Jurupa Hills - Fontana Unified School District

Fontana Unified
School District
“Every Student Successful.
Engaging Schools. Empowered
Communities.”
9680 Citrus Avenue
Fontana, CA 92335
(909) 357-7600
www.fusd.net
Board of Education
Lorena Corona, President
Mary Sandoval,
Vice President/Clerk
Jesse Armendarez, Member
BarBara L. Chavez, Member
Matt Slowik, MURP, MPA,
Member
Isaac Rubalcava,
Student Board Member
District Administration
Leslie Boozer, Ed.D., J.D.
Superintendent
[email protected]
Randal S. Bassett
Associate Superintendent,
Business Services
Oscar Dueñas
Associate Superintendent,
Student Services
David Creswell
Associate Superintendent,
Human Resources
Antonio J. Cediel, Ed.D.
Associate Superintendent,
Teaching & Learning
Martin Sissac
Chief of School Police Services
Jurupa Hills High School
Jurupa Hills High School
10700 Oleander Avenue, Fontana, CA 92335
(909) 357-6300
CDS Code: 36-67710-0120758
Serving Grades Nine through Twelve
Lorraine Trollinger, Ed.D., Principal
[email protected]
2014-2015 School Accountability Report Card
SARC Information
Every school in California is required by state law to publish a School Accountability Report Card
(SARC) by February 1st 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 a 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 webpage at http://www.cde.ca.gov/ta/ac/sa/.
• View this SARC online at the school and/or LEA websites.
• For more information about the LCFF or LCAP, see the CDE LCFF Webpage 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.
District Goals
LEARNING FOR ALL STUDENTS
Every student will be provided a comprehensive educational program
aligned with the California State Standards that increases student
achievement at the highest level and increases attendance.
SAFE, POSITIVE, WELL-MAINTAINED SCHOOLS
Every student will be provided with a clean, orderly, and adequately
equipped school that is organized for its educational purpose and where
every student is welcomed, respected, and valued.
QUALITY STAFF PROVIDING QUALITY SERVICE
Every student will be provided with a quality education by highly qualified staff who will be
continuously trained in teaching strategies, support programs, and staff development activities.
SCHOOL/HOME/COMMUNITY PARTNERSHIPS & COMMUNICATION
Every student will be supported, and relationships enhanced, through open communication with
parents, students, colleagues, and the community to develop partnerships.
ACQUISITION & ALLOCATION OF RESOURCES THAT SUPPORT THE ABOVE GOALS
Every student will be supported through the strategic allocation of all resources by continuously
reviewing, updating, and fully implementing all district plans.
Principal’s Message
I’d like to welcome you to Jurupa Hills High School’s Annual School Accountability Report Card.
Thank you for taking time to explore it. The opportunity to do so has presented itself in the form
of compliance with Proposition 98, which identifies the school accountability report card as a
required component in every California school.
It is the belief of Jurupa Hills High School that students can and will excel in an environment that
is tailored to their needs. We are a school of intercultural understanding and global learning. We
are moving towards 21st century instruction and student learning. Although we recognize our
areas of need and concern, we are extremely proud that we continue to meet all academic goals
established by the state, district and federal government.
-1-
Published: January 2016
A. Conditions of Learning
The hard-working staff is both skilled and dedicated to the success
of all students. We are fortunate to have many experienced and
knowledgeable teachers eager to make a difference for our students. We
believe in a student centered approach, which provides an atmosphere
in which a child’s social, emotional, and intellectual needs are equally
important. Our goal in presenting you with this information is to keep
our community and the public in general, well informed. We desire to
keep the lines of communication open and welcome any suggestions,
comments, or questions you may have. It is my opinion, and that of the
district, that a well-informed public is vital in continuing to advance in
an ever-evolving world. Thank you for helping Jurupa Hills High School
change with the times and maintain flexibility.
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 the pupils they are teaching;
• Pupils have access to standards-aligned instructional materials; and
• School facilities are maintained in good repair.
Teacher Assignment
School Profile (School Year 2015-16)
The district recruits and employs qualified credentialed teachers. This
chart shows information about teacher credentials.
Jurupa Hills High School opened its doors in the fall of 2010. The school
is one of five high schools in the Fontana Unified School District, and
is located approximately 50 miles east of Los Angeles in Fontana, at
the foot of the Jurupa Hills. The school is accredited by the Western
Association of Schools and Colleges.
Teacher Credential Status
School
Jurupa Hills High School offers a comprehensive and varied curriculum
within the following departments: Applied Technology, Business and
Computer Education, Consumer Science, English, English Language
Learners, Modern Language, Learning Handicapped, Mathematics,
Physical Education, Science, Social Studies, and Visual and Performing
Arts. “Honors” level courses are offered in English, Geography & World
Culture, Trigonometry, and Pre-Calculus. Special programs offered
include Academic Decathlon, AVID, and CTE/ROP.
14-15
15-16
15-16
Fully Credentialed
88
89
86
1532
Without Full Credentials
1
2
2
14
Teaching Outside Subject
Area of Competence (with full
credential)
0
0
0
5
Misassignments refers to the number of positions filled by teachers who
lack legal authorization to teach that grade level, subject area, student
group, etc. 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 semester or year.
School Enrollment (School Year 2014-15)
In the 2014-15 school year, the school served 2,081 students in grades
nine through twelve. The charts display school enrollment broken down
by grade or student group.
Misassignments/Vacancies
Enrollment Trend by Grade Level
13-14
14-15
15-16
Misassignments of Teachers of
English Learners
1
0
0
545
Misassignments of Teachers (other)
0
0
0
447
Total Misassignments of Teachers
1
0
0
536
Vacant Teacher Positions
4
2
1
2012-13
2013-14
2014-15
9th
448
538
553
10th
573
473
11th
585
571
12th
344
546
Enrollment by Student Group
Highly Qualified Teachers
(School Year 2014-15)
2014-15
Percentage
Black or African American
5.9%
American Indian or Alaska Native
0.2%
Asian
1.5%
Filipino
1.5%
Hispanic or Latino
84.7%
Native Hawaiian or Pacific Islander
0.6%
White
4.9%
Two or More Races
0.7%
English Learners
18.0%
Socioeconomically Disadvantaged
81.5%
Students with Disabilities
12.6%
Foster Youth
0.8%
Jurupa Hills High School
District
13-14
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”. Minimum qualifications include: possession of a
Bachelor’s Degree, possession of an appropriate California teaching
credential, and 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/.
NCLB Compliant Teachers
-2-
% of Core
Academic
Courses
Taught
By Highly
Qualified
Teachers
% of Core
Academic
Courses
Taught By
Non-Highly
Qualified
Teachers
School
98.2%
1.8%
All Schools in District
99.1%
0.9%
High-Poverty Schools in District
99.1%
0.9%
Low-Poverty Schools in District
N/A
N/A
Published: January 2016
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 39 percent or less.
School Facilities (School Year 2014-15)
Jurupa Hills High School provides a clean, safe, and functional environment for learning through proper facilities maintenance and campus
supervision. School facilities were built in 2010. Ongoing maintenance ensures facilities remain up-to-date and provide adequate space for students
and staff.
Jurupa Hills High School has 79 permanent classrooms and does not have any portable classrooms at this time. We also have a 100 student Lecture
Hall, a TV Studio, a Library, a Recording Studio, an outside sports stadium and tennis courts with baseball and softball fields.
New projects include fencing on the sides of the baseball fields, softball fields, and in front of the school, a new shot put, and discus ring. New sound
systems will be installed in the gym, central quad area, and our Lecture Hall. The Recording Studio will get new recording equipment, sinks installed
in the art room, and sound-proofing on the walls.
A formal inspection report is prepared annually in accordance with Education Code §17592.72(c)(1). Fontana Unified School District uses the
Facilities Inspection Tool developed by the California Office of Public School Construction to assess current conditions of the campus and identify
facilities improvement needs.
The chart displays the results of the most recent facilities inspection at the school. Facilities information was collected in October 2015.
School Facility Conditions
Date of Last Inspection: 05/09/2015
Overall Summary of School Facility Conditions: Exemplary
Items Inspected
Facility Component
System Status
Good
Systems (Gas Leaks, Mech/
HVAC, Sewer)
Fair
Deficiency & Remedial
Actions Taken or Planned
Poor
X
Interior
X
Cleanliness (Overall
Cleanliness, Pest/Vermin
Infestation)
X
Electrical
X
Restrooms/Fountains
X
Safety (Fire Safety,
Hazardous Materials)
X
Structural (Structural
Damage, Roofs)
X
External (Grounds, Windows,
Doors, Gates, Fences)
X
B 100, B 201, B 200, B 202,
Student Store, G 102, G201,
G 204, G 205, Prep Room,
G 206, J 100, J 201, J 205:
Water stained ceiling tile(s);
Prep Room: Water stains in
light diffuser; two ceiling tiles
have holes; G 200: Water
stain light diffuser/ceiling tile
has hole; D 101 A: Ceiling
tiles are missing (Work orders
submitted)
Campus Maintenance
School custodial staff and the district’s maintenance department work together to ensure classroom, student facilities, and campus grounds are wellmaintained and kept safe and functioning for students, staff, and visitors. The Fontana Unified School District publishes a comprehensive custodial
manual which outlines cleaning standards and prioritization guidelines.
Jurupa Hills High School currently has two full-time day custodians and six evening custodians who are responsible for keeping classrooms and
facilities clean, safe and in good repair and working order. The site administrators, campus security, and custodians maintain communication daily
using hand-held radios to quickly address maintenance and safety issues.
Daily housekeeping and cleaning takes place in the evening. When students and staff are on school break, custodial teams focus on deep cleaning
of carpets, floors, windows, restrooms, and other major components of the campus.
An electronic work order process is in place for non-routine repairs and maintenance projects. School staff submits work orders to the school
secretary who forwards all work orders to the district’s maintenance department which identifies the scope of the project and then assigns the project
to either district maintenance technicians/specialists or site custodians.
Jurupa Hills High School
-3-
Published: January 2016
Instructional Materials (School Year 2015-16)
Fontana Unified School District held a public hearing on September 16, 2015, and determined that each school within the district had sufficient and
good quality textbooks, instructional materials, foreign language materials, or science lab equipment pursuant to the settlement of Williams vs. the
State of California.
All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects,
Foreign Languages, Health, and Visual and Performing Arts, for use in the classroom and to take home. Textbooks and supplementary materials
are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current
available. Materials approved for use by the state are reviewed by all teachers and a recommendation is made to the School Board by a selection
committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to
adoption.
The table displays information collected in November 2015 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
Title
Publisher
Adoption
Year
Sufficient
% Lacking
9th-12th
Algebra I
California Algebra I: Concepts,
Skills, and Problem Solving
Glencoe/McGraw-Hill
2008
Yes
0.0%
9th-12th
Algebra II
California Algebra II: Concepts,
Skills, and Problem Solving
Glencoe/McGraw-Hill
2008
Yes
0.0%
9th-12th
Geometry
California Geometry: Concepts,
Skills, and Problem Solving
Glencoe/McGraw-Hill
2008
Yes
0.0%
9th-12th
Integrated Math
Integrated Math Level 1-3
Holt
2015
Yes
0.0%
9th-12th
Statistics
Stats in Your World
Pearson
2015
Yes
0.0%
9th-12th
AP Statistics
The Practice of Statistics
W. H. Freeman
2015
Yes
0.0%
9th-12th
Pre-Calculus
Precalculus: Graphical Numerical
Algebraic
Pearson
2015
Yes
0.0%
9th-12th
AP Calculus
Calculus: Graphical, Numerical,
Algebraic
Pearson
2015
Yes
0.0%
9th-12th
English Language Development
Shining Star
Pearson Longman
2005
Yes
0.0%
9th-12th
English/Language Arts
Holt Literature & Language Arts
Holt
2012
Yes
0.0%
9th-12th
French
Daccord Level 1-3
Vista Higher Learning
2015
Yes
0.0%
9th-12th
AP French
Allons Au-dela
Pearson
2014
Yes
0.0%
9th-12th
Spanish
En Espanol Level 1-3
McDougal Littell
2004
Yes
0.0%
9th-12th
AP Spanish Lit.
Reflexiones
Pearson
2014
Yes
0.0%
9th-12th
AP Spanish Language
Temas
Vista Higher Learning
2014
Yes
0.0%
9th-12th
Health
Glencoe Health
Glencoe/McGraw-Hill
2005
Yes
0.0%
9th-12th
Chemistry
Chemistry: Matter & Change
Glencoe/McGraw-Hill
2007
Yes
0.0%
9th-12th
AP Chemistry
Chemistry: The Central Science
Prentice Hall
2014
Yes
0.0%
9th-12th
Earth/Physical Sciences
Earth Science
Holt, Rinehart & Winston
2007
Yes
0.0%
9th-12th
Physics
Physics
Holt, Rinehart & Winston
2007
Yes
0.0%
9th-12th
AP Physics
College Physics
Pearson/Prentice Hall
2014
Yes
0.0%
9th-12th
Biology
California Biology
Pearson/Prentice Hall
2007
Yes
0.0%
2014
Yes
0.0%
9th-12th
AP Biology
Campbell Biology
Benjamin Cummings/
Pearson Ed.
9th-12th
Environmental Science
Environmental Science
Bedford, Freeman & Worth
2014
Yes
0.0%
Human Anatomy & Physiology
Benjamin Cummings/
Pearson Ed.
2007
Yes
0.0%
9th-12th
Physiology
9th-12th
World History
Modern World History
McDougal Littell
2006
Yes
0.0%
9th-12th
AP World History
The Earth and Its People
McDougal Littel
2006
Yes
0.0%
9th-12th
US History
The Americans
McDougal Littel
2006
Yes
0.0%
9th-12th
AP US History
The American Pageant
McDougal Littel
2006
Yes
0.0%
9th-12th
Economics
Economics
Prentice Hall
2007
Yes
0.0%
9th-12th
AP Economics
Economics
Glencoe/McGraw-Hill
2005
Yes
0.0%
9th-12th
American Government
Magruder’s American Government
Prentice Hall
2006
Yes
0.0%
9th-12th
AP American Government
American Government
McDougal Littell
2006
Yes
0.0%
Jurupa Hills High School
-4-
Published: January 2016
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 predecessor the Standardized Testing and
Reporting Program); 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 Standards Test (CST) - Science
The California Standards Test (CST), a component of the CAASPP 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 science
(for grades 5, 8, and 10), 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 results for each grade and performance level, see the CDE CAASPP Results Web site at http://caaspp.cde.
ca.gov/caaspp2015/Index.aspx.
California Standards Test
Percentage of Students Meeting or Exceeding State Standards
Subject
Science (Grades 5, 8,
and 10)
School
District
State
2013
2014
2015
2013
2014
2015
2013
2014
2015
53
50
59
50
52
49
59
60
56
California Standards Test
Percentage of Students Meeting or
Exceeding State Standards
Subgroups
Subject
Science
District
49
School
59
African American/Black
62
Hispanic or Latino
55
White
80
Males
63
Females
54
Socioeconomically
Disadvantaged
58
English Learners
20
Students with
Disabilities
19
*Scores are not disclosed when fewer
than 10 students are tested in a grade
level and/or subgroup.
Jurupa Hills High School
-5-
Published: January 2016
California Assessment of Student Performance and Progress (CAASPP)
California EC Section 60640 authorized the replacement of the Standardized Testing and Reporting (STAR) Program with a new assessment
program, referred to as the CAASPP. All students in grades three through eight and eleven were assessed using computer-based tests in English/
Language Arts (ELA) and Mathematics; students in grades five, eight, and ten were also tested in Science. Science assessments were paper-based
and included California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).
Students receive an overall score for each subject, ranging from 2,000 to 3,000. Overall scores are reported within one of four levels:
•Performance Level 1: Standard not met - Needs substantial improvement for success in future coursework.
•Performance Level 2: Standard nearly met - May require further development for success in future coursework.
•Performance Level 3: Standard met - Demonstrates progress toward mastery.
•Performance Level 4: Standard exceeded - Demonstrates advanced progress toward mastery.
ELA results include information about the students’ performance in the areas of reading, writing, listening, and research. Reports of Mathematics
results include information about students’ performance in problem solving, using concepts and procedures, and communicating mathematical
reasoning.
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/Literacy (grades 3-8 and 11) and Math (grades 3-8 and 11).
California Assessment of
Student Performance and Progress
Percent of Students Meeting or Exceeding the State Standards
School
District
State
English Language Arts/Literacy
(Grades 3-8 and 11)
Subject
54
28
44
Mathematics (Grades 3-8 and 11)
18
17
33
The following table displays information on student achievement at each performance level in English/Language Arts and Mathematics for the school
by student groups for grade eleven.
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small
for statistical accuracy or to protect student privacy.
Note: A student is defined as socioeconomically disadvantaged if the student was eligible for the free or reduced-price lunch program (also known
as the National School Lunch Program or NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.
California Assessment of Student Performance and Progress - Grade 11
English-Language Arts
Mathematics
Percent Achievement Level
Student Groups
Total
Enrollment
Number
Tested
Percent
Tested
One
Two
Three
Percent Achievement Level
Four
Number
Tested
Percent
Tested
One
Two
Three
Four
All Students
418
411
98.3
15
32
36
18
412
98.6
55
27
13
5
Male
418
223
53.3
17
35
34
14
223
53.3
60
24
11
5
Female
418
188
45
12
28
38
22
189
45.2
49
31
16
4
Black or African
American
418
18
4.3
22
39
33
6
18
4.3
67
22
6
6
American Indian or
Alaska Native
418
2
0.5
--
--
--
--
2
0.5
--
--
--
--
Asian
418
5
1.2
--
--
--
--
5
1.2
--
--
--
--
Filipino
418
4
1
--
--
--
--
4
1
--
--
--
--
Hispanic or Latino
418
355
84.9
15
32
35
17
356
85.2
56
28
12
4
Native Hawaiian or
Pacific Islander
418
1
0.2
--
--
--
--
1
0.2
--
--
--
--
White
418
25
6
12
20
36
32
25
6
32
36
20
12
Two or More
Races
418
1
0.2
--
--
--
--
1
0.2
--
--
--
--
Socioeconomically
Disadvantaged
418
327
78.2
15
32
35
17
328
78.5
55
28
12
4
English Learners
418
50
12
58
36
4
2
52
12.4
88
8
2
2
Students with
Disabilities
418
54
12.9
54
30
15
2
54
12.9
91
6
4
0
Jurupa Hills High School
-6-
Published: January 2016
UC/CSU Course Completion
ROP Courses available on other FUSD Campuses:
Students are encouraged to take University of California/California State
University (UC/CSU) preparatory courses if they plan to attend a fouryear university. All students must pass each course with a grade no
lower than a ‘C’.
• Acute Care Nurse Assistant
• Advanced Law Enforcement
• American Sign Language 1 (A-G approved)
• Auto Collision Repair
• Automotive Engine Performance
• Automotive Service
• Automotive Technician
• Bakery Occupations
• Catering
• Child Care Occupations
• Computer Business Applications
• Computer Game Design
• Customer Service
• Fashion Design
• Fire Technology
• Foundations of Information Technology
• Fundamentals of Law Enforcement
• Health Information Technician
• Introduction to Health Careers
• Landscape Occupations
• Medical Assisting - Draft
• Medical Core 1
• Medical Terminology
• Personal Fitness Trainer
• Professional Dance
• Radio Broadcasting Occupations
• Recording Engineering
• Restaurant Occupations
• Sports Medicine 1
• Stagecraft Design
• Veterinary Assistant
• Website Design
• Welding Certification
• Welding Technology
UC/CSU Course Enrollment
Percentage
Students Enrolled in Courses
Required for UC/CSU
Admission (2014-15)
97.7%
Graduates Who Completed
All Courses Required for UC/
CSU Admission (2013-14)
44.2%
* Duplicated Count (one student can be enrolled in several
courses).
Career Technical Education (CTE)
Programs (School Year 2014-15)
Students are introduced to career technical education programs at
Jurupa Hills, including Regional Occupational Programs (ROP), and
career pathways. Students in grades nine through twelve receive career
guidance individually, in small groups, and in workshop format to address
career pathways, career exploration opportunities, post-secondary
training, and courses of study. Career education courses comply with
state-adopted Career Technical Education Standards and Academic
Content Standards and are integrated into all Career Technical Education
Courses. Individual student assessment of work readiness skills takes
place through end-of-course exams, course-required projects, and
classroom observation in Career Technical Courses.
Regional Occupational Programs (ROP) is offered in partnership with
the San Bernardino County Superintendent of Schools. A variety of
30 different career technical education courses are available to help
prepare high school students for entry-level employment, upgrading
current job skills, industry certification or obtaining more advanced levels
of education.
For more information on career technical programs, ROP, partnership
academies, and work experience, contact Tracey Vackar, Director of
Career Technical Education, at (909) 357-7600 ext 29180, or visit the
state’s career technical website at http://www.cde.ca.gov/ci/ct/.
Work experience students are partnered with community organizations
and employers that provide on-the-job training and mentoring for
students 16 years and older. Work experience students receive guidance
and supervision designed to ensure maximum educational benefit from
part-time paid and non-paid employment.
Career Technical Education Participation
This table displays information about participation in the school’s Career
Technical Education (CTE) programs.
The school offers the following courses:
Enrollment & Program Completion in Career/
Technical Education (CTE) Programs (Carl
Perkins Vocational and Technical Education Act)
Career Pathways - Industry Sectors
• Advanced Academics
• Arts Media and Entertainment
Response
Question
On-campus CTE Courses:
How many of the school’s pupils
participated in CTE programs?
• 3D Design Anim 1A
• 3D Design Anim 1B
• Computer Animation 1A
• Computer Animation 1B
• MIDI/Digital Recording
• Television Broadcasting I
• Television Broadcasting II
• Web Design 1
829
What percentage of the school’s pupils
completed a CTE program and earned a
high school diploma?
94.1%
What percentage of the school’s CTE
courses are sequenced or articulated
between the school and institutions of
post secondary education?
19.0%
On-campus ROP Courses:
• Stagecraft Construction
Jurupa Hills High School
-7-
Published: January 2016
State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the Other Pupil Outcomes State Priority:
• Pupil outcomes in the subject areas of English, mathematics, and physical education.
Physical Fitness (School Year 2014-15)
In the spring of each year, Jurupa Hills High School is required by the state to administer a physical fitness test to all students in the ninth grade. The
physical fitness test is a standardized evaluation that measures each student’s ability to perform fitness tasks in six major areas. This table displays
by grade level the percent of students meeting fitness standards (scoring in the “healthy fitness zone” on all six fitness standards) for the most recent
testing period. Detailed information regarding this test may be found at the CDE website at http://www.cde.ca.gov/ta/tg/pf/.
Percentage of Students in Healthy Fitness Zone
2014-15
Grade Level
Four of Six
Standards
Five of Six
Standards
Six of Six
Standards
9
26.2%
18.2%
37.0%
California High School Exit Examination (CAHSEE) Results for All Grade Ten Students
(School Year 2014-15)
The California High School Exit Exam was primarily used as a graduation requirement in California, but the results of this exam were 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 different than the passing score for the graduation requirement.
The first table displays the percent of students achieving at the Proficient or Advanced level for the past three years. The second table displays the
percent of students, by group, achieving at each performance level in English/Language Arts and Math separately for the most recent testing period.
CAHSEE By Subject for All Grade Ten Students
2012-13
2013-14
2014-15
School
District
State
School
District
State
School
District
State
English
50
48
57
42
40
56
53
42
58
Mathematics
45
48
60
44
45
62
55
43
59
CAHSEE By Student Group for All Grade Ten Students
English
Jurupa Hills High School
Mathematics
% Not
Proficient
%
Proficient
%
Advanced
% Not
Proficient
%
Proficient
%
Advanced
All Students
District
51
27
22
50
37
13
All Students
School
49
26
24
45
39
17
Male
56
24
20
46
38
16
Female
42
29
29
43
40
17
Black or African
American
65
19
16
53
34
13
Hispanic or Latino
51
28
22
46
39
15
White
27
27
46
33
41
26
English Learners
97
3
0
89
11
0
Socioeconomically
Disadvantaged
51
27
22
46
39
15
Students with
Disabilities
91
5
4
90
9
2
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Published: January 2016
C. Engagement
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.
Parent Involvement (School Year 2015-16)
Parents are encouraged to get involved with Jurupa Hills High School’s learning community by volunteering at the school, attending school events,
or sharing in the decision-making process. Parents are also invited to help supervise the campus during the school day, at school and sporting
events. Parents can interact with faculty staff by appointment, during Back-to-School night, Individual Education Plans (IEP’s), Student Intervention
Team (SIT) meetings, or 504 meetings to support their student(s) interests and efforts.
Through Project Inspire, parents are able to attend monthly seminars ranging from interpreting state testing results to internet safety. The Guidance
Department hosts several evening sessions for parents including but not limited to A-G UC/CSU requirements, Career Exploration, Interventions,
etc. The School Site Council (SSC), English Language Advisory Council (ELAC), Parent Organization Meetings (Spartan Parent Group), and booster
clubs provide opportunities for parents to have input on curricular and/or extra-curricular programs and school budget. Monthly, the Principal and
Assistant Principals meet with parents informally during Coffee with the Principal in the morning and in the evening with the Spartan Parent Group to
answer questions and address topics regarding the school in general. In addition, parents are also kept informed about daily events and/or activities
through Teleparent, jhills.org, various Facebook pages, Twitter, and the Principal text line phone number.
Contact Information
Parents or community members who would like more information about the school may contact the school office at (909) 357-6300.
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.
Completion of High School Graduation Requirements - Class of 2014
Until the 2014-15 school year, students in California public schools had to pass both the English/Language Arts and Mathematics portions of the
California High School Exit Exam (CAHSEE) to receive a high school diploma. The California State Legislature suspended the requirement for
students to pass the CAHSEE for the 2015-16, 2016-17, and 2017-18 school years.
Data from the 2013-14 school year is the most recent data available from the CDE. For students who began the 2013-14 school year in the 12th
grade, the table displays the percent of students who met all state and local graduation requirements, including having passed both portions of the
CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CDE website at http://www.cde.
ca.gov/ta/tg/hs.
Completion of High School Graduation Requirements
Jurupa Hills High School
School
District
State
All Students
95.6%
85.5%
84.6%
African American/Black
84.4%
87.3%
76.0%
American Indian or Alaska
Native
100.0%
90.9%
78.1%
Asian
100.0%
86.4%
92.6%
Filipino
91.7%
92.9%
96.5%
Hispanic or Latino
92.9%
85.0%
81.3%
Native Hawaiian or Pacific
Islander
100.0%
90.0%
83.6%
White
95.2%
84.7%
89.9%
Two or More Races
100.0%
100.0%
82.8%
English Learners
78.8%
61.6%
50.8%
Socioeconomically
Disadvantaged
93.4%
85.7%
81.4%
Students with Disabilities
83.3%
60.4%
61.3%
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Published: January 2016
Graduation Requirements
Students must complete the following graduation requirements:
A. Complete the following course work:
• English - 4 years
• Math - 2 years (3 years recommended)
• Physical Education – 2 years
• 1 year of Physical Science
• 1 year of Life Science
• Visual & Performing Arts/Modern Language—1 year
• 1 year of US History
• 1 year of World History
• 1 semester of Government
• 1 semester of Economics
B. Earn 230 credits. A student earns 5 credits for each semester class that is passed.
C. Pass the California High School Exit Exam.
Grade Point Average and Ranking System
The school year is divided into two semesters and a final grade is given in each class at the end of each semester. These grades are used to
calculate the cumulative grade point average, which is based on a 4.0 scale. (Four points are assigned for a grade of “A”, three points for a grade
of “B”, two points for a “C”, and one point for a grade of “D”). The rank in class is based upon the total cumulative GPA starting in 9th grade with the
highest GPA(s) in each class ranking first and then descending so that the largest rank number is assigned to the students with the lowest GPA in
the class.
Two different weighted GPAs are available for each student but are not included on the transcript. One weighted GPA is based on the University
of California admission requirements, which include 10th, 11th, and 12th grades in UC-approved classes, based on a 4.0 scale. One extra point is
awarded to any grade earned in the junior or senior year in an approved AP or Honors course. The other weighted GPA is a system used only by
the four high schools within the Fontana Unified School District to determine academic honors called Magnolia Chain (Junior class honor escorts for
graduation, salutatorian, and valedictorian).
Dropout & Graduation Rates (Four-Year Cohort Rate)
Intervention strategies used to promote attendance and reduce dropout rates include:
• Guidance Staff: Focus on students at risk of not graduating due to poor grades, test scores, attendance, or behavior
• Oracle Watch List (OWL): intensive monitoring of all at-risk students
• Algebra Essentials: Math class to assist students at the ninth grade level who have a history of poor math test scores and grades
• Math Topics: IXL Math for students in Math
• Read 180: Reading intervention
• Computer Based Instruction (CBI): Credit Recovery
• Rapid Credit Recovery Program (RCRP): Credit Recovery
The chart displays dropout and graduation rates for the most recent three-year period. Data from the 2014-15 school year was unavailable at the
time of publication.
Note: The National Center for Education Statistics graduation rate as reported in AYP is provided in the table.
Graduation & Dropout Rates
Dropout
Graduation
11-12
12-13
13-14
11-12
12-13
13-14
School
25.0%
7.3%
3.6%
0.0%
87.9%
95.6%
District
12.5%
8.2%
7.7%
82.5%
86.4%
87.2%
State
13.1%
11.4%
11.5%
78.9%
80.4%
81.0%
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.
Jurupa Hills High School
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Published: January 2016
Discipline & Climate for Learning
Discipline Policies at Jurupa Hills High School are guided by both California Education & Penal Codes, as well as by policies set forth by Fontana
Unified School District’s Board of Education. Our policies recognize that all students have the inalienable right to attend classes on a campus that is
safe and secure. Our policies are specifically geared towards promoting a productive educational environment in which students can focus on both
academic and personal growth. Students are encouraged to reflect on the importance of self-discipline, self-reflection regarding their mistakes, and
the development of positive resolution skills when faced with challenging situations.
Each member of the staff at Jurupa Hills High School takes a proactive approach in helping our students reflect on positive choices that will contribute
to a successful and productive learning environment. All behavior expectations, policies, and consequences are clearly outlined in our “Scholar
Handbook.” The handbook is reviewed with students at the beginning of the year through homeroom classes. Parents and students are required
to sign and return an acknowledgement page which confirms that both parents and students understand the outlined policies. Except with more
egregious incidents, a progressive behavior modification approach is followed at both the classroom and office level.
Teachers and administrators take into consideration students’ behavioral trends as well as the seriousness of individual infractions when determining
consequences. Student discipline is always dealt with in a fair, firm, and consistent manner.
The table displays the suspension and expulsion rates at the school, in the district, and throughout the state. Expulsions occur only when required by
law or when all other alternatives are exhausted.
Suspensions & Expulsions
Suspensions
Expulsions
12-13
13-14
14-15
12-13
13-14
14-15
School
14.0%
11.0%
10.7%
0.4%
0.0%
0.1%
District
7.5%
7.2%
6.1%
0.1%
0.0%
0.0%
State
5.1%
4.4%
3.8%
0.1%
0.1%
0.1%
Co-Curricular Activities:
Jurupa Hills High School provides a wide variety of co-curricular activities for its students. A member of the Mountain Valley League, Jurupa Hills
High School fields athletic teams in football, volleyball, basketball, cross country, soccer, tennis, wrestling, track, softball, and baseball. Jurupa Hills
also has a pep squad.
Performing groups are available in the areas of drama, vocal music, and instrumental music. Students are also able to pursue their interest through
a wide variety of clubs. Students and staff are able to improve and utilize their computer technology skills in campus labs. Guidance is available
through the Guidance Counseling Office, as well as through the Career Center.
Safe School Plan (School Year 2015-16)
The Safe School Plan was developed by the Safe Schools Committee and the Office of Child Welfare and Attendance to comply with Senate Bill 187
of 1997. The plan was last reviewed, updated, and discussed with school staff in February 2015. An updated copy is available to the public at the
school office. Highlights of the Safe School Plan include:
• Safe Schools’ Plan of Action
• Comprehensive disaster and crisis plan
• State and local discipline policies
• Intervention programs for at-risk students
• Addressing student aggression
• Visible authoritative presence on campus
• Safe transportation
• Communication strategies
• Conflict resolution
D. Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Staff Development
All training and curriculum development activities at Fontana Unified School District revolve around the Common Core State Standards, Professional
Learning Communities, and Response to Instruction and Intervention. The school supplements district training with site-based training focused on
meeting the needs of the school based upon student assessment results and teacher input.
Fontana Unified School District plans, implements, and evaluates professional development opportunities for administrators and teachers. Staff
members are encouraged to attend district sponsored training and professional development programs.
In the 2012-13 school year, the district offered two staff development days. In the 2013-14 school year, five days of staff development were provided
to every elementary school teacher and three days to every middle school and high school teacher. In the 2014-15 school year, no districtwide staff
development days were provided.
New and veteran teachers are offered support through Peer Assistance and Review and Beginning Teacher Support Assistance programs. Each
program pairs participating teachers with qualified veterans to gain the skills and knowledge to be effective in the classroom. Paraprofessionals
receive specialized training to support current classroom curricula and effective instructional strategies. Classified support staff receive job-related
training from department supervisors and district representatives.
Jurupa Hills High School
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Published: January 2016
Class Size Distribution
The table indicates the average class size by subject area, as well as the number of classrooms that fall into each size category.
Class Size Distribution
Classrooms Containing:
Average
Class Size
13
14
15
1-20
Students
13
14
15
21-32
Students
13
33+
Students
14
15
13
14
15
By Subject Area
English
24
26
28
35
27
24
29
28
15
33
40
47
Math
21
27
26
33
18
22
26
17
23
26
37
29
Science
25
30
30
20
8
10
18
13
15
32
40
37
Social
Science
21
26
27
28
16
15
24
17
13
21
30
28
Advanced Placement Classes (School Year 2014-15)
Advanced placement (AP) programs give students an opportunity to take college-level courses and exams while still in high school. Students who
receive a 3,4, or 5 on their final AP exams qualify for college credit at most of the nation’s colleges.
Advanced Placement Classes
# of Courses
English
5
Foreign Language
3
Mathematics
5
Science
2
Social Science
11
Totals
26
Percent of
Students in AP
Courses
18%
IB & Honors Courses
Jurupa Hills High School is unique in the district by offering the two-year International Baccalaureate Diploma Program. Many students took one
or two courses other than the IB Program of study. These students are working to complete for the full diploma. Those who do earn a diploma will
receive preferential admission and credit at most colleges and universities.
Additionally, Jurupa Hills High School offers English Honors in ninth and tenth grades and Trigonometry/Pre-Calculus as preparatory courses to
college-level work.
Advanced Academics Classes
Percentage
of Student
Poplations
Sections
Total # of
Students
IB
19
191
9%
AP
22
228
11%
Honors
15
*
*
Courses
*Data unavailable
Availability of Additional Internet Access at Public Locations
Parents may access the Internet at any of the county’s public libraries. Libraries in the local area include:
• Fontana Branch Library: (909) 822-2321
• Fontana Lewis Library & Technology Center: (909) 574-4500
• Kaiser High School Public Library: (909) 357-5900 ext. 8029
• Summit High School Public Library: (909) 357-5950 ext. 3024
Jurupa Hills High School
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Published: January 2016
Counseling & Support Staff (School Year 2014-15)
Jurupa Hills High School provides professional, highly qualified staff, comprised of staff who provide services and support centered on the student’s
academic, personal, social, and career/college needs for graduation and beyond.
In the 2014-15 school year, the academic counselor-to-pupil ratio was 1:347. The chart displays support staff available to students in the reporting
year. Note: 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.
Counseling & Support Services Staff
Number of
Staff
Full Time
Equivalent
Counselor
6
6.0
Guidance Technician
4
4.0
ROP Coordinator
1
0.5
School Psychologist
1
1.0
Speech/Language/
Hearing Specialist
1
0.5
WorkAbility Specialist
1
1.0
Students receive personal/social services in addition to their comprehensive academic and post-secondary planning services. The CSSPs meet
and intervene with at-risk students regularly to address issues that affect the ability of a student to perform at his or her best in school. Using a
collaborative approach with other professionals at the school, the CSSPs evaluate and recommend various intervention strategies and services to
meet the unique needs of the student.
The district’s Special Education Local Plan Areas (SELPA) provides a wide range of specialized instructional and support services for students with
exceptional needs. The SELPA employs highly qualified professionals and special education experts to meet the unique needs of each child based
upon their IEP.
Jurupa Hills High’s specialized academic instructional staff collaborates with the district’s SELPA to coordinate designated instruction and services
(DIS), special education programs, and resource programs to ensure students receive instruction and services to support their individual learning
needs.
Adequate Yearly Progress (School Year 2014-15)
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 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 AYP requirements:
• Participation rate on the State’s standards-based assessments in English/Language Arts (ELA) and Mathematics.
• Percent proficient on the State’s standards-based assessments in ELA and Mathematics.
• Graduation rate.
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 transportation
to the new site. Results of school, District, and State performance are displayed in the chart.
More information about Title I and NCLB requirements can be found on the California Department of Education’s website http://www.cde.ca.gov/ta/
ac/ay/ and the U.S. Department of Education’s website http://www.nclb.gov.
Adequate Yearly Progress (AYP)
School
Made AYP Overall
Yes
English Language
Arts
Participation Rate
Percent Proficient
Met AYP Criteria
District
State
Yes
Mathematics
English Language
Arts
Yes
Yes
N/A
N/A
Yes
Mathematics
English Language
Arts
Mathematics
Yes
Yes
Yes
Yes
N/A
N/A
N/A
N/A
Met Attendance Rate
N/A
Yes
Yes
Met Graduation Rate
Yes
Yes
Yes
Jurupa Hills High School
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Published: January 2016
Federal Intervention Program (School Year 2015-16)
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 (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
School
Program Improvement (PI) Status
First Year in PI
District
In PI
In PI
2012-2013
2008-2009
Year 3
Year 3
Year in PI (2015-16)
# of Schools Currently in PI
-
40
% of Schools Currently in PI
-
93.0%
District Expenditures (Fiscal Year 2013-14)
At the time this report was published, the most recent financial and salary comparison data from the State of California was for the 2013-14 school
year. The figures shown in the Expenditures Per Pupil table provides a comparison of a school’s per pupil funding from unrestricted sources with
other schools in the district and throughout the state.
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
$5,546
From Supplemental/Restricted Sources
From Basic/Unrestricted Sources
$745
$4,800
District
From Basic/Unrestricted Sources
$1,585
Percentage of Variation between School & District
202.8%
State
From Basic/Unrestricted Sources
$5,348
Percentage of Variation between School & State
-10.2%
School Site Teacher Salaries (Fiscal Year 2013-14)
The Average Teacher Salaries table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district
and throughout the state.
Average Teacher Salaries
School & District
School
$59,593
District
$72,272
Percentage of Variation
-17.5%
School & State
Jurupa Hills High School
All Unified School Districts
$72,971
Percentage of Variation
-18.3%
-14-
Published: January 2016
Salary & Budget Comparison (Fiscal Year 2013-14)
This 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.
Average Salary Information
Teachers - Principal - Superintendent
2013-14
District
State
Beginning Teachers
$41,006
$43,165
Mid-Range Teachers
$69,104
$68,574
Highest Teachers
$87,206
$89,146
Elementary School Principals
$107,691
$111,129
Middle School Principals
$110,317
$116,569
High School Principals
$124,509
$127,448
Superintendent
$225,000
$234,382
Salaries as a Percentage of Total Budget
Teacher Salaries
40.0%
38.0%
Administrative Salaries
4.0%
5.0%
District Revenue Sources (Fiscal Year 2014-15)
In addition to general fund state funding, Fontana Unified School District receives state and federal categorical funding for the following special
programs:
• ARRA: State Fiscal Stabilization Fund
• After School Learning & Safe Neighborhood Partnerships
• Arts & Music Block Grant
• CA High School Exit Examination
• CA School-age Families Education Program
• California Peer Assistance & Review
• Community Based Tutoring
• Economic Impact Aid (EIA)
• Gifted & Talented Education (GATE)
• Lottery: Instructional Materials
• Partnership Academies Program
• Professional Development Block Grant
• Pupil Retention Block Grant
• Quality Education Investment Act
• Regional Occupation Centers & Programs
• School & Library Improvement Block Grant
• School Safety & Violence Prevention
• Special Education
• Staff Development
• Supplemental School Counseling Program
• Supplementary Programs
• Targeted Instructional Improvement Block Grant
• Teacher Credentialing Block Grant
• Title I, II, III, IV, V
• Transportation
• Transportation: Special Education
• Vocational Programs
• Williams Case Settlement
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information
about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides
reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English
learners).
Jurupa Hills High School
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Published: January 2016