Taft Union High School Security Newsletter

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A Taft Union High School security newsletter which says that the school has a sheriff's deputy as well as two school supervisors. A shooting occurred at the school on January 10th.

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Taft Union High School Elementary School Template
School Accountability Report Card

GRADES 9‐12 701 Seventh Street Ta , CA 93268 Phone: (661) 763-2300 Fax: (661) 763-1445

Dr. Mark Richardson, Superintendent/Principal 2010‐11 School Accountability Report Card Published During the 2011‐12 School Year

Principal’s Message
We are excited about the progress we have made at Ta Union High School. Rigorous classes, coupled with a caring, nurturing atmosphere, ensure that all students have an excellent core academic curriculum in language arts, mathema cs, science, and social science, as well as a full complement of elec ves. The staff has high expecta ons for students and promotes a secure, orderly learning environment. Our school has aligned its curriculum with the California Content Standards, and our teachers’ primary goal is to ensure that all students not only learn these standards, but are also proficient in their knowledge of them. Our core area departments have developed teaching guides, benchmark assessments and benchmark remedia on programs designed to ensure that students learn the State standards. In addi on, the district has implemented gradua on requirements that focus, in part, with student performance on the California Standards Tests. Our Board of Trustees is committed to providing the best education for our students. Through sound financial management and a focus on student achievement, Taft High continues to offer small classes and a well-rounded program that will benefit our students well into the 21st century. Sincerely, Dr. Mark Richardson, Principal

Taft Union High School District

701 7th Street Ta , CA 93268 Phone: (661) 763-2300 Fax: (661) 763-1445 www.ta .k12.ca.us

District’s Mission Statement
Our mission is to provide the community with a comprehensive public high school where all students receive the best possible educa on in a safe and secure environment. This must include responsible use of the human and physical resources of the district and an ongoing assessment of the educa onal programs. These objec ves will be achieved by the combined efforts and input of our staff, students and community which include parents, businesses, industry, and all other levels of educa on. Our educa onal programs will provide a level of academic excellence which will help students in the development of:
 A basic core of knowledge that will enable students to par cipate produc vely as ci zens

In accordance with State and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested par es to stay informed of the school’s progress, test scores and achievements.

and pursue their aspira ons, be that at home, in the workforce, through advanced training, or at colleges and universi es.
 The ability to gather, organize, and analyze informa on and apply it to solving problems and

making decisions.
 The self-discipline to work independently and the confidence to work collabora vely.  The ability to recognize the similari es and differences in individuals and cultures in ways

that are mutually beneficial.
 An adaptability to change by recognizing opportuni es for learning and growth throughout

their lives.

Taft Union High School District Board of Trustees

School Safety
Our comprehensive disaster preparedness plan addresses natural disasters and threats of violence. We revise the plan annually. The School Safety plan was last reviewed and updated in January 2011. Students and all staff prac ce regular onsite evacua on drills. During lunch, Ta High is an open campus, which means that students can leave campus for lunch and return at the end of the lunch period. All visitors must register in the principal’s office. Two campus supervisors and a uniform deputy sheriff (the school resource officer) monitor the campus before, during and a er school. George Harmer, President Tom White, Clerk Ken Anderson Stan Barre Rick Twisselman

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California Physical Fitness Test
Each spring, all students in grades 5, 7, and 9 are required to participate 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 Education. PFT measures six key fitness areas: 1. Aerobic Capacity 2. Body Composi on 3. Flexibility 4. Abdominal Strength and Endurance 5. Upper Body Strength and Endurance 6. Trunk Extensor Strength and Flexibility Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram®. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf/. Percentage of Students Mee ng Fitness Standards Grade 9 Four of Six Standards Five of Six Standards Six of Six Standards 22.6% 21.3% 46.4%
Hispanic or Latino 39%
English-Language Arts Mathematics

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Class Size

08-09

09-10

10-11

The bar graph displays the three-year data for average class size.

23 18 19 17 18 18 18 18 19 20

22 18

Science

History-Social Science

Class Size Distribu on — Number of Classrooms By Size 08‐09 Subject English‐Language Arts Mathema cs Science History‐Social Science 1‐22 41 33 20 21 23‐32 16 9 4 17 33+ 1‐22 34 29 24 20 09‐10 23‐32 16 29 24 20 33+ 1 1‐22 46 32 21 26 10‐11 23‐32 16 8 12 12 33+

Enrollment and Demographics
The total enrollment at the school was 935 students for the 2010-11 school year.*

American Indian or Alaska Native 1% Native Hawaiian or Pacific Islander 1% Filipino 1% Black or African American 1%

Two or More Races 3%

Student Enrollment by Group
Ta Union HS Socioeconomically Disadvantaged English Learners Students with Disabili es 54.7% 19.0% 9.3%
White 54%

* Enrollment data was gathered from DataQuest and is accurate as of May 2011.

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Parental Involvement
We encourage parents to become educational partners through our various advisory committees: School Site Council (SSC), Parent Support Organization (PSO) or District English Learner Advisory Committee (DELAC). The SSC reviews achievement data and budgets, and updates the Single School Plan for Student Achievement each year. DELAC covers a wide variety of topics of interest to parents of English Learners. Assistance for bilingual parents is available in various offices on campus, and all mailings are done in English and Spanish. Parents and students are also involved in Band Boosters and help raise money for special projects. The PSO raises money for scholarships by staffing the snack bars at track meets and football, basketball and baseball games. Teachers and staff connect with parents via a parent portal to our student information system called My Cats and via our website, marquees, email and the local media. The Student Handbook is updated each year and distributed to parents. To find out how to volunteer at Taft High, please contact Dr. Mark Richardson, Principal, at (661) 763-2300.

School Facility Items Inspected
The table shows 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,  Restrooms/Fountains: Restrooms, Mechanical Systems (hea ng, ven la on, Sinks/Drinking Fountains (interior and air condi oning) and exterior)
 Interior: Interior Surfaces (floors,  Safety: Fire Safety Equipment,

ceilings, walls, and window casings)
 Cleanliness: Pest/Vermin Control, Overall

Emergency Systems, Hazardous Materials (interior and exterior)
 Structural: Structural Condi on,

Cleanliness (school grounds, buildings, rooms, and common areas)
 Electrical: Electrical Systems

Roofs
 External: Windows/Doors/Gates/Fences,

(interior and exterior)

Playgrounds/School Grounds

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 exemplary, good, fair, or poor condi on. At the me of this school facility inspec on, no deficiencies were found. School Facility Good Repair Status Items Inspected Systems Interior Cleanliness Electrical Repair Status Good Good Good Good Items Inspected Restrooms/Fountains Safety Structural External Repair Status Good Good Good Good Exemplary 10/07/2011 10/07/2011

Overall Summary of Facility Condi ons Date of the Most Recent School Site Inspec on Date of the Most Recent Comple on of the Inspec on Form

School Facilities
Ta Union High School was built in 1912 and has been updated over the years to be a state-of-the -art facility. The school has a well-stocked library, computer resource center, computers available in every classroom, a television studio, two gyms, a new aqua c center, a wood shop, an auto shop, food lab and auditorium. The school is impeccably maintained and provides a safe, clean environment for students. Our classrooms and buildings reflect our pride in our school. Our custodial staff provides high quality maintenance and daily cleaning. We complete rou ne maintenance work according to a seasonal schedule. We have designed a well-planned Deferred Maintenance Program to ensure that all buildings are kept in good shape. To address the growth in our course offerings, teachers, students, our District business manager and MOT director, our principal, and the superintendent have developed a master plan for facili es that includes adding future classrooms.

Suspensions and Expulsions
Suspension and Expulsion Rates Ta Union HS 08‐09 Suspension Rate Expulsion Rate 0.284 0.007 09‐10 0.145 0.004 10‐11 0.151 0.011 08‐09 0.742 0.023 Ta UHSD 09‐10 0.345 0.013 10‐11 0.300 0.024

Suspensions and Expulsions
This table shows the rate of suspensions and expulsions (the total number of incidents divided by the school’s total enrollment) for the most recent threeyear period.

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Availability of Textbooks and Instructional Materials
The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials: Ta Union HS Subject Reading/Language Arts Mathema cs Science History‐Social Science Visual and Performing Arts Foreign Language Health Science Laboratory Equipment (Grades 9‐12) Percent Lacking 0% 0% 0% 0% 0% 0% 0% 0%

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Textbooks and Instructional Materials
For more than six years, panels of scholars have decided what California students should learn and be able to do. Their decisions are known as the California Content Standards, and they apply to all public schools in the State. The textbooks we use and the tests we give are based on these Content Standards, and we expect our teachers to be firmly focused on them. Policy experts, researchers, and educators consider our State’s standards to be among the most rigorous and challenging in the na on. You can find the Content Standards for each subject at each grade level on the website of the California Department of Educa on (CDE). We choose our textbooks from lists that have already been approved by State Board of Educa on officials. Reading and Wri ng: A panel of scholars defined the English/language arts standards in 1999. According to these standards, high school students should be able to compare and analyze literature using the terminology of literary cri cism. They should read and respond to significant works of literature that reflect or enhance their studies of history and social science. They should be able to write biographies, autobiographies, narra ves, short stories, analy cal essays, research reports, and business le ers. To read more about California’s English/language arts standards, visit www.cde.ca.gov. Math: Students can begin taking algebra in the eighth grade, but many students take the course during high school. Through the study of algebra, our students develop an understanding of the symbolic language of mathema cs and the sciences. In addi on, algebraic skills and concepts are developed and used in a wide variety of problem solving situa ons. Educators consider students’ success in algebra to be an indicator of how well they will do in future courses in high school and college. To read more about California’s math standards, visit www.cde.ca.gov. Science: Our science program offers courses in physics, chemistry, biology, life sciences, and earth sciences. In all of these courses, students learn to apply the principles of inves ga on and experimenta on. Many science courses are elec ve but required for admission to public and private colleges. All students are required to study biology and life sciences. In this program, students learn principles of physiology, cell biology, gene cs, ecology, and evolu on. To read more about California’s standards for biology/life sciences, physics, chemistry, and earth sciences, visit www.cde.ca.gov. Social Science: Our ninth grade students take world geography. In the tenth grade, they study world history from the late 18th century through the present, including the cause and course of the two world wars. Students in the eleventh grade study the major turning points in US history in the 20th century. Students in twel h grade pursue a deeper understanding of the ins tu ons of American government. In addition, our students will learn how to think from the perspectives of history and geography. They’ll learn to research topics on their own, develop their own point of view and interpret history. The district has affirmed that each pupil, including English Learners, have their own textbook to use in class and to take home.

Quality of Textbooks
The following table outlines the criteria required for choosing the textbooks and instructional materials. Ta Union HS ELD Quality of Textbooks Are the textbooks adopted from the most recent state‐ approved or local governing board approved list? Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education? Does every student, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home? Yes/No US History Yes Economics Government Yes Pre‐Algebra Subject English

Textbooks and Instruc onal Materials List Textbook Literature, McDougall Li ell (grades 9-12) Shining Star Intro, Level A and B, Longman Publishers The Americans, McDougal Li ell Economic Principles in Ac on, Pren ce Hall Magruder’s American Government, Pren ce Hall California Algebra Readiness, Pren ce Hall Adopted 2009 2004 2006 2007 2006 2009

Currency of Textbook Data
This table displays the date when the textbook and instructional materials information was collected and verified. Yes Data Collec on Date Currency of Textbook Data 10/2011

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Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program aims to identify 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 Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). The CSTs are multiple choice tests in English-language arts, mathematics, science, and history-social science for varying grade levels. Some grade levels also participate in an essay writing 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 modified assessment for students with disabilities who have an individualized education program (IEP). It is designed to assess those students whose disabilities prevent them from achieving grade-level proficiency on an assessment of the content standards with or without accommodations. The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations. For more information on the STAR program including tests, participation, groups, and scores by grade level, please visit http://star.cde.ca.gov/.

STAR Results for All Students: Three-Year Comparison
The Standardized Tes ng and Repor ng (STAR) results are evaluated and compared to state standards using the following five performance levels: Advanced (exceeds state standards); Profi‐ cient (meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Proficient or Advanced level meet state standards in that content area. The tables show the percentage of students that scored at Proficient or Advanced levels in English-language arts, mathema cs, science, and history-social science. Percentage of Students Scoring at Proficient or Advanced Levels Ta Union HS Ta UHSD California

08‐09 09‐10 10‐11 08‐09 09‐10 10‐11 08‐09 09‐10 10‐11 English‐Language Arts Mathema cs Science History‐Social Science 36% 15% 56% 27% 42% 29% 67% 36% 41% 32% 62% 40% 34% 14% 52% 25% 38% 26% 60% 33% 38% 30% 57% 38% 49% 46% 50% 41% 52% 48% 54% 44% 54% 50% 57% 48%

STAR Results by Student Group: English-Language Arts, Mathematics, Science, and History-Social Science
Percentage of Students Scoring at Proficient or Advanced Levels Spring 2011 Results Group All Students in the District All Students at the School Male Female Black or African American American Indian or Alaska Na ve Asian Filipino Hispanic or La no Na ve Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabili es Students Receiving Migrant Educa on Services English‐ Mathema cs Language Arts 38% 41% 35% 45%  55%   34%  46% 33% 34% 3% 10% 33% 30% 32% 34% 30%     31%  31% 47% 31% 7% 7% 36% Science 57% 62% 60% 63%     58%  63%  53% 14% 14%  History‐ Social Science 38% 40% 47% 35%     32%  45% 47% 35% 8% 8% 33%

 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.

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API Testing
Assessment data is reported only for numerically significant groups. To be considered numerically significant 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.

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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 reflects the school, district or a student group’s performance level, based on the results of statewide tes ng. 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 2010 Base is calculated from results of statewide tes ng in spring 2010, but is not released un l May 2011). Growth API, released following the Base API, calculates test results taken from the most recent school year (i.e. The Growth API is calculated from results of statewide tes ng in spring 2010 and released in August 2010). Therefore, for the 2010-2011 API repor ng cycle, the 2010 Base indicator and 2011 Growth indicator are used. To learn more about API, please visit the API informa on guide at www.cde.ca.gov/ta/ac/ap/ documents/infoguide11.pdf and the API overview guide at www.cde.ca.gov/ta/ac/ay/documents/ overview11.pdf.

API Ranks
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” reflects how a school compares to 100 statistically matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools API rank, for which information is available.

API Ranks
API Ranks — Three Year Comparison 2008 Statewide API Rank Similar Schools API Rank   2009 4 2 2010 5 5

API Growth by Student Group
This table displays, by student group, first, the 2011 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years. API Growth by Student Group – 2011 Growth API and Three Year Comparison 2011 Growth API Group Ta Union HS Number of Students All Students Black or African American American Indian or Alaska Na ve Asian Filipino Hispanic or La no Na ve Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabili es 666 4 9 1 3 263 9 356 21 367 131 56 Growth API 746     707  769 807 718 626 469 Ta UHSD Number of Students 736 5 9 1 3 280 10 406 22 421 140 63 Growth API 727     696  744 802 696 614 445 California Number of Students 4,683,676 317,856 33,774 398,869 123,245 2,406,749 26,953 1,258,831 76,766 2,731,843 1,521,844 521,815 Growth API 778 696 733 898 859 729 764 845 836 726 707 595 Ta Union HS — Actual API Change 08‐09
           

09‐10 39     25  56  39 18 

10‐11 15     0  16  19 -39 

 Data are reported only for numerically significant groups.  The school did not have a valid API Base and there is no Growth or target informa on.  The school did not have a valid 2008 Base API; therefore, it will not have any growth or target informa on.

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2010-11 SARC

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“Hail TUHS, steadfast and true, Our Alma Mater, colors gold and blue Faithful and loyal, for you we will fight, fight, fight! We'll bring you victory, emblems of our might!”
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. Participation rate on statewide assessments in English-language arts and mathematics 2. Percentage of students scoring proficient on statewide assessments in English-language arts and mathematics 3. API scores 4. Graduation 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 2010-11. For more informa on, visit www.cde.ca.gov/ta/ac/ay/. Adequate Yearly Progress Criteria Ta Union HS Met Overall AYP AYP Criteria Par cipa on Rate Percent Proficient API Gradua on Rate English‐ Language Arts Yes No Yes Yes No Mathema cs Yes No English‐ Language Arts Yes No Yes Yes Ta UHSD No Mathema cs Yes No

Public Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.

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 2011-12 Program Improvement status for the school and district. For more informa on, please visit www.cde.ca.gov/ta/ac/ay/. Federal Interven on Program Ta Union HS Program Improvement Status First Year of Program Improvement Year in Program Improvement Not In PI   Ta UHSD Not In PI   0 0%

Number of Schools Iden fied for Program Improvement Percent of Schools Iden fied for Program Improvement

 Not applicable.

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Advanced Placement Courses
The following is a list of advanced placement (AP) courses offered by subject at the school. For the 2010-11 school year, 0.7% of the school’s students were enrolled in a total of three AP courses offered. Advanced Placement Courses Foreign Language Mathema cs Science 1 1 All Students 1 Black or African American American Indian or Alaska Na ve Asian Filipino Group

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2010-11 SARC

Completion of High School Graduation Requirements
This table shows the percentage of students (who began the 2010-11 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. Comple on of High School Gradua on Requirements Gradua ng Class of 2011 Ta Union HS 98.0%     95.2%  100.0%  95.6% 69.2% 100.0% Ta UHSD 98.1%     95.5%  100.0%  95.9% 71.4% 100.0%

Professional Development
Teachers and administrators a end staff training each year, which focuses on improving student achievement. The focus of our staff development days for 2010-11 was improving student achievement. One inservice day was held preservice and two within the school calendar. We devoted these days to instruc onal strategies, curriculum development, technology and instruc onal team development related to our improvement plan. Teachers are encouraged to a end professional conferences throughout the school year related to their assignments. In addi on, late start Thursdays allow teachers to collaborate and share best prac ces. That me is also used for training as needed. For the previous three school years, three days were dedicated to staff and professional development each year.

Hispanic or La no Na ve Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabili es

Graduates and Dropouts
This table displays the gradua on and one-year dropout rates for the most recent three-year period for which data is available. Note: The Na onal Center for Educa on Sta s cs gradua on rate as reported in AYP is provided in this table. Graduate and Dropout Rates Gradua on Rate 07‐08 Ta Union HS Ta UHSD California 97.99% 85.43% 80.21% 08‐09 96.09% 86.59% 78.59% 09‐10 99.55% 92.91% 80.44% 1‐year Dropout Rate 07‐08 0.3% 2.1% 4.9% 08‐09 0.3% 2.2% 5.7% 09‐10 0.2% 0.5% 4.6%

 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.

“The staff has high expectations for students and promotes a secure, orderly learning environment.”

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California High School Exit Exam Results
The California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement in California. Students are first tested in tenth grade and have multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal NCLB law. The CAHSEE has two sections: English-language arts and Math. For the purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient.

California High School Exit Exam Results
The table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period. Note: The score a student must achieve to be considered Proficient is different than the passing score for gradua on requirement. Percentage of Students Scoring at Proficient or Advanced Levels English‐Language Arts 08‐09 Ta Union HS Ta UHSD California 47% 44% 52% 09‐10 50% 47% 54% 10‐11 58% 54% 59% 08‐09 50% 46% 53% Mathema cs 09‐10 52% 48% 54% 10‐11 55% 49% 56%

CAHSEE Results by Student Group: English-Language Arts and Mathematics
This table displays the percentage of students, by group, achieving at each performance level in English-language arts and mathema cs for the most recent tes ng period. Percentage of Students Achieving at Each Performance Level English‐Language Arts Group All Students in the District All Students at the School Male Female Black or African American American Indian or Alaska Na ve Asian Filipino Hispanic or La no Na ve Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabili es Students Receiving Migrant Educa on Services Not Proficient 46% 42% 52% 34%     51%  36%  50% 100% 95%  Proficient 30% 33% 32% 34%     26%  37%  31% 0% 5%  Advanced 23% 25% 16% 32%     23%  28%  18% 0% 0%  Not Proficient 51% 45% 48% 44%     47%  46%  47% 71% 95%  Mathema cs Proficient 41% 45% 43% 47%     44%  44%  45% 29% 5%  Advanced 8% 10% 9% 10%     9%  10%  8% 0% 0% 

 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.

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Types of Services Funded
Taft Union High School provides extra support for students to help them meet the challenging standards required for high school graduation. Homework Club and tutoring are provided before and after school, along with a migrant education after school tutoring program. In addition, we offer reading support, special education, English Learner and CAHSEE classes to help our students succeed.

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2010-11 SARC

Admission Requirements for California’s Public Universities
University of California: Admission requirements for the University of California (UC) follow guidelines 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 specified 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 determined by three factors:
 Specific high school courses  Grades in specified courses and test scores  Gradua on from high school

Course Enrollment for UC/CSU Admission
The table displays two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission for the most recent year for which data is available. For more detailed information, please visit http://dq.cde.ca.gov/dataquest/. UC/CSU Admission Data Ta Union HS Percentage of Students Enrolled in Courses Required for UC/CSU Admission in 2010‐11 Percentage of Graduates Who Completed All Courses Required for UC/CSU Admission in 2009‐10

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)

Career Technical Education Programs
We offer a wide range of voca onal and industrial classes, including woodworking, food producon, television produc on and business classes. As a partner in the Westside Regional Occupaonal Program, we offer photography, print shop, auto shop, office skills, retail experience, stagecra , fashion design and cosmetology courses. The Oil-Technology Academy offers college preparatory programs and introduces students to the petroleum industry which is a major employer in the greater Ta area. Par cipa ng students observe professionals in the field and take field trips to business conferences and facili es to learn about the various careers within the oil industry. Our agriculture program offers prac cal skills and science classes that prepare students for entry-level jobs and college programs in the field. Our high school offers courses intended to help students prepare for the world of work. These Career Technical Educa on (CTE) courses (formerly known as voca onal educa on) are open to all students. CTE courses are integrated with academic courses in career pathways. Students declare a career objec ve during their freshman year and take a complement of CTE and academic classes that support their career pathway objec ves. Courses are evaluated each year and curriculum revised as needed.

41.3%

20.4%

CTE courses are open to all students on campus. Accommoda ons and modifica ons are made as prescribed by a student’s IEP if necessary to allow students with disabili es to a ain their career pathway objec ves. In addi on, bilingual support is available and all teachers are SDAIE or CLAD cer fied to accommodate English Learner students.

Career Technical Education Participation
This table displays information about participation in the school’s Career Technical Education (CTE) programs. Career Technical Educa on Data 2010‐11 Par cipa on Number of Pupils Par cipa ng in CTE Percentage of Pupils Who Complete a CTE Program and Earn a High School Diploma Percentage of CTE Courses That Are Sequenced or Ar culated Between a School and Ins tu ons of Postsecondary Educa on 718 5.6% 7.7%

Taft Union High School



2010-11 SARC

11
Academic Counselors and School Support Staff
This table displays information about academic counselors and support staff at the school and their full-time equivalent (FTE). Academic Counselors and School Support Staff Academic Counselors: FTE and Ra o Number of Academic Counselors Ra o of Students Per Academic Counselor Support Staff 4.5 208:1 FTE 0.5 1.0 2.0 1.0 0.0 0.2 0.0 0.0

Teacher Qualifications
This table shows informa on about teacher creden als and teacher qualifica ons. More informa on can be found by visi ng h p://data1.cde.ca.gov/dataquest/. Teacher Creden al Informa on Ta UHSD Teachers With Full Creden al Without Full Creden al 10‐11 73 0 08‐09 63 2 0 Ta Union HS 09‐10 65 0 0 10‐11 65 0 0

Teaching Outside Subject Area of Competence

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 filled by a single designated teacher assigned to teach the en re course at the beginning of the school year or semester). Please note: Total teacher misassignments includes the number of misassignments of teachers of English Learners. Teacher Misassignments and Vacant Teacher Posi ons Ta Union HS 09‐10 Teacher Misassignments of English Learners Total Teacher Misassignments Vacant Teacher Posi ons 0 0 0 10‐11 0 0 0 11‐12 0

Social/Behavioral or Career Development Counselors Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) Psychologist Social Worker Nurse

0 0

Speech/Language/Hearing Specialist Resource Specialist (non‐teaching)

No Child Left Behind Compliant Teachers
NCLB requires that all teachers of core academic subject areas be “highly qualified.” In general, for a teacher to be considered highly qualified, 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 2010-11 school year. For more informa on on teacher qualifica ons related to NCLB, please visit www.cde.ca.gov/nclb/sr/tq. No Child Le Behind Compliant Teachers Percent of Classes in Core Academic Subjects Taught by NCLB Compliant Teachers Ta Union HS All Schools in District High‐Poverty Schools in District Low‐Poverty Schools in District 100% 100% 100%  Taught by Non‐NCLB Compliant Teachers 0% 0% 0% 

 Not applicable.

NCLB Note: High-poverty schools are defined as those schools with student par cipa on of approximately 75% or more in the free and reduced priced meals program. Low-poverty schools are those with student par cipa on of approximately 25% or less in the free and reduced priced meals program.

12
School Financial Data
The following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources. School Financial Data Ta Union HS Total Expenditures Per Pupil Expenditures Per Pupil From Restricted Sources Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary $23,439 $7,244 $16,194 $78,218

Taft Union High School



2010-11 SARC

Financial Data
The financial data displayed in the SARC is from the 2009-10 fiscal year. The most current fiscal informa 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 financial informa on, please visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.

District Financial Data
This table displays district teacher and administra ve salary informa on and compares the figures 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 benefits. District Salary Data Category Beginning Teacher Salary Mid‐Range Teacher Salary Highest Teacher Salary Average Principal Salary (High School) Superintendent Salary Teacher Salaries — Percent of Budget Administra ve Salaries — Percent of Budget Ta UHSD $44,078 $70,283 $92,954 $120,303 $155,000 20% 2% Similar Sized District $39,811 $58,757 $77,146 $101,665 $129,619 29% 5%

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 Annual Average Teacher Salary $78,218 $78,226 $61,647 -0.0% +21.2%

“We devoted these days to instructional strategies, curriculum development, technology and instructional team development related to our improvement plan.”

Ta Union HS Ta UHSD California School and District — Percent Difference School and California — Percent Difference

$16,194 $16,744 $5,455 -3.4% +66.3%

Data for this year’s SARC was provided by the California Department of Educa on (CDE), school and district offices. 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, staffing, and data regarding English Learners. Addi onally, Ed-Data in partnership with the CDE, provides extensive financial, 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. All data accurate as of December 2011.

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