Herbert Hoover High School School Accountability Report Card, Glendale Unified School District - PDF

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Herbert Hoover High School School Accountability Report Card, » An annual report to the community about teaching, learning, test results, resources, and measures of progress in our school. Published
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Herbert Hoover High School School Accountability Report Card, » An annual report to the community about teaching, learning, test results, resources, and measures of progress in our school. Published by SCHOOL WISE PRESS Herbert Hoover High School School Accountability Report Card, This School Accountability Report Card (SARC) provides information that can be used to evaluate and compare schools. State and federal laws require all schools to publish a SARC each year. The information in this report represents the school year, not the current school year. In most cases, this is the most recent data available. We present our school s results next to those of the average high school in the county and state to provide the most meaningful and fair comparisons. To find additional facts about our school online, please use the DataQuest tool offered by the California Department of Education. Please note that words that appear in a smaller, bold typeface are links in the online version of this report to more information. You can find a list of those linked words and their Web page URLs at: links_2011_en.html Reports about other schools are available on the California Department of Education Web site. Internet access is available in local libraries. If you have any questions related to this report, or would like to request a hardcopy version, please contact our school office. How to Contact Our School 651 Glenwood Rd. Glendale, CA Principal: Dr. Jennifer Earl Phone: (818) How to Contact Our District 223 North Jackson St. Glendale, CA Phone: (818) Contents ONLINE USERS: CLICK ON A TITLE TO JUMP TO THAT SECTION Principal s Message Measures of Progress Student Achievement Students Climate for Learning Leadership, Teachers, and Staff Preparation for College and the Workforce Adequacy of Key Resources Data Almanac Published by SCHOOL WISE PRESS 385 Ashton Ave., Ste. 200 San Francisco, CA Phone: (415) Publishing 20/20 Herbert Hoover High School School Accountability Report Card, » Principal s Message Hoover High School has held itself to high standards since its inception in There is a spirit at Hoover that one only gets acquainted with if they are lucky enough to be on our campus during any given school day. The faculty, students, and family volunteers at our school create a family that is committed to each other and keep this spirit thriving. All are welcome to visit Hoover to experience the exceptional things the Hoover family accomplishes in and out of the classroom. We offer over 30 clubs, a superior Arts Academy, Advanced Placement offerings, a Public Safety Academy, a comprehensive athletic department, a Business Academy and a strong focus on community service. We place academics and critical thinking first. Hoover focuses on setting our expectations high and considering how to challenge the students and ourselves next. Hoover is focusing on a continual rise in our API score. We grew three points to 776 this year and intend on rising to 801 by the school year. (Our goal is to grow 25 points, or a quarter. ) Our teachers are focusing on improving Critical Reading and increasing fluency in Academic Language this year. We put a strong focus on the freshmen so they learn our standards for student involvement, behavior and academics and offer extra support to those we feel need a fresh start in high school. We expect all students to have a plan and do all we can to support them in achieving the goals in that plan. We invite the community to visit our campus, join our support organizations and even attend meetings like PTSA and Purple Circle. The more members of our community focused on the needs of our students, the more success we will achieve. At Hoover, the foundations of our beliefs are rooted in the family and maintaining the success of all students while we continue to raise rigor. We remember that getting involved at Hoover with clubs and sports and serving the community will keep us whole and give us an opportunity to apply our learning. Hoover High School is committed to the academic and social well being of our students and continues to find ways to serve this need. Grade range and calendar 9 12 TRADITIONAL Academic Performance Index 776 County Average: 716 State Average: 744 Student enrollment 2,040 County Average: 1,342 State Average: 1,143 Teachers 78 Students per teacher 26 Dr. Jennifer Earl, PRINCIPAL School Expenditures A combination of state, federal, and local funding is used to cover all aspects of our instructional program. State and federal funds are labeled categorical funds and are used for a variety of purposes including funding the Guidance class to help orient freshman to high school, systemic intervention programs for struggling students, credit recovery programs such as APEX, English Language Development block periods, Literacy class, sheltered core sections, AVID instruction, CAHSEE interventions, classroom instructional aides, supplemental materials, field trips, and communication with our feeder middle schools to assist with students transition to high school and professional development for teachers. In the school year we put an emphasis on technology and updated all of our classrooms with an array of technological resources to diversify the way our students access the curriculum. All Glendale Unified schools benefit from the support of the Glendale Educational Foundation, which offers enhanced programs in visual and performing arts, science and technology, and health and fitness. Strong PTSA and Purple Circle Foundation support is evident in many of our schools supplemental activities including athletics and the arts. Safety Safety of students and staff is a primary concern of Hoover High School. Administrators, teachers, and security staff monitor students at breaks, lunch and before and after school. While the school welcomes visits by parents and community members, anyone wishing to be on campus during school hours must notify school staff in advance. All visitors to the campus must report to the front office, sign in and obtain a visitor s pass. The pass must be displayed at all times. The School Safety Plan is evaluated and revised each spring by members of the Site Safety Committee; all revisions are shared with staff members. The School Safety Plan was revised in March of Key elements of the plan include child abuse reporting procedures, teacher notification of dangerous pupils procedures, disaster response procedures, procedures for safe ingress and egress from school, sexual harassment policy, and dress code policy. The school is always in compliance with the laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Fire, lockdown, and earthquake drills are conducted on a regular basis throughout the school year. Career Technical Education Hoover High School has a number of programs designed to prepare students for the world of work. Of particular note are the BETA academy, which emphasizes business and includes a Virtual Enterprise class, and the Public Safety Academy. These programs are open to all students. Hoover also offers a wide range of Regional Occupation Program (ROP) courses both during and after school hours for students to obtain specific career related skills. Some of these programs include Auto Shop, Retail Marketing, and Computer Literacy. Hoover is also applying for two California Partnership grants: one to fund the Public Safety Academy and one to fund an Arts Academy. These academies are already being supported at the site level as all of the arts teachers on campus are also working professionals in the arts industry and the Public Safety Academy instructors are a retired Police Officer and a Fire Captain. Buildings Hoover High School, originally constructed in 1929, the current building situated on 18.6 acres and is comprised of 111 classrooms, two musical classrooms, a library, and six computer labs. In addition to classrooms, Hoover High School houses two gymnasiums, a fitness room, a swimming pool, a football field, a baseball field, a softball field, regulation tennis courts, outside handball and basketball courts, boys and girls locker rooms and team rooms, an auditorium, a cafeteria, and administrative offices. The Student Services floor of Building 1 is comprised of the administrative, attendance, counseling, health, and psychologist offices as well as the career center and three conference rooms. Outside communal areas consist of an upper and lower quad and a our new Rally Quad amphitheatre. Many of these facilities were renovated using Measure K bond funds. Renovations to the campus which began in September of 2007 are now completed. In April of 2011, the residents of Glendale passed another bond, Measure. The first, jump start projects, that have already been completed on that bond, include the rewiring of all computer labs on our campus. Page 2 Page 3 Parent Involvement Parents and community are very supportive of the educational programs at Hoover High School. Hoover has been bestowed, again, with the on-going honor of being named a Parent Involvement School of Excellence, which is awarded by the National PTA. National PTA s Parent Involvement School of Excellence certification recognizes schools that uphold the highest standards in parent involvement and is a reflection of the community s belief that we are upholding the highest standards with our students. Some organizations that parents can join are the PTSA, Purple Circle/Alumni Association, Korean Parent Club, Latinos Unidos, English Learners Advisory Committee (ELAC), WASC focus groups, Hoover Groove Visual And Performing Arts (VAPA) Booster Club, and various athletic booster clubs. Parents are welcome on our campus at all times. We have specific events, such as Back to School Night and Open House, where our faculty shares what is happening on our campus. In addition to these, Hoover High School has created a 9th grade Parent Night; Latino, Armenian and Korean Parent Nights (held Monthly for our largest ethnic populations); College Financial Aid Night; and tea with the Principal to share the great programs Hoover has to offer and to give parents and community members an opportunity to ask questions and provide input. We also routinely invite our parents to chaperone school dances and you will find our parents manning the athletic concession stands year round. Hoover High School s governing body, the School Site Council, is comprised of parents, students and faculty that determine the needs of the school. The members of this committee are voted on and reside over a portion of the monetary expenditures that are used by the school. Parents who wish to participate in Hoover High School s leadership teams, school committees, and school activities or become volunteers may contact the school office at (818) or visit the school s website at The district s website (www.gusd.net) also provides resources and information for parents, students and community members. Page 4 MEASURES OF PROGRESS Academic Performance Index The Academic Performance Index (API) is California s way of comparing schools based on student test scores. The index was created in 1999 to help parents and educators recognize schools that show progress and identify schools that need help. It is also used to compare schools in a statewide ranking system. The California Department of Education (CDE) calculates a school s API using student test results from the California Standards Tests and, for high schools, the California High School Exit Exam (CAHSEE). APIs range from 200 to The CDE expects all schools to eventually obtain APIs of at least 800. Additional information on the API can be found on the CDE Web site. Hoover s API was 776 (out of 1000). This is an increase of 3 points compared with last year s API. About 99 percent of our students took the test. You can find three years of detailed API results in the Data Almanac that accompanies this report. API RANKINGS: Based on our test results, we started the school year with a base API of 773. The state ranks all schools according to this score on a scale from 1 to 10 (10 being highest). Compared with all high schools in California, our school ranked 7 out of 10. CALIFORNIA API ACADEMIC PERFORMANCE INDEX Met schoolwide growth target No Met growth target for prior school year Yes API score 776 Growth attained from prior year +3 Met subgroup* growth targets No SOURCE: API based on spring 2011 test cycle. Growth scores alone are displayed and are current as of November *Ethnic groups, English Learners, special ed students, or socioeconomic groups of students that make up 15 percent or more of a school s student body. These groups must meet AYP and API goals. R/P - Results pending due to challenge by school. N/A - Results not available. SIMILAR SCHOOL RANKINGS: We also received a second ranking that compared us with the 100 schools with the most similar students, teachers, and class sizes. Compared with these schools, our school ranked 9 out of 10. The CDE recalculates this factor every year. To read more about the specific elements included in this calculation, refer to the CDE Web site. API GROWTH TARGETS: Each year the CDE sets specific API growth targets for every school. It assigns one growth target for the entire school, and it sets additional targets for ethnic groups, English Learners, special education students, or socioeconomic subgroups of students that make up a significant portion of the student body. Schools are required to meet all of their growth targets. If they do, they may be eligible to apply for awards through the California School Recognition Program and the Title I Achieving Schools Program. We did not meet some or all of our assigned growth targets during the school year. Just for reference, 32 percent of high schools statewide met their growth targets. API, Spring 2011 ALL STUDENTS IN THIS SCHOOL STATE STUDENT SUBGROUPS African American 746 Asian American 905 Filipino 850 Hispanic/Latino White/Other Low income English Learners 679 Learning disabled SOURCE: API based on spring 2011 test cycle. State average represents high schools only. NOTE: Only groups of students that represent at least 15 percent of total enrollment are calculated and displayed as student subgroups. Adequate Yearly Progress In addition to California s accountability system, which measures student achievement using the API, schools must also meet requirements set by the federal education law known as No Child Left Behind (NCLB). This law requires all schools to meet a different goal: Adequate Yearly Progress (AYP). We met 17 out of 22 criteria for yearly progress. Because we fell short in five areas, we did not make AYP. Our school is also on the federal watchlist known as Program Improvement (PI). See the next page for background on this matter and an explanation of the consequences. To meet AYP, high schools must meet four criteria. First, a certain percentage of students must score at or above Proficient levels on the California High School Exit Exam (CAHSEE) and the California Alternate Performance Assessment (CAPA): 66.7 percent on the English/language arts test and 66.1 percent on the math test. All significant ethnic, English Learners, special education, and socioeconomic subgroups of students also must meet these goals. Second, the schools must achieve an API of at least 710 or increase their API by one point from the prior year. Third, 95 percent of tenth grade students must take the CAHSEE or CAPA. Fourth, the graduation rate for the class of 2010 must be higher than 90 percent (or satisfy alternate improvement criteria). If even one subgroup of students fails to meet just one of the criteria, the school fails to meet AYP. While all schools must report their progress toward meeting AYP, only schools that receive federal funding to help economically disadvantaged students are actually penalized if they fail to meet AYP goals. FEDERAL AYP ADEQUATE YEARLY PROGRESS Met AYP Met schoolwide participation rate Met schoolwide test score goals Met subgroup* participation rate Met subgroup* test score goals Met schoolwide API for AYP Met graduation rate Program Improvement school in 2011 Page 5 Schools that do not make AYP for two or more years in a row in the same subject enter Program Improvement (PI). They must offer students transfers to other schools in the district and, in their second year in PI, tutoring services as well. No Yes Yes Yes No Yes Yes Yes SOURCE: AYP is based on the Accountability Progress Report of November A school can be in Program Improvement based on students test results in the school year or earlier. *Ethnic groups, English Learners, special ed students, or socioeconomic groups of students that make up 15 percent or more of a school s student body. These groups must meet AYP and API goals. R/P - Results pending due to challenge by school. N/A - Results not available. Page 6 Adequate Yearly Progress, Detail by Subgroup MET GOAL DID NOT MEET GOAL NOT ENOUGH STUDENTS English/Language Arts DID 95% OF STUDENTS TAKE THE CAHSEE OR CAPA? DID 66.7% ATTAIN PROFICIENCY ON THE CAHSEE OR CAPA? DID 95% OF STUDENTS TAKE THE CAHSEE OR CAPA? Math DID 66.1% ATTAIN PROFICIENCY ON THE CAHSEE OR CAPA? SCHOOLWIDE RESULTS SUBGROUPS OF STUDENTS Low income Students learning English STUDENTS BY ETHNICITY Hispanic/Latino The table at left shows our success or failure in meeting AYP goals in the school year. The green dots represent goals we met; red dots indicate goals we missed. Just one red dot means that we failed to meet AYP. Note: Dashes indicate that too few students were in the category to draw meaningful conclusions. Federal law requires valid test scores from at least 50 students for statistical significance. White/Other SOURCE: AYP release of November 2011, CDE. Program Improvement, a Federal Intervention Program A BRIEF HISTORY OF OUR SCHOOL S PLACEMENT IN PROGRAM IMPROVEMENT: Hoover has been in Program Improvement (PI) since In 2011, the school moved one stage lower in the program, from stage (year) 1 to 2. There are five stages in total. In California, 112 high schools were in stage 2 of PI as of November THE STAGES OF PROGRAM IMPROVEMENT: Program Improvement is a fivestage process for monitoring, improving, and, if necessary, reorganizing any school that receives federal money under the Title I section of No Child Left Behind (NCLB). Schools in PI get extra attention from their district office to help them improve. FEDERAL INTERVENTION PROGRAM PI PROGRAM IMPROVEMENT In PI since 2010 Stage 2 of 5 of PI Change in 2011 Page 7 Moved one stage lower (did not make AYP) SOURCE: PI status is based on the Accountability Progress Report of November A school can be in Program Improvement based on students test results in the school year or earlier. When a school misses even one of its goals for Adequate Yearly Progress, it is at risk of entering PI. If a school misses the same AYP goals two years in a row, it enters stage 1 of PI. Each subsequent year that a school misses any of its AYP goals, it goes one stage deeper into the process. Each stage results in increasingly severe consequences. The first stage gives parents the right to choose another school. In the second stage, students have the right to free tutoring in addition to the option to change schools. The last three stages can result in a change of staff and leadership, the conversion of the school to charter status, transferring the school to another district, or even the school s closure. YEAR PI STAGE SUMMARY OF EVENTS FOR THIS YEAR AYP GOALS NOT MET AYP GOALS MET 2009 Not in PI Hoover met 20 of the 22 criteria for Adequate Yearly Progress established by the federal law known as No Child Left Behind (NCLB) We met 20 of the 22 criteria for Adequate Yearly Progress, causing the school to enter the first stage of Program Improvement We met 17 of the 22 criteria for Adequate Yearly Progress. As a result,
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