W.A. Carter High School - Document Tracking Services

W.A. Carter
High School
2011-2012 School Accountability Report Card
Principals
Christine Foote
[email protected]
Felicia Limbrick
[email protected]
District Administration
Harold L. Cebrun, Sr., Ph.D.
Superintendent
James Wallace, Ph.D.
Deputy Superintendent, Chief of Staff
Associate Superintendent, Business Services
Felix Avila
Susan Levine, Ed.D.
Associate Superintendent, Educational Services
Robin McIver-Brown
Senior Director, Categorical Services
Rhonda Kramer
Senior Director, Personnel Services
Jasmin Valenzuela
Senior Director, ELL Services
Mark Bline
Senior Director, Student Services
Syeda Jafri
Director, Communication Services
Board of Education
Joe Ayala
President
Edgar Montes
Vice President
Joseph W. Martinez
Clerk
Joanne T. Gilbert
Member
Nancy G. O’Kelley
Member
Siecuna Yeboah
Student Member
www.rialto.k12.ca.us
Wilmer Amina Carter High School
The mission of the Rialto Unified School
District is to provide high levels of learning for
all students and to inspire people to set goals that
maximize their potential.
District Vision
The Rialto Unified School District will be a leader in providing a
quality education that prepares all students for their future.
District Core Values
EXCELLENCE: We strive towards excellence in our pursuit of student
achievement.
ACCOUNTABILITY: We are responsible for unleashing the maximum potential of
each student, recognizing that our roles are critical in their success.
DIVERSITY: We embrace and celebrate the diversity, history and collective cultures in
our community.
INTEGRITY: We respect and value our relationships based on honesty and compassion,
and we are transparent in our actions.
COMMUNITY: We build positive partnerships for the benefit of our students and community.
SAFETY: We provide a safe educational environment.
Linden Avenue • Rialto
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Associate Superintendent, Personnel Services
(90
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Mohammad Z. Islam
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District
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Mission
Statement
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Principals’ Message
The 2011-2012 school year marks the eighth year of existence for Carter High School. The Class
of 2012 has the distinction of being the seventh graduating class of Carter High School. Our school
has developed into a leader in education, athletics and extra-curricular opportunities. The leadership
efforts of our outstanding staff, coupled with a supportive parent/guardian and business community,
have greatly influenced the success of Carter High School. We have refined our vision to reflect our
goals for student success with the involvement of the entire school community. This past year Carter
High School has focused on “Culture, Curriculum and Collaboration” and was the central theme of the
school’s vision. As Carter has begun to establish its traditions and school culture, the vision has been
modified to encourage cultural and social awareness, respect, strong curriculum and collaboration as a
means to empower students to be life-long learners who contribute and lead in a global society.
Carter High School is reaching new heights of rigor by increasing our Advanced Placement offerings
during the 2011-2012 school year. Grade 11 and 12 students were able to choose from new AP courses
such as AP English Language, AP English Literature, AP Government and AP U.S. History. We also
provided 13 teachers with extensive AP training at the end of the school year to increase the instructor
effectiveness. The increase in AP courses allows Carter students the opportunity to earn college credit for
and increased GPA to make them more competitive in the application process for the CSU/UC programs
across California. Carter High School is focusing on career and college readiness for all of our students.
Community & School Profile
Nestled below the San Bernardino Mountains, the City of Rialto lies in the western portion of the San
Bernardino Valley. Rialto is 60 miles to the east of Los Angeles and 103 miles north of San Diego.
Located in northern Rialto, Carter High School operates on a traditional calendar schedule. The
school served 2,427 ninth through twelfth grade students during the 2011-12 school year.
Rialto Unified School District served 26,764 students in grades kindergarten through twelve
during the 2011-12 school year. Comprised of nineteen elementary schools, five middle schools,
three traditional high schools, one alternative high school, one continuation high school, and a
community day school, the district offers instruction on traditional and year round schedules.
1
Published: February 2013
Student demographics are displayed in the chart.
Extracurricular & Enrichment Activities
Student Enrollment by Ethnic Group
Students are encouraged to participate in academic and extracurricular
activities, which are an integral part of the educational program. Activities
and programs include the following: Junior ROTC, National Honor Society,
Interact, Sons Of Liberty, Associated Student Body (ASB), Art Club, Advanced
Math Club, Competitive Speech, Thespians, Ceramics Club, Science Club,
French Club, German Club, After-school sports activities, Dance Team,
Athletic Clubs, AVID Club (Advancement Via Individual Determination), MESA
(Mathematics Engineering Science Achievement), O.L.A. (Organization of
Latin American Cultures), B.S.L.A. (Black Student Leadership Association),
Key Club, and Girls Encouraging and Motivating Self (G.E.M.S.).
2011-12
Percentage
African American
23.8%
American Indian
0.7%
Asian
1.2%
Filipino
0.7%
Hispanic or Latino
64.2%
Pacific Islander
0.2%
White
8.5%
Two or More
0.4%
None Reported
0.3%
Class Size
The chart shows the average class size by subject area, as well as the
number of classes offered in reference to their enrollment.
Class Size Distribution
Classrooms Containing:
Discipline & Climate for Learning
Average
Class Size
The goal of Carter High School’s progressive discipline program is to provide
students with opportunities to learn self-discipline through a system of
consistent rewards and consequences for their behavior. The school-wide
discipline plan, which reflects the district’s behavior code, is implemented
in a consistent and positive manner. Well-managed classrooms, and clearly
defined expectations and consequences have resulted in an environment
where learning flourishes.
10
09-10
10-11
1044
576
472
8625
5662
4682
40.7%
23.1%
19.4%
31.7%
21.0%
17.5%
Suspensions
Suspension Rate
Expulsions
Expulsion Rate
11-12
38
17
11
142
77
76
1.5%
0.7%
0.5%
0.5%
0.3%
0.3%
10
11
12
10
11
12
English
24
23
22
35
52
58
47
40
37
30
25
23
Mathematics
23
23
23
36
47
48
49
41
31
22
24
28
Science
28
28
27
13
17
17
26
21
20
31
33
36
Social Science
28
26
25
11
19
20
21
20
13
34
31
35
In the event of habitual truancy, students may be referred to the District’s
School Attendance Review Board (SARB). The SARB is utilized when
students have persistent attendance and behavior problems in school, and
when the normal avenues of classroom, school, and district counseling are
not effective.
Homework
The chart illustrates the trend in
enrollment at the school over the
past three years.
Homework is a fundamental part of the learning process that helps to develop
academic and study skills, as well as promote student responsibility and
self-discipline. Homework is assigned on a nightly basis for all grade levels
and major subject areas. Each teacher determines the appropriate level of
homework for his or her students. Students are expected to complete their
homework assignments in a timely manner and to the best of their ability.
Parents/Guardians are encouraged to provide a supportive environment for
homework activities and to review homework assignments with their child.
School Leadership
Leadership
at
Carter
High
School is a responsibility shared
among district administration,
the principals, instructional staff,
students, and parents/guardians.
Student Recognition
Positive recognition creates a learning environment that fosters respect for the
individual and promotes self-esteem. In addition to verbal praise, the following
awards and recognition programs are ongoing at Carter High School: Noontime activities, Honor Roll Certificates, Perfect Attendance Certificates, Pep
Rallies, Daily Announcements, School Newspaper, Honor Roll & Senior
Awards Nights Programs, Sports Assemblies, Positive phone calls/postcards
to parents, Parent Link, School Marquee, Digital Display Boards, Achievement
Luncheons and CAHSEE Proficiency Field Trip.
Wilmer Amina Carter High School
12
Attendance, tardy, and truancy policies are clearly stated, consistently
enforced, and consequences are fairly administered. Parents/Guardians are
advised of their responsibilities, including proper notification of when and why
students are absent. The school staff tracks attendance using the PlascoTrac
system and makes daily phone calls to parents/guardians when children are
absent. When a student has repeated tardies or unexcused absences a letter
is mailed home, and a parent/guardian conference may be scheduled.
District
11-12
11
School districts receive financial support from the state for the education
of the students they serve based on how many students attend each day.
Most importantly, attendance is critical to academic achievement. Student
attendance is carefully monitored to identify those students exhibiting
excessive absences.
Suspensions & Expulsions
10-11
10
33+
Students
School Enrollment & Attendance
The suspensions and expulsions table below illustrates total cases for the
school and district for all grade levels, as well as the percentage of total
enrollment. Suspensions are expressed in terms of total infractions, not total
number of students, as some students may have been suspended on several
occasions. Expulsions occur only when required by law or when all other
alternatives are exhausted.
School
12
21-32
Students
By Subject Area
Parents/Guardians and students are informed of discipline policies at the
beginning of each school year through grade level expectations assemblies
each semester, Back-to-School Night, the Parent/Student Handbook and the
District Parent/Guardian Information Brochure. Rules are posted within each
classroom.
09-10
11
1-20
Students
Enrollment Trend by Grade Level
2009-10
2010-11
2011-12
9th
667
655
650
10th
661
638
630
11th
629
626
574
12th
606
579
569
Primary leadership duties at the school have been assumed by Principal
Christine Foote and Principal Felicia Limbrick since July 2009. Staff members
are encouraged to participate on various committees that make decisions
regarding the priorities and direction of the educational plan. These teams
ensure that instructional programs are consistent with students’ needs and
comply with district goals. Avenues of opportunity include: Leadership Team,
English Learner Advisory Committee (ELAC), School Site Council (SSC),
Departments, PLC Guiding Coalition, Parent Involvement Team (PIT), and
Instructional Leaders Team.
2
Published: February 2013
Counseling & Support Staff (School Year 2011-12)
Parent & Community Involvement
In addition to academics, the staff strives to assist students in their social
and personal development. Staff members are trained to recognize at-risk
behavior in all students. The school values the importance of on-site
counseling and has procedures in place to insure that students receive the
services they need. Staff members are devoted to helping students deal with
problems and assisting them to reach positive goals. The counselor-to-pupil
ratio is 1:607. The chart displays a list of support services that are offered to
students.
Parents and the community are very supportive of the educational program
at Carter High School. Parents are encouraged to become involved in
their child’s education by volunteering at the school, participating in school
activities, and joining the School Site Council, English Learner Advisory
Committee, Parent Involvement Team (PIT) and Booster Clubs. Numerous
programs at the school have been enhanced due to generous contributions
and donations from local businesses and service organizations.
Teacher Evaluation & Professional Development
Counseling & Support Services Staff
Number
of Staff
Full Time
Equivalent
Academic Counselor
4
4.0
At Risk Counselor
1
1.0
Career Technician
1
1.0
Health Clerk
1
1.0
Language Development Strategist (LDS)
1
1.0
Librarian
1
1.0
Library Media Technician
2
2.0
Nurse
1
1.0
Psychologist
1
0.8
Resource Specialist Program (RSP) Teacher
4
4.0
Special Day Class (SDC) Teacher
7
7.0
Speech/Language/Hearing Specialist
1
0.5
WorkAbility Specialist
1
1.0
A constructive evaluation process promotes quality instruction and is a
fundamental element in a sound educational program. Evaluations and formal
observations are designed to encourage common goals and to comply with
the state’s evaluation criteria and district policies. Temporary and probationary
teachers are evaluated twice a year and tenured teachers are evaluated
every other year.
Evaluations are conducted by the principal, who has been trained and certified
for competency to perform teacher evaluations. Evaluations are based on
the “California Standards for the Teaching Profession,” which include the
following: Engaging and Supporting all Students in Learning; Understanding
and Organizing Subject Matter for Student Learning; Assessing Student
Learning; Creating and Maintaining Effective Environments for Student
Learning; Planning Instruction and Designing Learning Experiences for all
Students; and Developing as a Professional Educator.
Due to the state fiscal crisis, additional funding from the State of California that
would provide an opportunity to offer district-wide professional development
through “Buy Back Days” has not been available for the past three years.
Rialto Unified School District (RUSD) has worked within the state fiscal
crisis to provide an alternative plan of action for staff development, and has
established a comprehensive District-wide Professional Development Center
(PDC). The PDC provides ongoing staff development in a variety of formats
throughout the school year (i.e. after school, on-site, weekends, and during
instructional breaks). In addition to the PDC, teachers have access to online
materials as another alternative professional development format. Finally, with
district and union collaboration, early release/collaboration days have been
established at secondary schools to support RUSD’s commitment to on-going
professional development.
At-Risk Interventions
Carter High School offers guidance counseling, intervention classes and
tutoring for students who may be falling below grade-level standards. Summer
school courses are also offered through the district.
English Learners (EL)
For additional support in their profession, teachers may enlist the services
of the District’s Beginning Teacher Support and Assessment (BTSA) support
provider and/or the Peer Assistance and Review (PAR) Program.
English Learner (EL) students designated as Level I or II are placed in the
Newcomer Program at Rialto High School. Level I or II individuals are assigned
to appropriately credentialed teachers and offered sheltered instruction using
English Language Development (ELD) materials. EL students who are at
Level III, IV, or V are integrated into mainstream classrooms at Carter High
and provided with English language support. The school offers tutoring to the
parents/guardians of EL students so that they may better support their child’s
educational and homework needs at home.
Teacher Assignment
Rialto Unified School District recruits and employs only the most qualified
credentialed teachers.
Teacher Credential Status
Special Education
School
Students with special education needs are accommodated with a variety
of options and in the least restrictive environment possible. An Individual
Education Plan (IEP) is developed for any student with emotional, social, and/
or developmental disabilities. The IEP defines the individualized instruction a
special needs student will receive, which may include placement in one of the
Special Day Classes, the Resource Specialist Program, and/or sessions with
other members of the support staff.
09-10
10-11
17.40%
7.30%
Graduation Rate
85.18%
78.27%
88.43%
Wilmer Amina Carter High School
11-12
111
113
105
1053
Without Full Credentials
1
1
0
0
Working Outside Subject
0
2
0
0
Teacher vacancies reflect the number of positions to which a single designated
certificated employee has not been assigned at the beginning of the year for
an entire year.
Graduation & Dropout Rates
08-09
11-12
Teacher misassignments reflect the number of placements within a school for
which the certificated employee in the teaching or services position (including
positions that involve teaching English Learners) does not hold a legally
recognized certificate or credential. 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.
In a continuing effort to reduce the student dropout rate, Carter High School
has developed instructional alternatives for students with difficulties. Among
the programs offered, counseling, attendance incentives, referral to alternative
schools, and teacher intervention have proven to be most effective.
2.90%
10-11
Fully Credentialed
Dropout & Graduation Rates
Dropout Rate
District
09-10
Misassignments/Vacancies
3
10-11
11-12
12-13
Misassignments of Teachers of English Learners
0
0
0
Misassignments of Teachers (other)
0
0
0
Total Misassignments of Teachers
0
0
0
Vacant Teacher Positions
0
0
0
Published: February 2013
Highly Qualified Teachers (School Year 2011-12)
NCLB Compliant Teachers
The Federal No Child Left Behind Act requires that all teachers in core subject areas
meet certain requirements in order to be considered as “Highly Qualified” no later than
the end of the 2006-07 school year. Minimum qualifications include: Possession of
a Bachelor’s Degree, Possession of an appropriate California teaching credential,
Demonstrated competence in core academic subjects.
For more information, see the CDE Improving Teacher and Principal Quality Web page
at: http://www.cde.ca.gov/nclb/sr/tq/.
Note: High-poverty schools have student eligibility of approximately 40 percent or
more in the free and reduced price meals program. Low-poverty schools have student
eligibility of approximately 25 percent or less.
Advancement Via Individual Determination
% of Core
Academic
Courses
Taught
By NCLB
Compliant
Teachers
% of Core
Academic
Courses
Taught By
Non-NCLB
Compliant
Teachers
School
100.0%
0.0%
District
99.5%
0.5%
High-Poverty Schools in District
99.5%
0.5%
Low-Poverty Schools in District
99.8%
0.2%
The Advancement Via Individual Determination (AVID) Program targets students with grade point averages ranging from 2.5 to 3.5, and who may be the first
of their families to attend college. Through AVID, the school provides activities to prepare students for success in post-secondary education. Communication,
organization, note-taking, writing, and study skills are instructional emphases in AVID.
California Standards Test (CST)
The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation
to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic
(approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).
The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/language
arts, mathematics, social science, and science, for the most recent three-year period.
The second table displays the percent of students, by
group, achieving at the Proficient or Advanced level
(meeting or exceeding the state standards) for the
most recent testing period.
For detailed information regarding the STAR Program
results for each grade and performance level, including
the percent of students not tested, see the CDE STAR
Results Web site at http://star.cde.ca.gov.
California Standards Test (CST)
Subject
School
2010
2011
District
2012
2010
2011
State
2012
2010
2011
2012
English/Language Arts
38
40
43
40
42
44
52
54
56
Mathematics
11
15
15
37
38
39
48
50
51
Science
33
44
44
46
52
52
54
57
60
History/Social Science
24
35
37
29
36
38
44
48
49
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
California Standards Test (CST)
Subgroups
Subject
English/
Language
Arts
Mathematics
Science
History/
Social
Science
District
44
39
52
38
School
43
15
44
37
African American/
Black
33
9
38
33
American Indian
27
*
*
*
Asian
67
38
*
62
Filipino
77
38
*
91
Hispanic or Latino
43
15
41
34
*
*
*
*
68
24
72
59
Pacific Islander
White
Males
40
17
46
43
Females
46
13
42
32
Socioeconomically
Disadvantaged
41
14
37
33
English Learners
10
7
12
8
Students with
Disabilities
22
13
*
4
Migrant Education
*
*
*
*
Two or More
Races
*
*
*
*
*Scores are not disclosed when fewer than 10 students are tested in a grade level
and/or subgroup.
Wilmer Amina Carter High School
4
Published: February 2013
Student Achievement & Testing
Rialto Unified School District has developed a comprehensive assessment and accountability plan to ensure that information regarding student performance
is used to continuously improve the instructional program and to communicate with parents/guardians about their child’s achievement. In addition to the
Standardized Testing and Reporting (STAR) Program, teachers utilize district Benchmark Assessments, Common formative assessments, classroom
observations, class work, homework, report cards, and reports to determine whether each student is performing below, at, or above grade level standards.
English Learner (EL) students take the California English Language Development Test (CELDT) every year until they have been re-classified as “English
proficient.” Some learning-disabled students take the California Alternative Performance Assessment (CAPA) in lieu of the California Standards Test (CST).
Physical Fitness (School Year 2011-12)
Percentage of Students in Healthy Fitness Zone
In the spring of each year, the school is required by the state to administer a physical
fitness test to all ninth grade students. The physical fitness test measures each
student’s ability to perform fitness tasks in six major areas: Aerobic Capacity, Body
Composition, Abdominal Strength, Trunk Extension Strength, Upper Body Strength,
and Flexibility. Students who either meet or exceed the standards in all six fitness
areas are considered to be physically fit or in the “healthy fitness zone” (HFZ).
2011-12
Grade Level
Four of Six
Standards
Five of Six
Standards
Six of Six
Standards
9
21.8%
21.3%
26.5%
*Scores are not disclosed when fewer than 10 students are tested
in a grade level and/or subgroup.
Adequate Yearly Progress (AYP) (School Year 2011-12)
No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates
that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited
English proficiency) in all grades meet the state academic achievement standards for mathematics and English/language arts (ELA) by 2014. Schools must
demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following
Adequate Yearly Progress (AYP) requirements:
Adequate Yearly Progress (AYP)
• Participation rate on the state’s standards-based assessments in
ELA and mathematics.
• Percent proficient on the state’s standards-based assessments in
ELA and mathematics.
• API as an additional indicator.
• Graduation rate (for secondary schools).
School
District
No
No
Made AYP Overall
There are several consequences for schools that do not meet the
AYP standards, including additional tutoring and replacing of staff.
Students would also be allowed to transfer to schools (within their
district) that have met their AYP, and the former school would be
required to provide the transportation to the new site. Results of
school and district performance are displayed in the table.
English Language
Arts
Mathematics
English Language
Arts
Mathematics
Participation Rate
Yes
Yes
Yes
Yes
Percent Proficient
No
No
No
Met AYP Criteria
No
API School Results
Yes
Yes
Graduation Rate
Yes
Yes
Academic Performance Index (API)
The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual
schools in California. The state has set 800 as the API score that schools should strive to achieve.
Statewide Rank: Schools receiving an API Base score are ranked in ten categories from 1 (lowest) to 10 (highest), according to type of school (elementary,
middle, or high school).
Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100
schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.
The first table displays the school’s statewide and similar schools’ API ranks and API point changes by
student group. “C” means the school had significant demographic changes for that year.
The second table displays, by student group, the Growth API at the school, district, and state level.
2012 Growth API Comparison
School
Statewide
Similar Schools
District
State
Group
Number
of
Students
Growth
Score
Number
of
Students
Growth
Score
Number
of
Students
Growth
Score
All Students at the School
1,682
727
18,938
750
4,664,264
788
Black or African American
359
683
2,447
717
313,201
710
American Indian or Alaska
Native
11
734
57
743
31,606
742
Asian
20
839
184
843
404,670
905
Filipino
13
883
104
897
124,824
869
Hispanic or Latino
API School Results
1,123
726
15,069
751
2,425,230
740
White
144
810
867
797
1,221,860
853
English Learners
454
704
8,091
734
1,530,297
716
Students with Disabilities
136
496
1,888
556
530,935
607
5
2010
2011
3
3
4
3
3
6
09-10
10-11
11-12
All Students at the School
Actual API Change
15
C
15
Black or African American
Actual API Change
-7
C
11
C
15
C
11
Hispanic or Latino
Actual API Change
27
White
Actual API Change
17
Socioeconomically Disadvantaged
Actual API Change
19
C
-
C
35
English Learners
Actual API Change
28
Students with Disabilities
Actual API Change
Wilmer Amina Carter High School
2009
9
C
27
Published: February 2013
Federal Intervention Program (School Year 2012-13)
Schools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content
area (English/language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level
of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations
Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Federal Intervention Programs
Program Improvement (PI) Status
School
District
Not in PI
In PI
First Year in PI
-
2004-2005
Year in PI (2012-13)
-
Year 3
# of Schools Currently in PI
-
13
% of Schools Identified for PI
-
43.33%
Textbooks & Instructional Materials (School Year 2012-13)
Pursuant to the settlement of Williams vs. the State of California, Rialto Unified School District held a public hearing to determine whether or not each school
had sufficient and good quality textbooks, instructional materials, and/or science laboratory equipment. The date of the most recent resolution of the sufficiency
of textbooks is August 22, 2012.
All students, including English Learners, are given their own individual textbooks and/or instructional materials (in core subjects), for use in the classroom and
to take home if necessary. Additionally, all textbooks and instructional materials used within the district are aligned with the California State Content Standards
and frameworks, with final approval by the Board of Education. The table displays information collected in November 2012 about the quality, currency, and
availability of the standards-aligned textbooks and other instructional materials used at the school.
District-Adopted Textbooks
Grade Levels
Subject
Publisher
Adoption Year
Sufficient
% Lacking
9th-12th
English/Language Arts
Prentice Hall
2002
Yes
0.0%
9th-12th
Foreign Language
DC Heath
2006
Yes
0.0%
9th-12th
Foreign Language
Glencoe
2000
Yes
0.0%
9th-12th
Foreign Language
McDougal
Littell
2007
Yes
0.0%
10th
Health
Holt, Rinehart
& Winston
2004
Yes
0.0%
9th-12th
Mathematics
Houghton
Mifflin
2006
Yes
0.0%
9th-12th
Mathematics
Key
Curriculum
2002
Yes
0.0%
9th-12th
Mathematics
McDougal
Littell
2002
Yes
0.0%
9th-12th
Science
Holt, Rinehart
& Winston
2002
Yes
0.0%
9th-12th
Science
Holt, Rinehart
& Winston
2007
Yes
0.0%
9th-12th
Science
Prentice Hall
2007
Yes
0.0%
9th-12th
Social Science/History
Houghton
Mifflin
2006
Yes
0.0%
9th-12th
Social Science/History
McDougal
Littell
2006
Yes
0.0%
9th-12th
Social Science/History
Prentice Hall
2005
Yes
0.0%
9th-12th
Visual and Performing
Arts
Glencoe/
McGraw Hill
2005
Yes
0.0%
For a complete list, visit http://www.axiomadvisors.net/livesarc/files/36678500102830Textbooks_1.pdf
Library Information & Computer Resources
The school’s library, staffed by a full-time credentialed librarian and two library media technicians, is stocked with thousands of educational and recreational
books, video- and audio-tapes, periodicals, and reference materials. Students visit the library on a regular basis and are encouraged to visit before school,
during breaks, and on Saturdays with their families.
Computer skills and concepts integrated throughout standard curriculum prepare students for technological growth and opportunities. In addition to 20 library
workstations, each classroom contains Internet-connected computers for student use. Students also have access to four computer labs, which contain a
combined total of 120 workstations, and a mobile lab with 30 laptops. Students receive computer-assisted instruction on a regular schedule.
Wilmer Amina Carter High School
6
Published: February 2013
Additional Internet Access/Public Libraries
For additional research materials and Internet availability, students are encouraged to visit the public libraries located in the cities of Rialto and Colton, which
contain numerous computer workstations.
Curriculum Improvement
Carter High School’s curriculum is written in compliance with the state framework and model curriculum standards dictated by the California Department of
Education. The district’s Curriculum Committee is the primary leadership team responsible for monitoring and evaluating the curriculum. Decisions concerning
curriculum improvement are then made through a collaborative effort among school representatives, ensuring that all changes are school-wide, not isolated to
a single class or grade.
Science Lab Equipment
Carter High School stocks an adequate supply of equipment for its students. Inventory includes, but is not limited to, microscopes, slides, ring stands, clamps,
support rings, utility clamps, test tubes, test tube holders, test tube brushes, crucible tongs, flasks, beakers, and Bunsen burners. Specific equipment exists for
specific courses such as Biology, Chemistry, Physics, and Earth Science. Software for labs and lab demonstrations has also been provided for newly adopted
courses. For a complete listing of inventory, please contact the school office at (909) 854-4100.
College Preparation
The school’s counseling staff organizes and chaperones numerous group tours of area colleges throughout the year. The 2010-11 school year was the final
year Carter High School received funds from the GEAR UP grant. The program provided funding for additional academic counseling staff and assists students,
parents/guardians, and teachers in gaining access to higher education through academic support, information, and enrichment programs.
Students at Carter High School are encouraged to take University of California/California State University (UC/CSU) preparatory courses if they plan to attend
a four-year university. All students must pass each course with a grade no lower than a ‘C’.
UC/CSU Course Enrollment
Percentage
Student Enrolled in Courses
Required for UC/CSU
Admission (2011-12)
72.6%
Graduates Who Completed
All Courses Required for UC/
CSU Admission (2010-11)
11.5%
* Duplicated Count (one student can be enrolled in several
courses).
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
system. 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 Information Web page at http://www.universityofcalifornia.edu/admissions/.
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
• Graduation from high school
Some campuses have higher standards for particular 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, application, and
fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml.
Wilmer Amina Carter High School
7
Published: February 2013
Completion of High School Graduation Requirements - Class 2012
In addition to fulfilling District graduation requirements, students in California public schools must pass both the English/language arts and mathematics
sections of the California High School Exit Exam (CAHSEE) to receive a high school diploma. For students who began the 2011-12 school year in the twelfth
grade, the table displays the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the
CAHSEE or received a local waiver or state exemption.
Completion of High School Graduation Requirements
School
District
State
All Students
89.5%
75.7%
*
Socioeconomically
Disadvantaged
87.7%
82.1%
*
African American/Black
89.6%
80.0%
*
American Indian
50.0%
85.7%
*
Asian
88.9%
87.5%
*
Filipino
100.0%
100.0%
*
Hispanic or Latino
89.5%
82.2%
*
Pacific Islander
75.0%
72.2%
*
White
90.2%
91.6%
*
English Learners
73.2%
67.1%
*
Students with Disabilities
72.7%
58.6%
*
Two or More Races
88.9%
84.8%
*
* Data was not available at the time of publication.
Workforce Preparation (School Year 2011-12)
Carter High School strives to graduate citizens who are fully capable of functioning and prospering in society. The school’s workforce preparation program
prepares students to succeed through the development of conceptual thinking, effective communication, and the ability to apply knowledge and skills learned
in the classroom to real-world contexts. Curriculum and instructional strategies that foster critical thinking, problem solving, leadership, and academic skills are
consistently taught to ensure work-readiness.
The school addresses the needs of all students, as well as those in career preparation, through professional development, guidance, and counseling from
school personnel regarding career paths and courses of study. The Career Center, work experience, use of technology, and community service projects are
made available to heighten student awareness of options for education, training, and employment beyond high school.
The following Career Technical Education (CTE) programs offered at the school:
• Careers in Education
• Computer Applications
• Construction Technology
• Customer Service Occupations
• Drafting I & II
• Emergency First Responder
• Floral Design & Sales
• Hospital Health Careers
• Internship
• Introduction to Business
• Introduction to Computer Keyboarding
• Introduction to Vocational Nursing
• Medical Terminology
• Sports Therapy and Fitness
• Transitional Partnership Program
• Web Page Design
• Video Production
• Child Development
The following courses are offered at off-site locations through the Regional Occupational Program:
• Advanced Law Enforcement
• Automotive Repair
• Culinary Restaurant Management
• Entrepreneurship
• EKG Technician
• Fundamentals of Law
• 3D Animation
Enrollment & Program Completion in Career/
Technical Education (CTE) Programs (Carl
Perkins Vocational and Technical Education Act)
All of the listed courses incorporate state-adopted CTE model curriculum standards, meet district
graduation requirements, and/or satisfy entrance requirements of the CSU/UC systems. All
courses are evaluated based on mastery of “employment readiness standards,” both basic and
industry-specific, results of career-technical skills assessments, and/or placement of program
completers in employment, post-secondary education, or the military. For more information
about Career/Technical Education and/or the District’s Regional Occupational Program, please
contact Peggy Wheeler at the Alternative Education Center.
Wilmer Amina Carter High School
Response
Question
8
How many of the school’s pupils
participate in CTE?
899
What percent of the school’s pupils
complete a CTE program and earn a
high school diploma?
1.1
What percent of the school’s CTE
courses are sequenced or articulated
between the school and institutions of
post secondary education?
0.2
Published: February 2013
Advanced Placement Classes
Carter High School offers college-bound students many opportunities to get a head start on their future. In addition to college preparatory classes, Carter High
has an Advanced Placement (AP) program including Physics, English Language, U.S. History, European History and Calculus.
Advanced Placement Classes
# of Courses
English
3
Foreign Language
1
Mathematics
1
Science
1
Social Science
4
Totals
10
Percent of Students in AP Courses
2%
California High School Exit Exam (CAHSEE)
The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine
Adequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English/language arts
section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. The score a
student must achieve to be considered Proficient is
CAHSEE By Subject for All Grade Ten Students
different than the passing score for the graduation
requirement. The first table displays the percent of
2009-10
2010-11
2011-12
students achieving at the Proficient or Advanced
School
District
State
School
District
State
School
District
State
level for the past three years. The second table
displays the percent of students, by group,
English
46.0
44.0
54.0
51.0
46.0
59.0
48.0
43.0
56.0
achieving at each performance level in English/
Mathematics
38.0
41.0
54.0
53.0
53.0
56.0
47.0
47.0
58.0
language arts and math separately for the most
recent testing period.
CAHSEE By Student Group for All Grade Ten Students
English
Not
Proficient
Proficient
All Students
District
57.0
All Students
School
Mathematics
Advanced
Not
Proficient
Proficient
Advanced
23.0
20.0
53.0
35.0
12.0
52.0
22.0
26.0
53.0
35.0
11.0
Male
59.0
21.0
20.0
56.0
31.0
13.0
Female
46.0
23.0
31.0
56.0
31.0
13.0
African American
59.0
22.0
18.0
67.0
27.0
6.0
Hispanic or Latino
54.0
21.0
25.0
52.0
37.0
11.0
White
32.0
14.0
55.0
32.0
41.0
27.0
English Learners
93.0
6.0
1.0
87.0
12.0
1.0
Socioeconomically
Disadvantaged
58.0
21.0
21.0
56.0
34.0
10.0
Students with
Disabilities
90.0
7.0
3.0
97.0
3.0
-
Contact Information
Parents/Guardians who wish to participate in Wilmer Amina Carter High School’s parent involvement committees, school activities, or become a volunteer
may contact the office at (909) 854-4100. The district’s website (www.rialto.k12.ca.us) provides a variety of resources for parents/guardians, students, and
community members.
Data Sources
Data within the SARC was provided by Rialto Unified School District, retrieved from the 2011-12 SARC template, located on Dataquest (http://data1.cde.
ca.gov/dataquest), and/or Ed-Data website. Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the
public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find
information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. Ed-Data is a partnership of the CDE,
EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information
about California’s public kindergarten through grade twelve school districts and schools.
Wilmer Amina Carter High School
9
Published: February 2013
School Facilities
Carter High School, originally constructed in 2002, is currently comprised of nine permanent classroom buildings, a cafeteria/multi-purpose room, a library, a
theater, four computer labs, a staff lounge, athletic fields, a gymnasium, a stadium, and administrative offices. During the 2010-11 school year, the site was
able to have several projects completed: re-sodding of the football field, half paid for by the district and the other half by the school; fencing around the bike
racks installed; and lettering on Building H, the County Library, re-painted. The chart displays the most recent facilities inspection as of December 2012. Any
deficiencies listed in the chart are added to the work order process when time and funding is available.
School Facility Conditions
Date of Last Inspection: 08/23/2012
Overall Summary of School Facility Conditions: Good
Items Inspected
Facility Component
System Status
Good
Fair
Systems (Gas Leaks, Mech/
HVAC, Sewer)
Deficiency & Remedial
Actions Taken or Planned
Poor
X
Career Center: Air
Conditioning System is not
working (X) (remedied).
E211 and E217 - Problems
with the HVAC sistem exist
(remedied).
X
E102 - Carpeting damaged,
rippled or stained. E118 Carpeting damaged, rippled
or stained.
Cleanliness (Overall
Cleanliness, Pest/Vermin
Infestation)
X
Buildings C, D and E Flooring is excessively dirty/
stained. Areas evaluated
have accumulated dirt and
grime.
Electrical
X
Restrooms/Fountains
X
Safety (Fire Safety,
Hazardous Materials)
X
Structural (Structural
Damage, Roofs)
X
External (Grounds, Windows,
Doors, Gates, Fences)
X
Interior
C105- Fire extinguisher is
missing tag (remedied).
School Safety
The safety of students and staff is a primary concern of Carter High School. All visitors to the campus must sign in at the office and wear a visitor’s pass at
all times. Supervision is provided to ensure the safety of each student before school, during breaks, at lunch, and after school. Supervision is a responsibility
shared among parent/guardian volunteers, teachers, and administrators.
To further safeguard the well-being of students and staff, a comprehensive School Site Safety Plan has been developed by the School Site Council. The Safety
Plan was most recently updated in spring 2012 and revisions and updates are reviewed immediately with the staff. Key elements of the Safety Plan focus on
the following:
• School rules & procedures • Current status of school crime • Child abuse reporting procedures • Policies related to suspension/expulsion • Safe ingress & egress of pupils, parents/guardians, & school employees
• Disaster procedures/routine & emergency drills
• Notification to teachers
• School-wide dress code
• Sexual harassment policy
The school is always in compliance with the laws, rules, and regulations pertaining to hazardous materials and State earthquake standards. Safety drills,
including fire, earthquake, and code yellow, are held monthly.
Cleaning Process:
The school provides a safe and clean environment for students, staff, and volunteers. The district’s Board of Education has adopted cleaning standards for
all schools in the district. Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and restrooms.
A joint effort between students and staff helps keep the campus clean and litter-free. The principals work daily with the school’s custodial staff to develop
sanitation schedules that ensure a clean, safe, and functional learning environment.
Maintenance & Repair:
A scheduled maintenance program is administered by the school’s custodial staff on a regular basis, with heavy maintenance functions occurring during
vacation periods. Additionally, a scheduled maintenance program is administered by Rialto Unified School District to ensure that school grounds and facilities
remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the highest priority;
repair requests are completed efficiently and in the order in which they are received.
Deferred Maintenance Budget:
The district participates in the State School Deferred Maintenance Program, designed to assist school districts with expenditures for major repair or replacement
of existing school building components. Typically this includes roofing, plumbing, heating electrical systems, interior or exterior painting, and floor systems. In
2012-13, the district did not allocate additional funds toward the deferred maintenance budget.
Wilmer Amina Carter High School
10
Published: February 2013
Teacher & Administrative Salaries (Fiscal Year 2010-11)
The table displays district salaries for teachers, principals, and superintendents, and
compares these figures to the state averages for districts of the same type and size.
The table also displays teacher and administrative salaries as a percent of the district’s
budget, and compares these figures to the state averages for districts of the same type
and size. Detailed information regarding salaries may be found at the CDE website, www.
cde.ca.gov.
School Site Teacher Salaries (Fiscal Year 2010-11)
The table illustrates the average teacher salary at the school and compares it to the
average teacher salary at the district and state.
Average Teacher Salaries
School & District
School
$70,774
District
$71,602
Percentage of Variation
-1.16%
$68,835
Percentage of Variation
2010-11
District
State
Beginning Teachers
$45,996
$41,455
Mid-Range Teachers
$70,584
$66,043
Highest Teachers
$91,139
$85,397
Elementary School Principals
$103,381
$106,714
Middle School Principals
$111,152
$111,101
High School Principals
$114,929
$121,754
Superintendent
$225,000
$223,357
Salaries as a Percentage of Total Budget
School & State
All Unified School Districts
Average Salary Information
Teachers - Principal - Superintendent
Teacher Salaries
37.8%
39.0%
Administrative Salaries
5.6%
5.1%
2.81%
District Expenditures & Revenue Sources (Fiscal Year 2010-11)
The expenditures per pupil data is based on 2010-11 fiscal year audited financial statements. The table reflects the direct cost of educational services, per
average daily attendance, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required by law
annually and is compared with other districts state-wide.
Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or
governing board is not considered restricted. Basic/Unrestricted expenditures, except for general guidelines, are not controlled by law or donor.
For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at
http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at
http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.
Expenditures per Pupil
School
Total Expenditures Per Pupil
$23,146
From Supplemental/Restricted Sources
$4,008
From Basic/Unrestricted Sources
$19,138
District
From Basic/Unrestricted Sources
$6,512
Percentage of Variation between School & District
State
From Basic/Unrestricted Sources
$5,455
Percentage of Variation between School & State
District Revenue Sources (Fiscal Year 2011-12)
In addition to general state funding, Rialto Unified School District received state and federal categorical funding for the following support programs:
• Title I, Part A, Educationally Disadvantaged Children
• Title II, Part A, Teacher/Principal Training and Recruiting
• Title III, LEP Student Program
• Title IV, Part A, Safe and Drug Free Schools and Communities
• Title V, Innovative Programs
• Economic Impact Aide (EIA) - Limited English Proficient
Wilmer Amina Carter High School
11
Published: February 2013