sarc report for summit public school: rainier accountability report cards...summit public school:...

Summit Public School: Rainier

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 contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2014-15 School Year

Published During 2015-16

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, highschool graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Jesse Roe, Executive DirectorPrincipal, Summit Public School: Rainier

Summit Public School: Rainier1750 South White Rd.San Jose, CA 95127-4760

Phone: 408-831-3104E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/28/2016

About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

District Contact Information - Most Recent Year

District Name East Side Union High

Phone Number (408) 347-5000

Superintendent Chris Funk

E-mail Address [email protected]

Web Site www.esuhsd.org

School Contact Information - Most Recent Year

School Name Summit Public School: Rainier

Street 1750 South White Rd.

City, State, Zip San Jose, Ca, 95127-4760

Phone Number 408-831-3104

Principal Jesse Roe, Execut ive Director

E-mail Address [email protected]

Web Site http://www.summitps.org/

County-District-School (CDS) Code

43694270123745

School Description and Mission Statement - Most Recent YearSchool Description and Mission Statement - Most Recent Year

Summit Public School: Rainier (Rainier) is a public charter high school authorized by the East Side Union High School District . Rainier welcomed its first freshmanclass in 2011, w ith the mission of preparing a diverse student body for college, and to be thoughtful, contribut ing members of society.

Our Mission:

To prepare a diverse student populat ion for success in a 4-year university and to be thoughtful, contribut ing members of society.

Our Core Characterist ics:All students and teachers are expected to embody the six core characterist ics: respect, responsibility, compassion, curiosity, courage, and integrity.

Academic Program:Every student completes a college-prep course of study that is aligned to the Common Core Standards, and prepares all students for AP classes beginning theirjunior year. 100% of Summit graduates meet or exceed UC/CSU entrance requirements; 100% of Summit seniors take the SAT or ACT exam and at least two APexams.

We focus on the four elements that are the foundat ion of college and career success in the 21st century:Cognitive Skills – The deeper learning, crit ical thinking, communicat ion and problem-solving skills needed to succeed in today and tomorrow ’s workforceContent Knowledge – Engaging in learning that is personalized for each student, filling learning gaps and moving students towards competency in all subject-areas.Habits of Success – Empowering students to self-direct their learning and develop the habits that are invaluable for college and life successExpedition – immersing in real-world experiences to discover and explore passions and careers, applying learning in authent ic ways.

Personalized Learning and Mentoring Program:Every Summit student has a Personalized Learning Plan (PLP), where students set learning and personal growth goals, track progress, receive immediate feedbackand are able to access learning resources at any t ime. The PLP is designed to be a dynamic tool where families and teachers alike can offer support and coaching.

Summit students have mentors who individually support them through their goals. Mentors serve as college counselors, coaches, family liaisons and advocates,ensuring their mentees are excelling inside and outside of the classroom every day.

Our Faculty:Our teachers are highly motivated, academically accomplished, innovat ive and creat ive. At Summit, teachers part icipate in 40 days of professional developmenteach year, during which they work together to ensure students are always receiving the highest quality educat ion.

Extracurricular Act ivit ies:Part icipat ion in extra-curricular act ivit ies is essent ial to developing a well-rounded, college and career-ready student. Summit focuses on developing happy, healthystudents who have a well-balanced lifestyle that mixes academic classes w ith personal passions and enjoyable extra-curriculars.

2014-15 SARC - Summit Public School: Rainier

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www.esuhsd.org


http://www.summitps.org/


Teaching and Assessment:Summit uses research-based instruct ional methods and leverages technology in all subjects. Students are immersed in project-based learning and learn contentand skills by developing solut ions to engaging, real-world problems. Instruct ion is rigorous for all students, regardless of previous preparat ion, and curriculum isdifferent iated to provide a personal pathway to success.

Assessment:Summit students demonstrate competency of content knowledge and cognit ive skills compared to state, nat ional, and collegiate standards. Culminat ing projectsare used to assess the college-ready content knowledge and crit ical thinking skills. Letter grades are assigned for coursework and are consistent w ith state andcollege measures. Students take all state standardized exams, Advanced Placement Tests, and the ACT and SAT.


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Student Enrollment by Grade Level (School Year 2014-15)Student Enrollment by Grade Level (School Year 2014-15)

Grade Level Number of Students

Grade 9 55

Grade 10 76

Grade 11 79

Grade 12 59

Total Enrollment 269

Grade 9 Grade 10 Grade 11 Grade 120

10

20

30

40

50

60

70

80

90

Student Enrollment by Student Group (School Year 2014-15)Student Enrollment by Student Group (School Year 2014-15)

Student Group Percent of Total Enrollment

Black or African American 2.6 %

American Indian or Alaska Nat ive 0.4 %

Asian 12.6 %

Filipino 4.1 %

Hispanic or Lat ino 59.5 %

Native Hawaiian or Pacific Islander 0.7 %

White 15.6 %

Two or More Races 4.1 %

Socioeconomically Disadvantaged 50.6 %

English Learners 12.3 %

Students w ith Disabilit ies 6.3 %

Foster Youth 1.5 %

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Foster Youth

2% 12%4%

59%

15%4%

50%

12%6%1%


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2013-14

2014-15

2015-16

2015-16

With Full Credent ial 13 19 21

Without Full Credent ial 0 1 0

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

1 0 0

2013-14 2014-15 2015-160

5

10

15

20

25Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2013-

142014-

152015-

16

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: January 2016

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 94.0% 6.0%

All Schools in District 94.0% 6.0%

High-Poverty Schoolsin District

93.0% 7.0%

Low-Poverty Schoolsin District

98.0% 3.0%

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

Subject Textbooks and Instructional Materials/year of Adoption

From MostRecent

Adoption?

PercentStudentsLacking

OwnAssigned

Copy

Reading/LanguageArts Summit uses a variety of online curricular resources in all subjects.

Summit has a 1:1 technology rat io. Students in our school use Chromebooks to access curriculum. Some of the majoronline curricular resources support ing our academic program are listed below:

Summit 's Personalized Learning Platform - app.mysummitps.orgReading Plus - www.readingplus.com

Curriculet - www.curriculet.comNo Red Ink - Grammar and process writ ing support - www.noredink.com

PBS.org - www.pbs.org/teachers/classroom/9-12/BrainPop - www.brainpop.comSAS Curriculum PathwaysOnline

Purdue OWL Writ ing Exercises Online - grammar/convent ions resourcesPoetry Foundat ion - Poetry terms and poems

Grammar Girl Online - grammar/convent ion resources - grammar.quickanddirtyt ips.comCNN/CBS Story Archive - Reading comprehension - literacynet.org/cnnsf/archives.html

Poetry Out Loud - Poetry terms and poemsMy English Teacher Grammar - www.myenglishteacher.net

Open Yale Courses - College lecture on poet ic meter - oyc.yale.edu/english/engl-310/lecture-3EReadingWorksheets General ELA - www.ereadingworksheets.com

Time4Writ ingGrammar - www.t ime4writ ing.comResearch - www.libraryspot.com

Literary Glossary Literary Terms - www.shmoop.com/literature-glossary/Writ ing Commons - Rhetoric - writ ingcommons.orgMontgomery KYSchool District - Literary Terms -

www.montgomery.kyschools.us/userfiles/1501/Classes/686/sound%20devices%20foundat ion%20lesson.pdfEnglish Club Grammar Terms - www.englishclub.com/grammar/terms.htm

Super Teacher Tools General ELA - www.superteachertools.comWise Geek Literary T erms - www.wisegeek.com/what-is-consonance.htm

Bright Hub Educat ion Literary Terms - www.brighthubeducat ion.comShakespeare Glossary Literary Glossary - www.shakespeareswords.com

No Fear Shakespeare Shakespeare - www.nfs.sparknotes.comTeacher Google site Literary Terms - sites.google.com/site/examplesinpoetry/rhythm-poetry-examples-

definit ionChomp Chomp Grammar - www.chompchomp.com

Folger Shakespeare Library Shakespeare/Drama - www.folger.edu/Content/Teach-and-Learn/Teaching-Resources/

Guide to Grammar & Writ ing - grammar.ccc.commnet.edu/grammar/Jeopardy Labs - jeopardylabs.com

American Literature Books and Short Stories - www.americanliterature.comUPenn Writ ing Center - PoetryPoetry resources (audio, text, etc) -

www.writ ing.upenn.edu/~afilreis/88/home.htmlVocabulary - vocab lists, puzzles, some quizzes - myvocabulary.com

News ELA - different iated art icles based on lexile level - www.newsela.com

Yes 0.0 %

MathematicsSummit uses a variety of online curricular resources in all subjects.

Yes 0.0 %


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Summit 's Personalized Learning Platform - app.mysummitps.orgKhan Academy math videos and exercises - www.khanacademy.org

Virtual Nerd - www.virtualnerd.comHippoCampus - www.hippocampus.org/HippoCampus/

Brightstorm Big Textbook Bank - www.brightstorm.com/textbook/Dan Meyer Three Act Tasks

Kuta Software customizeable worksheets - www.kutasoftware.comwww.screencast.com/users/Ms.Roshan

www.stupidcalculat ions.comRossman/Chance Applets - www.rossmanchance.com/applets/

PBS.org - Online videos and curricular resources - www.pbs.org/teachers/classroom/9-12/Manga High math games - www.mangahigh.com

WTAMU Math Lab website tutorials - www.wtamu.edu/academic/anns/mps/math/mathlab/CK-12 online textbook(s) - www.ck12.org/teacher/

NrichBank’s Secondary Curriculum - nrich.maths.org/8517NrichBank’s Post-16 Curriculum - nrich.maths.org/9088Purple Math online textbook - www.purplemath.com

Regents Prep test prep / online textbook - regentsprep.orgMath Is Fun online textbook w / pract ice problems - www.mathisfun.comNational Library of Virtual Manipulat ives - nlvm.usu.edu/en/nav/vlibrary.html

Illustrat ive Mathematics Bank of good problems - www.illustrat ivemathematics.orgillustrat ions that tutorguy Videos - www.thattutorguy.com/free-sample-videos/

Mathematics Vision Project - www.mathematicsvisionproject.orgGooru - www.gooru.org

Math Goodies - www.mathgoodies.com/standards/alignments/grade7.htmlQuantitat ive Methods in Social Sciences websites - ccnmtl.columbia.edu/projects/qmss/home.html

Steve Mays videos - www.youtube.com/user/maysterchief?feature=watchHadoman Pursues EdD/videos - educat ion-portal.com/academy/subject/mathematics.html

IXL - www.ixl.comInteract ive Mathematics textbook and pract ice problems - www.intmath.com

Kendall Hunt High School Mathematics Resources curriculum materials (worksheets, lesson plans, etc.)Illuminat ions NCTM Interact ives, Lessons, and Weblinks - illuminat ions.nctm.org

The Radix Endeavor Games created by MIT - www.radixendeavor.orgTen Marks Math Problems, Videos, and assessments - www.tenmarks.com

Kendall Hunt HS Math Resources - math.kendallhunt.com/x19356.htmlLearn zillion short lessons - learnzillion.com

Wolfram Problem Generator - www.wolframalpha.com/problem-generator/Mathalicious Lessons aligned w ith Common Core - www.mathalicious.com/lessons/

Balanced Assessment Tasks - balancedassessment.concord.orgMathematics Assessment Project - map.mathshell.org/materials/index.php

PhET Interact ive Simulat ions - phet.colorado.eduWolfram Educat ional Portal - educat ion.wolfram.com

ScienceSummit uses a variety of online curricular resources in all subjects.


Summit 's Personalized Learning Platform - app.mysummitps.orgPract ical Work for Learning (Nuffield Foundat ion)

Ben Canning (teacher connected w ith SPS)Neo K12

Crash CourseBozeman Science

Brain GenieBrightstorm

ck 12Ted-Ed

ChemThinkLearnGenetics

DNA from the BeginningAAAS

Educat ion Portal: ScienceScience Case Studies Database

DNA learning centerHHMI - Biointeract ive

MESAUnderstanding Evolut ion

GooruPearson (Biology)

The Radix EndeavorPhET

Yes 0.0 %


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History-SocialScience Summit uses a variety of online curricular resources in all subjects.


Summit 's Personalized Learning Platform - app.mysummitps.orgFacing History Units and Resource Bank

Stanford History Educat ion Group Assessments and ResourcesPBS.org

Crash Course by John Greene - YouTubeEyewitness to History - http://www.eyewitnesstohistory.com

GooruBig History

Smart HistoryScholast ic

Yes 0.0 %

Foreign LanguageSummit uses a variety of online curricular resources in all subjects.


Summit 's Personalized Learning Platform - app.mysummitps.orgTrent University - Spanish language exercises

Dr. LemonAvenue Language Learning

Study SpanishProyecto Aula LiteraturaProyecto Aula Lengua

Centro Virtual CervantesBBC Spanish

Realidades - Companion sitesAprender Español

Quia123 TeachMe

Spanish.Language&Culture - personal.colby.edu/~bknelson/SLC/index.phpLingueeQuizlet

DuolingoLibrotecaAudiria

Cliff-notes Homework HelpEcuRed

Biblioteca Virtual Miguel de Cervantes

Yes 0.0 %

HealthSummit uses a variety of online curricular resources in all subjects.


Summit 's Personalized Learning Platform - app.mysummitps.orgSex Ed Playlist - t inyurl.com/sj-sex-ed

Yes 0.0 %

Visual andPerforming Arts Summit has an Expedit ions program where all students w ill fulfill their Visual Performing Arts requirements. These

courses have all of the necessary equipment and materials necessary for students to be successful.

Yes 0.0 %

Science LabEqpmt (Grades 9-12)

Biology, Physics, Chemistry and AP Environmental Science each have a variety of equipment for students to doprojects and run experiments. In Biology, the equipment is primarily to grow and measure plants and do DNA analysis.

In Physics, the equipment is primarily sensors to help measure motion and speed. In Chemistry, there is glasswareand chemicals needed to perform react ions. In APES, the equipment is primarily to build ecosystems and observe

trends. All of our science classrooms are outfit ted w ith laboratory equipment that allows students to explore project-based learning, design their own experiments and fulfill advanced placement requirements when necessary.

Yes 0.0 %


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School Facility Good Repair Status - Most Recent YearYear and month in which data were collected: January 2016

Overall Facility Rate - Most Recent YearYear and month in which data were collected: January 2016

School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

Summit Public School: Rainier is located in portable buildings on the campus of Mount Pleasant High School at 1750 S. White Road. Rainier leases the facility fromEast Side Union High School District through Proposit ion 39. The campus includes seventeen classrooms, an office, and a faculty lounge. The Rainier communityhas access to addit ional facilit ies at Mount Pleasant High School, including the theater, gymnasium, auditorium, and fields.

Each classroom is equipped w ith a SMART board and the ent ire building is equipped for w ireless internet. There is a separate student and teacher network. Thebuilding is equipped w ith an alarm system that is armed every evening when faculty leave.

The facilit ies are well maintained and in good condit ion and are adequate for the delivery of the instruct ional program. Rainier contracts direct ly for custodialservices and the facilit ies are cleaned on a daily basis.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

English Language Arts / Literacy (grades 3-8 and 11) 51.0% 59.0% 44.0%

Mathematics (grades 3-8 and 11) 25.0% 38.0% 33.0%


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Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

ELA - Grade 11ELA - Grade 11

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 79 76 96.2% 22.0% 24.0% 30.0% 21.0%

Male 79 41 51.9% 22.0% 34.0% 24.0% 17.0%

Female 79 35 44.3% 23.0% 11.0% 37.0% 26.0%

Black or African American 79 3 3.8% -- -- -- --

American Indian or Alaska Nat ive 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 79 8 10.1% -- -- -- --

Filipino 79 2 2.5% -- -- -- --

Hispanic or Lat ino 79 45 57.0% 29.0% 24.0% 27.0% 18.0%

Native Hawaiian or Pacific Islander 79 2 2.5% -- -- -- --

White 79 11 13.9% 27.0% 9.0% 27.0% 36.0%

Two or More Races 79 5 6.3% -- -- -- --

Socioeconomically Disadvantaged 79 37 46.8% 27.0% 30.0% 30.0% 11.0%

English Learners 79 8 10.1% -- -- -- --

Students w ith Disabilit ies 79 7 8.9% -- -- -- --

Students Receiving MigrantEducat ion Services

79 3 3.8% -- -- -- --

Foster Youth -- -- -- -- -- -- --


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Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

Mathematics - Grade 11Mathematics - Grade 11

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 79 75 94.9% 49.0% 25.0% 16.0% 9.0%

Male 79 40 50.6% 55.0% 18.0% 18.0% 10.0%

Female 79 35 44.3% 43.0% 34.0% 14.0% 9.0%

Black or African American 79 3 3.8% -- -- -- --

American Indian or Alaska Nat ive 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 79 8 10.1% -- -- -- --

Filipino 79 2 2.5% -- -- -- --

Hispanic or Lat ino 79 44 55.7% 61.0% 27.0% 7.0% 5.0%

Native Hawaiian or Pacific Islander 79 2 2.5% -- -- -- --

White 79 11 13.9% 27.0% 27.0% 27.0% 18.0%

Two or More Races 79 5 6.3% -- -- -- --

Socioeconomically Disadvantaged 79 36 45.6% 58.0% 28.0% 11.0% 3.0%

English Learners 79 7 8.9% -- -- -- --

Students w ith Disabilit ies 79 7 8.9% -- -- -- --

Students Receiving MigrantEducat ion Services

79 3 3.8% -- -- -- --

Foster Youth -- -- -- -- -- -- --


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Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests Results by Student Group in Science (School Year 2014-15)

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests for All Students in Science – Three-Year ComparisonCalifornia Standards Tests for All Students in Science – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Science (grades 5, 8, and 10) 72.0% 68.0% 48.0% 52.0% 54.0% 50.0% 59.0% 60.0% 56.0%

Student Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 50.0%

All Students at the School 48.0%

Male 48.0%

Female 48.0%

Black or African American --

American Indian or Alaska Nat ive --

Asian --

Filipino --

Hispanic or Lat ino 29.0%

Native Hawaiian or Pacific Islander --

White --

Two or More Races --

Socioeconomically Disadvantaged 26.0%

English Learners 5.0%

Students w ith Disabilit ies --

Students Receiving Migrant Educat ion Services --

Foster Youth --


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Career Technical Education Programs (School Year 2014-15)Career Technical Education Programs (School Year 2014-15)

Rainier does not current ly offer any Career Technical Educat ion Programs.

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

UC/CSU Course Measure Percent

2014-15 Pupils Enrolled in Courses Required for UC/CSU Admission 100.0%

2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission --


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion


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

Subject

Percent of Students Scoring at Proficient or Advanced


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

English Language Arts 71.0% 64.0% 56.0% 56.0% 50.0% 50.0% 57.0% 56.0% 58.0%

Mathematics 78.0% 59.0% 49.0% 63.0% 56.0% 56.0% 60.0% 62.0% 59.0%

English Language Arts Percent of Students Scoring at Proficient orAdvanced

2012-13 2013-14 2014-150

10

20

30

40

50

60

70

80

Mathematics Percent of Students Scoring at Proficient or Advanced

2012-13 2013-14 2014-150

10

20

30

40

50

60

70

80


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Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (if

applicable)applicable)

Student Group

English Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA 46.0% 21.0% 32.0% 39.0% 32.0% 29.0%

All Students at the School 44.0% 15.0% 40.0% 51.0% 31.0% 18.0%

Male 56.0% 14.0% 31.0% 53.0% 31.0% 17.0%

Female 33.0% 17.0% 50.0% 50.0% 31.0% 19.0%

Black or African American 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

American Indian or Alaska Nat ive 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 60.0% 12.0% 29.0% 65.0% 29.0% 6.0%

Native Hawaiian or Pacific Islander 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

White 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Two or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Socioeconomically Disadvantaged 63.0% 15.0% 22.0% 70.0% 24.0% 7.0%

English Learners 76.0% 10.0% 14.0% 81.0% 10.0% 10.0%

Students w ith Disabilit ies 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Students Receiving Migrant Educat ionServices

0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

California Physical Fitness Test Results (School Year 2014-15)California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

9 5.5% 36.4% 27.3%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

Rainier recognizes that students learn best when parents are involved in their learning and their learning community. Current research indicates thatparental involvement is the single most important ingredient to student success after socioeconomic status. Accordingly, Rainier act ively reaches out toparents to encourage them to be involved in the school in many ways. The Rainier parent organizat ion (PSCG) is responsible for coordinat ing Rainier volunteerneeds and act ivit ies, and recording volunteer part icipat ion. The parent management team strives to match school needs w ith the interests and schedules of eachfamily and values input from the ent ire Rainier community. PSCG is divided into 6 funct ional committees w ith Managers for each group, and leads for eachsubgroup. The committees are as follows: Fundraising, Communicat ions, Events, Athlet ics, Student Recruit ing, and Facilit ies. Some examples of volunteeropportunit ies include:

Driving, chaperoning, or helping to plan the yearly schoolw ide camping trip

Driving, chaperoning, or helping to plan grade level Study Trips

Helping to serve lunch

Doing data entry, office support, mailings, translat ion, & other community outreach

Assist ing w ith Open Houses & other recruit ing events

Helping w ith the college process

Assist ing w ith school clubs and sports

Rainier's website can be found at rainier.summitps.org

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 13.1% 11.4% 11.5%

Graduat ion Rate 0.00 0.00 0.00 80.10 82.00 82.90 78.87 80.44 80.95

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

1.0


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2011-12 2012-13 2013-14-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


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Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Student Group

Graduating Class of 2014


All Students -- 70 84

Black or African American -- 62 76

American Indian or Alaska Nat ive -- 64 78

Asian -- 79 92

Filipino -- 90 96

Hispanic or Lat ino -- 72 81

Native Hawaiian or Pacific Islander -- 59 83

White -- 72 89

Two or More Races -- 74 82

Socioeconomically Disadvantaged -- 69 81

English Learners -- 38 50

Students w ith Disabilit ies -- 43 61

Foster Youth -- -- --


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan - Most Recent Year

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Suspensions 1.4 4.9 4.9 4.2 4.5 3.5 5.1 4.4 3.8

Expulsions 1.9 1.6 0.0 0.1 0.1 0.0 0.1 0.1 0.1

Suspensions

2012-13 2013-14 2014-150.0

1.0

2.0

3.0

4.0

5.0

6.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2012-13 2013-14 2014-150.0

0.5

1.0

1.5

2.0School Expulsions

District Expulsions

State Expulsions

Rainier has worked hard to ensure the School Safety Plan meets or exceeds safety standards. There is a designated team on site to review and monitor thesafety plan periodically. The Plan includes but is not limited to Emergency Safety Drills, building inspect ions and safety training for staff members. All staff andstudents part icipate in training to ensure familiarity w ith emergency procedures. All staff members are cert ified in first aid and CPR.

The School also complies w ith the Educat ion Code requirement that each new employee be fingerprinted for the purpose of obtaining a criminal backgroundcheck as a condit ion of employment. Rainier follows standard health and safety pract ices as required by State and local law.

All visitors to the school are required to sign in and indicate the purpose of their visit . No unauthorized visitors are allowed on the campus. The School pract icesclose communicat ion w ith parents, such as calling home when a student is sick or in the case of a medical emergency to ensure the health and safety of thestudent body.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall Yes No

Met Part icipat ion Rate - English Language Arts Yes Yes

Met Part icipat ion Rate - Mathematics Yes Yes

Met Percent Proficient - English Language Arts N/A N/A

Met Percent Proficient - Mathematics N/A N/A

Met Attendance Rate Yes

Met Graduat ion Rate N/A No

Federal Intervention Program (School Year 2015-16)Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2013-2014 2004-2005

Year in Program Improvement Year 2 Year 3

Number of Schools Current ly in Program Improvement N/A 16

Percent of Schools Current ly in Program Improvement N/A 84.2%


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* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information isreported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2014-15)

Note: Cells w ith N/A values do not require data.

*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2012-13 2013-14 2014-15

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English 25.0 2 6 23.0 5 7 24.0 3 8

Mathematics 51.0 6 23.0 5 7 23.0 4 8

Science 25.0 2 6 23.0 5 7 24.0 3 8

Social Science 25.0 2 6 23.0 6 6 24.0 3 8

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 0.0 0.0

Counselor (Social/Behavioral or Career Development) 0.1 N/A

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.0 N/A

Psychologist 0.1 N/A

Social Worker 0.0 N/A

Nurse 0.0 N/A

Speech/Language/Hearing Specialist 0.1 N/A

Resource Specialist (non-teaching) 1.0 N/A

Other 0.2 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $10256.0 $1068.0 $9187.0 $56482.0

District N/A N/A $0.0 $80860.0

Percent Difference – School Site andDistrict

N/A N/A -- --

State N/A N/A $5348.0 $74908.0

Percent Difference – School Site and State N/A N/A -- --


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2014-15)Types of Services Funded (Fiscal Year 2014-15)

At Summit, we have many different types of programs and services available at the school that support and assist students. Those are:

Office Hours - before or after school, there are about 5 hours where students can come get support from their teachers and peers outside of the regular schoolday. During these office hours, teachers are available to support students in their learning of content, pract ice on skills they haven’t mastered yet, or to get workdone in a quiet and safe place.

Tutoring Bar - during the school day, we also offer t imes where students can get support from their teachers through a structure called the tutoring bar. At thetutoring bar, teachers make themselves available to support students in pract icing their self-directed learning, to learn content of their courses, or to work on skillsthat are important for their projects.

Summit Reads - during the school day, we also offer t imes where students can get support in their reading. There is a dedicated t ime everyday when studentsare required to read, and we use data to decide what level of support students need in their reading. Students who are reading at grade level are simply requiredto read for that t ime. Students reading below grade level use a reading remediat ion program to support them in actually learning the skills necessary to get backto grade level. And students who are far below grade level in their reading have small, teacher-driven reading remediat ion to learn remedial reading skills.

Summit Solves - similarly to Summit Reads, during the school day, we offer t imes where students can get support in their numeracy. This is a dedicated t imeeveryday when students are required to work on math, and we use data to decide what level of suppor students need in their numeracy. Students who are atgrade level w ith their numeracy are simply required to do math problems at their grade level for this t ime. Students who are below grade level are doing math attheir math level, and students who are far below grade level have small, teacher-driven numeracy remediat ion to learn remedial mathematics skills.

Peer tutoring - during the day, as well as after school, we also have t imes where students support other students academically. The peer tutoring club issomething driven by students, and is used w idely by students to get help on content or skills for their courses.

Reading Plus - is a program we use to support students in their reading. It is a program designed to teach students how to improve in their reading, w ithexercises and tests that have proven growth in comprehension, scanning, and reading speed.

Mentor Check ins - every student, every week, has an extended check in w ith their mentor. During this check in, mentors use this as an opportunity to supportstudents in goal-sett ing, making plans, advocat ing for them, and how to improve their learning habits. This is a structured t ime where mentors can get at theroot causes of why students need support.

Data - we also have a dedicated t ime for teachers to look at achievement data and meet in teams to dissect and make plans for students who need support.Every week, there is a t ime for data to be looked at to help students make plans, ident ify students who need more targeted support, and to see which studentsneed to be more challenged.

Teacher and Administrative Salaries (Fiscal Year 2013-14)Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $49,378 $44,363

Mid-Range Teacher Salary $78,040 $71,768

Highest Teacher Salary $100,055 $92,368

Average Principal Salary (Elementary) -- --

Average Principal Salary (Middle) -- $121,276

Average Principal Salary (High) $131,750 $133,673

Superintendent Salary $239,583 $210,998

Percent of Budget for Teacher Salaries 38.0% 36.0%

Percent of Budget for Administrat ive Salaries 4.0% 5.0%


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http://www.cde.ca.gov/ds/fd/cs/


Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

120000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000

150000


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*Where there are student course enrollments.

Note : AP means Advanced Placement.

Professional Development – Most Recent Three Years

Advanced Placement Courses (School Year 2014-15)Advanced Placement Courses (School Year 2014-15)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 5 N/A

Fine and Performing Arts 0 N/A

Foreign Language 1 N/A

Mathematics 3 N/A

Science 2 N/A

Social Science 5 N/A

All Courses 16 4.2%

Rainier believes that it is possible to attract and retain talented teachers by sharing a dynamic vision committed to excellence. As a result , Rainier invests heavily inprofessional development for our staff. Professional development starts w ith every Summit teacher an empowered, self-directed and cont inuous learner who isworking to improve student outcomes every day. We know that providing students w ith high-quality, high-impact teachers is one of the most important factorsin their success.

Every year the faculty works together to look at student achievement data and to reflect on the previous year to determine goals for the next school year. Forexample, recent school goals include creat ing and maintaining a college-bound culture, act ively engaging students in learning, creat ing a sense of belonging andownership, and making progress in our work daily. These goals then inform the work that we do as a faculty and the individual goals of each teacher.

Teachers professionally develop skills and knowledge focused on enabling high-impact act ivit ies w ith every student, every day. We do this through an innovat iveprofessional development program in which:

Every teacher part icipates in 40 days of professional development each year.

Every teacher has access to professional development experiences that are personalized to meet their needs, goal-driven, and supported by high-qualitytools and resources, such as workshops, collaborat ion w ith colleagues, peer observat ion, support from external partners, and individual coaching from siteadministrat ion.

Every teacher’s development is linked to student success.

Every teacher has the opportunity to share best pract ices and collaborate w ith his or her peers to ensure we are always providing students w ith thehighest quality educat ion.

These professional development experiences must ensure that teachers are empowered to drive their own development, growth and improvement.

Every teacher has a block of t ime per day to plan individually or to work w ith other department members for collaborat ive planning. Each week,approximately 3.5 hours of t ime is allotted for staff meeting t ime; this t ime is broken down in to full faculty planning for common goals, visions, andschool w ide concerns, grade level t ime, and t ime for teams and individuals can work towards meeting goals set forth on their personal educator plans (PEPs).


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sarc report for summit public school: rainier accountability report cards...summit public school:...

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