Westmont High School 2012-13 School Accountability Report Card

Reported for School Year 2012-13 Published During 2013-14

Campbell Union High School District Westmont High School 3235 Union Avenue 4805 Westmont Avenue San Jose, CA 95124 Campbell, CA 95008 (408) 371-0960 (408) 626-3406 Website: www.cuhsd.org Website: www.westmont.cuhsd.org Superintendent: Patrick K. Gaffney Principal: Abra Motta E-mail Address: [email protected] E-mail Address: [email protected]

Every school in is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school.

 For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at 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 office. 1 Westmont High 2012-13 School Accountability Report

I. Data and Access

DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest that contains additional 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 Progress [AYP], test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g. the California State Library). Access to the Internet at libraries and 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 workstation, and the ability to print documents.

Additional Information

For further information regarding the data elements and terms used in the SARC see the 2012-13 Academic Performance Index Reports Information guide located on the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.

II. About This School

School Description and Mission Statement (School Year 2012-13)

Westmont High School, founded in 1964, is a four-year, comprehensive public high school with an enrollment of approximately 1600 students. It is one of six schools, five comprehensive and one alternative that comprise the Campbell Union High School District. Westmont is recognized as a California Distinguished School and a National Blue Ribbon School.

Located in the Santa Clara Valley in a residential area on the western boundaries of San Jose and Campbell, our student population is drawn from families living in San Jose, Campbell, Los Gatos, Saratoga, and Monte Sereno. Employment is primarily based in the professional, high-tech, and service industries of the and family incomes range from lower to upper-middle levels.

Westmont has a rigorous and relevant curriculum available to all students. Our Advanced Placement program has two or more AP courses in every core area. Unique in CUHSD, Westmont has courses in AP Computer Science, AP Environmental Science, and AP Studio Art. Other programs that set Westmont apart are its Agricultural Science pathway, the only one of its kind left in the Silicon Valley, and the most robust Engineering Pathway in CUHSD. A well-rounded curriculum, Westmont also houses a 4 year Drama program leading to Honors Thespian Society senior year.

2 A robust activity program complements our curriculum. Clubs such as US FIRST Robotics, Speech and Debate, Math Contests, and CSF are some examples of extracurricular activities that capture student interest and further critical thinking and leadership skills.

Our graduates continue on to post-secondary pathways ranging from our local community colleges and workplaces to the most prestigious and competitive schools in the . Exit surveys inform us that approximately 30% of graduates go straight to 4-year universities, 60% go to 2-year colleges and 10% go into the workforce.

Westmont is probably the most ethnically diverse campus in our district. We have a full service English Language Development program that serves new immigrants as well as our local community with acquiring academic levels of English. This diversity provides an opportunity for students to learn more about the world, and many of our English Leaners achieve the highest academic honors in their classes, and as valedictorians at graduation.

Approximately 22% of our student body participates in our Free or Reduced Lunch Program.

Westmont has had API growth and continues to focus on our goal of exceeding an 800 API score. Recent achievements on CAHSEE proficiency, most of our CST’s, and Advanced Placement statistics are just some of the indicators that our efforts are paying off for students.

MISSION STATEMENT

Westmont High School’s community ensures all students succeed in a rigorous and engaging academic program leading to post-secondary success.

WESTMONT’S LEARNING GOALS

 Personal development, demonstrated through ethical behavior, personal responsibility, respect for others.  Effective communication skills, demonstrated through written, oral, and visual presentations.  Critical thinking, demonstrated through solving problems and making decisions by analyzing relevant information.

Our mission is clear. We are here to prepare students for further success in college and careers. We have a wide array of career elective courses including computer courses, applied and fine arts, and engineering. Junior and Senior level students may take their afternoon program in a specific industry cluster at the Silicon Valley Career Technical Education (SVCTE). We believe all students should receive college-readiness information and challenge themselves with college- prep and/or college-level courses in high school. For college readiness, we are promoting a Naviance personal online account for all of our students and their parents. We continue to build our on-site College and Career Center (CCC), staffed with our parent volunteers, so that we can bring university representatives to connect with our students. The CCC, in partnership with our guidance counselors, puts on many parent and student information nights and is accessible to all students at lunchtime in the library.

Westmont has a vision for all students to achieve the school wide learning goals. The way we ensure this for all students is through grade level projects. Westmont assesses all sophomores on the Learning Goals through a Sophomore Historical Analysis Research Project (SHARP); and all juniors through projects such as the Junior Career Project and/or Junior U.S. History Research papers (JHARP). Westmont’s Learning Goals are also assessed throughout our curricular program, to different degrees, by whole departments and/or by teachers within departments. Specially Academic Instruction (SAI or Special Education) students not in general education classes and English Learners in ELD and SDAIE classes do modified school-wide projects depending on their courses and course level.

Westmont’s students, in order of magnitude, include Caucasian, Hispanic/Latino, Asian, African American, Filipino, and Indian or Pacific Islander students.

Westmont has a full, 4 year English Language Development department, which serves the English needs of new immigrants from all over the world, as well as local students who are described as “long-time English learners”, still acquiring grade-level English skills in speaking, listening, reading and writing.

Westmont maintains a highly-qualified faculty and staff. All teachers and administrators are credentialed in their field. Every year, a number of teachers and staff achieve recognitions and advanced levels of certifications and degrees in their fields. We enjoy a positive work climate and professional culture, and most visitors comment on the friendly atmosphere and rapport between faculty, administrators, staff, and students.

3 Opportunities for Parental Involvement (School Year 2012-13)

Westmont has many opportunities for parent/guardian involvement. Parent/guardians are involved in the following parent support organizations: PTSA, ELAC, School Site Council, Athletic Boosters, Music Boosters, Speech & Debate Parent Boosters, Drama Boosters, FFA Boosters, and our College & Career Center Volunteer Team.

Our College and Career Center (CCC) volunteers help coordinate visits and presentation by college and university representatives each fall. They also teamed up with our Guidance Counselors to enroll all our students in Naviance, the college/career online accounts for students and their families.

Contact Person Contact Phone Number Abra Motta, Principal PTSA, School Site Council, ELAC [email protected]

Laura Saldana, Activities Director ASB, Activities, Clubs [email protected] (408) 626-3406 Brett Petersen, Athletic Director Sports eligibility, Coaches, Athletic Events [email protected]

For Booster organizations, please contact the department chair of the group you wish to represent

III. Student Performance

Standardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consists of several key components, including:

 California Standards Tests (CTSs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nice through eleven; and history-social science in grades eight, and nine through eleven.

 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 and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities precluded them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.

 California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.

The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

4 Standardized Testing and Reporting Results for All Students – Three-Year Comparison 2005 2006 Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject School District State 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 English-Language Arts 59% 59% 65% 55% 59% 61% 54% 56% 55% Mathematics 30% 31% 36% 30% 30% 32% 49% 50% 50% Science 56% 65% 59% 58% 64% 60% 57% 60% 59% History-Social Science 59% 61% 57% 54% 55% 54% 48% 49% 49% Note: 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.

Standardized Testing and Reporting Results by Student Group – Most Recent Year

Percent of Students Scoring at Proficient or Advanced Group English – History – Mathematics Science Language Arts Social Science All Students in the LEA 61% 32% 60% 54% All Students at the School 65% 36% 59% 57% Male 58% 39% 58% 61% Female 71% 32% 61% 54% Black or African American 51% 19% 35% 48% American Indian or Alaska Native Asian 80% 63% 72% 78% Filipino 78% 37% 78% Hispanic or Latino 41% 15% 37% 33% Native Hawaiian/Pacific Islander White 77% 42% 76% 65% Two or More Races 75% 42% 61% 75% Socioeconomically Disadvantaged 40% 17% 34% 34% English Learners 9% 11% 11% 12% Students with Disabilities 16% 3% 27% 13% Note: 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.

California High School Exit Examination

The California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB). For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov.

5 California High School Exit Examination Results for All Grade Ten Students – Three- Year Comparison (if applicable)

Percent of Students Scoring at Proficient or Advanced Subject School District State 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 English-Language Arts 72% 72% 68% 72% 70% 66% 59% 56% 57% Mathematics 68% 74% 70% 68% 69% 68% 56% 58% 60% Note: 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.

California High School Exit Examination Grade Ten Results by Student Group – Most Recent Year (if applicable)

English-Language Arts Mathematics Group Not Not Proficient Advanced Proficient Advanced Proficient Proficient All Students in the Lea 34% 23% 44% 32% 36% 33% All Students at the School 32% 23% 44% 30% 35% 36% Male 38% 25% 36% 34% 30% 36% Female 26% 21% 53% 25% 40% 36% Black or African American 62% 5% 33% 52% 33% 14% American Indian or Alaska Native Asian 18% 27% 55% 18% 23% 59% Filipino Hispanic or Latino 50% 24% 26% 48% 39% 13% Native Hawaiian/Pacific Islander White 16% 25% 59% 14% 36% 50% Two or More Races 31% 24% 45% 25% 32% 43% Socioeconomically Disadvantaged 60% 14% 26% 54% 32% 15% English Learners 93% 6% 2% 74% 22% 4% Students with Disabilities 78% 8% 14% 77% 17% 6% Note: 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.

California Physical Fitness Test Results (School Year 2012-13)

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 this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/

Percent of Students Meeting Percent of Students Meeting Percent of Students Meeting Grade Level Four of Six Four of Six Four of Six Fitness Standards Fitness Standards Fitness Standards 9 16.00% 23.60% 43.60% Note: 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.

6 IV. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap.

Academic Performance Index Ranks – Three-Year Comparison

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 means that the school has an API score in the highest ten percent of all schools in the state.

The similar schools API rank reflects how a school compares to the 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, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 schools.

API Rank 2010 2011 2012 Statewide 7 7 7 Similar Schools 2 1 2

Academic Performance Index Growth by Student Group – Three-Year Comparison

Actual API Change Group 2010-11 2011-12 2012-13 All Students at the School 10 8 0 Black or African American American Indian or Alaska Native Asian 10 3 12 Filipino Hispanic or Latino 7 22 10 Native Hawaiian/Pacific Islander White 23 6 14 Two or More Races Socioeconomically Disadvantaged 2 -38 58 English Learners -40 17 63 Students with Disabilities Note: “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 information. “C” means the school had significant demographic changes and there is no Growth or target information.

7 Academic Performance Index Growth by Student Group – 2013 Growth API Comparison

This table displays, by student group, the number of students included in the API and the 2013 Growth API at the school, LEA, and state level.

Number of Number of Number of Group School District State Students Students Students All Students at the School 1,130 796 5,210 774 4,655,989 790 Black or African American 47 698 169 688 296,463 708 American Indian or Alaska Native 2 16 724 30,394 743 Asian 155 897 601 887 406,527 906 Filipino 27 857 118 823 121,054 867 Hispanic or Latino 353 695 1,787 687 2,438,951 744 Native Hawaiian/Pacific Islander 1 23 774 25,351 774 White 466 845 2,145 837 1,200,127 853 Two or More Races 79 834 351 823 Socioeconomically Disadvantaged 285 683 1,343 678 2,774,640 743 English Learners 333 714 1,356 700 1,482,316 721 Students with Disabilities 92 487 561 541 527,476 615

Adequate Yearly Progress

The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

 Participation rate on the state’s standards-based assessments in ELA and mathematics  Percent proficient on the state’s standards-based assessments in ELA and mathematics  API as an additional indicator  Graduation rate (for secondary schools)

For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay.

Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)

AYP Criteria School District Made AYP Overall No No Met Participation Rate – English-Language Arts Yes Yes Met Participation Tate – Mathematics Yes Yes Met Percent Proficient – English-Language Arts No No Met Percent Proficient – Mathematics No No Met API Criteria Yes Yes Met Graduation Rate Yes Yes

Federal Intervention Program (School Year 2013-14)

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 (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page at http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

8 Indicator School District Program Improvement Status First Year of Program Improvement Year in Program Improvement Number of Schools Currently in Program Improvement N/A 0 Percent of Schools Currently in Program Improvement N/A 0.0% Note: Cells shaded in dark grey or with N/A values do not require data.

V. School Climate

Student Enrollment by Grade Level (School Year 2012-13)

Grade Level Number of Students Grade 9 416 Grade 10 423 Grade 11 383 Grade 12 364 Total Enrollment 1,586

Student Enrollment by Student Subgroup (School Year 2012-13)

Group Percent of Total Enrollment Black or African American 3.9% American Indian or Alaska Native 0.2% Asian 13.6% Filipino 2.3% Hispanic or Latino 30.6% Native Hawaiian/Pacific Islander 0.1% White 41.9% Two or More Races 7.4% Socioeconomically Disadvantaged 24.0% English Learners 27.8% Students with Disabilities 8.4%

Average Class Size and Class Size Distribution (Secondary)

2010-11 2011-12 2012-13 Avg. Avg. Avg. Number of Number of Number of Subject Class Class Class Classrooms* Classrooms* Classrooms* Size Size Size 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ English 26.3 18 25 21 25.9 19 20 23 17.0 38 31 17 Mathematics 29.1 10 20 18 28.7 7 12 18 27.0 11 23 19 Science 30.6 4 12 18 30.2 6 8 21 27.0 7 23 15 Social Science 29.2 6 15 25 30.5 5 7 26 27.0 12 16 20  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.

9 School Safety Plan (School Year 2012-13)

All Campbell Union High School District schools have comprehensive safety plans that are updated, approved by the district’s board of trustees and reviewed with school staff on an annual basis. These plans are compliant with federal standards and cover emergency, disaster, and incident procedures for the range of contingencies for which today’s schools must prepare in order to assure the safety of students and staff. School classrooms and workspaces have flipcharts with easy-to-read instructions for each of these contingencies. In addition, security officers are present on campus daily, and our plans have been integrated with police, fire and health services procedures to assure a coordinated response at all times. With the help of police and emergency services departments, we run yearly drills with students and staff to practice preparedness, interagency communication, and rapid response. School safety plan updates are approved by the Board in March of each year and reviewed with staff annually.

A School Safety Committee, comprised of staff, students, and community stakeholders, has the responsibility for approving the plan. School administrators and faculty members are responsible for implementing the Safety Plan and ensuring a safe school environment. Teachers are trained in emergency procedures in case of fire, earthquake, lockdown/barricade, and shelter in place. Drills and training are conducted throughout the school year. Crisis intervention and risk assessment training is provided to key administration to support staff and students in time of crisis, and emotional support for aftercare.

Suspensions and Expulsions

School District Rate 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 Suspensions 7.02% 7.30% 6.40% 7.65% 8.00% 4.90% Expulsions 0.67% 1.15% 1.10% 0.81% 1.27% 1.00%

VI. School Facilities

School Facility Conditions and Planned Improvements (School Year 2013-14)

All Campbell Union High School District campuses are safe, clean and well-lighted facilities. Built in the middle 1950’s to late 1960’s, these buildings have been evaluated by architects and engineers to be more solidly built and sturdier than new construction. Wisely designed, they have stood the test of time, and learning spaces have remained adaptable to new demands on the educational system. Even specialty learning areas such as science and fine arts have been found to equal the best new designs of today, and require only refurbishment to remain vital. This refurbishment is the focus of modernization projects and of successful 1999 and 2004 bond measures, which include some new buildings and new athletic fields and tracks at each school site. These projects include new floors, electrical wiring, lighting, heating, furniture, audio-visual and performance and demonstration facilities, specialized learning areas and more are in the process of turning our campuses into schools for the 21st century. Sports facilities, restrooms, and cafeteria facilities have been regularly updated. A wide area network of multiple gigabit circuits connects all district campuses, where fiber optic cable connects each classroom wing to the Internet, with CAT 5/6 cable to each classroom.

All areas of all campuses are regularly evaluated for trip-fall, environmental and other safety hazards, a state-of-the-art campus-wide and district wide fire, emergency and communication system is in place, and campuses are cleaned and maintained by custodial staff whose work is regularly evaluated by both school and district supervisors.

10 School Facility Good Repair Status (School Year 2013-14)

Repair Needed and Action Taken or Planned System Inspected Good Fair Poor Systems: Gas Leaks, Mechanical / HVAC, Sewer Yes Energy Efficiency Projects Interior: Interior Surfaces Yes Cleanliness: Overall Cleanliness, Pest / Vermin Yes Infestation Electrical: Electrical Yes Energy Efficiency Projects Restrooms / Fountains: Restrooms, Sinks / Yes Fountains Safety: Fore Safety, Hazardous Materials Yes Structural: Structural Damage, Roofs Yes External: Playground / School Grounds, Windows Yes Sports Field Improvements / Doors / Gates / Fences

Overall Facility Rate (School Year 2013-14)

Exemplary Good Fair Poor Overall Rating Yes

VII. Teachers

Teacher Credentials

School District Teachers 2010-11 2011-12 2012-13 2012-13 With Full Credential 70 71 67 333 Without Full Credential 0 0 3 8 Teaching Outside Subject Area of Competence 0 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2011-12 2012-13 2013-14 Misassignments of Teachers of English Learners 0 0 0 Total Teacher Misassignments* 0 0 0 Vacant Teacher Positions 0 0 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.  Total Teacher Misassignments includes the number of Misassigmnents of Teachers of English Learners.

Indicator 2004-05 2005-06 2006-07

11 Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13)

The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at http://www.cde.ca.gov/nclb/sr/tg/

Percent of Classes In Core Academic Percent of Classes In Core Location of Classes Subjects Taught by Highly Qualified Academic Subjects Not Taught by Teachers Highly Qualified Teachers This School 84.81% 15.19% All Schools in District 90.58% 9.42% High-Poverty Schools in District 92.59% 7.41% Low-Poverty Schools in District 90.27% 9.73% Note: 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. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.

VIII. Support Staff

Academic Counselors and Other Support Staff (School Year 2012-13) Counselor

Number of FTE* Average Number of Students Title Assigned to School per Academic Counselor Academic Counselor 2 793 Counselor (Social/Behavioral or Career Development) 0 N/A Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 1 N/A Psychologist 2 N/A Social Worker 0 N/A Nurse 0.4 N/A Speech / Language / Hearing Specialist 0.5 N/A Resource Specialist (non-teaching) 0 N/A Other 0 N/A Note: Cells shaded in dark grey or with N/A values do not require data.  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.

IX. Curriculum and Instructional Materials

12 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2013-14)

This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Year and month in which data were collected: November 25, 2013

Percent From students most Core Curriculum Area Textbooks and instructional materials / year of adoption lacking own recent assigned adoption copy Holt Literature & Language Arts, 3rd Course, 4th Course, 5th Course & 6th Reading / Language Course, 2003, Holt / 2002 No 0% Arts Holt Handbook 3rd Course, 2003, Holt Algebra 1: Equations, Graphs & Applications, 2001, McDougal Littell / 2001 Geometry: Reasoning, Measuring & Applying, 2001, McDougal Littell / Mathematics 2001 No 0% Algebra 2: Equations, Graphs & Applications, 2004, McDougal / 2001 Calculus 8th Edition, 2006, Houghton Mifflin The Practice of Statistics, 2003, Freeman / 2004 Conceptual Integrated Science, 2007, Addison Wesley / 2006 Biology, 2006, Pearson, Prentice Hall / 2001 AP Edition Biography, 2005, Pearson/Benjamin Science Chemistry, 2007, Prentice Hall / 1998 No 0% Chemistry the Central Science, 2006, Prentice Hall 1998 Physics: Principles & Problems, 2005, Glencoe / 1994 College Physics, 2006, Thompson, Brooks/Cole / 1997 World Geography , 2003, McDougal Modern World History, 2006, McDougal Littell / 2004 The Americans: Reconstruction to the 21st Century, 2006, McDougal Littell / 2005 History – Social American History: A Survey, 2003, McGraw- Hill / 1990 No 0% Science McGruder’s American Government, 2006, Pearson/Prentice Hall / 1988 American Government Continuity & Change, 2004, Pearson-Longman / 2004 Economics: Principles in Action, 2005 Pearson/Prentice Hall / 2001 Allez Viens! Level 1, Level 2, & Level 3, 2000, Holt / 2001 Connaissance Et Reaction, 1994, Heinle / 1999 Avancemos 1, 2, 3 & 4, 2013, Houghton Mifflin Foreign Language Abriendo Paso Lectura, 2007, Prentice Hall No 0% Abriendo PuertasnI & II, 2007, AMSCO Publications Nuevas Vistas, 200, Holt Nuevas Vistas Cuademo de Practicer, 2006, Holt Art Fundamentals, Theory & Practice, 1968, Brown / 1968 Art Talk, 2005, Blencoe/McGraw Hill / 2005 Living With Art, 1995, McGraw Hill / 1997 Photo Technology, 1977, Am. Tech. Society / 1969 Visual and Performing The Photographic Eye, 1995, Davis Publications / 1998 No 0% Arts Great Monologues & Scenes for Young Actors, 1994, Smith & Kraus / 2001 The Scenebook for Actors, 1990, Merriwether Publishing / 2001 Preparation & Performance, 1982, Scott Foresman / 1982 Theatre: Art in Action, 1999, National Textbook / 2000 Science Laboratory Equipment (grades 9- Replenished annually as appropriate N/A 0% 12)

13 X. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)

Expenditures Expenditures Total Average Per Pupil Per Pupil Level Expenditures Teacher (Supplemental / (Basic / Per Pupil Salary Restricted) Unrestricted) School Site $5,306 $1,067 $4,239 $72,077 District N/A N/A $4,521 $69,117 Percent Difference – School Site & District N/A N/A -6% 4% State N/A N/A $5,537 $71,584 Percent Difference – School Site & State N/A N/A -23% 1% Note: Cells shaded in dark grey or with N/A values do not require data.

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 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.

For detailed information on school expenditures for all district in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at 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.

Types of Services Funded (Fiscal Year 2012-13)

The types of services funded include the range of student services necessary to a comprehensive high school, such as teachers, guidance and administrative personnel, aides and other classified personnel, textbooks, instructional equipment, academic support and intervention programs, as well as sports, activities, and other enrichment programs. Additional guidance support for at-risk teens is provided through grants and site fund. These services include EMQ for social- emotional intervention and counseling, and CYO for gang intervention and counseling support.

Teacher and Administrative Salaries (Fiscal Year 2011-12)

State Average For Districts Category District Amount In Same Category Beginning Teacher Salary $41,083 $42,865 Mid-Range Teacher Salary $69,456 $69,484 Highest Teacher Salary $87,200 $89,290 Average Principal Salary (Elementary) N/A Average Principal Salary (Middle) N/A $119,946 Average Principal Salary (High) $121,975 $128,378 Superintendent Salary $204,532 $202,664 Percent of Budget for Teacher Salaries 37% 37% Percent of Budget for Administrative Salaries 6% 5% Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

14 XI. School Completion and Postsecondary Preparation

Admission Requirements for California’s Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the UC Admissions Information Web page at http://www.universityofcalifornia.edu/admissions/.

California State University

Eligibility for admission to the California State University (CSU) is determined by three factors:

 Specific high school courses  Grades in specified courses and test scores  Graduation from high school

Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee 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 Web page at http://www.calstate.edu/admission/admission.shtml.

Dropout Rate and Graduation Rate

School District State Indicator 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Dropout Rate (1-year) 13.30% 14.50% 6.90% 12.40% 16.10% 6.90% 16.60% 14.70% 13.10% Graduation Rate 82.14% 83.00% 90.51% 80.40% 79.31% 87.72% 80.53% 77.14% 78.73%

Completion of High School Graduation Requirements

This table displays, by student group, the number of students who were a part of the school’s most recent graduating class for which CDE has available data and meet all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.

Graduating Class of 2012 Group School District State All Students 356 1,556 418,598 Black or African American 15 47 28,078 American Indian or Alaska Native 1 3,123 Asian 59 195 41,700 Filipino 11 12,745 Hispanic or Latino 75 435 193,516 Native Hawaiian/Pacific Islander 5 2,585 White 171 726 127,801 Two or More Races 36 134 6,790 Socioeconomically Disadvantaged 91 408 217,915 English Learners 59 225 93,297 Students with Disabilities 29 147 31,683 15 Career Technical Education Programs (School Year 2012-13)

Westmont has courses articulated with ROP programs in the areas of business, foods, photography, and engineering technology. Teachers from those areas sit on ROP and CTE committees within the district. Westmont has two, exceptional four-year pathway programs. The first is our Agriculture Science pathway of Ag Science, Ag Biology, Ag Mechanics, Veterinary Science and Ag Business/Economics. The second is our Project Lead the Way (PLTW) Engineering Pathway. The courses in this pathway include Introduction to Engineering, Principles of Engineering, Digital Electronics, and Engineering Design and Development. A generous grant from has made it possible to train STEM teachers in the PLTW curriculum and instructional practices for these courses.

Career Technical Education Participation (School Year 2012-13)

CTE Program Measure Participation Number of the pupils participating in CTE 201 Percent of pupils completing a CTE program and earning a high school diploma 32.83% Percent of CTE courses sequenced or articulated between the school and institutions of

postsecondary education

Courses for University of California and/or California State University Admission

UC/CSU Course Measure Percent 2012-13 Students Enrolled in courses Required for UC / CSU Admission 76.18% 2011-12 Graduates Who Completed All Courses Required for UC / CSU Admission 43.26%

Advanced Placement Courses (School Year 2012-13)

Number of AP Courses Percent of Students in AP Subject Offered* Courses Computer Science 0 N/A English 2 N/A Fine and Performing Arts 0 N/A Foreign Language 1 N/A Mathematics 5 N/A Science 6 N/A Social Science 2 N/A All Courses 16 6.0% Note: Cells shaded in dark grey or with N/A values do not require data. * Where there are student course enrollments.

16 XII. Instructional Planning and Scheduling

Professional Development

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.

COLLEGE-PREPARATORY CURRICULUM: As evidenced by our master schedule, Westmont offers a college-prep curriculum to all students. We have added courses that provide career-technical skills to help transition students to the workplace. Almost all of our courses are UC A-G approved, and all of them are accessible to students meeting prerequisites. We have an exciting array of electives for all students. Students with special needs are served by SAI inclusion, ELD and SDAIE core courses, and support classes varying on student demand, budget and class size restrictions, and need. In 2010, we added ninth grade English Honors making a continuous 9-11 grade Honors English program in addition to our junior and senior English Advanced Placement courses. All core subjects have one or more AP capstone courses. In addition to the core areas, Westmont has a variety of 4-year programs including Art, Drama, Agriculture Pathway, and World Languages. We are currently developing our Engineering pathway program. ADVANCED PLACEMENT: Our 5 year school summary from 2007-2012 shows consistent growth in the number of students taking and scoring 3 or higher on AP exams. Westmont achieves greater than 30% rate for AP Equity and Excellence with our graduating class. This means that over 30% of the senior class has scored at college level on at least one AP exam in their high school career. We continue our positive trend of access, readiness, and success in AP again this year. Westmont students enjoy a robust selection of AP offerings. We have offered courses not available anywhere else in our district (CUHSD) including AP Computer Science, AP Physics C, and AP Calculus BC and AP Environmental Science. Since 2009, Westmont has added the following AP courses: AP Environmental Science and AP Language and Composition, and for one year we offered AP Physics C which was paired with our AP Calculus BC. AGRICULTURE PATHWAY: Westmont has a number of courses articulated with ROP programs in the areas of business, foods, and agriculture. Westmont has a four-year Agriculture program of Ag Science, Ag Biology, Ag Mechanics, Veterinary Science, and Ag Business/Economics that prepares students for college and careers in Agri-business fields. Cal Poly and UC Davis are some of the competitive destinations available to Westmont’s Ag Pathway students. ENGINEERING PATHWAY: With generous financial support for technical training and curriculum materials from Xilinx, Westmont replaced its old engineering courses with Project Lead the Way (PLTW) Engineering courses which lead to the capstone course, where students work together on a project of their choosing, culminating with a full scale presentation of their creations and discoveries at the end of the year.

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