JAMES LOGAN HIGH SCHOOL 2008-09 School Accountability Report Card | Published During the 2009-10 School Year

GRADES 9-12 1800 H Street Union City, CA 94587 Phone: (510) 471-2520 Fax: (510) 471-0514 Website: http://loganweb.nhusd.k12.ca.us

Kari McVeigh Superintendent Amy McNamara Principal

Principal’s Message James Logan High School (JLHS) is home to the mighty colts! It is one of the largest high schools in California, boasting an annual enrollment of over 4,100 students. It is the largest high school in Northern California. The facility has a capacity for 4,200 students. All teaching facilities have Internet access and are complaint with the Americans with Disabilities Act (ADA). A uniquely large and diverse community of families, teachers, and staff work together to equitably serve, nurture, and educate Logan students to become knowledgeable, respectful, contributing members of society. Logan teachers, counselors, and administrators are dedicated to ensuring a safe, nurturing educational environment while providing a rigorous and relevant Standards-based curriculum that prepares students for post secondary education and/or the world of work. Freshman are enrolled in a structure of families that delivers a small, safe, caring educational environment consisting of smaller learning communities that personalize instruction and actively engage all students in their learning. Logan offers a smorgasbord of courses in addition to a host of college prep, advanced placement (AP), and honors courses. Logan was the first high school in the Bay Area to offer several Punjabi foreign language courses in addition to Mandarin, French, and Spanish. A partnership with Fremont Regional Occupational Programs (ROP) provides students with the choice of acquiring a career skill in preparation for the world of work. A course in Electronic Media Production is taught through project based learning teaching strategies and techniques whereby students produce the daily news show, Logan Live. The Forensics Speech and Debate program, consisting of over 200 members, is ranked as one of the top five teams in the National Forensic League. The program has been named the California State Champion for five out of the last 12 years and has ranked as one of the top four teams in California for the past ten years. The Team has set the record for the most rounds completed at the NFL National Tournament for three consecutive years and is the only school to have won the National School of Excellence Award every year since its inception 13 years ago. JLHS boasts NFL Champions in the events of Duo Interpretation, Dramatic Interpretation, and Humorous Interpretation. Approximately 90% of all seniors in the program attend such prestigious educational institutions as UC Berkeley, UCLA, Brown, Stanford, Columbia, and Harvard Universities. Due to open in March of 2010 is the $25 million Logan Performing Arts Center that will feature classrooms for the music and drama department. The Logan Marching Band and Color Guard is considered among the best in California having just recently returned from playing at the 2008 Olympics in Beijing, China. The marching band has also performed in the Macy’s Thanksgiving Day Parade, Tournament of Roses parade in Pasadena, Edinburgh Easter Festival, and has won two WSMBC and eight WBA championships. The Wind Symphony concert band has performed at Carnegie Hall and has sent numerous students annually to the California All-state Honor band. In 2009 the band will be performing at the World Association for Symphonic Bands and Ensembles (WASBE). Logan has been recognized by a number of academic awards. In 1994 and 1998, the school received the California Distinguished School by the California Department of Education. In 1983 and in 1987 the school was chosen as a Blue Ribbon School by the U.S. Department of Education, and Logan was one of the first high schools in the nation to be awarded the National Award for Excellence in Education.

“Creating Our Future”

New Haven Unified School District

34200 Alvarado Niles Road Union City, CA 94587 Phone: (510) 471-1100 Fax: (510) 471-7108 www.nhusd.k12.ca.us The mission of the New Haven Unified School District, a partnership of students, families, staff and our richly diverse community, is to develop and empower EVERY student to be a productive, responsible and successful 21st-century citizen by creating an exemplary, inclusive educational system characterized by a safe, caring learning environment and a challenging, comprehensive curriculum that ensures academic proficiency.

2008-09 School Accountability Report Card

James Logan High School

2

Class Size Professional Development

The bar graph displays the three-year data for average class size. 06-07

07-08

46 37 27

37 28

27

English-Language Arts

32

Mathematics

44 32

30

26

Science

08-09

32

Histo ry-Social Science

Class Size Distribution — Number of Classrooms By Size 06-07 Subject

07-08

08-09

1-22

23-32

33+

1-22

23-32

33+

1-22

23-32

33+

EnglishLanguage Arts

64

31

64

53

55

48

11

53

98

Mathematics

39

39

54

50

63

23

18

35

85

Science

7

26

61

8

45

40

3

72

HistorySocial Science

10

39

85

5

53

61

6

100

1

Professional Development The New Haven Unified School District believes strongly in the continued development of the professional skills of staff members. In order to provide these opportunities, professional development activities are ongoing throughout the school year. The New Haven Unified School District Strategic Plan sets our district goal to ensure that all students are performing at grade level in all core subjects. It is firmly grounded within the Seven Essentials for Continuous School Improvement. They are: District-Wide Instructional Foci, Data to Inform Instructional and Professional Development Decision Making, Targeted Professional Development Plan to Grow and Strength Instruction, Research-Based Best Instructional Practices, Creation and Maintenance of Effective and Safe Learning Environments, Alignment of All Resources (Human, Time, Money), Parent and Community Involvement in Learning, Assessments and Supports. Training takes place in a variety of ways: during on-site faculty, grade level or department meetings, minimum days, after school, Saturday Academies and Summer Institutes. As a result of participating in these activities, staff members gain current, up-to date knowledge and skills in both subject matter and teaching strategies. These opportunities are offered by district staff, consultants, local colleges and universities, or by the Alameda County Office of Education. Participation in college or university-sponsored course work, as well as districtsponsored professional development programs, provides opportunities for advancement on the salary schedule. When designing professional learning opportunities, sessions are aligned to the following strands: Content Standards, California Standards to the Teaching Profession (CSTP), Technology, Equity and Diversity, Gifted and Talented (GATE), Special Education, and English Language Learners (ELL). These strands align with the District’s main areas of student need based on test scores, mainly teaching content standards to all students, with an emphasis on our ELL students. Professional development needs are also based on teacher needs assessments. Examples of professional development include Writer’s Workshop, Literacy Coach Training, Elements of Balanced Literacy, and Rigor, Relevance and Relationships. Continued on sidebar

Continued from left The BTSA Induction Programs supports all first and second year teachers in New Haven Unified. Since 1993, the BTSA Program has provided support for all new teachers. New teachers participate in a twoday new teacher orientation and throughout the school year are supported by a multi-level support structure, which includes a partner teacher, site consulting teacher, administrators and other specialists. New teachers are provided with release time to plan with their partner teacher, to visit other classrooms, and have opportunities to attend monthly after-school support and grade level meetings. A peer coaching structure for support and assessment provides feedback to new teachers and is an effective method by which new teachers complete a professional development plan. For the previous three school years, we had three days each year dedicated to staff and professional development.

2008-09 School Accountability Report Card

James Logan High School

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Parental Involvement Logan has its own School Site Council. This body of administrators, parents, teachers, and students are a voting body that makes decisions on particular categorical spending, School Plan focus, and various other school wide functions on the Logan campus. This group meets the third Thursday of every month at 6 P.M. in the staff lounge. From this group, parents can volunteer to assist on campus in a variety of capacities. Also, the Principal’s Quarterly Parent Forum allows parents to meet and ask general questions or discuss concerns with either the principal or house principals. Parents also have the opportunity to meet teachers and administrators at Back to School Night (an evening scheduled for parents to see all of their child’s teachers in September or October) and Open House (an evening event for parents to visit and see the work completed by their child). Parents also have the opportunity to work with Logan when their child has an IEP or is referred to the Student Review Team (SRT). Meetings and events can be found on the school Web site (www.jlhs.nhusd.k12.ca.us) or EXCEL newsletter. From the Web site to EXCEL newsletter, parents can learn of opportunities to become involved on the Logan campus. For more information on how to become involved, contact John Shockley, Site Council President, at (510) 471-2520.

School Facility Good Repair Status The table below shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. This inspection determines the school facility's good repair status using ratings of good condition, fair condition, or poor condition. School Facility Conditions and Improvements Repair Status Items Inspected

Good

Systems: Gas Systems and Pipes, Mechanical Systems (heating, ventilation, and air conditioning), Sewer

3

Interior: Interior Surfaces (floors, ceilings, walls, and window casings)

3

Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas)

3

Electrical: Electrical Systems (interior and exterior)

3

Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains (interior and exterior)

3

Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior)

3

Structural: Structural Condition, Roofs

3

External: Windows/Doors/Gates/Fences, Playgrounds/School Grounds

3

Fair

Poor

Overall Summary

Good

Fair

Safety and Cleanliness: The 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 school office, and at the District Office. One hundred percent of toilets are in working condition. 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 and orders are completed in a timely manner. 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 school office, or at the District Office. Each site is staffed throughout the school year during the day and evenings.

Overall Summary of Facility Conditions Exemplary

School Facilities

Poor

3

Note: The most recent school site inspection occurred on May 4, 2009, and the inspection form was most recently completed on May 4, 2009.

The principal has daily contact with the custodian and provides direction for additional tasks not included in the daily schedule, as well as input on the condition of the facilities. The Manager of Operations makes regular visits to the school site to evaluate the work performance of the custodial staff. The District has a mobile floor preventive maintenance team that is scheduled for a minimum of four visits per year. This team steam cleans carpets, cleans vinyl floors, and applies new finish, and detail cleans restroom floors and walls. The team also reports any other repair work necessary. Continued on page 4

2008-09 School Accountability Report Card

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James Logan High School

School Facilities Continued from page 3 In addition, the maintenance management team carries out two site inspections each year. The observations of the team are processed into work orders where applicable, or instructions are given to the site principal or custodian for remediation of an observed condition. These inspections are also used for the Williams Settlement reporting to the school board annually. Age of School Buildings: There are 152 classrooms (including 45 portables), a theater, media center, health center, student store, activities director center, curriculum center, career center, administration center, print shop, auto shop, video studio, supply room, maintenance shop, gym complex with locker rooms, weight training room, one classroom, one exercise room, cafeteria, student union, pavilion gymnasium with locker rooms, dance studio, wrestling room, swim complex, football stadium, baseball/softball stadiums, tennis complex, and basketball court complex. The original school was built in 1959, with permanent building additions: •

1962—Cafeteria building

•

1978—Theater, 2 classrooms, 2 labs, media center, 2 music rooms

•

1983—Administration building

•

1986—Pavilion complex, 12 classrooms, and music room

•

1993—27 Classroom building

•

1996—Swim center

•

2006—8 Classrooms, auto shop, print shop, central warehouse

•

2006—8 Classrooms and 4 double-size classrooms = 16 total equivalent

Suspensions and Expulsions

Portable buildings were installed in: •

1973—8 Classrooms, removed in March 2006

•

1981—10 Classrooms, removed in March 2006

•

1983—2 Classrooms, removed in March 2006

•

1984—2 Classrooms, removed in March 2006

•

1985—2 Classrooms and restroom building, removed in March 2006

•

1984—2 Snack bar buildings

•

1985—1 Snack bar building

•

1994—12 Classrooms, stucco exterior finish

•

2004—33 Classrooms and a restroom building, 14 leased and 20 purchased for temporary housing during modernization and expansion of high school

This table shows the rate of suspensions and expulsions (the total number of incidents divided by the school’s total enrollment) for the most recent three-year period. Suspension Rate

Condition: All buildings are in sound structural condition. All buildings are in very good aesthetic condition and repair. Campus and Features: The campus has a capacity for 4,200 students. All teaching facilities have Internet access. All facilities are compliant with the Americans with Disabilities Act (ADA) access requirements. Modernization Projects and Improvements: The original school buildings were modernized in 1993. New HVAC systems were installed, the classroom interiors were upgraded with carpeting and vinyl tackable wall surfaces, and new wiring was installed to provide the backbone for the installation of technology. Various specialty rooms, such as the photo lab, have also been upgraded to meet the expanded needs of the school. During the summer of 2005, two classrooms for the forensics department were modernized, and two classrooms for Special Education were upgraded with new restroom facilities added in conjunction with some cosmetic improvement to the classrooms. The running track was resurfaced with a new structural sprayed surface that will provide several more years of use. In 2005-06, local bond funds (Measure A) were used to demolish a commercial building on the Logan annex parking lot and add new parking space, remove a section of the annex parking lot and install a new lighted basketball complex, provide new electrical service and improvements for an ecology area, and upgrade the campus public address system with additional speakers and an emergency battery backup system. Continued on page 5

James Logan HS 06-07

07-08

08-09

13.0%

13.5%

12.1%

New Haven USD 06-07

07-08

08-09

11.1%

13.0%

11.7%

Expulsion Rate James Logan HS 06-07

07-08

08-09

0.9%

0.8%

0.5%

New Haven USD 06-07

07-08

08-09

0.7%

0.5%

0.4%

2008-09 School Accountability Report Card

James Logan High School

School Facilities

5

School Facilities

Continued from page 4 The following improvements will be funded by local bond funds (Measure A): During the 2006 –07 school year, two restrooms located by the theater complex were modernized and brought up to current ADA standards; sections of the campus perimeter security fence were replaced with a taller curved top design; replacement of deteriorated wood walkways on the football stadium bleachers was completed in the spring of 2007; replacement of the pavilion wrestling room mats was completed in the fall of 2006; and installation of a new HVAC system with air filtration to handle clay dust in the art Room #76 was completed in the fall of 2007. New School Construction Projects: Beginning in fall 2004, the first of multiple construction phases began. A new complex housing the auto shop, print shop, central supply, and eight classrooms was started, as well as the addition of 12 classrooms to the existing 300 Wing. In 2006-07, the new building was opened and occupied. Fifteen portable classrooms were removed in this first phase. This first phase was occupied in spring of 2006. Phase II was started in spring 2006 with the removal of 24 portable classrooms. Phase II provides 26 new classrooms, a new administration area, and a new maintenance shop. Phase II was completed and opened in the summer/fall 2007. A new performing arts center with classrooms for the music department has been designed, and is scheduled to begin construction in spring 2008. In 2006-2007, gates were added to the 400 Wings to improve the flow of students; ornamental fencing was added for security reasons to prevent students from climbing onto the roof; the discus cage was modified to current regulatory standards; and the floor of the pavilion and dance studio was refurbished, and the floor of the old gym was restored to its original condition. A new 400 Wing opened in January 2008. Several portables were eliminated.

Continued from left Deferred Maintenance Program: The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-fordollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2009-10 school year, the District budgeted $256,343 for the Deferred Maintenance Program. This represents .0024% of the District's general fund budget.

A new childcare center and a tennis classroom with restroom facilities was completed in spring 2008. The construction of the Culinary Arts Academy has been cancelled. school for more information.

Please contact the

Facility Improvements in the Summer of 2008: •

Recoated foam roof on the gym and pavilion, included the replacement of skylights (funded by the Deferred Maintenance Program).

•

Recoated foam roof on Room 68a including the replacement of skylights (funded by the Deferred Maintenance Program).

•

Replaced main sewer line in the cafeteria (funded by the Deferred Maintenance Program).

•

Replaced underwater pool lighting (funded by the Deferred Maintenance Program).

•

Renovated varsity baseball infield to hybrid Bermuda grass and replaced netting on backstop (funded by a local bond).

•

Completed additional staff parking lot at Meyers Street (funded by a local bond).

•

Replacement of fence along I street and along the snack bar area, still pending (funded by a local bond).

Facility Improvements in 2009: •

CCTV project (funded by a local bond)

Facility Improvements in the Summer of 2010: •

Replace roofing on building 500 (funded by local bond)

•

Replace stadium bleachers (funded by local bond)

•

Replace fire lane asphalt (funded by local bond)

•

Replace two electrical vaults and lids (funded by local bond)

•

Replace existing door lock sets campus wide and replace gym and cafeteria doors (funded by local bond) Continued on sidebar

“James Logan High School is home to the mighty colts!”

School Safety At James Logan High School, maintaining a safe and orderly environment is a top priority. Students learn best in a safe, nurturing environment. We have developed a Comprehensive Safety Plan for all natural disaster and emergency situations. Our students and staff receive training in fire and earthquake drills on a monthly basis. Each classroom is supplied with emergency packs containing a variety of first aid materials and a clipboard with procedures and duties for specific teachers. Safety and student management are communicated and reinforced by the Student and Parent Handbook distributed to every family at the beginning of the school year. The School Safety Plan was most recently reviewed, updated, and discussed with school faculty on February 18, 2009.

2008-09 School Accountability Report Card

James Logan High School

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Textbooks and Instructional Materials Textbooks at the high school level are selected from established publishers that provide State Standards-aligned programs. Publishers provide program samples, Standards-based maps, and presentations for site committee review. A school site committee—composed of classroom teachers, including Special Education and English language development teachers— and administrators review the program. Each committee takes into consideration student needs and the goals of the high school curriculum, with attention to the State Standards in the given curriculum area. After much discussion and through the use of a rubric and format for reporting committee feedback on the program’s strengths and weaknesses, the committee recommends a program based on the established criteria. The recommended program is placed on display for 30 days at the Educational Services Center to provide the community the opportunity to preview the materials. The recommendation is then submitted to the NHUSD School Board for approval. During 2007–08, the high school distributed State Standards-aligned English language arts, mathematics, science, and history-social science instructional materials to all students. NHUSD reviews the inventory of all texts on an annual basis and orders additional texts to each ensure that each student has access to their own textbooks and instructional materials, to use in class and to take home. The NHUSD Board of Education passes an annual resolution on the sufficiency of instructional materials for all students. Textbooks and Instructional Materials List Subject

The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials: Percentage of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials Reading/Language Arts

0%

Mathematics

0%

Science

0%

History-Social Science

0%

Visual and Performing Arts Foreign Language

Textbook

Adopted

English-Language Arts

Core novels (Check with school for complete list)

Varies

English-Language Arts

Holt: Literature and Language Arts 3rd Course

2008

Mathematics

Pearson Prentice Hall: Algebra 1, California Edition

2001

Mathematics

McGraw Hill: Geometry: Integration Applications Connections

1999

Mathematics

Pearson Prentice Hall: Algebra 2 with Trigonometry

2003

Mathematics

McGraw Hill: Advanced Mathematical Concepts, Precalculus with Applications

2004

Mathematics

Pearson Prentice Hall: Calculus: Graphical Numerical Algebraic

2009

Science

Rheinhart and Winston Holt: Biology: Principals and Explorations

2008

Science

Holt McDougal: Modern Chemistry

2008

Science

Physics

1999

History-Social Science

Prentice Hall: World History, The Modern World

2007

History-Social Science

McGraw Hill: Contemporary’s American History 1, 2

2007

History-Social Science

Pearson Prentice Hall: Magruder’s American Government

2007

History-Social Science

Glencoe/McGraw Hill: Economics: Principles and Practices

2007

Note: This data was most recently collected and verified in January 2010.

Availability of Textbooks and Instructional Materials

0%

Health Science Laboratory Equipment (Grades 9-12) Not applicable.

0%

2008-09 School Accountability Report Card

James Logan High School

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National Assessment of Educational Progress The National Assessment of Educational Progress (NAEP) is a nationally representative assessment of what America’s students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., Basic, Proficient, and Advanced) and the participation of students with disabilities and English language learners is reported based on three levels (Identified, Excluded, and Assessed). Detailed information regarding the NAEP results for each grade level, performance level, and participation rate can be found on the NAEP Web page at http://nces.ed.gov/nationsreportcard/.

NAEP Reading and Mathematics Results: Grades 4 and 8 This table displays the scale scores and achievement levels on the NAEP for reading (2007) and mathematics (2009) for grades four and eight.

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

NAEP Reading and Mathematics Results for Grades 4 and 8 Reading 2007 Average Scale Score

Mathematics 2009

Grade 4

Grade 8

Grade 4

Grade 8

State

209

251

232

270

National

220

261

239

282

Grade 4

Grade 8

Grade 4

Grade 8

Basic

30%

41%

41%

36%

Proficient

18%

20%

25%

18%

Advanced

5%

2%

5%

5%

State Percent at Each Achievement Level

NAEP Reading and Mathematics Results: Students with Disabilities and/or English Language Learners by Grades 4 and 8 This table displays the state and national participation rates on the NAEP for reading (2007) and mathematics (2009) for students with disabilities and/or English language learners for grades four and eight. NAEP Reading and Mathematics Results for Grades 4 and 8 Reading 2007 State Participation Rate

Mathematics 2009

Grade 4

Grade 8

Grade 4

Grade 8

Students with Disabilities

74%

78%

79%

85%

English Language Learners

93%

92%

96%

96%

National Participation Rate

Grade 4

Grade 8

Grade 4

Grade 8

Students with Disabilities

65%

66%

84%

78%

English Language Learners

80%

77%

94%

92%

NAEP Testing Note: Only a sample group of California’s schools and districts participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. NAEP results reflect state level student performance and is not reflective of either the district or the individual school. Also, comparisons of student performance on the NAEP and student performance on the STAR Program assessments cannot be made because there are key differences between the two testing programs. For example, the two assessments test students in different grade levels and the tests are based on a different set of standards. For more information on the differences between the NAEP and STAR, please visit CDE’s NAEP Web page at www.cde.ca.gov/ta/tg/nr/.

2008-09 School Accountability Report Card

James Logan High School

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STAR Results for All Students: Three-Year Comparison The Standardized Testing and Reporting (STAR) results are reported as performance levels in order to compare student achievement to state standards. The five performance levels are: Advanced (exceeds state standards); Proficient (meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Proficient or Advanced level meet state standards in that content area. The tables below show the percentage of students that scored at Proficient or Advanced levels in English-language arts, mathematics, science, and historysocial science. Percentage of Students Scoring At Proficient or Advanced Levels James Logan HS

New Haven USD

06-07

07-08

08-09

06-07

07-08

EnglishLanguage Arts

46%

46%

49%

46%

49%

52%

Mathematics

20%

22%

25%

41%

45%

Science

41%

45%

42%

45%

HistorySocial Science

39%

43%

45%

39%

California

08-09 06-07

07-08

08-09

43%

46%

50%

45%

40%

43%

46%

55%

52%

38%

46%

50%

41%

42%

33%

36%

41%

STAR Results by Student Group: English-Language Arts, Mathematics, Science, and History-Social Science Percentage of Students Scoring At Proficient or Advanced Levels Spring 2009 Results EnglishLanguage Arts

Mathematics

Male

46%

26%

43%

47%

Female

52%

23%

40%

42%

Economically Disadvantaged

33%

17%

26%

30%

English Learners

8%

9%

8%

12%

Students with Disabilities

16%

13%

8%

13%

Students Receiving Migrant Education Services

18%

12%

6%

19%

African American

29%

12%

19%

22%

Asian

63%

43%

64%

63%

Filipino

57%

26%

48%

52%

Hispanic or Latino

33%

11%

26%

28%

Pacific Islander

54%

25%

42%

42%

White

58%

28%

45%

53%

Group

Science

HistorySocial Science

American Indian or Alaska Native

Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key tests, including the California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). The CSTs are multiple choice tests in Englishlanguage arts, mathematics, science, and history-social science for varying grade levels. Some grade levels also participate in an essay writing test. The CSTs are used to determine students’ achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject. The CMA is a modified assessment for students with disabilities who have an individualized education program (IEP). It is designed to assess those students whose disabilities prevent them from achieving grade-level proficiency on an assessment of the content standards with or without accommodations. The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations. For a complete report on all tests, participation, groups, and their scores by grade level, please visit http://star.cde.ca.gov/. To learn more about the STAR Program, please visit the guide at www.cde.ca.gov/ta/tg/sr/ documents/starpkt5intrpts.pdf.

2008-09 School Accountability Report Card

James Logan High School

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Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. The API is a score on a scale of 200 to 1,000 that reflects a school’s, district’s or a student group’s performance level, based on the results of statewide testing. An API score of 800 is set as the statewide target. Each annual API reporting cycle includes a Base and a Growth API. The Base API starts the reporting cycle and is released approximately a year after testing (i.e., The 2008 Base is calculated from results of statewide testing in spring 2008 but is released in May 2009). The Growth API is released after the Base API but is calculated from test results from the following year (i.e., The Growth API is calculated from results of statewide testing in spring 2009 and released in August 2009). Therefore, for the 2008-09 API reporting cycle, the 2008 Base indicator and 2009 Growth indicator are used. To learn more about API, please visit the API information guide at www.cde.ca.gov/ta/ac/ap/documents/infoguide08.pdf and the API overview guide at www.cde.ca.gov/ta/ac/ay/documents/overview09.pdf.

Academic Performance Index Ranks

Academic Performance Index Ranks API Ranks — Three Year Comparison 2006

2007

2008

Statewide API Rank

7

7

6

Similar Schools API Rank

6

4

3

Academic Performance Index Growth API Growth by Student Group — Three Year Comparison

06-07

07-08

08-09

2009 Growth API Score

All Students at the School

-7

8

-3

731

African American

-2

30

-26

624

Asian

-13

23

3

820

Filipino

-5

3

-1

767

Hispanic or Latino

-17

-4

14

655

Group

Actual API Change

American Indian or Alaska Native

Pacific Islander

747

White

-1

7

1

762

Socioeconomically Disadvantaged

-19

18

-4

659

English Learners

-19

10

-7

632

Students with Disabilities

12

4

14

525

Data are reported only for numerically significant groups. API Testing Note: Assessment data are reported only for numerically significant groups. To be considered ‘numerically significant’ for the API, the group must have either: (1) at least 50 students with valid test scores who make up at least 15% of the total valid scores, or (2) at least 100 students with valid test scores.

Schools are ranked in ten categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide rank” compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A “similar schools rank” reflects how a school compares to 100 statistically matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools API rank, for which information is available.

Academic Performance Index Growth This table displays, by student group, the actual API change in points added or lost for the past three years, and the 2009 API score.

2008-09 School Accountability Report Card

10

James Logan High School

Adequate Yearly Progress The No Child Left Behind (NCLB) Act requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To meet these standards, California public schools and districts must meet or exceed criteria in four target areas: 1. Participation rate on statewide assessments in English-language arts and mathematics 2. Percentage of students scoring proficient on statewide assessments in English-language arts and mathematics 3. API scores 4. Graduation rate for high schools The table displays whether or not the school and district made AYP overall and met each of the AYP criteria for 2008-09. For more information, please visit www.cde.ca.gov/ta/ac/ay/.

1. Aerobic Capacity 3. Flexibility

James Logan HS

New Haven USD

4. Abdominal Strength and Endurance

No

No

5. Upper Body Strength and Endurance

Met Overall AYP

6. Trunk Extensor Strength and Flexibility

EnglishLanguage Arts

Mathematics

EnglishLanguage Arts

Mathematics

Participation Rate

Yes

No

Yes

Yes

Percent Proficient

No

No

No

No

API

Yes

Yes

Graduation Rate

Yes

Yes

Grade 9

Schools and districts that receive Title I funding can enter Program Improvement (PI) if they fail to meet AYP over two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). With each additional year they don’t meet AYP, they advance to the next level of intervention. This table displays the 2009-10 Program Improvement status for the school and district. For more information, please visit www.cde.ca.gov/ta/ac/ay/. Federal Intervention Program

Program Improvement Status

The goal of the Fitnessgram® is to assist students in establishing lifetime habits of regular physical activity. The table shows the percentage of students meeting the fitness standards for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf/. Percentage of Students Meeting Fitness Standards

Federal Intervention Program

James Logan HS

New Haven USD

Not In PI

Not In PI

First Year of Program Improvement Year in Program Improvement

Number of Schools Identified for Program Improvement

1

Percent of Schools Identified for Program Improvement

7.1%

Not applicable.

Each spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test (PFT). The State Board of Education designated the Fitnessgram® as the PFT for students in California public schools. The test measures six key fitness areas: 2. Body Composition

Adequate Yearly Progress Criteria

AYP Criteria

California Physical Fitness Test

Four of Six Standards

18.4%

Five of Six Standards

26.1%

Six of Six Standards

31.2%

2008-09 School Accountability Report Card

James Logan High School

11

Career Technical Education Participation This table displays information about participation in the school’s Career Technical Education (CTE) programs.

Continued from left

Career Technical Education Data 08-09 Number of Pupils Participating in CTE

1,134

Percentage of Pupils Who Complete a CTE Program and Earn a High School Diploma

40.0%

Percentage of CTE Courses That Are Sequenced or Articulated Between a School and Institutions of Postsecondary Education

15.0%

Career Technical Education Programs The Career Technical Education (CTE) programs in New Haven Unified School District are aligned to the applicable model curriculum standards and are specifically focused on career and work preparation. Courses are offered in a coherent sequence which ensures student learning. Courses are identified as Introductory, Concentration, or Capstone. The sequence of courses is either District or ROP. Courses that are offered include: •

Auto Body Painting and Refinishing 1, 2

•

Fire Science 1, 2

•

Automotive Technology 1, 2

•

Forensic Science

•

Business Office Management

•

•

Computer Aided Design

Genetics, Engineering, and Medical Sciences Academy (GEMS)

•

Computer Networking

•

Interior Design 1, 2

•

Construction Technology 1, 2

•

Manicurist

•

Cosmetology

•

Marketing and Management Academy

•

Culinary Arts

•

•

Developmental Psychology

Medial Assisting

•

Digital Photography

•

Pharmacy Clerk

•

Dreamweaver, Web, And Multimedia Building

•

Robotics Systems Technology

•

Sports Therapy 1, 2

•

Veterinary Careers

•

Fashion Merchandising 1, 2

•

Electronic Media Production

Career Technical Education Programs

Primary Representatives of Career Tech Advisory Committees: •

Education K-14, Barbara Hart

•

Automotive, Roland Perez

•

ROP, Shelly Adams

•

Health Careers, Glenda Staph

•

Hospitality and Tourism, Haze Dennis

Integration with Academic Courses: Academic and technical skills will be improved by integrating the skills learned in academic classes needed for graduation into the CTE programs. Content in both academic classes and CTE programs are constantly being upgraded to meet higher academic standards. Students may take a variety of supporting classes for the CTE programs. All Students: All students, including students with unique needs, are eligible to participate in career and work preparation. Special needs students are addressed through their individualized education program (IEP) goals. Career guidance activities are ongoing to all students and include the dissemination of career opportunity and career path information to students, parents, and counselors. Our program provides for full participation of special population students, meaning that special population students are provided with the additional services needed for success. Two of the eleven capstone courses are articulated through Ohlone College through the Mission Valley ROP. Continued on sidebar

Measurable Outcomes: All CTE activities will meet the Stateadjusted levels of performance, as negotiated with the U.S. Department of Education. The curriculum and assessment are aligned with the California CTE model curriculum standards for that particular program area. Both New Haven Unified and Mission Valley ROP focus on a Standards-based educational program. Assessment is built into each program to measure student competence in the application of CTE and academic knowledge and skills required in the program areas. New Haven Unified School District, working in partnership with the Mission Valley ROP, will address the comprehensive set of quality criteria and indicators that reflect the education community’s consequences of the elements that should be present in all CTE programs.

2008-09 School Accountability Report Card

James Logan High School

Enrollment and Demographics

Courses Required for UC/CSU Admission

The total enrollment at the school was 4,102 students for the 2008-09 school year.

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 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 more information on general admissions requirements, please visit the University of California Web site at www.universityofcalifornia.edu/ admissions/general.html.

White 12%

Pacific Islander 5%

Multiple or No Response 3%

Hispanic or Latino 28%

African American 9% American Indian o r Alaska Native