dunsmuir community day schooldunsmuirhigh.k12.ca.us/documents/district/sarc reports/12... ·...

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2011-12 School Accountability Report Card — Published During the 2012-13 School Year

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Principal’s Message

The mission of Dunsmuir Community Day School is to provide a coordinated, comprehensive, and innova ve approach to empower at-risk youth to a ain their individual academic and behavioral objec ves so they may reach their highest poten al: personally, academically, voca onally and so-cially.

The vision for Dunsmuir Joint Union High School District is to enhance individual student learning through responsible, par cipatory, respec ul and interac ve educa onal prac ces.

Dunsmuir Community Day School is located in the town of Dunsmuir, California. Founded in 1886, the town sits amidst the majes c mountains of northern California, just nine miles south of one of the most beau ful mountains in the world, 14,162-foot Mt. Shasta. Over the years, visitors craving a connec on with the heritage of the California railroad and seeking outdoor adventure have found Dunsmuir to be a unique, charming place where both worlds meld into one.

There is currently one high school and one community day school in the Dunsmuir Joint Union High School District. Dunsmuir Community Day School was opened in 1998, and has provided alterna- ve educa onal opportuni es since that me. Dunsmuir Community Day School was established

to serve high-risk students in the district and provides services for expelled students. In the last ten years, more than 40 students have graduated with a high school diploma and have gone on to at-tend college, serve in the U.S. military, and contribute through the workforce.

What makes Dunsmuir CDS special is the willingness of the DJUHSD administra on and Board of Trustees to serve all students within the District. There is a willingness to fl ex the program and dif-feren ate instruc on to meet the needs of students. The en re DJUHSD staff is involved with all students and their well-being.

Parental Involvement

Parent Involvement at the Community Day School comes mostly as an off shoot benefi t of the pa-rental involvement at Dunsmuir Elementary School and Dunsmuir High School. The nature of the Community Day School aff ords the students greater privacy than tradi onal schools. Parents are welcome at Dunsmuir Community Day School and encouraged to visit, but always asked to tele-phone prior to visi ng.

Dunsmuir Community Day School has the involvement of the Siskiyou County Proba on Depart-ment and the County of Siskiyou Mul -Agency Preven on Service with a percentage of the stu-dents. The Dunsmuir Community Day School staff , in partnership with parents and the community, expects Dunsmuir Joint Union High School District graduates to be:

• Informed, ethical ci zens• Knowledgeable, self-directed workers• Discerning par cipants in the arts• Lifelong learners• Eff ec ve and informed users of technology

Parents have the opportunity to become involved in areas such as Site Council, Booster’s Club and any number of programs that encourage student par cipa on and learning.

Parents who wish to par cipate in Dunsmuir Community Day School’s leadership teams, school commi ees, school ac vi es, or become volunteers may contact Pamela May, Lead Teacher, at (530) 235-2225 or [email protected].

Vision Statement

Dunsmuir Joint Union High School District enhances individual learning through responsible, par ci-patory, respec ul and interac ve educa onal prac ces.

Dunsmuir Community Day School

5805 High School Way Dunsmuir, CA 96025Phone: (530) 235-2225 Fax: (530) 235-2224

GRADES 9-12 [email protected]

Pamela May, Lead Teacher

Dunsmuir Joint UnionHigh School District

Leonard L. Foreman, Superintendent/Principal

5805 High School WayDunsmuir, CA 96025

Phone: (530) 235-4835Fax: (530) 235-2224

www.dunsmuirhigh.k12.ca.us

“There is a willingness to fl ex the program and differentiate instruction to meet the needs of students.”

School Accountability Report Card

In accordance with Stateand federal requirements, theSchool Accountability Report

Card (SARC) is put forth annuallyby all public schools as a tool forparents and interested par es to

stay informed of the school’sprogress, test scores and

achievements.

Governing Board

Janice Garrigus President

Norma Clemons

Richard McCormackClerk

Jimmy Palmer

William Townsend

Mission Statement

The mission of the administra on, faculty and staff

of Dunsmuir Joint Union High School District is to provide a clean, pleasant,

safe and produc ve environment for learning where students are encouraged and challenged to

become life-long learners.

“Shaping Responsible Citizens”

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C2Dunsmuir Community Day School • 2011-12 SARC

School Facility Items Inspected

The tables show the results of the school’s most recent inspec on using the Facility Inspec on Tool (FIT) or equivalent school form. The following is a list of items inspected.

• Systems: Gas Systems and Pipes, Sewer, Mechanical Systems (hea ng, ven la on, and air condi oning)

• Interior: Interior Surfaces (fl oors, ceilings, walls, and window casings)

• Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas)

• Electrical: Electrical Systems(interior and exterior)

• Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains (interior and exterior)

• Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior)

• Structural: Structural Condi on,Roofs

• External: Windows/Doors/Gates/Fences, Playgrounds/School Grounds

2012-13 School Year

School Facility Good Repair Status

This inspec on determines the school facility’s good repair status using ra ngs of good condi on, fair condi on, or poor condi on. The overall summary of facility condi ons uses ra ngs of exem-plary, good, fair, or poor condi on.

School Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/Fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall Summary of Facility Condi ons Exemplary

Date of the Most Recent School Site Inspec on 10/01/2012

Date of the Most Recent Comple on of the Inspec on Form 10/01/2012

2012-13 School Year

Defi ciencies and Repairs

The table lists the repairs required for all defi ciencies found during the school site inspec on. Re-gardless of each item’s repair status, all defi ciencies are listed.

Defi ciencies and Repairs

Items Inspected Defi ciencies, Ac on Taken or Planned, and Date of Ac on

Systems We have just completed a 4 million dollar renova on of the facility and all systems.

School Facilities

Con nued from le The Fire Marshall, the Occupa onal Safety & Health Administra on (OSHA), and our liability insurance agency regularly inspect the school. Careful and prompt a en on is paid to all recommenda ons for improvement as deemed by these en es.

Students are supervised by the teacher. Visitors must check in at the district offi ce before proceeding to the Com-munity Day School.

The District par cipates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of exis ng school building components. Typically, this includes roofi ng, plumbing, heat-ing, air condi oning, electrical systems, interior or exterior pain ng, and fl oor systems. For the 2012-13 school year, the District budgeted $3,618 for the Deferred Maintenance Program. This represents 0.5% of the District’s gen-eral fund budget.

The District con nues to run the Deferred Maintenance program as if all the OPSC legal requirements are in eff ect and tracked through Fund 14. The District con nues to have a fi ve year plan submi ed and approved. The District has received four of a fi ve year payment plan for a Hardship Grant. The District expended $1,005,086 in 11/12 and has budgeted to expend $449,165 in 12/13. The District con nues to transfer 1/2 of 1% of the General Fund budget to Fund 14 in support for the matching State Funding even though the requirement has been suspended.

School Facilities

The Community Day School is housed in a previously unused classroom on the Dunsmuir High School (DHS) campus (built in 1973). The loca on of the CDS provides added safety and security for students and staff . The classroom is light-fi lled, neat, clean, and handicapped accessible. The class-room allows more space for more students than was previously available.

The CDS shares usage of a media center, gymnasium, and athle c fi elds with DHS students. The CDS is a closed campus. The daily schedule of CDS is not aligned with the DHS student schedule. CDS students arrive at 8:10 a.m. in the morning and leave at 3:10 p.m.

Our school is very clean and the maintenance and opera ons director is on site from 6 a.m. ll 3 p.m. The evening custodian comes on at 3:00 pm and leaves at 11:30 p.m. Recently, restroom facili- es have been upgraded to include new faucets and self-fl ushing toilets. The en re roof was redone,

and our parking lots were resurfaced and engineered for proper drainage. All classrooms have good industrial grade carpe ng. Student desks and furniture has been replaced to ensure student safety.

Con nued on sidebar

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2012-13 School Year

Textbooks and Instructional Materials

Currently, all textbooks are new and up-to-date. Textbooks are aligned with State standards and ap-proved by our Board of Trustees as mee ng all criteria as delineated for the core curriculum by the State Board of Educa on.

Subject area teachers research new textbooks for their par cular area of study. They then recom-mend their choice to the Superintendent for approval by the Board of Trustees.

Teachers are well-versed on current standards and have developed individual planning instruments for introducing, teaching and re-teaching new standards and concepts to students. There is much a en on given to student’s prior knowledge for blending and expanding new standards and con-cepts.

Textbooks and curriculum are rou nely evaluated for relevance and alignment with State standards and current best prac ces. We are an cipa ng changes for the Common Core Standards and will resume textbook upda ng in 13/14.

Health is currently imbedded within our physical educa on program. Research and evalua on of State-aligned health textbooks and curriculum has been completed to provide students with current health curriculum and materials.

Each student, including English learners, have access to current Standards-based textbooks and other instruc onal materials for all core subjects, for use in the classroom and at home. This year we con nue to off er art classes.

Textbooks and Instructional Materials List

Subject Textbook Adopted

English-Language Arts English, Holt (Grades 9-12) 2003

Mathema cs Pre-Algebra 2004

Mathema cs Algebra I 2010

Mathema cs Algebra II 2004

Mathema cs Geometry 2004

Science Physics 2006

Science Earth Science 2005

Science Chemistry 2005

History-Social Science World History 2002

History-Social Science American Government 2004

History-Social Science U.S. History 2004

History-Social Science Geography 2005

History-Social Science Economics 2004

Spanish University of Kansas-Online 2012

Culinary Arts Culinary Arts, Pren ce-Hall 2007

French Apex Learning-Online 2012

Availability of Textbooks and Instructional Materials

The following lists the percentage of pupils who lack their own assigned textbooks and instruc onal materials.

Percentage of Students Lacking

Materials by Subject

2012-13 School Year

Reading/Language Arts 0%

Mathema cs 0%

Science 0%

History-Social Science 0%

Visual and Performing Arts 0%

Foreign Language 0%

Health 0%

Science Laboratory Equipment 0%

Quality of Textbooks

The following table outlines the criteria required for choosing textbooks and instruc onal materials.

Quality of Textbooks

2012-13 School Year

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing board approved list?

Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Educa on?

Yes

Does every student, including English Learners, have access to their own textbooks and instruc onal materials to use in class and to take home?

Yes2012-13 School YearCurrency of Textbook Data

Data Collec on Date 10/2012

Currency of Textbook Data

This table displays the date when the textbook and instruc onal materials informa on was col-lected and verifi ed.

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Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for sta s cal accuracy or to protect student privacy.

Standardized Testing and Reporting Program

The Standardized Tes ng and Report-ing (STAR) Program aims to iden fy strengths and weaknesses to improve student learning. STAR consists of several key tests that are designed for the student’s age and individual needs. These tests include: the California Standards Test (CST), California Modi-fi ed Assessment (CMA), and California Alternate Performance Assessment (CAPA).

The CSTs are mul ple choice tests in English-language arts, mathema cs, science, and history-social science for varying grade levels. Some grade levels also par cipate in an essay wri ng test. The CSTs are used to determine students’ achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject.

The CMA is a modifi ed assessment for students with disabili es who have an individualized educa on program (IEP). It is designed to assess those students whose disabili es prevent them from achieving grade-level profi ciency on an assessment of the content standards with or without accommoda ons.

The CAPA is an alternate assessment for students with signifi cant cogni ve disabili es who are unable to take the CST with accommoda ons or modifi ca- ons or the CMA with accommoda- ons.

For more informa on on the STAR program including tests, par cipa on, groups, and scores by grade level, please visit h p://star.cde.ca.gov/.

Three-Year Data Comparison

STAR Results for All Students

The Standardized Tes ng and Repor ng (STAR) results are evaluated and compared to state stan-dards using the following fi ve performance levels: Advanced (exceeds state standards); Profi cient(meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Profi cient or Advanced level meet state standards in that content area. The tables show the percentage of stu-dents that scored at Profi cient or Advanced levels in English-language arts, mathema cs, science, and history-social science.

Please note scores are not shown when the number of students tested is 10 or less, either because the number of students tested is too small for sta s cal accuracy or to protect student privacy. Therefore, no data is available for Dunsmuir Community Day School.

Students Scoring at Profi cient or Advanced Levels

Dunsmuir CDS Dunsmuir JUHSD California

Subject 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12

English-Language Arts 35% 46% 36% 52% 54% 56%

Mathema cs 6% 3% 3% 48% 50% 51%

Science 55% 44% 27% 54% 57% 60%

History-Social Science 25% 22% 20% 44% 48% 49%

“The entire DJUHSD staff is involved with all students and their well-being.”

2012-13 School Year

Federal Intervention Program

Districts and schools receiving Title I funding that fail to meet AYP over two consecu ve years in the same content area (English-language arts or mathema cs) or on the same indicator (API or gradua- on rate) can enter into Program Improvement (PI). Each addi onal year that the district or schools

do not meet AYP results in advancement to the next level of interven on. This table displays the 2012-13 Program Improvement status for the school and district. For more informa on, please visit www.cde.ca.gov/ta/ac/ay/.

Federal Intervention Program

Dunsmuir CDS Dunsmuir JUHSD

Program Improvement Status Not In PI Not In PI

First Year of Program Improvement

Year in Program Improvement

Number of Schools Iden fi ed for Program Improvement 1

Percent of Schools Iden fi ed for Program Improvement 100.00%

Not applicable.

Public Internet Access

Internet access is available at public libraries and other loca ons that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public loca ons is generally pro-vided on a fi rst-come, fi rst-served basis. Other use restric ons include the hours of opera on, the length of me that a worksta on may be used (depending on availability), the types of so ware programs available at a worksta on, and the ability to print documents.

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Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score refl ects the school, district or a student group’s performance level, based on the results of statewide test-ing. The state has set an API score of 800 as the statewide target.

The annual API repor ng cycle consists of the Base and Growth API. The Base API data is released one year a er tes ng occurs (i.e. The 2011 Base is calculated from results of statewide tes ng in spring 2011, but is not released un l May 2012). Growth API, released following the Base API, calcu-lates test results taken from the most recent school year (i.e. The Growth API is calculated from results of statewide tes ng in spring 2011 and released in August 2011). Therefore, for the 2011-2012 API repor ng cycle, the 2011 Base indicator and 2012 Growth indicator are used.

Schools are ranked in ten categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A “similar schools API rank” refl ects how a school compares to 100 sta s cally matched similar schools.

Scores are not shown when the num-ber of students tested is 10 or less, either because the number of students tested is too small for sta s cal ac-curacy or to protect student privacy. Therefore, no data is available for the schools. To learn more about API, please visit the API informa on guide at www.cde.ca.gov/ta/ac/ap/docu-ments/infoguide11.pdf and the API overview guide at www.cde.ca.gov/ta/ac/ay/documents/overview11.pdf.

API Growth by Student Group

This table displays, by student group, the 2012 Growth API at the district and state level.

2012 Growth APIAPI Growth by Student Group

Group

2012 Growth API

Dusnmuir UHSD CaliforniaNumber

of StudentsGrowth

APINumber

of StudentsGrowth

API

All Students 59 618 4,664,264 788

Black or African American 1 313,201 710

American Indian or Alaska Na ve 0 31,606 742

Asian 0 404,670 905

Filipino 1 124,824 869

Hispanic or La no 8 2,425,230 740

Na ve Hawaiian or Pacifi c Islander 1 26,563 775

White 47 623 1,221,860 853

Two or More Races 0 88,428 849

Socioeconomically Disadvantaged 33 574 2,779,680 737

English Learners 0 1,530,297 716

Students with Disabili es 6 530,935 607

Types of Services Funded

Dunsmuir Joint Union High School District par cipates in a variety of Federal and State special fund-ing programs. We par cipate as both a schoolwide and a school-based coordinated program school.

Through Title I, students needing extended help for reading and wri ng are provided with a Title I Reading teacher and aide. Through Title IIA, Teacher Quality, we have designed an intensive survey of English/Language Arts class for our ninth graders. The emphasis is placed on evalua on of skills and prescrip on for remedia on or advancement.

Title IID and Title IV funding sources have been fl exed to Title IVB for purposes of suppor ng our Career and Academic Transi on Services (CATS) program. The CATS Center is the fi rst place new students and their parents come to when they arrive. All academic services are highly individualized and students begin an academic plan based on post-secondary goals.

Each year CATS personnel meet individually with all students to revise or update their Personal Educa on Plan (PEP) and set up the next steps for class scheduling goals, aligned with their ac-complishments. Through CATS, all students receive up-to-the-minute informa on for scholarships, career op ons, college informa on, FAFSA informa on and assistance in fi lling out the forms, and may request tutoring services for all subjects taught.

All tes ng services are provided and coordinated through CATS. Off -campus resources assist for SAT coaching, leadership camps, college tours, guest speakers, and other special programs that arise throughout the school year.

With funding for Gi ed and Talented Educa on (GATE) we have been blessed with the ability to provide some varied and unique opportuni es for our students.

API Testing

Assessment data is reported only for numerically signifi cant groups. To be considered numerically signifi cant for the API, the group must have either: (1) at least 50 students with valid STAR Program scores who make up at least 15% of the total valid STAR Program scores, or (2) at least 100 students with valid STAR Program scores.

Data are reported only for numerically signifi cant groups.

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Class Size

Due to low enrollment, no three-year data for average class size is shown.

Enrollment and Demographics

Due to low enrollment, no student enrollment by group data is shown.

California Physical Fitness Test

Each spring, all students in grades 5, 7, and 9 are required to par cipate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Educa on. PFT measures six key fi tness areas:

1. Aerobic Capacity 2. Body Composi on3. Flexibility4. Abdominal Strength

and Endurance5. Upper Body Strength

and Endurance6. Trunk Extensor Strength

and Flexibility

Encouraging and assis ng students in establishing lifelong habits of regular physical ac vity is the primary goal of the Fitnessgram®. To protect student privacy, scores are not shown when the number of students tested is 10 or less. Therefore, no data is available for Dunsmuir Community Day School. For more detailed informa on on the California PFT, visit www.cde.ca.gov/ta/tg/pf/.

School Safety

Dunsmuir Community Day School provides a safe, clean environment for students, staff , and vol-unteers. Safety of students and staff is a primary concern of Dunsmuir Community Day School. The school is in compliance with laws, rules, and regula ons pertaining to hazardous materials and State earthquake standards. The school’s Disaster Preparedness Plan includes steps for ensuring student and staff safety during a disaster. Fire drills are conducted on a regular basis throughout the school year.

The School Safety Plan was last reviewed, updated, and discussed with the school faculty in August 2012.

“Dunsmuir Joint Union High School District enhances individual learning through responsible, participatory, respectful

and interactive educational practices.”

Suspensions and Expulsions

This table shows the rate of suspen-sions and expulsions (the total number of incidents divided by the school’s total enrollment) for the most recent three-year period.


Suspensions and Expulsions

Suspension and Expulsion Rates


09-10 10-11 11-12 09-10 10-11 11-12

Suspension Rate 7.000 0.059 0.521 0.645 0.313

Expulsion Rate 0.000 0.000 0.000 0.000 0.012

To protect student privacy, data is not shown when the number of students tested.

2011-12 School Year

Adequate Yearly Progress

The No Child Le Behind (NCLB) Act requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in these four target areas:

1. Par cipa on rate on statewide assessments in English-language arts and mathema cs2. Percentage of students scoring profi cient on statewide assessments in English-language arts

and mathema cs3. API scores4. Gradua on rate for high schools

The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for 2011-12. For more informa on, visit www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Criteria


Met Overall AYP No

AYP Criteria English-Language Arts Mathema cs English-

Language Arts Mathema cs

Par cipa on Rate Yes Yes

Percent Profi cient No No

API No

Gradua on Rate

The district is not required to meet the gradua on rate criteria for AYP because there were fewer than 50 students in the gradua on denominator (graduates plus dropouts).

Informa on not available.

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“Parents are welcome at Dunsmuir Community Day School and encouraged to visit.”

Gradua ng Class of 2012

Completion of High School Graduation Requirements

This table shows the percentage of students (who began the 2011-12 school year in the 12th grade) who met all local gradua on requirements for receiving a high school diploma including having passed both the English-language arts and mathema cs por ons of the CAHSEE or received a local waiver or state exemp on. Please note state results are not available. For more informa on, please visit www.cde.ca.gov/ta/tg/hs.

Completion of High School Graduation Requirements

Group Dunsmuir CDS Dunsmuir JUHSD

All Students 100.0%

Black or African American

American Indian or Alaska Na ve

Asian

Filipino

Hispanic or La no

Na ve Hawaiian or Pacifi c Islander

White 91.7%

Two or More Races

Socioeconomically Disadvantaged 94.1%

English Learners

Students with Disabili es

Advanced Placement Courses

No informa on is available for Dun-smuir Community Day School regard-ing advanced placement (AP) courses off ered.

“The mission of Dunsmuir Community

Day School is to provide a coordinated, comprehensive, and innovative approach

to empower at-risk youth to attain their individual

academic and behavioral objectives so they may

reach their highest potential: personally,

academically, vocationally and

socially.”


Graduates and Dropouts

This table displays the gradua on and dropout rates for the most recent three-year period for which data is available. Please note, a new method for calcula ng gradua on and dropout rates was imple-mented star ng with the class of 2010. The new rates should not be compared to data from pre-vious years. For more informa on, please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf.

Graduation and Dropout Rates

Gradua on Rate Dropout Rate

08-09 09-10 10-11 08-09 09-10 10-11

Dunsmuir CDS

Dunsmuir JUHSD 95.24% 89.29% 4.80% 7.10%

California 74.72% 76.26% 16.6% 14.4%


The 2008-09 gradua on and dropout rates are not displayed because they are based on a diff erent method of calcula on and cannot be compared to the data using the new cohort calcula on method.

Informa on not available.

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California High School Exit Exam Results

The table displays the percentage of students scoring at Profi cient or Advanced levels for the most recent three-year period. Note: The score a student must achieve to be considered Profi cient is dif-ferent than the passing score for gradua on requirement. Scores are not shown when the number of students tested is 10 or less, either because the number of students tested is too small for sta s -cal accuracy or to protect student privacy. Therefore, no data is available for Dunsmuir Community Day School.

Students Scoring at Profi cient or Advanced Levels

English-Language Arts Mathema cs

09-10 10-11 11-12 09-10 10-11 11-12

Dunsmuir CDS

Dunsmuir JUHSD 32% 54% 20% 36% 52% 30%

California 54% 59% 56% 54% 56% 58%

2011-12 School Year

District CAHSEE Results: English-Language Arts and Mathematics

This table displays the percentage of students, by subject, achieving at each performance level in English-language arts and mathema cs for the most recent tes ng period for the district. School scores are not shown when the number of students tested is 10 or less, either because the number of students tested is too small for sta s cal accuracy or to protect student privacy. Therefore, only district scores are displayed.

Students Achieving at Each Performance Levels

All Students in the District

Not Profi cient Profi cient Advanced

English-Language Arts 80% 10% 10%

Mathema cs 70% 22% 9%

Admission Requirements for California’s Public Universities

University of California: Admission requirements for the University of California (UC) follow guide-lines 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 specifi ed 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 Informa on Web page at www.universityofcalifornia.edu/admissions. (Outside source)

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

• Specifi c high school courses• Grades in specifi ed courses and test scores• Gradua on from high school

Some campuses have higher standards for par cular 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, applica on, and fee informa on see the CSU Web page at www.calstate.edu/admission/admission.shtml. (Outside source)

Course Enrollment for UC/CSU Admission

No data is available regarding course enrollment for University of California (UC) and/or California State University (CSU) admission. For more informa on, visit h p://dq.cde.ca.gov/dataquest/.

Professional Development

Dunsmuir High School believes that an eff ec ve teaching staff is one in which each teacher is a lifelong learner. Dun-smuir High School also believes that teachers need to drive the choices of professional development opportuni- es each school year. To that end, Dun-

smuir High School dedicates one full day of professional development prior to the beginning of school in August. In addi on, ten collabora on days are sprinkled throughout the school year. These days provide an opportunity for ongoing professional development as well as me for specifi c trainings. School is let out 90 minutes early on collabora on days. The staff then dedi-cates 90 minutes to mee ng the goal of the day.

Professional development topics are generated by the teachers themselves, or in some cases, by the administra- on in response to a mandate from

the State or Federal government or perceived need. Due to our small size, Dunsmuir High School can respond quickly to professional development needs. Also, a small staff makes it possible to take note of staff progress in an area of training and the need for follow-up.

In addi on to these days, teachers are encouraged to a end trainings outside of Dunsmuir High School. The Siskiyou County Offi ce of Educa on off ers a wide variety of trainings that are of-fered at a very reasonable cost to the District.

Teachers are encouraged to par cipate in professional development opportu-ni es such as the History-Social Science Consor um and the Northern Califor-nia Wri ng Project.

When a teacher a ends a professional development opportunity, the District pays for all related costs. Transporta- on, room, meals, and registra on

costs are all borne by the District. A teacher is responsible for all expenses if they choose to earn units towards advancement on the salary scale.

For the previous three school years, we had one day each year dedicated to staff and professional development.

2011

-12

SAR

C20

1112

SAR


Career Technical Education Programs

It is an annual objec ve of Dunsmuir Community Day School that students recognize the impor-tance of applying informa on, skills, and subject learning to work situa ons. Integrated into aca-demic subjects are skills that prepare students to think conceptually, communicate eff ec vely, be-have ethically, and apply learning in real-world contexts. Instruc onal strategies, curriculum, and coordinated prac ce of self-control and life applica on skills foster development of adult ap tudes in cri cal thinking, problem solving, and leadership.

Students a ending Dunsmuir Community Day School are exposed to workforce competencies on a daily basis. A endance and punctuality are given high priority in the CDS program. Students are re-quired to a end school daily and be on me. Students must telephone—before the start of school—when they will be absent or tardy. There are many opportuni es for character educa on throughout the day. CDS is a self-contained program, which off ers ample opportunity to prac ce learned skills.

To be successful entering the workforce, young people must have the ability to exercise self-control, make appropriate choices, recognize and respect authority, behave in a friendly and polite man-ner, communicate eff ec vely, and put forth their best eff ort. These competencies are introduced, discussed, and prac ced.

Dunsmuir Community Day School students are included in services provided by the Career and Aca-demic Transi on Services (CATS) Center at Dunsmuir High School. Several mes during the school year, fi eld trips to area community colleges, voca onal schools, and technical programs are off ered. Students are eligible to par cipate in ROP and Job Corp as well. Some of the career technical educa- on courses conducted by ROP include:

• Administra on of Jus ce• Ag Mechanics• Automo ve Technology• Banking and Financial Occupa ons• Building Trades• Cabinetmaking• Computer Aided Dra ing• Computer Technology• Careers with Children• Animal and Veterinary Careers• Cosmetology• Computerized Accoun ng• Environmental Landscaping• Equipment Opera on & Maintenance• Firefi gh ng• Public Safety• Hospitality & Tourism

• Marke ng• Internet Working• Dental Assis ng• Pa ent Care Tech (Medical)• Medical: Cer fi ed Nurse Assistant• Metal Fabrica on & Welding• Offi ce: Applied Communica ons• Offi ce Technology• Ornamental Hor culture• Photography• Photography• Private Security Careers• Property Maintenance• Restaurant Prac ces• Telecommunica ons• Web Publishing

The District’s primary representa ve for career technical educa on would not be just one person, but rather a collabora ve eff ort made by staff . The Dunsmuir High School CATS program provides up-to-the-minute informa on for scholarships, career op ons, college informa on, and educa onal funding.

Outcomes of the programs and classes off ered are evaluated by par cipa on in group ac vi es and projects, comple on of assigned tasks, demonstra on of learned skills, and self-assessment. Of course, tes ng is used.

2011-12 Par cipa on

Career Technical Education Participation

This table displays informa on about par cipa on in the school’s Career Technical Educa on (CTE) programs.

Career Technical Education Data

Dunsmuir CDS

Number of Pupils Par cipa ng in CTE 0

Percentage of Pupils Who Completed a CTE Program and Earned a High School Diploma 0%

Percentage of CTE Courses that are Sequenced or Ar culated Between a School and Ins tu ons of Postsecondary Educa on 0%

“To be successful entering the workforce,

young people must have the ability

to exercise self-control, make appropriate choices,

recognize and respect authority,

behave in a friendly and polite manner,

communicate effectively, and put forth

their best effort.”

2011

-12

SAR

C20

1112

SAR



Teacher Qualifi cations

This table shows informa on about teacher creden als and teacher qualifi ca ons. More informa- on can be found by visi ng h p://data1.cde.ca.gov/dataquest/.

Teacher Credential Information

Dunsmuir JUHSD Dunsmuir CDS

Teachers 11-12 09-10 10-11 11-12

With Full Creden al 11 1 1 1

Without Full Creden al 0 0 0 0

Teaching Outside Subject Area of Competence 0 1 0


Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authoriza on) and the number of vacant teacher posi ons (not fi lled by a single designated teacher assigned to teach the en re course at the beginning of the school year or semester). Please note: To-tal teacher misassignments includes the number of misassignments of teachers of English Learners.

Teacher Misassignments and Vacant Teacher Positions

Dunsmuir CDS

Teachers 10-11 11-12 12-13

Teacher Misassignments of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Posi ons 0 0 0

2011-12 School Year

No Child Left Behind Compliant Teachers

NCLB requires that all teachers of core academic subject areas be “highly qualifi ed.” In general, for a teacher to be considered highly qualifi ed, they must have a bachelor’s degree, an appropriate California teaching creden al, and have demonstrated competence for each core subject he or she teaches. The table displays data regarding NCLB compliant teachers from the 2011-12 school year. For more informa on on teacher qualifi ca ons related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

No Child Left Behind Compliant Teachers

Percent of Classes in Core Academic Subjects

Taught by NCLB Compliant Teachers

Taught by Non-NCLB Compliant Teachers

Dunsmuir CDS 100% 0%

All Schools in District 82.61% 17.39%

High-Poverty Schools in District

Low-Poverty Schools in District 82.61% 17.39%

Not applicable.

On Call.

As needed.

NCLB Note

High-poverty schools are defi ned as those schools with student par cipa- on of approximately 40% or more

in the free and reduced priced meals program. Low-poverty schools are those with student par cipa on of ap-proximately 25% or less in the free and reduced priced meals program.

Academic Counselors and School Support Staff

This table displays informa on about academic counselors and support staff at the school and their full- me equiva-lent (FTE).

Academic Counselors

and School Support Staff Data

2011-12 School Year

Academic Counselors

FTE of Academic Counselors 0.02

Ra o of Students Per Academic Counselor 1:1

Support Staff FTE

Social/Behavioral or Career Development Counselors 0.02

Library Media Teacher (Librarian) 0.00

Library Media Services Staff (Paraprofessional) 0.00

Psychologist 0.01

Social Worker 0.00

Nurse 0.01

Speech/Language/Hearing Specialist

Resource Specialist (non-teaching) 0.50

2011

-12

SAR

C20

1112

SAR


Data for this year’s SARC was provided by the California Department of Educa on (CDE), school and district offi ces. For addi onal informa on on California schools and districts, please visit DataQuest at h p://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffi ng, and data regarding English Learners. Addi onally, Ed-Data in partnership with the CDE, provides extensive fi nancial, demographic, and performance informa on about California’s public kindergarten through grade twelve school districts and schools. More informa on can be found at www.ed-data.k12.ca.us/Pages/Home.aspx. Per Educa on Code Sec on 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.All data accurate as of November 29, 2012.

School Financial Data

The following table displays the school’s average teacher salary and a breakdown of the school’s expendi-tures per pupil from unrestricted and restricted sources.

School Financial Data

2010-11 Fiscal Year

Total ExpendituresPer Pupil $35,191

Expenditures Per Pupil From Restricted Sources $28,368

Expenditures Per Pupil From Unrestricted Sources $6,822

Annual Average Teacher Salary $37,328

Financial Data

The fi nancial data displayed in the SARC is from the 2010-11 fi scal year. The most current fi scal infor-ma on available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For more detailed fi nancial informa on, please visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.

2010-11 Fiscal Year

District Financial Data

This table displays district teacher and administra ve salary informa on and compares the fi gures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefi ts.

District Salary Data

Dunsmuir JUHSD Similar Sized District

Beginning Teacher Salary $36,428 $40,582

Mid-Range Teacher Salary $49,605 $58,876

Highest Teacher Salary $53,043 $77,129

Average Principal Salary $103,206

Superintendent Salary $105,446 $134,165

Teacher Salaries — Percent of Budget 20% 30%

Administra ve Salaries — Percent of Budget 5% 6%

2010-11 Fiscal Year

Financial Data Comparison

The following table displays the school’s per pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

Financial Data Comparison

Expenditures Per Pupil From

Unrestricted Sources

AnnualAverage Teacher

Salary

Dunsmuir CDS $6,822 $37,328

Dunsmuir JUHSD $9,469 $62,010

California $5,455 $62,010

School and District — Percent Diff erence -38.8% -66.1%

School and California — Percent Diff erence +20.0% -66.1%

The Principal and Superintendent are combined as one posi on.

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