Lynbrook High School

2010-2011 School Accountability Report Card

School Profile Lynbrook High School is a comprehensive public high school serving approximately 1800 students, grades 9-12, in suburban . Opened in 1965 and named for the development in which it is located, Rich Amlin, Lynbrook was the fifth school in the Fremont Union High School District (FUHSD), and one of three the district established during the 1960s. Drawn by the excellence of both Cupertino Elementary and FUHSD, many Interim Principal professionals choose to settle in the Lynbrook attendance area with the express purpose of sending their children to Lynbrook and its feeder schools. Given that many of our students are immigrants from Taiwan, 1280 Johnson Avenue, China, Korea, India, Russia, and other countries around the world, it is not an exaggeration to say that Lynbrook’s reputation is international. San Jose, CA 95129 The values enacted by Lynbrook’s community—commitment to family, involvement in the schools, a belief in the importance of education, and high academic expectations—are directly responsible for the school’s 408-366-7700 excellent standing. For its part, Lynbrook works hard to meet the needs of its community, and the success of the school’s efforts is evident in the serene, safe, and attractive campus; sophisticated approach to technology; collaborative faculty and staff; and extensive co-curricular and extra-curricular programs. Lynbrook’s API (943 in 2011) is one of the highest in the state of . The school has been named a California Distinguished School five times and in 2008 Lynbrook was one of 54 high schools nationwide to be recognized as a No Child Left Behind National Blue Ribbon School. In 2011, Lynbrook High School was awarded the Intel School of Distinction in high school science. In addition to these significant benchmarks of FREMONT UNION excellence, our students, teachers and programs have earned a vast range of awards and recognitions at the local, state and national level. Such excellence is enabled HIGH SCHOOL by the strong partnerships between the school, district, Student Enrollment by Ethnic Group DISTRICT students, parents, community and an enthusiastic, caring 2010-11 and highly dedicated staff strongly committed to meeting the community’s expectations. Percentage Lynbrook High School boasts outstanding co-curricular African American 0.7% and extra-curricular programs, including state and American Indian 0.2% national award-winning music, drama, dance, speech, and mathematics competition teams. An extensive athletic Asian 79.1% Polly M. Bove, program includes 44 competitive teams. Link Crew, Filipino 0.9% an award-winning peer mentoring program, a staff-run Hispanic or Latino 3.1% Superintendent Student Assistance Team, and more than 70 student-run clubs and organizations give all students an opportunity to Pacific Islander 0.2% be connected with Lynbrook High and provide additional White 15.3% support for students and parents. The Associated Student 589 W. Fremont Avenue, Body sponsors weekly activities during lunch and brunch, Two or More 0.3% spirit weeks, a traditional Homecoming Week, and school None Reported 0.1% Sunnyvale, CA 94087 dances and evening events. 408-522-2200 Climate for Learning & Discipline Fundamentally, Lynbrook High School is a school community committed to working together to create a dynamic environment of respect and achievement where all can learn deeply, apply their knowledge and contribute purposefully. The modified block bell schedule provides extended time for interactive lessons and twice-weekly schoolwide tutorial sessions within the school day, providing time and places for academic dialogue between students and teachers. The Lynbrook community is proud of the school’s open access to honors and classes, which allows students to challenge themselves. A Homework Center staffed by two teachers offers tutorial services and supervised use of computers in the school’s library for two days a week from 3–5pm. Lynbrook High School’s focus on “Academic Integrity” includes all stakeholders working toward an academically, socially and emotionally balanced school community that makes good choices. To support our English Learners’ families and bilingual parents, the Lynbrook Bilingual Committee works to increase bilingual parent participation in school life. The committee works to inform bilingual and EL parents about school culture and procedures, as well as to facilitate communication between the school and bilingual families. Parents new to the school can ask for support in navigating school procedures by contacting one of the mentors. www.fuhsd.org

Lynbrook High 1 Published: June 2012 Lynbrook High School places an emphasis on communication within Staff Development its community. SchoolLoop, a communication and organizational tool, provides an avenue for teachers to publish classroom assignments on a Staff collaboration and professional development is ongoing and personalized student calendar; allows for students to submit their work to supported. Professional Development Planning Team meetings facilitate teachers; and provides a private posting of grades. The community is able staff development activities in cross department teams. to freely communicate through email and voicemail with the entire staff. Teachers and administrators are actively involved in professional growth The parent community is always welcome to meet with any staff member. activities at the school, district, state and national level. Staff development Safe, orderly schools are the highest priority of the FUHSD Board of days are scheduled before the start of the regular school year and themes Trustees and staff. At the beginning of each school year, parents receive or activities introduced on those days are continued on late-start days written notification of parent/student rights and responsibilities with clearly- dedicated to staff training and collaborative work time. District administrators stated expectations for student behavior. The District has a strictly enforced attend a two and a half day leadership development session at the start of anti-discrimination policy that prohibits harassment of students or staff each school year and attend monthly staff development seminars. based on race, gender, disability, religion, or sexual orientation. The Board maintains a zero tolerance policy for violent or threatening behaviors, but is committed first to the prevention of harmful behaviors. Students Counseling & Support Staff are provided with opportunities within the classroom and co-curricular The Fremont Union High School District strives to provide all students with programs to build positive relationships to help create a more supportive high quality personal, vocational, and academic guidance. At Lynbrook school community. Guidance Counselors, a Student Conduct Specialist, a High School students prepare for post high school success by engaging in Student Advocate (licensed family therapists), and peer counselors help career assessments and exploration activities through the Career Center students work through personal issues. and Library/Media Center, and plan appropriate post-secondary education with the help of four assistant principals, three guidance counselors, and The Suspensions and Expulsions table illustrates total cases for the last Career Center and Library staff. Lynbrook High School’s ratio of students three years, as well as a percentage of enrollment. Suspensions are per “Counselor” = 612:1 but with the additional help of the assistant expressed in terms of total infractions, not number of students suspended, principals, the ratio = 262:1. Support staff also includes one library media as some students may have been suspended on multiple occasions. teacher, two Psychologist, and 26 fulltime and 19 halftime paraprofessional/ Expulsions occur only when required by law or when all other alternatives clerical employees. are exhausted. A districtwide college faire is held each year and Lynbrook offers grade Suspensions & Expulsions level college information nights for students and their parents. Most School District materials are translated into Chinese, Japanese, Korean, and/or Spanish as needed and on-site translators are also provided. 08-09 09-10 10-11 08-09 09-10 10-11 Ongoing intervention programs are provided for students who need Suspensions 106 94 55 1103 474 553 them. Special education students are provided with transition plans and Suspension Rate 5.7% 5.1% 3.1% 10.7% 4.6% 5.3% specialized work training programs. Expulsions 0 2 4 21 45 30 Expulsion Rate 0.0% 0.1% 0.2% 0.2% 0.4% 0.3% Teacher Credentials The Fremont Union High School District recruits and employs the most qualified credentialed teachers. Enrollment Trend by Grade Level Enrollment By Teacher Credential Status 2008-09 2009-10 2010-11 Grade School District This chart illustrates the 9th 423 436 443 08-09 09-10 10-11 10-11 enrollment trend by grade level 10th 454 423 443 for the past three (3) school Fully Credentialed 80 79 0 0 11th 510 459 419 years. Without Full Credentials 4 1 0 0 12th 474 509 463 Working Outside Subject 0 0 0 0 Class Size Average class sizes vary by grade level and subject area taught. In Misassignments/Vacancies addition to credentialed teachers, students receive assistance in some 09-10 10-11 11-12 classrooms from instructional assistants. The table displays by subject Misassignments of Teachers of English Learners 0 0 0 area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). Misassignments of Teachers (other) 0 0 0 Total Misassignments of Teachers 0 0 0 Class Size Distribution Vacant Teacher Positions 0 Classrooms Containing: Average 1-20 21-32 33+ Class Size Students Students Students Contact Information 09 10 11 09 10 11 09 10 11 09 10 11 LYNBROOK HIGH SCHOOL — www.lhs.fuhsd.org By Subject Area 1280 Johnson Avenue, San Jose, CA 95129 PRINCIPAL: Gail Davidson English 25 26 25 29 18 16 36 50 45 - - - PHONE: 408-366-7700 FAX: 408-257-0551 Mathematics 31 30 29 4 4 6 19 49 14 17 6 20 COLORS: Blue, Red & White MASCOT: Vikings Science 32 32 31 - - 3 20 43 12 23 8 27 ESTABLISHED: 1965 CDS Code 43-69468-4334421 FREMONT UNION HIGH SCHOOL DISTRICT — www.fuhsd.org Social Science 32 33 29 1 1 5 18 31 13 19 8 19 589 W. Fremont Avenue, Sunnyvale, CA 94087 SUPERINTENDENT: Polly M. Bove PHONE: 408-522-2200

Lynbrook High 2 Published: June 2012 Highly Qualified Teachers Instructional Materials This table displays the percent of classes in core academic subjects taught The Fremont Union High School District held a public hearing on by No Child Left Behind (NCLB) compliant and non-NCLB compliant October 4, 2011, and determined that each school within the district had teachers. High poverty schools are defined as those schools with student sufficient and good quality textbooks, instructional materials, or science participation of approximately 75% or more in the free and reduced price lab equipment pursuant to the settlement of Williams vs. the State of meals program. Low poverty schools are those with student participation California. All students, including English learners, are given their own of approximately 25% or less in the free and reduced lunch program. More individual standards-aligned textbooks or instructional materials, or both, information on teacher qualifications required under NCLB can be found in core subjects for use in the classroom and to take home. Textbooks and on the CDE website http://www.cde.ca.gov/nclb/sr/tq/ supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State NCLB Compliant Teachers are reviewed by all teachers and a recommendation is made to the School % of Core % of Core Board by a selection committee composed of teachers and administrators. Academic Academic All recommended materials are available for parent examination at the Courses Courses district office prior to adoption. Taught Taught By By NCLB Non-NCLB District-Adopted Textbooks Compliant Compliant Grade Adoption Subject Publisher Sufficient % Lacking Teachers Teachers Levels Year School 97.3% 2.7% District 97.8% 2.2% High-Poverty Schools in District 100.0% 0.0% Low-Poverty Schools in District 98.1% 1.9%

Parent Partnerships Science Lab Equipment There are a variety of ways parents are actively involved in the programs The school stocks an adequate supply of equipment for its students. and life at Lynbrook. The School Site Council is a representative body made Inventory includes, but is not limited to: microscopes, slides, ring stands, up of parents, students and staff. It oversees the budgetary expenditures clamps, support rings, utility clamps, tubes, test tube holders of the School and Library Improvement Plan as well as GATE (Gifted and and brushes, tongs, flasks, beakers, and Bunsen burners. For more Talented Education) Grant. Parents, students, teachers and support staff information, please call the school office. make up the Lynbrook Parent Teacher Student Association (PTSA) and help support and fund many of the programs that benefit students. To support our English Learners’ families and bilingual parents, the School Facilities Lynbrook Bilingual Committee works to increase bilingual parent The Lynbrook High School campus was inspected on May 25, 2011 and participation in school life. The committee informs bilingual and English is in good condition. The School Facilities Manager, in collaboration with Learner (EL) parents about school culture and procedures, as well as the Principal, works daily with six (6) full-time custodians to ensure that facilitates communication between the school and bilingual families. the facility is maintained to provide for a clean and safe school. District Parents new to the school are offered support in navigating school maintenance staff ensures that the repairs necessary to keep the school procedures with one of the mentors. An English Learners Advisory Council in good repair are completed in a timely manner. The District rotates a participates at the District level to address the specific educational needs “deep cleaning” crew at all campuses during breaks and over the summer. of the EL population. Increased custodial coverage of fields and grounds supports a safe and Parents are also active in many different booster organizations. The clean campus. Lynbrook Instrumental Music Booster (LIMB) is the support structure School Facility Conditions for the Lynbrook Instrumental Music Program: Orchestra, Jazz Band, Marching Band, Color Guard, Wind Ensemble, Symphonic Band, Concert Date of Last Inspection: 05/25/2011 Band, Winter Guard, Winter Percussion, and Percussion Ensemble. Overall Summary of School Facility Conditions: Good Lynbrook affirms the importance of music education and its enhancement Facility Component Deficiency & Remedial of academic performance. Items Inspected System Status Actions Taken or Planned Another large parent organization is the Lynbrook Athletic Boosters. Their work and fundraising are targeted to support all the athletic programs. Good Fair Poor They manage concession stands at sports events and coordinate other Systems (Gas Leaks, X fundraisers while working with coaches and the Athletic Directors to Mech/HVAC, Sewer) support all Viking athletes. There are many other active parent booster Interior X groups that support Lynbrook co-curricular and extra-curricular programs (e.g. Robotics Team, Spirit and the Speech and Debate Team.) Cleanliness (Overall Cleanliness, Pest/ X For opportunities for parental and/or community member involvement Vermin Infestation) please contact the Executive Assistant to the Principal at 408-366-7702. Electrical X Restrooms/Fountains X Additional Internet Access/Public Libraries Safety (Fire Safety, X For additional research materials and Internet availability, students are Hazardous Materials) encouraged to visit the public libraries located in the cities of Cupertino, Structural (Structural Sunnyvale, Los Altos, Santa Clara, San Jose, and Saratoga. These cities X are located in Santa Clara County. In November 2009, the Santa Clara Damage, Roofs) County Library system was ranked second in the nation by Hennen’s External (Grounds, American Public Library Ratings. Free wireless Internet access is also Windows, Doors, X provided as a feature in city lplazas, coffee shops and other businesses Gates, Fences) that are publicly accessible.

Lynbrook High 3 Published: June 2012 Safe School Plan Safe, orderly schools are the highest priority of the Fremont Union High School District Board of Trustees and staff. Lynbrook High School is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Lynbrook’s School Safety Plan is updated annually and is reviewed and approved by the School Site Council. To ensure the safety of students and staff, the school’s Code Red Intruder Alert procedure was designed and implemented in collaboration with San Jose Law Enforcement and has become the accepted model countywide. The Code Red drill is reviewed with the staff and a lock-down simulation is held with the entire school each September. Additionally, two fire drills with whole- school evacuations and two earthquake drills occur during the school year. Lynbrook staff is also trained on additional emergency codes and the CPR/ First Aide staff list is updated during September of each year. Each classroom contains a backpack of immediate first aid supplies, and a storage facility on campus houses equipment and supplies to sustain the needs of our students and staff until emergency personnel arrive, should a true emergency situation arise.

California Standards Test The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The combined percentage of students scoring at the Proficient and Advanced levels in English/Language Arts, Math, Social Science, Science, for the most recent three-year period, is shown in the table below. For results on course specific tests, please see http://star.cde.ca.gov. California Standards Test (CST) Subject School District State 2009 2010 2011 2009 2010 2011 2009 2010 2011 English/Language Arts 87 87 88 74 75 76 49 52 54 Mathematics 78 80 81 60 62 64 46 48 50 Science 87 90 86 75 75 77 50 54 57 History/Social Science 83 87 87 72 73 77 41 44 48 *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

California Standards Test (CST) Subgroups English/ History/ Subject Language Mathematics Science Social Arts Science District 76 64 77 77 School 88 81 86 87 African American/ * * * * Black American Indian * * * * Asian 92 86 89 91 Filipino 73 64 * * Hispanic or Latino 48 34 * 30 Pacific Islander * * * * White 80 63 79 76 Males 86 82 88 87 Females 91 81 84 88 Socioeconomically 58 49 50 53 Disadvantaged English Learners 33 52 12 24 Students with 53 42 55 46 Disabilities Migrant Education * * * * Two or More * * * * Races *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

Dropout & Graduation Rates Graduation & Dropout Rates This table displays the high school’s one-year dropout rate and graduation rate for the most recent three-year period. Detailed information about dropout rates and graduation rates can be 07-08 08-09 09-10 found at the CDE website at http://dq.cde.ca.gov/dataquest/. Dropout Rate 0.30% 0.40% 0.40% Graduation Rate 99.01% 98.51% 98.80%

Lynbrook High 4 Published: June 2012 Academic Performance Index API School Results The API is a single number, ranging from a low of 200 to a high of 1000, that reflects a school’s, a District’s, or a subgroup’s performance level, based on the results of statewide testing. Its 2008 2009 2010 purpose is to measure the academic performance and growth of schools. The API is calculated Statewide 10 10 10 by converting a student’s performance on statewide assessments across multiple content Similar Schools 10 10 10 areas into points on the API scale. These points are then averaged across all students and all tests. The result is the API. An API is calculated for schools, District, and for each numerically Group 08-09 09-10 10-11 significant subgroup of students at a school or a District. In order to measure theacademic All Students at the School improvement of a school, academic results in the form of the API are compared from year to year. Growth (or change) in the API is the difference between the Base API and Growth API Actual API Change 6 14 5 within a reporting cycle. Asian Growth API Actual API Change 5 12 -2 School District State White Number Number Number Actual API Change 1 3 34 Growth Growth Growth of of of Score Score Score English Learners Students Students Students Actual API Change - 4 -35 All Students at the School 1,269 943 7,483 885 4,683,676 778 Asian 1,039 959 4,127 947 398,869 898 Hispanic or Latino 28 644 1,044 670 2,406,749 729 White 176 900 1,870 886 1,258,831 845 Socioeconomically 58 796 1,174 698 2,731,843 726 Disadvantaged English Learners 100 772 1,260 709 1,521,844 707 Students with Disabilities 66 686 546 609 521,815 595

Federal Intervention Programs Federal Intervention Program School District Schools and districts receiving federal Title I funding enter Program Program Improvement (PI) Status Not in PI Not in PI Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language Arts or Mathematics) or on the same First Year in PI - - indicator (API or graduation rate). After entering PI, schools and districts Year in PI (2011-12) - - advance to the next level of intervention with each additional year that they do # of Schools Currently in PI - 0 not make AYP. % of Schools Identified for PI - 0.00% Adequate Yearly Progress Adequate Yearly Progress (AYP) The federal No Child Left Behind (NCLB) Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) School District criteria: participation rate on the state’s standards-based assessment Made AYP Overall Yes No in English Language Arts and mathematics, percent proficient on the state’s standards-based assessments in English Language Arts and English - English - Met AYP Criteria Language Mathematics Language Mathematics mathematics, API as an additional indicator, and graduation rate. Arts Arts Participation Rate Yes Yes Yes Yes Physical Fitness Percent Proficient Yes Yes No No The California Physical Fitness Test is administered to students in grade API School Results Yes Yes nine only. This table displays by grade level the percent of students meeting fitness standards for the most recent testing period. Graduation Rate Yes Yes

Percentage of Students in Healthy Fitness Zone 2010-11 Four of Six Five of Six Six of Six Grade Level Standards Standards Standards 9 7.6% 24.5% 64.8% *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

Completion of High School Graduation Requirements Students in California public schools must meet all state and local graduation requirements for grade twelve completion and pass both the English- language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. Data for the 2010-2011 school year was not published by the state at the time of this publication.

Lynbrook High 5 Published: June 2012 California High School Exit Exam (CAHSEE) The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English language/ arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. The first table displays the percent of students achieving at the Proficient or Advanced level for the past three years. The second table displays the percent of students, by group, achieving at each performance level in English language/arts and math separately for the most recent testing period.

CAHSEE By Subject 2008-09 2009-10 2010-11 School District State School District State School District State English 93.0 79.0 52.0 93.0 82.0 54.0 93.0 85.0 59.0 Mathematics 95.0 84.0 53.0 95.0 84.0 54.0 94.0 85.0 56.0

CAHSEE By Student Group English Mathematics Not Not Proficient Advanced Proficient Advanced Proficient Proficient All Students 15.0 17.0 68.0 15.0 25.0 60.0 District All Students 7.0 11.0 82.0 6.0 14.0 80.0 School Male 7.0 12.0 81.0 6.0 10.0 84.0 Female 7.0 10.0 84.0 6.0 10.0 84.0 Asian 4.0 9.0 86.0 2.0 11.0 86.0 White 9.0 17.0 74.0 16.0 26.0 58.0 English Learners 65.0 24.0 12.0 18.0 53.0 29.0 Socioeconomically 41.0 11.0 48.0 41.0 26.0 33.0 Disadvantaged Students with 41.0 26.0 33.0 52.0 20.0 28.0 Disabilities

Advanced Placement Classes Advanced Placement Classes The Fremont Union High School District has open access to Advanced Placement (AP) courses for all eligible # of Courses students. Students often take more than one AP course. Students take AP exams in May, and a passing Fine and - score (3 or higher on a 5 point scale) may qualify for college credit at most of the nation’s colleges and Performing Arts universities. During the 2010-2011 school year, 694 LHS students took 1,567 AP exams, and 92% of exams earned passing scores. Computer Science 2 English 10 UC/CSU Course Completion Foreign Language 6 This table displays for the most recent year two measures related to the school’s courses that are required for Mathematics 14 (UC) and/or California State University (CSU) admission. Detailed information about Science 10 student enrollment in and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/. Social Science 6 Totals 48 Percent of UC/CSU Course Enrollment Students in AP 15.3% Percentage Courses 2010-11 Student Enrolled in Courses Required for UC/ 85.1% CSU Admission 2009-10 Graduates Who Completed All Courses 82.2% Required for UC/CSU Admission * Duplicated Count (one student can be enrolled in several courses).

Lynbrook High 6 Published: June 2012 Career Technical Education (CTE) Programs In addition to CTE courses offered within Applied Academics and Electives department at each school, the Fremont Union High School District offered 15 ROP courses during the 2010-2011 school year: Administration of Justice, Advanced Multimedia, Advanced Visual Communications, Athletic Training/ Sports Medicine, Automotive Technology Level I and II, Biotechnology, Broadcast Journalism, Commercial Art/Graphic Design, Culinary Careers I and II, Engineering Technology, Stagecraft Technology, Technical Writing, and TV/Film/Video. Not all courses are offered at every high school campus, but are open to students if scheduling permits. ROP courses articulated with De Anza Community College include: Administration of Justice, Athletic Training/Sports Medicine, Automotive Technology, Culinary Careers, Commercial Art/Graphic Design, Stagecraft Technology, and TV/Film/Video; additionally, the Stagecraft Technology course is also articulated with Foothill Community College. The following courses are being considered for articulation: Biotechnology, Multimedia Design, and Engineering Technology. The District’s commitment to offering high-quality CTE programs is reflected by recent efforts to increase the number of CTE courses that are UC-approved. In 2011, a Culinary Food Science course gained (g) eligibility, and staff are currently in the process of submitting an Accounting course for UC (g) approval in 2012. The following ROP courses are UC approved: Biotechnology (d), Multimedia Design (f), Engineering Technology (g), Computer Programming (JAVA) (g), Culinary Food Science (g), and Journalism (g).

Enrollment & Program Completion in Career/ Career Technical Education Participation Technical Education (CTE) Programs (Carl The Fremont Union High School District is committed to offering high-quality, enriching Perkins Vocational and Technical Education Act) career technical education programs. In addition to CTE courses offered at each school, Question Response students can also access CTE courses at other FUHSD schools and at other partner How many of the school’s pupils schools through the North County Regional Occupational Program (NCROP). 461 participate in CTE? CTE courses are offered for Applied Academic or Elective credit in a variety of areas What percent of the school’s pupils including business, computer programming, multimedia, industrial technology, and complete a CTE program and earn a 24.8 culinary arts. These courses provide students with opportunities for career exploration high school diploma? as well as development of career/technical skills training and/or on-the-job training with work-based learning. Depending on pre-requisites and space availability, these classes What percent of the school’s CTE courses are sequenced or articulated are open to students in all grade levels. 6.7 between the school and institutions of post secondary education? Admission Requirements for California’s Public Universities District students can access a College and Career Planning Website at http://www.fuhsd.org/collegecareer. This site has various links to help parents and students begin planning for college and beyond. All five of the District’s high schools use Naviance, a college and career planning resource that allows students and families to investigate, research, track, and plan for the college admission process.

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 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 University of California Web site at http://www.universityofcalifornia.edu/admissions/index.html

CALIFORNIA STATE UNIVERSITY Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and 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 utilize 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 general admissions requirements please visit the California State University Web site at http://www.calstate.edu/admission/. LOCAL COMMUNITY COLLEGES The Foothill-De Anza Community College District provides a dynamic learning environment that fosters excellence, opportunity and innovation in meeting the educational needs of its diverse students and community. Located in the heart of Silicon Valley, the district serves the communities of Cupertino, Los Altos, Los Altos Hills, Mountain View, Palo Alto, Sunnyvale and portions of San Jose. Admission to in Cupertino is open to anyone (subject to the residency requirements) who has a high school diploma, a General Education Diploma, a proficiency certificate, or is at least 18 years old and shows evidence of being able to benefit from the instruction offered by the college. For general admissions requirements please visit http://www.deanza.edu/admissions/residency.html Foothill College, located in Los Altos Hills, has an open-door admission policy for all high-school graduates and non-graduates who are 18 years of age or older. Students enrolled in the junior and senior year of high school may attend Foothill College with written parental and school permission. Forms for parental and school permission are available in the Admissions & Records Offices at both Foothill campuses or online at: http://www.foothill.edu/ admissions.php

Lynbrook High 7 Published: June 2012 Teacher & Administrative Salaries as a Percentage of Total Budget This table displays District salaries for teachers, principals, and superintendents, and Average Salary Information compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the District’s Teachers - Principal - Superintendent budget, and compares these figures to the state averages for districts of the same type 2009-10 and size. Detailed information regarding salaries may be found at the CDE website. District State School Site Teacher Salaries Beginning Teachers $50,104 $42,954 Mid-Range Teachers $78,069 $69,905 The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state financial statements. Highest Teachers $93,827 $89,464 Elementary School Principals - - Average Teacher Salaries Middle School Principals - $121,722 School & District High School Principals $152,949 $128,348 School - Superintendent $294,185 $205,119 District $74,635 Salaries as a Percentage of Total Budget Percentage of Variation Teacher Salaries 37.7% 38.3% School & State Administrative Salaries 9.2% 5.2% All High School Districts $70,570 Percentage of Variation

District Expenditures In 2009-10, the Fremont Union High School District’s total expenditure per pupil was $7,012.27 of which $5,756 was unrestricted. The table provides a comparison of a school’s per pupil funding from unrestricted sources with the district and the state.

Expenditures per Pupil School Total Expenditures Per Pupil $13,138,171 From Restricted Sources $2,148,528 From Unrestricted Sources $10,704,797 District From Unrestricted Sources $284,846 Percentage of Variation between School & District 3658.10% State From Unrestricted Sources $5,455 Percentage of Variation between School & State 196138.26%

District Revenue Sources The Fremont Union High School District relies almost exclusively on local property taxes for general fund revenue. Enrollment has been about 10,300 students for two years in a row but is projected to increase at 2-3% per year for several years in the future. Since the District is not paid by the State of California per student, it must absorb all new costs associated with student growth. In January 2005 the Fremont Union High School District began a residency verification effort to ensure that our schools are reserved for only those students who are valid residents within the District boundaries. Our residency verification process ensures that every tax dollar of our community is used to support the students who actually live in our attendance area.

On November 2, 2010, our $98 parcel tax was renewed through the 2016-2017 school year. The tax is assessed against each parcel of taxable land in the District. A parcel is defined as any unit of land in the District that receives a separate tax bill from the Santa Clara County Assessor’s Office. Optional Exemption from the $98 Parcel Tax is available to senior citizens (65 years or older) who own and occupy, as a principal residence, a parcel and apply to the District for exemption.

Data Sources Data within the SARC was provided by the Fremont Union High School District, retrieved from the 2010-11 SARC template, located on Dataquest (http:// data1.cde.ca.gov/dataquest), and/or Ed-Data website. Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

Lynbrook High 8 Published: June 2012