Windows/ 187 (SB 187) of 1997. The plan provides students and staff a means of ensuring a safe and orderly learning environment. Each school includes the Doors/Gates/Fences following requirements of SB 187 within their safe school plans: current status of school crime; child abuse reporting procedures; disaster procedures, routine and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a school-wide Overall Rating [ ] [X] [ ] [ ] dress code; safe ingress and egress of pupils, parents, and school employees; safe and orderly school environment; and school rules and procedures. The school evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe School Plan, are reviewed with school and district staff in the fall, at the start of each school year. Teacher Credentials Teacher Misassignments and Vacant Teacher Positions at this School School 09-10 10-11 11-12 School 10-11 11-12 12-13 The district progressively addresses structural needs at each school to ensure facilities are safe and comply with education codes as well as building and Fully Credentialed 27 25 26 Teachers of English Learners 0 0 0 safety regulations. The school has also implemented Positive Behavior Interventions and Supports (PBIS), a research-based school wide expectation Total Teacher Misassignments 0 0 0 program, to address school climate. Office referrals have decreased providing evidence that 98% of students have zero referrals. Without Full Credential 0 0 0 Teaching Outside Subject Area 0 0 0 Vacant Teacher Positions 0 0 0 School Facility Conditions and Planned Improvements (School Year 2012-13) Districtwide 09-10 10-11 11-12 * “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Fully Credentialed ♦ ♦ 290 etc. • Description of the safety, cleanliness, and adequacy of the school facility ♦ ♦ • Description of any planned or recently completed facility improvements Without Full Credential 0 • The year and month in which the data were collected • Description of any needed maintenance to ensure good repair Professional Development Year and month in which data were collected: August 21, 2012 This section provides information on the number of days provided for professional development and continuous professional growth in the most recent three year period. Eader School, constructed in 1965, consists of nine separate buildings including an administration building with office and library, a multipurpose room, seven classroom buildings with 24 classrooms and a computer lab. The site has 8 portable classrooms added in the 1980's and a YMCA portable All training and curriculum development at Eader School revolves around the California State Content Standards and Frameworks. Teachers align building used for before and after school child care. classroom curriculum to ensure that all students either meet or exceed state proficiency levels.

This site has been retrofit with energy efficient interior and exterior lighting. Huntington Beach City School District regularly collaborates with all levels of district and school site staff when developing professional development activities in alignment with the No Child Left Behind Improving Teacher Quality Expectations. Instructional program improvement is driven by student Improvements completed during 2012 included filling cracks, repairing large areas, slurry coating and restriping of the main parking lot, adding needs and guided by state standards and frameworks. District and school administrators use site trend analyses, state testing, district-level isolation valves so water can be shut off to individual buildings, replacing a roof on a portable classroom building and interior painting of 10 classrooms. assessments, teacher response, and administrator observations to identify more effective methods and strategies to achieve positive results for teachers and students. Facilities are inspected continuously by custodial and maintenance personnel and work orders are submitted as needed. The Assistant Superintendent of Educational Services and principals meet monthly to analyze current instructional programs, instructional materials, School Facility Good Repair Status (School Year 2012-13) implementation timelines, and student achievement. Feedback is gathered at the site level through direct input and staff observation. Periodic This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Curriculum Development Committees are formed to address identified areas of need and focus. In the 2011-12 school year, professional development was incorporated into staff meetings, early release days on Thursdays, and substitute release days in the area of data analysis, Write from the

Beginning, Thinking Maps and CGI (Cognitive Guided Instruction). • Determination of repair status for systems listed

• Description of any needed maintenance to ensure good repair • The Overall Rating (bottom row) In alignment with the district's long-range curriculum plan, staff development opportunities are available for teachers, support personnel, administrators, and classified staff at Eader School. A comprehensive school plan is in place which guides curriculum improvement. Focus areas for each year are determined by student achievement, district focus areas, parent and staff survey results, and the textbook adoption cycle. Progress is School Facility Good Repair Status assessed yearly using multiple criteria including STAR testing results, writing sample results, reading test results, student work, teacher observation, Repair Status Repair Needed and and criterion-based testing. Each year, approximately ten percent of Eader's School Improvement funds are allocated to staff development. System Inspected Exemplary Good Fair Poor Action Taken or Planned A portion of our school funds are used to enable staff members to attend teaching seminars and other events designed to enhance their teaching Systems: [ ] [X] [ ] [ ] techniques and expand their knowledge base. Teachers new to the profession are supported by peer coaching and are encouraged to attend in- Gas Leaks, Mechanical/HVAC, Sewer services offered by the West Orange County Consortium for Special Education or education consultants. Teachers are encouraged to attend subject- Interior: [ ] [X] [ ] [ ] specific seminars and major conferences and share what they learn with other staff members. The Beginning Teacher Support and Assessment (BTSA) Interior Surfaces program offers additional support and opportunities to new teachers. The program is designed to assist those new to teaching to expand and deepen Cleanliness: [ ] [X] [ ] [ ] their teaching skills, help the school district retain more new teachers, and improve learning opportunities for students. Overall Cleanliness, Pest/ Vermin Infestation Electrical: [ ] [X] [ ] [ ] Classified staff and instructional assistants are provided training and development opportunities at the school, district, and county levels. In-services for Electrical classified staff are geared to their specialty areas.

Restrooms/Fountains: [ ] [X] [ ] [ ] Restrooms, Sinks/ Fountains Safety: [ ] [X] [ ] [ ] Fire Safety, Hazardous Materials

2011-12 School Accountability Report Card for John H. Eader Elementary School Page 3 of 8 2011-12 School Accountability Report Card for John H. Eader Elementary School Page 4 of 8

Eader Elementary - Huntington Beach City School District Core Academic Classes Taught by Highly Qualified Teachers The Beginning Teacher Support and Assessment (BTSA) program offers additional support and opportunities to new teachers. The program is designed to assist those new to teaching to expand and deepen their teaching skills, help the school district retain more new teachers, and improve learning The Federal Elementary and Secondary Education Act (ESEA), also known Expenditures Per Pupil and School Site Teacher Salaries opportunities for students. For experienced teachers, the Peer Assistance and Review Program utilizes the district's veteran teachers as "consultants" as No Child Left Behind (NCLB), requires that core academic subjects be (Fiscal Year 2010-11) taught by Highly Qualified Teachers, defined as having at least a to assist with staff development districtwide, with a particular focus on teacher needs. bachelor’s degree, an appropriate California teaching credential, and Expenditures Per Pupil Average demonstrated core academic subject area competence. For more Level Teacher Gifted and Talented Education Program cluster classes are provided for grades 2-5 for GATE identified students. All staff members are committed to Total Restricted Unrestricted information, see the CDE Improving Teacher and Principal Quality Salary creating and maintaining an environment where students can grow physically, emotionally, and intellectually into healthy, contributing citizens. webpage at: www.cde.ca.gov/nclb/sr/tq/ School Site- 4,594.99 1,119.74 3,475.25 $65,338 Percent of Classes In Core Academic Subjects District------♦ ♦ 1,472.52 $71,546 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) Core Academic Classes Taught by Highly Qualified Teachers This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are State------♦ ♦ $5,455 $69,404 Taught by Highly Not Taught by Highly sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted Location of Classes Percent Difference: School Site/District 57.63% % Qualified Teachers Qualified Teachers textbooks or instructional materials. Percent Difference: School Site/ State % % This School 100 0 * Supplemental/Restricted expenditures come from money whose use is Year and month in which data were collected: October 2011 Districtwide controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Pursuant to the settlement of Williams vs. the State of California, Huntington Beach City School District thoroughly inspected each of its school sites at All Schools 99.8 0.2 * Basic/Unrestricted expenditures are from money whose use, except for the start of the 2008-09 school year to determine whether or not each school had sufficient and good quality textbooks, instructional materials, and/or High-Poverty Schools 0 0 general guidelines, is not controlled by law or by a donor. science laboratory equipment. Low-Poverty Schools 99.8 0.2 For detailed information on school expenditures for all districts in * High-poverty schools are defined as those schools with student eligibility of California, see the CDE Current Expense of Education & Per-pupil All students, including English Learners, are required to be given their own individual textbooks and/or instructional materials (in core subjects), for use approximately 40 percent or more in the free and reduced price meals in the classroom. Additionally, all textbooks and instructional materials used within the District must be aligned with the California State Content program. Low-poverty schools are those with student eligibility of Spending webpage at www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Standards and frameworks, with final approval by the Board of Education. approximately 25 percent or less in the free and reduced price meals program. Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Textbooks and instructional materials used in the district in the core subject areas of English-Language Arts, Mathematics, Science, and History-Social Web site at: www.ed-data.org. Science Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Teacher and Administrative Salaries (Fiscal Year 2010-11) Academic Counselor------N/A Textbooks and Instructional Materials State Average for District Social/Behavioral or Career Development Counselor 0 Category Districts In Same Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption Amount Library Media Teacher (Librarian) N/A Category Reading/Language Arts Houghton Mifflin Library Media Services Staff (Paraprofessional) .25 Beginning Teacher Salary $39,207 $41,246 The textbooks listed are Yes Adoption Year 2003 from most recent adoption: Psychologist------.6 Mid-Range Teacher Salary $73,823 $67,400 Percent of students lacking 0.0% Social Worker------N/A Highest Teacher Salary $90,042 $85,481 their own assigned Nurse------N/A Average Principal Salary (ES) $109,661 $107,739 textbook:

Speech/Language/Hearing Specialist 3. Average Principal Salary (MS) $104,543 $111,540 Mathematics Houghton Mifflin Adoption Year 2002 Resource Specialist------N/A Average Principal Salary (HS) $110,146 The textbooks listed are Yes from most recent adoption: Other------N/A Superintendent Salary $183,871 $180,572 Percent of students lacking 0.0% Average Number of Students per Staff Member Percent of District Budget their own assigned textbook: Academic Counselor------N/A Teacher Salaries 45% 42% * One Full-Time Equivalent (FTE) equals one staff member working full-time; Administrative Salaries 6% 5% Science Pearson Scott Foresman one FTE could also represent two staff members who each work 50 percent * For detailed information on salaries, see the CDE Certificated Salaries & The textbooks listed are Yes Adoption Year 2008 of full-time. Benefits webpage at www.cde.ca.gov/ds/fd/cs/. from most recent adoption: Percent of students lacking 0.0% Types of Services Funded (Fiscal Year 2011-12) their own assigned This section provides specific information about the types of programs and services available at the school that support and assists students. For textbook: example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) History-Social Science Scott Foresman - K-1 status. The textbooks listed are Yes Adoption Year 2007 from most recent adoption: A significant portion of Eader School's categorical program budget is allocated for professional development activities to support improved instruction. Percent of students lacking 0.0% Houghton Mifflin The district continuously explores ways to increase extended learning opportunities and improve intervention with at-risk students. Teachers have their own assigned Adoption Year 2007 been trained in CGI, (Cognitive Guided Instruction for math), and Path to Proficiency and Thinking Maps for language development and pre-writing, and textbook: Write from the Beginning, for writing, to name a few! The K and 1st Grade teachers have also had training in DRA, Developmental Reading Awareness, to pinpoint specific areas of strength and weakness in early reading skills.

Each year a portion of Eader's School/Library Improvement Block Grant funds are used to enable staff members to attend teaching seminars and other events designed to enhance their teaching techniques and expand their knowledge base. Teachers who are new to the profession are supported by peer coaching and are encouraged to attend in-services. Teachers who attend conferences, seminars, and other events are encouraged to share what they learn with other staff members. In 2011-12, a portion of Eader's School/Library Improvement Program funds were used to provide before-school and after-school intervention programs for students who not proficient on state and district assessments.

2011-12 School Accountability Report Card for John H. Eader Elementary School Page 5 of 8 2011-12 School Accountability Report Card for John H. Eader Elementary School Page 6 of 8

Eader Elementary - Huntington Beach City School District Note: Scores are not shown when the number of students tested is ten or EdData Partnership Web Site Academic Performance Index API Growth by Student Group - 2012 Growth API Comparison less, either because the number of students in this category is too small EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis The Academic Performance Index (API) is an annual measure of state This table displays, by student group, the number of students included in for statistical accuracy or to protect student privacy. Management and Assistance Team (FCMAT) that provides extensive academic performance and progress of schools in California. API scores the API and the 2012 Growth API (API-G) at the school, district, and state financial, demographic, and performance information about California’s range from 200 to 1,000, with a statewide target of 800. For detailed level. The Standardized Testing and Reporting (STAR) Program consists of public kindergarten through grade twelve school districts and schools. information about the API, see the CDE API webpage at Group School District State several key components, including: www.cde.ca.gov/ta/ac/ap/. All Students Students 378 5,377 4,664,264 • California Standards Tests (CSTs), which include English- 2012 STAR Results by Student Group API Growth by Student Group – Three-Year Comparison language arts (ELA) and mathematics (Math) in grades two through at the School API-G 919 902 788 eleven; science in grades five, eight, and nine through eleven; and Percent of Students Scoring at Actual API Change Group Black or Students 1 29 313,201 history-social science (H-SS) in grades eight, and nine through Group Proficient or Advanced 09-10 10-11 11-12 African American API-G 845 710 eleven. ELA Math Science H-SS All Students at the School 40 8 10 • California Modified Assessment (CMA), an alternate All Students in the LEA 81 75 86 74 American Indian or Students 0 24 31,606 assessment that is based on modified achievement standards in ELA Black or African American Alaska Native API-G 855 742 for grades three through eleven; mathematics for grades three All Student at the School 80 84 90 American Indian or Alaska Native through seven, Algebra I, and Geometry; and science in grades five Asian------Students 24 508 404,670 Male------79 83 89 Asian------and eight, and Life Science in grade ten. The CMA is designed to Female------82 85 90 API-G 943 956 905 assess those students whose disabilities preclude them from Filipino------Filipino------Students 4 33 124,824 achieving grade-level proficiency on an assessment of the California Black or African American Hispanic or Latino content standards with or without accommodations. API-G 903 869 American Indian or Alaska Native Native Hawaiian/Pacific Islander • California Alternate Performance Assessment (CAPA), Asian------80 96 Hispanic Students 38 965 2,425,230 includes ELA and mathematics in grades two through eleven, and White------46 10 6 or Latino API-G 846 838 740 science for grades five, eight, and ten. The CAPA is given to those Filipino------Two or More Races students with significant cognitive disabilities whose disabilities Hispanic or Latino 66 66 82 Native Hawaiian/ Students 1 23 26,563 prevent them from taking either the CSTs with accommodations or Socioeconomically Disadvantaged Pacific Islander API-G 855 775 modifications or the CMA with accommodations. Native Hawaiian/Pacific Islander English Learners White------Students 292 3,458 1,221,860 White------84 85 90 Students with Disabilities The assessments under the STAR Program show how well students are Two or More Races------75 85 API-G 927 911 853 doing in relation to the state content standards. On each of these Academic Performance Index Ranks - Three-Year Comparison Two Students 18 335 88,428 assessments, student scores are reported as performance levels. Socioeconomically Disadvantaged 68 68 90 This table displays the school’s statewide and similar schools’ API ranks. or More Races English Learners------36 73 API-G 918 927 849 The statewide API rank ranges from 1 to 10. A statewide rank of 1 means For detailed information regarding the STAR Program results for each Students with Disabilities 80 88 that the school has an API score in the lowest ten percent of all schools in Socioeconomically Students 56 929 2,779,680 grade and performance level, including the Percent of Students not the state, while a statewide rank of 10 means that the school has an API Disadvantaged API-G 858 821 737 tested, see the CDE STAR Results Web site at star.cde.ca.gov. Students Receiving Migrant score in the highest ten percent of all schools in the state. The similar Education Services English Learners Students 22 434 1,530,297 schools API rank reflects how a school compares to 100 statistically STAR Results for All Students - Three-Year Comparison matched “similar schools.” A similar schools rank of 1 means that the API-G 903 806 716 California Physical Fitness Test Results school’s academic performance is comparable to the lowest performing Students Students 24 599 530,935 Percent of Students Scoring at Proficient or Advanced The California Physical Fitness Test (PFT) is administered to students in ten schools of the 100 similar schools, while a similar schools rank of 10 with Disabilities Subject School District State grades five, seven, and nine only. This table displays by grade level the means that the school’s academic performance is better than at least 90 API-G 869 757 607 Percent of Students meeting the fitness standards for the most recent of the 100 similar schools. 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12 testing period. For detailed information regarding this test, and Adequate Yearly Progress ELA---- 76 79 80 77 78 81 52 54 56 comparisons of a school’s test results to the district and state, see the The federal ESEA requires that all schools and districts meet the following CDE PFT webpage at www.cde.ca.gov/ta/tg/pf/. Academic Performance Index Ranks - Three-Year Comparison Math--- 79 84 84 74 74 75 48 50 51 Adequate Yearly Progress (AYP) criteria: API Rank 2009 2010 2011 Percent of Students Meeting Fitness Standards • Participation rate on the state’s standards-based assessments in ELA Science 79 78 90 82 84 86 54 57 60 Grade Statewide------8 9 9 Level 4 of 6 5 of 6 6 of 6 and mathematics H-SS--- 65 72 74 44 48 49 Similar Schools------1 3 4 • Percent proficient on the state’s standards-based assessments in ---5--- 14.3 30.4 49.1 ELA and mathematics Internet Access • API as an additional indicator DataQuest Federal Intervention Program (School Year 2012-13) Internet access is available at public libraries and other locations that are • Graduation rate (for secondary schools) DataQuest is an online data tool located on the CDE DataQuest webpage Schools and districts receiving federal Title I funding enter Program publicly accessible. Access to the Internet at libraries and public locations at dq.cde.ca.gov/dataquest/ that contains additional information about Improvement (PI) if they do not make AYP for two consecutive years in is generally provided on a first-come, first-served basis. Other use Detailed information about AYP, can be found at the CDE Adequate this school and comparisons of the school to the district, the county, and the same content area (ELA or mathematics) or on the same indicator restrictions may include the hours of operation, the length of time that a Yearly Progress (AYP) webpage at www.cde.ca.gov/ta/ac/ay/. the state. Specifically, DataQuest is a dynamic system that provides (API or graduation rate). After entering PI, schools and districts advance workstation may be used (depending on availability), the types of reports for accountability (e.g., state Academic Performance Index [API], to the next level of intervention with each additional year that they do AYP Criteria School District software programs available on a workstation, and the ability to print federal Adequate Yearly Progress [AYP]), test data, enrollment, high not make AYP. For detailed information about PI identification, see the Made AYP Overall Yes No documents. CDE PI Status Determinations webpage: school graduates, dropouts, course enrollments, staffing, and data Met Participation Rate: English-Language Arts Yes Yes regarding English learners. www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Met Participation Rate: Mathematics Yes Yes Indicator School District Met Percent Proficient: English-Language Arts Yes No Program Improvement Status In PI Met Percent Proficient: Mathematics Yes No First Year of Program Improvement 2012-2013 Met API Criteria Yes Yes Year in Program Improvement Year 1 Met Graduation Rate (if applicable) N/A N/A Number of Schools Currently in Program Improvement 2 Percent of Schools Currently in Program Improvement 22.2

2011-12 School Accountability Report Card for John H. Eader Elementary School Page 7 of 8 2011-12 School Accountability Report Card for John H. Eader Elementary School Page 8 of 8

Eader Elementary - Huntington Beach City School District Opportunities for Parental Involvement Colloboration, involvement and support of our parents and community are integral to our work at Hawes Elementary. Our PTA Dr. Ralph E. Hawes Elementary School continues to contribute time and resources to numerous programs and activities. This support includes: 9682 Yellowstone Drive • Huntington Beach, CA 92646 • (714) 963-8302 • Grades K-5 Julie Jennings, Principal Funding for fieldtrips and the purchase of instructional supplies (including computers); [email protected] Parent volunteers assist and support instruction in the classroom, in the Computer Lab, with rainy day schedules and activities on the playground and other tasks associated with classroom instruction; 2011-12 School Accountability Report Card Support with our Physical Education Program and Visual Arts programs in all classrooms; Published During the 2012-13 School Year Support through a part-time vocal music teacher; Reading Counts Program;

PTA sponsored events: Fall carnival, gardening, assemblies, Red Ribbon Week, and more;

About the SARC Classroom teachers have received funding for technology and other instructional materials through the Huntington Beach Educational Every school in California is required by state law to publish a School Accountability Report Card Foundation, through donorschoose and other grant opportunities. (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. All data are reported for the 2011-12 school-year, Local businesses have supported the school program by providing a portion of sales to our school. Local businesses include: Kohl's, unless otherwise indicated. For more information about SARC requirements, see the California Target, Corner Bakery, Market Broiler, Horace Mann Foundation and the Skating Center in Fountain Valley. Department of Education (CDE) SARC webpage at www.cde.ca.gov/ta/ac/sa/. For additional information about this school, please contact the school administration at (714) 963-8302. Student Enrollment by Grade Level Average Class Size and Class Size Distribution

Grade Level Number of Students Number of Classrooms* Huntington Beach Average Class Size School Description Kinder. 118 1-20 21-32 33+ City School District Hawes School is a Learning Community--where all participants--students, staff, parents are Gr. 1-- 116 Year 10 11 12 10 11 12 10 11 12 10 11 12 20451 Craimer Lane responsible for learning. We share the commitment that ALL students succeed in a rigorous Kinder. 28.25 26.8 30 0 1 0 4 3 4 0 0 0 Huntington Beach, CA 92646 curriculum. The following vision/mission will build our actions within a safe, friendly, and joyful Gr. 2-- 124 (714) 964-8888 learning environment. Gr. 3-- 124 Gr. 1-- 33.8 30 23.2 0 0 1 5 4 4 0 0 0 www.hbcsd.k12.ca.us Gr. 4-- 111 Gr. 2-- 21.2 28.6 31.2 0 0 0 5 5 5 0 0 0

WE BELIEVE that, with strong home and school support, all students can successfully acquire the Gr. 5-- 119 Gr. 3-- 28 31.3 30.3 0 0 0 3 3 4 1 0 0 District Governing Board skills needed to become lifelong learners. Total-- 726 Gr. 4-- 30.33 33.3 32 0 0 0 3 0 2 0 3 1 Celia Jaffe

Rosemary Saylor WE BELIEVE in a school climate that is built upon a foundation of teamwork collaboration, and Gr. 5-- 32.0 29.3 34.7 0 0 0 2 3 0 1 0 3 mutual respect among all groups. We are a professional learning community. Student Enrollment by Group * Number of classes indicates how many classrooms fall into each size category Shari Kowalke (a range of total students per classroom). At the secondary school level, this Group Percent of Total Enrollment Bridget Kaub information is reported by subject area, English, Math, Science and Social WE BELIEVE that an environment that supports risk-taking, creativity, and openness to new ideas Black or African American------0.3 Science (SS), rather than grade level. Brian E. Rechsteiner and technologies is essential to our vision of success. American Indian or Alaska Native--- 0.6

Asian------9.9 Suspensions and Expulsions District Administration WE BELIEVE that positive self-esteem and a strong sense of social responsibility are goals for School 09-10 10-11 11-12 Gregory Haulk every student. Filipino------0.3 Superintendent Hispanic or Latino------11.9 Suspensions Rate 0.46 0.44 1.7 WE BELIEVE that students will love learning and be challenged to reach their highest potential Native Hawaiian/Pacific Islander 0.6 Expulsions Rate 0.0 0.0 0.0 when their natural curiosity and creativity is stimulated. Jennifer Shepard White 68.8 District 09-10 10-11 11-12 Assistant Superintendent Two or More Races 7.8 Suspensions Rate 4.05 4.23 4.8 Educational Services BE BELIEVE in aiming for the remarkable. We will set ambitious goals and strive to achieve them. Socioeconomically Disadvantaged 7.4 Expulsions Rate 0.01 0.09 .10 The hawk's flight symbolizes our vision for children... to soar, to experience joy and freedom, and English Learners 3.8 * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment (and multiplying by 100). Deborah Cockrell to apply strength, grace, and a keen eye to a noble purpose. Students with Disabilities 8.2 Assistant Superintendent Human Resources Dr. Ralph E. Hawes Elementary School serves students in PreK through 5th grade. We currently School Safety Plan have 731 students enrolled in our programs. Within our preschool program, we serve students This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, with special needs as well as have a Neighborhood Friends program. Beginning in second grade, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Jon M. Archibald we identify students for our GATE program and serve them in self-contained and/or clustered Assistant Superintendent programs. Our school, which was built in 1974 and modernized in 2005, is located in the center of Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcomed and required to check Administrative Services our community, which consists of mostly single-family homes. We maintain high expectations for in at the school office upon arrival and obtain a visitors/volunteer badge. All visitors and volunteers are required to return to the school office upon departure. During lunch, recesses, and before and after school, yard supervisors and teachers monitor students and school grounds, including the all students and strive to have a strong collaborative partnership with our PTA and local lunch area and playgrounds, to ensure a safe and orderly environment. The Comprehensive Safe School Plan was developed by the district to comply businesses. Through our partnerships, we offer music programs, afterschool enrichment with Senate Bill 187 (SB 187) of 1997. The plan provides students and staff a means of ensuring a safe and orderly learning environment. The school programs, art and continue to build our technology resources to integrate them into our evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe School Plan, are reviewed with school and instructional program to ensure that our students are prepared for the 21st century. district staff in the fall, at the start of each school year. Although the full plan was last reviewed with school staff in October 2009, the staff reviewed the emergency plan in September.

2011-12 School Accountability Report Card for Dr. Ralph E. Hawes Elementary School Page 1 of 8 2011-12 School Accountability Report Card for Dr. Ralph E. Hawes Elementary School Page 2 of 8

Hawes Elementary - Huntington Beach City School District The district progressively addresses structural needs at each school to ensure facilities are safe and comply with education codes as well as building and Teacher Credentials safety regulations. Work orders are completed on a regular basis and all staff report safety hazards and concerns. Teacher Misassignments and Vacant Teacher Positions at this School School 09-10 10-11 11-12 School 10-11 11-12 12-13 Through a partnership with PTA, Hawes school has fully shaded lunch tables in both the main lunch area and the kindergarten yard. The District and Fully Credentialed 32 31 30 Chevron corporation placed a large solar panel structure on the main play yard which also provides shade and generates energy. This same installation Without Full Credential 0 0 0 Teachers of English Learners 0 0 0 also included a new HVAC system for the main building. In 2009, using donations, our kindergarten play equipment was updated and the black rubber Total Teacher Misassignments 0 0 0 matting was extended to accomodate our larger kindergarten population. During the summer of 2012, our parking lot was resurfaced and drainage was Teaching Outside Subject Area 0 1 1 improved. Districtwide 09-10 10-11 11-12 Vacant Teacher Positions 0 0 0 * “Misassignments” refers to the number of positions filled by teachers who Fully Credentialed ♦ ♦ 290 School Facility Conditions and Planned Improvements (School Year 2012-13) lack legal authorization to teach that grade level, subject area, student group, Without Full Credential ♦ ♦ 0 etc. This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: • Description of the safety, cleanliness, and adequacy of the school facility • Description of any planned or recently completed facility improvements Professional Development • The year and month in which the data were collected This section provides information on the number of days provided for professional development and continuous professional growth in the most • Description of any needed maintenance to ensure good repair recent three year period.

Year and month in which data were collected: August 21, 2012 During the 2011-12, professional development focused on providing quality instruction to our ELL students, the use and implementation of thinking maps across the curriculum, specifically in writing, integration of Smartboard technology, Congitive Guided Instruction and the utlization of Illuminate Hawes School, built in 1974, consists of a main building with administrative offices, computer lab, indoor courtyard/lunch area and 23 classrooms. The to disaggregate data to inform instruction. This focus was determined through the alignment of district goals, input from staff and analysis of student site has 12 portable classrooms, including a library, that were added during the 1990's. The YMCA also has 2 portable buildings used for before and achievement data. after school child care. Professional development was conducted through the use of three district-wide professional development days, release time to attend This site has a solar array on the field at the edge of the playground area in the back of the school providing shade for students and the site has been workshops/trainings and through staff meeting/professional learning community (PLC) time. retrofit with energy efficient interior and exterior lighting. Through peer assistance and principal support, the staff worked diligently to implement thinking maps, CGI within the classrooms of trained teachers and the integration of Smartboard technology. Staff supported one another in continued growth and implementation. Improvements during 2012 included repair of the parking lot in front of the school office to improve drainage, slurry coating and restriping of the lot, an addition of a catch basin to improve drainage by the front portable classrooms and concrete grinding of uneven sidewalk areas. Through our School Site Council, our categorical budget, which includes funding through SLIP and EIA, was approved and including funds for staff development training. The expenditures for staff development training aligned to the goals within the school plan. Facilities are inspected continuously by custodial and maintenance personnel and work orders are submitted as needed. Classified staff and instructional assistants are provided training and development opportunities at the school, district, and county levels. Instructional assistants for special education programs met regularly to discuss best strategies for meeting the unique needs of the students and attended School Facility Good Repair Status (School Year 2012-13) specialized training such as Pro-Act. All staff also had the opportunity to attend and update CPR/First Aid certification. This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including:

Core Academic Classes Taught by Highly Qualified Teachers • Determination of repair status for systems listed Academic Counselors and Other Support Staff at this School The Federal Elementary and Secondary Education Act (ESEA), also known • Description of any needed maintenance to ensure good repair Number of Full-Time Equivalent (FTE) as No Child Left Behind (NCLB), requires that core academic subjects be • The Overall Rating (bottom row) taught by Highly Qualified Teachers, defined as having at least a Academic Counselor------N/A

bachelor’s degree, an appropriate California teaching credential, and Social/Behavioral or Career Development Counselor 0 School Facility Good Repair Status demonstrated core academic subject area competence. For more Library Media Teacher (Librarian) N/A Repair Status Repair Needed and information, see the CDE Improving Teacher and Principal Quality System Inspected Library Media Services Staff (Paraprofessional) .25 Exemplary Good Fair Poor Action Taken or Planned webpage at: www.cde.ca.gov/nclb/sr/tq/ Percent of Classes In Core Academic Subjects Psychologist------.6 Systems: [ ] [X] [ ] [ ] Core Academic Classes Taught by Highly Qualified Teachers Gas Leaks, Mechanical/HVAC, Sewer Social Worker------N/A Taught by Highly Not Taught by Highly Interior: [ ] [X] [ ] [ ] Location of Classes Nurse------N/A Qualified Teachers Qualified Teachers Interior Surfaces Speech/Language/Hearing Specialist 2.0 This School 100 0 Cleanliness: [ ] [X] [ ] [ ] Resource Specialist------N/A Districtwide Overall Cleanliness, Pest/ Vermin Infestation Other------N/A Electrical: [ ] [X] [ ] [ ] All Schools 99.8 0.2 Average Number of Students per Staff Member Electrical High-Poverty Schools 0 0 Academic Counselor------N/A Restrooms/Fountains: [ ] [X] [ ] [ ] Low-Poverty Schools 99.8 0.2 * One Full-Time Equivalent (FTE) equals one staff member working full-time; Restrooms, Sinks/ Fountains * High-poverty schools are defined as those schools with student eligibility of one FTE could also represent two staff members who each work 50 percent Safety: [ ] [X] [ ] [ ] approximately 40 percent or more in the free and reduced price meals of full-time. Fire Safety, Hazardous Materials program. Low-poverty schools are those with student eligibility of Structural: [ ] [X] [ ] [ ] approximately 25 percent or less in the free and reduced price meals program. Structural Damage, Roofs

External: [ ] [X] [ ] [ ] Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating [ ] [X] [ ] [ ]

2011-12 School Accountability Report Card for Dr. Ralph E. Hawes Elementary School Page 3 of 8 2011-12 School Accountability Report Card for Dr. Ralph E. Hawes Elementary School Page 4 of 8

Hawes Elementary - Huntington Beach City School District Teacher and Administrative Salaries (Fiscal Year 2010-11) Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are Expenditures Per Pupil and School Site Teacher Salaries State Average for District sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted (Fiscal Year 2010-11) Category Districts In Same Amount textbooks or instructional materials. Expenditures Per Pupil Average Category

Level Teacher Beginning Teacher Salary $39,207 $41,246 Year and month in which data were collected: October 2011 Total Restricted Unrestricted Salary Mid-Range Teacher Salary $73,823 $67,400 School Site- 5,026.48 1,575.16 3,451.33 70,308 Highest Teacher Salary $90,042 $85,481 Pursuant to the settlement of Williams vs. the State of California, Huntington Beach City School District thoroughly inspected each of its school sites at District------♦ ♦ 1,472.52 $71,546 the start of the 2008-09 school year to determine whether or not each school had sufficient and good quality textbooks, instructional materials, and/or Average Principal Salary (ES) $109,661 $107,739 science laboratory equipment. State------♦ ♦ $5,455 $69,404 Average Principal Salary (MS) $104,543 $111,540 Percent Difference: School Site/District 57.33% % Average Principal Salary (HS) $110,146 All students, including English Learners, are required to be given their own individual textbooks and/or instructional materials (in core subjects), for use Percent Difference: School Site/ State % % in the classroom. Additionally, all textbooks and instructional materials used within the District must be aligned with the California State Content Superintendent Salary $183,871 $180,572 * Supplemental/Restricted expenditures come from money whose use is Standards and frameworks, with final approval by the Board of Education. controlled by law or by a donor. Money that is designated for specific Percent of District Budget purposes by the district or governing board is not considered restricted. Teacher Salaries 45% 42% Textbooks and instructional materials used in the district in the core subject areas of English-Language Arts, Mathematics, Science, and History-Social * Basic/Unrestricted expenditures are from money whose use, except for Science general guidelines, is not controlled by law or by a donor. Administrative Salaries 6% 5% * For detailed information on salaries, see the CDE Certificated Salaries & For detailed information on school expenditures for all districts in Benefits webpage at www.cde.ca.gov/ds/fd/cs/. California, see the CDE Current Expense of Education & Per-pupil Textbooks and Instructional Materials Spending webpage at www.cde.ca.gov/ds/fd/ec/. For information on Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. To look up Reading/Language Arts Houghlin Mifflin expenditures and salaries for a specific school district, see the Ed-Data The textbooks listed are Yes Adoption Year 2003 Web site at: www.ed-data.org. from most recent adoption: Percent of students lacking 0.0% their own assigned textbook: Types of Services Funded (Fiscal Year 2011-12) This section provides specific information about the types of programs and services available at the school that support and assists students. For Mathematics Houghton Mifflin example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) The textbooks listed are Yes Adoption Year 2002 status. from most recent adoption: Percent of students lacking 0.0% Hawes Elementary School offers a variety of services for our students in order to meet their unique needs and to ensure that they reach their full their own assigned textbook: potential. Science Pearson Scott Foresman Beginning at the preschool level, the school provides a special education preschool program for those students who are eligbile to receive this service. The textbooks listed are Yes Adoption Year 2008 To support and compliment this program, we offer a Neighborhood Friends Preschool Program for students who are not eligible for special education, from most recent adoption: but could benefit from a preschool program. Special education support services continue through all grades and include speech and language, adaptive Percent of students lacking 0.0% PE, occupational therapy, social skills training, counseling and academic support through a variety of on-site providers. their own assigned textbook:

For students identified and who meet eligibility criteria, Hawes provides Gifted and Talented Education (GATE) instruction through cluster classes at History-Social Science Houghton Mifflin - 2-5 grades 2 - 5. Instruction within these classes focuses on teaching grade level standards through the use of Sandra Kaplan's depth and complexity icons. The textbooks listed are Yes Adoption Year 2007 from most recent adoption: Students who are eligible for English Language support receive services within the classroom during the regular teaching day. Intervention, vocabulary Percent of students lacking 0.0% Scott Foresman - K-1 development and intervention materials are used to enhance learning and academic growth for these students. their own assigned Adoption Year 2007 textbook: Intervention support is utilized within the classroom through small group instruction and one-on-one instruction to support struggling learners.

Reading Counts and IXL support growth in reading comprehension and math facts.

Students are encouraged to participate in our school's extracurricular and enrichment activities that are an integral part of the educational program. Some of these enrichment programs are provided by the PTA and include: art, chess, legos, tennis, speed and agility training and choir.

A schoolwide positive behavior system is in place and students are rewarded for making a positive contribution to the school and their classroom. Students are recognized on a weekly basis for earning Rockin' Hawks. Schoolwide monthly assemblies recognize students for academic, citizenship and effort and incorporate character development and school spirit. Each Monday begins with a schoolwide flag ceremony lead by fifth grade students and then followed by recognition of good deeds by students and teachers across the campus.

2011-12 School Accountability Report Card for Dr. Ralph E. Hawes Elementary School Page 5 of 8 2011-12 School Accountability Report Card for Dr. Ralph E. Hawes Elementary School Page 6 of 8

Hawes Elementary - Huntington Beach City School District Note: Scores are not shown when the number of students tested is ten or EdData Partnership Web Site Academic Performance Index API Growth by Student Group - 2012 Growth API Comparison less, either because the number of students in this category is too small EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis The Academic Performance Index (API) is an annual measure of state This table displays, by student group, the number of students included in for statistical accuracy or to protect student privacy. Management and Assistance Team (FCMAT) that provides extensive academic performance and progress of schools in California. API scores the API and the 2012 Growth API (API-G) at the school, district, and state financial, demographic, and performance information about California’s range from 200 to 1,000, with a statewide target of 800. For detailed level. The Standardized Testing and Reporting (STAR) Program consists of public kindergarten through grade twelve school districts and schools. information about the API, see the CDE API webpage at Group School District State several key components, including: www.cde.ca.gov/ta/ac/ap/. All Students Students 468 5,377 4,664,264 • California Standards Tests (CSTs), which include English- 2012 STAR Results by Student Group API Growth by Student Group – Three-Year Comparison language arts (ELA) and mathematics (Math) in grades two through at the School API-G 932 902 788 eleven; science in grades five, eight, and nine through eleven; and Percent of Students Scoring at Actual API Change Group Black or Students 0 29 313,201 history-social science (H-SS) in grades eight, and nine through Group Proficient or Advanced 09-10 10-11 11-12 African American API-G 845 710 eleven. ELA Math Science H-SS All Students at the School 17 5 4 • California Modified Assessment (CMA), an alternate All Students in the LEA 81 75 86 74 American Indian or Students 4 24 31,606 assessment that is based on modified achievement standards in ELA Black or African American Alaska Native API-G 855 742 for grades three through eleven; mathematics for grades three All Student at the School 87 86 88 American Indian or Alaska Native through seven, Algebra I, and Geometry; and science in grades five Asian------Students 47 508 404,670 Male------83 85 80 Asian------and eight, and Life Science in grade ten. The CMA is designed to Female------92 88 96 API-G 966 956 905 assess those students whose disabilities preclude them from Filipino------Filipino------Students 1 33 124,824 achieving grade-level proficiency on an assessment of the California Black or African American Hispanic or Latino content standards with or without accommodations. API-G 903 869 American Indian or Alaska Native Native Hawaiian/Pacific Islander • California Alternate Performance Assessment (CAPA), Asian------94 91 93 Hispanic Students 57 965 2,425,230 includes ELA and mathematics in grades two through eleven, and White------21 5 4 or Latino API-G 877 838 740 science for grades five, eight, and ten. The CAPA is given to those Filipino------Two or More Races students with significant cognitive disabilities whose disabilities Hispanic or Latino 76 71 100 Native Hawaiian/ Students 3 23 26,563 prevent them from taking either the CSTs with accommodations or Socioeconomically Disadvantaged Pacific Islander API-G 855 775 modifications or the CMA with accommodations. Native Hawaiian/Pacific Islander English Learners White------Students 322 3,458 1,221,860 White------87 88 86 Students with Disabilities The assessments under the STAR Program show how well students are Two or More Races------91 91 API-G 933 911 853 doing in relation to the state content standards. On each of these Academic Performance Index Ranks - Three-Year Comparison Two Students 34 335 88,428 assessments, student scores are reported as performance levels. Socioeconomically Disadvantaged 71 52 This table displays the school’s statewide and similar schools’ API ranks. or More Races English Learners------73 82 API-G 965 927 849 The statewide API rank ranges from 1 to 10. A statewide rank of 1 means For detailed information regarding the STAR Program results for each Students with Disabilities 66 74 88 that the school has an API score in the lowest ten percent of all schools in Socioeconomically Students 30 929 2,779,680 grade and performance level, including the Percent of Students not the state, while a statewide rank of 10 means that the school has an API Disadvantaged API-G 829 821 737 tested, see the CDE STAR Results Web site at star.cde.ca.gov. Students Receiving Migrant score in the highest ten percent of all schools in the state. The similar Education Services English Learners Students 19 434 1,530,297 schools API rank reflects how a school compares to 100 statistically STAR Results for All Students - Three-Year Comparison matched “similar schools.” A similar schools rank of 1 means that the API-G 904 806 716 California Physical Fitness Test Results school’s academic performance is comparable to the lowest performing Students Students 55 599 530,935 Percent of Students Scoring at Proficient or Advanced The California Physical Fitness Test (PFT) is administered to students in ten schools of the 100 similar schools, while a similar schools rank of 10 with Disabilities Subject School District State grades five, seven, and nine only. This table displays by grade level the means that the school’s academic performance is better than at least 90 API-G 815 757 607 Percent of Students meeting the fitness standards for the most recent of the 100 similar schools. 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12 testing period. For detailed information regarding this test, and Adequate Yearly Progress ELA---- 84 85 87 77 78 81 52 54 56 comparisons of a school’s test results to the district and state, see the The federal ESEA requires that all schools and districts meet the following CDE PFT webpage at www.cde.ca.gov/ta/tg/pf/. Academic Performance Index Ranks - Three-Year Comparison Math--- 81 85 86 74 74 75 48 50 51 Adequate Yearly Progress (AYP) criteria: API Rank 2009 2010 2011 Percent of Students Meeting Fitness Standards • Participation rate on the state’s standards-based assessments in ELA Science 80 89 88 82 84 86 54 57 60 Grade Statewide------10 10 10 Level 4 of 6 5 of 6 6 of 6 and mathematics H-SS--- 65 72 74 44 48 49 Similar Schools------4 6 5 • Percent proficient on the state’s standards-based assessments in ---5--- 18.5 32.8 37 ELA and mathematics Internet Access • API as an additional indicator DataQuest Federal Intervention Program (School Year 2012-13) Internet access is available at public libraries and other locations that are • Graduation rate (for secondary schools) DataQuest is an online data tool located on the CDE DataQuest webpage Schools and districts receiving federal Title I funding enter Program publicly accessible. Access to the Internet at libraries and public locations at dq.cde.ca.gov/dataquest/ that contains additional information about Improvement (PI) if they do not make AYP for two consecutive years in is generally provided on a first-come, first-served basis. Other use Detailed information about AYP, can be found at the CDE Adequate this school and comparisons of the school to the district, the county, and the same content area (ELA or mathematics) or on the same indicator restrictions may include the hours of operation, the length of time that a Yearly Progress (AYP) webpage at www.cde.ca.gov/ta/ac/ay/. the state. Specifically, DataQuest is a dynamic system that provides (API or graduation rate). After entering PI, schools and districts advance workstation may be used (depending on availability), the types of reports for accountability (e.g., state Academic Performance Index [API], to the next level of intervention with each additional year that they do AYP Criteria School District software programs available on a workstation, and the ability to print federal Adequate Yearly Progress [AYP]), test data, enrollment, high not make AYP. For detailed information about PI identification, see the Made AYP Overall Yes No documents. CDE PI Status Determinations webpage: school graduates, dropouts, course enrollments, staffing, and data Met Participation Rate: English-Language Arts Yes Yes regarding English learners. www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Met Participation Rate: Mathematics Yes Yes Indicator School District Met Percent Proficient: English-Language Arts Yes No Program Improvement Status In PI Met Percent Proficient: Mathematics Yes No First Year of Program Improvement 2012-2013 Met API Criteria Yes Yes Year in Program Improvement Year 1 Met Graduation Rate (if applicable) N/A N/A Number of Schools Currently in Program Improvement 2 Percent of Schools Currently in Program Improvement 22.2

2011-12 School Accountability Report Card for Dr. Ralph E. Hawes Elementary School Page 7 of 8 2011-12 School Accountability Report Card for Dr. Ralph E. Hawes Elementary School Page 8 of 8

Hawes Elementary - Huntington Beach City School District The classic story of the boy tossing stranded Sea Stars back into the ocean reminds us of our compelling responsibility to make a difference for every child. We judge our effectiveness by results. Seacliff's API has grown from 884 to 960 in the past five years, and Huntington Seacliff Elementary School continues to meet adequate yearly progress in all areas and subgroups. Seacliff's staff and teachers collaborate as a Professional 6701 Garifield Ave. • Huntington Beach, CA 92648 • (714) 841-7081 • Grades K-5 Learning Community to design and implement action plans targeted to improve students' learning. Assessment plays a pivotal role in Ann Sullivan, Principal our standards-based system by providing benchmarks for teaching and learning and by shaping the performance of educators and [email protected] students. Professional growth is a priority for all staff members. We believe that when teachers are actively encouraged and provided opportunities to develop and grow professionally, dynamic learning takes place for both students and teachers. Seacliff staff members 2011-12 School Accountability Report Card see themselves as an essential part of the support system for students. We strive to identify and develop the special abilities and talents of each child. All members of our school community implement instructional innovations that support the "at-risk" child and challenge Published During the 2012-13 School Year our most talented students, ensuring each student success in our mission: Making a Difference for Each One! The SPSA's goals reflect Seacliff's three-tiered model of intervention based on prevention, early intervention, and accelerated learning opportunities. Individual

student progress is monitored through the implementation of Seacliff's assessment system. Illuminate enables staff to gather current and historical information on students' performance and proficiencies. Teachers disaggregate the State and local data to identify About the SARC specific needs of sub-groups including low SES, special education, gender, and ethnicity. Longitudinal and subtest performance data Every school in California is required by state law to publish a School Accountability Report Card graphs are provided for individual students. Teachers use a multitude of classroom formative assessments to monitor student progress (SARC), by February 1 of each year. The SARC contains information about the condition and toward proficiency. performance of each California public school. All data are reported for the 2011-12 school-year, unless otherwise indicated. For more information about SARC requirements, see the California Students who need extra ELA support in grades K-3 are placed in strategic coaching groups. These groups focus on explicit word attack Department of Education (CDE) SARC webpage at www.cde.ca.gov/ta/ac/sa/. For additional skills to improve reading strategies; e.g. small groups of at-risk kindergarten and first grade students use the Earobics Language Literacy information about this school, please contact the school administration at (714) 841-7081. Program to strengthen their phonemic awareness, phonics, and decoding skills.

Huntington Beach School Description Students in grades 3-5 identified "at-risk of retention" also receive support to improve their academic performance. In partnership with City School District At Huntington Seacliff Elementary School, we empower each other to create, communicate, parents, Student Intervention Plans are developed that specify strengths, areas in need of improvement, and strategies to assist the 20451 Craimer Lane collaborate, and think critically in a technology-rich environment. students in meeting grade level expectations. These plans are reviewed and revised at least three times a year. Careful attention is paid Huntington Beach, CA 92646 to a wide array of comprehensive interventions. A Literacy Support Teacher provides 30 minutes of extra daily support in a small group (714) 964-8888 We Envision a Community of Learners where: setting. Additionally, students in grades 4-5 participate after school in the state adopted intervention program READ 180. In 2010-11, 19 www.hbcsd.k12.ca.us • All children learn and achieve grade level standards. of the 24 participants (79%) increased their California Standards Test (CST), ELA scores by at least one level. In 2011-12, 22 of the 25

• Clearly articulated, data driven/research based instruction is aligned with state standards. participants (88%) increased their ELA scores by at least on level, 96% increased their ELA points. District Governing Board • Positive values and strong character are encouraged within our students. Celia Jaffe • Staff development, risk-taking, creativity, and collaborative decision-making are supported. As a PLC, teachers address academic, behavioral and social/emotional concerns for individual students at their weekly meetings. The Rosemary Saylor • Students feel secure, safe and nurtured. goal for students at-risk is to identify appropriate interventions and/or resources to promote growth in the general education setting. In

Shari Kowalke • Open communication and collaboration exists between all members of the school cases where these interventions are not producing results, students are referred to our SST which includes parents, teachers, specialists, community. and administrators. Students benefit from our SST process because of shared decision making, and a constructive, problem solving Bridget Kaub • Students are prepared for participation in the culturally diverse, technologically rich, approach. Referral to the SST is simple. Team members meet to outline and document strengths and concerns, discuss interventions, Brian E. Rechsteiner democratic society of the twenty-first century. and develop an Intervention Plan. At the conclusion of the SST, a plan of action is in place and a date to reconvene and check student progress is established. RtI (Response to Intervention) may include one-on-one, small group instruction or after school intervention. District Administration The excitement, enthusiasm and commitment to making a difference for each child that Gregory Haulk accompanied the opening of Huntington Seacliff in 1999 continues to be part of our school Students with Disabilities (SWD) are provided full access across a variety of settings to the standards-aligned core curriculum through a Superintendent climate today. The high value placed on education is evidenced by a phenomenal degree of full inclusion model. Currently, five fully included students are achieving success in regular education classrooms and are provided with parental involvement and generous participation by the school community. Volunteers contribute special education services as directed by their unique needs specified in their IEP. Support systems are in place to ensure SWD success Jennifer Shepard countless hours assisting in classrooms, working in the media center, organizing school and in meeting or exceeding high academic and non-academic skills. The resource specialist collaborates with classroom teachers to assist Assistant Superintendent community fundraisers, and contributing to decision-making committees. with differentiating instruction and provides academic support by using both "pull-out" and "push-in" models. The speech teacher holds Educational Services weekly "lunch bunch" sessions to work on language and pragmatic skills for students needing extra support. The district provides Seacliff's 27 classrooms surround shared learning corridors that are designed with networked program specialists that regularly observe SWD in their classrooms and assists teachers with curriculum accommodations, learning stations. The open architecture of the corridors allows resources of the mind and modifications, and positive behavior interventions. Also, teachers and independent facilitators working with fully included students Deborah Cockrell materials to be shared with ease, as well as facilitating peer coaching as both teachers and attend district staff development annually to refine and improve their skills to assist SWD. Assistant Superintendent students learn from each other. Our state-of-the-art library/media center serves as the resource Human Resources and technological "heart" of the school.

Stepping into a classroom at Seacliff, one would immediately take notice of the warm, positive, Jon M. Archibald and supportive tone that permeates the school climate. The Seacliff Code of Conduct clearly Assistant Superintendent defines behavior expectations and consequences, which support our purpose. Our school's "3 R's" Administrative Services - Respect, Responsibility, and personal Regard, stand as a goal for each student's character development, defining expectations for moral and ethical decision-making and acceptance of personal responsibility. Visitors often comment on the campus orderliness, engaging classroom

environments, and comfortable spirit at Seacliff School.

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Huntington Seacliff Elementary - Huntington Beach City School District During the first week of school, teachers are provided release time to meet individually with the special education staff to discuss the details of each child's IEP or 504 plan. Children who qualify for the Resource Specialist Program (RSP) receive services through Student Enrollment by Grade Level Average Class Size and Class Size Distribution collaborative and/or "pull-out" models of instruction. Teachers work with the Resource Specialist to provide a program of instruction Grade Level Number of Students Number of Classrooms* that meets the needs of the child within the "least restrictive environment" and to plan modifications and accommodations when Average Class Size 1-20 21-32 33+ needed. Last year, 97% of our RSP students met or exceeded their IEP goals. Our fully included students are achieving outstanding Kinder. 119 success in regular education classrooms. The SWD have access to the district nurse, speech and language specialist, occupational Gr. 1-- 117 Year 10 11 12 10 11 12 10 11 12 10 11 12 therapist, audiologist, and adaptive PE specialist. All teachers have received support and inservice by West Orange County Consortium Gr. 2-- 124 Kinder. 29.5 28 28.8 0 0 0 4 4 4 0 0 0 for Special Education (WOCCSE) on IDEA compliance, identification and modification of curriculum for SWDs, including those with ADD, Gr. 3-- 128 Gr. 1-- 20.33 29.7 28.8 1 0 0 5 3 5 0 0 0 autism, and physical limitations. Our EL students speak 16 languages, with the largest group speaking Vietnamese. Using CELDT scores, Gr. 4-- 102 Gr. 2-- 20 31 31 1 0 0 4 5 4 0 0 0 we redesignated 35%, 12 out of 34 LEP students in 2010-11 . EL students are placed with highly trained personnel to ensure that they have equitable access to all standards-based programs. The core ELD is taught by the teacher using HM "EL Support Materials" and if Gr. 5-- 126 Gr. 3-- 31.75 29.5 32 0 0 0 4 4 4 0 0 0 needed, SRA's Language for Learning, Thinking and Writing Program. One hundred percent of Seacliff teachers are EL authorized, and Total-- 716 Gr. 4-- 27.25 32.7 34 0 0 0 4 1 0 0 2 3 40% are trained in Guided Language Acquisition Development (GLAD) strategies, which emphasize SDAIE instructional techniques. All Gr. 5-- 26.5 31 32.5 0 0 0 4 2 1 0 0 3 Seacliff teachers are trained to use Thinking Maps, Pathways to Proficiency - EL training. These strategies equip teachers with many Student Enrollment by Group * Number of classes indicates how many classrooms fall into each size category tools to assist ELs in learning the core curriculum to increase proficiency in English and state standards. The SSC supports the EL program (a range of total students per classroom). At the secondary school level, this Group Percent of Total Enrollment by providing categorical funds to purchase materials and fund staff training. Teachers use the ELD standards to plan and implement information is reported by subject area, English, Math, Science and Social Science (SS), rather than grade level. standards-aligned lessons. . Interpreters are available for parent/teacher conferences, SST, and IEP meetings to ensure that all parents Black or African American------0 are fully informed of their children's progress. Regular school attendance is encouraged and carefully monitored for student success. American Indian or Alaska Native--- 0.3 Tardies and absences are routinely addressed via written correspondence and conferences with parents. Seacliff's average daily Asian------19.7 Suspensions and Expulsions attendance has a high rate of 96.7%. Filipino------1 School 09-10 10-11 11-12

Hispanic or Latino------11 Suspensions Rate 1.17 0.14 .60 Acceleration/extension is provided to students as appropriate. In fifth grade math, for example, instructional practices are typically informed by student pretests and frequent chapter "Quick Checks" to strategically target standards not yet mastered and to Native Hawaiian/Pacific Islander 0.4 Expulsions Rate 0.0 0.0 0.0 differentiate instruction for those who need additional challenges or would benefit from interventions. Following these pretests, White 58.6 District 09-10 10-11 11-12 approximately 25% of students advance to access 6th grade standards using the State Board of Education (SBE) adopted "Math Steps" Two or More Races 9.1 Suspensions Rate 4.05 4.23 4.8 curriculum. Socioeconomically Disadvantaged 3.5 Expulsions Rate 0.01 0.09 .10 English Learners 7 * The rate of suspensions and expulsions is calculated by dividing the total Our GATE students also benefit from an enhanced curriculum. HBCSD offers two options for GATE students: a GATE magnet school or Students with Disabilities 8.9 number of incidents by the total enrollment (and multiplying by 100). cluster classrooms at each site. At Seacliff, we serve the largest GATE population within their home school cluster program. Currently, we serve 140 identified gifted students in our cluster classrooms. Cluster teachers have been well trained to differentiate instruction School Safety Plan with depth and complexity throughout the curriculum, challenging our most talented students. There is a high degree of parent This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, satisfaction with our program. Last year, the families of all but 2 of the 47 newly qualified GATE students chose to have their children updated, and discussed with faculty; as well as a brief description of the key elements of the plan. remain in our GATE program.

Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcomed and required to check Opportunities for Parental Involvement in at the school office upon arrival and obtain a visitors badge; visitors are required to return to the school office upon departure. During lunch, Parents and the community are exceedingly supportive of the educational programs at Huntington Seacliff School. The Huntington recesses, and before and after school, yard supervisors and teachers monitor students and school grounds, including the cafeteria and playgrounds, to Seacliff Parent Teacher Association (PTA) has made generous contributions of time and money to numerous programs and activities. ensure a safe and orderly environment. The Comprehensive Safe School Plan was developed by the district to comply with Senate Bill 187 (SB 187) of PTA fundraisers enable the school to offer additional programs in art, music, and reading. In addition to enriching classroom learning 1997. The plan provides students and staff a means of ensuring a safe and orderly learning environment. Each school includes the following experiences through donations, the PTA also supports assemblies and field trips and/or purchase of instructional supplies. The requirements of SB 187 within their safe school plans: current status of school crime; child abuse reporting procedures; disaster procedures, routine and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a school-wide dress code; Huntington Beach Education Foundation (HBEF), a joint business and educational partnership, provides funding for teacher mini-grants, safe ingress and egress of pupils, parents, and school employees; safe and orderly school environment; and school rules and procedures. classroom speakers, supplemental materials and supports the Parent Empowerment Academy. The school evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe School Plan, are reviewed with Parent participation in the Seacliff classrooms is critical to the success of our school. Teachers design their lessons knowing parents will school and district staff in the fall, at the start of each school year. The plan was last updated and reviewed with school staff in October 2011. assist in the classroom to allow for small group and individualized instruction. Additionally, Seacliff parents support the implementation of our homework program by establishing an environment in which the homework can be completed, monitoring their child's efforts, The district progressively addresses structural needs at our school to ensure facilities are safe and comply with education codes as well as building and and reviewing homework for accuracy and completion. safety regulations. During 2011-2012, Seacliff's exterior was painted, new restroom doors were installed, the front grass was replaced with synthetic grass and our students are now able to eat lunch under cover, thanks to concrete and field enhancements.

Year and month in which data were collected: August 23, 2012

Huntington Seacliff School, constructed in 2000, consists of an administration building with office and library, a multipurpose room, three classroom buildings, with 28 total classrooms, 2 portable classrooms and a YMCA portable building used for before and after school child care.

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Huntington Seacliff Elementary - Huntington Beach City School District The parking lot was redesigned and replaced recently and a second parking area was added in front of the school. Professional Development This section provides information on the number of days provided for professional development and continuous professional growth in the most Three solar arrays were added in the parking lot and next to the multipurpose room to provide shade for lunch tables and the site has been retrofit recent three year period. with energy efficient interior and exterior lighting. All training and curriculum development at Huntington Seacliff School revolves around the California State Content Standards and Frameworks. Improvements for 2012 included extending the hard surface under the solar arrays to provide additional shade for students, adding artificial grass in Teachers align classroom curriculum to ensure that all students either meet or exceed State proficiency levels. Ongoing examination and modification front of the school for drop off/pick up, the replacement of 2 exterior doors, improved maintenance free landscaping, and exterior painting of all of practice is essential to professional growth. In order to help implement this philosophy, the Board of Trustees has approved three staff development buildings. days for the 2011-12 school year. The primary purpose of professional development is to directly improve teaching and learning for all children. Topics for staff development included: Facilities are inspected continuously by custodial and maintenance personnel and work orders are submitted as needed. Reading Instructional Strategies School Facility Good Repair Status (School Year 2012-13) Mental Math and Comprehension Strategies in Math This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Cognitively Guided Instruction (CGI) Strategies in Math Rebecca Sitton Spelling Program • Determination of repair status for systems listed ST MIND Math Instruction • Description of any needed maintenance to ensure good repair Sports Play and Active Recreation for Kids (SPARK) PE Training • The Overall Rating (bottom row) iPad Use and Implementation in the Classroom

California Association for the Gifted (CAG) Teaching Strategies School Facility Good Repair Status Analysis of Benchmark Assessment Training Repair Status Repair Needed and System Inspected Introduction to Common Core California Standards Exemplary Good Fair Poor Action Taken or Planned Systems: [ ] [X] [ ] [ ] The improvement process at Seacliff School is on-going. Teachers play the lead role in determining changes in the curriculum and professional Gas Leaks, Mechanical/HVAC, Sewer development topics. The curriculum steering committee includes six teachers and the school principal who analyze student achievement data and develop action plans for improvement. Together, they compare school's programs and policies to the ideal outlined in the State Department Interior: [ ] [X] [ ] [ ] documents and formulate the next best steps for improvement. Staff development is designed to support the action plans developed in each curricular Interior Surfaces area and the school plan as a whole. Cleanliness: [ ] [X] [ ] [ ] Overall Cleanliness, Pest/ Vermin Infestation Huntington Beach City School District regularly collaborates with all levels of district and school site staff when developing professional development Electrical: [ ] [X] [ ] [ ] activities in alignment with the No Child Left Behind Improving Teacher Quality Expectations. Instructional program improvement is driven by student Electrical needs and guided by state standards and frameworks. District and school administrators use site trend analysis, state testing, district-level Restrooms/Fountains: [ ] [X] [ ] [ ] assessments, teacher response, and administrator observations to identify more effective methods and strategies to achieve positive results for Restrooms, Sinks/ Fountains teachers and students.

Safety: [ ] [X] [ ] [ ] The Assistant Superintendent of Educational Services and principals meet monthly to analyze current instructional programs, instructional materials, Fire Safety, Hazardous Materials implementation time lines, and student achievement. Feedback is gathered at the site level through direct input and staff observation. Periodic Structural: [ ] [X] [ ] [ ] Curriculum Development Committees are formed to address identified areas of need and focus. Structural Damage, Roofs External: [ ] [X] [ ] [ ] In alignment with the districts long-range curriculum plan, staff development opportunities are available for teachers, support personnel, Playground/School Grounds, Windows/ administrators, and classified staff at Huntington Seacliff School. A comprehensive school plan is in place which guides curriculum improvement. Focus Doors/Gates/Fences areas for each year are determined by student achievement, district focus areas, parent and staff survey results, and the textbook adoption cycle. Overall Rating [ ] [X] [ ] [ ] Progress is assessed yearly using multiple criteria including STAR testing results, writing sample results, reading test results, student work, teacher observation, and criterion based testing. In 2011-12, focus areas for staff development include instructional reading and math strategies, analysis of benchmark assessment training, SPARK PE training,and integration of technology in the curriculum. Teacher Credentials Teacher Misassignments and Vacant Teacher Positions at this School School funds are used to enable staff members to attend teaching seminars and other events designed to enhance their teaching techniques and School 09-10 10-11 11-12 School 10-11 11-12 12-13 expand their knowledge base. Teachers new to the profession are supported by peer coaching and are encouraged to attend inservices offered by the Fully Credentialed 28 26 25 Teachers of English Learners 0 0 0 West Orange County Consortium for Special Education or education consultants. Teachers are encouraged to attend subject-specific seminars and Without Full Credential 0 0 0 Total Teacher Misassignments 0 0 0 major conferences and share what they learn with other staff members. The Beginning Teacher Support and Assessment (BTSA) program offers additional support and opportunities to new teachers. The program is designed to assist those new to teaching to expand and deepen their teaching Vacant Teacher Positions 0 0 0 Teaching Outside Subject Area 0 0 0 skills, help the school district retain more new teachers, and improve learning opportunities for students. Districtwide 09-10 10-11 11-12 * “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, Classified staff and instructional assistants are provided training and development opportunities at the school, district, and county levels. Inservices for Fully Credentialed ♦ ♦ 290 etc. classified staff are geared to their specialty areas. ♦ ♦ Without Full Credential 0

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Huntington Seacliff Elementary - Huntington Beach City School District Core Academic Classes Taught by Highly Qualified Teachers Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) The Federal Elementary and Secondary Education Act (ESEA), also known Expenditures Per Pupil and School Site Teacher Salaries This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are as No Child Left Behind (NCLB), requires that core academic subjects be (Fiscal Year 2010-11) sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted taught by Highly Qualified Teachers, defined as having at least a textbooks or instructional materials. Expenditures Per Pupil Average bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more Level Teacher Year and month in which data were collected: October 2011 Total Restricted Unrestricted Salary information, see the CDE Improving Teacher and Principal Quality webpage at: www.cde.ca.gov/nclb/sr/tq/ School Site- 4,196.96 551.90 3,645.06 68,404 Pursuant to the settlement of Williams vs. the State of California, Huntington Beach City School District thoroughly inspected each of its school sites at Percent of Classes In Core Academic Subjects District------♦ ♦ 1,472.52 $71,546 the start of the 2008-09 school year to determine whether or not each school had sufficient and good quality textbooks, instructional materials, and/or Core Academic Classes Taught by Highly Qualified Teachers science laboratory equipment. State------♦ ♦ $5,455 $69,404 Taught by Highly Not Taught by Highly Location of Classes Percent Difference: School Site/District 59.60% % Qualified Teachers Qualified Teachers All students, including English Learners, are required to be given their own individual textbooks and/or instructional materials (in core subjects), for use Percent Difference: School Site/ State % % in the classroom. Additionally, all textbooks and instructional materials used within the District must be aligned with the California State Content This School 100 0 * Supplemental/Restricted expenditures come from money whose use is Standards and frameworks, with final approval by the Board of Education. Districtwide controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. All Schools 99.8 0.2 * Basic/Unrestricted expenditures are from money whose use, except for High-Poverty Schools 0 0 general guidelines, is not controlled by law or by a donor. Textbooks and Instructional Materials

Low-Poverty Schools 99.8 0.2 Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption For detailed information on school expenditures for all districts in * High-poverty schools are defined as those schools with student eligibility of California, see the CDE Current Expense of Education & Per-pupil Reading/Language Arts Houghton Mifflin approximately 40 percent or more in the free and reduced price meals Spending webpage at www.cde.ca.gov/ds/fd/ec/. For information on The textbooks listed are Yes Adoption Year 2003 program. Low-poverty schools are those with student eligibility of from most recent adoption: approximately 25 percent or less in the free and reduced price meals teacher salaries for all districts in California, see the CDE Certificated program. Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. To look up Percent of students lacking 0.0% expenditures and salaries for a specific school district, see the Ed-Data their own assigned textbook: Web site at: www.ed-data.org. Academic Counselors and Other Support Staff at this School Mathematics Houghton Mifflin Number of Full-Time Equivalent (FTE) The textbooks listed are Yes Adoption Year 2002 Teacher and Administrative Salaries (Fiscal Year 2010-11) Academic Counselor------N/A from most recent adoption: State Average for District Percent of students lacking 0.0% Social/Behavioral or Career Development Counselor 0 Category Districts In Same Amount their own assigned Library Media Teacher (Librarian) N/A Category textbook:

Library Media Services Staff (Paraprofessional) .375 Beginning Teacher Salary $39,207 $41,246 Science Pearson Scott Foresman Psychologist------.4 Mid-Range Teacher Salary $73,823 $67,400 The textbooks listed are Yes Adoption Year 2008 Social Worker------N/A Highest Teacher Salary $90,042 $85,481 from most recent adoption: Nurse------N/A Average Principal Salary (ES) $109,661 $107,739 Percent of students lacking 0.0% their own assigned Speech/Language/Hearing Specialist 1. Average Principal Salary (MS) $104,543 $111,540 textbook:

Resource Specialist------N/A Average Principal Salary (HS) $110,146 History-Social Science Houghton Mifflin - 2-5 Other------N/A Superintendent Salary $183,871 $180,572 The textbooks listed are Yes Adoption Year 2007 Average Number of Students per Staff Member Percent of District Budget from most recent adoption: Percent of students lacking 0.0% Scott Foresman - K-1 Academic Counselor------N/A Teacher Salaries 45% 42% their own assigned Adoption Year 2007 * One Full-Time Equivalent (FTE) equals one staff member working full-time; Administrative Salaries 6% 5% textbook: one FTE could also represent two staff members who each work 50 percent * For detailed information on salaries, see the CDE Certificated Salaries & of full-time. Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

Types of Services Funded (Fiscal Year 2011-12) This section provides specific information about the types of programs and services available at the school that support and assists students. For example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) status.

A significant portion of Huntington Seacliff School's categorical program budget is allocated for professional development activities to support improved instruction. The district continuously explores ways to increase extended learning opportunities and improve intervention with at-risk students.

Each year a portion of Huntington Seacliff's School/Library Improvement Block Grant funds are used to enable staff members to attend teaching seminars and other events designed to enhance their teaching techniques and expand their knowledge base. Teachers who are new to the profession are supported by peer coaching and are encouraged to attend in-services. Teachers who attend conferences, seminars, and other events are encouraged to share what they learn with other staff members.

The Beginning Teacher Support and Assessment (BTSA) program offers additional support and opportunities to new teachers. The program is designed to assist those new to teaching to expand and deepen their teaching skills, help the school district retain more new teachers, and improve learning opportunities for students. Gifted and Talented Education (GATE)Program cluster classes are provided for grades 2 through 5 for GATE identified students.

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Huntington Seacliff Elementary - Huntington Beach City School District Note: Scores are not shown when the number of students tested is ten or EdData Partnership Web Site Academic Performance Index API Growth by Student Group - 2012 Growth API Comparison less, either because the number of students in this category is too small EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis The Academic Performance Index (API) is an annual measure of state This table displays, by student group, the number of students included in for statistical accuracy or to protect student privacy. Management and Assistance Team (FCMAT) that provides extensive academic performance and progress of schools in California. API scores the API and the 2012 Growth API (API-G) at the school, district, and state financial, demographic, and performance information about California’s range from 200 to 1,000, with a statewide target of 800. For detailed level. The Standardized Testing and Reporting (STAR) Program consists of public kindergarten through grade twelve school districts and schools. information about the API, see the CDE API webpage at Group School District State several key components, including: www.cde.ca.gov/ta/ac/ap/. All Students Students 476 5,377 4,664,264 • California Standards Tests (CSTs), which include English- 2012 STAR Results by Student Group API Growth by Student Group – Three-Year Comparison language arts (ELA) and mathematics (Math) in grades two through at the School API-G 960 902 788 eleven; science in grades five, eight, and nine through eleven; and Percent of Students Scoring at Actual API Change Group Black or Students 0 29 313,201 history-social science (H-SS) in grades eight, and nine through Group Proficient or Advanced 09-10 10-11 11-12 African American API-G 845 710 eleven. ELA Math Science H-SS All Students at the School 1 10 9 • California Modified Assessment (CMA), an alternate All Students in the LEA 81 75 86 74 American Indian or Students 1 24 31,606 assessment that is based on modified achievement standards in ELA Black or African American Alaska Native API-G 855 742 for grades three through eleven; mathematics for grades three All Student at the School 93 93 95 American Indian or Alaska Native through seven, Algebra I, and Geometry; and science in grades five Asian------Students 101 508 404,670 Male------91 92 92 Asian------19 12 2 and eight, and Life Science in grade ten. The CMA is designed to Female------95 94 100 API-G 967 956 905 assess those students whose disabilities preclude them from Filipino------Filipino------Students 6 33 124,824 achieving grade-level proficiency on an assessment of the California Black or African American Hispanic or Latino content standards with or without accommodations. API-G 903 869 American Indian or Alaska Native Native Hawaiian/Pacific Islander • California Alternate Performance Assessment (CAPA), Asian------90 97 100 Hispanic Students 53 965 2,425,230 includes ELA and mathematics in grades two through eleven, and White------4 9 10 or Latino API-G 949 838 740 science for grades five, eight, and ten. The CAPA is given to those Filipino------Two or More Races students with significant cognitive disabilities whose disabilities Hispanic or Latino 89 94 91 Native Hawaiian/ Students 1 23 26,563 prevent them from taking either the CSTs with accommodations or Socioeconomically Disadvantaged Pacific Islander API-G 855 775 modifications or the CMA with accommodations. Native Hawaiian/Pacific Islander English Learners White------Students 280 3,458 1,221,860 White------94 91 94 Students with Disabilities The assessments under the STAR Program show how well students are Two or More Races------91 94 API-G 957 911 853 doing in relation to the state content standards. On each of these Academic Performance Index Ranks - Three-Year Comparison Two Students 34 335 88,428 assessments, student scores are reported as performance levels. Socioeconomically Disadvantaged 83 67 This table displays the school’s statewide and similar schools’ API ranks. or More Races English Learners------57 93 API-G 961 927 849 The statewide API rank ranges from 1 to 10. A statewide rank of 1 means For detailed information regarding the STAR Program results for each Students with Disabilities 83 89 94 that the school has an API score in the lowest ten percent of all schools in Socioeconomically Students 12 929 2,779,680 grade and performance level, including the Percent of Students not the state, while a statewide rank of 10 means that the school has an API Disadvantaged API-G 917 821 737 tested, see the CDE STAR Results Web site at star.cde.ca.gov. Students Receiving Migrant score in the highest ten percent of all schools in the state. The similar Education Services English Learners Students 45 434 1,530,297 schools API rank reflects how a school compares to 100 statistically STAR Results for All Students - Three-Year Comparison matched “similar schools.” A similar schools rank of 1 means that the API-G 923 806 716 California Physical Fitness Test Results school’s academic performance is comparable to the lowest performing Students Students 58 599 530,935 Percent of Students Scoring at Proficient or Advanced The California Physical Fitness Test (PFT) is administered to students in ten schools of the 100 similar schools, while a similar schools rank of 10 with Disabilities Subject School District State grades five, seven, and nine only. This table displays by grade level the means that the school’s academic performance is better than at least 90 API-G 901 757 607 Percent of Students meeting the fitness standards for the most recent of the 100 similar schools. 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12 testing period. For detailed information regarding this test, and Adequate Yearly Progress ELA---- 83 88 93 77 78 81 52 54 56 comparisons of a school’s test results to the district and state, see the The federal ESEA requires that all schools and districts meet the following CDE PFT webpage at www.cde.ca.gov/ta/tg/pf/. Academic Performance Index Ranks - Three-Year Comparison Math--- 89 92 93 74 74 75 48 50 51 Adequate Yearly Progress (AYP) criteria: API Rank 2009 2010 2011 Percent of Students Meeting Fitness Standards • Participation rate on the state’s standards-based assessments in ELA Science 93 89 95 82 84 86 54 57 60 Grade Statewide------10 10 10 Level 4 of 6 5 of 6 6 of 6 and mathematics H-SS--- 65 72 74 44 48 49 Similar Schools------3 4 5 • Percent proficient on the state’s standards-based assessments in ---5--- 17.2 19.5 53.9 ELA and mathematics Internet Access • API as an additional indicator DataQuest Federal Intervention Program (School Year 2012-13) Internet access is available at public libraries and other locations that are • Graduation rate (for secondary schools) DataQuest is an online data tool located on the CDE DataQuest webpage Schools and districts receiving federal Title I funding enter Program publicly accessible. Access to the Internet at libraries and public locations at dq.cde.ca.gov/dataquest/ that contains additional information about Improvement (PI) if they do not make AYP for two consecutive years in is generally provided on a first-come, first-served basis. Other use Detailed information about AYP, can be found at the CDE Adequate this school and comparisons of the school to the district, the county, and the same content area (ELA or mathematics) or on the same indicator restrictions may include the hours of operation, the length of time that a Yearly Progress (AYP) webpage at www.cde.ca.gov/ta/ac/ay/. the state. Specifically, DataQuest is a dynamic system that provides (API or graduation rate). After entering PI, schools and districts advance workstation may be used (depending on availability), the types of reports for accountability (e.g., state Academic Performance Index [API], to the next level of intervention with each additional year that they do AYP Criteria School District software programs available on a workstation, and the ability to print federal Adequate Yearly Progress [AYP]), test data, enrollment, high not make AYP. For detailed information about PI identification, see the Made AYP Overall Yes No documents. CDE PI Status Determinations webpage: school graduates, dropouts, course enrollments, staffing, and data Met Participation Rate: English-Language Arts Yes Yes regarding English learners. www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Met Participation Rate: Mathematics Yes Yes Indicator School District Met Percent Proficient: English-Language Arts Yes No Program Improvement Status In PI Met Percent Proficient: Mathematics Yes No First Year of Program Improvement 2012-2013 Met API Criteria Yes Yes Year in Program Improvement Year 1 Met Graduation Rate (if applicable) N/A N/A Number of Schools Currently in Program Improvement 2 Percent of Schools Currently in Program Improvement 22.2

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Huntington Seacliff Elementary - Huntington Beach City School District Opportunities for Parental Involvement Parents and the community are very supportive of the educational programs at Moffett School. The Moffett School Parent Teacher S. A. Moffett Elementary School Association(PTA) and the Huntington Beach Education Foundation have made generous contributions of time and money to numerous 8800 Burlcrest Ave. • Huntington Beach, CA 92646 • (714) 963-8985 • Grades K-5 programs and activities. PTA fundraisers enable the school to offer programs in art, music, and reading; they also enrich classroom Michael Andrzejewski, Principal learning experiences through donations that support assemblies, field trips and/or purchase instructional supplies. [email protected] The Huntington Beach Education Foundation, a joint business and educational partnership, provides funding for teacher mini-grants, 2011-12 School Accountability Report Card classroom speakers, supplemental materials and supports parent education opportunities.

Published During the 2012-13 School Year The Moffett School PTA directly supports a variety of instructional programs by providing funding and volunteer hours, including Best

Foot Forward, a reading incentive program; vocal music; keyboard instruction for third grade; Art Masters; the annual Science Fair; etc.

About the SARC The Moffett School Site Council is a leadership body consisting of staff and parents. Interested parents can submit their name in the fall and participate in an election for representation on the council. The council gathers input for use in the decision making process Every school in California is required by state law to publish a School Accountability Report Card regarding the expenditure of site funds in alignment with the implementation of our school plan. (SARC), by February 1 of each year. The SARC contains information about the condition and

performance of each California public school. All data are reported for the 2011-12 school-year, Parent participation in the Moffett classrooms is critical to the success of our school. Teachers design their lessons knowing parents will unless otherwise indicated. For more information about SARC requirements, see the California assist in the classroom to allow for small group and individualized instruction. Additionally, Moffett parents support the implementation Department of Education (CDE) SARC webpage at www.cde.ca.gov/ta/ac/sa/. For additional of our homework program by establishing an environment in which the homework can be completed, monitoring their child's efforts, information about this school, please contact the school administration at (714) 963-8985. and reviewing homework for accuracy and completion.

Huntington Beach School Description Student Enrollment by Grade Level Average Class Size and Class Size Distribution City School District Moffett School is a K-5 school nestled within a quiet, residential neighborhood comprised of 20451 Craimer Lane single family homes. Located in the southwest section of Huntington Beach, California, Moffett Grade Level Number of Students Number of Classrooms* Huntington Beach, CA 92646 Average Class Size School is a modern facility, built in 1975 and modernized in 2005, yet the culture within its walls is Kinder. 130 1-20 21-32 33+ (714) 964-8888 reminiscent of the early country schoolhouse that served as the center of the community. A sense Gr. 1-- 77 Year 10 11 12 10 11 12 10 11 12 10 11 12 www.hbcsd.k12.ca.us of belonging and pride can be felt throughout the school. Monday mornings find the Moffett Gr. 2-- 94 Kinder. 29.33 29 30.5 0 0 0 3 2 4 0 0 0 community gathered together to honor our country's flag and to celebrate the accomplishments Gr. 3-- 81 Gr. 1-- 19.25 29 24.3 0 0 1 4 2 2 0 0 0 District Governing Board of students, teachers, parents, and staff. Celia Jaffe Gr. 4-- 78 Gr. 2-- 19.50 32 32 0 0 0 4 1 3 0 1 0 Rosemary Saylor Operating on a traditional schedule, Moffett School serves a population of 518 students. At the Gr. 5-- 89 Gr. 3-- 22.25 29 32 0 0 0 4 1 2 0 0 1 Shari Kowalke time of this writing, 19 students were identified English Language Learners (3.6%), 59 students Total-- 572 Gr. 4-- 26.33 31.5 31.5 0 0 0 3 2 2 0 0 0 received free/reduced lunches (11.3%), 64 students received special education services (12.3%), Gr. 5-- 31.0 32 30 0 0 0 3 1 3 0 0 0 Bridget Kaub and 27 students were identified GATE (5.2%). Student Enrollment by Group * Number of classes indicates how many classrooms fall into each size category Brian E. Rechsteiner (a range of total students per classroom). At the secondary school level, this Group Percent of Total Enrollment Moffett School is a Learning Community -- a community where learning is valued and engaged in information is reported by subject area, English, Math, Science and Social District Administration by all. The Moffett School staff is committed to all students succeeding in a rigorous core Black or African American------0.4 Science (SS), rather than grade level. Gregory Haulk curriculum. A collaboratively developed mission statement clearly defines the purpose of our American Indian or Alaska Native--- 1.8 Superintendent learning community. We believe our purpose is: Asian------9.7 Suspensions and Expulsions

Filipino------1.6 School 09-10 10-11 11-12 Jennifer Shepard • To provide students a solid foundation in literacy, mathematics, science, and history; Hispanic or Latino------12.3 Suspensions Rate 0.39 0.78 .70 Assistant Superintendent • To help children respect and value themselves and others; Educational Services • To teach children to access and apply information; Native Hawaiian/Pacific Islander 0.4 Expulsions Rate 0.0 0.0 0.0 • To teach children to be effective communicators (to read, to write, to speak and to listen White 75.4 District 09-10 10-11 11-12 well); Two or More Races 1.8 Suspensions Rate 4.05 4.23 4.8 Deborah Cockrell • To develop critical thinking and problem-solving skills; and Socioeconomically Disadvantaged 11.3 Expulsions Rate 0.01 0.09 .10 Assistant Superintendent • To provide a safe, secure and supportive learning environment. English Learners 4 * The rate of suspensions and expulsions is calculated by dividing the total Human Resources number of incidents by the total enrollment (and multiplying by 100). The above statement is the "rudder" that guides our decisions and determines our actions as we Students with Disabilities 12.3 work together to provide our children a strong foundation for the future. Jon M. Archibald School Safety Plan Assistant Superintendent Rigorous content standards further define our purpose and clarify student outcomes and This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Administrative Services expectations. The Moffett School staff believes that reading is the foundation for all learning. It is essential that every student leave third grade reading to learn. Essential standards determine Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcomed and required to sign in what is taught, and it is expected that all students will meet or exceed these standards. Teachers at the school office upon arrival and obtain a visitors badge; visitors are required to return to the school office upon departure and sign out. During meet regularly in grade level teams to analyze student performance data and to plan research- lunch, recesses, and before and after school,yard supervisors and teachers monitor students and school grounds,including the cafeteria and based instruction. Three elements define the foundation for results at Moffett School: teamwork; playgrounds, to ensure a safe and orderly environment. The Comprehensive Safe School Plan was developed by the district to comply with Senate Bill clear, measurable goals; and the ongoing analysis of performance data. 187 (SB 187) of 1997. The plan provides students and staff a means of ensuring a safe and orderly learning environment.

2011-12 School Accountability Report Card for S. A. Moffett Elementary School Page 1 of 8 2011-12 School Accountability Report Card for S. A. Moffett Elementary School Page 2 of 8

Moffett Elementary - Huntington Beach City School District Moffett School includes the following requirements of SB 187 within our safe school plans: current status of school crime;child abuse reporting procedures; disaster procedures, routine and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment Teacher Credentials Teacher Misassignments and Vacant Teacher Positions at this School policy; provision of a school-wide dress code; safe ingress and egress of pupils, parents, and school employees;safe and orderly school environment; and school rules and procedures. School 09-10 10-11 11-12 School 10-11 11-12 12-13 Fully Credentialed 21 19 22 Teachers of English Learners 0 0 0 Moffett School evaluates our plan annually and updates it as needed. Safety procedures, including elements of the Safe School Plan, are reviewed with Without Full Credential 0 0 0 Total Teacher Misassignments 0 0 0 school and district staff in the fall, at the start of each school year. The plan was last updated and reviewed with school staff in October of 2011. Teaching Outside Subject Area 0 2 2 Vacant Teacher Positions 0 0 0 The district progressively addresses structural needs at our school to ensure facilities are safe and comply with education codes as well as building and Districtwide 09-10 10-11 11-12 * “Misassignments” refers to the number of positions filled by teachers who safety regulations.Improvements at the Moffett campus include replacement of roofing,installation of a new telephone system, and modernization of lack legal authorization to teach that grade level, subject area, student group, Fully Credentialed ♦ ♦ 290 etc. the classrooms in the building. A $30 million bond (Measure DD) combined with a $17million Prop 47 allocation provide the necessary funding for Districtwide modernization efforts. Moffett School received an apportionment of $4.0 million for its upgrades and modernization projects. Without Full Credential ♦ ♦ 0

School Facility Conditions and Planned Improvements (School Year 2012-13) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Professional Development • Description of the safety, cleanliness, and adequacy of the school facility This section provides information on the number of days provided for professional development and continuous professional growth in the most • Description of any planned or recently completed facility improvements recent three year period. • The year and month in which the data were collected • Description of any needed maintenance to ensure good repair Moffett School is a place of continuous learning for all who work here. Ongoing examination and modification of practice is essential to professional growth. In order to help implement this philosophy, the Board of Trustees approved three staff development days for the 2011-12 school year. The

Year and month in which data were collected: August 23, 2012 primary purpose of professional development is to directly improve teaching and learning for all children. Topics for staff development included:

Moffett School, built in 1974, consists of a main building with administrative offices, computer lab, library, indoor courtyard/lunch area and 23 Accelerated Reader/STAR classrooms. The site has 3 portable classrooms that were added during the 1990's. The YMCA also has a portable building used for before and after Rebecca Sitton Spelling school child care. Cognitively Guided Instruction in Math Research-Based Instructional Practices This site has been retrofit with energy efficient interior and exterior lighting. Response to Intervention (RtI) Explicit Direct Instruction (EDI) Improvements completed during 2012 included filling cracks, slurry coating and restriping of the playground, new floor tile in 2 restrooms, replacement Reciprocal Teaching (RT) of roof panels over exterior doors, exterior painting and landscaping in the front of the school. Positive Behavior Interventions and Support (PBIS) - "The Moffett Way"

Consistency of High Expectations Facilities are inspected continuously by custodial and maintenance personnel and work orders are submitted as needed. Write from the Beginning/Thinking Maps School Facility Good Repair Status (School Year 2012-13) Technology as a Tool for Teaching and Learning This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Californian Association for the Gifted (CAG) Teaching Strategies

• Determination of repair status for systems listed The improvement process at Moffett School is on-going. Teachers play the lead role in determining changes in the curriculum and professional • Description of any needed maintenance to ensure good repair development topics. The curriculum steering committee includes nine teachers and the school principal who analyze student achievement data and • The Overall Rating (bottom row) develop action plans for improvement. Together, they compare school's programs and policies to the ideal outlined in the State Department documents and formulate the next best steps for improvement. Staff development is designed to support the action plans developed in each curricular area and the school plan as a whole. School Facility Good Repair Status

Repair Status Repair Needed and A significant portion of Moffett School's categorical program budget is allocated for professional development activities to support improved System Inspected Exemplary Good Fair Poor Action Taken or Planned instruction. The district continuously explores ways to increase extended learning opportunities and improve intervention with at-risk students. Moffett School staff participate in district-wide efforts to revise summer school programs to focus more on diagnostics and reading skills. Teachers new Systems: [ ] [X] [ ] [ ] to the profession are supported by peer coaching and are encouraged to attend in services offered by the West Orange County Consortium for Special Gas Leaks, Mechanical/HVAC, Sewer Education or education consultants. Teachers are encouraged to attend subject-specific seminars and major conferences and share what they learn Interior: [ ] [X] [ ] [ ] with other staff members. The Beginning Teacher Support and Assessment (BTSA) program offers additional support and opportunities to new Interior Surfaces teachers. The program is designed to assist those new to teaching to expand and deepen their teaching skills, help the school district retain more new Cleanliness: [ ] [X] [ ] [ ] teachers, and improve learning opportunities for students. Overall Cleanliness, Pest/ Vermin Infestation Electrical: [ ] [X] [ ] [ ] Huntington Beach City School District regularly collaborates with all levels of district and school site staff when developing professional development Electrical activities in alignment with the No Child Left Behind Improving Teacher Quality Expectations. Instructional program improvement is driven by student needs and guided by state standards and frameworks. District and school administrators use site trend analyses, state testing, district-level Restrooms/Fountains: [ ] [X] [ ] [ ] assessments, teacher response, and administrator observations to identify more effective methods and strategies to achieve positive results for Restrooms, Sinks/ Fountains teachers and students. Safety: [ ] [X] [ ] [ ] Fire Safety, Hazardous Materials The Assistant Superintendent of Educational Services and principals meet monthly to analyze current instructional programs, instructional materials, Structural: [ ] [X] [ ] [ ] implementation timelines, and student achievement. Feedback is gathered at the site level through direct input and staff observation. Periodic Structural Damage, Roofs Curriculum Development Committees are formed to address identified areas of need and focus. Three staff development days have been approved for External: [ ] [X] [ ] [ ] the 2011-2012 school year. District-level training activities and professional development will revolve around Accelerated Reader STAR, Cognitively Playground/School Grounds, Windows/ Guided Instruction, and benchmarking strategies to meet the needs of all students. Doors/Gates/Fences Overall Rating [ ] [X] [ ] [ ]

2011-12 School Accountability Report Card for S. A. Moffett Elementary School Page 3 of 8 2011-12 School Accountability Report Card for S. A. Moffett Elementary School Page 4 of 8

Moffett Elementary - Huntington Beach City School District Core Academic Classes Taught by Highly Qualified Teachers Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) The Federal Elementary and Secondary Education Act (ESEA), also known Expenditures Per Pupil and School Site Teacher Salaries This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are as No Child Left Behind (NCLB), requires that core academic subjects be (Fiscal Year 2010-11) sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted taught by Highly Qualified Teachers, defined as having at least a textbooks or instructional materials. Expenditures Per Pupil Average bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more Level Teacher Year and month in which data were collected: October 2011 Total Restricted Unrestricted Salary information, see the CDE Improving Teacher and Principal Quality webpage at: www.cde.ca.gov/nclb/sr/tq/ School Site- 4,501.46 815.07 3,686.39 68,978 Pursuant to the settlement of Williams vs. the State of California, Huntington Beach City School District thoroughly inspected each of its school sites at Percent of Classes In Core Academic Subjects District------♦ ♦ 1,472.52 $71,546 the start of the 2008-09 school year to determine whether or not each school had sufficient and good quality textbooks, instructional materials, and/or Core Academic Classes Taught by Highly Qualified Teachers science laboratory equipment. State------♦ ♦ $5,455 $69,404 Taught by Highly Not Taught by Highly Location of Classes Percent Difference: School Site/District 60.06% % Qualified Teachers Qualified Teachers All students, including English Learners, are required to be given their own individual textbooks and/or instructional materials (in core subjects), for use Percent Difference: School Site/ State % % in the classroom. Additionally, all textbooks and instructional materials used within the District must be aligned with the California State Content This School 100 0 * Supplemental/Restricted expenditures come from money whose use is Standards and frameworks, with final approval by the Board of Education. Districtwide controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. All Schools 99.8 0.2 * Basic/Unrestricted expenditures are from money whose use, except for High-Poverty Schools 0 0 general guidelines, is not controlled by law or by a donor. Textbooks and Instructional Materials

Library Media Services Staff (Paraprofessional) .25 Beginning Teacher Salary $39,207 $41,246 Science Pearson Scott Foresman Psychologist------.4 Mid-Range Teacher Salary $73,823 $67,400 The textbooks listed are Yes Adoption Year 2008 Social Worker------N/A Highest Teacher Salary $90,042 $85,481 from most recent adoption: Nurse------N/A Average Principal Salary (ES) $109,661 $107,739 Percent of students lacking 0.0% their own assigned Speech/Language/Hearing Specialist 1.6 Average Principal Salary (MS) $104,543 $111,540 textbook:

Resource Specialist------N/A Average Principal Salary (HS) $110,146 History-Social Science Scott Foresman, K-1 Other------N/A Superintendent Salary $183,871 $180,572 The textbooks listed are Yes Adoption Year 2007 Average Number of Students per Staff Member Percent of District Budget from most recent adoption: Percent of students lacking 0.0% Houghton Mifflin Academic Counselor------N/A Teacher Salaries 45% 42% their own assigned Adoption Year 2007 * One Full-Time Equivalent (FTE) equals one staff member working full-time; Administrative Salaries 6% 5% textbook: one FTE could also represent two staff members who each work 50 percent * For detailed information on salaries, see the CDE Certificated Salaries & of full-time. Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

A significant portion of Moffett School's categorical program budget is allocated for professional development activities to support improved instruction. The district continuously explores ways to increase extended learning opportunities and improve intervention with at-risk students, students showing needs for accelerated learning, and English Language Learners.

Each year, a portion of Moffett's School/Library Improvement Block Grant funds are used to enable staff members to attend teaching seminars and other events designed to enhance their teaching techniques and expand their knowledge base. Teachers who are new to the profession are supported by peer coaching and are encouraged to attend in-services. Teachers who attend conferences, seminars, and other events are encouraged to share what they learn with other staff members.

The Beginning Teacher Support and Assessment (BTSA) program offers additional support and opportunities to new teachers. The program is designed to assist those new to teaching to expand and deepen their teaching skills, help the school district retain more new teachers, and improve learning opportunities for students. Gifted and Talented Education(GATE)Program cluster classes are provided for grades 2 through 5 for GATE identified students.

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Moffett Elementary - Huntington Beach City School District Note: Scores are not shown when the number of students tested is ten or EdData Partnership Web Site Academic Performance Index API Growth by Student Group - 2012 Growth API Comparison less, either because the number of students in this category is too small EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis The Academic Performance Index (API) is an annual measure of state This table displays, by student group, the number of students included in for statistical accuracy or to protect student privacy. Management and Assistance Team (FCMAT) that provides extensive academic performance and progress of schools in California. API scores the API and the 2012 Growth API (API-G) at the school, district, and state financial, demographic, and performance information about California’s range from 200 to 1,000, with a statewide target of 800. For detailed level. The Standardized Testing and Reporting (STAR) Program consists of public kindergarten through grade twelve school districts and schools. information about the API, see the CDE API webpage at Group School District State several key components, including: www.cde.ca.gov/ta/ac/ap/. All Students Students 354 5,377 4,664,264 • California Standards Tests (CSTs), which include English- 2012 STAR Results by Student Group API Growth by Student Group – Three-Year Comparison language arts (ELA) and mathematics (Math) in grades two through at the School API-G 929 902 788 eleven; science in grades five, eight, and nine through eleven; and Percent of Students Scoring at Actual API Change Group Black or Students 0 29 313,201 history-social science (H-SS) in grades eight, and nine through Group Proficient or Advanced 09-10 10-11 11-12 African American API-G 845 710 eleven. ELA Math Science H-SS All Students at the School 1 -24 33 • California Modified Assessment (CMA), an alternate All Students in the LEA 81 75 86 74 American Indian or Students 3 24 31,606 assessment that is based on modified achievement standards in ELA Black or African American Alaska Native API-G 855 742 for grades three through eleven; mathematics for grades three All Student at the School 84 88 94 American Indian or Alaska Native through seven, Algebra I, and Geometry; and science in grades five Asian------Students 19 508 404,670 Male------84 86 92 Asian------and eight, and Life Science in grade ten. The CMA is designed to Female------84 90 96 API-G 951 956 905 assess those students whose disabilities preclude them from Filipino------Filipino------Students 2 33 124,824 achieving grade-level proficiency on an assessment of the California Black or African American Hispanic or Latino content standards with or without accommodations. API-G 903 869 American Indian or Alaska Native Native Hawaiian/Pacific Islander • California Alternate Performance Assessment (CAPA), Asian------79 100 Hispanic Students 46 965 2,425,230 includes ELA and mathematics in grades two through eleven, and White------1 -19 31 or Latino API-G 875 838 740 science for grades five, eight, and ten. The CAPA is given to those Filipino------Two or More Races students with significant cognitive disabilities whose disabilities Hispanic or Latino 79 77 83 Native Hawaiian/ Students 2 23 26,563 prevent them from taking either the CSTs with accommodations or Socioeconomically Disadvantaged Pacific Islander API-G 855 775 modifications or the CMA with accommodations. Native Hawaiian/Pacific Islander English Learners White------Students 253 3,458 1,221,860 White------85 91 95 Students with Disabilities The assessments under the STAR Program show how well students are Two or More Races------80 83 API-G 940 911 853 doing in relation to the state content standards. On each of these Academic Performance Index Ranks - Three-Year Comparison Two Students 29 335 88,428 assessments, student scores are reported as performance levels. Socioeconomically Disadvantaged 76 84 This table displays the school’s statewide and similar schools’ API ranks. or More Races English Learners------API-G 907 927 849 The statewide API rank ranges from 1 to 10. A statewide rank of 1 means For detailed information regarding the STAR Program results for each Students with Disabilities 67 72 that the school has an API score in the lowest ten percent of all schools in Socioeconomically Students 49 929 2,779,680 grade and performance level, including the Percent of Students not the state, while a statewide rank of 10 means that the school has an API Disadvantaged API-G 888 821 737 tested, see the CDE STAR Results Web site at star.cde.ca.gov. Students Receiving Migrant score in the highest ten percent of all schools in the state. The similar Education Services English Learners Students 13 434 1,530,297 schools API rank reflects how a school compares to 100 statistically STAR Results for All Students - Three-Year Comparison matched “similar schools.” A similar schools rank of 1 means that the API-G 916 806 716 California Physical Fitness Test Results school’s academic performance is comparable to the lowest performing Students Students 54 599 530,935 Percent of Students Scoring at Proficient or Advanced The California Physical Fitness Test (PFT) is administered to students in ten schools of the 100 similar schools, while a similar schools rank of 10 with Disabilities Subject School District State grades five, seven, and nine only. This table displays by grade level the means that the school’s academic performance is better than at least 90 API-G 801 757 607 Percent of Students meeting the fitness standards for the most recent of the 100 similar schools. 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12 testing period. For detailed information regarding this test, and Adequate Yearly Progress ELA---- 83 75 84 77 78 81 52 54 56 comparisons of a school’s test results to the district and state, see the The federal ESEA requires that all schools and districts meet the following CDE PFT webpage at www.cde.ca.gov/ta/tg/pf/. Academic Performance Index Ranks - Three-Year Comparison Math--- 86 83 88 74 74 75 48 50 51 Adequate Yearly Progress (AYP) criteria: API Rank 2009 2010 2011 Percent of Students Meeting Fitness Standards • Participation rate on the state’s standards-based assessments in ELA Science 93 87 94 82 84 86 54 57 60 Grade Statewide------10 10 9 Level 4 of 6 5 of 6 6 of 6 and mathematics H-SS--- 65 72 74 44 48 49 Similar Schools------9 8 4 • Percent proficient on the state’s standards-based assessments in ---5--- 20.4 35.5 30.1 ELA and mathematics Internet Access • API as an additional indicator DataQuest Federal Intervention Program (School Year 2012-13) Internet access is available at public libraries and other locations that are • Graduation rate (for secondary schools) DataQuest is an online data tool located on the CDE DataQuest webpage Schools and districts receiving federal Title I funding enter Program publicly accessible. Access to the Internet at libraries and public locations at dq.cde.ca.gov/dataquest/ that contains additional information about Improvement (PI) if they do not make AYP for two consecutive years in is generally provided on a first-come, first-served basis. Other use Detailed information about AYP, can be found at the CDE Adequate this school and comparisons of the school to the district, the county, and the same content area (ELA or mathematics) or on the same indicator restrictions may include the hours of operation, the length of time that a Yearly Progress (AYP) webpage at www.cde.ca.gov/ta/ac/ay/. the state. Specifically, DataQuest is a dynamic system that provides (API or graduation rate). After entering PI, schools and districts advance workstation may be used (depending on availability), the types of reports for accountability (e.g., state Academic Performance Index [API], to the next level of intervention with each additional year that they do AYP Criteria School District software programs available on a workstation, and the ability to print federal Adequate Yearly Progress [AYP]), test data, enrollment, high not make AYP. For detailed information about PI identification, see the Made AYP Overall Yes No documents. CDE PI Status Determinations webpage: school graduates, dropouts, course enrollments, staffing, and data Met Participation Rate: English-Language Arts Yes Yes regarding English learners. www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Met Participation Rate: Mathematics Yes Yes Indicator School District Met Percent Proficient: English-Language Arts Yes No Program Improvement Status In PI Met Percent Proficient: Mathematics Yes No First Year of Program Improvement 2012-2013 Met API Criteria Yes Yes Year in Program Improvement Year 1 Met Graduation Rate (if applicable) N/A N/A Number of Schools Currently in Program Improvement 2 Percent of Schools Currently in Program Improvement 22.2

2011-12 School Accountability Report Card for S. A. Moffett Elementary School Page 7 of 8 2011-12 School Accountability Report Card for S. A. Moffett Elementary School Page 8 of 8

Moffett Elementary - Huntington Beach City School District All students are accepted, welcomed and feel comfortable at Perry School. We pride ourselves on the diversity of ethnicity, economics, and learning styles. Perry School offers a program for gifted, English Language Learners, Title 1 students and special education. Our Joseph R. Perry Elementary School offerings in special education are combined for the best possible Individual Education Plan using speech, the resource specialist 19231 Harding Lane • Huntington Beach, CA 92646 • (714) 962-3348 • Grades K-5 program, special day class, mainstreaming into regular education classes, full inclusion, a behavior support class, social skills groups, Monique Huibregtse, Ed.D, Principal occupational therapy, assisted P.E. and DTT to meet the child's unique needs. We work with the entire student population using the 40 [email protected] Developmental Assets Programs and Second Step, a bully prevention program. We teach students that it is their right to be safe and happy at school and the need to respect others rights to have the same. 2011-12 School Accountability Report Card Opportunities for Parental Involvement Published During the 2012-13 School Year Parents and community members are always welcome to visit our school and encouraged to assist in the classroomSince the home and

school collaboration is a key to student success, we hope you will find Perry a welcome environment made only stronger by your contributions. Perry invites parents to be a part of the School Site Council, the PTA, Title I, ELAC or a volunteer in the classroom.

About the SARC Community members are also invited to join and support the Huntington Beach Education Foundation, a joint business and educational partnership, provides funding for teacher mini-grants, classroom speakers, supplemental materials and the Parent Empowerment Every school in California is required by state law to publish a School Accountability Report Card Academy. (SARC), by February 1 of each year. The SARC contains information about the condition and

performance of each California public school. All data are reported for the 2011-12 school-year, Please contact the school principal, Dr. Monique Huibregtse, 714-962-3348, to find out more about how to be involved in your child's unless otherwise indicated. For more information about SARC requirements, see the California education. Department of Education (CDE) SARC webpage at www.cde.ca.gov/ta/ac/sa/. For additional

information about this school, please contact the school administration at (714) 962-3348. Student Enrollment by Grade Level Average Class Size and Class Size Distribution Huntington Beach School Description Grade Level Number of Students Number of Classrooms* City School District Average Class Size Welcome to Perry Elementary School! This report will provide parents and community members Kinder. 182 1-20 21-32 33+ 20451 Craimer Lane with information regarding achievement, resources, interventions, students and staff. We strive Gr. 1-- 63 Year 10 11 12 10 11 12 10 11 12 10 11 12 Huntington Beach, CA 92646 to ensure Perry is a welcome environment made only stronger by your contributions as our Gr. 2-- 45 Kinder. 25.75 13.2 32.4 0 3 0 4 2 2 0 0 3 (714) 964-8888 collaboration with you is a key to student success. Gr. 3-- 40 Gr. 1-- 15.33 25 24.7 1 0 1 2 1 2 0 0 0 www.hbcsd.k12.ca.us Perry Elementary School Mission Statement Gr. 4-- 68 Gr. 2-- 21.66 28 21 0 0 1 3 1 1 0 0 0 District Governing Board Perry School will be an inspirational catalyst for the community unifying parents, teachers, and Gr. 5-- 65 Gr. 3-- 31 27.5 28 0 0 0 2 2 1 0 0 0 Celia Jaffe students to share, develop and grow as life long learners. Perry School will promote individuality, Total-- 507 Gr. 4-- 26 30.5 24 0 0 1 1 2 0 1 0 2 Rosemary Saylor the acceptance of diversity, and the formation of discipline, responsibility, courage, and Gr. 5-- 24.5 26.5 26.3 0 0 1 1 2 3 1 0 0 Shari Kowalke commitment. Students will maintain high academic and moral standards, be critical thinkers and Student Enrollment by Group * Number of classes indicates how many classrooms fall into each size category problem solvers; thus enabling them to be confident, productive citizens. (a range of total students per classroom). At the secondary school level, this Bridget Kaub Group Percent of Total Enrollment information is reported by subject area, English, Math, Science and Social Brian E. Rechsteiner Black or African American------0.6 Science (SS), rather than grade level.

Perry Elementary School Vision Statement American Indian or Alaska Native--- 0 District Administration We envision Perry Elementary School as a place where staff: Asian------6.5 Suspensions and Expulsions Gregory Haulk • Work together in collaborative teams. Filipino------0.6 School 09-10 10-11 11-12 Superintendent • Implement strategies to monitor and improve student achievement with ongoing, research Hispanic or Latino------42.3 Suspensions Rate 5.49 3.71 4.4 based strategies. Native Hawaiian/Pacific Islander 1.7 Expulsions Rate 0.0 0.0 0.0 Jennifer Shepard • Demonstrate a personal commitment to the academic success and general well being of all Assistant Superintendent students. White 41.9 District 09-10 10-11 11-12 Educational Services • Encourage responsibility, fairness, caring, citizenship, trustworthiness, and respect. Two or More Races 6.5 Suspensions Rate 4.05 4.23 4.8

• Provide a safe and nurturing environment. Socioeconomically Disadvantaged 45.6 Expulsions Rate 0.01 0.09 .10

English Learners 22.9 * The rate of suspensions and expulsions is calculated by dividing the total Deborah Cockrell J.R. Perry has a long-standing tradition of excellence. Test scores have steadily increased over the Students with Disabilities 13.1 number of incidents by the total enrollment (and multiplying by 100). Assistant Superintendent past twelve years due to the dedication of all of the staff and their ability to reach all students.

Human Resources The staff at Perry School is highly qualified and engages in on-going learning of the best School Safety Plan interventions and research-based programs available to increase student achievement. Reading This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, success has been the main focus for students and teachers. Teachers are skilled at assessing, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Jon M. Archibald diagnosing and delivering instruction in the five areas of reading: Phonemic awareness, phonics, Assistant Superintendent fluency, vocabulary and comprehension. JiJi math and cognitively-guided Instruction is being used The school site safety plan is reviewed and updated each year. The plan is reviewed by staff and the PTA. The School Site Council approves this plan Administrative Services to support the core math instruction. Social Studies and science uses hands-on, inquiry-based each year. The key elements of the plan are covered by four broad goals: techniques to make the curriculum come alive. All of the subject areas are supported by the use

of technology. The staff carefully reviews intervention programs and teaching strategies so that Goal #1: All students and staff members are provided a safe teaching and learning environment. they can increase their repertoire of skills to meet the individual needs of students. Goal #2: All students are safe and secure while at school, when traveling to and from school, and when traveling to and from school related activities. Goal #3: District programs and approved community resources are made available to students and parents. Goal #4: Schools provide the educational environment where students, parents, staff, and community members shall effectively communicate in a manner that is respectful to all cultural, racial and religions backgrounds.

2011-12 School Accountability Report Card for Joseph R. Perry Elementary School Page 1 of 8 2011-12 School Accountability Report Card for Joseph R. Perry Elementary School Page 2 of 8

Perry Elementary - Huntington Beach City School District School Facility Conditions and Planned Improvements (School Year 2012-13) Professional Development This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: This section provides information on the number of days provided for professional development and continuous professional growth in the most • Description of the safety, cleanliness, and adequacy of the school facility recent three year period. • Description of any planned or recently completed facility improvements • The year and month in which the data were collected The teaching/learning interaction is the cornerstone of a good instructional program leading to student academic success. To improve the quality of • Description of any needed maintenance to ensure good repair the program, Perry School staff engage in staff development. Teaching is an ongoing combination of art and skill and requires teachers to continually update their craft with the best teaching practices based on research. All training and curriculum development at Perry School revolves around the Year and month in which data were collected: August 21, 2012 California State Content Standards and Frameworks based on student data. Just as we hope for Perry students, Perry teachers are lifelong learners.

Perry School, constructed in 1964, consists of six separate buildings including an administration building with office and library, a multipurpose room, Huntington Beach City School District regularly collaborates with all levels of district and school site staff when developing professional development four classroom buildings, with 28 total classrooms and a computer lab. The site also has 4 portable classrooms added in the 1990's and a YMCA activities in alignment with the No Child Left Behind Improving Teacher Quality Expectations. District and school administrators use site trend analysis, portable building used for before and after school child care. state testing, district-level assessments, teacher response, and administrator observations to identify more effective methods and strategies to achieve positive results for teachers and students. This site has been retrofit with energy efficient interior and exterior lighting. The Assistant Superintendent of Educational Services and principals meet monthly to analyze current instructional programs, instructional materials, Improvements completed during 2012 included filling cracks, slurry coating and restriping of the main parking lot, new floor tile in 5 restrooms, interior implementation timelines, and student achievement. Feedback is gathered at the site level through direct input and staff observation. Periodic painting of the multipurpose room and replacement of roofs on 5 portable classroom buildings. Curriculum Development Committees are formed to address identified areas of need and focus. Three mandatory staff development days are normally held during the school year. District-level training activities and professional development are based both on school site needs and district needs. Facilities are inspected continuously by custodial and maintenance personnel and work orders are submitted as needed. Currently, English Language Learners and Math are two focus areas for further staff development.

School Facility Good Repair Status (School Year 2012-13) On an annual basis, the Perry school staff looks at the district and state assessment data, classroom portfolios, and work samples to determine the needs of students. Each grade level makes recommendations for new additional strategies, training, or supplemental materials that may help students This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: in the learning process. Teachers align classroom curriculum to ensure that all students either meet or exceed state proficiency levels. Articulation

between grade levels helps to give consistency to the school program. Currently, the topics for staff development at Perry School include: • Determination of repair status for systems listed

• Description of any needed maintenance to ensure good repair • The Overall Rating (bottom row) Science Works, Technology Research-based Title I Strategies, Junior Great Books, Cognitively Guided Instruction (CGI), Guided Language Acquisition Development (GLAD) School Facility Good Repair Status Professional Learning Communities, Earobics and Strategies for Reading and Writing by Nancy Fetzer Dynamic Indicators of Basic Literacy Skills (DIBELS), Thinking Maps, Write From the Beginning, Path to Proficiency Repair Status Repair Needed and System Inspected Action Taken or Planned Exemplary Good Fair Poor A portion of school funds is used to enable staff members to attend teaching seminars and other events designed to enhance their teaching techniques Systems: [ ] [X] [ ] [ ] and expand their knowledge base. Teachers new to the profession are supported by peer coaching and are encouraged to attend in services offered by Gas Leaks, Mechanical/HVAC, Sewer the West Orange County Consortium for Special Education or education consultants. Teachers are encouraged to attend subject-specific seminars and Interior: [ ] [X] [ ] [ ] major conferences and share what they learn with other staff members. The Beginning Teacher Support and Assessment (BTSA) program offers Interior Surfaces additional support and opportunities to new teachers. The program is designed to assist those new to teaching to expand and deepen their teaching skills, help the school district retain more new teachers, and improve learning opportunities for students. Cleanliness: [ ] [X] [ ] [ ] Overall Cleanliness, Pest/ Vermin Infestation Classified staff and instructional assistants are provided training and development opportunities at the school, district, and county levels. In services for Electrical: [ ] [X] [ ] [ ] classified staff are geared to their specialty areas. Electrical Restrooms/Fountains: [ ] [X] [ ] [ ] Restrooms, Sinks/ Fountains Safety: [ ] [X] [ ] [ ] Fire Safety, Hazardous Materials Structural: [ ] [X] [ ] [ ] Structural Damage, Roofs External: [ ] [X] [ ] [ ] Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating [ ] [X] [ ] [ ]

Teacher Credentials Teacher Misassignments and Vacant Teacher Positions at this School School 09-10 10-11 11-12 School 10-11 11-12 12-13 Fully Credentialed 23 23 23 Teachers of English Learners 0 0 0 Without Full Credential 0 0 0 Total Teacher Misassignments 0 0 0 Teaching Outside Subject Area 0 2 3 Vacant Teacher Positions 0 0 0 Districtwide 09-10 10-11 11-12 * “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, Fully Credentialed ♦ ♦ 290 etc. Without Full Credential ♦ ♦ 0

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Perry Elementary - Huntington Beach City School District Core Academic Classes Taught by Highly Qualified Teachers The Beginning Teacher Support and Assessment (BTSA) program offers additional support and opportunities to new teachers. The program is designed to assist those new to teaching to expand and deepen their teaching skills, help the school district retain more new teachers, and improve learning The Federal Elementary and Secondary Education Act (ESEA), also known Expenditures Per Pupil and School Site Teacher Salaries opportunities for students. as No Child Left Behind (NCLB), requires that core academic subjects be (Fiscal Year 2010-11) taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and Expenditures Per Pupil Average Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) demonstrated core academic subject area competence. For more Level Teacher Total Restricted Unrestricted This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are information, see the CDE Improving Teacher and Principal Quality Salary sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted webpage at: www.cde.ca.gov/nclb/sr/tq/ School Site- 5,145.81 1,745.02 3,400.79 70,572 textbooks or instructional materials. Percent of Classes In Core Academic Subjects District------♦ ♦ 1,472.52 $71,546 Core Academic Classes Taught by Highly Qualified Teachers Year and month in which data were collected: October 2011 State------♦ ♦ $5,455 $69,404 Taught by Highly Not Taught by Highly Location of Classes Percent Difference: School Site/District 56.70% % Qualified Teachers Qualified Teachers Pursuant to the settlement of Williams vs. the State of California, Huntington Beach City School District thoroughly inspected each of its school sites at Percent Difference: School Site/ State % % the start of the 2008-09 school year to determine whether or not each school had sufficient and good quality textbooks, instructional materials, and/or This School 100 0 * Supplemental/Restricted expenditures come from money whose use is science laboratory equipment. Districtwide controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. All students, including English Learners, are required to be given their own individual textbooks and/or instructional materials (in core subjects), for use All Schools 99.8 0.2 * Basic/Unrestricted expenditures are from money whose use, except for in the classroom. Additionally, all textbooks and instructional materials used within the District must be aligned with the California State Content High-Poverty Schools 0 0 general guidelines, is not controlled by law or by a donor. Standards and frameworks, with final approval by the Board of Education. Low-Poverty Schools 99.8 0.2 For detailed information on school expenditures for all districts in * High-poverty schools are defined as those schools with student eligibility of California, see the CDE Current Expense of Education & Per-pupil approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of Spending webpage at www.cde.ca.gov/ds/fd/ec/. For information on Textbooks and Instructional Materials teacher salaries for all districts in California, see the CDE Certificated approximately 25 percent or less in the free and reduced price meals Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption program. Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Reading/Language Arts Houghton Mifflin Web site at: www.ed-data.org. The textbooks listed are Yes Adoption Year 2003 Academic Counselors and Other Support Staff at this School from most recent adoption: Number of Full-Time Equivalent (FTE) Percent of students lacking 0.0% Teacher and Administrative Salaries (Fiscal Year 2010-11) Academic Counselor------N/A their own assigned State Average for textbook: District Social/Behavioral or Career Development Counselor 0 Category Districts In Same Amount Mathematics Houghton Mifflin Library Media Teacher (Librarian) N/A Category The textbooks listed are Yes Adoption Year 2002 Library Media Services Staff (Paraprofessional) .375 Beginning Teacher Salary $39,207 $41,246 from most recent adoption: Psychologist------.6 Mid-Range Teacher Salary $73,823 $67,400 Percent of students lacking 0.0% their own assigned Social Worker------N/A Highest Teacher Salary $90,042 $85,481 textbook: Nurse------N/A Average Principal Salary (ES) $109,661 $107,739 Science Pearson Scott Foresman Speech/Language/Hearing Specialist 1. Average Principal Salary (MS) $104,543 $111,540 The textbooks listed are Yes Adoption Year 2008 Resource Specialist------N/A Average Principal Salary (HS) $110,146 from most recent adoption: Other------N/A Superintendent Salary $183,871 $180,572 Percent of students lacking 0.0% their own assigned Average Number of Students per Staff Member Percent of District Budget textbook:

Academic Counselor------N/A Teacher Salaries 45% 42% History-Social Science Houghton Mifflin - 2-5 * One Full-Time Equivalent (FTE) equals one staff member working full-time; Administrative Salaries 6% 5% Adoption Year 2007 one FTE could also represent two staff members who each work 50 percent The textbooks listed are Yes * For detailed information on salaries, see the CDE Certificated Salaries & of full-time. from most recent adoption: Benefits webpage at www.cde.ca.gov/ds/fd/cs/. Percent of students lacking 0.0% Scott Foresman - K-1 their own assigned Adoption Year 2007 Types of Services Funded (Fiscal Year 2011-12) textbook:

This section provides specific information about the types of programs and services available at the school that support and assists students. For example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) status.

Title I funding plays a critical role in the landmark education act more popularly known as No Child Left Behind (NCLB). Title I is federal money used to support additional staffing and programs to meet the needs of low income, low-achieving students and other designated students with special needs. Perry School uses Title I funds to assist students identified as failing, or most at risk of failing, to meet the State Board of Education content standards. Information regarding Title I designation assists parents and the school community to understand the impact NCLB will have on Perry School. NCLB Requires evaluation of student performance both school wide and by specific subgroups within the student population. A Title 1 support teacher, a Title 1 aide, Earobics, Accelerated Reader, 6 minute solution, Language!, Read Naturally, Thinking Maps, and Phonics for Reading are a few of the interventions programs being implemented.

Perry School also receives EIA funding to support those students who are designated as an English Language Learner as determined by the CELDT test. This funding is used for an EL support aide and partially funds a certificated teacher who assist our EL learners. This funding also supports programs such as Language for Learning, Thinking and Writing, Houghton Mifflin 'Medallions,' and Path to Proficiency.

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Perry Elementary - Huntington Beach City School District Note: Scores are not shown when the number of students tested is ten or EdData Partnership Web Site Academic Performance Index API Growth by Student Group - 2012 Growth API Comparison less, either because the number of students in this category is too small EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis The Academic Performance Index (API) is an annual measure of state This table displays, by student group, the number of students included in for statistical accuracy or to protect student privacy. Management and Assistance Team (FCMAT) that provides extensive academic performance and progress of schools in California. API scores the API and the 2012 Growth API (API-G) at the school, district, and state financial, demographic, and performance information about California’s range from 200 to 1,000, with a statewide target of 800. For detailed level. The Standardized Testing and Reporting (STAR) Program consists of public kindergarten through grade twelve school districts and schools. information about the API, see the CDE API webpage at Group School District State several key components, including: www.cde.ca.gov/ta/ac/ap/. All Students Students 232 5,377 4,664,264 • California Standards Tests (CSTs), which include English- 2012 STAR Results by Student Group API Growth by Student Group – Three-Year Comparison language arts (ELA) and mathematics (Math) in grades two through at the School API-G 803 902 788 eleven; science in grades five, eight, and nine through eleven; and Percent of Students Scoring at Actual API Change Group Black or Students 2 29 313,201 history-social science (H-SS) in grades eight, and nine through Group Proficient or Advanced 09-10 10-11 11-12 African American API-G 845 710 eleven. ELA Math Science H-SS All Students at the School 26 2 1 • California Modified Assessment (CMA), an alternate All Students in the LEA 81 75 86 74 American Indian or Students 0 24 31,606 assessment that is based on modified achievement standards in ELA Black or African American Alaska Native API-G 855 742 for grades three through eleven; mathematics for grades three All Student at the School 58 67 66 American Indian or Alaska Native through seven, Algebra I, and Geometry; and science in grades five Asian------Students 18 508 404,670 Male------53 64 71 Asian------and eight, and Life Science in grade ten. The CMA is designed to Female------63 69 60 API-G 897 956 905 assess those students whose disabilities preclude them from Filipino------Filipino------Students 1 33 124,824 achieving grade-level proficiency on an assessment of the California Black or African American Hispanic or Latino 35 20 -15 content standards with or without accommodations. API-G 903 869 American Indian or Alaska Native Native Hawaiian/Pacific Islander • California Alternate Performance Assessment (CAPA), Asian------72 89 Hispanic Students 111 965 2,425,230 includes ELA and mathematics in grades two through eleven, and White------35 -25 30 or Latino API-G 763 838 740 science for grades five, eight, and ten. The CAPA is given to those Filipino------Two or More Races students with significant cognitive disabilities whose disabilities Hispanic or Latino 50 54 58 Native Hawaiian/ Students 4 23 26,563 prevent them from taking either the CSTs with accommodations or Socioeconomically Disadvantaged 34 26 -8 Pacific Islander API-G 855 775 modifications or the CMA with accommodations. Native Hawaiian/Pacific Islander English Learners 22 35 -31 White------Students 83 3,458 1,221,860 White------67 78 73 Students with Disabilities -39 The assessments under the STAR Program show how well students are Two or More Races------43 77 API-G 832 911 853 doing in relation to the state content standards. On each of these Academic Performance Index Ranks - Three-Year Comparison Two Students 12 335 88,428 assessments, student scores are reported as performance levels. Socioeconomically Disadvantaged 52 58 56 This table displays the school’s statewide and similar schools’ API ranks. or More Races English Learners------35 44 API-G 770 927 849 The statewide API rank ranges from 1 to 10. A statewide rank of 1 means For detailed information regarding the STAR Program results for each Students with Disabilities 36 48 that the school has an API score in the lowest ten percent of all schools in Socioeconomically Students 131 929 2,779,680 grade and performance level, including the Percent of Students not the state, while a statewide rank of 10 means that the school has an API Disadvantaged API-G 777 821 737 tested, see the CDE STAR Results Web site at star.cde.ca.gov. Students Receiving Migrant score in the highest ten percent of all schools in the state. The similar Education Services English Learners Students 79 434 1,530,297 schools API rank reflects how a school compares to 100 statistically STAR Results for All Students - Three-Year Comparison matched “similar schools.” A similar schools rank of 1 means that the API-G 748 806 716 California Physical Fitness Test Results school’s academic performance is comparable to the lowest performing Students Students 55 599 530,935 Percent of Students Scoring at Proficient or Advanced The California Physical Fitness Test (PFT) is administered to students in ten schools of the 100 similar schools, while a similar schools rank of 10 with Disabilities Subject School District State grades five, seven, and nine only. This table displays by grade level the means that the school’s academic performance is better than at least 90 API-G 636 757 607 Percent of Students meeting the fitness standards for the most recent of the 100 similar schools. 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12 testing period. For detailed information regarding this test, and Adequate Yearly Progress ELA---- 54 55 58 77 78 81 52 54 56 comparisons of a school’s test results to the district and state, see the The federal ESEA requires that all schools and districts meet the following CDE PFT webpage at www.cde.ca.gov/ta/tg/pf/. Academic Performance Index Ranks - Three-Year Comparison Math--- 66 61 67 74 74 75 48 50 51 Adequate Yearly Progress (AYP) criteria: API Rank 2009 2010 2011 Percent of Students Meeting Fitness Standards • Participation rate on the state’s standards-based assessments in ELA Science 61 67 66 82 84 86 54 57 60 Grade Statewide------5 5 5 Level 4 of 6 5 of 6 6 of 6 and mathematics H-SS--- 65 72 74 44 48 49 Similar Schools------1 4 4 • Percent proficient on the state’s standards-based assessments in ---5--- 29.2 22.2 26.4 ELA and mathematics Internet Access • API as an additional indicator DataQuest Federal Intervention Program (School Year 2012-13) Internet access is available at public libraries and other locations that are • Graduation rate (for secondary schools) DataQuest is an online data tool located on the CDE DataQuest webpage Schools and districts receiving federal Title I funding enter Program publicly accessible. Access to the Internet at libraries and public locations at dq.cde.ca.gov/dataquest/ that contains additional information about Improvement (PI) if they do not make AYP for two consecutive years in is generally provided on a first-come, first-served basis. Other use Detailed information about AYP, can be found at the CDE Adequate this school and comparisons of the school to the district, the county, and the same content area (ELA or mathematics) or on the same indicator restrictions may include the hours of operation, the length of time that a Yearly Progress (AYP) webpage at www.cde.ca.gov/ta/ac/ay/. the state. Specifically, DataQuest is a dynamic system that provides (API or graduation rate). After entering PI, schools and districts advance workstation may be used (depending on availability), the types of reports for accountability (e.g., state Academic Performance Index [API], to the next level of intervention with each additional year that they do AYP Criteria School District software programs available on a workstation, and the ability to print federal Adequate Yearly Progress [AYP]), test data, enrollment, high not make AYP. For detailed information about PI identification, see the Made AYP Overall No No documents. CDE PI Status Determinations webpage: school graduates, dropouts, course enrollments, staffing, and data Met Participation Rate: English-Language Arts Yes Yes regarding English learners. www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Met Participation Rate: Mathematics Yes Yes Indicator School District Met Percent Proficient: English-Language Arts No No Program Improvement Status In PI In PI Met Percent Proficient: Mathematics No No First Year of Program Improvement 2012-2013 2012-2013 Met API Criteria Yes Yes Year in Program Improvement Year 1 Year 1 Met Graduation Rate (if applicable) N/A N/A Number of Schools Currently in Program Improvement 2 Percent of Schools Currently in Program Improvement 22.2

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Perry Elementary - Huntington Beach City School District Motto We believe that one teacher can change a child's life...and one child can change the world. Peterson Elementary School 20661 Farnsworth Lane • Huntington Beach, CA 92646 • (714) 378-1515 • Grades K-5 School Description Barbara Crissman, Principal John R. Peterson School is a community K-5 elementary school located in the southeastern section of Huntington Beach. Peterson [email protected] follows a traditional school schedule. It was built on a fifteen acre site originally opened in 1963. The Jack K. Clapp wing was added in 1977 to accommodate the district's special education students. Due to declining enrollment throughout the district, the site was closed 2011-12 School Accountability Report Card to elementary students in 1981. As a result of increasing population and the implementation of the class size reduction program, Published During the 2012-13 School Year Peterson was reopened in 1997 after being renovated for the twenty-first century at a cost of $2.3 million which provided full site cabling and internet capabilities, phone systems with voice mail in each classroom, upgraded electrical systems, renovated fields, paint,

carpet, tile, remodeled offices, furnishings, and equipment. The site houses six programs. The regular education program serves

children who reside in the immediate area; the Voyagers' Class program serves first through fifth grade Asperger's students within the About the SARC district; the Gifted and Talented Education centered program serves children identified as gifted and talented who reside throughout Every school in California is required by state law to publish a School Accountability Report Card the district; the Title I program provides intervention support for students who are not meeting designated achievement standards; the (SARC), by February 1 of each year. The SARC contains information about the condition and English Learner program provides English instruction to students who have not yet mastered English as a second language; and our performance of each California public school. All data are reported for the 2011-12 school-year, preschool program is a tuition based program that prepares three and four year olds for kindergarten. The school's population includes unless otherwise indicated. For more information about SARC requirements, see the California students from diverse ethnicities. Categorical funding includes SLIBG, Title I, EIA/LEP. Special Education resources on site include Speech Department of Education (CDE) SARC webpage at www.cde.ca.gov/ta/ac/sa/. For additional and Language, RSP, and our"Voyagers' Class" for grades 1-5 students with high-functioning Asperger's Syndrome. Peterson is fortunate information about this school, please contact the school administration at (714) 378-1515. to have an active PTA and over 11,000 hours of volunteer time each year devoted to in-classroom assistance and providing supplemental programs such as the Whale Tales Incentive Reading Program, Accelerated Reader, enrichment assemblies and Standards Huntington Beach Vision aligned field trips for every child. Peterson's mission statement and shared value statements were mutually developed and provide the foundation for our shared decision making. In 2000, Peterson earned recognition as an Honorable Mention for California Distinguished City School District John R. Peterson school assesses its effectiveness on the basis of results rather than intentions. School. Peterson was named a 2003, 2008 and 2012 California Distinguished School and in 2011 became an over 900 API school. 20451 Craimer Lane We will continue to cultivate a collaborative culture where learning is our fundamental purpose Peterson also has the distinction of National PTA recognition as a "Parent Involvement School of Excellence". Huntington Beach, CA 92646 while striving for API scores above 900.

(714) 964-8888 www.hbcsd.k12.ca.us Individuals, grade level teams and administration will regularly seek data to promote continuous Opportunities for Parental Involvement improvement to ensure that all students attain proficient or advanced levels on the statewide Parents and the community are very supportive of the educational programs at Peterson School. Each year more than 11,000 hours of District Governing Board Standards assessment exams. volunteer time are given to the various PTA-sponsored fundraising activities to support the vocal music and band programs, Science Celia Jaffe Fair, Meet the Masters art instruction, and the Whale Tales incentive reading program. PTA also provides financial allocations for Rosemary Saylor The school will be recognized as an inclusive community where staff, parents, administration and curriculum related assemblies and field trips for each class. In addition, the PTA has provided classroom technology such as SMART Boards, document cameras and n-computing in every classroom. Shari Kowalke business partners actively work together to assure every student's academic, social and emotional success. Bridget Kaub In 2004, Peterson's PTA was one of 22 in California to receive an award of recognition by the National PTA. The school was recognized as Brian E. Rechsteiner Mission a Parent Involvement School of Excellence by meeting a variety of criteria in areas such as communication, volunteerism, parenting, student learning, school decision making, advocacy, collaboration with the community, and parent and family involvement. Yearly, The students, staff and parents of John R. Peterson School comprise a culturally diverse parent volunteers provide over 11,000 hours of volunteer service to our school. We are proud of the accomplishments of our PTA District Administration community whose purpose is to work together so all students achieve a level of literacy in English members. Peterson School created a community partnership program in 2006-07 entitled Partners in Progress that has achieved great Gregory Haulk Language Arts and knowledge of mathematics that enables them to meet all State Standards and success. The program creates $250 scholarships for each classroom that teachers may use for supplies, materials, and specific unit Superintendent interact appropriately within our diverse society. All students will demonstrate strong character resources to support instruction. 2011-12 Partners include J. P Instruments, Inc., Quantum Signs and Graphics, Doug Brown and and positive values while striving to attain academic excellence. Associates, Brad and Karen Plantiko, Valentina Y Poponina, Dennis and Sons Machinery Sales, Cub Scout Pack 290, Toan Q. Tran M.D., Jennifer Shepard Patrick and Samantha Schmidt, Caring Families of Room 27, Innovision Media Group, Louis C. Bellanca and Associates, Michael and Assistant Superintendent Values Kristin Stilton, Preeprem N Empremsilapa, Brownie Troop 1144, Tuan and Vivian Phan, Susan Turner 4 Homes, Klass and Jan Volbeda, Educational Services All students can learn, have an equal opportunity to learn, and deserve access to a rich Bruce Ennen Tile and Stone Inc., Jesse and Stephanie Cravath. We are thankful for their support. More information regarding

instructional program in a community where students, staff and parents know each other, care sponsorships is available by calling the school office at 714- 378-1515.

about each other, and feel valued as a member of the group. Deborah Cockrell The Huntington Beach Education Foundation, a joint business and educational partnership, provides funding for teacher mini-grants, Assistant Superintendent Learning is a developmental process that can best be achieved by providing exciting, active, classroom speakers, supplemental materials and supports parent educational oppotunities. Human Resources challenging and purposeful higher order thinking experiences.

Parents who wish to volunteer or participate in Peterson School's leadership teams, school committees, or school activities may contact

It is the responsibility of the staff to prepare students to participate in a culturally diverse, the school at the number listed above. Jon M. Archibald democratic society as an involved citizen. In that spirit, the development of decision making skills Assistant Superintendent and the nurturing of positive values and strong character will be as high a priority as strong Administrative Services academic achievement.

Each student is a special and unique individual who deserves to be valued and accepted.

Success comes from each staff member being committed to meeting every student's academic, social, and emotional needs through school-wide programs that emphasize a healthy mind and body.

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Peterson Elementary - Huntington Beach City School District As a Title I school, we have crafted a Parent Involvement Policy that is reviewed yearly by teacher and parent groups then approved by our Peterson School Site Council. Parents are provided with a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet will be provided. School Parental Involvement Policy • Parent and Community Resource Binder will include: Peterson Elementary School o School Parent Involvement Policy Huntington Beach o School/Meeting Calendar City School District o Parent/Student Handbook 2012-2013 o Volunteer Applications/Information o Assessment Information STATEMENT OF PURPOSE o DIBELS Benchmarks The involvement of parents and community members is an essential component of nurturing students. Every effort to invite and o Testing Calendar consider parent and community input was made to ensure the success of our students. A team of parents, teachers and administrators o Curriculum Descriptions for English Language Arts and Math and other content areas. developed the following school/parent/community involvement policy. Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student Standards academic learning and other school activities, including ensuring- • The School's Web Site provides information about the staff, classroom activities and parent resources. • that parents play an integral role in assisting their child's learning; • A brochure is distributed for each grade level describing which standards will be taught for the year. California state standards are • that parents are encouraged to be actively involved in their child's education at school; distributed to parents in each child's classroom at Back to School Night. • that parents are full partners in their child's education and are included, as appropriate, in decision-making and on advisory • Newsletters provide information and parent feedback. committees to assist in the education of their child; • Translators are available for Parent-Teacher Conferences.

Information about school policies and involvement opportunities are communicated through direct parent contact in the following If requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions manner: relating to the education of their children, and respond to any such suggestions as soon as practicably possible will be discussed. Parents/community members will be given timely responses to any concerns and suggestions. • The School Parent/Community Involvement Policy and School-Parent Compact are distributed to parents and students in the Home and School Agreement, which is distributed annually during Parent-Teacher Conferences to all students and their parents. Teachers The Home and School Agreement (Parent Compact) is a part of the School Parent Involvement Policy. The compact was developed by review the Home and School Agreement and policies with the students during the period of Parent-Teacher Conferences. Parents teachers, parents and administrators. It describes the responsibilities of the school and parents to improve student performance and are asked to read and discuss the Home and School Agreement with their students and sign and return an acknowledgment form. the means in which to do so. • Peterson Elementary School notifies parents about the School Parental Involvement Policy in an understandable and uniform format and, to the extent practicable, distributes this policy to parents in a language the parents can understand. Building capacity for parent/community involvement is listed in the District Parent Involvement Policy. Specific activities include: • Peterson Elementary School makes the School Parental Involvement Policy available to the local community through the following 6.8% of our students are English Learners. We hold ELAC (English Language Advisory Committee) meetings at our site for parents of our sources: English Learners. The meetings have a bilingual interpreter if necessary. o Peterson's Web Site: http://www.hbcsd.k12.ca.us/peterson/ o PTA Newsletter: The Peterson Gazette An end of the year get-together in the HBCSD Curriculum Lab affords parents the opportunity to create summer learning activities for o Twilight Program their child. • Peterson Elementary School periodically updates the School Parental Involvement Policy to meet the changing needs of parents and the school. Classroom volunteer opportunities exist in several of our classrooms. The PTA holds a yearly Volunteer Orientation at the end of • Peterson Elementary School has adopted the school's Home and School Agreement (school-parent compact) as a component of its September. School Parental Involvement Policy. The Huntington Beach City School District has developed a new website that offers a wealth of information to parents. On the HBCSD SCHOOL POLICIES, INVOLVEMENT OPPORTUNITIES, AND MEETINGS website, parents of Title I students have the opportunity to submit online responses to a survey regarding the effectiveness of their Peterson Elementary School convenes an annual meeting to inform parents of the following (transportation, babysitting, flexible home school's educational programs. This survey is offered in both English and Spanish. The parents are provided access to a computer meeting times will be addressed): during Title I Parent Night where they are provided the opportunity to submit the survey if they wish. • That their child's school participates in Title I, • About the requirements of Title I, Parents of Title I students can take Title I Parent Survey (Spanish: Evaluacion de necesidades del Titutlo I) on the Huntington Beach City • Of their rights to be involved, (a copy of the district's district-wide parental involvement policy) School District Website: http://www.hbcsd.k12.ca.us/ • About the school's participation in Title I (status of targeted assistance program) • About the programs and methods used to instruct children participating in Title I intervention

Additionally, Peterson Elementary School conducts an open forum for parents and community member to further involve them in the joint development and joint agreement of its School Parental Involvement Policy.

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Peterson Elementary - Huntington Beach City School District

Student Enrollment by Grade Level Average Class Size and Class Size Distribution School Facility Conditions and Planned Improvements (School Year 2012-13) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Grade Level Number of Students Number of Classrooms* Average Class Size • Description of the safety, cleanliness, and adequacy of the school facility Kinder. 94 1-20 21-32 33+ • Description of any planned or recently completed facility improvements Gr. 1-- 107 Year 10 11 12 10 11 12 10 11 12 10 11 12 • The year and month in which the data were collected • Description of any needed maintenance to ensure good repair Gr. 2-- 102 Kinder. 30 27.3 31.3 0 0 0 3 3 3 0 0 0 Gr. 1-- 18.6 29 31.7 1 0 0 4 3 3 0 0 0 Gr. 3-- 111 Year and month in which data were collected: August 23, 2012 Gr. 4-- 97 Gr. 2-- 18.2 31.5 30 0 0 0 5 2 4 0 0 0 Gr. 5-- 125 Gr. 3-- 24.6 30 30 0 0 0 4 1 3 1 0 0 Peterson School, constructed in 1963, consists of ten separate buildings including an administration building with office and library, a multipurpose room with kitchen, eight classroom buildings with 22 total classrooms. An additional classroom building, with 9 classrooms, was built in 1979. The site Total-- 636 Gr. 4-- 23.6 28.3 29 0 0 0 5 3 4 0 0 0 also has 4 portable classrooms added in the 1990's and a YMCA portable building used for before and after school child care. Gr. 5-- 26.6 33.5 31.3 0 0 0 5 0 2 0 2 2 Student Enrollment by Group * Number of classes indicates how many classrooms fall into each size category This site has been retrofit with energy efficient interior and exterior lighting. (a range of total students per classroom). At the secondary school level, this Group Percent of Total Enrollment information is reported by subject area, English, Math, Science and Social Improvements completed during 2012 included filling cracks, slurry coating and restriping of the playground, new floor tile in 5 restrooms, new HVAC Science (SS), rather than grade level. Black or African American------0.3 unit in the office, replacement of heaters in 6 classrooms and exterior painting of all buildings.

American Indian or Alaska Native--- 0.3 Asian------8.6 Suspensions and Expulsions Facilities are inspected continuously by custodial and maintenance personnel and work orders are submitted as needed. Filipino------0.3 School 09-10 10-11 11-12 School Facility Good Repair Status (School Year 2012-13) Hispanic or Latino------19.5 Suspensions Rate 0.45 1.08 1.80 This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Native Hawaiian/Pacific Islander 0.2 Expulsions Rate 0.0 0.0 0.0 White 62.3 District 09-10 10-11 11-12 • Determination of repair status for systems listed • Description of any needed maintenance to ensure good repair Two or More Races 8.4 Suspensions Rate 4.05 4.23 4.8 • The Overall Rating (bottom row) Socioeconomically Disadvantaged 20.8 Expulsions Rate 0.01 0.09 .10 English Learners 8 * The rate of suspensions and expulsions is calculated by dividing the total School Facility Good Repair Status Students with Disabilities 7.8 number of incidents by the total enrollment (and multiplying by 100). Repair Status Repair Needed and System Inspected Exemplary Good Fair Poor Action Taken or Planned School Safety Plan This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, Systems: [ ] [X] [ ] [ ] updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Gas Leaks, Mechanical/HVAC, Sewer Interior: [ ] [X] [ ] [ ] Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcomed and required to check Interior Surfaces in at the school office upon arrival and obtain a visitor's badge; visitors are required to return to the school office upon departure. During lunch, Cleanliness: [ ] [X] [ ] [ ] recesses, and before and after school, yard supervisors and teachers monitor students and school grounds, including the cafeteria and playgrounds, to Overall Cleanliness, Pest/ Vermin Infestation ensure a safe and orderly environment. Electrical: [ ] [X] [ ] [ ] Electrical The Comprehensive Safe School Plan was developed by the district to comply with Senate Bill 187 (SB 187) of 1997. The plan provides students and Restrooms/Fountains: [ ] [X] [ ] [ ] staff a means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB 187 within their safe school Restrooms, Sinks/ Fountains plans: current status of school crime; child abuse reporting procedures; disaster procedures, routine and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a school-wide dress code; safe ingress and egress of pupils, parents, and Safety: [ ] [X] [ ] [ ] school employees; safe and orderly school environment; and school rules and procedures. Fire Safety, Hazardous Materials Structural: [ ] [X] [ ] [ ] The school evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe School Plan, are reviewed with Structural Damage, Roofs school and district staff in the fall, at the start of each school year. The plan was last updated and reviewed with school staff in October 2011. External: [ ] [X] [ ] [ ] Playground/School Grounds, Windows/ A school safety committee, comprised of both certificated and classified staff and the principal, meets regularly during the school year to review school Doors/Gates/Fences safety and make requests/recommendations to the district safety committee. Overall Rating [ ] [X] [ ] [ ]

The district progressively addresses structural needs at each school to ensure facilities are safe and comply with education codes as well as building and safety regulations. A $30 million bond (Measure DD) combined with a $17 million Prop 47 allocation provide the necessary funding for district wide modernization efforts. Peterson School receive an apportionment of approximately $1.4 million for its upgrades and modernization projects. Previous improvements at the Peterson campus included installation of new roofing, water and gas line replacement, kindergarten playground resurfacing, phone system upgrade, and replacement of windows and doors. More recent improvements to provide a safe and healthy environment include carpet replacement in several classrooms and the school office and new floor tile in the nurse's office and designated restrooms as school-wide exterior painting.

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Peterson Elementary - Huntington Beach City School District Teacher Credentials Core Academic Classes Taught by Highly Qualified Teachers The Federal Elementary and Secondary Education Act (ESEA), also known School 09-10 10-11 11-12 Teacher Misassignments and Vacant Teacher Positions at this School Expenditures Per Pupil and School Site Teacher Salaries as No Child Left Behind (NCLB), requires that core academic subjects be School 10-11 11-12 12-13 (Fiscal Year 2010-11) Fully Credentialed 22 24 24 taught by Highly Qualified Teachers, defined as having at least a Expenditures Per Pupil Average Without Full Credential 0 0 0 Teachers of English Learners 0 0 0 bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more Level Teacher Total Teacher Misassignments 0 0 0 Total Restricted Unrestricted Teaching Outside Subject Area 0 0 0 information, see the CDE Improving Teacher and Principal Quality Salary Districtwide 09-10 10-11 11-12 Vacant Teacher Positions 0 0 0 webpage at: www.cde.ca.gov/nclb/sr/tq/ School Site- 4,499.92 733.70 3,766.22 68,794 * “Misassignments” refers to the number of positions filled by teachers who ♦ ♦ Percent of Classes In Core Academic Subjects ♦ ♦ Fully Credentialed 290 lack legal authorization to teach that grade level, subject area, student group, District------1,472.52 $71,546 Core Academic Classes Taught by Highly Qualified Teachers Without Full Credential ♦ ♦ 0 etc. State------♦ ♦ $5,455 $69,404 Taught by Highly Not Taught by Highly Location of Classes Percent Difference: School Site/District 60.90% % Qualified Teachers Qualified Teachers Professional Development Percent Difference: School Site/ State % % This School 100 0 This section provides information on the number of days provided for professional development and continuous professional growth in the most * Supplemental/Restricted expenditures come from money whose use is recent three year period. Districtwide controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. All Schools 99.8 0.2 All training and curriculum development at Peterson School revolves around the California State Content Standards and Frameworks. Teachers align * Basic/Unrestricted expenditures are from money whose use, except for classroom curriculum to ensure that all students either meet or exceed state proficiency levels. High-Poverty Schools 0 0 general guidelines, is not controlled by law or by a donor.

Low-Poverty Schools 99.8 0.2 Huntington Beach City School District regularly collaborates with all levels of district and school site staff when developing professional development For detailed information on school expenditures for all districts in * High-poverty schools are defined as those schools with student eligibility of California, see the CDE Current Expense of Education & Per-pupil activities in alignment with the No Child Left Behind Improving Teacher Quality Expectations. Instructional program improvement is driven by student approximately 40 percent or more in the free and reduced price meals needs and guided by state standards and frameworks. District and school administrators use site trend analyses, state testing, district-level program. Low-poverty schools are those with student eligibility of Spending webpage at www.cde.ca.gov/ds/fd/ec/. For information on assessments, teacher response, and administrator observations to identify more effective methods and strategies to achieve positive results for approximately 25 percent or less in the free and reduced price meals teacher salaries for all districts in California, see the CDE Certificated teachers and students. program. Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: www.ed-data.org. The Assistant Superintendent of Educational Services and principals meet monthly to analyze current instructional programs, instructional materials, Academic Counselors and Other Support Staff at this School implementation timelines, and student achievement. Feedback is gathered at the site level through direct input and staff observation. Periodic Number of Full-Time Equivalent (FTE) Curriculum Development Committees are formed to address identified areas of need and focus. In the 2011-12 school year, staff development was Teacher and Administrative Salaries (Fiscal Year 2010-11) held during early release Thursdays. District-level training activities and professional development revolved around Path to Proficiency training and HM Academic Counselor------N/A State Average for Medallion training. District Social/Behavioral or Career Development Counselor 0 Category Districts In Same Amount Library Media Teacher (Librarian) N/A Category In alignment with the district's long-range curriculum plan, professional development opportunities are available for teachers, support personnel, administrators, and classified staff at Peterson School. A comprehensive school plan is in place which guides curriculum improvement. Focus areas for Library Media Services Staff (Paraprofessional) .375 Beginning Teacher Salary $39,207 $41,246 each year are determined by student achievement, district focus areas, parent and staff survey results, and the textbook adoption cycle. Progress is Psychologist------.6 Mid-Range Teacher Salary $73,823 $67,400 assessed yearly using multiple criteria including STAR testing results, writing sample results, reading test results, student work, teacher observation, Social Worker------N/A Highest Teacher Salary $90,042 $85,481 and criterion based testing. Areas of focus for staff development include: integration of technology (SMART Boards/document cameras); teaching to English Language Learners; Reading/Language Arts and Mathematics instruction; strategies for at-risk students; POWER Standards; Nurse------N/A Average Principal Salary (ES) $109,661 $107,739 assessment/accountability and data analysis. A portion of our school funds is used to enable staff members to attend teaching seminars and other Speech/Language/Hearing Specialist 1. Average Principal Salary (MS) $104,543 $111,540 events designed to enhance their teaching techniques and expand their knowledge base. Teachers new to the profession are supported by peer Resource Specialist------N/A Average Principal Salary (HS) $110,146 coaching and are encouraged to attend in-services offered by the West Orange County Consortium for Special Education or education consultants. Teachers are encouraged to attend subject-specific seminars and major conferences and share what they learn with other staff members. The Other------N/A Superintendent Salary $183,871 $180,572 Beginning Teacher Support and Assessment (BTSA) program offers additional support and opportunities to new teachers. The program is designed to Average Number of Students per Staff Member Percent of District Budget assist those new to teaching opportunities to expand and deepen their teaching skills, help the school district retain more new teachers, and improve Academic Counselor------N/A Teacher Salaries 45% 42% learning opportunities for students. * One Full-Time Equivalent (FTE) equals one staff member working full-time; Administrative Salaries 6% 5% one FTE could also represent two staff members who each work 50 percent * For detailed information on salaries, see the CDE Certificated Salaries & of full-time. Classified staff and instructional assistants are provided training and development opportunities at the school and district level. In-services for classified Benefits webpage at www.cde.ca.gov/ds/fd/cs/. staff are geared to their specialty areas. Types of Services Funded (Fiscal Year 2011-12) This section provides specific information about the types of programs and services available at the school that support and assists students. For example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) status.

Peterson is the centered Gifted and Talented Education Program school for students identified as GATE in grades 2 -5. GATE classes are taught by fully credentialed, GATE-trained teachers, who annually participate and attend GATE training and workshops sponsored by the California Association for the Gifted.

Peterson School continues to be designated as one of four schools within the Huntington Beach City School District to receive Title I funds from the federal government. Identified students are eligible to receive additional assistance and support from their classroom teacher and a credentialed Title I/EL teacher. The area targeted for improvement is reading, beginning with a focus on early intervention in grades kindergarten through five. In addition, English Learners receive additional support from pull-out instruction in English.

Our Voyager's Class provides in-class support for students diagnosed with high functioning Asperger's Syndrome or autism who are main-streamed into the regular classroom. In addition, Voyager's students receive social skills instruction on a pull-out basis with social behavior management support both in the classroom and on the playground.

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Peterson Elementary - Huntington Beach City School District The Beginning Teacher Support and Assessment (BTSA) program offers additional support and opportunities to new teachers. The program is designed Note: Scores are not shown when the number of students tested is ten or EdData Partnership Web Site to assist those new to teaching to expand and deepen their teaching skills, help the school district retain more new teachers, and improve learning less, either because the number of students in this category is too small EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis opportunities for students. for statistical accuracy or to protect student privacy. Management and Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s For experienced teachers, the Peer Assistance and Review Program utilizes the district's veteran teachers as "consultants" to assist with staff The Standardized Testing and Reporting (STAR) Program consists of public kindergarten through grade twelve school districts and schools. development district-wide, with a particular focus on teacher needs. several key components, including: • California Standards Tests (CSTs), which include English- 2012 STAR Results by Student Group Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) language arts (ELA) and mathematics (Math) in grades two through Percent of Students Scoring at This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are eleven; science in grades five, eight, and nine through eleven; and Proficient or Advanced sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted history-social science (H-SS) in grades eight, and nine through Group textbooks or instructional materials. eleven. ELA Math Science H-SS • California Modified Assessment (CMA), an alternate All Students in the LEA 81 75 86 74 Year and month in which data were collected: October 2011 assessment that is based on modified achievement standards in ELA All Student at the School 83 86 82 for grades three through eleven; mathematics for grades three Pursuant to the settlement of Williams vs. the State of California, Huntington Beach City School District thoroughly inspected each of its school sites at through seven, Algebra I, and Geometry; and science in grades five Male------80 83 85 and eight, and Life Science in grade ten. The CMA is designed to the start of the 2008-09 school year to determine whether or not each school had sufficient and good quality textbooks, instructional materials, and/or Female------87 89 80 science laboratory equipment. assess those students whose disabilities preclude them from Black or African American achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. All students, including English Learners, are required to be given their own individual textbooks and/or instructional materials (in core subjects), for use American Indian or Alaska Native • California Alternate Performance Assessment (CAPA), in the classroom. Additionally, all textbooks and instructional materials used within the District must be aligned with the California State Content Asian------98 98 100 Standards and frameworks, with final approval by the Board of Education. includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those Filipino------students with significant cognitive disabilities whose disabilities Hispanic or Latino 57 64 56 prevent them from taking either the CSTs with accommodations or Textbooks and Instructional Materials modifications or the CMA with accommodations. Native Hawaiian/Pacific Islander Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption White------88 90 83 The assessments under the STAR Program show how well students are Reading/Language Arts Houghton Mifflin Two or More Races------97 92 doing in relation to the state content standards. On each of these The textbooks listed are Yes Adoption Year 2003 assessments, student scores are reported as performance levels. Socioeconomically Disadvantaged 66 70 59 from most recent adoption: English Learners------24 48 Percent of students lacking 0.0% For detailed information regarding the STAR Program results for each Students with Disabilities 70 76 73 their own assigned grade and performance level, including the Percent of Students not textbook: tested, see the CDE STAR Results Web site at star.cde.ca.gov. Students Receiving Migrant Mathematics Houghton Mifflin Education Services The textbooks listed are Yes Adoption Year 2002 STAR Results for All Students - Three-Year Comparison from most recent adoption: California Physical Fitness Test Results Percent of students lacking 0.0% Percent of Students Scoring at Proficient or Advanced The California Physical Fitness Test (PFT) is administered to students in their own assigned Subject School District State grades five, seven, and nine only. This table displays by grade level the textbook: Percent of Students meeting the fitness standards for the most recent 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12 Science Pearson Scott Foresman testing period. For detailed information regarding this test, and The textbooks listed are Yes Adoption Year 2008 ELA---- 74 83 83 77 78 81 52 54 56 comparisons of a school’s test results to the district and state, see the CDE PFT webpage at www.cde.ca.gov/ta/tg/pf/. from most recent adoption: Math--- 73 85 86 74 74 75 48 50 51 Percent of students lacking 0.0% Percent of Students Meeting Fitness Standards Science 81 77 82 82 84 86 54 57 60 Grade their own assigned Level 4 of 6 5 of 6 6 of 6 textbook: H-SS--- 65 72 74 44 48 49 ---5--- 7.2 21.6 64 History-Social Science Scott Foresman - K-1

Adoption Year 2007 Internet Access The textbooks listed are Yes DataQuest Internet access is available at public libraries and other locations that are from most recent adoption: DataQuest is an online data tool located on the CDE DataQuest webpage publicly accessible. Access to the Internet at libraries and public locations Percent of students lacking 0.0% Houghton Mifflin - 2-5 at dq.cde.ca.gov/dataquest/ that contains additional information about is generally provided on a first-come, first-served basis. Other use their own assigned Adoption Year 2007 this school and comparisons of the school to the district, the county, and textbook: restrictions may include the hours of operation, the length of time that a the state. Specifically, DataQuest is a dynamic system that provides workstation may be used (depending on availability), the types of reports for accountability (e.g., state Academic Performance Index [API], software programs available on a workstation, and the ability to print federal Adequate Yearly Progress [AYP]), test data, enrollment, high documents. school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

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Peterson Elementary - Huntington Beach City School District Academic Performance Index API Growth by Student Group - 2012 Growth API Comparison The Academic Performance Index (API) is an annual measure of state This table displays, by student group, the number of students included in academic performance and progress of schools in California. API scores the API and the 2012 Growth API (API-G) at the school, district, and state range from 200 to 1,000, with a statewide target of 800. For detailed level. information about the API, see the CDE API webpage at Group School District State www.cde.ca.gov/ta/ac/ap/. All Students Students 424 5,377 4,664,264 API Growth by Student Group – Three-Year Comparison at the School API-G 924 902 788 Actual API Change Group Black or Students 2 29 313,201 09-10 10-11 11-12 African American API-G 845 710 All Students at the School -5 38 -2 American Indian or Students 2 24 31,606 Black or African American Alaska Native API-G 855 742 American Indian or Alaska Native Asian------Students 39 508 404,670 Asian------API-G 974 956 905 Filipino------Filipino------Students 2 33 124,824 Hispanic or Latino -14 60 9 API-G 903 869 Native Hawaiian/Pacific Islander Hispanic Students 72 965 2,425,230 White------4 30 -12 or Latino API-G 836 838 740 Two or More Races Native Hawaiian/ Students 1 23 26,563 Socioeconomically Disadvantaged -9 69 12 Pacific Islander API-G 855 775 English Learners White------Students 267 3,458 1,221,860 Students with Disabilities API-G 938 911 853 Academic Performance Index Ranks - Three-Year Comparison Two Students 38 335 88,428 This table displays the school’s statewide and similar schools’ API ranks. or More Races API-G 971 927 849 The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in Socioeconomically Students 89 929 2,779,680 the state, while a statewide rank of 10 means that the school has an API Disadvantaged API-G 846 821 737 score in the highest ten percent of all schools in the state. The similar English Learners Students 34 434 1,530,297 schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the API-G 757 806 716 school’s academic performance is comparable to the lowest performing Students Students 46 599 530,935 ten schools of the 100 similar schools, while a similar schools rank of 10 with Disabilities means that the school’s academic performance is better than at least 90 API-G 827 757 607 of the 100 similar schools. Adequate Yearly Progress Academic Performance Index Ranks - Three-Year Comparison The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: API Rank 2009 2010 2011 • Participation rate on the state’s standards-based assessments in ELA Statewide------9 9 10 and mathematics Similar Schools------3 1 5 • Percent proficient on the state’s standards-based assessments in ELA and mathematics Federal Intervention Program (School Year 2012-13) • API as an additional indicator • Graduation rate (for secondary schools) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator Detailed information about AYP, can be found at the CDE Adequate (API or graduation rate). After entering PI, schools and districts advance Yearly Progress (AYP) webpage at www.cde.ca.gov/ta/ac/ay/. to the next level of intervention with each additional year that they do AYP Criteria School District not make AYP. For detailed information about PI identification, see the Made AYP Overall No No CDE PI Status Determinations webpage: Met Participation Rate: English-Language Arts Yes Yes www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Met Participation Rate: Mathematics Yes Yes Indicator School District Met Percent Proficient: English-Language Arts No No Program Improvement Status Not in PI In PI Met Percent Proficient: Mathematics No No First Year of Program Improvement 2012-2013 Met API Criteria Yes Yes Year in Program Improvement Year 1 Met Graduation Rate (if applicable) N/A N/A Number of Schools Currently in Program Improvement 2 Percent of Schools Currently in Program Improvement 22.2

2011-12 School Accountability Report Card for Peterson Elementary School Page 11 of 11

Peterson Elementary - Huntington Beach City School District Opportunities for Parental Involvement Parents and the community are very supportive of the educational programs at Smith School. The Smith School Parent Teacher Agnes L. Smith Elementary School Association (PTA) has made generous contributions of time and money to numerous programs and activities, including: field trips, 770 17th Street • Huntington Beach, CA 92648 • (714) 536-1469 • Grades K-5 assemblies, book fairs, skating parties, Art Masters, Art Reflections, and Family Art Nights. The PTA has also established a school Carolyn Beck, Principal nutrition task force that makes recommendations for snacks at parties and in the lunch program. The school's programs have also been [email protected] enriched by the generous contributions made by the following organizations: Huntington Beach Education Foundation, Rainbow Recycling, Barnes and Noble Booksellers, Huntington Harbor Philharmonic, Target, Las Damas, Boys and Girls Clubs and Kohl's. 2011-12 School Accountability Report Card Many parents also participate in programs where their employers match donations to the school. The Huntington Beach Education Published During the 2012-13 School Year Foundation, a joint business and educational partnership, provides funding for teacher mini-grants, classroom speakers, and

supplemental materials.

About the SARC Parents are encouraged to be involved at Smith School by volunteering in the classroom, planning school PTA sponsored activities such as the Pumpkin Patch and Jog-a-thon and by joining one of the the many PTA or school committees that enhance our school program. Every school in California is required by state law to publish a School Accountability Report Card Parents can go to our PTA website at www.smithpta.org to learn how to get involved. Also, parents can serve on our School Site Council (SARC), by February 1 of each year. The SARC contains information about the condition and or ELAC committee by participating in our election process during the fall of each school year. performance of each California public school. All data are reported for the 2011-12 school-year,

unless otherwise indicated. For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at www.cde.ca.gov/ta/ac/sa/. For additional Student Enrollment by Grade Level Average Class Size and Class Size Distribution information about this school, please contact the school administration at (714) 536-1469. Grade Level Number of Students Number of Classrooms* Average Class Size 1-20 21-32 33+ Huntington Beach Kinder. 133 Vision Gr. 1-- 118 Year 10 11 12 10 11 12 10 11 12 10 11 12 City School District High Academic Achievement for All Students Gr. 2-- 138 Kinder. 27.2 29.3 31.8 0 0 0 5 3 3 0 0 1 20451 Craimer Lane Gr. 3-- 142 Gr. 1-- 19.71 31.3 31.3 0 0 0 7 4 4 0 0 0 Huntington Beach, CA 92646 Mission (714) 964-8888 Gr. 4-- 164 Gr. 2-- 20.57 30 31.4 2 0 0 5 4 4 0 0 1 The Relentless Pursuit of Learning www.hbcsd.k12.ca.us Gr. 5-- 177 Gr. 3-- 30.6 29.2 32 0 0 0 5 5 4 0 0 0

Total-- 882 Gr. 4-- 29.2 32.5 29.7 0 0 0 2 4 6 3 2 0 District Governing Board School Description

Celia Jaffe Smith Elementary School is located in the southern section of the City of Huntington Beach, three Gr. 5-- 27.4 31.2 27.9 0 0 1 5 5 6 0 0 0 blocks from the Pacific Ocean. It was built in 1950 and was originally intended to be an extension Student Enrollment by Group * Number of classes indicates how many classrooms fall into each size category Rosemary Saylor (a range of total students per classroom). At the secondary school level, this of the current K-8 school called, "Central School" as an overflow for their crowded campus. As the Group Percent of Total Enrollment Shari Kowalke population of the surrounding neighborhood grew, Smith became an elementary school in 1953. information is reported by subject area, English, Math, Science and Social Black or African American------0.5 Science (SS), rather than grade level. Bridget Kaub It is named after its first principal, Agnes L. Smith. Smith School is a learning community of 860 students in grades K-5, 50 teachers and support staff, and a thriving extended family of parents American Indian or Alaska Native--- 0.2 Brian E. Rechsteiner and community members. The classrooms are equipped with multiple computers, and are high Asian------6.9 Suspensions and Expulsions speed internet ready with remote wireless capability. We also have Smartboards and document Filipino------0.8 School 09-10 10-11 11-12 District Administration cameras in every classroom. Our campus is an inviting, safe, clean, attractive campus that Hispanic or Latino------18.8 Suspensions Rate 0.49 0.7 .50 Gregory Haulk provides an optimal learning environment and is an asset to our community. Native Hawaiian/Pacific Islander 0 Expulsions Rate 0.0 0.0 0.0 Superintendent The Smith School staff represents a stable family of educators which helps in the continuity of skill White 65.2 District 09-10 10-11 11-12 Jennifer Shepard development and long-term school planning. The staff years of service ranges from one to forty- Two or More Races 7.6 Suspensions Rate 4.05 4.23 4.8 Assistant Superintendent two years. Smith teachers are caring and dedicated individuals who exemplify the traits of lifelong Socioeconomically Disadvantaged 20.5 Expulsions Rate 0.01 0.09 .10 Educational Services learning and commitment to excellence. The Smith family works collaboratively seeking new and English Learners 5.3 * The rate of suspensions and expulsions is calculated by dividing the total

innovative ways to enhance the teaching/learning processes, and thus remain focused on our Students with Disabilities 6.7 number of incidents by the total enrollment (and multiplying by 100). vision of Academic Excellence for All. Teachers participate willingly in professional development

Deborah Cockrell opportunities designed to address areas of focus as delineated in our single school plan. School Safety Plan Assistant Superintendent Human Resources This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, One needs only to look at the extraordinary growth of our students to know that we have truly updated, and discussed with faculty; as well as a brief description of the key elements of the plan. achieved greatness. Over the last several years, our API has grown from 791 to 915. In spite of our

success, we are diligent in our relentless pursuit of learning. Smith Surfers continually strive to be Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcomed and required to check Jon M. Archibald the very best as we Ride the Wave of Success. in at the school office upon arrival and obtain a visitors badge; visitors are required to return to the school office upon departure. During lunch, Assistant Superintendent recesses, and before and after school, yard supervisors and teachers monitor students and school grounds, including the cafeteria and playgrounds, to Administrative Services ensure a safe and orderly environment. The Comprehensive Safe School Plan was developed by the district to comply with Senate Bill 187 (SB 187) of 1997. The plan provides students and staff a means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB 187 within their safe school plans: current status of school crime; child abuse reporting procedures; disaster procedures, routine

and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a school-wide dress code; safe ingress and egress of pupils, parents, and school employees; safe and orderly school environment; and school rules and procedures.

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Smith Elementary - Huntington Beach City School District The school evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe School Plan, are reviewed with school and district staff in the fall, at the start of each school year. The plan was last updated and reviewed with school staff in October of 2011. Teacher Credentials Teacher Misassignments and Vacant Teacher Positions at this School

School 10-11 11-12 12-13 The district progressively addresses structural needs at each school to ensure facilities are safe and comply with education codes as well as building and School 09-10 10-11 11-12 safety regulations. Improvements at the Smith campus include replacement of roofing, installation of a new telephone system, and modernization of Fully Credentialed 37 35 34 Teachers of English Learners 0 0 0 five classroom buildings. A $30 million bond (Measure DD) combined with a $17 million Prop 47 allocation provide the necessary funding for District Without Full Credential 0 0 0 Total Teacher Misassignments 0 0 0 wide modernization efforts. Smith School received an apportionment of $5.3 million for its upgrades and modernization projects. Teaching Outside Subject Area 0 0 0 Vacant Teacher Positions 0 0 0 Districtwide 09-10 10-11 11-12 * “Misassignments” refers to the number of positions filled by teachers who School Facility Conditions and Planned Improvements (School Year 2012-13) lack legal authorization to teach that grade level, subject area, student group, This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Fully Credentialed ♦ ♦ 290 etc. • Description of the safety, cleanliness, and adequacy of the school facility Without Full Credential ♦ ♦ 0 • Description of any planned or recently completed facility improvements • The year and month in which the data were collected • Description of any needed maintenance to ensure good repair Professional Development This section provides information on the number of days provided for professional development and continuous professional growth in the most

Year and month in which data were collected: August 21, 2012 recent three year period.

Smith School was built at various times during the 1950's with portable classroom buildings added in the late 1980's through the 1990's. This site All training and curriculum development at Smith School revolves around the California State Content Standards and Frameworks. Teachers align consists of an office area, library, multipurpose room, original 24 classrooms and 14 portable classrooms. The site also has a YMCA portable building classroom curriculum to ensure that all students either meet or exceed state proficiency levels. used for before and after school child care. Huntington Beach City School District regularly collaborates with all levels of district and school site staff when developing professional development The 17th street parking lot was recently expanded to provide more parking and improve safety in the student drop-off area. The new parking area activities in alignment with the No Child Left Behind Improving Teacher Quality Expectations. Instructional program improvement is driven by student includes some pervious pavement that reduces runoff of storm water, allowing water to soak into the ground naturally at the site. needs and guided by state standards and frameworks. District and school administrators use site trend analysis, state testing, district-level assessments, teacher response, and administrator observations to identify more effective methods and strategies to achieve positive results for teachers and students. This site has a solar array next to the multipurpose room to provide shade for lunch tables and the site has been retrofit with energy efficient interior and exterior lighting. The Assistant Superintendent of Educational Services and principals meet monthly to analyze current instructional programs, instructional materials, implementation time lines, and student achievement. Feedback is gathered at the site level through direct input and staff observation. Periodic Improvements completed during 2012 included new floor tile in 4 restrooms, new doors on the administration building, and all cracks repaired on Curriculum Development Committees are formed to address identified areas of need and focus. In the 2011-2012 school year, three staff development playground areas including slurry coating and restriping. days will be held during the school year which will involve curriculum based staff training in Thinking Maps for English Learners, word study skills,

Common Core Standards and data analysis through Professional Learning Communities. Facilities are inspected continuously by custodial and maintenance personnel and work orders are submitted as needed.

In alignment with the districts long-range curriculum plan, staff development opportunities are available for teachers, support personnel, School Facility Good Repair Status (School Year 2012-13) administrators, and classified staff at Smith School. Teachers combine their knowledge of how students learn with the best teaching practices found in This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: state frameworks and task force reports to provide a rigorous and comprehensive core curriculum for all grades. The school has focused extensively on reading and language arts in the area of staff development. Recent topics included Thinking Maps, Write from the Beginning writing program, Sitton • Determination of repair status for systems listed Word Study Skills and the Dynamic Indicators of Basic Literacy Skills (DIBELS) assessments in grades K-5. • Description of any needed maintenance to ensure good repair • The Overall Rating (bottom row) A portion of our school funds is used to enable staff members to attend teaching seminars and other events designed to enhance their teaching techniques and expand their knowledge base. Teachers new to the profession are supported by peer coaching and are encouraged to attend in- School Facility Good Repair Status services offered by the West Orange County Professional Development Center. Teachers are encouraged to attend subject-specific seminars and major conferences and share what they learn with other staff members. The Beginning Teacher Support and Assessment (BTSA) program offers additional Repair Status Repair Needed and System Inspected support and opportunities to new teachers. The program is designed to assist those new to teaching to expand and deepen their teaching skills, help Action Taken or Planned Exemplary Good Fair Poor the school district retain more new teachers, and improve learning opportunities for students. Systems: [ ] [X] [ ] [ ] Gas Leaks, Mechanical/HVAC, Sewer Classified staff and instructional assistants are provided training and development opportunities at the school, district, and county levels. In-services for Interior: [ ] [X] [ ] [ ] classified staff are geared to their specialty areas. Interior Surfaces Cleanliness: [ ] [X] [ ] [ ] Overall Cleanliness, Pest/ Vermin Infestation Electrical: [ ] [X] [ ] [ ] Electrical Restrooms/Fountains: [ ] [X] [ ] [ ] Restrooms, Sinks/ Fountains Safety: [ ] [X] [ ] [ ] Fire Safety, Hazardous Materials Structural: [ ] [X] [ ] [ ] Structural Damage, Roofs External: [ ] [X] [ ] [ ] Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating [ ] [X] [ ] [ ]

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Smith Elementary - Huntington Beach City School District Core Academic Classes Taught by Highly Qualified Teachers Title I funding plays a critical role in the landmark education act more popularly known as No Child Left Behind (NCLB). Title I is federal money used to support additional staffing and programs to meet the needs of low income, low-achieving students and other designated students with special needs. The Federal Elementary and Secondary Education Act (ESEA), also known Expenditures Per Pupil and School Site Teacher Salaries Smith School uses Title I funds to assist students identified as failing, or most at risk of failing, to meet the State Board of Education standards, as No Child Left Behind (NCLB), requires that core academic subjects be (Fiscal Year 2010-11) taught by Highly Qualified Teachers, defined as having at least a information regarding Title I designation assists parents and the school community to understand the impact NCLB will have on Smith School. NCLB bachelor’s degree, an appropriate California teaching credential, and Expenditures Per Pupil Average Requires evaluation of student performance both school wide and by specific subgroups within the student population. Voyager Passport is an demonstrated core academic subject area competence. For more Level Teacher intervention program used for Title I students. Total Restricted Unrestricted information, see the CDE Improving Teacher and Principal Quality Salary webpage at: www.cde.ca.gov/nclb/sr/tq/ School Site- 4,165.24 665.03 3,500.21 71,464 Smith School sponsors many supplemental activities and educational programs for our students and their families. We have implemented English in a Percent of Classes In Core Academic Subjects District------♦ ♦ 1,472.52 $71,546 Flash to assist our English learners learn English. Core Academic Classes Taught by Highly Qualified Teachers State------♦ ♦ $5,455 $69,404 Taught by Highly Not Taught by Highly Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) Location of Classes Percent Difference: School Site/District 57.93% % Qualified Teachers Qualified Teachers This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are Percent Difference: School Site/ State % % sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted This School 100 0 * Supplemental/Restricted expenditures come from money whose use is textbooks or instructional materials. Districtwide controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. All Schools 99.8 0.2 Year and month in which data were collected: October 2011 * Basic/Unrestricted expenditures are from money whose use, except for High-Poverty Schools 0 0 general guidelines, is not controlled by law or by a donor. Pursuant to the settlement of Williams vs. the State of California, Huntington Beach City School District thoroughly inspected each of its school sites at Low-Poverty Schools 99.8 0.2 the start of the 2008-09 school year to determine whether or not each school had sufficient and good quality textbooks, instructional materials, and/or For detailed information on school expenditures for all districts in science laboratory equipment. * High-poverty schools are defined as those schools with student eligibility of California, see the CDE Current Expense of Education & Per-pupil approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of Spending webpage at www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated All students, including English Learners, are required to be given their own individual textbooks and/or instructional materials (in core subjects), for use approximately 25 percent or less in the free and reduced price meals in the classroom. Additionally, all textbooks and instructional materials used within the District must be aligned with the California State Content program. Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. To look up Standards and frameworks, with final approval by the Board of Education. expenditures and salaries for a specific school district, see the Ed-Data Web site at: www.ed-data.org. Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Textbooks and Instructional Materials Teacher and Administrative Salaries (Fiscal Year 2010-11) Academic Counselor------N/A Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption State Average for District Social/Behavioral or Career Development Counselor 0 Category Districts In Same Reading/Language Arts Houghton Mifflin Amount Library Media Teacher (Librarian) N/A Category The textbooks listed are Yes Adoption Year 2003 Library Media Services Staff (Paraprofessional) .375 Beginning Teacher Salary $39,207 $41,246 from most recent adoption: Percent of students lacking 0.0% Psychologist------.6 Mid-Range Teacher Salary $73,823 $67,400 their own assigned Social Worker------N/A Highest Teacher Salary $90,042 $85,481 textbook:

Nurse------N/A Average Principal Salary (ES) $109,661 $107,739 Mathematics Houghton Mifflin Speech/Language/Hearing Specialist 1. Average Principal Salary (MS) $104,543 $111,540 The textbooks listed are Yes Adoption Year 2002 from most recent adoption: Resource Specialist------N/A Average Principal Salary (HS) $110,146 Percent of students lacking 0.0% Other------N/A Superintendent Salary $183,871 $180,572 their own assigned Average Number of Students per Staff Member Percent of District Budget textbook:

Academic Counselor------N/A Teacher Salaries 45% 42% Science Pearson Scott Foresman * One Full-Time Equivalent (FTE) equals one staff member working full-time; Administrative Salaries 6% 5% The textbooks listed are Yes Adoption Year 2008 one FTE could also represent two staff members who each work 50 percent * For detailed information on salaries, see the CDE Certificated Salaries & from most recent adoption: of full-time. Benefits webpage at www.cde.ca.gov/ds/fd/cs/. Percent of students lacking 0.0% their own assigned textbook: Types of Services Funded (Fiscal Year 2011-12) This section provides specific information about the types of programs and services available at the school that support and assists students. For History-Social Science Houghton Mifflin example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) The textbooks listed are Yes Adoption Year 2007 status. from most recent adoption: Percent of students lacking 0.0% Scott Foresman - K-1 The Beginning Teacher Support and Assessment (BTSA) program offers additional support and opportunities to new teachers. The program is designed their own assigned Adoption Year 2007 to assist those new to teaching to expand and deepen their teaching skills, help the school district retain more new teachers, and improve learning textbook: opportunities for students.

The GATE program at our school serves approximately 10-24 students per grade level for grades two through five. This program provides challenging instruction to students capable of achieving significantly beyond the level of their peers. GATE classes are taught by fully credentialed, GATE-trained teachers, who annually participate and attend GATE training and workshops sponsored by the California Association for the Gifted.

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Smith Elementary - Huntington Beach City School District Note: Scores are not shown when the number of students tested is ten or EdData Partnership Web Site Academic Performance Index API Growth by Student Group - 2012 Growth API Comparison less, either because the number of students in this category is too small EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis The Academic Performance Index (API) is an annual measure of state This table displays, by student group, the number of students included in for statistical accuracy or to protect student privacy. Management and Assistance Team (FCMAT) that provides extensive academic performance and progress of schools in California. API scores the API and the 2012 Growth API (API-G) at the school, district, and state financial, demographic, and performance information about California’s range from 200 to 1,000, with a statewide target of 800. For detailed level. The Standardized Testing and Reporting (STAR) Program consists of public kindergarten through grade twelve school districts and schools. information about the API, see the CDE API webpage at Group School District State several key components, including: www.cde.ca.gov/ta/ac/ap/. All Students Students 604 5,377 4,664,264 • California Standards Tests (CSTs), which include English- 2012 STAR Results by Student Group API Growth by Student Group – Three-Year Comparison language arts (ELA) and mathematics (Math) in grades two through at the School API-G 915 902 788 eleven; science in grades five, eight, and nine through eleven; and Percent of Students Scoring at Actual API Change Group Black or Students 4 29 313,201 history-social science (H-SS) in grades eight, and nine through Group Proficient or Advanced 09-10 10-11 11-12 African American API-G 845 710 eleven. ELA Math Science H-SS All Students at the School 23 -6 19 • California Modified Assessment (CMA), an alternate All Students in the LEA 81 75 86 74 American Indian or Students 1 24 31,606 assessment that is based on modified achievement standards in ELA Black or African American Alaska Native API-G 855 742 for grades three through eleven; mathematics for grades three All Student at the School 82 82 85 American Indian or Alaska Native through seven, Algebra I, and Geometry; and science in grades five Asian------Students 42 508 404,670 Male------79 84 91 Asian------and eight, and Life Science in grade ten. The CMA is designed to Female------84 80 80 API-G 962 956 905 assess those students whose disabilities preclude them from Filipino------Filipino------Students 4 33 124,824 achieving grade-level proficiency on an assessment of the California Black or African American Hispanic or Latino -1 16 content standards with or without accommodations. API-G 903 869 American Indian or Alaska Native Native Hawaiian/Pacific Islander • California Alternate Performance Assessment (CAPA), Asian------92 94 100 Hispanic Students 124 965 2,425,230 includes ELA and mathematics in grades two through eleven, and White------20 -11 23 or Latino API-G 877 838 740 science for grades five, eight, and ten. The CAPA is given to those Filipino------Two or More Races students with significant cognitive disabilities whose disabilities Hispanic or Latino 71 71 76 Native Hawaiian/ Students 0 23 26,563 prevent them from taking either the CSTs with accommodations or Socioeconomically Disadvantaged 36 -5 21 Pacific Islander API-G 855 775 modifications or the CMA with accommodations. Native Hawaiian/Pacific Islander English Learners White------Students 382 3,458 1,221,860 White------85 84 88 Students with Disabilities The assessments under the STAR Program show how well students are Two or More Races------77 90 82 API-G 924 911 853 doing in relation to the state content standards. On each of these Academic Performance Index Ranks - Three-Year Comparison Two Students 47 335 88,428 assessments, student scores are reported as performance levels. Socioeconomically Disadvantaged 64 69 76 This table displays the school’s statewide and similar schools’ API ranks. or More Races English Learners------41 68 API-G 926 927 849 The statewide API rank ranges from 1 to 10. A statewide rank of 1 means For detailed information regarding the STAR Program results for each Students with Disabilities 69 65 73 that the school has an API score in the lowest ten percent of all schools in Socioeconomically Students 126 929 2,779,680 grade and performance level, including the Percent of Students not the state, while a statewide rank of 10 means that the school has an API Disadvantaged API-G 859 821 737 tested, see the CDE STAR Results Web site at star.cde.ca.gov. Students Receiving Migrant score in the highest ten percent of all schools in the state. The similar Education Services English Learners Students 41 434 1,530,297 schools API rank reflects how a school compares to 100 statistically STAR Results for All Students - Three-Year Comparison matched “similar schools.” A similar schools rank of 1 means that the API-G 867 806 716 California Physical Fitness Test Results school’s academic performance is comparable to the lowest performing Students Students 62 599 530,935 Percent of Students Scoring at Proficient or Advanced The California Physical Fitness Test (PFT) is administered to students in ten schools of the 100 similar schools, while a similar schools rank of 10 with Disabilities Subject School District State grades five, seven, and nine only. This table displays by grade level the means that the school’s academic performance is better than at least 90 API-G 821 757 607 Percent of Students meeting the fitness standards for the most recent of the 100 similar schools. 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12 testing period. For detailed information regarding this test, and Adequate Yearly Progress ELA---- 78 77 82 77 78 81 52 54 56 comparisons of a school’s test results to the district and state, see the The federal ESEA requires that all schools and districts meet the following CDE PFT webpage at www.cde.ca.gov/ta/tg/pf/. Academic Performance Index Ranks - Three-Year Comparison Math--- 78 79 82 74 74 75 48 50 51 Adequate Yearly Progress (AYP) criteria: API Rank 2009 2010 2011 Percent of Students Meeting Fitness Standards • Participation rate on the state’s standards-based assessments in ELA Science 90 85 85 82 84 86 54 57 60 Grade Statewide------9 9 9 Level 4 of 6 5 of 6 6 of 6 and mathematics H-SS--- 65 72 74 44 48 49 Similar Schools------4 7 5 • Percent proficient on the state’s standards-based assessments in ---5--- 18.7 20.9 38.5 ELA and mathematics Internet Access • API as an additional indicator DataQuest Federal Intervention Program (School Year 2012-13) Internet access is available at public libraries and other locations that are • Graduation rate (for secondary schools) DataQuest is an online data tool located on the CDE DataQuest webpage Schools and districts receiving federal Title I funding enter Program publicly accessible. Access to the Internet at libraries and public locations at dq.cde.ca.gov/dataquest/ that contains additional information about Improvement (PI) if they do not make AYP for two consecutive years in is generally provided on a first-come, first-served basis. Other use Detailed information about AYP, can be found at the CDE Adequate this school and comparisons of the school to the district, the county, and the same content area (ELA or mathematics) or on the same indicator restrictions may include the hours of operation, the length of time that a Yearly Progress (AYP) webpage at www.cde.ca.gov/ta/ac/ay/. the state. Specifically, DataQuest is a dynamic system that provides (API or graduation rate). After entering PI, schools and districts advance workstation may be used (depending on availability), the types of reports for accountability (e.g., state Academic Performance Index [API], to the next level of intervention with each additional year that they do AYP Criteria School District software programs available on a workstation, and the ability to print federal Adequate Yearly Progress [AYP]), test data, enrollment, high not make AYP. For detailed information about PI identification, see the Made AYP Overall No No documents. CDE PI Status Determinations webpage: school graduates, dropouts, course enrollments, staffing, and data Met Participation Rate: English-Language Arts Yes Yes regarding English learners. www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Met Participation Rate: Mathematics Yes Yes Indicator School District Met Percent Proficient: English-Language Arts Yes No Program Improvement Status Not in PI In PI Met Percent Proficient: Mathematics No No First Year of Program Improvement 2012-2013 Met API Criteria Yes Yes Year in Program Improvement Year 1 Met Graduation Rate (if applicable) N/A N/A Number of Schools Currently in Program Improvement 2 Percent of Schools Currently in Program Improvement 22.2

2011-12 School Accountability Report Card for Agnes L. Smith Elementary School Page 7 of 8 2011-12 School Accountability Report Card for Agnes L. Smith Elementary School Page 8 of 8

Smith Elementary - Huntington Beach City School District FOUNTAIN VALLEY SCHOOL DISTRICT 10055 Slater Avenue Fountain Valley, CA 92708 714.843.3200

SCHOOL ATTENDANCE AREAS Child Care Program Office 9625 Warner Avenue Fountain Valley, CA 92708 Fountain Valley School District 714.962.4099 / 714.962.4079 District Office 10055 Slater Avenue Fountain Valley, CA 92708 714.843.3200 HEIL M M Pl 8 Pl ♥ WARNER

F 10 F M M 5 M Tm Tm Pl Cx Cx

 WARD

X EUCLID BUSHARD NEWLAND

MAGNOLIA SLATER

BROOKHURST ATTENDANCE AREA KEY

F 3 F F M M 2 Cr Tm Tm Cx Cx Cr: Courreges Elementary TALBERT Cx: Cox Elementary M Cx F: Fulton Middle School F 1 F T T Cr Cr Gi Gi Gi: Gisler Elementary T Gi ELLIS M: Masuda Middle School N: Newland Elementary F F T T 4 T Ok: Oka Elementary Cr Cr Gi Gi Gi Pl: Plavan Elementary GARFIELD N T: Talbert Middle School T Tm: Tamura Elementary T 9 T T T Gi N N Ok Gi | Ok Ok X: Tamura Elementary and YORKTOWN Fulton Middle School 7 T 6 T T T N N Ok Ok ADAMS

1. Courreges Elementary (K-5) 5. Masuda Middle School (6-8) 8. Plavan Elementary (K-5) 18313 Santa Carlotta Street 17415 Los Jardines West 9675 Warner Avenue Fountain Valley, CA 92708 Fountain Valley, CA 92708 Fountain Valley, CA 92708 714.378.4280 714.378.4250 714.378.4230 Principal: Chris Christensen Principal: Chris Mullin Principal: Julie Ballesteros Asst. Prin.: Heather Harrison 2. Cox Elementary (K-5) Child Care Programs Office 17615 Los Jardines East 6. Newland Elementary (K-5) 9625 Warner Avenue Fountain Valley, CA 92708 8787 Dolphin Drive ESP: 714.962.4099 714.378.4241 Huntington Beach, CA 92646 State Preschool: 714.962.4079 Principal: Patrick Ham 714.378.4201 Director: Mona Green Principal: Kathy Davis 3. Fulton Middle School (6-8) 9. Talbert Middle School (6-8) 8778 El Lago Street 7. Oka Elementary (K-5) 9101 Brabham Drive Fountain Valley, CA 92708 9800 Yorktown Avenue Huntington Beach, CA 92646 714.375.2816 Huntington Beach, CA 92646 714.378.4220 Principal: Jennifer Perkins 714.378.4260 Principal: Cara Robinson Asst. Prin.: Principal: Erik Miller Asst. Prin.: Jennifer Kajdasz

4. Gisler Elementary (K-5) 10. Tamura Elementary (K-5) 18720 Las Flores Street 17340 Santa Suzanne Street Fountain Valley, CA 92708 Fountain Valley, CA 92708 714.378.4211 714.375.6226 Principal: Erin Bains Principal: Jay Adams

William T. Newland Elementary School School Accountability Report Card Reported for School Year 2011-12 Published During 2012-13

2011-12 Executive Summary School Accountability Report Card

Address: 8787 Dolphin Street, Huntington Beach, CA 92646 Phone: (714) 378-4200 Principal: Kathy Davis Grade Span:

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2011-12 school year, except the School Finances and School Completion data that are reported for the 2010-11 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

The staff and community of Newland School are committed to providing academic excellence and all children are encouraged to develop:

• Their maximum potential • A positive attitude toward self and others • A love of learning • The ability to think creatively and critically • An appreciation for diversity in others • Effective communication skills • The ability to be a productive, useful member of society

Fountain Valley School District is comprised of seven elementary schools and three middle schools. Newland Elementary School is located southwest of Fountain Valley in Huntington Beach. In the 2011-12 school year, the school served 401 students in grades kindergarten through five on a traditional calendar schedule. The chart displays school enrollment broken down by ethnicity.

Newland Elementary School provides a family-oriented, nurturing and safe place for students to learn, grow, and develop intellectually. Teachers, staff, and administrators continue to act on the principle that students come first. The educational programs at the school are tailored to meet the needs of the school population.

2011-12 School Accountability Report Card Executive Summary 1 of 3 1/29/13

Student Enrollment Teachers Group Enrollment Indicator Teachers Total Enrollment------401 Teachers with full credential 19 Black or African American------0.7 Teachers without full credential 0 American Indian or Alaska Native------0.5 Teachers Teaching Outside Subject Area of 0 Asian------12.7 MisassignmentsCompetence of EL Teachers 0 Filipino------2 Total Teacher Misassignments 0

Hispanic or Latino------12 Native Hawaiian/Pacific Islander 0.5 White 67.8 Two or More Races 1.2 Socioeconomically Disadvantaged 18 English Learners 3.2 Students with Disabilities 15.2

School Facilities School Facility Conditions and Improvements

Newland Elementary School was originally constructed in the 1960s, and has been thoroughly modernized over the last several years. The campus is currently comprised of 23 permanent classrooms, six portable classrooms, a computer lab, a library, a staff lounge, and a spacious playground. The facility strongly supports teaching and learning through its ample classroom and recreational space. The chart displays the results of the most recent facilities inspection.

Cleaning Process: Newland Elementary School provides a safe and clean environment for students, staff, and volunteers. The District’s Board of Education has adopted cleaning standards for all schools in the District. Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. The principal works daily with the school’s custodial staff to develop sanitation schedules that ensure a clean, safe, and functional learning environment.

Maintenance & Repair: A scheduled maintenance program is administered by Newland Elementary’s custodial staff on a regular basis, with heavy maintenance functions occurring during vacation periods. Additionally, a scheduled maintenance program is administered by Fountain Valley School District to ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the highest priority; repair requests are completed efficiently and in the order in which they are received.

Deferred Maintenance Budget: The State School Deferred Maintenance Program provides State matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2010-11 school year, Fountain Valley School District did not participate in the State School Deferred Maintenance Budget Program.

2011-12 School Accountability Report Card Executive Summary 2 of 3 1/29/13

Curriculum and Instructional Materials School Finances Pupils Who Lack Expenditures Per Pupil Level Core Curriculum Areas Textbooks and (Unrestricted Sources Only) Instructional Materials School Site $4,121 Reading/Language Arts 0.0% District $3,646 Mathematics 0.0% State $5,455

Science 0.0% History-Social Science 0.0% Foreign Language Visual and Performing Arts

Student Performance Academic Progress Students Proficient and Above on Indicator Result Subject California Standards Test 2012 API Growth Score 921 English-Language Arts TBD* Statewide Rank 10 Mathematics TBD* Program Improvement Status (PI Year)

Science TBD* History-Social Science

2011-12 School Accountability Report Card Executive Summary 3 of 3 1/29/13

Isojiro Oka Elementary School School Accountability Report Card Reported for School Year 2011-12 Published During 2012-13

2011-12 Executive Summary School Accountability Report Card

Address: 9800 Yorktown Ave., Huntington Beach, CA 92646 Phone: (714) 378-4260 Principal: Erik Miller Grade Span:

About This School

Oka School is committed to providing an educational foundation and environment which fosters positive self-esteem and supports mastery of essential skills so students become productive, responsible, caring member of society. Teachers, administrators, support staff, and parents are dedicated to assisting students in achieving this mission.

Oka Elementary School provides a family-oriented, nurturing and safe place for students to learn, grow, and develop intellectually. Teachers, staff, and administrators continue to act on the principle that students come first. The educational programs at the school are tailored to meet the needs of the school population.

Fountain Valley School District is comprised of seven elementary schools and three middle schools. Oka Elementary School is located south of Fountain Valley in Huntington Beach. In the 2011-12 school year, the school served 384 students in grades kindergarten through five on a traditional calendar schedule. The chart displays school enrollment broken down by ethnicity.

Student Enrollment Teachers Group Enrollment Indicator Teachers Total Enrollment------384 Teachers with full credential 16 Black or African American------1.8 Teachers without full credential 0 American Indian or Alaska Native------0.5 Teachers Teaching Outside Subject Area of 0 Asian------16.9 MisassignmentsCompetence of EL Teachers 0 Filipino------1.6 Total Teacher Misassignments 0

Hispanic or Latino------21.1 Native Hawaiian/Pacific Islander 1 White 52.6 Two or More Races 2.6 Socioeconomically Disadvantaged 26.3 English Learners 12.8 Students with Disabilities 11.2

2011-12 School Accountability Report Card Executive Summary 1 of 2 1/29/13

School Facilities School Facility Conditions and Improvements

Oka Elementary School was originally constructed in 1970 and has been thoroughly modernized over the last several years. The campus is currently comprised of 24 permanent classrooms, a computer lab, a library, and a spacious playground. Recent upgrades to the school include installation of perimeter lighting and a public address system, as well as improved electrical and data circuits. The facility strongly supports teaching and learning through its ample classroom and recreational space. The chart displays the results of the most recent facilities inspection.

Cleaning Process: Oka Elementary provides a safe and clean environment for students, staff, and volunteers. The District’s Board of Education has adopted cleaning standards for all schools in the District. Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. The principal works daily with the school’s custodial staff to develop sanitation schedules that ensure a clean, safe, and functional learning environment.

Maintenance & Repair: A scheduled maintenance program is administered by Oka Elementary’s custodial staff on a regular basis, with heavy maintenance functions occurring during vacation periods. Additionally, a scheduled maintenance program is administered by Fountain Valley School District to ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the highest priority; repair requests are completed efficiently and in the order in which they are received.

Curriculum and Instructional Materials School Finances Pupils Who Lack Expenditures Per Pupil Level Core Curriculum Areas Textbooks and (Unrestricted Sources Only) Instructional Materials School Site $4,183 Reading/Language Arts 0.0% District $3,646 Mathematics 0.0% State $5,455

Science 0.0% History-Social Science 0.0% Foreign Language Visual and Performing Arts

Student Performance Academic Progress Students Proficient and Above on Indicator Result Subject California Standards Test 2012 API Growth Score 933 English-Language Arts TBD* Statewide Rank 10 Mathematics TBD* Program Improvement Status (PI Year)

Science TBD* History-Social Science

2011-12 School Accountability Report Card Executive Summary 2 of 2 1/29/13

Samuel E. Talbert Middle School School Accountability Report Card Reported for School Year 2011-12 Published During 2012-13

2011-12 Executive Summary School Accountability Report Card

Address: 9101 Brabham Drive, Huntington Beach, CA 92646 Phone: (714) 378-4220 Principal: Cara Robinson Grade Span:

About This School

Talbert Middle School believes that in order to prepare our students to become thoughtful, productive, and contributing citizens of the future, we must provide a safe, stimulating, inspiring educational environment which challenges each student’s capacity to grow intellectually while at the same time respects and supports his/her needs to grow socially and emotionally. Our mission is to provide a program where students will:

• Use and apply higher level thinking skills • Become an integral, important part of the school and community connected in a positive way not only to peers but also to the staff and school as a whole. • Become productive, culturally literate citizens and develop the ability to make appropriate moral and ethical judgements as befits citizens in a democratic society. • Have the opportunity to participate in community service programs.

Talbert Middle School offers a diversified program, featuring a wide variety of activities, both curricular and extracurricular. These opportunities promote high student interest, a sense of tradition, and a quality learning experience for all students.

In addition to academics, the staff at Talbert Middle School strives to assist students in their social and personal development. Staff members are trained to recognize at-risk behavior in all students. The school values the importance of on-site counseling and has procedures in place to insure that students receive the services they need. Staff members are devoted to helping students deal with problems and assisting them to reach positive goals.

Fountain Valley School District is comprised of eight elementary schools and three middle schools. Talbert Middle School is located southwest of Fountain Valley in Huntington Beach. In the 2011-12 school year, the school served 535 students in grades six through eight on a traditional calendar schedule. The chart displays school enrollment broken down by ethnicity.

2011-12 School Accountability Report Card Executive Summary 1 of 3 1/29/13

Student Enrollment Teachers Group Enrollment Indicator Teachers Total Enrollment------535 Teachers with full credential 22 Black or African American------1.1 Teachers without full credential 0 American Indian or Alaska Native------1.1 Teachers Teaching Outside Subject Area of 0 Asian------13.6 MisassignmentsCompetence of EL Teachers 0 Filipino------0.9 Total Teacher Misassignments 0

Hispanic or Latino------17.9 Native Hawaiian/Pacific Islander 0.7 White 63.9 Two or More Races 0.2 Socioeconomically Disadvantaged 24.1 English Learners 7.7 Students with Disabilities 15.5

School Facilities School Facility Conditions and Improvements

Talbert Middle School was originally constructed in 1972 and was completely modernized between 2003 and 2005. The school is currently comprised of 28 classrooms, two computer labs, a library, an event center, a wood shop, and a spacious playground. The facility strongly supports teaching and learning through its ample classroom and recreational space. The chart displays the results of the most recent facilities inspection.

Cleaning Process: Talbert Middle School provides a safe and clean environment for students, staff, and volunteers. The District’s Board of Education has adopted cleaning standards for all schools in the District. Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. The principal works with the school’s custodial staff to develop sanitation schedules that ensure a clean, safe, and functional learning environment.

Maintenance & Repair: A scheduled maintenance program is administered by Talbert Middle School’s custodial staff on a regular basis, with heavy maintenance functions occurring during vacation periods. Additionally, a scheduled maintenance program is administered by Fountain Valley School District to ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the highest priority; repair requests are completed efficiently and in the order in which they are received.

2011-12 School Accountability Report Card Executive Summary 2 of 3 1/29/13

Curriculum and Instructional Materials School Finances Pupils Who Lack Expenditures Per Pupil Level Core Curriculum Areas Textbooks and (Unrestricted Sources Only) Instructional Materials School Site $3,572 Reading/Language Arts 0.0% District $3,646 Mathematics 0.0% State $5,455

Science 0.0% History-Social Science 0.0% Foreign Language Visual and Performing Arts

Student Performance Academic Progress Students Proficient and Above on Indicator Result Subject California Standards Test 2012 API Growth Score 868 English-Language Arts TBD* Statewide Rank 7 Mathematics TBD* Program Improvement Status (PI Year)

Science TBD* History-Social Science TBD*

2011-12 School Accountability Report Card Executive Summary 3 of 3 1/29/13

Huntington Beach Union High School District Geographical Home School Boundaries For more detailed boundary information contact us at (714) 903-7000 ext. 4110 or [email protected]

Boundaries only apply to locations 1 through 6 and grades 9 through 12:

1. Huntington Beach High School 1905 Main St. Huntington Beach, CA 92648 (714) 536-2514

2. Westminster High School 14325 Goldenwest St. Westminster, CA 92683 (714) 893-1381

3. Marina High School 15871 Springdale St. Huntington Beach, CA 92649 (714) 893-6571

4. Fountain Valley High School 17816 Bushard St. Fountain Valley, CA 92708 (714) 962-3301

5. Edison High School 21400 Magnolia St. Huntington Beach, CA 92646 (714) 962-1356

6. Ocean View High School 17071 Gothard St. Huntington Beach, CA 92647 (714) 848-0656

7. Valley Vista High School 8. Community Day School 9. District Education Center (Continuation High School) 1025 Westminster Mall (District Office) 9600 Dolphin Ave. Suite #1022 5832 Bolsa Avenue Fountain Valley, CA 92708 Westminster, CA 92683 Huntington Beach, CA 92649 (714) 964-7766 (714) 799-1414 (714) 903-7000

H.B. Adult School Coast High School Visit http://www.hbas.edu Alternative Education located Independent Study located for other Alternative Education near Ocean View High School (6) near Ocean View High School (6) locations. 17231 Gothard St. 17231 Gothard St. Huntington Beach, CA 92647 Huntington Beach, CA 92647 Revised 8/10/2011; map provided by (714) 842-4227 or 842-HBAS (714) 848-5160 HBAS, document by Info Services

Other local school districts are listed on the next page…

Four separate elementary school districts divide and serve the same geographical area as the HBUHSD to meet the needs of students in Kindergarten through 8th grades. All the districts are separate entities.

Fountain Valley School District (714) 843-3200 10055 Slater Avenue Fountain Valley CA 92708

Huntington Beach City School District (714) 964-8888 20451 Craimer Lane Huntington Beach CA 92646

Ocean View School District (714) 847-2551 17200 Pinehurst Lane Huntington Beach CA 92647

Westminster School District (714) 894-7311 14121 Cedarwood Avenue Westminster CA 92683

Other K-12 Districts nearby in Orange County are

Garden Grove Unified School District (714) 663-6000 10331 Stanford Avenue Garden Grove CA 92840

Newport-Mesa Unified School District (714) 424-5000 2985 Bear Street Costa Mesa CA 92626

District Contact Information District Name------Huntington Beach Union High School District Edison High School Phone Number------714-903-7000 Web Site------www.hbuhsd.edu School Accountability Report Card Superintendent------Dr.Gregory S. Plutko Reported Using Data from the 2011-12 School Year E-mail [email protected] Published During 2012-13 School Description and Mission Statement (School Year 2011-12) This section provides information about the school, its programs and its goals.

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. Edison High School, a California Distinguished School, is dedicated to educating all students by providing a challenging, relevant The SARC contains information about the condition and performance of each California public school. curriculum and by addressing their personal and academic needs in a safe and supportive environment, developing critical thinkers,

effective communicators and self-directed, productive individuals. Although our expectations are high, they are realistically set and • For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at pursued by a well trained staff who never forgets they are here to nurture and educate our students. http://www.cde.ca.gov/ta/ac/sa/.

• For additional information about the school, parents and community members should contact the school principal or the district Edison is well known for both its academics and athletic programs. Students have the opportunity to select from 13 Advanced office. Placement classes. Students may also participate in the four- year CIBACS (Center for International Business and Communication

Studies) program. CIBACS is a unique program that offers its students an enriched and integrated project-based curriculum that is I. Data and Access enhanced through competitive projects, job shadowing, and internships with business partners. Model United Nations (MUN) is another unique program at Edison with approximately 200 students enrolled in four MUN classes. This program provides students EdData Partnership Web Site with the opportunity to interact with students from other schools throughout the world by participating in regional, state, and EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis Management and Assistance Team (FCMAT) that provides international conferences. Additionally, the athletic program offers students the chance to compete on 23 different sports teams. extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school EHS is the site of a special school-within-a-school program: the Special Abilities Cluster (SAC). It serves approximately 200 special districts and schools. education students (ages 14- 22) designated as Severely Handicapped with multiple unique needs including cognitive and developmental challenges. The SAC program has been recognized as a distinguished program by the State of California. The Edison DataQuest SAC program is in addition to our special education classes for students designated as mild/moderate (formerly RSP/SDC). Edison DataQuest is an online data tool located on the CDE DataQuest webpage at http://dq.cde.ca.gov/dataquest/ that contains additional High School was re-accredited in July 2011 by the Western Association of Schools and Colleges. information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Opportunities for Parental Involvement (School Year 2011-12) Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English This section provides information on how parents can become involved in school activities, including contact information pertaining learners. to organized opportunities for parent involvement.

Internet Access Parent involvement is encouraged in a variety of ways. Our PTSA has approximately 1023 members Internet access is available at public libraries and other locations that are publicly accessible. Access to the Internet at libraries and http://edisonchargers.com/ptsa. The Academic Booster Club recognizes student academic achievement. The EHS Foundation public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, membership consists of parents, grandparents, Edison alumni and other community members the length of time that a workstation may be used (depending on availability), the types of software programs available on a http://www.edisonhighfoundation.org. Each athletic sport, Marching Band, Model United Nations and Center for International workstation, and the ability to print documents. Business and Communication Studies (CIBACS) have their own booster groups. Parents also serve on School Site Council. Our volunteers logged approximately 70,000 volunteer hours last year by assisting with registration, supervising competitions, II. About This School chaperoning and helping with various other events. Parents may receive the school announcements four days a week and information regarding volunteer opportunities on campus via email. To explore volunteer opportunities, parents are encouraged to Contact Information (School Year 2012-13) contact the Community Resource Coordinator.

School Contact Information Student Enrollment by Grade Level (School Year 2011-12) School Name------Edison High School Grade Level Number of Students Street------21400 Magnolia Street Grade 9------651 City, State, Zip------Huntington Beach, CA 92646 Grade 10------679 Phone Number------(714) 962-1356 Grade 11------632 Principal------Dr. D'liese Melendrez Grade 12------610 E-mail [email protected] Ungraded Secondary------90 CDS Code------30665483031895 Total Enrollment------2,662

2011-12 School Accountability Report Card for Edison High School Page 1 of 16 2011-12 School Accountability Report Card for Edison High School Page 2 of 16

Edison High - Huntington Beach Union High School District Student Enrollment by Group (School Year 2011-12) IV. School Facilities Percent of Percent of Group Group Total Enrollment Total Enrollment School Facility Conditions and Planned Improvements (School Year 2012-13) Black or African American------1.4 White 61.4 This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including:

American Indian or Alaska Native---- 9.2 Two or More Races 0.6 • Description of the safety, cleanliness, and adequacy of the school facility Asian------11.2 Socioeconomically Disadvantaged 11.4 • Description of any planned or recently completed facility improvements Filipino------1.4 English Learners 3.7 • The year and month in which the data were collected • Description of any needed maintenance to ensure good repair Hispanic or Latino------12.5 Students with Disabilities 15.4

Native Hawaiian/Pacific Islander 1.1 Year and month in which data were collected: 12/19/2012

Average Class Size and Class Size Distribution (Secondary) Edison High School completed modernization of classrooms, gym, locker rooms, science labs, computer labs, cafeterias, library, and 2009-10 2010-11 2011-12 offices in 2009. The campus boasts a new synthetic track with grass football field and flag poles. The girls' softball diamond and synthetic soccer field had scoreboards donated and a black box theatre completed. The maintenance and operations staff keeps the Avg. Avg. Avg. Subject Number of Classrooms Number of Classrooms Number of Classrooms campus in working order. Students take pride in their campus by adopting planters and managing a full recycling program. Plans are Class Class Class in place to renovate the JV Baseball outfield which will include leveling, irrigation upgrade and re-seeding in spring 2013. Size 1-22 23-32 33+ Size 1-22 23-32 33+ Size 1-22 23-32 33+

English------32.85 10 27 44 28 25 30 49 28.6 26 19 58 School Facility Good Repair Status (School Year 2012-13) Mathematics 33.29 5 26 41 30.6 11 19 43 31.2 13 12 47 This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Science------34.44 0 20 49 31.5 7 10 36 32.6 7 7 42 • Determination of repair status for systems listed Social Science 34.92 0 12 48 32.2 8 10 47 32.4 7 8 49 • Description of any needed maintenance to ensure good repair • The Overall Rating (bottom row) * 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. Repair Status Repair Needed and System Inspected III. School Climate Exemplary Good Fair Poor Action Taken or Planned Systems: [ ] [X] [ ] [ ] School Safety Plan (School Year 2011-12) Gas Leaks, Mechanical/HVAC, Sewer This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Interior: [ ] [X] [ ] [ ] Modernization completed. Interior Surfaces

Each year, the school safety plan is updated by the EHS Safety Committee who meets at least 2 times a year. It is then submitted for Cleanliness: [ ] [X] [ ] [ ] approval to the EHS School Site Council and the Board of Trustees of the Huntington Beach Union High School District. Safety is our Overall Cleanliness, Pest/ Vermin Infestation priority. A comprehensive school safety plan is in place. A variety of drills that address various situations (fire, earthquakes, etc.) are Electrical: [ ] [X] [ ] [ ] practiced throughout each school year. School Supervision Staff (6) and administration monitor all school grounds throughout the Electrical day. Visitors are required to check in at the front office upon arrival. Parent and student surveys show that the campus is seen as a safe place. An officer from the Huntington Beach Police Department is designated as a liaison officer to the school and works closely Restrooms/Fountains: [ ] [X] [ ] [ ] Modernization completed. with the school supervision staff to maintain a safe, orderly environment where learning can take place. Restrooms, Sinks/ Fountains Safety: [ ] [X] [ ] [ ] Suspensions and Expulsions Fire Safety, Hazardous Materials School District Rate* Structural: [ ] [X] [ ] [ ] Some roof leaks & parapet concrete 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Structural Damage, Roofs wall leaks. Repairing roof as needed. Suspensions------5.35 4.51 2.9 8.74 8.82 6.0 External: [ ] [X] [ ] [ ] Expulsions------0 0.07 0 0.18 0.15 0.2 Playground/School Grounds, Windows/ Doors/Gates/Fences

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment (and multiplying by 100). Overall Rating [ ] [X] [ ] [ ]

2011-12 School Accountability Report Card for Edison High School Page 3 of 16 2011-12 School Accountability Report Card for Edison High School Page 4 of 16

Edison High - Huntington Beach Union High School District V. Teachers VII. Curriculum and Instructional Materials Teacher Credentials School District Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) Teachers This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; 2009-10 2010-11 2011-12 2011-12 whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any With Full Credential 108 108 110 646 supplemental curriculum or non-adopted textbooks or instructional materials. Without Full Credential 1 1 1 3 Year and month in which data were collected: January 2012 Teaching Outside Subject Area of Competence 7 11 11 ---

From Teacher Misassignments and Vacant Teacher Positions Percent of Students Textbooks and Instructional Materials/ Most Core Curriculum Area Lacking Own Indicator 2010-11 2011-12 2012-13 Year of Adoption Recent Assigned Copy Misassignments of Teachers of English Learners 0 0 0 Adoption? Total Teacher Misassignments 0 0 0 Reading/Language Arts Instructional materials and textbooks used in the district are Yes 0% current and of high quality. Before textbooks are purchased, Vacant Teacher Positions 0 0 0 they are thoroughly evaluated by teachers, administrators, and curriculum facilitators, and made available for review by * “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. the community and the Board of Trustees. Textbooks and

instructional materials are replaced as needed to ensure that Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) students are using current instructional materials. The The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core effective use of instructional technology is also emphasized, academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California with computer assisted instruction in academic, business, and teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving technological programs. Teacher and Principal Quality webpage at: http://www.cde.ca.gov/nclb/sr/tq/ Mathematics Instructional materials and textbooks used in the district are Yes 0% Percent of Classes In Core Academic Subjects Location of Classes current and are educationally sound. Before textbooks are Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers purchased, they are thoroughly evaluated by teachers, This School 98.53 1.47 administrators, and curriculum facilitators, and made available for review by the community and the Board of Trustees. All Schools in District 97.79 2.21 Textbooks and instructional materials are replaced as needed High-Poverty Schools in District 97.76 2.24 to ensure that students are using current instructional Low-Poverty Schools in District 97.8 2.2 materials. The effective use of instructional technology is also emphasized, with computer assisted instruction in academic,

* High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. business, and technological programs. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program. Science------Instructional materials and textbooks used in the district are Yes 0% current and are educationally sound. Before textbooks are VI. Support Staff purchased, they are thoroughly evaluated by teachers, administrators, and curriculum facilitators, and made available Academic Counselors and Other Support Staff (School Year 2011-12) for review by the community and the Board of Trustees. Textbooks and instructional materials are replaced as needed Number of FTE Average Number of Students per Title to ensure that students are using current instructional Assigned to School Academic Counselor materials. The effective use of instructional technology is also Academic Counselor------1 2504 emphasized, with computer assisted instruction in academic, Counselor (Social/Behavioral or Career Development) 1 --- business, and technological programs. Library Media Teacher (Librarian) 0.333 --- History-Social Science Instructional materials and textbooks used in the district are Yes 0% current and of high quality. Before textbooks are purchased, Library Media Services Staff (Paraprofessional) 0 --- they are thoroughly evaluated by teachers, administrators, Psychologist------2 --- and curriculum facilitators, and made available for review by Social Worker------0 --- the community and the Board of Trustees. Textbooks and Nurse------1 --- instructional materials are replaced as needed to ensure that students are using current instructional materials. The Speech/Language/Hearing Specialist 3.4 --- effective use of instructional technology is also emphasized, Resource Specialist------5 --- with computer assisted instruction in academic, business, and Other------0 --- technological programs.

* 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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Edison High - Huntington Beach Union High School District From VIII. School Finances Percent of Students Textbooks and Instructional Materials/ Most Core Curriculum Area Lacking Own Year of Adoption Recent Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11) Assigned Copy Adoption? Expenditures Per Pupil Average Foreign Language Instructional materials and textbooks used in the district are Yes 0% Level Supplemental/ Basic/ Teacher current and of high quality. Before textbooks are purchased, Total Salary they are thoroughly evaluated by teachers, administrators, Restricted Unrestricted and curriculum facilitators, and made available for review by School Site------$8,287 $76,735 the community and the Board of Trustees. Textbooks and District------$8,287 $77,985 instructional materials are replaced as needed to ensure that students are using current instructional materials. The Percent Difference: School Site and District ------0 0 effective use of instructional technology is also emphasized, State------$5,455 $70,792 with computer assisted instruction in academic, business, and Percent Difference: School Site and State ------3.7 16.6 technological programs. Health------Instructional materials and textbooks used in the district are Yes 0% * Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the current and of high quality. Before textbooks are purchased, district or governing board is not considered restricted. ** Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. they are thoroughly evaluated by teachers, administrators, and curriculum facilitators, and made available for review by For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending webpage at the community and the Board of Trustees. Textbooks and http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits webpage at instructional materials are replaced as needed to ensure that http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org. students are using current instructional materials. The effective use of instructional technology is also emphasized, Types of Services Funded (Fiscal Year 2011-12) with computer assisted instruction in academic, business, and This section provides specific information about the types of programs and services available at the school that support and assists technological programs. students. For example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) status. Visual and Performing Arts Instructional materials and textbooks used in the district are Yes 0% current and are educationally sound. Before textbooks are Supplemental funds (EIA, Title II, and Title V) are utilized to increase student achievement and provide a supportive environment purchased, they are thoroughly evaluated by teachers, through staff professional development, Advanced Placement teacher training, curriculum development, supplemental student administrators, and curriculum facilitators, and made available materials and enhanced technology in the classrooms. for review by the community and the Board of Trustees.

Textbooks and instructional materials are replaced as needed Teacher and Administrative Salaries (Fiscal Year 2010-11) to ensure that students are using current instructional District State Average for materials. The effective use of instructional technology is also Category emphasized, with computer assisted instruction in academic, Amount Districts In Same Category business, and technological programs. Beginning Teacher Salary $47,675 $42,660 Science Laboratory Equipment Instructional materials and textbooks used in the district are Yes 0% Mid-Range Teacher Salary $81,199 $69,198 (grades 9-12) current and of high quality. Before textbooks are purchased, Highest Teacher Salary $101,188 $88,943 they are thoroughly evaluated by teachers, administrators, and curriculum facilitators, and made available for review by Average Principal Salary (Elementary) the community and the Board of Trustees. Textbooks and Average Principal Salary (Middle) $121,140 instructional materials are replaced as needed to ensure that Average Principal Salary (High) $136,612 $127,707 students are using current instructional materials. The Superintendent Salary $271,087 $202,123 effective use of instructional technology is also emphasized, with computer assisted instruction in academic, business, and Percent of Budget for Teacher Salaries 31% 36% technological programs. Percent of Budget for Administrative Salaries 5% 5%

* For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at http://www.cde.ca.gov/ds/fd/cs/.

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Edison High - Huntington Beach Union High School District IX. Student Performance Standardized Testing and Reporting Results by Student Group - Most Recent Year Percent of Students Scoring at Proficient or Advanced Group The Standardized Testing and Reporting (STAR) Program consists of several key components, including: English-Language Arts Mathematics Science History-Social Science

• California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; All Students in the LEA 67 48 74 68 science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. All Student at the School 74 54 83 74 Male------69 53 83 77 • California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five Female------79 56 84 71 and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from Black or African American 65 33 53 achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. American Indian or Alaska Native 74 47 70 75

• California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science Asian------88 75 92 86 for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities Filipino------70 50 75 prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. Hispanic or Latino 57 44 77 63

The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of Native Hawaiian/Pacific Islander 61 42 71 these assessments, student scores are reported as performance levels. White------75 55 85 76

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of Two or More Races------53 45 47 students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov. Socioeconomically Disadvantaged 57 45 66 68 English Learners------29 38 29 Standardized Testing and Reporting Results for All Students - Three-Year Comparison Students with Disabilities 47 42 44 35 Percent of Students Scoring at Proficient or Advanced Students Receiving Migrant Education Services Subject School District State 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 * Scores are not shown 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. English-Language Arts 68 71 74 65 64 67 52 54 56 Mathematics------44 45 54 44 45 48 48 50 51 California High School Exit Examination The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results Science------75 77 83 68 71 74 54 57 60 of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or History-Social Science 72 75 74 64 67 68 44 48 49 advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB.

* Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/. accuracy or to protect student privacy. California High School Exit Examination Results for All Students - Three-Year Comparison School District State Subject 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 English-Language Arts 74 82 79 68 75 73 54 59 56 Mathematics 70 79 78 68 71 76 54 56 58

* Scores are not shown 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.

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Edison High - Huntington Beach Union High School District California High School Exit Examination Grade Ten Results by Student Group - Most Recent Year The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, English-Language Arts Mathematics while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. Group Not Not Proficient Advanced Proficient Advanced Proficient Proficient API Rank 2009 2010 2011 All Students in the LEA 27 27 47 24 41 35 Statewide------9 10 10 All Students at the School 21 29 50 22 46 32 Similar Schools------10 9 10 Male------29 29 42 21 47 32 Academic Performance Index Growth by Student Group – Three-Year Comparison Female------11 28 61 23 45 32 Actual API Change Black or African American Group 2009-10 2010-11 2011-12 American Indian or Alaska Native 29 30 41 30 56 14 All Students at the School 12 10 9 Asian------15 15 70 8 35 57 Black or African American Filipino------8 38 54 8 62 31 American Indian or Alaska Native 16 24 2 Hispanic or Latino 25 34 42 33 35 33 Asian------6 8 8 Native Hawaiian/Pacific Islander Filipino------White------18 30 52 20 49 31 Hispanic or Latino -7 7 19 Two or More Races Native Hawaiian/Pacific Islander Socioeconomically Disadvantaged 34 24 41 45 22 33 White------17 10 9 English Learners------Two or More Races Students with Disabilities 66 20 14 67 27 6 Socioeconomically Disadvantaged 6 36 Students Receiving Migrant Education Services English Learners * Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical Students with Disabilities 14 30 36 accuracy or to protect student privacy.

* "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target California Physical Fitness Test Results (School Year 2011-12) information. “C” means the school had significant demographic changes and there is no Growth or target information. The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding Academic Performance Index Growth by Student Group - 2012 Growth API Comparison this test, and comparisons of a school’s test results to the district and state, see the CDE PFT webpage at This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, district, and http://www.cde.ca.gov/ta/tg/pf/. state level. Grade Percent of Students Meeting Fitness Standards 2012 Growth API Level Four of Six Standards Five of Six Standards Six of Six Standards Group School District State ------9------10.1 27.8 54.1 # of Students Growth API # of Students Growth API # of Students Growth API

All Students at the School 1,864 872 11,643 842 4,664,264 788 * Scores are not shown 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. Black or African American 22 816 142 783 313,201 710

American Indian or Alaska Native 185 856 716 840 31,606 742 X. Accountability Asian------211 934 2,673 914 404,670 905

Academic Performance Index Filipino------23 912 128 865 124,824 869 The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. Hispanic or Latino 232 824 2,801 754 2,425,230 740 API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API webpage Native Hawaiian/Pacific Islander 23 823 85 799 26,563 775 at http://www.cde.ca.gov/ta/ac/ap/. White------1,139 875 4,760 855 1,221,860 853 Academic Performance Index Ranks - Three-Year Comparison Two or More Races 5 82 858 88,428 849 This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 Socioeconomically Disadvantaged 180 823 3,376 789 2,779,680 737 means that the school has an API score in the highest ten percent of all schools in the state. English Learners 78 766 2,202 732 1,530,297 716 Students with Disabilities 221 705 1,068 622 530,935 607

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Edison High - Huntington Beach Union High School District Adequate Yearly Progress California State University The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Eligibility for admission to the California State University (CSU) is determined by three factors:

• Participation rate on the state’s standards-based assessments in ELA and mathematics • Specific high school courses • Percent proficient on the state’s standards-based assessments in ELA and mathematics • Grades in specified courses and test scores • API as an additional indicator • Graduation from high school • Graduation rate (for secondary schools) Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CDE Adequate Yearly Progress (AYP) webpage at http://www.cde.ca.gov/ta/ac/ay/. CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU webpage at Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) http://www.calstate.edu/admission/admission.shtml. (Outside source) AYP Criteria School District Dropout Rate and Graduation Rate Made AYP Overall No No School District State Met Participation Rate: English-Language Arts Yes Yes Indicator 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 Met Participation Rate: Mathematics Yes Yes Dropout Rate (1-year) 1 2.8 2 1.7 5.9 4.2 5.7 16.6 14.4 Met Percent Proficient: English-Language Arts Yes No Graduation Rate 96.91 97.18 93.66 94.06 93.13 91.30 78.59 80.53 76.26 Met Percent Proficient: Mathematics No Yes

Met API Criteria Yes Yes * The National Center for Education Statistics graduation rate as reported in AYP is provided in this table. Met Graduation Rate (if applicable) No Yes Completion of High School Graduation Requirements Federal Intervention Program (School Year 2012-13) This table displays, by student group, the percent of students who began the 2011-12 school year in grade twelve and were a part of Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive the school’s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption. districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information Graduating Class of 2012 about PI identification, see the CDE PI Status Determinations webpage: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Group School District State Indicator School District All Students 568 3683 --- Program Improvement Status In PI Black or African American 7 38 --- First Year of Program Improvement 2008-2009 American Indian or Alaska Native 54 253 --- Year in Program Improvement Year 3 Asian------66 985 --- Number of Schools Currently in Program Improvement --- 2 Filipino------0 0 --- Percent of Schools Currently in Program Improvement --- 22.2 Hispanic or Latino 54 701 --- Native Hawaiian/Pacific Islander 5 33 --- XI. School Completion and Postsecondary Preparation White------371 1583 --- Admission Requirements for California’s Public Universities Two or More Races 11 90 ---

Socioeconomically Disadvantaged 38 980 --- University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the English Learners 11 464 --- top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified Students with Disabilities 48 260 --- 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. * “N/D” means that no data were available to the CDE or LEA to report.

For general admissions requirements, please visit the UC Admissions Information webpage at http://www.universityofcalifornia.edu/admissions/. (Outside source)

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Edison High - Huntington Beach Union High School District Career Technical Education Programs (School Year 2011-12) XII. Instructional Planning and Scheduling This section provides information about Career Technical Education (CTE) programs including: Professional Development • Programs and classes offered that are specifically focused on career preparation and or preparation for work This section provides information on the number of days provided for professional development and continuous professional growth • How these programs and classes are integrated with academic courses and how they support academic achievement in the most recent three year period. Questions that may be answered include: • How the school addresses the needs of all students in career preparation and/or preparation for work, including needs unique • What are the primary/major areas of focus for staff development and specifically how were they selected? For example, were to defined special populations of students student achievement data used to determine the need for professional development in reading instruction? • The measurable outcomes of these programs and classes, and how they are evaluated • What are the methods by which professional development is delivered (e.g., after school workshops, conference attendance, • State the primary representative of the district’s CTE advisory committee and the industries represented on the committee individual mentoring, etc.)? • How are teachers supported during implementation (e.g., through in-class coaching, teacher-principal meetings, student Eleven courses in Career & Technical Education courses are offered in media, technology, photography, foods, child psychology, performance, and data reporting, etc.)? print design and digital cinema production. Instruction includes technical reading and writing, oral presentations, resumes, technology skills and college/career readiness instruction. Special Needs students (mild/moderate/severe) are integrated into many Edison High School offers staff development and training opportunities to teachers, administrators, and instructional aides. Teachers of these courses as part of their Individual Transition Plan (ITP). Twenty-three seniors received the S.T.A.R. (Specialized and staff are offered a broad-based variety of professional growth opportunities in curriculum and instructional strategies in Training/Talent Achievement Recognition) award for completing 4-6 courses in the CTE area. Students were enrolled in 23 Regional compliance with the school’s WASC Plan, staff surveys, and the District’s and School’s Strategic Plan. To acquire specialized Occupation Program (ROP) courses including two offered on campus (Baking/Pastries and Entertainment Art). A few of these knowledge and skills, teachers at Edison High School participated in training on Professional Learning Communities, College and students have continued their studies with some entering the work force upon completion. Career Readiness, Student Support, Common Core, Illuminate, Instructional Strategies for Special Education students, Safe School Practices, and Technology Expansion. Staff development topics are determined based on district and site needs assessment, staff Career Technical Education Participation (School Year 2011-12) surveys, input and feedback, testing, and classroom observation. CTE Program Edison High School offers support to new teachers in their classroom skills and continued professional development. The Beginning Measure Participation Teacher Support and Assessment (BTSA) program is provided for first and second-year credentialed teachers. Additionally, the site Number of pupils participating in CTE 515 holds monthly new teacher orientations called Lunch Bunch with administrators and peer teachers to offer additional ongoing support for first year teachers. Edison High School teachers utilize these programs with the goal of accomplishing the highest level of % of pupils completing a CTE program and earning a high school diploma 98.25% (including success for our students. % of CTE courses sequenced/articulated between the school/institutions of postsecondary education 98%

Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent 2011-12 Students Enrolled in Courses Required for UC/CSU Admission 74.8 2010-11 Graduates Who Completed All Courses Required for UC/CSU Admission 46.9

Advanced Placement Courses (School Year 2011–12) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science 0 --- English------2 --- Fine and Performing Arts 1 --- Foreign Language 3 --- Mathematics 6 --- Science------14 --- Social Science 4 --- All courses 30 5.4

* Where there are student course enrollments.

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Edison High - Huntington Beach Union High School District District Contact Information District Name------Huntington Beach Union High School District Huntington Beach High School Phone Number------714-903-7000 Web Site------www.hbuhsd.edu School Accountability Report Card Superintendent------Dr. Gregory S. Plutko Reported Using Data from the 2011-12 School Year E-mail [email protected] Published During 2012-13 School Description and Mission Statement (School Year 2011-12) This section provides information about the school, its programs and its goals.

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. Huntington Beach High School (HBHS) is both a California Distinguished School and Digital High School. Considered to be the The SARC contains information about the condition and performance of each California public school. “flagship” school of the Huntington Beach Union High School District, the Oiler tradition reveals that many HBHS students, faculty

and staff have parents and grandparents that are alumni! This phenomenon has shaped a school culture of shared beliefs, values • For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at and behaviors that greatly influence students, faculty, staff, parents and the community. http://www.cde.ca.gov/ta/ac/sa/.

• For additional information about the school, parents and community members should contact the school principal or the district The vision of HBHS is to prepare our students to become educated, responsible and successful citizens within our global economy. office. We have a clear vision of excellence in academics, co-curricular student life, as well as in developing students into healthy,

responsible citizens. With the outstanding support from parents and the community, we aim to provide a safe and nurturing learning I. Data and Access environment through a challenging and relevant student-centered instructional program that stimulates life-long learning, self esteem and personal integrity. Our mission is to prepare students to become academically capable, effective communicators, EdData Partnership Web Site collaborative workers, self-directed learners, and responsible citizens. EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis Management and Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school Opportunities for Parental Involvement (School Year 2011-12) districts and schools. This section provides information on how parents can become involved in school activities, including contact information pertaining to organized opportunities for parent involvement. DataQuest DataQuest is an online data tool located on the CDE DataQuest webpage at http://dq.cde.ca.gov/dataquest/ that contains additional HBHS has a tradition of excellence dating from 1906. This rich heritage has promoted a strong sense of community where parents information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a and citizens want to become involved. Opportunities for involvement include our volunteer program through our Community dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Resource Coordinator, School Site Council, PTSA, a wide variety of booster groups, classroom volunteers, instructional aides, HBHS Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English Foundation, and Academy for the Performing Arts Foundation. HBHS is a proud recipient of the Golden Bell Award for Exceptional learners. Parent Involvement.

Internet Access Student Enrollment by Grade Level (School Year 2011-12) Internet access is available at public libraries and other locations that are publicly accessible. Access to the Internet at libraries and Grade Level Number of Students public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a Grade 9------751 workstation, and the ability to print documents. Grade 10------681 Grade 11------705 II. About This School Grade 12------673

Ungraded Secondary------1 Contact Information (School Year 2012-13) Total Enrollment------2,811 School Contact Information

School Name------Huntington Beach High School Student Enrollment by Group (School Year 2011-12) Street------1905 Main St. Percent of Percent of Group Group City, State, Zip------Huntington Beach, CA 926 Total Enrollment Total Enrollment Phone Number------(714) 536-2514 Black or African American------1.3 White 60 Principal------Rocky Murray American Indian or Alaska Native---- 7.8 Two or More Races 0.8 E-mail [email protected] Asian------7.9 Socioeconomically Disadvantaged 15.6 CDS Code------30665483032943 Filipino------1 English Learners 6.4 Hispanic or Latino------15.4 Students with Disabilities 7.1 Native Hawaiian/Pacific Islander 0.4

2011-12 School Accountability Report Card for Huntington Beach High School Page 1 of 16 2011-12 School Accountability Report Card for Huntington Beach High School Page 2 of 16

Huntington Beach High - Huntington Beach Union High School District Average Class Size and Class Size Distribution (Secondary) School Facility Good Repair Status (School Year 2012-13) 2009-10 2010-11 2011-12 This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including:

Subject Avg. Number of Classrooms Avg. Number of Classrooms Avg. Number of Classrooms • Determination of repair status for systems listed Class Class Class 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ • Description of any needed maintenance to ensure good repair Size Size Size • The Overall Rating (bottom row) English------33.16 14 21 47 25.3 38 16 55 26 33 24 52 Mathematics 33.57 4 24 44 32 9 15 51 32 9 20 50 Repair Status Repair Needed and System Inspected Science------34.69 2 18 50 33.4 4 14 44 33.4 5 17 45 Exemplary Good Fair Poor Action Taken or Planned Social Science 34.21 5 17 45 29.7 14 7 45 28.1 18 11 39 Systems: [ ] [X] [ ] [ ] Gas Leaks, Mechanical/HVAC, Sewer * 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. Interior: [ ] [X] [ ] [ ] Interior Surfaces III. School Climate Cleanliness: [ ] [X] [ ] [ ] Overall Cleanliness, Pest/ Vermin Infestation School Safety Plan (School Year 2011-12) Electrical: [ ] [X] [ ] [ ] This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was Electrical last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Restrooms/Fountains: [ ] [X] [ ] [ ]

Each year, the school safety plan is updated and is submitted for approval to the Board of Trustees of the Huntington Beach Union Restrooms, Sinks/ Fountains High School District. Safety is our priority. A comprehensive school safety plan is in place. A variety of drills that address various Safety: [ ] [X] [ ] [ ] situations (fire, earthquakes, etc.) are practiced throughout each school year and are scrutinized to ensure the safety for students, Fire Safety, Hazardous Materials staff, and everyone affiliated with HBHS. The security staff monitors all school grounds throughout the day. Visitors are requested to Structural: [ ] [X] [ ] [ ] check in at the front office upon arrival. The site completed a school-wide fire drill on 10-18-2012. Structural Damage, Roofs

Suspensions and Expulsions External: [ ] [X] [ ] [ ] Playground/School Grounds, Windows/ School District Rate* Doors/Gates/Fences 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Overall Rating [ ] [X] [ ] [ ] Suspensions------8.43 9.74 7.4 8.74 8.82 6.0

Expulsions------0.19 0.11 0 0.18 0.15 0.2 V. Teachers

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment (and multiplying by 100). Teacher Credentials School District IV. School Facilities Teachers 2009-10 2010-11 2011-12 2011-12 School Facility Conditions and Planned Improvements (School Year 2012-13) With Full Credential 97 102 109 646 This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Without Full Credential 0 0 0 3 • Description of the safety, cleanliness, and adequacy of the school facility Teaching Outside Subject Area of Competence 10 9 11 --- • Description of any planned or recently completed facility improvements • The year and month in which the data were collected Teacher Misassignments and Vacant Teacher Positions • Description of any needed maintenance to ensure good repair Indicator 2010-11 2011-12 2012-13

Year and month in which data were collected: January 2013 Misassignments of Teachers of English Learners 0 0 0 Total Teacher Misassignments 0 0 0 HBHS offers a beautiful campus with adequate space for staff and students. The administration and maintenance crew continually assess the campus to maintain safety. The campus has undergone significant changes and additions. Recently a new artificial turf Vacant Teacher Positions 0 0 0 field was installed that eliminated some parking. Fortunately there is still a generous amount of parking available to accomodate * “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. staff and students. This fall a new cardio room was completed for staff and students. A new softball was also recently completed.

The stadium was renovated in 2008. The site continues to remain committed to technology and one wet photo lab was converted to digital photo. The campus is clean and orderly and aesthetically pleasing. A site inspection is completed every 6 months, and also completed in the summer. The elevator is inspected monthly. We also complete a fire inspection annually. Offering a safe and clean campus is expected in Huntington Beach. We are very proud of our school and its overall beauty.

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Huntington Beach High - Huntington Beach Union High School District Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; Teacher and Principal Quality webpage at: http://www.cde.ca.gov/nclb/sr/tq/ whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any Percent of Classes In Core Academic Subjects supplemental curriculum or non-adopted textbooks or instructional materials. Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers Year and month in which data were collected: January 2012 This School 98.16 1.84 All Schools in District 97.79 2.21 From Percent of Students Textbooks and Instructional Materials/ High-Poverty Schools in District 97.76 2.24 Core Curriculum Area Most Recent Lacking Own Year of Adoption Adoption? Assigned Copy Low-Poverty Schools in District 97.8 2.2 Reading/Language Arts Instructional materials and textbooks used in the district Yes 0% * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. are current and of high quality. Before textbooks are Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program. purchased, they are thoroughly evaluated by teachers, administrators, and curriculum facilitators, and made VI. Support Staff available for review by the community and the Board of Trustees. Textbooks and instructional materials are Academic Counselors and Other Support Staff (School Year 2011-12) replaced as needed to ensure that students are using current instructional materials. The effective use of Number of FTE Average Number of Students per Title instructional technology is also emphasized, with computer Assigned to School Academic Counselor assisted instruction in academic, business, and Academic Counselor------1 2519 technological programs. Counselor (Social/Behavioral or Career Development) 1 --- Mathematics Instructional materials and textbooks used in the district Yes 0% Library Media Teacher (Librarian) 0.333 --- are current and are educationally sound. Before textbooks are purchased, they are thoroughly evaluated by teachers, Library Media Services Staff (Paraprofessional) 0 --- administrators, and curriculum facilitators, and made Psychologist------1.6 --- available for review by the community and the Board of Social Worker------0 --- Trustees. Textbooks and instructional materials are Nurse------1 --- replaced as needed to ensure that students are using current instructional materials. The effective use of Speech/Language/Hearing Specialist 1 --- instructional technology is also emphasized, with computer Resource Specialist------3.8 --- assisted instruction in academic, business, and Other------0 --- technological programs. Science------Instructional materials and textbooks used in the district Yes 0% * 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- are current and are educationally sound. Before textbooks time. are purchased, they are thoroughly evaluated by teachers,

administrators, and curriculum facilitators, and made available for review by the community and the Board of Trustees. Textbooks and instructional materials are replaced as needed to ensure that students are using current instructional materials. The effective use of instructional technology is also emphasized, with computer assisted instruction in academic, business, and technological programs. History-Social Science Instructional materials and textbooks used in the district Yes 0% are current and of high quality. Before textbooks are purchased, they are thoroughly evaluated by teachers, administrators, and curriculum facilitators, and made available for review by the community and the Board of Trustees. Textbooks and instructional materials are replaced as needed to ensure that students are using current instructional materials. The effective use of instructional technology is also emphasized, with computer assisted instruction in academic, business, and technological programs.

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Huntington Beach High - Huntington Beach Union High School District From Percent of Students VIII. School Finances Textbooks and Instructional Materials/ Core Curriculum Area Most Recent Lacking Own Year of Adoption Adoption? Assigned Copy Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11)

Foreign Language Instructional materials and textbooks used in the district Yes 0% Expenditures Per Pupil Average are current and of high quality. Before textbooks are Level Supplemental/ Basic/ Teacher purchased, they are thoroughly evaluated by teachers, Total Salary administrators, and curriculum facilitators, and made Restricted Unrestricted available for review by the community and the Board of School Site------$8,287 $76,735 Trustees. Textbooks and instructional materials are District------$8,287 $77,985 replaced as needed to ensure that students are using current instructional materials. The effective use of Percent Difference: School Site and District ------0 0 instructional technology is also emphasized, with computer State------$5,455 $70,792 assisted instruction in academic, business, and Percent Difference: School Site and State ------3.7 16.6 technological programs. Health------Instructional materials and textbooks used in the district Yes 0% * Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the are current and of high quality. Before textbooks are district or governing board is not considered restricted. ** Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. purchased, they are thoroughly evaluated by teachers, administrators, and curriculum facilitators, and made For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending webpage at available for review by the community and the Board of http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits webpage at Trustees. Textbooks and instructional materials are http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org. replaced as needed to ensure that students are using current instructional materials. The effective use of Types of Services Funded (Fiscal Year 2011-12) instructional technology is also emphasized, with computer This section provides specific information about the types of programs and services available at the school that support and assists assisted instruction in academic, business, and students. For example, this narrative may include information about supplemental educational services related to the school’s technological programs. federal Program Improvement (PI) status. Visual and Performing Arts Instructional materials and textbooks used in the district Yes 0% Categorical funds (EIA, GATE, Title II, and Title V) are utilized to increase student achievement and provide a supportive engaging are current and are educationally sound. Before textbooks environment. Services provided include, but are not limited to, increased access to psychological and student support, teacher are purchased, they are thoroughly evaluated by teachers, training for GATE/Advanced Placement differentiated instruction, teacher training to meet “highly qualified” status, and standards- administrators, and curriculum facilitators, and made based curriculum development and alignment. available for review by the community and the Board of

Trustees. Textbooks and instructional materials are Teacher and Administrative Salaries (Fiscal Year 2010-11) replaced as needed to ensure that students are using District State Average for current instructional materials. The effective use of Category instructional technology is also emphasized, with computer Amount Districts In Same Category assisted instruction in academic, business, and Beginning Teacher Salary $47,675 $42,660

technological programs. Mid-Range Teacher Salary $81,199 $69,198 Science Laboratory Equipment Instructional materials and textbooks used in the district Yes 0% Highest Teacher Salary $101,188 $88,943 (grades 9-12) are current and of high quality. Before textbooks are purchased, they are thoroughly evaluated by teachers, Average Principal Salary (Elementary) administrators, and curriculum facilitators, and made Average Principal Salary (Middle) $121,140 available for review by the community and the Board of Average Principal Salary (High) $136,612 $127,707 Trustees. Textbooks and instructional materials are Superintendent Salary $271,087 $202,123 replaced as needed to ensure that students are using current instructional materials. The effective use of Percent of Budget for Teacher Salaries 31% 36% instructional technology is also emphasized, with computer Percent of Budget for Administrative Salaries 5% 5% assisted instruction in academic, business, and technological programs. * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at http://www.cde.ca.gov/ds/fd/cs/.

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Huntington Beach High - Huntington Beach Union High School District IX. Student Performance Standardized Testing and Reporting Results by Student Group - Most Recent Year Percent of Students Scoring at Proficient or Advanced Group The Standardized Testing and Reporting (STAR) Program consists of several key components, including: English-Language Arts Mathematics Science History-Social Science

• California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; All Students in the LEA 67 48 74 68 science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. All Student at the School 74 51 75 73 Male------69 50 75 76 • California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five Female------79 51 75 70 and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from Black or African American 59 30 55 56 achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. American Indian or Alaska Native 74 44 77 75

• California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science Asian------90 71 89 89 for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities Filipino------85 37 92 prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. Hispanic or Latino 56 40 58 57

The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of Native Hawaiian/Pacific Islander these assessments, student scores are reported as performance levels. White------77 53 78 75

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of Two or More Races------71 46 72 72 students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov. Socioeconomically Disadvantaged 55 36 54 56 English Learners------10 21 11 Standardized Testing and Reporting Results for All Students - Three-Year Comparison Students with Disabilities 23 26 32 31 Percent of Students Scoring at Proficient or Advanced Students Receiving Migrant Education Services Subject School District State 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 * Scores are not shown 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. English-Language Arts 72 73 74 65 64 67 52 54 56 Mathematics------45 46 51 44 45 48 48 50 51 California High School Exit Examination The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results Science------71 74 75 68 71 74 54 57 60 of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or History-Social Science 70 70 73 64 67 68 44 48 49 advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB.

* Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/. accuracy or to protect student privacy. California High School Exit Examination Results for All Students - Three-Year Comparison School District State Subject 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 English-Language Arts 73 80 83 68 75 73 54 59 56 Mathematics 70 71 80 68 71 76 54 56 58

* Scores are not shown 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.

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Huntington Beach High - Huntington Beach Union High School District California High School Exit Examination Grade Ten Results by Student Group - Most Recent Year The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, English-Language Arts Mathematics while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. Group Not Not Proficient Advanced Proficient Advanced Proficient Proficient API Rank 2009 2010 2011 All Students in the LEA 27 27 47 24 41 35 Statewide------9 9 9 All Students at the School 17 30 52 20 47 33 Similar Schools------9 6 7 Male------23 33 43 19 49 32 Academic Performance Index Growth by Student Group – Three-Year Comparison Female------12 27 61 21 45 34 Actual API Change Black or African American Group 2009-10 2010-11 2011-12 American Indian or Alaska Native 13 31 56 15 49 36 All Students at the School 5 7 7 Asian------2 13 84 4 27 69 Black or African American Filipino------American Indian or Alaska Native 35 -28 50 Hispanic or Latino 33 33 34 32 45 23 Asian------4 13 -2 Native Hawaiian/Pacific Islander Filipino------White------15 30 55 19 50 31 Hispanic or Latino 16 13 -1 Two or More Races 17 34 49 27 42 31 Native Hawaiian/Pacific Islander Socioeconomically Disadvantaged 30 38 31 29 56 15 White------4 10 4 English Learners------100 0 0 78 22 0 Two or More Races Students with Disabilities 65 23 13 65 32 3 Socioeconomically Disadvantaged 20 11 35 Students Receiving Migrant Education Services English Learners 8 -4 -14 * Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical Students with Disabilities 7 -56 54 accuracy or to protect student privacy.

* "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target California Physical Fitness Test Results (School Year 2011-12) information. “C” means the school had significant demographic changes and there is no Growth or target information. The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding Academic Performance Index Growth by Student Group - 2012 Growth API Comparison this test, and comparisons of a school’s test results to the district and state, see the CDE PFT webpage at This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, district, and http://www.cde.ca.gov/ta/tg/pf/. state level. Grade Percent of Students Meeting Fitness Standards 2012 Growth API Level Four of Six Standards Five of Six Standards Six of Six Standards Group School District State ------9------10.2 19 50.6 # of Students Growth API # of Students Growth API # of Students Growth API

All Students at the School 2,009 857 11,643 842 4,664,264 788 * Scores are not shown 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. Black or African American 25 785 142 783 313,201 710

American Indian or Alaska Native 161 864 716 840 31,606 742 X. Accountability Asian------160 932 2,673 914 404,670 905

Academic Performance Index Filipino------19 882 128 865 124,824 869 The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. Hispanic or Latino 301 781 2,801 754 2,425,230 740 API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API webpage Native Hawaiian/Pacific Islander 7 85 799 26,563 775 at http://www.cde.ca.gov/ta/ac/ap/. White------1,208 867 4,760 855 1,221,860 853 Academic Performance Index Ranks - Three-Year Comparison Two or More Races 19 924 82 858 88,428 849 This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 Socioeconomically Disadvantaged 288 774 3,376 789 2,779,680 737 means that the school has an API score in the highest ten percent of all schools in the state. English Learners 144 681 2,202 732 1,530,297 716 Students with Disabilities 134 598 1,068 622 530,935 607

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Huntington Beach High - Huntington Beach Union High School District Adequate Yearly Progress California State University The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Eligibility for admission to the California State University (CSU) is determined by three factors:

• Participation rate on the state’s standards-based assessments in ELA and mathematics • Specific high school courses • Percent proficient on the state’s standards-based assessments in ELA and mathematics • Grades in specified courses and test scores • API as an additional indicator • Graduation from high school • Graduation rate (for secondary schools) Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CDE Adequate Yearly Progress (AYP) webpage at http://www.cde.ca.gov/ta/ac/ay/. CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU webpage at Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) http://www.calstate.edu/admission/admission.shtml. (Outside source) AYP Criteria School District Dropout Rate and Graduation Rate Made AYP Overall No No School District State Met Participation Rate: English-Language Arts Yes Yes Indicator 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 Met Participation Rate: Mathematics Yes Yes Dropout Rate (1-year) 0.9 2.9 2.4 1.7 5.9 4.2 5.7 16.6 14.4 Met Percent Proficient: English-Language Arts No No Graduation Rate 96.43 96.22 95.76 94.06 93.13 91.30 78.59 80.53 76.26 Met Percent Proficient: Mathematics No Yes

Met API Criteria Yes Yes * The National Center for Education Statistics graduation rate as reported in AYP is provided in this table. Met Graduation Rate (if applicable) No Yes Completion of High School Graduation Requirements Federal Intervention Program (School Year 2012-13) This table displays, by student group, the percent of students who began the 2011-12 school year in grade twelve and were a part of Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive the school’s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption. districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information Graduating Class of 2012 about PI identification, see the CDE PI Status Determinations webpage: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Group School District State Indicator School District All Students 640 3683 --- Program Improvement Status In PI Black or African American 8 38 --- First Year of Program Improvement 2008-2009 American Indian or Alaska Native 60 253 --- Year in Program Improvement Year 3 Asian------65 985 --- Number of Schools Currently in Program Improvement --- 2 Filipino------0 0 --- Percent of Schools Currently in Program Improvement --- 22.2 Hispanic or Latino 110 701 --- XI. School Completion and Postsecondary Preparation Native Hawaiian/Pacific Islander 5 33 --- White------376 1583 --- Admission Requirements for California’s Public Universities Two or More Races 15 90 ---

University of California Socioeconomically Disadvantaged 112 980 --- Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the English Learners 39 464 --- top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified Students with Disabilities 56 260 --- 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. * “N/D” means that no data were available to the CDE or LEA to report.

For general admissions requirements, please visit the UC Admissions Information webpage at http://www.universityofcalifornia.edu/admissions/. (Outside source)

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Huntington Beach High - Huntington Beach Union High School District Career Technical Education Programs (School Year 2011-12) XII. Instructional Planning and Scheduling This section provides information about Career Technical Education (CTE) programs including: Professional Development • Programs and classes offered that are specifically focused on career preparation and or preparation for work This section provides information on the number of days provided for professional development and continuous professional growth • How these programs and classes are integrated with academic courses and how they support academic achievement in the most recent three year period. Questions that may be answered include: • How the school addresses the needs of all students in career preparation and/or preparation for work, including needs unique • What are the primary/major areas of focus for staff development and specifically how were they selected? For example, were to defined special populations of students student achievement data used to determine the need for professional development in reading instruction? • The measurable outcomes of these programs and classes, and how they are evaluated • What are the methods by which professional development is delivered (e.g., after school workshops, conference attendance, • State the primary representative of the district’s CTE advisory committee and the industries represented on the committee individual mentoring, etc.)? • How are teachers supported during implementation (e.g., through in-class coaching, teacher-principal meetings, student HBHS offers the following industry sectors; Culinary Arts, Industrial Technology- Engineering, Industrial Technology- Photography, performance, and data reporting, etc.)? and Business Education. The CTE courses at HBHS integrate real world applications in a fun and theory based manor. These courses integrate technology, literature, math, and history into their daily activities. These activities include hands on projects that show The HBUHSD is recognized statewide for the quality of its curriculum which is developed and continually updated by teachers in proof of understanding and mastery of the courses and concepts. Each CTE course has their own State adopted standards and coordination with a staff of curriculum specialists who are experts in their fields. The resulting curriculum reflects State Frameworks, pathways many of which have a-g approval. All CTE courses at HBHS differentiate their instruction depending on the student teacher recommendations, community needs, and the needs of all students as they pursue post-secondary goals. We offer a population within the course. Each CTE sector has a career pathway for students to follow. Many of the sectors "pathways" include comprehensive curriculum and are committed to providing professional development, as well as necessary time for staff to ROP courses that integrate internships for graduating students. These courses are popular with our special populations of students collaborate. An additional component is to ensure our students graduate with post-secondary options that are enhanced through because they can manipulate their work into something that they not only understand but enjoy learning about. Real world our curriculum. The district is also focused on preparing for the shift to the Common Core. A significant amount of time has been experiences that can lead to profitable careers make these courses enticing to all students. dedicated to comprehensive professional development for the Common Core.

CTE courses may be evaluated in many ways. Many of the career/course Pathways include a career certification and/or articulation In addition to on-campus activities which are attended by all instructional staff, the majority of HBHS teachers participate in off- to one of the local CSU's and/or community colleges. Many of students are able to bypass the first semester of college/ vocational campus training programs or workshops. The HBUHSD also promotes staff development through partnerships with UC Irvine, CSU school because of these articulation agreements. One of the benefits of taking CTE courses is that the students have a product that Long Beach, the community colleges and a teacher training consortium in Huntington Beach. The emphasis is on all students they create and are able to immediately see the results of their time and effort rather than having to wait to then only receive a graduating with a solid core of knowledge that will assist them in reaching their greatest potential and becoming responsible score without tangible evidence of their work. citizens.

The primary representative is Renee Pelkey. All new teachers participate in Beginning Teacher Support and Assessment (BTSA). Teachers are also provided a significant amount of planning time to collaborate within their department, and across disciplines as well. Career Technical Education Participation (School Year 2011-12) CTE Program Measure Participation Number of pupils participating in CTE 5,290 (all sites – % of pupils completing a CTE program and earning a high school diploma 98.25% (including % of CTE courses sequenced/articulated between the school/institutions of postsecondary education 98%

Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent 2011-12 Students Enrolled in Courses Required for UC/CSU Admission 76.2 2010-11 Graduates Who Completed All Courses Required for UC/CSU Admission 54.7

Advanced Placement Courses (School Year 2011–12) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science 0 --- English------10 --- Fine and Performing Arts 5 --- Foreign Language 7 --- Mathematics 6 --- Science------8 --- Social Science 17 --- All courses 53 8.6

* Where there are student course enrollments.

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Huntington Beach High - Huntington Beach Union High School District District Contact Information District Name------Huntington Beach Union High School District Marina High School Phone Number------(714) 903-7000 Web Site------www.hbuhsd.edu School Accountability Report Card Superintendent------Dr. Gregory S. Plutko Reported Using Data from the 2011-12 School Year E-mail [email protected] Published During 2012-13 School Description and Mission Statement (School Year 2011-12) This section provides information about the school, its programs and its goals.

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The mission of Marina High School, developed in collaboration with the community, is to provide every student a challenging and The SARC contains information about the condition and performance of each California public school. relevant curriculum; support for personal and academic needs; a culture of continuous improvement; and a safe environment,

preparing them to be creative, self-motivated and responsible citizens who are academically, culturally, and technologically literate. • For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at

http://www.cde.ca.gov/ta/ac/sa/. We support this mission through the implementation of a district-wide Strategic Plan that was collaboratively developed by parents, • For additional information about the school, parents and community members should contact the school principal or the district students, teachers, classified staff, and administrators. This plan focuses the school improvement efforts on implementing the state office. standards, common core, assessment data, college/career preparation, integration of technology, and support of students’ personal

and academic growth. All of Marina’s resources are focused on the implementation of the Strategic Plan so that our mission I. Data and Access becomes a reality.

EdData Partnership Web Site Marina High School has an outstanding reputation. We emphasize a rigorous, varied curriculum with a variety of paths for students, EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis Management and Assistance Team (FCMAT) that provides quality classroom instruction, high expectations for student performance, and a wide range of opportunities for students, parents, extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school and community members to be involved in campus life and the governance of the school. Our students are quality individuals who districts and schools. are well behaved, bright, and involved in the academic and co-curricular programs of the school. The staff is dedicated to providing an educational environment that promotes excellence, and our teachers commit countless hours coaching, tutoring, counseling, and DataQuest encouraging students. Hundreds of our parents are involved in booster organizations: Educational Foundation, School Site Council, DataQuest is an online data tool located on the CDE DataQuest webpage at http://dq.cde.ca.gov/dataquest/ that contains additional PTSA, Grad Night Committee and Volunteers in Public Schools (VIPS). The strong partnership between students, staff, parents, and information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a community continues to enhance and strengthen our school community here at the Home of the Vikings. dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English Opportunities for Parental Involvement (School Year 2011-12) learners. This section provides information on how parents can become involved in school activities, including contact information pertaining to organized opportunities for parent involvement. Internet Access Internet access is available at public libraries and other locations that are publicly accessible. Access to the Internet at libraries and Marina has strong parent and community involvement. Hundreds of parents help out with major events such as registration, public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, textbook distribution, and yearbook and cap and gown distribution through the Volunteers in Public Schools (VIPS). Hundreds more the length of time that a workstation may be used (depending on availability), the types of software programs available on a are involved in the many booster organizations that support our co-curricular activities. School Site Council, PTSA, Grad Night, and workstation, and the ability to print documents. the Educational Foundation are other important organizations that involve parents and community members in the governance of the school, fundraising for the classrooms, and providing important programs for students and parents. II. About This School Student Enrollment by Grade Level (School Year 2011-12) Contact Information (School Year 2012-13) Grade Level Number of Students School Contact Information Grade 9------672 School Name------Marina High School Grade 10------724 Street------15871 Springdale St. Grade 11------719 City, State, Zip------Huntington Beach, CA 92649 Grade 12------686 Phone Number------(714) 893-6571 Ungraded Secondary------26 Principal------Paul R. Morrow, Ed.D. Total Enrollment------2,827 E-mail [email protected] CDS Code------30665483034410

2011-12 School Accountability Report Card for Marina High School Page 1 of 16 2011-12 School Accountability Report Card for Marina High School Page 2 of 16

Marina High - Huntington Beach Union High School District Student Enrollment by Group (School Year 2011-12) IV. School Facilities Percent of Percent of Group Group Total Enrollment Total Enrollment School Facility Conditions and Planned Improvements (School Year 2012-13) Black or African American------1.2 White 53.8 This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including:

American Indian or Alaska Native---- 6.5 Two or More Races 0.8 • Description of the safety, cleanliness, and adequacy of the school facility Asian------17.5 Socioeconomically Disadvantaged 19.9 • Description of any planned or recently completed facility improvements Filipino------1.5 English Learners 8.4 • The year and month in which the data were collected • Description of any needed maintenance to ensure good repair Hispanic or Latino------16.2 Students with Disabilities 10.3

Native Hawaiian/Pacific Islander 0.5 Year and month in which data were collected: 8/5/2013

Average Class Size and Class Size Distribution (Secondary) School Facility Good Repair Status (School Year 2012-13) 2009-10 2010-11 2011-12 This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including:

Avg. Avg. Avg. Subject Number of Classrooms Number of Classrooms Number of Classrooms • Determination of repair status for systems listed Class Class Class • Description of any needed maintenance to ensure good repair Size 1-22 23-32 33+ Size 1-22 23-32 33+ Size 1-22 23-32 33+ • The Overall Rating (bottom row) English------32.81 9 30 48 25.6 43 25 52 26.7 38 20 60

Mathematics 32.29 5 34 43 30.8 12 17 53 29.6 17 21 47 Repair Status Repair Needed and Science------34.07 0 17 55 19.8 45 15 36 22.2 36 18 37 System Inspected Exemplary Good Fair Poor Action Taken or Planned Social Science 33.05 3 17 40 29.1 18 3 44 28.7 19 5 44 Systems: [X] [ ] [ ] [ ] Gas Leaks, Mechanical/HVAC, Sewer * 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. Interior: [X] [ ] [ ] [ ] Interior Surfaces III. School Climate Cleanliness: [X] [ ] [ ] [ ] Overall Cleanliness, Pest/ Vermin Infestation School Safety Plan (School Year 2011-12) Electrical: [ ] [X] [ ] [ ] This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was Electrical last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Restrooms/Fountains: [ ] [X] [ ] [ ] Nine part time supervision aides led by one Asst. Principal of Supervision monitor the school grounds and locker room areas. Marina Restrooms, Sinks/ Fountains is a closed campus, and only juniors and seniors are allowed to go home for lunch, with parent permission. Fire, earthquake, and Safety: [ ] [X] [ ] [ ] disaster drills are conducted twice a year, and participation in the citywide disaster drill occurs each October. Our School safety plan Fire Safety, Hazardous Materials was updated in January, 2013 and approved by our School Site Council. The key elements of this plan include an overall philosophy of preparation for disasters and unexpected occurrences. Much has been learned over the past few years from schools who have Structural: [X] [ ] [ ] [ ] unfortunately experienced catastrophic occurrences. The Safety Plan for Marnina High School represents a collaboration between Structural Damage, Roofs school and city personnel, training to insure the most up-to-date information and processes, the acquisition of equipment, and External: [X] [ ] [ ] [ ] awareness/supervision both in and around our school site. Playground/School Grounds, Windows/ Doors/Gates/Fences Suspensions and Expulsions Overall Rating [X] [ ] [ ] [ ] School District Rate* 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 V. Teachers Suspensions------8.65 6.91 6.3 8.74 8.82 6.0 Expulsions------0.11 0.11 0.1 0.18 0.15 0.2 Teacher Credentials School District * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment (and multiplying by 100). Teachers 2009-10 2010-11 2011-12 2011-12 With Full Credential 107 107 105 646 Without Full Credential 0 0 1 3 Teaching Outside Subject Area of Competence 7 6 6 ---

2011-12 School Accountability Report Card for Marina High School Page 3 of 16 2011-12 School Accountability Report Card for Marina High School Page 4 of 16

Marina High - Huntington Beach Union High School District Teacher Misassignments and Vacant Teacher Positions VII. Curriculum and Instructional Materials Indicator 2010-11 2011-12 2012-13 Misassignments of Teachers of English Learners 0 0 0 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; Total Teacher Misassignments 0 0 0 whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any Vacant Teacher Positions 0 0 0 supplemental curriculum or non-adopted textbooks or instructional materials.

* “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Year and month in which data were collected: January 2012

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) From Percent of Students Textbooks and Instructional Materials/ The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core Core Curriculum Area Most Recent Lacking Own Year of Adoption academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California Adoption? Assigned Copy teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality webpage at: http://www.cde.ca.gov/nclb/sr/tq/ Reading/Language Arts Instructional materials and textbooks used in the district are Yes 0% current and of high quality. Before textbooks are purchased, they Percent of Classes In Core Academic Subjects Location of Classes are thoroughly evaluated by teachers, administrators, and Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers curriculum facilitators, and made available for review by the This School 98.18 1.82 community and the Board of Trustees. Textbooks and instructional materials are replaced as needed to ensure that students are using All Schools in District 97.79 2.21 current instructional materials. The effective use of instructional High-Poverty Schools in District 97.76 2.24 technology is also emphasized, with computer assisted instruction in academic, business, and technological programs. Low-Poverty Schools in District 97.8 2.2 Mathematics Instructional materials and textbooks used in the district are Yes 0% * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. current and are educationally sound. Before textbooks are Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program. purchased, they are thoroughly evaluated by teachers, administrators, and curriculum facilitators, and made available for VI. Support Staff review by the community and the Board of Trustees. Textbooks and instructional materials are replaced as needed to ensure that Academic Counselors and Other Support Staff (School Year 2011-12) students are using current instructional materials. The effective use of instructional technology is also emphasized, with computer Number of FTE Average Number of Students per Title assisted instruction in academic, business, and technological Assigned to School Academic Counselor programs. Academic Counselor------1 2831 Science------Instructional materials and textbooks used in the district are Yes 0% Counselor (Social/Behavioral or Career Development) 1 --- current and are educationally sound. Before textbooks are Library Media Teacher (Librarian) 0.333 --- purchased, they are thoroughly evaluated by teachers, administrators, and curriculum facilitators, and made available for Library Media Services Staff (Paraprofessional) 0 --- review by the community and the Board of Trustees. Textbooks Psychologist------2.5 --- and instructional materials are replaced as needed to ensure that Social Worker------0 --- students are using current instructional materials. The effective Nurse------1 --- use of instructional technology is also emphasized, with computer assisted instruction in academic, business, and technological Speech/Language/Hearing Specialist 2 --- programs. Resource Specialist------4 --- History-Social Science Instructional materials and textbooks used in the district are Yes 0% Other------0 --- current and of high quality. Before textbooks are purchased, they are thoroughly evaluated by teachers, administrators, and * 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- curriculum facilitators, and made available for review by the time. community and the Board of Trustees. Textbooks and instructional

materials are replaced as needed to ensure that students are using current instructional materials. The effective use of instructional technology is also emphasized, with computer assisted instruction in academic, business, and technological programs.

2011-12 School Accountability Report Card for Marina High School Page 5 of 16 2011-12 School Accountability Report Card for Marina High School Page 6 of 16

Marina High - Huntington Beach Union High School District From Percent of Students VIII. School Finances Textbooks and Instructional Materials/ Core Curriculum Area Most Recent Lacking Own Year of Adoption Adoption? Assigned Copy Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11)

Foreign Language Instructional materials and textbooks used in the district are Yes 0% Expenditures Per Pupil Average current and of high quality. Before textbooks are purchased, they Level Supplemental/ Basic/ Teacher are thoroughly evaluated by teachers, administrators, and Total Salary curriculum facilitators, and made available for review by the Restricted Unrestricted community and the Board of Trustees. Textbooks and instructional School Site------$8,287 $76,735 materials are replaced as needed to ensure that students are using District------$8,287 $77,985 current instructional materials. The effective use of instructional technology is also emphasized, with computer assisted instruction Percent Difference: School Site and District ------0 0 in academic, business, and technological programs. State------$5,455 $70,792 Health------Instructional materials and textbooks used in the district are Yes 0% Percent Difference: School Site and State ------3.7 16.6 current and of high quality. Before textbooks are purchased, they are thoroughly evaluated by teachers, administrators, and * Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the curriculum facilitators, and made available for review by the district or governing board is not considered restricted. ** Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. community and the Board of Trustees. Textbooks and instructional materials are replaced as needed to ensure that students are using For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending webpage at current instructional materials. The effective use of instructional http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits webpage at technology is also emphasized, with computer assisted instruction http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org. in academic, business, and technological programs. Types of Services Funded (Fiscal Year 2011-12) Visual and Performing Instructional materials and textbooks used in the district are Yes 0% This section provides specific information about the types of programs and services available at the school that support and assists Arts current and are educationally sound. Before textbooks are students. For example, this narrative may include information about supplemental educational services related to the school’s purchased, they are thoroughly evaluated by teachers, federal Program Improvement (PI) status. administrators, and curriculum facilitators, and made available for review by the community and the Board of Trustees. Textbooks Categorical funds (EIA, GATE, Title II, and Title V) are utilized to increase student achievement and provide a supportive and instructional materials are replaced as needed to ensure that environment. Services provided include, but are not limited to, increased access to psychological and student support, teacher students are using current instructional materials. The effective training for GATE/Advanced Placement differentiated instruction, teacher training to meet “highly qualified” status, and standards- use of instructional technology is also emphasized, with computer based curriculum development and alignment. assisted instruction in academic, business, and technological

programs. Teacher and Administrative Salaries (Fiscal Year 2010-11) Science Laboratory Instructional materials and textbooks used in the district are Yes 0% District State Average for Equipment current and of high quality. Before textbooks are purchased, they Category Amount Districts In Same Category (grades 9-12) are thoroughly evaluated by teachers, administrators, and curriculum facilitators, and made available for review by the Beginning Teacher Salary $47,675 $42,660 community and the Board of Trustees. Textbooks and instructional Mid-Range Teacher Salary $81,199 $69,198 materials are replaced as needed to ensure that students are using Highest Teacher Salary $101,188 $88,943 current instructional materials. The effective use of instructional technology is also emphasized, with computer assisted instruction Average Principal Salary (Elementary) in academic, business, and technological programs. Average Principal Salary (Middle) $121,140 Average Principal Salary (High) $136,612 $127,707 Superintendent Salary $271,087 $202,123 Percent of Budget for Teacher Salaries 31% 36% Percent of Budget for Administrative Salaries 5% 5%

* For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at http://www.cde.ca.gov/ds/fd/cs/.

2011-12 School Accountability Report Card for Marina High School Page 7 of 16 2011-12 School Accountability Report Card for Marina High School Page 8 of 16

Marina High - Huntington Beach Union High School District IX. Student Performance Standardized Testing and Reporting Results by Student Group - Most Recent Year Percent of Students Scoring at Proficient or Advanced Group The Standardized Testing and Reporting (STAR) Program consists of several key components, including: English-Language Arts Mathematics Science History-Social Science

• California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; All Students in the LEA 67 48 74 68 science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. All Student at the School 68 48 72 71 Male------64 50 74 74 • California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five Female------72 46 71 67 and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from Black or African American 56 29 67 achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. American Indian or Alaska Native 66 49 73 69

• California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science Asian------80 69 85 81 for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities Filipino------75 50 85 78 prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. Hispanic or Latino 56 34 59 57

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of Two or More Races------51 38 54 students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov. Socioeconomically Disadvantaged 56 46 60 61 English Learners------6 23 7 12 Standardized Testing and Reporting Results for All Students - Three-Year Comparison Students with Disabilities 30 28 43 37 Percent of Students Scoring at Proficient or Advanced Students Receiving Migrant Education Services Subject School District State 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 * Scores are not shown 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. English-Language Arts 67 64 68 65 64 67 52 54 56 Mathematics------46 49 48 44 45 48 48 50 51 California High School Exit Examination The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results Science------69 70 72 68 71 74 54 57 60 of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or History-Social Science 69 69 71 64 67 68 44 48 49 advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB.

* Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/. accuracy or to protect student privacy. California High School Exit Examination Results for All Students - Three-Year Comparison School District State Subject 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 English-Language Arts 70 75 78 68 75 73 54 59 56 Mathematics 71 70 78 68 71 76 54 56 58

* Scores are not shown 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.

2011-12 School Accountability Report Card for Marina High School Page 9 of 16 2011-12 School Accountability Report Card for Marina High School Page 10 of 16

Marina High - Huntington Beach Union High School District California High School Exit Examination Grade Ten Results by Student Group - Most Recent Year The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, English-Language Arts Mathematics while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. Group Not Not Proficient Advanced Proficient Advanced Proficient Proficient API Rank 2009 2010 2011 All Students in the LEA 27 27 47 24 41 35 Statewide------9 9 9 All Students at the School 22 27 51 22 37 41 Similar Schools------8 6 7 Male------27 29 44 20 35 44 Academic Performance Index Growth by Student Group – Three-Year Comparison Female------18 25 57 23 39 38 Actual API Change Black or African American Group 2009-10 2010-11 2011-12 American Indian or Alaska Native 23 31 46 25 38 37 All Students at the School 16 -1 4 Asian------13 21 65 8 27 65 Black or African American Filipino------14 14 71 14 43 43 American Indian or Alaska Native 44 22 -8 Hispanic or Latino 35 27 38 33 35 32 Asian------4 -1 16 Native Hawaiian/Pacific Islander Filipino------White------21 29 50 23 40 37 Hispanic or Latino 2 1 3 Two or More Races 54 15 31 38 46 15 Native Hawaiian/Pacific Islander Socioeconomically Disadvantaged 38 30 32 34 34 32 White------21 -4 4 English Learners------100 0 0 72 28 0 Two or More Races Students with Disabilities 71 21 8 68 26 6 Socioeconomically Disadvantaged 25 -3 0 Students Receiving Migrant Education Services English Learners -9 1 -2 * Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical Students with Disabilities 2 -1 42 accuracy or to protect student privacy.

* "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target California Physical Fitness Test Results (School Year 2011-12) information. “C” means the school had significant demographic changes and there is no Growth or target information. The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding Academic Performance Index Growth by Student Group - 2012 Growth API Comparison this test, and comparisons of a school’s test results to the district and state, see the CDE PFT webpage at This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, district, and http://www.cde.ca.gov/ta/tg/pf/. state level. Grade Percent of Students Meeting Fitness Standards 2012 Growth API Level Four of Six Standards Five of Six Standards Six of Six Standards Group School District State ------9------15.1 18.9 53 # of Students Growth API # of Students Growth API # of Students Growth API

All Students at the School 2,011 843 11,643 842 4,664,264 788 * Scores are not shown 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. Black or African American 24 794 142 783 313,201 710

American Indian or Alaska Native 154 830 716 840 31,606 742 X. Accountability Asian------356 916 2,673 914 404,670 905

Academic Performance Index Filipino------32 869 128 865 124,824 869 The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. Hispanic or Latino 323 773 2,801 754 2,425,230 740 API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API webpage Native Hawaiian/Pacific Islander 9 85 799 26,563 775 at http://www.cde.ca.gov/ta/ac/ap/. White------1,061 846 4,760 855 1,221,860 853 Academic Performance Index Ranks - Three-Year Comparison Two or More Races 18 769 82 858 88,428 849 This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 Socioeconomically Disadvantaged 400 789 3,376 789 2,779,680 737 means that the school has an API score in the highest ten percent of all schools in the state. English Learners 175 739 2,202 732 1,530,297 716 Students with Disabilities 197 617 1,068 622 530,935 607

2011-12 School Accountability Report Card for Marina High School Page 11 of 16 2011-12 School Accountability Report Card for Marina High School Page 12 of 16

Marina High - Huntington Beach Union High School District Adequate Yearly Progress California State University The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Eligibility for admission to the California State University (CSU) is determined by three factors:

• Participation rate on the state’s standards-based assessments in ELA and mathematics • Specific high school courses • Percent proficient on the state’s standards-based assessments in ELA and mathematics • Grades in specified courses and test scores • API as an additional indicator • Graduation from high school • Graduation rate (for secondary schools) Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CDE Adequate Yearly Progress (AYP) webpage at http://www.cde.ca.gov/ta/ac/ay/. CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU webpage at Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) http://www.calstate.edu/admission/admission.shtml. (Outside source) AYP Criteria School District Dropout Rate and Graduation Rate Made AYP Overall No No School District State Met Participation Rate: English-Language Arts Yes Yes Indicator 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 Met Participation Rate: Mathematics Yes Yes Dropout Rate (1-year) 0.8 3 3 1.7 5.9 4.2 5.7 16.6 14.4 Met Percent Proficient: English-Language Arts No No Graduation Rate 96.71 97.22 94.40 94.06 93.13 91.30 78.59 80.53 76.26 Met Percent Proficient: Mathematics Yes Yes

Met API Criteria Yes Yes * The National Center for Education Statistics graduation rate as reported in AYP is provided in this table. Met Graduation Rate (if applicable) Yes Yes Completion of High School Graduation Requirements Federal Intervention Program (School Year 2012-13) This table displays, by student group, the percent of students who began the 2011-12 school year in grade twelve and were a part of Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive the school’s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption. districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information Graduating Class of 2012 about PI identification, see the CDE PI Status Determinations webpage: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Group School District State Indicator School District All Students 636 3683 --- Program Improvement Status In PI Black or African American 5 38 --- First Year of Program Improvement 2008-2009 American Indian or Alaska Native 135 253 --- Year in Program Improvement Year 3 Asian------135 985 --- Number of Schools Currently in Program Improvement --- 2 Filipino------0 0 --- Percent of Schools Currently in Program Improvement --- 22.2 Hispanic or Latino 85 701 --- Native Hawaiian/Pacific Islander 5 33 --- XI. School Completion and Postsecondary Preparation White------358 1583 --- Admission Requirements for California’s Public Universities Two or More Races 15 90 ---

Socioeconomically Disadvantaged 41 980 --- University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the English Learners 109 464 --- top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified Students with Disabilities 43 260 --- 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. * “N/D” means that no data were available to the CDE or LEA to report.

For general admissions requirements, please visit the UC Admissions Information webpage at http://www.universityofcalifornia.edu/admissions/. (Outside source)

2011-12 School Accountability Report Card for Marina High School Page 13 of 16 2011-12 School Accountability Report Card for Marina High School Page 14 of 16

Marina High - Huntington Beach Union High School District Career Technical Education Programs (School Year 2011-12) XII. Instructional Planning and Scheduling This section provides information about Career Technical Education (CTE) programs including: Professional Development • Programs and classes offered that are specifically focused on career preparation and or preparation for work This section provides information on the number of days provided for professional development and continuous professional growth • How these programs and classes are integrated with academic courses and how they support academic achievement in the most recent three year period. Questions that may be answered include: • How the school addresses the needs of all students in career preparation and/or preparation for work, including needs unique • What are the primary/major areas of focus for staff development and specifically how were they selected? For example, were to defined special populations of students student achievement data used to determine the need for professional development in reading instruction? • The measurable outcomes of these programs and classes, and how they are evaluated • What are the methods by which professional development is delivered (e.g., after school workshops, conference attendance, • State the primary representative of the district’s CTE advisory committee and the industries represented on the committee individual mentoring, etc.)? • How are teachers supported during implementation (e.g., through in-class coaching, teacher-principal meetings, student Marina High School offers seven programs of study in Career Technical Education (CTE). A program of study involves a multiyear performance, and data reporting, etc.)? sequence of courses that integrates core academic knowledge with technical and occupational knowledge to provide students with a pathway to post-secondary education and careers. Marina offers programs in Automotive, Construction, Culinary, E-Commerce, The HBUHSD is recognized statewide for the quality of its curriculum which is developed and continually updated by teachers in Fashion, Video Game Development and Web Design. Many classes in the programs of study fulfill the “a-g” subject-area requirement coordination with a staff of curriculum specialists who are experts in their fields. The resulting curriculum reflects California of the University of California. These classes include: Environmental Design, Fiber Arts and Design, Multimedia Communication Frameworks, teacher recommendations, community needs, and the needs of all students as they pursue post-secondary goals. Design for Business and ROP Virtual Enterprise. Coastline Regional Occupational Program (CROP) provides many CTE course offerings for Marina H.S. The CROP program is available to students 16 years or older. Through these classes students are able to earn credit In addition to on campus activities which are attended by all instructional staff, the majority of MHS teachers participate in off to explore career opportunities and gain employability skills. Many of Marina’s pathways feed into the CROP program. Golden West campus training programs or workshops. The HBUHSD also promotes staff development through partnerships with UC Irvine, CSU College articulates five classes with Marina’s CTE courses. In these classes, students have the opportunity to receive credit at Golden Long Beach, the community colleges, Pivot Learning Partners, other district provided consultants and a teacher training consortium West College if they receive a B or better in the class. These offerings include: Auto 3, Multimedia Communication Design for in Huntington Beach. The emphasis is on college/career readiness, common core, and all students graduating with a solid core of Business, ROP Web Design, and Video Game Business and Development. All CTE teachers at Marina H.S. participate in Career knowledge that will assist them in reaching their greatest potential and becoming responsible citizens. Technical Education Orange County (CTEoc.) Through this organization, teachers are given the opportunity to participate in Countywide CTE student competitions such as, The Knife Skills Competition, Fashion a’ la Mode and The Digital Media Competition. All new teachers participate in Beginning Teacher Support and Assessment (BTSA). ROP Virtual Enterprise participates in multiple Statewide Trade Show Competitions. Marina has won numerous awards at all of these competitions.

Career Technical Education Participation (School Year 2011-12) CTE Program Measure Participation Number of pupils participating in CTE 5,290 (all sites – % of pupils completing a CTE program and earning a high school diploma 98.25% (including % of CTE courses sequenced/articulated between the school/institutions of postsecondary education 98%

Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent 2011-12 Students Enrolled in Courses Required for UC/CSU Admission 68.9 2010-11 Graduates Who Completed All Courses Required for UC/CSU Admission 42.7

Advanced Placement Courses (School Year 2011–12) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science 0 --- English------3 --- Fine and Performing Arts 2 --- Foreign Language 3 --- Mathematics 8 --- Science------10 --- Social Science 9 --- All courses 35 6.4

* Where there are student course enrollments.

2011-12 School Accountability Report Card for Marina High School Page 15 of 16 2011-12 School Accountability Report Card for Marina High School Page 16 of 16

Marina High - Huntington Beach Union High School District District Contact Information District Name------Huntington Beach Union High School District Ocean View College Preparatory Academy Phone Number------(714) 903-7000 Web Site------www.hbuhsd.edu School Accountability Report Card Superintendent------Dr. Gregory Plutko Reported Using Data from the 2011-12 School Year E-mail [email protected] Published During 2012-13 School Description and Mission Statement (School Year 2011-12) This section provides information about the school, its programs and its goals.

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. Ocean View High School, a California Distinguished School, believes that "Knowledge is Power" and commits to engaging students in The SARC contains information about the condition and performance of each California public school. the finest possible education. Within a block schedule, students receive preparation for successful lives where they become critical

thinkers, academic achievers, community contributors, effective communicators, and lifelong learners. An embedded 20 minute • For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at tutorial after every class provides students with the opportunity to receive individual help from any of their instructors. To fulfill its http://www.cde.ca.gov/ta/ac/sa/. commitment to student success, OVHS offers a variety of experiences, never losing sight of each student’s individual needs. A full • For additional information about the school, parents and community members should contact the school principal or the district range of Advanced Placement, Honors, and College Preparation courses challenge and prepare students. Thus, OVHS students are office. well-prepared for college, university, and career goals. OVHS is proud to be the HBUHSD’s magnet for the International

Baccalaureate diploma. OVHS features Title I, PELL, AVID, and El Viento programs. Our staff is committed to providing best first I. Data and Access instruction as the most effective intervention, and to add further support to students who need help reaching their academic goals. The small population size at OV combats the sometimes difficult transition from middle school to high school for students. The EdData Partnership Web Site official slogan of Ocean View is, "Knowledge is Power," while the unofficial slogan of the school is, "You can't spell L-O-V-E without EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis Management and Assistance Team (FCMAT) that provides OV." At Ocean View, quite simply, we love our kids! We are proud to feature an astounding current 22 staff members that are extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school OVHS graduates! 16 current staff members (administrators, certificated, and classified staff) have had their own children or districts and schools. currently have their own children attending Ocean View. Our principal, Dan Bryan, student taught at Ocean View prior to starting his teaching career. Ocean View is very much a family school. DataQuest DataQuest is an online data tool located on the CDE DataQuest webpage at http://dq.cde.ca.gov/dataquest/ that contains additional Opportunities for Parental Involvement (School Year 2011-12) information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a This section provides information on how parents can become involved in school activities, including contact information pertaining dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly to organized opportunities for parent involvement. Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Our school welcomes parent support by providing opportunities for involvement in the PTSA, School Site Council, The Ocean View High School foundation, booster clubs, and through the Volunteers in Public Schools (VIPS) program. Our volunteers log Internet Access approximately 10,000 hours each year as chaperons, by checking in and out textbooks, providing hospitality, supervising Internet access is available at public libraries and other locations that are publicly accessible. Access to the Internet at libraries and competitions, working on Pride Days and on Grad Night, and helping with a variety of other events (academic, athletic, and social). public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, Parents are encouraged to sign up for the Parent Institute for Quality Education. Our quad-lingual (English, Spanish, Italian, and the length of time that a workstation may be used (depending on availability), the types of software programs available on a Portuguese) College Career Specialist is Erika Enz X4435, our Community Resource Coordinator (and also a proud OVHS parent) is workstation, and the ability to print documents. Nancy Steiner X4601, our trilingual (Spanish/English/Vietnamese) Special Project Technician is Heather Stengseng X4484 (Ocean View graduate), and our bilingual (Spanish/English) Community Liaison is Robert Tapia X4678 (Ocean View graduate). The district's II. About This School Indian Education program is housed at Ocean View High School X4955.

Contact Information (School Year 2012-13) Student Enrollment by Grade Level (School Year 2011-12) School Contact Information Grade Level Number of Students School Name------Ocean View College Preparatory Academy Grade 9------398 Street------17071 Gothard St. Grade 10------373 City, State, Zip------Huntington Beach, CA 92647 Grade 11------343 Phone Number------714-848-0656 Grade 12------365 Principal------Dan Bryan Ungraded Secondary------3 E-mail [email protected] Total Enrollment------1,482

CDS Code------30665483030145

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Ocean View College Preparatory Academy - Huntington Beach Union High School District Student Enrollment by Group (School Year 2011-12) IV. School Facilities Percent of Percent of Group Group Total Enrollment Total Enrollment School Facility Conditions and Planned Improvements (School Year 2012-13) Black or African American------1.7 White 27.1 This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including:

American Indian or Alaska Native---- 3.8 Two or More Races 0.8 • Description of the safety, cleanliness, and adequacy of the school facility Asian------9.2 Socioeconomically Disadvantaged 52 • Description of any planned or recently completed facility improvements Filipino------1.2 English Learners 38.1 • The year and month in which the data were collected • Description of any needed maintenance to ensure good repair Hispanic or Latino------53.1 Students with Disabilities 11.4

Native Hawaiian/Pacific Islander 0.8 Year and month in which data were collected:

Average Class Size and Class Size Distribution (Secondary) At OVHS, architectural planning for the replacement of portable classrooms with permanent classrooms began during the 2003-2004 2009-10 2010-11 2011-12 school year. The new classrooms were occupied by students in the 2006-2007 school year. We also feature recently remodeled and upgraded science classrooms. We are nearly complete on LCD projectors and speaker systems for every classroom and campus- Avg. Avg. Avg. Subject Number of Classrooms Number of Classrooms Number of Classrooms wide wireless internet access. Our pool, complete with locker rooms and showers, opened this fall for our students to use in PE Class Class Class classes, boys and girls water polo, and for our boys and girls swimming teams. The Huntington Beach Adult School construction has Size 1-22 23-32 33+ Size 1-22 23-32 33+ Size 1-22 23-32 33+ been completed on the Ocean View High School campus. The football stadium (also used by soccer and other programs) and track English------30.59 12 22 19 24 26 12 25 24.8 23 18 25 have been remodeled to feature a new rubber track, new grass, and new drainage. The stadium restrooms and stands have been Mathematics 32.11 4 19 21 27 16 15 20 30 8 17 27 recently remodeled. Additional restrooms have been built. The school common area/quad (known as the lower patio) has been Science------31.66 9 12 20 29.5 5 7 20 32.7 5 3 23 rebuilt to feature additional seating and improved landscaping and aesthetics. Staff, student, handicapped and visitor parking have been rebuilt on the two lots located off Gothard. Social Science 32.53 3 12 19 29.8 8 7 18 30.7 8 8 18

School Facility Good Repair Status (School Year 2012-13) * 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. This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including:

• Determination of repair status for systems listed III. School Climate • Description of any needed maintenance to ensure good repair • The Overall Rating (bottom row) School Safety Plan (School Year 2011-12) This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was Repair Status Repair Needed and last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. System Inspected Action Taken or Planned Exemplary Good Fair Poor Student safety remains our focus. Security staff and administration monitor students during breaks, passing periods, lunch, and Systems: [X] [ ] [ ] [ ] before and after school. Evacuation routes and procedures, posted in every room, are practiced at least annually. A nurse is on Gas Leaks, Mechanical/HVAC, Sewer campus, and 19 staff members are trained in CPR and first aid. We also have plans for lock-downs and extreme weather. We have evacuation supplies and search and rescue materials located adjacent to our evacuation local. Ocean View is proud to also be a Interior: [X] [ ] [ ] [ ] regional evacuation area for the Red Cross. The students participate in Yellow Ribbon Week (suicide prevention), Red Ribbon Week Interior Surfaces (drug and alcohol use prevention), and Every 15 Minutes (driving under the influence prevention) in coordination with the California Cleanliness: [X] [ ] [ ] [ ] Highway Patrol, the City of Huntington Beach, Huntington Beach Police Department and the Huntington Beach Fire Department. Overall Cleanliness, Pest/ Vermin Infestation Ocean View hosts a University of California Irvine (UCI) blood drive. More than anything else listed above, the students at Ocean Electrical: [ ] [X] [ ] [ ] View understand that they can talk to any adult on campus and know that will result in getting any kind of help the student needs. Electrical

Suspensions and Expulsions Restrooms/Fountains: [X] [ ] [ ] [ ] Restrooms, Sinks/ Fountains School District Rate* Safety: [X] [ ] [ ] [ ] 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Fire Safety, Hazardous Materials Suspensions------14.84 9.1 7.1 8.74 8.82 6.0 Structural: [X] [ ] [ ] [ ] Expulsions------0.54 0.21 0.7 0.18 0.15 0.2 Structural Damage, Roofs

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment (and multiplying by 100). External: [X] [ ] [ ] [ ] Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating [X] [ ] [ ] [ ]

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Ocean View College Preparatory Academy - Huntington Beach Union High School District V. Teachers VII. Curriculum and Instructional Materials

Teacher Credentials Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) School District This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; Teachers whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any 2009-10 2010-11 2011-12 2011-12 supplemental curriculum or non-adopted textbooks or instructional materials. With Full Credential 60 62 62 646 Year and month in which data were collected: January 2012 Without Full Credential 0 0 0 3

Teaching Outside Subject Area of Competence 6 5 6 --- From Percent of Students Textbooks and Instructional Materials/ Core Curriculum Area Most Recent Lacking Own Teacher Misassignments and Vacant Teacher Positions Year of Adoption Adoption? Assigned Copy Indicator 2010-11 2011-12 2012-13 Reading/Language Arts Instructional materials and textbooks used in the district are Yes 0% Misassignments of Teachers of English Learners 0 0 0 current and of high quality. Before textbooks are purchased, they Total Teacher Misassignments 0 0 0 are thoroughly evaluated by teachers, administrators, and curriculum facilitators, and made available for review by the Vacant Teacher Positions 0 0 0 community and the Board of Trustees. Textbooks and instructional materials are replaced as needed to ensure that students are using * “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. current instructional materials. The effective use of instructional

technology is also emphasized, with computer assisted instruction Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) in academic, business, and technological programs. The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California Mathematics Instructional materials and textbooks used in the district are Yes 0% teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving current and are educationally sound. Before textbooks are Teacher and Principal Quality webpage at: http://www.cde.ca.gov/nclb/sr/tq/ purchased, they are thoroughly evaluated by teachers, administrators, and curriculum facilitators, and made available for Percent of Classes In Core Academic Subjects Location of Classes review by the community and the Board of Trustees. Textbooks Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers and instructional materials are replaced as needed to ensure that This School 97.98 2.02 students are using current instructional materials. The effective use of instructional technology is also emphasized, with computer All Schools in District 97.79 2.21 assisted instruction in academic, business, and technological High-Poverty Schools in District 97.76 2.24 programs. Low-Poverty Schools in District 97.8 2.2 Science------Instructional materials and textbooks used in the district are Yes 0% current and are educationally sound. Before textbooks are * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. purchased, they are thoroughly evaluated by teachers, Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program. administrators, and curriculum facilitators, and made available for review by the community and the Board of Trustees. Textbooks VI. Support Staff and instructional materials are replaced as needed to ensure that students are using current instructional materials. The effective Academic Counselors and Other Support Staff (School Year 2011-12) use of instructional technology is also emphasized, with computer assisted instruction in academic, business, and technological Number of FTE Average Number of Students per Title programs. Assigned to School Academic Counselor History-Social Science Instructional materials and textbooks used in the district are Yes 0% Academic Counselor------1 1488 current and of high quality. Before textbooks are purchased, they Counselor (Social/Behavioral or Career Development) 1 --- are thoroughly evaluated by teachers, administrators, and Library Media Teacher (Librarian) 0.333 --- curriculum facilitators, and made available for review by the community and the Board of Trustees. Textbooks and instructional Library Media Services Staff (Paraprofessional) 0 --- materials are replaced as needed to ensure that students are using Psychologist------1 --- current instructional materials. The effective use of instructional Social Worker------0 --- technology is also emphasized, with computer assisted instruction Nurse------1 --- in academic, business, and technological programs. Speech/Language/Hearing Specialist 1 --- Resource Specialist------3 --- Other------0 ---

* 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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Ocean View College Preparatory Academy - Huntington Beach Union High School District From Percent of Students VIII. School Finances Textbooks and Instructional Materials/ Core Curriculum Area Most Recent Lacking Own Year of Adoption Adoption? Assigned Copy Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11)

Foreign Language Instructional materials and textbooks used in the district are Yes 0% Expenditures Per Pupil Average current and of high quality. Before textbooks are purchased, they Level Supplemental/ Basic/ Teacher are thoroughly evaluated by teachers, administrators, and Total Salary curriculum facilitators, and made available for review by the Restricted Unrestricted community and the Board of Trustees. Textbooks and instructional School Site------$8,287 $76,735 materials are replaced as needed to ensure that students are using District------$8,287 $77,985 current instructional materials. The effective use of instructional technology is also emphasized, with computer assisted instruction Percent Difference: School Site and District ------0 0 in academic, business, and technological programs. State------$5,455 $70,792 Health------Instructional materials and textbooks used in the district are Yes 0% Percent Difference: School Site and State ------3.7 16.6 current and of high quality. Before textbooks are purchased, they are thoroughly evaluated by teachers, administrators, and * Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the curriculum facilitators, and made available for review by the district or governing board is not considered restricted. ** Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. community and the Board of Trustees. Textbooks and instructional materials are replaced as needed to ensure that students are using For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending webpage at current instructional materials. The effective use of instructional http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits webpage at technology is also emphasized, with computer assisted instruction http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org. in academic, business, and technological programs. Types of Services Funded (Fiscal Year 2011-12) Visual and Performing Instructional materials and textbooks used in the district are Yes 0% This section provides specific information about the types of programs and services available at the school that support and assists Arts current and are educationally sound. Before textbooks are students. For example, this narrative may include information about supplemental educational services related to the school’s purchased, they are thoroughly evaluated by teachers, federal Program Improvement (PI) status. administrators, and curriculum facilitators, and made available for review by the community and the Board of Trustees. Textbooks Categorical funds (EIA, GATE, Title I, Title II, and Title V) are utilized to increase student achievement and provide a supportive and instructional materials are replaced as needed to ensure that environment. Services provided include, but are not limited to, increased access to psychological and student support, teacher students are using current instructional materials. The effective training for GATE/Advanced Placement differentiated instruction, teacher training to meet “highly qualified” status, and standards- use of instructional technology is also emphasized, with computer based curriculum development and alignment. assisted instruction in academic, business, and technological

* For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at http://www.cde.ca.gov/ds/fd/cs/.

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Ocean View College Preparatory Academy - Huntington Beach Union High School District IX. Student Performance Standardized Testing and Reporting Results by Student Group - Most Recent Year Percent of Students Scoring at Proficient or Advanced Group The Standardized Testing and Reporting (STAR) Program consists of several key components, including: English-Language Arts Mathematics Science History-Social Science

• California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; All Students in the LEA 67 48 74 68 science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. All Student at the School 53 18 56 57 Male------49 20 57 61 • California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five Female------56 17 55 52 and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from Black or African American 33 18 62 achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. American Indian or Alaska Native 69 13 69 68

• California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science Asian------74 50 90 82 for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities Filipino------prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. Hispanic or Latino 40 7 40 44

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of Two or More Races------68 31 82 63 students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov. Socioeconomically Disadvantaged 40 12 47 45 English Learners------6 5 9 16 Standardized Testing and Reporting Results for All Students - Three-Year Comparison Students with Disabilities 25 18 19 24 Percent of Students Scoring at Proficient or Advanced Students Receiving Migrant Education Services Subject School District State 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 * Scores are not shown 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. English-Language Arts 51 50 53 65 64 67 52 54 56 Mathematics------27 19 18 44 45 48 48 50 51 California High School Exit Examination The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results Science------59 51 56 68 71 74 54 57 60 of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or History-Social Science 55 59 57 64 67 68 44 48 49 advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB.

* Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/. accuracy or to protect student privacy. California High School Exit Examination Results for All Students - Three-Year Comparison School District State Subject 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 English-Language Arts 57 63 56 68 75 73 54 59 56 Mathematics 57 52 57 68 71 76 54 56 58

* Scores are not shown 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.

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Ocean View College Preparatory Academy - Huntington Beach Union High School District California High School Exit Examination Grade Ten Results by Student Group - Most Recent Year The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, English-Language Arts Mathematics while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. Group Not Not Proficient Advanced Proficient Advanced Proficient Proficient API Rank 2009 2010 2011 All Students in the LEA 27 27 47 24 41 35 Statewide------7 7 6 All Students at the School 44 22 33 43 37 20 Similar Schools------9 8 8 Male------52 20 29 41 38 22 Academic Performance Index Growth by Student Group – Three-Year Comparison Female------35 26 39 46 36 18 Actual API Change Black or African American Group 2009-10 2010-11 2011-12 American Indian or Alaska Native 43 36 21 50 36 14 All Students at the School 18 -4 2 Asian------19 13 69 16 22 63 Black or African American Filipino------American Indian or Alaska Native Hispanic or Latino 56 24 20 53 38 9 Asian------1 1 Native Hawaiian/Pacific Islander Filipino------White------31 20 49 31 38 32 Hispanic or Latino 25 11 7 Two or More Races 8 15 77 23 54 23 Native Hawaiian/Pacific Islander Socioeconomically Disadvantaged 54 24 22 50 40 10 White------23 -2 0 English Learners------94 6 0 84 14 2 Two or More Races Students with Disabilities 73 22 5 65 30 5 Socioeconomically Disadvantaged 12 9 5 Students Receiving Migrant Education Services English Learners 10 0 6 * Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical Students with Disabilities -18 14 accuracy or to protect student privacy.

* "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target California Physical Fitness Test Results (School Year 2011-12) information. “C” means the school had significant demographic changes and there is no Growth or target information. The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding Academic Performance Index Growth by Student Group - 2012 Growth API Comparison this test, and comparisons of a school’s test results to the district and state, see the CDE PFT webpage at This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, district, and http://www.cde.ca.gov/ta/tg/pf/. state level. Grade Percent of Students Meeting Fitness Standards 2012 Growth API Level Four of Six Standards Five of Six Standards Six of Six Standards Group School District State ------9------14.8 35.8 34.1 # of Students Growth API # of Students Growth API # of Students Growth API

All Students at the School 1,048 771 11,643 842 4,664,264 788 * Scores are not shown 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. Black or African American 18 726 142 783 313,201 710

American Indian or Alaska Native 56 814 716 840 31,606 742 X. Accountability Asian------83 887 2,673 914 404,670 905

Academic Performance Index Filipino------9 128 865 124,824 869 The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. Hispanic or Latino 580 716 2,801 754 2,425,230 740 API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API webpage Native Hawaiian/Pacific Islander 9 85 799 26,563 775 at http://www.cde.ca.gov/ta/ac/ap/. White------265 834 4,760 855 1,221,860 853 Academic Performance Index Ranks - Three-Year Comparison Two or More Races 10 82 858 88,428 849 This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 Socioeconomically Disadvantaged 546 728 3,376 789 2,779,680 737 means that the school has an API score in the highest ten percent of all schools in the state. English Learners 416 672 2,202 732 1,530,297 716 Students with Disabilities 110 580 1,068 622 530,935 607

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Ocean View College Preparatory Academy - Huntington Beach Union High School District Adequate Yearly Progress California State University The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Eligibility for admission to the California State University (CSU) is determined by three factors:

• Participation rate on the state’s standards-based assessments in ELA and mathematics • Specific high school courses • Percent proficient on the state’s standards-based assessments in ELA and mathematics • Grades in specified courses and test scores • API as an additional indicator • Graduation from high school • Graduation rate (for secondary schools) Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CDE Adequate Yearly Progress (AYP) webpage at http://www.cde.ca.gov/ta/ac/ay/. CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU webpage at Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) http://www.calstate.edu/admission/admission.shtml. (Outside source) AYP Criteria School District Dropout Rate and Graduation Rate Made AYP Overall No No School District State Met Participation Rate: English-Language Arts Yes Yes Indicator 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 Met Participation Rate: Mathematics Yes Yes Dropout Rate (1-year) 1.2 5.6 4 1.7 5.9 4.2 5.7 16.6 14.4 Met Percent Proficient: English-Language Arts No No Graduation Rate 95.00 94.01 93.58 94.06 93.13 91.30 78.59 80.53 76.26 Met Percent Proficient: Mathematics No Yes

Met API Criteria Yes Yes * The National Center for Education Statistics graduation rate as reported in AYP is provided in this table. Met Graduation Rate (if applicable) Yes Yes Completion of High School Graduation Requirements Federal Intervention Program (School Year 2012-13) This table displays, by student group, the percent of students who began the 2011-12 school year in grade twelve and were a part of Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive the school’s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption. districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information Graduating Class of 2012 about PI identification, see the CDE PI Status Determinations webpage: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Group School District State Indicator School District All Students 339 3683 --- Program Improvement Status In PI In PI Black or African American 5 38 --- First Year of Program Improvement 2009-2010 2008-2009 American Indian or Alaska Native 28 253 --- Year in Program Improvement Year 4 Year 3 Asian------56 985 --- Number of Schools Currently in Program Improvement --- 2 Filipino------0 0 --- Percent of Schools Currently in Program Improvement --- 22.2 Hispanic or Latino 140 701 --- Native Hawaiian/Pacific Islander 2 33 --- XI. School Completion and Postsecondary Preparation White------100 1583 --- Admission Requirements for California’s Public Universities Two or More Races 8 90 ---

Socioeconomically Disadvantaged 104 980 --- University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the English Learners 17 464 --- top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified Students with Disabilities 35 260 --- 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. * “N/D” means that no data were available to the CDE or LEA to report.

For general admissions requirements, please visit the UC Admissions Information webpage at http://www.universityofcalifornia.edu/admissions/. (Outside source)

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Ocean View College Preparatory Academy - Huntington Beach Union High School District Career Technical Education Programs (School Year 2011-12) XII. Instructional Planning and Scheduling This section provides information about Career Technical Education (CTE) programs including: Professional Development • Programs and classes offered that are specifically focused on career preparation and or preparation for work This section provides information on the number of days provided for professional development and continuous professional growth • How these programs and classes are integrated with academic courses and how they support academic achievement in the most recent three year period. Questions that may be answered include: • How the school addresses the needs of all students in career preparation and/or preparation for work, including needs unique • What are the primary/major areas of focus for staff development and specifically how were they selected? For example, were to defined special populations of students student achievement data used to determine the need for professional development in reading instruction? • The measurable outcomes of these programs and classes, and how they are evaluated • What are the methods by which professional development is delivered (e.g., after school workshops, conference attendance, • State the primary representative of the district’s CTE advisory committee and the industries represented on the committee individual mentoring, etc.)? • How are teachers supported during implementation (e.g., through in-class coaching, teacher-principal meetings, student OVHS has 21 courses designed to helps students focus on a career after high school. They include courses in Technology, performance, and data reporting, etc.)? Automotive Science, Digital Media, and Foods. The teachers in these classes meet every week to create writing and reading assignments to help their students write and read across their curriculum. They work with English teachers to design those writing The HBUHSD is recognized statewide for the quality of its curriculum which is developed and continually updated by teachers in assignments. We have students who prefer to work independently, and to create things, such as cooked dishes. These courses fit coordination with a staff of curriculum specialists who are experts in their fields. The resulting curriculum reflects State Frameworks, perfectly into their learning style. Some students take these courses as part of their IEP's because they have unique needs which can teacher recommendations, community needs, and the needs of all students as they pursue post-secondary goals. be met in a more hands-on environment. These courses are outcome based; they demand that students create products every single day as a part of the curriculum. In addition to on campus activities which are attended by all instructional staff, the majority of OVHS teachers participate in off campus training programs or workshops. The HBUHSD also promotes staff development through partnerships with UC Irvine, CSU Career Technical Education Participation (School Year 2011-12) Long Beach, the community colleges and a teacher training consortium in Huntington Beach. The emphasis is on all students CTE Program graduating with a solid core of knowledge that will assist them in reaching their greatest potential and becoming responsible Measure Participation citizens. Number of pupils participating in CTE 5,290 (all sites – All new teachers participate in Beginning Teacher Support and Assessment (BTSA) and our evaluated by our principal. % of pupils completing a CTE program and earning a high school diploma 98.25% (including

% of CTE courses sequenced/articulated between the school/institutions of postsecondary education 98%

Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent 2011-12 Students Enrolled in Courses Required for UC/CSU Admission 67.7 2010-11 Graduates Who Completed All Courses Required for UC/CSU Admission 38.5

Advanced Placement Courses (School Year 2011–12) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science 0 --- English------7 --- Fine and Performing Arts 0 --- Foreign Language 3 --- Mathematics 3 --- Science------1 --- Social Science 3 --- All courses 17 3.9

* Where there are student course enrollments.

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Ocean View College Preparatory Academy - Huntington Beach Union High School District