James Lick High School 57 North White Rd. • San Jose, CA, 95127 • 408.347.4400 • Grades 9-12 Kelly Daugherty, Principal [email protected] http://jameslick.esuhsd.org/ ---- --- 2015-16 School Accountability Report Card - Published During the 2016-17 School Year School Description James Lick is a small school that opened in 1950 as the first school in the East Side High School District. The school currently serves first and second-generation immigrant families, working class, and 75% of our families qualify for free and reduced lunch. Our student population is 76% Hispanic, 2% African American, 6% Asian, 7% Filipino, 5% White and 4% other. Parent education level reveals that 51% of parents do not claim to have earned a high school diploma and only 11% possess a postsecondary degree. James Lick, however, recognizes that demographics are not destiny and has embarked on an undertaking to significantly impact the lives and economic well ---- ---- being of our students and parents by providing access to high quality education, that will East Side Union High School empower our students with the skills necessary to be successful in their college and career. District 830 N. Capitol Avenue James Lick has made great strides towards student success as measured by: graduation rates, A-G San Jose, CA 95133 completion, lowering drop out rates and increasing the number of students taking AP courses. (408) 347-5000 www.esuhsd.org James Lick has become a transformational leader in school redesign. As of 2014, we joined the New Tech Network. This affiliation will help guide student success through Project Based District Governing Board Learning, and through four pillars: Agency, Growth Mindset, Collaboration, and Communication. Frank Biehl Students will experience at least one cross-curricular and team taught course at each grade level and learn to demonstrate their understanding through authentic, real world projects. Teachers J. Manuel Herrera will become facilitators of the classroom and students will become independent seekers of Van Thi Le information and knowledge. Pattie Cortese Lan Nguyen The vision of James Lick is Silicon Valley Success, with a focus on making the job market in Silicon Valley a reality for our students. District Administration Chris D. Funk The Mission of James Lick High School is to empower students to be effective communicators, Superintendent collaborators, and problem solvers prepared for college and careers. Glenn Vander Zee Assistant Superintendent Educational Services Marcus Battle Associate Superintendent Business Services Cari Vaeth Associate Superintendent Human Resources 2015-16 School Accountability Report Card for James Lick High School Page 1 of 10 About the SARC A. Conditions of Learning By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC State Priority: Basic contains information about the condition and performance of each The SARC provides the following information relevant to the Basic State California public school. Under the Local Control Funding Formula (LCFF) Priority (Priority 1): all local educational agencies (LEAs) are required to prepare a Local • Degree to which teachers are appropriately assigned and fully Control and Accountability Plan (LCAP), which describes how they intend credentialed in the subject area and for the pupils they are teaching; to meet annual school-specific goals for all pupils, with specific activities • Pupils have access to standards-aligned instructional materials; and to address state and local priorities. Additionally, data reported in an • School facilities are maintained in good repair. LCAP is to be consistent with data reported in the SARC. Teacher Credentials • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at James Lick High School 14-15 15-16 16-17 http://www.cde.ca.gov/ta/ac/sa/. With Full Credential 49 51 57 • For more information about the LCFF or LCAP, see the CDE LCFF Without Full Credential 4 6 5.3 Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and Teaching Outside Subject Area of Competence 1 0 0 community members should contact the school principal or the East Side Union High School District 14-15 15-16 16-17 district office. With Full Credential ♦ ♦ 1016.6 2015-16 Student Enrollment by Grade Level Without Full Credential ♦ ♦ 51.7 Grade Level Number of Students Teaching Outside Subject Area of Competence ♦ ♦ 0 Grade 9 332 Grade 10 285 Teacher Misassignments and Vacant Teacher Positions at this School Grade 11 275 James Lick High School 14-15 15-16 16-17 Grade 12 245 Teachers of English Learners 2 1 0 Total Enrollment 1,137 Total Teacher Misassignments 3 1 0 Vacant Teacher Positions 0 1 2 2015-16 Student Enrollment by Group * “Misassignments” refers to the number of positions filled by teachers who Group Percent of Total Enrollment lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments Black or African American 2.6 of Teachers of English Learners. American Indian or Alaska Native 0.6 Asian 6.7 Core Academic Classes Taught by Highly Qualified Teachers Filipino 6.3 2015-16 Percent of Classes In Core Academic Subjects Hispanic or Latino 78.9 Core Academic Classes Taught by Highly Qualified Teachers Taught by Highly Not Taught by Highly Native Hawaiian or Pacific Islander 0.4 Location of Classes Qualified Teachers Qualified Teachers White 4.3 This School 95.6 4.4 Two or More Races 0.3 Districtwide Socioeconomically Disadvantaged 82.1 All Schools 95.3 4.7 English Learners 21.6 High-Poverty Schools 94.9 5.1 Students with Disabilities 14.2 Low-Poverty Schools 96.2 3.8 Foster Youth 0.4 * 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 39 percent or less in the free and reduced price meals program. 2015-16 School Accountability Report Card for James Lick High School Page 2 of 10 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Textbooks and Instructional Materials Year and month in which data were collected: October 2016 Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption Reading/Language Arts English 1 – “The Language of Literature" Grade 9 McDougal Littell 2002 English 2 – “The Language of Literature” Grade 10 McDougal Littell 2002 English 3 – “Timeless Voices Timeless Themes Am. Experience” Prentice Hall 2000 ERWC (English 4)-- Expository Reading and Writing Course Student Reader 2013 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% Mathematics CCSS Math 1 – "SpringBoard Integrated Mathematics I," College Board 2017 CCSS Math 2 – "SpringBoard Integrated Mathematics II," College Board 2017 CCSS Math 2 – "Secondary Math Two: An Integrated Approach," Mathematics Vision Project, 2013 CCSS Math 3 – "Secondary Math Three: An Integrated Approach," Mathematics Vision Project, 2014 Math Analysis – “Precalculus With Limits A Graphing Approach” Brooks/Cole Cengage Learning 2012 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% Science Physiology- Holes Essentials of Anatomy and Physiology, McGraw Hill, 2002 Biology – Web of Life (ISBN:0201334402) Principles and Explorations (isbn:0030514339) Chemistry – “Chemistry" Merrill/Glencoe 1998 Physics – “Physics: Principles and Problems” Merrill/Glencoe 1983, 95, 02 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% History-Social Science World History – “Modern World History” McDougal-Littell 2003 US History – “The American Vision” Glencoe/McGraw Hill 2006 American Government – "Government Alive! Power, Politics and You" TCI 2014 Economics – “Econ Alive! The Power to Choose" TCI 2015 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% Foreign Language Textbooks and Instructional Materials in use are standards aligned and officially adopted The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% Health Textbooks and Instructional Materials in use are standards aligned and officially adopted The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% Visual and Performing Arts Textbooks and Instructional Materials in use are standards aligned and officially adopted The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% Science Laboratory Equipment Science labs are adequately equipped The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% School Facility Conditions and Planned Improvements (Most Recent Year) Overview The District makes every effort to ensure that all schools are clean, safe, and functional. To assist in this effort, the district uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the school office and at the district office. 2015-16 School Accountability