Summit Leadership Academy 2004

2004-05
School Accountability
Report Card
Published February 2006
Hesperia Unified
School District
9144 Third Avenue
Hesperia, CA 92345
(760) 244-4411
www.hesperia.org
Board of Trustees
Eric Swanson, President
Bruce Minton, Vice-President
Nellie Gogley, Clerk
Jack Hamilton, Member
Helen Rogers, Member
District Administration
Richard Bray
Superintendent
Hank Richardson
Deputy Superintendent
Rob Challinor
Assistant Superintendent
Educational Services
Mark McKinney
Assistant Superintendent
Personnel
George Landon
Assistant Superintendent
Business Services
Bill Freeman, J.D.
Assistant Superintendent
Summit Leadership Academy High Desert
Governing Board
Lt. Col. Robert Smith
Mrs. Beth Donnan
Mr. Frank Harris, Jr.
Fire Chief Pat Dennen
Captain Joe Cusimano
Contents
Director’s Message
School Mission & Profile
Parent Involvement
Student Achievement
Classroom Environment
School Facilities & Safety
Curriculum & Instruction
College & Work Readiness
Professional Staff
District Expenditures
The statistical information disclosed in this report
is obtained from the California Department of
Education and the Hesperia Unified School
District. At the time of publication, this report met
all SARC-related state and federal requirements,
using the most current data available. Data for
the instructional materials and school facilities
sections was acquired on December 6, 2005. In
some sections of this report, three years of data are
required for disclosure; since Summit Leadership
Academy - High Desert did not open until the 200405 school year, required data is not available.
Summit Leadership Academy - High Desert
Summit Leadership Academy - High Desert
Candidate for Accreditation by Western Association of Schools & Colleges
William K. Postmus (Lt. Ret.)
Founder/Program Director
12850 Muscatel Street, Bldg. 1B
Hesperia, CA 92340
Grades 9-12
Ph: (760) 949-9202
www.slahd.com
Director’s Message
Let me take this opportunity to welcome you to Summit Leadership Academy - High Desert (SLAHD)/
Criminal Justice - Fire - Military, a tuition-free public school dedicated to instilling the quality of
Community, Service, and Responsibility to our young people.
As a seat-time program, students receive outstanding Academic Criminal Justice - Fire - Military
Instruction while attending school in a traditional environment. Students are encouraged to get involved
in extra-curricular and community activities.
Both behavioral and academic standards are high at SLAHD. Students are required to wear a uniform,
adhere to grooming standards, and accomplish certain academic benchmarks.
I know you will be impressed with the quality of the staff and program of SLAHD. I invite you all to call
and schedule an appointment if you are interested in more information.
Sincerely,
Bill Postmus
School Mission Statement
Summit Leadership Academy - High Desert (SLAHD) is dedicated to instilling high standards of
integrity, ethics and behavior while pursuing high academic standards.
School Profile
Hesperia Unified School District is located in the high desert region of San Bernardino County,
approximately 40 miles north of the Ontario/San Bernardino valley. More than 18,700 students in
grades kindergarten through twelve receive a rigorous, standards-based curriculum from dedicated
and highly qualified professionals. The district is comprised of 13 elementary schools, 2 junior high
schools, 2 comprehensive high schools, 1 alternative high school, 1 continuation high school, 1
community day school, and 3 charter schools.
Summit Leadership Academy - High Desert is a tuition-free public school of choice located in the
western region of Hesperia. The school offers high school students a standards-based traditional
curriculum supplemented with criminal justice, fire, and military coursework. Through daily lessons,
students acquire a sense of duty, community service, and responsibility, creating individuals bound
for leadership and success.
Percentage of Students by
During its first year of operation in 2004Ethnicity
Filipino
05, 112 students were enrolled in grades
2004-05 Enrollment: 112
1.8%
nine through twelve. Students maintain
their privilege to attend Summit
Multiple or No
Leadership Academy - High Desert by
Response
meeting high behavioral and academic
1.8%
expectations and following strict uniform
Caucasian
and grooming policies. The academy’s
38.4%
unique culture and articulate curriculum
foster a respectful, well- disciplined
learning environment for students
determined to make a difference in
African-Amer.
tomorrow’s community.
7.1%
1
Hispanic or Latino
50.9%
2004-05 School Accountability Report Card
Parent Involvement
students in grades kindergarten through twelve whose home language is not English. The test identifies
new students as English learners, monitors their progress in learning English, and helps determine
Parents are encouraged to chaperone monthly proficiency levels in the English language.
field trips and attend special events such as Parent
Orientation, Back to School Night and the annual Standardized State Assessments
Luau and Art Show. The academy’s Governing Students at Summit Leadership Academy - High Desert participate in California’s STAR examination
Board and Charter Advisory Board provide each year. The mandatory STAR Program (Standardized Testing and Reporting) is a set of assessments
opportunities for parents to get involved in the that evaluates student proficiency in core subject areas and compares student results with other
decision-making process and participate in their students in the state who took the same test. The STAR is comprised of the California Achievement
child’s educational experience. Regular school-to- Test (CAT/6), California Standards Tests (CST), the Spanish Assessment of Basic Education/2
home communication about school events and (SABE/2), and the California Alternative Performance Assessment (CAPA). The CAT/6 measures
activities can be found in Summit Leadership achievement based on student comparison; the CST aids in determining the level of individual
Academy’s monthly newsletter and at www.slahd. proficiency required by the State. CAPA is administered to students with significant disabilities who
com. Parents who want more information or wish are not able to take the CST and CAT/6. For more information on the STAR Program, please visit
to volunteer their time may contact the school http://star.cde.ca.gov/.
office or Lt. Bill Postmus at (760) 949-9202.
Student Achievement
CAT/6
The CAT/6 tables in this report show the percentage of students who scored at the 50th percentile or
above for the previous two years. Only students in grades three and seven participated in the 200405 administration of the CAT/6; therefore required disclosure of results does not apply for Summit
Adequate Yearly Progress
The Federal No Child Left Behind Act (NCLB) Leadership Academy - High Desert.
requires that all students perform at or above the
California Standards Tests (CST)
proficient level on the state’s standards-based
California Standards Tests assess student performance on the California Academic Content Standards
assessment by the year 2014. Meeting Adequate
adopted by the State Board of Education. Performance standards identify the level of student mastery
Yearly Progress (AYP) milestones helps determine
of the content standards tested. The state target for every student is to score at the Advanced or
whether students are reaching proficiency level
Proficient level. All school districts in the State of California are required to report their CST results
targets set by NCLB. AYP requires annual
in comparison to the state average. The CST tables in this report illustrate the percentage of Summit
evaluation and reporting of the academic progress
Leadership Academy - High Desert students achieving Proficient and Advanced levels. Results are
of all students and defined student subgroups.
shown only for subgroups with ten students or more taking the exam. Detailed results by grade level
For the 2004-05 AYP cycle, high schools must for each student group can be obtained from the California Department of Education’s website http://
achieve a 22.3% or higher proficiency rate in star.cde.ca.gov.
English/Language Arts and 20.9% or higher
California Standards Test Results
proficiency rate in math on the California Standards
Test (CST). Additional criteria contributing to
All Students
whether or not a school demonstrates AYP include
Percentage
of
Students
Scoring
at Proficient & Advanced Levels
achieving a 95% or above participation rate on the
Summit Leadership
HUSD
California
CST (grades 2-8), achieving a graduation rate of
82.9% or higher, and obtaining an API growth
02-03 03-04
04-05
02-03 03-04 04-05
02-03 03-04 04-05
score of 590 or higher or increasing the API growth
English-Language Arts
20
30
31
33
35
36
40
by one point.
Summit Leadership Academy - High Desert
achieved AYP for the 2004-05 cycle by exceeding
AYP target criteria. On the CST, 36% of students
tested scored at or above the Proficient level on
the language arts portion of the exam, and 39.5%
scored at or above the proficient level on the math
portion. The Academy earned a 687 API (Academic
Performance Index) score, exceeding the AYP
target score by 97 points. Graduation rate targets
were not applicable since 2004-05 was the first
year of operation; graduation rate data will not be
available for calculation until the 2005-06 AYP
cycle.
More information on AYP can be found on the
California Department of Education’s (CDE)
website www.cde.ca.gov/nclb/ and the U.S.
Department of Education’s website www.ed.gov/
nclb/accountability/.
District Benchmark Assessments
Hesperia Unified School District uses multiple
measures to analyze a student’s progress toward
achieving grade level proficiency. These include
CAT/6 and California Standards results, and
performance on district-designed assessments. All
students in grades K-6 are tested six times
throughout the year in language arts and math.
Students in grades 7-12 are tested four times
throughout the year in language arts, math, social
science, and science. Results of district
assessments are evaluated to identify students
who need assistance in obtaining proficiency
standards and identify staff training needs.
California English Language
Development Test
State law requires schools to give the California
English Language Development Test (CELDT) to
Summit Leadership Academy - High Desert
Math
2
32
30
32
35
34
38
Science
History
4
16
23
23
18
21
22
25
27
28
25
29
27
32
Only grades 5, 9,10, and 11 take the Science portion of this exam and only grades 8, 10, and 11 take the
History portion.
*Statistical data unavailable since Summit Leadership Academy's first year of operation was 2004-05.
California Standards Test Results
Numerically Significant Ethnic Subgroups
Percentage of Students Scoring at Proficient & Advanced Levels
2004-05
Summit Leadership
AfricanAmer.
Amer. Indian
or Alaskan
Native
English-Language Arts
*
*
*
14
26
Math
*
*
*
0
5
Science
*
*
Asian
Filipino
Hispanic or Pacific
Latino
Islander
2
Caucasian
4
History
*
*
4
*Less than 10 students were tested; to protect confidentiality, these results are not disclosed.
22
California Standards Test Results
Other Numerically Significant Subgroups
Percentage of Students Scoring at Proficient & Advanced Levels
2004-05
Summit Leadership
Male
Female
English
Learners
English-Language Arts
24
11
*
8
*
Math
3
0
*
0
*
Science
History
4
20
4
6
*
0
8
*
*
2
Socioeconomically
Disadvantaged
Special
Education
Migrant
Education
2004-05 School Accountability Report Card
California High School Exit Exam
The California High School Exit Exam (CAHSEE)
is a state-mandated test given to 10th-12th grade
students to measure student proficiency in math
and language arts. The CAHSEE helps identify
students who are not developing skills that are
essential for life after high school and encourages
schools to give these students the attention and
resources needed to help them achieve these
skills during their high school years. The language
arts component includes vocabulary, decoding,
comprehension, analysis of information and
literary texts, writing strategies, applications, and
the conventions of English (e.g. grammar,
spelling, and punctuation). The math component
evaluates proficiency of state standards in grades
six and seven and Algebra I.
The API table below illustrates Summit Leadership Academy - High Desert’s initial progress during
its first year of operation. To maintain confidentiality, results are reported for numerically significant
subgroups only. Summit Leadership Academy - High Desert did not have enough students in any
subgroup; therefore numerically significant subgroup results are not shown in the table below.
Numerically significant subgroups are comprised of (1) at least 100 students with valid test scores or
(2) at least 50 valid scores comprising at least 15% of the valid test scores.
California High School Exit Exam
Summit Leadership
May 2005 Administration of Exam
Beginning in the 2005-06 school year, students
must pass the language arts and math
components of the examination, as well as meet
district requirements, in order to receive a high
school diploma. The test is initially given to
students in the tenth grade. Students are given
numerous chances to pass the test during their
sophomore, junior, and senior years. If, for
example, a student passes the math section, he/
she will not have to repeat the math test. More
information and results for other schools and
districts can be found on the Internet at http://
cahsee.cde.ca.gov/.
The fitness charts in this report illustrate 1) the
percentage of students that were in the “healthy
fitness zone” and 2) the percentage of students
successfully completing five out of six tasks.
Results are compared to other students in the
district and in the state that are in the same grade
and took the physical fitness test.
English-Language Arts
Test Takers
43
43
Passing (#)
32
40
Passing (%)
74.0%
93.0%
Test Takers
18
18
Passing (#)
16
14
Passing (%)
89.0%
78.0%
Test Takers
61
61
Passing (#)
48
54
Passing (%)
78.7%
88.5%
11th & 12th Grade*
Grades 10-12 Combined
*First-time and repeat test takers.
Physical Fitness Test Results
Percentage of Students in "Healthy Fitness" Zone
2004-05
Physical Fitness
In the spring of each year, Summit Leadership
Academy - High Desert is required by the state to
administer a physical fitness test to all students
in the ninth grade. The physical fitness test
measures each student’s ability to complete six
fitness tasks in six major areas. Students that
either meet or exceed the standards in all six
fitness areas are considered to be physically fit
or in the “healthy fitness zone.”
Math
10th Grade
Summit Leadership
HUSD
California
Males
Females
Total
0%
5%
10%
15%
Academic Performance Index
The state Academic Performance Index (API) was
launched by the California Department of
Education in 1999 to measure the performance
and progress of schools based on STAR and
CAHSEE testing results. (Note: CAHSEE is the
California High School Exit Exam administered to
students in grades 10-12 as part of the state’s
graduation requirements.) The API is used to
develop annual schoolwide performance growth
targets for future academic improvement.
The API measures academic performance and
growth of California’s schools based on a numeric
scale ranging from a low 200 to a high 1000.
Academic growth is measured by subtracting the
base year API from the growth API. API growth
scores are based upon the results of state
standardized tests (CAT-6 and CST, located on
pages two and three of this report). Schools that
do not meet or exceed their growth targets and
are ranked in the bottom half of the statewide
distribution may qualify for intervention program
funding. Each annual API reporting cycle includes
two reports: a base report, which is released after
the first of the calendar year, and a growth report,
which is released after school starts in the fall.
These reports are based on APIs calculated in
exactly the same fashion with the same indicators
but using test results from two different years.
Summit Leadership Academy - High Desert
20%
9th Grade Results
25%
30%
Physical Fitness Test Results
Percentage of Students Completing 5 out of 6 Tasks
2004-05
Summit Leadership
HUSD
California
Males
Strength &
Honor
Everyday
Females
Total
0%
10%
20%
30%
40%
50%
9th Grade Results
Academic Performance Index (API)
API Base
API Growth
From 2002 From 2003 From 2004
to 2003
to 2004
to 2005
2002 2003 2004
Percent Tested
Percent Tested
100
API Base Score
API Growth Score
687
Growth Target
Statewide Rank
Similar Schools Rank
Actual Growth
Eligible for GPA
N/A
Eligible for II/USP Unfunded
*
Unfunded
Unfunded
Unfunded
Unfunded
*Summit Leadership Academy does not have 2004 API Base, 2004 Target, or 2005 Growth scores since its first API
cycle began with the 2004-05 school year.
3
2004-05 School Accountability Report Card
No Child Left Behind (NCLB)
The No Child Left Behind (NCLB) Act is part of the Federal Title I funding program
designed to support additional staffing and programs to meet the needs of low-income,
low achieving students, and other designated students with special needs. Schools
may apply, based upon their student demographics, for one of two types of Title I
funding: Title I Schoolwide or Title I Targeted Assistance. Title I Schoolwide schools
use federal funds for schoolwide improvement of student achievement. Title I Targeted
Assistance schools use federal funds to help those students who meet specific
program criteria. Summit Leadership Academy - High Desert does not participate in
the Title I program and is not subject to Title I mandates.
Any school receiving Title I funds is required to comply with respective program testing
and reporting activities, achieve specific levels of student proficiency, and monitor
school progress towards meeting established goals. California Adequate Yearly
Progress calculations determine whether a Title I school has met performance goals.
Schools not meeting specific AYP criteria enter Program Improvement, a monitoring
system and curriculum enhancement program designed to help schools to increase
student proficiency levels. More information about Title I and Program Improvement
can be located on the CDE’s website http://www.cde.ca.gov/ta/ac/ay/ap/.
School Facilities & Safety
School Facilities
Summit Leadership Academy - High Desert provides
a safe, clean, and orderly environment for learning
through proper facilities maintenance and campus
supervision. Original school facilities were built in
2002; ongoing maintenance ensures facilities remain
safe and up to date as well as provide adequate
space for students and staff. Summit Leadership
Academy - High Desert is located next door to one
of Hesperia’s newer schools, Summit Elementary.
The academy and elementary share only the
cafeteria; high school and elementary students do
not share the same lunch period.
Campus Supervision
Title I Program Participation
Summit
Leadership
Title I Targeted Assistance School
No
Title I Schoolwide School
No
Program Improvement (PI) School
No
Year Identified for Program Improvement
N/A
Year in Program Improvement
N/A
Year Exited Program Improvement
No. of Title I Targeted Assistance Schools
2
No. of Title I Schoolwide Schools
No. of Schools Currently in Program Improvement
11
Classroom Environment
Year Built
2002
Acreage
20 ac
11,700 sf
Qty.
# of Permanent Classrooms
7
# or Portable Classrooms
0
# of Restrooms (student use)
Library
1 sets
In process
Computer Lab
1
Staff Work Room
1
Staff Lunch Room
1
Student Assembly Room
1
Program Director Lt. Bill Postmus greets students
Cafeteria*
1
as they arrive on campus, passing through the
entrance gate each morning, and again in the
*Facility shared with Summit Elementary
afternoon when students are dismissed for the day.
School; high school and elementary school
All teachers are located at designated areas to
students do not share same lunch period.
supervise students as they enter the campus each
morning, as they switch classrooms during breaks, during the lunch periods, and after school as they
leave the campus or remain for tutoring programs. All teachers and administrative staff carry handheld radios to facilitate routine and urgent communication. Any student who commits a serious violation
(i.e., fighting) is subject to arrest, citation, referral to the Juvenile Probation Office, and/or removal
from the school program.
Campus Maintenance
School staff and students share daily housekeeping responsibilities, working together to ensure
classrooms and campus grounds are well-maintained and kept safe and functioning for everyone.
School staff and students frequently check restrooms throughout the day for cleanliness and notify
the school office when restrooms need a quick cleanup or supplies are low. School administrators
and teaching staff continuously monitor the campus for unsafe or hazardous conditions that need
immediate resolution. As part of their coursework, students will be assigned to various duties such as
emptying trash, sweeping debris either in or outside the classroom, cleaning windows, dusting, and
vacuuming. Maintenance projects are identified and coordinated by school administrators. When
larger remodeling or maintenance projects are necessary, work is performed by professional
contractors.
Summit Leadership Academy - High Desert employs professional cleaning services for its more
intensive cleaning needs. A part-time, professional janitor visits the academy three evenings a week
to clean office areas, vacuum, dust, empty trash, wax floors, and sanitize the bathrooms. Hesperia
Unified School District’s groundskeeping crew is responsible for maintaining the landscaping and
outside utility systems.
Due to the small community culture, continuous monitoring, and collaborative efforts of all staff, school
site inspections are not conducted on a formal basis. Summit Leadership Academy - High Desert
immediately remedies deficiencies as they occur regarding school facilities and operations systems
that effect the safety and cleanliness of the campus.
School Site Safety Plan
The Comprehensive School Site Safety Plan was developed for Summit Leadership Academy - High
Desert in collaboration with local agencies and the district office to fulfill Senate Bill 187 requirements.
Components of this plan include child abuse reporting procedures, teacher notification of dangerous
pupil procedures, disaster response procedures, procedures for safe arrival and department from
school, sexual harassment policy, and dress code policy. The plan is reviewed and updated annually;
staff training to discuss staff responsibilities and safety plan updates takes place during staff in-service
days held before the school year begins.
Summit Leadership Academy - High Desert
4
2
8.7%
Percent of Schools Identified for Program Improvement
Campus Description
Square Footage
N/A
HUSD
Discipline & Climate for Learning
Responsible and respectful conduct at Summit
Leadership Academy - High Desert is an integral
part of experiencing a productive classroom
setting and achieving academic success. Upon
enrollment and at the beginning of each school
year, parents and students must agree to abide
by clearly defined academic and behavioral
expectations (outlined in the student handbook).
Upon initial enrollment, the student, parent, and
teacher review school policies, demerit systems,
and uniform code to ensure the student
understands his/her responsibilities. At the
beginning of each school year, behavioral
expectations are shared in the classroom by the
teacher and at a schoolwide orientation hosted
by the program director. Students are reminded
throughout the school year of their responsibilities
through personal letters sent to the home and
on an individual basis as issues arise.
Students are expected to maintain a respectful
relationship with teachers and parents. Summit
Leadership Academy - High Desert employs the
demerit system to administer a reasonable,
consistent disciplinary program for students who
make poor choices in conduct. When a student
earns a total of 10 demerits in a semester, a
mandatory conference is held with the student,
their parent(s), and staff. Upon earning 20
Suspensions & Expulsions
Summit Leadership
Suspensions (#)
02-03
03-04
*
*
Suspensions (%)
Expulsions (#)
Expulsions (%)
04-05
6
5.36%
*
*
0
0.00%
HUSD
Secondary Schools
02-03
03-04
Suspensions (#)
2564
2482
04-05
3645
Suspensions (%)
55.37%
50.91%
65.32%
Expulsions (#)
Expulsions (%)
89
1.92%
69
1.42%
54
0.97%
This table illustrates the total cases (not number of
days) of suspensions and expulsions, and includes
students with multiple instances of suspension. For
example, a student suspended in one month for two
days and then suspended a month later for three days
is counted as two cases of suspension.
*Statistical data unavailable since Summit Leadership
Academy's first year of operation was 2004-05.
2004-05 School Accountability Report Card
demerits, a student is placed on a behavioral
contract, which may lead to formal dismissal
from the school. Depending on the severity of
the infraction, consequences for poor behavior
and/or academic performance (in addition to
demerits) include in-house suspension,
suspension, notification of local law enforcement,
and/or permanent dismissal. In all cases,
discipline is fair, equitable, and appropriate to
the severity of the infraction.
For those students who follow school rules and
meet and/or exceed academic expectations,
Summit Leadership Academy - High Desert staff
recognizes students for their accomplishments.
Once a month, teachers nominate and select a
student of the month - a student who has
demonstrated outstanding citizenship and
academic effort. Each Student of the Month is
formally recognized at morning formation.
Teachers sponsor individual behavioral and
academic incentive programs, recognizing
individual
achievements
at
classroom
presentations.
Students demonstrating leadership and
responsibility, may participate in the academy’s
Summit Team. This group of 30 students is a
military-style organization of distinction in which
students hold positions of great responsibility.
The Summit Team meets once a week for
leadership training, skill-building activities, and
peer mediation training.
Students are encouraged to enhance their high
school experience by participating in the
academy’s extracurricular activities, field trips,
and leadership opportunities. Summit Leadership
Academy - High Desert works with local
municipal agencies and community service
organizations to create extended opportunities
for students. By participating in community
service projects and/or explorer programs,
students are placed in an environment to
develop their sense of civic responsibility and
foster humanitarian values.
Instructional Time
During the 2004-05 school year, Summit
Leadership Academy - High Desert offered 180
days of instruction comprised of 159 regular
days and 21 minimum days. School staff utilize
minimum days for staff meetings, student
progress review, teacher planning, staff
development, and staff collaboration.
All instructional minutes offered at the academy
during the 2004-05 school year exceeded state
requirements specified in the California
Education Code. The state requires high school
students to receive 64,800 minutes of instruction;
Summit Leadership Academy - High Desert
School offered a total of 64,968 minutes of
instruction for the 2004-05 school year.
Dropouts
Summit Leadership Academy - High Desert
employs various methods and strategies to
ensure students enjoy their high school
experience while earning a high school diploma.
Alternative methods of acquiring a diploma are
available through the district to those students
who have been unsuccessful in the
comprehensive high school environment or have
exhausted their opportunities to remain at the
academy. During the 2004-05 school year,
Summit Leadership Academy - High Desert had
no dropouts.
Summit Leadership Academy - High Desert
Teaching Load Distribution
Teaching Load Distribution
Departmentalized Instruction
The adjacent table illustrates the distribution of
class sizes by subject area, the average class
size, and the number of classes that contain 1-20
students, 21-32 students, and 33 or more
students.
2004-05
Avg.
Class
Curriculum & Instruction
Subject
English
School Leadership
Number of Classrooms
Size
1-20
21-32
33+
23.8
2
2
1
15.0
2
1
Summit Leadership Academy - High Desert’s Math
29.0
1
1
administrative team is comprised of the program Science
director and teacher-on-special-assignment who Social Science
28.2
4
1
work closely as a team and with teachers and
school staff. The program director is responsible for the day-to-day operations of the school and
overall instructional program; the teacher on special assignment is the academy’s physical fitness
teacher and oversees student discipline, school activities, and campus facilities.
Lt. Bill Postmus founded Summit Leadership Academy - High Desert in August 2004, is the Program
Director, and is the academy’s Law Enforcement Teacher. Lt. Postmus has over 22 years of successful
experience in operational management, financial administration, personnel training and development,
and a commitment to teaching law enforcement principles and techniques. Prior to opening Summit
Leadership Academy - High Desert, Lt. Postmus held both management and instructional positions
with California Charter Academy of Orange County and Rio Hondo Community College. From 1973
to 1995, Lt. Postmus served the Los Angeles County Sheriffs Department in many capacities, ranging
from patrol deputy to Sheriff’s Lieutenant responsible for operations of two separate jail facilities. Lt.
Postmus holds an associate’s degree in general education, two teaching credentials in police science,
a private investigator’s license, 27 certifications in a wide range of specialized areas of law enforcement
and management, and over 90 units of coursework in business management, administration of justice,
and emergency management planning acquired through local colleges and universities.
Summit Leadership Academy - High Desert’s Charter Advisory Group is the primary collaborative and
decision-making team responsible for the curricular direction of the educational program. The Charter
Advisory Group is comprised of administrators, teachers, and parents, meeting once a month to
address fundraising needs, plan student activities and field trips, discuss instructional needs, and
review student behavior and academic performance trends.
Instructional Materials
All textbooks used in Summit Leadership Academy - High Desert’s core curriculum are aligned to the
California Content Standards and Frameworks. Instructional materials used in core subject areas are
standards-based and approved by the Charter Governing Board. Textbooks and instructional materials
were provided to all students, including English learners, to the extent that each pupil has a textbook
or instructional materials, or both, to use in class and to take home, 2) sufficient textbooks and
instructional materials in math, science, history-social science, and English/language arts, including
the English language development component of an adopted program consistent with the cycles and
content of the curriculum frameworks, 3) sufficient textbooks or instructional materials for foreign
language and health classes, and 4) sufficient laboratory science equipment for science laboratory
classes.
The instructional materials selection process is a collaborative effort of administrators, teachers, and
parents (Charter Advisory Group) who evaluate the most recent editions of prospective instructional
materials based upon the abilities, needs, and interests of the students; level of difficulty; artistic and
literary quality; factual and reliable information; instruction on standards; and alignment with pacing
plans. Recommendations are submitted to the Charter Governing Board for approval.
Textbooks
2003-04
Subject Area &
Adoption Year
Language Arts
2004
Math
2004
2004
2004
Science
2004
2004
Social Science
2004
2004
Publisher & Series
McDougal Littell; Language of Literature Series
Saxon; Algebra 1/2 An Incremental Development
Saxon; Algebra 1 An Incremental Development
Saxon; Advanced Mathematics An Incremental Development
Holt, Rinehart and Winston; Modern Biology
Holt, Rinehart and Winston; Physical Science
Prentice Hall; A U. S. History Since 1861
Prentice Hall; World History Patterns of Civilization
Prentice Hall; Magruder's American Government
Prentice Hall; World Geography Building a Global Perspective
Holt, Rinehart and Winston; Holt Economics
Ward M. McAfee; A History of California
2004
2004
2004
2004
5
2004-05 School Accountability Report Card
Technology Resources
During the 2004-05 school year, Summit
Leadership Academy - High Desert had an
average of two computers in each classroom for
research, graphics illustration, word processing,
and keyboarding activities; six classrooms had
Internet access. Teachers have access to one
30-station computer lab used primarily for
technology-related electives and yearbook
projects. The computer lab features printers,
scanners, and Internet access. Teachers
determine the appropriate methods of integrating
technology into language arts, science, and
social science lessons.
SAT Reasoning Test
The SAT Reasoning Test is a voluntary exam that
measures critical thinking skills students need for
academic success in college. The SAT assesses
how students analyze and solve problems; the
scoring range is 200-800. Free SAT test preparation
workshops are offered on weekends, evenings, and
after school at Sultana and Hesperia High schools.
No students at Summit Leadership Academy - High
Desert took the SAT during the 2004-05 school
year.
College Preparation Courses
District Vocational Education Programs
Hesperia Unified School District’s Career and
Adult Education website (www.hesperia.org/
career/index.htm) is a valuable, comprehensive
resource for students 16 years and older who are
seeking job training opportunities. Regional
Occupational Programs (ROP) are offered in
partnership with the San Bernardino County
Superintendent of Schools. A variety of career
and technical education courses and School-toCareer related services are available to help
prepare high school students (16 years and
older) for entry-level employment, upgrading
current job skills, or obtaining more advanced
levels of education. ROP classes are available
at the Alternative Education Center, Sultana High
School, and Hesperia High School. For more
information about availability and eligibility for
ROP programs, students may visit the district’s
web site or contact the Hesperia Career & Adult
Education Center at (760) 244-1771 ext. 102 or
107.
Summit Leadership Academy - High Desert offers
only those classes required to earn a high school
Staff Development
diploma. Students may concurrently enroll in Victor
During the 2004-05 school year, Summit Valley Community College to pursue four-year
Leadership Academy - High Desert held three college- and university-required courses.
staff development days covering first aid, CPR
(cardiopulmonary resuscitation), CAT/6, and Workforce Preparation
instructional strategies for reading, word School Sponsored Vocational Education
recognition, and comprehension. In preparation Summit Leadership Academy - High Desert offers
of the new school year, a variety of in-service elective coursework in Criminal Justice, Fire, and
trainings were held during the week prior to the Military. Courses prepare students for success and Vocational education programs (also referred to
first day of school. On occasion, teachers may leadership in these highly respected fields. Through as career technical education programs) include:
attend professional workshops or seminars in extracurricular activities, students are introduced to business education in marketing and general
content-related fields. Schoolwide staff training prominent individuals serving in the law enforcement office skills, consumer home economics and
topics were selected by the school program community, receive hands-on experience, participate related occupations, industrial and technological
director in collaboration with teaching staff and in ride-a-along programs, and visit key venues such education, energy and transportation, and visual
Career Technical
based upon results of student proficiency exams, as military bases, detention centers, rehabilitation communications. The
benchmark assessments, pacing plans, and training centers, fire stations, and professional Education Program table in this report shows the
training centers/academies. As part of senior career total number of students in all secondary schools
CAHSEE results.
planning activities, students receive assistance with participating in the district’s vocational education
Specialized Instruction
entrance exams, written and oral testing skills, and regional occupational programs and those
Summit Leadership Academy - High Desert background preparation, fire and sheriff academy students who graduated and completed their
ensures all student in a special education expectations, and military expectations.
vocational education program. For more
program are mainstreamed in the general
information on career technical programs, please
Criminal
Justice
Courses:
education classroom environment for both core
visit the district’s web site or call (760) 244-1771
Introduction
to
Criminal
Justice
System
content areas and electives and provided
ext. 102. General information about the state’s
instruction in the least restrictive environment. All Criminal Investigation
career technical program can be found at www.
Limited
Defensive
Tactics
students receive instruction based upon their
cde.ca.gov/ci/ct/.
Officer
Safety
Individual Education Plan which is reviewed
Report
Writing
annually and adjusted to meet the student’s
Career Technical Education Programs (CTE)
current learning levels. The student services
2004-05
Fire
Courses:
specialist collaborates with each special
Total CTE Course Enrollments: 3,330
education student’s teachers to closely monitor Introduction to Fire
Secondary (Gr. 9-12) CTE Students
Fundamentals of Fire Prevention
and evaluate academic progress.
Fundamentals to Fire Behavior & Control
Number of
Number of
Completion
Every six weeks, teachers and administrators Advanced Fire Ground Objectives & Tasks
Concentrators
Completers
Rate
review each student’s academic and behavioral Emergency Medical Services & Hazardous
2,661
600
22.55%
performance, looking for students who are having Materials
Grade 12 CTE Students
difficulty achieving or maintaining grade level
Number of
Number Earning
Graduation
Military
Courses:
proficiency in any subject area. Any student
Completers
Diploma
Rate
receiving a grade lower than a “C” in any subject Cadet Corp
1,108
341
100%
areas is automatically required to attend after- Drill & Ceremony
school tutoring sessions on Mondays, Tuesdays, Customs & Courtesies
and Thursdays for one hour. Teachers help
Regional Occupational Programs
participating students to acquire a better
2004-05
understanding of subject matter and increase
proficiency. Full-time, long-term substitutes work
Course
Location
Advisory Chairperson
Contact Numbers
with struggling students in the general education
Automotive Specialist
Sultana High
Jay Winters
classroom or separately in a small group setting.
Certified Nurse Aide
AEC
Richard Cooper, RN
Hesperia High
The substitute collaborates with their student’s
Child Care Occupations
Sultana High
Libby Hodkinson
(760) 244-9898
teachers to ensure instruction is consistent with
Cosmetology
AEC
Suzi Krause
student’s needs and course guides.
College & Work Readiness
Dental Assistant
Advanced Placement
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. Summit Leadership Academy
- High Desert does not offer any advanced
placement courses. Students may concurrently
enroll at Victor Valley Community College to get
a head start on their post-secondary
coursework.
Summit Leadership Academy - High Desert
AEC
Barbara Bonner
Sultana High
Hesperia High
Cindy Braden
(760) 947-6777
Home Health Aide
AEC
Tijuana Scott
Intro. to Computers
AEC
Karen Jones
Hesperia High
Tijuana Scott
AEC (Alternative
Education Center)
(760) 244-1771 x107
Digital Design
Intro. to Health Careers
Medical Terminology
AEC
Tjuana Scott
Medical Transcription
AEC
Tijuana Scott
Office Operations
Pharmacy Technician
AEC & Sultana High
Joanna Wilcox
AEC
Scott Sheffield, M.A.E., LPhT
Restaurant Occupations
Hesperia High
John Griffin
Sports Therapy & Fitness
Hesperia High & Sultana High
Wade Himmelrick
TV/Video Productions
Hesperia High
Luke Chappel
Website Design
Hesperia High
Cindy Braden
6
2004-05 School Accountability Report Card
Professional Staff
Counseling & Support Services Staff
Teacher Assignment
Summit Leadership Academy - High Desert recruits and employs the most qualified credentialed
teachers. For the 2004-05 school year, the school had one fully credentialed teacher.
Teacher Credentials & Assignments
Summit Leadership
02-03
03-04
04-05
HUSD
02-03 03-04 04-05
Total Teachers
4
731
723
768
Teachers with Full Credential
1
644
673
693
Teachers in Alternative Routes to Certification
1
34
37
51
Pre-Internship
Teachers with Emergency Permits
0
13
6
5
2
39
7
18
Teachers with Waivers
0
1
0
1
Teachers Teaching Outside Subject Area
0
1
2
2
Teacher Misassignments - Total
*
N/A
0
42**
Teacher Misassignments for English Learners
Teacher Vacancies
*
0
N/A
N/A
0
0
42**
1
Statistical data for 2002-03 and 2003-04 is unavailable since Summit Leadership Academy's first year of
operation was 2004-05.
*Data unavailable; assignment monitoring data not compiled for 2004-05.
**Assignment monitoring data only for schools in Deciles 1-3 (Desert Trails High, Topaz Elementary, and
Hesperia Junior High School).
Teacher Education Levels
2004-05
Summit
Leadership
%
HUSD
%
Doctorate
0.0
0.4
Master's Degree plus 30 or more semester hours
0.0
2.6
Master's Degree
0.0
35.3
Bachelor's Degree plus 30 or more semester hours
Bachelor's Degree
Less than a Bachelor's Degree
25.0
27.5
75.0
33.9
0.0
0.4
The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain
requirements in order to be considered as “NCLB Compliant” no later than the end of the 2005-06
school year. Minimum qualifications include: possession of a bachelor’s degree, possession of an
appropriate California teaching credential, and demonstrated competence in core academic subjects.
Percentage of Core Classes Taught by
NCLB-Compliant Teachers
2004-05
%
Summit Leadership
26.7
All Schools in District
77.4
High-Poverty Schools in District
Low-Poverty Schools in District
0.0
40.9
Summit Leadership Academy - High Desert
7
Summit Leadership Academy - High Desert’s
professional support staff assist students in their
social and personal development as well as
academics. Two district nurses supervise health
technicians and oversee mandatory health
programs and testing. As a participating member
of the Desert/Mountain Special Education Local
Plan Area (SELPA), Hesperia Unified School
District has access to professional resources and
services to meet the individual needs of the
academy’s students.
Counselors & Support Personnel
(Nonteaching Professional Staff)
2004-05
No. of
Staff
Counselor
Student Support Specialist
Nurse
FTE
0
1
1.0
As Needed
FTE = Full-Time Equivalent
Teacher Evaluations
Evaluation procedures and criteria for Summit
Leadership Academy - High Desert’s teachers
are based on the California Standards for the
Teaching Profession:
• Engaging and Supporting All Students in
Learning
• Creating and Maintaining Effective
Environments for Student Learning
• Understanding and Organizing Subject
Matter for Student Learning
• Planning Instruction and Designing Learning
Experiences for All Students
• Assessing Student Learning
• Developing as a Professional Educator
Teachers are evaluated annually. Evaluations are
conducted by the program director who has been
trained and certified for competency to perform
teacher evaluations.
Substitute Teachers
Summit Leadership Academy - High Desert does
not experience any difficulties finding substitute
teachers to fill vacancies. On rare occasions
when a substitute teacher is not available through
Hesperia Unified School District’s pool of
substitutes, one of the school’s long-term
substitutes fills the absent teacher’s role. The
district’s pool of 235 substitutes is comprised
primarily of teachers holding a 30-day substitute
permit and some retirees. Substitutes must have
a bachelor’s degree and have either a 30-day
substitute permit or a CBEST waiver (California
Basic Education Skills Test).
2004-05 School Accountability Report Card
District Expenditures
Salary & Budget Comparison
State law requires comparative salary and budget information to be reported to the general public.
For comparison purposes, the State Department of Education has provided average salary data from
school districts having similar average daily attendance throughout the state. The table below
represents the most current available data from the state.
Salary Comparison
2003-04
State Average of
Districts in Same
Category
HUSD
Beginning Teacher Salary
$35,326
$36,416
Mid-Range Teacher Salary
$55,982
$57,615
Highest Teacher Salary
$70,653
$72,229
Avg. Principal Salary - Elem. School
$88,402
$92,400
Avg. Principal Salary - Middle School
$91,967
$96,144
Avg. Principal Salary - High School
$94,993
$103,778
Superintendent Salary
$123,538
$153,803
Teacher Salaries
41.7%
42.5%
Administrative Salaries
5.2%
5.4%
Percentage of General Fund Expenditures For:
Expenditures Per Student
For the 2003-04 school year, Hesperia Unified School District spent an average of $5,996 to educate
each student (based on 2003-04 audited financial statements - most current data available from the
state). The figures shown in the table below reflect the direct cost of educational services, per ADA,
excluding food services, facilities acquisition and construction, and certain other expenditures. This
calculation is required by law annually and compared with other districts statewide.
Current Expense of Education Per Pupil
2003-04
Dollars Spent Per Student
General Fund
Expenditures
$97,158,878
HUSD
State Average for
Districts in Same
Category
State Average
for All Districts
$5,996
$6,987
$6,919
In addition to general fund state funding, Hesperia Unified School District receives state and federal
categorical funding for special programs. For the 2003-04 school year, the district received
approximately $1,614 per student in federal, state, and local aid for the following categorical, special
education, and support programs:
• Class Size Reduction
• Drug/Alcohol/Tobacco Education
• Economic Impact Aid
• Gifted & Talented
• Home-to-School Transportation
• Instructional Materials
• JTPA
• Special Education
• School Improvement Program
• Tenth Grade Counseling
• Title I (some schools)
• Vocation Education, Handicapped
• Vocational and Applied Technology
Summit Leadership Academy - High Desert - Revenues & Expenditures
For the 2004-05 school year, Summit Leadership Academy - High Desert spent an average of $4,867
to educate each student. Charter schools receive state and local funds from three block grants:
General Purpose Entitlement Grant, Categorical Block Grant, and Economically Disadvantaged Block
Grant. The academy received $628,679 of total general purpose entitlement funds for the 2004-05
fiscal year. General purpose entitlement funds are provided from a combination of state and local
sources, in lieu of revenue limit funding, and in a per unit amount equal to the daily attendance reported
by the school.
In addition to general purpose entitlement funding, Summit Leadership Academy - High Desert
receives state categorical block grant funds, in lieu of separate funding for specific categorical
programs, and in an amount equal to the average daily attendance reported by the academy. For the
2004-05 school year, the academy received $38,753 in categorical block grant funds. State aid is
provided to charter schools in lieu of economic impact aid funding based on the number of economically
disadvantaged students in attendance. For the 2004-05 school year, Summit Leadership Academy
- High Desert did not have any qualifying students and therefore did not receive economically
disadvantaged grant funds.
Financial information provided for Summit Leadership Academy - High Desert was acquired from its
2004-05 Independent Auditor’s Report for the fiscal year ending June 30, 2005 (the academy’s first
year of operation).
Summit Leadership Academy - High Desert
8
2004-05 School Accountability Report Card