George & Evelyn Stein High School 2014-15 School Accountability Report Card Published in 2015-16

our message our teachers

Cynthia Johannes Principal [email protected]

our school

650 West 10th Street Tracy, CA 95376 Grades:11-12 Phone: (209) 830-3395 www.tracy.k12.ca.us/sites/shs CDS Code: 39-75499-0114140 Para español, visita: www.tracy.k12.ca.us

Tracy Unified School District • 1875 West Lowell Avenue Tracy, CA 95376 • www.tracy.k12.ca.us Brian Stephens, Superintendent • [email protected] • Phone: (209) 830-3200

Tracy USD

2014-15 School Accountability Report Card • Published by School Innovations & Achievement • www.sia-us.com

SARC

George & Evelyn Stein High School

Principal’s Message Dear students and parents, Welcome to George & Evelyn Stein High School, a fully WASC-accredited alternative educational program. As a student at Stein High, you can always depend on the school counselor, the teachers and me to help you with a plan to recover credits and to get back on track to graduate. Our classes are smaller than at the comprehensive high school and we even offer online classes after school. Students who earn a Stein High diploma are prepared for entrance into community college, an occupational training program, the military or a job. I am proud that Stein High School was awarded the school of excellence title in 2012-13 by the California Department of Education. This award lasts for three years and is still in effect. Follow Stein High on Facebook at www.facebook.com/GeorgeEvelynSteinHighSchool for school updates, events and announcements. Sincerely, Cynthia Johannes Principal

3

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

“The future belongs to the educated.”

School Mission Statement George & Evelyn Stein High School’s mission is to provide an alternative educational environment that encourages student academic achievement through credit recovery, and using high academic expectations to promote self-worth and independence while building a foundation for future excellence.

About Our School George & Evelyn Stein High School is the continuation high school in the Tracy Unified School District (TUSD). At any given time there are about 180 students. In 2015-16, the school was in its ninth year. The school serves 11th- and 12th-grade students who are at least 16 years of age and referred by a counselor from a TUSD comprehensive high school and other district programs. Students who move to the district from other continuation high schools enroll directly into Stein High. The district has established credit eligibility for students to transfer to Stein High from a district school. At the beginning of a school year, a senior needs to have about 120 credits. A junior needs to have about 60 credits. This credit requirement increases as the year progresses. The senior student population is significantly higher in number than the junior population, as the school attempts to enroll students capable of earning a high school diploma by the end of their senior year. Most classes do not exceed 21 students in a class. George & Evelyn Stein High School earned a full six-year accreditation from the Western Association of Schools and Colleges in 2011-2012. The vision of the school is to create an environment where students apply academic knowledge and criticalthinking and communication skills to support a healthy lifestyle and successful interaction in the community.

School Safety Efforts to provide a safe school focus on five key elements by: Maintaining a safe school environment through campus supervision before and after school and during nutrition breaks; operating a closed campus that is clean and hazard free; sustaining close contact with Tracy Probation, Tracy resource officers, and with the district truancy officer.

Board of Trustees

Promoting teacher awareness of the disaster-preparedness plan, enforcing child-abuse reporting, in-servicing on sexual-harassment policies and blood-borne pathogens, sharing suspension and transfer information with staff notification upon enrollment of a student with a dangerous background.

Kelly Lewis, Vice President

Enhancing curricular activities with distribution of student weekly report cards; holding new-student orientations; promoting instructional tours; providing flexible scheduling and student recognition assemblies, drug and alcohol education, and career and college speakers throughout the year. Providing a parent and community component through organizing a family picnic; inviting parents to Parent Conference Day; personal phone calls about a child’s absence, tardy or lack of progress; analyzing parents responses to school surveys; providing day care to parenting teens and education to pregnant and parenting teens through the STEPS (Student Teen Education and Parent Support) program; and supporting Key Club fundraisers and donation activities that, in turn, support the community. Supporting student awareness through educating students about the district conduct code, dress code, and sexual-harassment policy and graduation expectations; participating in Red Ribbon Day and antibullying activities; encouraging students to attend after-school activities and Cyber High class, and summer and evening credit-recovery classes; providing referrals to community programs, educational brochures, motivational and career assemblies and presentations; displaying student work throughout the campus; and encouraging scholarship applications, career and college assessment, and civic involvement. The school safety plan was last reviewed, updated and discussed with the school faculty in August 2015.

Ted Guzman, President Walter Gouveia, Clerk Greg Silva, Member Jill Costa, Member James Vaughn, Member Juana Dement, Member

4 Enrollment by Grade

Enrollment by Student Group

The bar graph displays the total number of students enrolled in each grade for the 2014-15 school year.

The total enrollment at the school was 173 students for the 2014-15 school year. The pie chart displays the percentage of students enrolled in each group.

2014-15 Enrollment by Grade

11

2014-15 School Year

Demographics

32

Native Hawaiian or Pacific Islander 1.2% Asian 3.5%

141

12

Black or African-American 8.1%

White 23.7%

Two or more races 1.2%

American Indian or Alaska Native 1.2% Hispanic or Latino 61.3%

Socioeconomically disadvantaged

English learners

57.8%

Students with disabilities

28.9%

Foster Youth

26.0%

1.2%

Class Size Distribution The bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size.

Suspensions and Expulsions This table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions.

12-13

14

Suspension and Expulsion Rates

12

Stein HS 12-13

13-14

14-15

Suspension rates

16.3%

4.5%

12.3%

Expulsion rates

0.0%

0.0%

0.0%

12-13

13-14

14-15

Suspension rates

11.6%

9.4%

9.5%

Expulsion rates

0.3%

0.3%

0.0%

Tracy USD

11

12

12-13

13-14

14-15

Suspension rates

5.1%

4.4%

3.8%

Expulsion rates

0.1%

0.1%

0.1%

10

English language arts

7

13-14

14-15

13

12

7

11

10

8

Mathematics

Science

History/social science

Three-Year Data

Number of Classrooms by Size 2012-13 Subject

California

Three-Year Data

Average Class Size

2013-14

2014-15

Number of Students 1-22

23-32

English language arts

20

1

Mathematics

15

12

Science

22

14

3

2

History/social science

31

29

1

3

2

33+

1-22

23-32

21

1

33+

1-22 2 1

23-32

33+

George & Evelyn Stein High School

SARC

5

Adequate Yearly Progress The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas: • Participation rate on statewide assessments in English language arts and mathematics • Percentage of students scoring proficient on statewide assessments in English language arts and mathematics • Attendance rates for schools with enrollment in Transitional Kindergarten through grade eight (TK-8) • Graduation rate for high schools The table displays whether or not the school, district and state met each of the AYP criteria and made overall AYP for 2014-15. For more information, visit www.cde.ca.gov/ta/ac/ay. 2014-15 School Year

Adequate Yearly Progress Criteria Stein HS

Tracy USD

California

No

Yes

Yes

English language arts

No

Yes

Yes

Mathematics

No

Yes

Yes

English language arts

n

n

n

Mathematics

n

n

n

Ù

Yes

Yes

Yes

Yes

Yes

Met overall AYP Met participation rate:

Met percent proficient:

Met attendance rates Met graduation rate

Parental Involvement

Federal Intervention Program Schools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English language arts or mathematics) or on the same indicator enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district. This table displays the 2015-16 Program Improvement status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp. 2015-16 School Year

Federal Intervention Program Program Improvement status First year of Program Improvement Year in Program Improvement

Stein HS

Tracy USD

In PI

In PI

2011-2012

2004-2005

Year 5

Year 3

Number of Title I schools currently in Program Improvement Percentage of Title I schools currently in Program Improvement

8 80.00%

n Not applicable. Due to the transition to the Smarter Balanced Summative Assessments, the U.S. Department of Education approved the California Department of Education’s waiver request to exclude the percent proficient results from AYP determinations. For more information on the AYP reports, please visit http://data1.cde.ca.gov/dataquest/. Ù Not applicable. This AYP indicator is only applicable for schools or districts that enrolled 30 or more students in Transitional Kindergarten through grade eight (TK-8) on Fall Census Day.

Serving on the George & Evelyn Stein School Site Council is an important way to be involved in the school. Participating on an accreditation committee, Model School Committee or on a school safety committee are other ways for parents to participate. Parents are invited to speak about their career at a Career and College presentation. Parents may also volunteer to work in the child-care lab on the Stein High campus. To volunteer in the childcare lab, they will need to have fingerprint clearance through the district office. If a parent would like to be involved in any of these activities, please stop by the office or call (209) 830-3395. In February, a bilingual Free Application for Federal Student Aid (FAFSA) evening event is offered to parents and students. Students from all Tracy Unified high schools are invited. At all times, teachers and advisors stay in close contact with parents regarding student progress, attendance and behavior.

6

6

California High School Exit Exam Results The California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement in California. Students are first tested in grade 10 and have multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal No Child Left Behind (NCLB) law. The CAHSEE has two sections: English language arts and mathematics. For the purposes of calculating AYP, three performance levels are set: Advanced, Proficient and Not Proficient.Ô

California High School Exit Exam Grade 10 Results The table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period. Note that the score a student must achieve to be considered Proficient is different than the passing score for graduation requirement. Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested is too small for statistical accuracy or to protect student privacy. Therefore, no data is available for George & Evelyn Stein High School. Three-Year Data

Students Scoring at Proficient or Advanced Levels English Language Arts

Mathematics

12-13

13-14

14-15

12-13

13-14

14-15

v

v

v

v

v

v

Tracy USD

57%

61%

46%

58%

64%

43%

California

57%

56%

58%

60%

62%

59%

Stein HS

District CAHSEE Grade Ten Results: English-Language Arts and Mathematics This table displays the percentage of students, by subject, achieving at each performance level in Englishlanguage arts and mathematics for the most recent testing period for the district. School scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested is too small for statistical accuracy or to protect student privacy. Therefore, only district scores are displayed.

Students Scoring at Proficient or Advanced Levels

2014-15 School Year

All Students in the District

CAASPP by Student Group: English Language Arts and Mathematics The tables on the following page display the information on student achievement at each performance level in English language arts and mathematics for the school by student groups for grade 11. Levels of achievement include: • Level 1 = Standard not met

Not Proficient

Proficient

Advanced

English-Language Arts

39%

26%

35%

Mathematics

43%

38%

19%

California Assessment of Student Performance and Progress Results for All Students (grades 3-8 and 11) The table below shows the percentage of students meeting or exceeding the state standards in English language arts/literacy and mathematics.

Percentage of Students Meeting or Exceeding State Standards Subject

2014-15 School Year

Stein HS

Tracy USD

California

English language arts/literacy

10%

38%

44%

Mathematics

0%

26%

33%

• Level 2 = Standard nearly met • Level 3 = Standard met • Level 4 = Standard exceeded Note: The number of students tested includes students that did not receive a score. However, the number of students tested is not the number that was used to calculate the performance level percentages. The performance level percentages are calculated using students with scores.

Ô Due to Senate Bill 172 passed in July 2015, the CAHSEE has been suspended through the 2017-18 school year. v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

“As a student at Stein High, you can always depend on the school counselor, the teachers and me to help you with a plan to recover credits and to get back on track to graduate.”

George & Evelyn Stein High School

SARC

7

CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 11 2014-15 School Year

Students Achieving at Each Performance Level Total Enrollment

Number Tested

Percentage Tested of Total Enrollment

Level 1

Level 2

Level 3

Level 4

81

73

90.1%

55%

29%

10%

0%

Male

41

50.6%

61%

22%

10%

0%

Female

32

39.5%

47%

38%

9%

0%

Black or African-American

11

13.6%

45%

27%

9%

0%

American Indian or Alaska Native

0

0.0%

v

v

v

v

Asian

2

2.5%

v

v

v

v

Filipino

1

1.2%

v

v

v

v

Hispanic or Latino

43

53.1%

65%

23%

5%

0%

Native Hawaiian or Pacific Islander

1

1.2%

v

v

v

v

White

11

13.6%

55%

45%

0%

0%

Two or more races

4

4.9%

v

v

v

v

Socioeconomically disadvantaged

51

63.0%

59%

33%

6%

0%

English learners

21

25.9%

71%

19%

10%

0%

Students with disabilities

8

9.9%

v

v

v

v

Students receiving Migrant Education services

0

0.0%

v

v

v

v

Foster youth

±

±

±

±

±

±

Total Enrollment

Number Tested

Percentage Tested of Total Enrollment

Level 1

Level 2

Level 3

Level 4

81

74

91.4%

91%

4%

0%

0%

Male

42

51.9%

90%

2%

0%

0%

Female

32

39.5%

91%

6%

0%

0%

Black or African-American

11

13.6%

82%

0%

0%

0%

American Indian or Alaska Native

0

0.0%

v

v

v

v

Asian

2

2.5%

v

v

v

v

Filipino

1

1.2%

v

v

v

v

Hispanic or Latino

44

54.3%

93%

2%

0%

0%

Native Hawaiian or Pacific Islander

1

1.2%

v

v

v

v

White

11

13.6%

100%

0%

0%

0%

Two or more races

4

4.9%

v

v

v

v

Socioeconomically disadvantaged

51

63.0%

90%

2%

0%

0%

English learners

21

25.9%

100%

0%

0%

0%

Students with disabilities

8

9.9%

v

v

v

v

Students receiving Migrant Education services

0

0.0%

v

v

v

v

Foster youth

±

±

±

±

±

±

English Language Arts: Grade 11 Group All students

Mathematics: Grade 11 Group All students

Level 1 = Standard not met

Level 2 = Standard nearly met

Level 3 = Standard met

Percent Achievement

Percent Achievement

Level 4 = Standard exceeded

v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy. ± Information is not available at this time.

8

8

Admission Requirements for California’s Public Universities University of California: Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for university-level work. For general admissions requirements, please visit the UC Admissions Information Web page at http://admission.universityofcalifornia.edu.

Career Technical Education Programs Career technical education programs are not offered at George & Evelyn Stein High School.

California State University: Eligibility for admission to California State University (CSU) is determined by three factors: 1. specific high school courses, 2. grades in specified courses and test scores, and 3. graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission-guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application and fee information, see the CSU Web page at www.calstate.edu/admission/admission.shtml.

Course Enrollment for UC/CSU Admission Career Technical Education Participation This table displays information about participation in the school’s Career Technical Education (CTE) programs.

Career Technical Education Data Stein HS

The table displays two measures related to the school’s courses that are required for University of California and/or California State University admission for the most recent year for which data is available. For more detailed information, visit http://dq.cde.ca.gov/dataquest. 2013-14 and 2014-15 School Years

UC/CSU Admission

Stein HS Percentage of students enrolled in courses required for UC/CSU admission in 2014-15

94.24%

Percentage of graduates who completed all courses required for UC/CSU admission in 2013-14

0.00%

2014-15 Participation Number of pupils participating in CTE

²

Professional Development

Percentage of pupils who completed a CTE program and earned a high school diploma

²

Percentage of CTE courses that are sequenced or articulated between a school and institutions of postsecondary education

²

For new teachers to the district, the Tracy Unified School District requires them to participate in the Tracy Teacher Induction Program (TTIP). This involves six full days of pre-service and four days of follow-up during the year. At this time, teachers are introduced to the district and their site and receive training on classroom management, content organization and lesson design. All activities are based on the California Standards for the Teaching Profession (CSTP). Throughout the year in TTIP, teachers are additionally supported in the classroom on a regular basis by a staff-development specialist. New teachers who qualify for the Beginning Teacher Support and Assessment (BTSA) program to clear their preliminary credentials, will be assigned a BTSA support provider and will work through the modules of the Formative Assessment of California Teachers (FACT). The district offers professional-development opportunities for all staff members throughout the school year. Two full days are provided before the school year starts. Every Monday, students are released early from school at 12:30 p.m. to allow teachers to participate in professional-development opportunities. These sessions are divided throughout the year to allow teachers to participate in site staff development, district staff development, and teacher collaboration time. Three-Year Data

Professional Development Days Stein HS

2013-14

2014-15

2015-16

5 days

5 days

5 days

² Not applicable. Career technical education programs are not offered.

“Our classes are smaller than at the comprehensive high school and we even offer online classes after school.”

George & Evelyn Stein High School

SARC

9

“Students who earn a Stein High diploma are prepared for entrance into community college, an occupational training program, the military or a job.”

Completion of High School Graduation Requirements This table displays school, district and California data for the percentages of students in the most recent graduating class who met all state and local graduation requirements for grade 12 completion, including having passed both the English language arts and mathematics portions of the CAHSEE, or received a local waiver or state exemption. The formula for the completion of graduation requirements is the number of grade 12 students who met all graduation requirements, divided by, the number of students enrolled in grade 12 at the time of the Fall Census Day. Therefore, results can include percentages over 100% if students transferred into the school and graduated but were not there at the time of the Fall Census Day enrollment count. For more information, please visit www.cde.ca.gov/ta/tg/hs. Graduating Class of 2014

Completion of High School Graduation Requirements Group

Stein HS

Tracy USD

California

All students

107.00%

87.39%

84.60%

Black or African-American

166.67%

79.73%

76.00%

American Indian or Alaska Native

100.00%

76.92%

78.07%

Asian

100.00%

92.31%

92.62%

Filipino

125.00%

95.37%

96.49%

Hispanic or Latino

103.08%

84.93%

81.28%

Native Hawaiian or Pacific Islander

100.00%

93.75%

83.58%

White

92.86%

90.25%

89.93%

Two or more races

150.00%

82.69%

82.80%

Socioeconomically disadvantaged

100.00%

84.01%

81.36%

English learners

103.23%

60.34%

50.76%

Students with disabilities

300.00%

60.47%

61.28%

±

±

±

Foster youth

Advanced Placement Courses No information is available regarding the number of Advanced Placement (AP) courses offered by subject at this school.

Types of Services Funded About 63 percent of the district’s income is spent on employee salaries, and 20 percent is spent on employee benefits. Books and supplies account for 4 percent of the district’s spending, 10 percent is dedicated to services and operating costs, and 2 percent is used for capital outlay. The remaining 1 percent is spent on other district outgo.

Graduates and Dropouts This table displays the graduation and dropout rates for the most recent three-year period for which data is available. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more information. Three-Year Data

Graduation and Dropout Rates Graduation Rate

Dropout Rate

11-12

12-13

13-14

11-12

12-13

13-14

à

à

à

à

à

à

Tracy USD

86.97%

87.29%

89.90%

10.00%

8.60%

7.00%

California

78.87%

80.44%

80.95%

13.10%

11.40%

11.50%

Stein HS

à Alternative Schools Accountability Model (ASAM) participating schools that are not direct funded charter (DFC) schools and not County Office of Education administered receive the districtwide rate. ± Information is not available at this time.

10 Availability of Textbooks and Instructional Materials The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

Percentage of Students Lacking Materials by Subject 2015-16 School Year Reading/language arts

0%

Mathematics

0%

Science

0%

History/social science

0%

Visual and performing arts

0%

Foreign language

0%

Health

0%

Science laboratory equipment

0%

Textbooks and Instructional Materials Textbook-selection committee members are volunteers from each school site, balanced by grade band (K-2, 3-5, 6-8 and 9-12). They receive ongoing training in standards related to that content area before an adoption cycle begins. After extensive review and piloting, the textbook-selection committee members vote to recommend one text to the district’s Curriculum Council. The council, comprising members from each school site and including some site administrators, reviews the recommendation and then recommends a textbook to the school board. Our most recent public hearing to adopt a resolution on the sufficiency of instructional materials was in September 2015. The most recently adopted textbooks (mathematics) were chosen using the state-approved list. The textbook content fits within the curriculum framework adopted by the California State Board of Education (SBE).

Textbooks and Instructional Materials List Textbook

Adopted

English language arts

Literature & Language Arts, Third Course; Holt (9)

2002

English language arts

Literature & Language Arts, Fourth Course; Holt (10)

2002

English language arts

Literature & Language Arts, Fifth Course; Holt; The Language of Composition, First Edition (11)

2002 2007

English language arts

Literature & Language Arts, Fifth Course; Holt (12)

2002

Mathematics

Bridge to Algebra (Algebra Readiness), Carnegie Learning

2014

Mathematics

Algebra 1, Houghton Mifflin

2014

Mathematics

Algebra 2, Houghton Mifflin

2014

Mathematics

Precalculus with Limits, Third Edition; McDougal Littell

2002

Currency of Textbook Data

Mathematics

Calculus, Seventh Edition; McDougal Littell

2002

This table displays the date when the textbook and instructional materials information was collected and verified.

Mathematics

Geometry, Houghton Mifflin

2014

Science

Campbell Biology, Ninth Edition; Pearson

2012

Currency of Textbooks

Science

Campbell Biology, Seventh Edition; Prentice Hall

2007

2015-16 School Year

Science

Campbell Essential Biology with Physiology, Second Edition; Prentice Hall

2007

Science

A User's Guide to Engineering, Prentice Hall

2007

Science

Biology, California Edition; Prentice Hall; Biologia, California Edition (Spanish)

2007

Science

Chemistry: The Central Science, 10th Edition; Prentice Hall

2007

Science

Chemistry, California Edition; Pearson AGS/Globe

2007

Science

Chemistry, California Edition; Prentice Hall

2007

Science

Conceptual Physics, Prentice Hall

2007

Data collection date

10/2015

Subject

2015-16 School Year

Science Science

Criminalistics: An Introduction to Forensic Science, Eighth Edition; Prentice Hall Essentials of Human Anatomy & Physiology Laboratory Manual, Eighth Edition

2007 2007

Science

Earth Science, California Edition; Holt

2007

Science

Modern Chemistry, Holt

2007

Science

Environmental Science for AP, W.H. Freeman

2012

Science

Holt Physics

2007

Science Science

College Physics, Seventh Edition; Pearson Addison-Wesley Fundamentals of Physics, Eighth Edition; People’s Publishing/Wiley

2011 2007 Continued on page 11

George & Evelyn Stein High School

SARC

Textbooks and Instructional Materials, Continued from page 10 Textbooks and Instructional Materials List Subject

Quality of Textbooks 2015-16 School Year

Textbook

2007

Building a Medical Vocabulary, Seventh Edition, Elsevier

2009

History/social science

American Government

2007

History/social science

Economics

2007

History/social science

A People and a Nation, Seventh Edition; Latin America, Seventh Edition; Modern World

2007

History/social science

American Government, 10th Edition

2007

History/social science

The Americans, California Edition

2007

History/social science

American Pageant, 13th Edition

2007

History/social science

The Modern World, California Edition

2007

History/social science

OCR GCSE Modern World History, Second Edition

2007

History/social science

World History: The Modern World

2007

History/social science

World Civilizations: The Global Experience

2007

History/social science

Sociology: The Study of Human Relationships

2007

History/social science

Psychology, Seventh Edition

2007

History/social science

Understanding Psychology, Second Edition

2007

History/social science

Cognitive Psychology, Fourth Edition; Approaches to Psychology, Fifth Edition

2007

History/social science

World Geography Today

2007

Foreign language

French: Bien Dit! Level 1

2012

Foreign language

French: Bien Dit! Level 2

2012

Foreign language

French: Bien Dit! Level 3

2012

Foreign language

French: Le monde en français

2012

Foreign language

French: Imaginez

2012

Foreign language

Spanish: ¡Avancemos! Level 1

2012

Foreign language

Spanish: ¡Avancemos! Level 2

2012

Foreign language

Spanish: ¡Avancemos! Level 3

2012

Foreign language

Spanish: ¡Avancemos! Level 4

2012

Foreign language

Spanish: Manána Imagina Reflexiones

2012

Foreign language

Spanish: Reflexiones: Introducción a la literatura hispánica

2012

Science Science Science Science Science

The following table outlines the criteria required for choosing textbooks and instructional materials.

Adopted

Fundamentals of Physics, Eighth Edition; People’s Publishing/Wiley Physics for the IB Diploma, Fifth Edition; Cambridge University Press Biotechnology: Science for the New Millennium, First Edition; EMC Paradigm Publishing Environmental Science: Toward a Sustainable Future, 10th Edition; Prentice Hall Introduction to Health Science Technology, Second Edition; Cengage

Science

11

Quality of Textbooks

2007 2007

2009 2009

2015-16 School Year Criteria

Yes/No

Are the textbooks adopted from the most recent stateapproved or local governingboard-approved list?

Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

Yes

Do all students, including English learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

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

12 School Facilities

School Facility Items Inspected

General

The tables show the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

The Tracy Unified School District takes great efforts to ensure that all schools are clean, safe and functional. To assist in this effort, the district uses a facility-survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the district office located at 1875 West Lowell Avenue in Tracy, California. Below is more specific information on the condition of George & Evelyn Stein High School for the 2011-12 school year and the efforts made to ensure that students are provided with a clean, safe and functional learning environment. Age of School/Buildings This school has 16 classrooms, a multipurpose room (MPR) and kitchen, library, administration building, a STEPS classroom, an infant lab, a toddler lab, and a kitchen. The main campus was built in 1960. Additions were constructed in 1985 (a relocatable MPR and four classrooms), 1989 (permanent kitchen and MPR), 1996 (redevelopment of electricity and four classrooms), the 2001-02 school year (seven modular classrooms, four modular classrooms and an infant/toddler center), the 2002-03 school year (six classrooms, a library and quad area) and the 2005-06 school year (one relocatable portable). Maintenance and Repair District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work-order process is used to ensure efficient service and that emergency repairs are given the highest priority.

• Systems: Gas systems and pipes, sewer, mechanical systems (heating, ventilation and air-conditioning)

• Restrooms/fountains: Restrooms, sinks and drinking fountains (interior and exterior)

• Interior: Interior surfaces (floors, ceilings, walls and window casings)

• Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior)

• Cleanliness: Pest/vermin control, overall cleanliness (school grounds, buildings, rooms and common areas)

• Structural: Structural condition, roofs • External: Windows/doors/gates/fences, playgrounds/school grounds

• Electrical: Electrical systems (interior and exterior)

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor. 2015-16 School Year

School Facility Good Repair Status Items Inspected

Repair Status

Systems

Good

Interior

Fair

Items Inspected

Repair Status

Restrooms/fountains

Good

Safety

Good

Cleanliness

Good

Structural

Good

Electrical

Poor

External

Good

Overall summary of facility conditions

Good

Date of the most recent school site inspection

11/3/2015

Date of the most recent completion of the inspection form

11/3/2015

Cleaning Process and Schedule The district governing board has adopted cleaning standards for all schools in the district. A summary of these standards is available at the district office. The principal works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Modernization Projects During the 2011-12 school year, local bond funds and state matching funds were used to install technology updates, including updated power systems, servers, clocks, bells and speakers, surveillance equipment, cabling, projection systems, wireless access, and MPF/IDF installation and upgrades. Funds spent during the 2011-12 school year for Stein High School totaled $220,444.65.

Deficiencies and Repairs The table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed.

Deficiencies and Repairs

2015-16 School Year

Items Inspected

Deficiencies, Action Taken or Planned, and Date of Action

Interior

Room 6: baseboards. Room 14: holes in the wall. Girls’ bathroom in the multipurpose room: Tile is missing from stall 1. Identified repairs are addressed through district maintenance or deferred maintenance based on districtwide priority. Cosmetic repairs (floor coverings, wall coverings, etc.) are the lowest priority, as priority is given to repairs that are safety concerns.

Electrical

Office area: Some lightbulbs are out. Staff workroom: Ground from cord is broken inside outlet. Room 3: A row of lights cannot be turned off. Room 4: Ground is broken in socket. Room 6: ballast out, plug coming off counter. Room 8: ballast out. Room 11: The microwave doesn’t work properly; some lights are out. MPR: A light-switch cover is missing; the air-conditioning’s thermostat is broken; the exit lights are not working; Science Lab hallway: The electrical outlet has black burn marks; light is missing cover; burned receptacles; a work-order is pending.

The most recent site facility inspection from November 2015 is provided below.

George & Evelyn Stein High School

SARC

13

Teacher Qualifications This table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov. Three-Year Data

Teacher Credential Information Tracy USD Teachers

Stein HS

15-16

13-14

14-15

15-16

With full credential

647

8

9

9

Without full credential

33

0

1

1

Teaching outside subject area of competence (with full credential)

13

2

2

2

Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassignments of English learners. Three-Year Data

Teacher Misassignments and Vacant Teacher Positions

Stein HS Teachers

“The vision of the school is to create an environment where students apply academic knowledge and critical-thinking and communication skills to support a healthy lifestyle and successful interaction in the community.”

13-14

14-15

15-16

Teacher misassignments of English learners

0

0

0

Total teacher misassignments

0

0

0

Vacant teacher positions

0

0

0

Core Academic Classes Taught by Highly Qualified Teachers

Academic Counselors and School Support Staff This table displays information about academic counselors and support staff at the school and their full-time equivalent (FTE).

Academic Counselors and School Support Staff Data 2014-15 School Year Academic Counselors

The No Child Left Behind Act (NCLB) extended the Elementary and Secondary Education Act (ESEA) to require that core academic subjects be taught by “highly qualified” teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2014-15 school year.

FTE of academic counselors

0.0

Average number of students per academic counselor

²

Support Staff

FTE

High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

Social/behavioral or career development counselors

0.0

Library media teacher (librarian)

0.0

Library media services staff (paraprofessional)

0.0

No Child Left Behind Compliant Teachers

2014-15 School Year

Percentage of Classes in Core Academic Subjects Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Psychologist

0.0

Stein HS

100.00%

0.00%

Social worker

0.0

All schools in district

98.46%

1.54%

Nurse

High-poverty schools in district

97.95%

2.05%

Speech/language/hearing specialist

0.0

Low-poverty schools in district

99.03%

0.97%

Resource specialist (nonteaching)

0.0

µ Contracted by the district. ² Not applicable.

µ

14 School Financial Data

Financial Data

The following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

The financial data displayed in this SARC is from the 2013-14 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending Web page at 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 www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

School Financial Data 2013-14 Fiscal Year Total expenditures per pupil

$249

Expenditures per pupil from restricted sources

$196

Expenditures per pupil from unrestricted sources

$53

Annual average teacher salary

District Financial Data This table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note: The district salary data does not include benefits.

$70,639

Expenditures Per Pupil Supplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

2013-14 Fiscal Year

District Salary Data Tracy USD

Similar Sized District

Beginning teacher salary

$43,264

$43,062

Midrange teacher salary

$63,770

$67,927

Highest teacher salary

$83,843

$87,811

Average elementary school principal salary

$104,695

$110,136

Average middle school principal salary

$113,516

$115,946

Average high school principal salary

$119,738

$124,865

Superintendent salary

$206,062

$211,869

Teacher salaries: percentage of budget

40%

39%

Administrative salaries: percentage of budget

5%

5%

Financial Data Comparison This table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data. 2013-14 Fiscal Year

Financial Data Comparison Expenditures Per Pupil From Unrestricted Sources

Annual Average Teacher Salary

$53

$70,639

Tracy USD

$6,353

$69,758

California

$5,348

$71,529

School and district: percentage difference

-99.2%

+1.3%

School and California: percentage difference

-99.0%

-1.2%

Stein HS

Local Control Accountability Plan (LCAP) Requirements Aligned in Your SARC The tables below outline the state priority areas that are included in the School Accountability Report Card.

Conditions of Learning The table below describes information in the SARC that is relevant to the Basic State Priority (Priority 1).

Local Control Accountability Plan Requirements

Alignment Between State Priority Areas and the SARC

Conditions of Learning State Priority: Basic Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. Education Code (EC) § 52060 (d)(1) Pupils have access to standards-aligned instructional materials. EC § 52060 (d)(1) School facilities are maintained in good repair. EC § 52060 (d)(1)

Pupil Outcomes The table below describes information in the SARC that is relevant to Pupil Achievement State Priority (Priority 4) and Other Pupil Outcomes State Priority (Priority 8).

Local Control Accountability Plan Requirements

Alignment Between State Priority Areas and the SARC

Pupil Outcomes State Priority: Pupil Achievements Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC § 52060 (d)(4)(A) The Academic Performance Index. EC § 52060 (d)(4)(B) The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and California State University or career technical education sequences or programs of study. EC § 52060 (d)(4)(C) State Priority: Other Pupil Outcomes Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, career technical education, and other studies prescribed by the governing board.1 EC § 52060 (d)(8)

Engagement The table below describes information in the SARC that is relevant to the Parental Involvement State Priority (Priority 3), Pupil Engagement State Priority (Priority 5) and School Climate State Priority (Priority 6).

Local Control Accountability Plan Requirements

Alignment Between State Priority Areas and the SARC

Engagement State Priority: Parent Involvement Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC § 52060 (d)(3) State Priority: Pupil Engagement High school dropout rates. EC § 52060 (d)(5)(D) High school graduation rates. EC § 52060 (d)(5)(E) State Priority: School Climate Pupil suspension rates. EC § 52060 (d)(6)(A) Pupil expulsion rates. EC § 52060 (d)(6)(B) Other local measures including surveys of students, parents and teachers on the sense of safety and school connectedness.2 EC § 52060 (d)(6)(C) Note: State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently asked questions, please visit www.cde.ca.gov/fg/aa/lc/lcfffaq.asp. 1

English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC.

2

The school safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.

George & Evelyn Stein High School

Data for this year’s SARC was provided by the California Department of Education (CDE), school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://data1. cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year. All data accurate as of December 2015.

SARC

School Accountability Report Card Published By:

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