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Westmont High School 2013-14 School Accountability Report Card

Reported for School Year 2013-14

Published During 2014-15

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each

year. The SARC contains information about the condition and performance of each California public school. Under the Local

Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan

(LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state

and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.

For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at

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

View this SARC online at the school and/or LEA Web sites.

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

For additional information about the school, parents and community members should contact the school principal or the

district office.

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Westmont High 2013-14 School Accountability Report Card

About This School

District Contact Information – Most Recent Year

District Name Campbell Union High School District

Street Address 3235 Union Avenue

City, State, Zip San Jose, CA 95124

Phone Number 408-371-0960

Superintendent Patrick K. Gaffney

E-mail Address pgaffney@cuhsd.org

Web Site www.cuhsd.org

School Contact Information – Most Recent Year

School Name Westmont High School

Street Address 4805 Westmont Avenue

City, State, Zip Campbell, CA 95008

Phone Number 408-626-3406

Principal Abra Evanoff

E-mail Address aevanoff@cuhsd.org

Web Site www.westmont.cuhsd.org

County-District-School (CDS) Code 43-69401-4338505

School Description and Mission Statement (Most Recent Year 2013-14)

Westmont High School, founded in 1964, is a four-year, comprehensive public high school with an enrollment of approximately 1600 students. It is one of six schools, five comprehensive and one alternative that comprise the Campbell Union High School District. Westmont is recognized as a California Distinguished School and a National Blue Ribbon School.

Located in the Santa Clara Valley in a residential area on the western boundaries of San Jose and Campbell, our student population is drawn from families living in San Jose, Campbell, Los Gatos, Saratoga, and Monte Sereno. Employment is primarily based in the professional, high-tech, and service industries of the Silicon Valley and family incomes range from lower to upper-middle levels. Westmont has a rigorous and relevant curriculum available to all students. Our Advanced Placement program has two or more AP courses in every core area. Unique in CUHSD, Westmont has courses in AP Computer Science, AP Environmental Science, and AP Studio Art. Other programs that set Westmont apart are its Agricultural Science pathway, the only one of its kind left in the Silicon Valley, and the most robust Engineering Pathway in CUHSD. A well-rounded curriculum, Westmont also houses a 4 year Drama program leading to Honors Thespian Society senior year. A robust activity program complements our curriculum. Clubs such as US FIRST Robotics, Speech and Debate, Math Contests, and CSF are some examples of extracurricular activities that capture student interest and further critical thinking and leadership skills.

Our graduates continue on to post-secondary pathways ranging from our local community colleges and workplaces to the most prestigious and competitive schools in the United States. Exit surveys inform us that approximately 30% of graduates go straight to 4-year universities, 60% go to 2-year colleges and 10% go into the workforce.

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Westmont is probably the most ethnically diverse campus in our district. We have a full service English Language Development program that serves new immigrants as well as our local community with acquiring academic levels of English. This diversity provides an opportunity for students to learn more about the world, and many of our English Leaners achieve the highest academic honors in their classes, and as valedictorians at graduation.

Approximately 22% of our student body participates in our Free or Reduced Lunch Program.

Recent achievements on CAHSEE proficiency, and Advanced Placement statistics are just some of the indicators that our efforts are paying off for students.

MISSION STATEMENT

Westmont High School’s community ensures all students succeed in a rigorous and engaging academic program leading to post-secondary success.

WESTMONT’S LEARNING GOALS

Personal development, demonstrated through ethical behavior, personal responsibility, respect for others.

Effective communication skills, demonstrated through written, oral, and visual presentations.

Critical thinking, demonstrated through solving problems and making decisions by analyzing relevant information.

Our mission is clear. We are here to prepare students for further success in college and careers. We have a wide array of career elective courses including computer courses, applied and fine arts, and engineering. Junior and Senior level students may take their afternoon program in a specific industry cluster at the Silicon Valley Career Technical Education (SVCTE). We believe all students should receive college-readiness information and challenge themselves with college-prep and/or college-level courses in high school. For college readiness, we are promoting a Naviance personal online account for all of our students and their parents. We continue to build our on-site College and Career Center (CCC), staffed with our parent volunteers, so that we can bring university representatives to connect with our students. The CCC, in partnership with our guidance counselors, puts on many parent and student information nights and is accessible to all students at lunchtime in the library.

Westmont has a vision for all students to achieve the school wide learning goals. The way we ensure this for all students is through grade level projects. Westmont assesses all sophomores on the Learning Goals through a Sophomore Historical Analysis Research Project (SHARP). Westmont’s Learning Goals are also assessed throughout our curricular program, to different degrees, by whole departments and/or by teachers within departments. Specially Academic Instruction (SAI or Special Education) students not in general education classes and English Learners in ELD and SDAIE classes do modified school-wide projects depending on their courses and course level.

Westmont’s students, in order of magnitude, include Caucasian, Hispanic/Latino, Asian, African American, Filipino, and Indian or Pacific Islander students.

Westmont has a full, 4 year English Language Development department, which serves the English needs of new immigrants from all over the world, as well as local students who are described as “long-time English learners”, still acquiring grade-level English skills in speaking, listening, reading and writing.

Westmont maintains a highly-qualified faculty and staff. All teachers and administrators are credentialed in their field. Every year, a number of teachers and staff achieve recognitions and advanced levels of certifications and degrees in their fields. We enjoy a positive work climate and professional culture, and most visitors comment on the friendly atmosphere and rapport between faculty, administrators, staff, and students.

Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Grade 9 426

Grade 10 409

Grade 11 380

Grade 12 358

Total Enrollment 1,573

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A. Conditions of Learning

Student Enrollment by Student Subgroup (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American 3.6%

American Indian or Alaska Native 0.1%

Asian 12.7%

Filipino 2.0%

Hispanic or Latino 33.4%

Native Hawaiian/Pacific Islander 0.3%

White 39.1%

Two or More Races 8.7%

Socioeconomically Disadvantaged 23.3%

English Learners 10.6%

Students with Disabilities 7.9%

State Priority: Basic

The SARC provides the following information relevant to the Basic State Priority (Priority 1):

Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for pupils they are teaching;

Pupils have access to standards-aligned instructional materials; and

School facilities are maintained in good repair.

Teacher Credentials

Teachers School District

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

With Full Credential 71 67 71 354

Without Full Credential 0 3 1 6

Teaching Outside Subject Area of Competence 0 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2012-13 2013-14 2014-15

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Positions 0 0 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student

group, etc.

Total Teacher Misassignments includes the number of Misassigmnents of Teachers of English Learners.

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Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of Classes

Percent of Classes In Core

Academic Subjects Taught by

Highly Qualified Teachers

Percent of Classes In Core

Academic Subjects Not Taught by

Highly Qualified Teachers

This School 94.87% 5.13%

All Schools in District 95.82% 4.18%

High-Poverty Schools in District 93.07% 6.93%

Low-Poverty Schools in District 96.37% 3.63% Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.

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

Year and month in which data were collected: November 25, 2014

Core Curriculum Area Textbooks and instructional materials / year of adoption

From

most

recent

adoption?

Percent

students

lacking own

assigned

copy

Reading / Language Arts

Holt Literature & Language Arts, 3rd

Course, 4th

Course, 5th

Course &

6th

Course, 2003, Holt / 2002

Holt Handbook 3rd

Course, 2003, Holt

No 0%

Mathematics

Algebra 1: Equations, Graphs & Applications, 2001, McDougal Littell

/ 2001

Geometry: Reasoning, Measuring & Applying, 2001, McDougal Littell /

2001

Algebra 2: Equations, Graphs & Applications, 2004, McDougal / 2001

Calculus 8th

Edition, 2006, Houghton Mifflin

The Practice of Statistics, 2003, Freeman / 2004

No 0%

Science

Conceptual Integrated Science, 2007, Addison Wesley / 2006

Biology, 2006, Pearson, Prentice Hall / 2001

AP Edition Biography, 2005, Pearson/Benjamin

Chemistry, 2007, Prentice Hall / 1998

Chemistry the Central Science, 2006, Prentice Hall 1998

Physics: Principles & Problems, 2005, Glencoe / 1994

College Physics, 2006, Thompson, Brooks/Cole / 1997

No 0%

History – Social Science

World Geography , 2003, McDougal

Modern World History, 2006, McDougal Littell / 2004

The Americans: Reconstruction to the 21st Century, 2006, McDougal

Littell / 2005

American History: A Survey, 2003, McGraw- Hill / 1990

McGruder’s American Government, 2006, Pearson/Prentice Hall / 1988

American Government Continuity & Change, 2004, Pearson-Longman /

2004

Economics: Principles in Action, 2005 Pearson/Prentice Hall / 2001

No 0%

Foreign Language

Allez Viens! Level 1, Level 2, & Level 3, 2000, Holt / 2001

Connaissance Et Reaction, 1994, Heinle / 1999

Avancemos 1, 2, 3 & 4, 2013, Houghton Mifflin

Abriendo Paso Lectura, 2007, Prentice Hall

Abriendo PuertasnI & II, 2007, AMSCO Publications

Nuevas Vistas, 200, Holt

Nuevas Vistas Cuademo de Practicer, 2006, Holt

No 0%

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Core Curriculum Area Textbooks and instructional materials / year of adoption

From

most

recent

adoption?

Percent

students

lacking own

assigned

copy

Visual and Performing

Arts

Art Fundamentals, Theory & Practice, 1968, Brown / 1968

Art Talk, 2005, Blencoe/McGraw Hill / 2005

Living With Art, 1995, McGraw Hill / 1997

Photo Technology, 1977, Am. Tech. Society / 1969

The Photographic Eye, 1995, Davis Publications / 1998

Great Monologues & Scenes for Young Actors, 1994, Smith & Kraus /

2001

The Scenebook for Actors, 1990, Merriwether Publishing / 2001

Preparation & Performance, 1982, Scott Foresman / 1982

Theatre: Art in Action, 1999, National Textbook / 2000

No 0%

Science Laboratory

Equipment (grades 9-12) Replenished annually as appropriate N/A 0%

School Facility Conditions and Planned Improvements - Most Recent Year

All Campbell Union High School District campuses are safe, clean and well-lighted facilities. Built in the middle 1960’s to late 1960’s, these buildings have been evaluated by architects and engineers to be more solidly built and sturdier than new construction. Wisely designed, they have stood the test of time, and learning spaces have remained adaptable to new demands on the educational system. Even specialty learning areas such as science and fine arts have been found to equal the best new designs of today, and require only refurbishment to remain vital. This refurbishment is the focus of modernization projects and of successful 1999 and 2004 bond measures, which include some new buildings and new athletic fields and tracks at each school site. These projects include new floors, electrical wiring, lighting, heating, furniture, audio-visual and performance and demonstration facilities, specialized learning areas and more are in the process of turning our campuses into schools for the 21

st century. Sports facilities, restrooms, and cafeteria facilities have

been regularly updated. A wide area network of multiple gigabit circuits connects all district campuses, where fiber optic cable connects each classroom wing to the Internet, by both direct hard-wire connection and Wi-Fi access.

All areas of all campuses are regularly evaluated for trip-fall, environmental and other safety hazards, a state-of-the-art campus-wide and district wide fire, emergency and communication system is in place, and campuses are cleaned and maintained by custodial staff whose work is regularly evaluated by both school and district supervisors.

School Facility Good Repair Status – Most Recent Year

System Inspected Repair Needed and Action Taken or Planned

Good Fair Poor

Systems: Gas Leaks, Mechanical / HVAC, Sewer Yes Energy Efficiency Projects

Interior: Interior Surfaces Yes

Cleanliness: Overall Cleanliness, Pest / Vermin

Infestation Yes

Electrical: Electrical Yes Energy Efficiency Projects

Restrooms / Fountains: Restrooms, Sinks /

Fountains Yes

Safety: Fore Safety, Hazardous Materials Yes

Structural: Structural Damage, Roofs Yes

External: Playground / School Grounds, Windows/

Doors / Gates / Fences Yes Sports Field Improvements

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Overall Facility Rate – Most Recent Year

Overall Rating Exemplary Good Fair Poor

Yes

B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized

Testing and Reporting Program);

The Academic Performance Index; and

The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University

of California and the California State University, or career technical education sequences or programs of study.

California Assessment of Student Performance and Progress/Standardized Testing and Reporting

Results for all Students in Science – Three –Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced

(meeting or exceeding the state standards)

School District State

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

Science (grade 10) 65% 59% 68% 64% 60% 65% 60% 59% 60% Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMAs), and California Alternate Performance Assessment (CAPA).

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 for statistical accuracy or to protect student privacy.

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California Assessment of Student Performance and Progress Results by Student Group in Science

(School Year 2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 65%

All Students at the School 68%

Male 71%

Female 65%

Black or African American 63%

American Indian or Alaska Native

Asian 85%

Filipino

Hispanic or Latino 44%

Native Hawaiian/Pacific Islander

White 89%

Two or More Races 79%

Socioeconomically Disadvantaged 41%

English Learners 23%

Students with Disabilities 15% Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.

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 for statistical

accuracy or to protect student privacy.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison 2005 2006

Subject

Percent of Students Scoring at Proficient or Advanced

(meeting or exceeding the state standards)

School District State

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 59% 59% 65% 55% 59% 61% 54% 56% 55%

Mathematics 30% 31% 36% 30% 30% 32% 49% 50% 50%

History-Social Science 59% 61% 57% 54% 55% 54% 48% 49% 49% Note: STAR Program was last administered in 2012-13. 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 for statistical accuracy or to protect student privacy.

Academic Performance Index Ranks – Three-Year Comparison

API Rank 2010-11 2011-12 2012-13

Statewide 7 7 7

Similar Schools 1 2 3 Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced.

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Academic Performance Index Growth by Student Group – Three-Year Comparison

Group Actual API Change

2010-11 2011-12 2012-13

All Students at the School 15 6 -12

Black or African American

American Indian or Alaska Native

Asian

Filipino

Hispanic or Latino 21 9 -12

Native Hawaiian/Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged 14 4 -7

English Learners 19 4 -19

Students with Disabilities Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

Career Technical Education Programs (School Year 2013-14)

Westmont has courses articulated with ROP programs in the areas of business, foods, photography, and engineering technology. Teachers from those areas sit on ROP and CTE committees within the district. Westmont has two, exceptional four-year pathway programs. The first is our Agriculture Science pathway of Ag Science, Ag Biology, Ag Mechanics, Veterinary Science and Ag Business/Economics. The second is our Project Lead the Way (PLTW) Engineering Pathway. The courses in this pathway include Introduction to Engineering, Principles of Engineering, Digital Electronics, and Engineering Design and Development. A generous grant from Xilinx has made it possible to train STEM teachers in the PLTW curriculum and instructional practices for these courses.

Career Technical Education Participation (School Year 2013-14)

Measure CTE Program

Participation

Number of the pupils participating in CTE 377

Percent of pupils completing a CTE program and earning a high school diploma 22.28%

Percent of CTE courses sequenced or articulated between the school and institutions of

postsecondary education

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

UC/CSU Course Measure Percent

2013-14 Students Enrolled in courses Required for UC / CSU Admission 77.64%

2012-13 Graduates Who Completed All Courses Required for UC / CSU Admission 39.02%

State Priority: Other Pupil Outcomes

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

Pupil outcomes in the subject areas of English, mathematics, and physical education.

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C. Student Engagement

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison

(if applicable)

Subject

Percent of Students Scoring at Proficient or Advanced

School District State

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

English-Language Arts 72% 68% 71% 70% 66% 52% 56% 57% 56%

Mathematics 74% 70% 76% 69% 68% 54% 58% 60% 62% 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 for statistical accuracy or to protect student privacy.

California High School Exit Examination Grade Ten Results by Student Group – School Year 2013-14

(if applicable)

Group

English-Language Arts Mathematics

Not

Proficient Proficient Advanced

Not

Proficient Proficient Advanced

All Students in the Lea 31% 24% 45% 28% 35% 37%

All Students at the School 29% 24% 47% 24% 35% 41%

Male 30% 25% 45% 22% 35% 43%

Female 27% 24% 49% 26% 36% 39%

Black or African American 42% 21% 37% 22% 44% 33%

American Indian or Alaska Native

Asian 12% 14% 75% 2% 22% 76%

Filipino

Hispanic or Latino 55% 21% 24% 46% 36% 18%

Native Hawaiian/Pacific Islander

White 15% 25% 60% 14% 39% 47%

Two or More Races 4% 50% 46% 14% 45% 41%

Socioeconomically Disadvantaged 59% 19% 22% 46% 32% 22%

English Learners 82% 11% 7% 64% 14% 23%

Students with Disabilities 80% 12% 8% 81% 12% 8% 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 for statistical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2013-14)

Grade Level

Percent of Students Meeting

Four of Six

Fitness Standards

Percent of Students Meeting

Five of Six

Fitness Standards

Percent of Students Meeting

Six of Six

Fitness Standards

9 13.70% 27.50% 43.10% 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 for statistical accuracy or to protect student privacy.

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State Priority: Parental Involvement

The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):

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

Opportunities for Parental Involvement (School Year 2013-14)

Westmont has many opportunities for parent/guardian involvement. Parent/guardians are involved in the following parent support organizations: PTSA, ELAC, School Site Council, Athletic Boosters, Music Boosters, Speech & Debate Parent Boosters, Drama Boosters, FFA Boosters, and our College & Career Center Volunteer Team.

Our College and Career Center (CCC) volunteers help coordinate visits and presentation by college and university representatives each fall. They also teamed up with our Guidance Counselors to enroll all our students in Naviance, the college/career online accounts for students and their families.

Contact Person Contact Phone Number Abra Evanoff, Principal

PTSA, School Site Council, ELAC amotta@cuhsd.org

Laura Saldana, Activities Director ASB, Activities, Clubs lsaldana@cuhsd.org

Brett Petersen, Athletic Director Sports eligibility, Coaches, Athletic Events

bpetersen@cuhsd.org

For Booster organizations, please contact the department chair of the group you wish to represent

(408) 626-3406

State Priority: Pupil Engagement

The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5):

High school dropout rates; and

High school graduation rates.

Dropout Rate and Graduation Rate

Indicator School District State

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Dropout Rate (1-year) 14.50% 6.90% 3.60% 16.10% 6.70% 4.60% 14.70% 13.10% 11.40%

Graduation Rate 83.00% 90.51% 95.57% 79.31% 87.83% 91.42% 77.14% 78.87% 80.44%

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Completion of High School Graduation Requirements – Graduating Class of 2013

Group School District State

All Students 98.50% 88.46% 84.56%

Black or African American 92.31% 92.45% 75.90%

American Indian or Alaska Native 100.0% 100.00% 77.82%

Asian 101.82% 99.08% 92.94%

Filipino 85.71% 88.57% 92.20%

Hispanic or Latino 78.16% 76.06% 80.83%

Native Hawaiian/Pacific Islander 62.50% 84.06%

White 101.20% 93.86% 90.15%

Two or More Races 100.00% 97.52% 89.03%

Socioeconomically Disadvantaged 77.97% 72.13% 82.58%

English Learners 62.50% 57.38% 53.68%

Students with Disabilities 84.85% 72.55% 60.31%

State Priority: School Climate

The SARC provides the following information relevant to the School Climate State Priority (Priority 6):

Pupil suspension rates;

Pupil expulsion rates; and

Other local measures on the sense of safety

Suspensions and Expulsions

Rate School District State

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Suspensions 7.3 6.4 10.3 8.0 4.9 6.2 5.7 5.1 4.4

Expulsions 0.0 0.2 0.6 0.0 0.1 0.6 0.1 0.1 0.1

School Safety Plan – Most Recent Year

All Campbell Union High School District schools have comprehensive safety plans that are updated, approved by the district’s board of trustees and reviewed with school staff on an annual basis. These plans are compliant with federal standards and cover emergency, disaster, and incident procedures for the range of contingencies for which today’s schools must prepare in order to assure the safety of students and staff. School classrooms and workspaces have flipcharts with easy-to-read instructions for each of these contingencies. In addition, security officers are present on campus daily, and our plans have been integrated with police, fire and health services procedures to assure a coordinated response at all times under a revised incident command system structure. With the help of police and emergency services departments, we run yearly drills with students and staff to practice preparedness, interagency communication, and rapid response. School safety plan updates are approved by the Board in March of each year and are reviewed with the staff annually.

School Safety Committees are comprised of staff, students, and community stakeholders, who have responsibility for approving the plan. School administrators and faculty members are responsible for implementing the Safety Plan and ensuring a safe school environment. Teachers are trained in emergency procedures in case of fire, earthquake, lockdown/barricade, and shelter in place. Drills and training are conducted throughout the school year. Crisis intervention

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D. Other SARC Information

and risk assessment training is provided to key administration to support staff and students in time of crisis, and emotional support for aftercare.

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)

AYP Criteria School District

Made AYP Overall No No

Met Participation Rate – English-Language Arts Yes Yes

Met Participation Tate – Mathematics Yes Yes

Met Percent Proficient – English-Language Arts No No

Met Percent Proficient – Mathematics No No

Met Graduation Rate Yes Yes

Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status

First Year of Program Improvement

Year in Program Improvement

Number of Schools Currently in Program Improvement N/A 0

Percent of Schools Currently in Program Improvement N/A 0.0% Note: Cells with N/A values do not require data.

Average Class Size and Class Size Distribution (Secondary)

Subject

Avg.

Class

Size

2011-12

Number of

Classrooms*

Avg.

Class

Size

2012-13

Number of

Classrooms*

Avg.

Class

Size

2013-14

Number of

Classrooms*

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

English 25.9 19 20 23 21 38 31 17 24 25 29 18

Mathematics 28.7 7 12 18 27 11 23 19 25 17 29 12

Science 30.2 6 8 21 27 7 23 15 28 9 19 17

Social Science 30.5 5 7 26 27 12 16 20 27 12 15 20 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 is reported by subject area rather than grade level.

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Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTE*

Assigned to School

Average Number of Students

per Academic Counselor

Academic Counselor 3 525

Counselor (Social/Behavioral or Career Development) 0 N/A

Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 1 N/A Psychologist 2 N/A Social Worker 0 N/A Nurse 0.4 N/A Speech / Language / Hearing Specialist 0.5 N/A Resource Specialist (non-teaching) 0 N/A Other 0 N/A

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

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

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

Level

Total

Expenditures

Per Pupil

Expenditures

Per Pupil

(Supplemental /

Restricted)

Expenditures

Per Pupil

(Basic /

Unrestricted)

Average

Teacher

Salary

School Site $5,850 $1,642 $4,208 $70,127

District N/A N/A $4,453 $70,164

Percent Difference – School Site & District N/A N/A -6% 0%

State N/A N/A $4,690 $72,276

Percent Difference – School Site & State N/A N/A -10% -3% Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2013-14)

The types of services funded include the range of student services necessary to a comprehensive high school, such as teachers, guidance and administrative personnel, aides and other classified personnel, textbooks, instructional equipment, academic support and intervention programs, as well as sports, activities, and other enrichment programs. Additional guidance support for at-risk teens is provided through grants and site fund. These services include EMQ and Almaden Valley Teen & Family Counseling for social-emotional intervention and counseling, Advent Group Ministries for drug and alcohol referrals and support, California Youth Outreach (CYO) provides services to support gang intervention and counseling.

Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average For Districts

In Same Category

Beginning Teacher Salary $41,867 $42,957

Mid-Range Teacher Salary $70,372 $69,613

Highest Teacher Salary $89,131 $89,407

Average Principal Salary (Elementary) N/A

Average Principal Salary (Middle) N/A $120,526

Average Principal Salary (High) $117,260 $129,506

Superintendent Salary $202,249 $207,044

Percent of Budget for Teacher Salaries 36% 37%

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Percent of Budget for Administrative Salaries 6% 5% Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Advanced Placement Courses (School Year 2013-14)

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 2 N/A Mathematics 5 N/A Science 5 N/A Social Science 7 N/A All Courses 24 0.7%

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

* Where there are student course enrollments.

Professional Development – Most Recent Three Years

COLLEGE-PREPARATORY CURRICULUM: As evidenced by our master schedule, Westmont offers a college-prep curriculum to all students. We have added courses that provide career-technical skills to help transition students to the workplace. Almost all of our courses are UC a-g approved, and all of them are accessible to students meeting prerequisites. We have an exciting array of electives for all students. Students with special needs are served by SAI inclusion, ELD and SDAIE core courses, and support classes varying on student demand, budget and class size restrictions, and need. All core subjects have two or more AP capstone courses. In addition to the core areas, Westmont has a variety of 4-year programs including Art, Drama, Agriculture Pathway, and World Languages.

ADVANCED PLACEMENT: Our 5 year school summary from 2010-2014 shows consistent growth in the number of students taking and scoring 3 or higher on AP exams. We continue our positive trend of access, readiness, and success in AP again this year.

Westmont students enjoy a robust selection of AP offerings. We have offered courses not available anywhere else in our district (CUHSD) including AP Computer Science, and AP Calculus BC and AP Environmental Science.

AGRICULTURE PATHWAY: Westmont has a number of courses articulated with ROP programs in the areas of business, foods, and agriculture. Westmont has a four-year Agriculture program of Ag Science, Ag Biology, Ag Mechanics, Veterinary Science, and Ag Business/Economics that prepares students for college and careers in Agri-business fields. Cal Poly and UC Davis are some of the competitive destinations available to Westmont’s Ag Pathway students.

ENGINEERING PATHWAY: With generous financial support for technical training and curriculum materials from Xilinx, Westmont replaced its old engineering courses with Project Lead the Way (PLTW) Engineering courses which lead to the capstone course, where students work together on a project of their choosing, culminating with a full scale presentation of their creations and discoveries at the end of the year.