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Westmont High School 2012-13 School Accountability Report Card
Reported for School Year 2012-13
Published During 2013-14
Campbell Union High School District Westmont High School
3235 Union Avenue 4805 Westmont Avenue
San Jose, CA 95124 Campbell, CA 95008
(408) 371-0960 (408) 626-3406
Website: www.cuhsd.org Website: www.westmont.cuhsd.org
Superintendent: Patrick K. Gaffney Principal: Abra Motta
E-mail Address: [email protected] E-mail Address: [email protected]
Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each
year. The SARC contains information about the condition and performance of each California public school.
For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at
http://www.cde.ca.gov/ta/ac/sa/.
For additional information about the school, parents and community members should contact the school principal or the
district office.
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Westmont High 2012-13 School Accountability Report
I. Data and Access
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP], test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.
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-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.
Additional Information
For further information regarding the data elements and terms used in the SARC see the 2012-13 Academic Performance Index Reports Information guide located on the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.
II. About This School
School Description and Mission Statement (School Year 2012-13)
Westmont High School, founded in 1964, is a four-year, comprehensive public high school with an enrollment of approximately 1600 students. It is one of six schools, five comprehensive and one alternative that comprise the Campbell Union High School District. Westmont is recognized as a California Distinguished School and a National Blue Ribbon School.
Located in the Santa Clara Valley in a residential area on the western boundaries of San Jose and Campbell, our student population is drawn from families living in San Jose, Campbell, Los Gatos, Saratoga, and Monte Sereno. Employment is primarily based in the professional, high-tech, and service industries of the Silicon Valley and family incomes range from lower to upper-middle levels. Westmont has a rigorous and relevant curriculum available to all students. Our Advanced Placement program has two or more AP courses in every core area. Unique in CUHSD, Westmont has courses in AP Computer Science, AP Environmental Science, and AP Studio Art. Other programs that set Westmont apart are its Agricultural Science pathway, the only one of its kind left in the Silicon Valley, and the most robust Engineering Pathway in CUHSD. A well-rounded curriculum, Westmont also houses a 4 year Drama program leading to Honors Thespian Society senior year.
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A robust activity program complements our curriculum. Clubs such as US FIRST Robotics, Speech and Debate, Math Contests, and CSF are some examples of extracurricular activities that capture student interest and further critical thinking and leadership skills.
Our graduates continue on to post-secondary pathways ranging from our local community colleges and workplaces to the most prestigious and competitive schools in the United States. Exit surveys inform us that approximately 30% of graduates go straight to 4-year universities, 60% go to 2-year colleges and 10% go into the workforce.
Westmont is probably the most ethnically diverse campus in our district. We have a full service English Language Development program that serves new immigrants as well as our local community with acquiring academic levels of English. This diversity provides an opportunity for students to learn more about the world, and many of our English Leaners achieve the highest academic honors in their classes, and as valedictorians at graduation.
Approximately 22% of our student body participates in our Free or Reduced Lunch Program.
Westmont has had API growth and continues to focus on our goal of exceeding an 800 API score. Recent achievements on CAHSEE proficiency, most of our CST’s, and Advanced Placement statistics are just some of the indicators that our efforts are paying off for students.
MISSION STATEMENT
Westmont High School’s community ensures all students succeed in a rigorous and engaging academic program leading to post-secondary success.
WESTMONT’S LEARNING GOALS
Personal development, demonstrated through ethical behavior, personal responsibility, respect for others.
Effective communication skills, demonstrated through written, oral, and visual presentations.
Critical thinking, demonstrated through solving problems and making decisions by analyzing relevant information.
Our mission is clear. We are here to prepare students for further success in college and careers. We have a wide array of career elective courses including computer courses, applied and fine arts, and engineering. Junior and Senior level students may take their afternoon program in a specific industry cluster at the Silicon Valley Career Technical Education (SVCTE). We believe all students should receive college-readiness information and challenge themselves with college-prep and/or college-level courses in high school. For college readiness, we are promoting a Naviance personal online account for all of our students and their parents. We continue to build our on-site College and Career Center (CCC), staffed with our parent volunteers, so that we can bring university representatives to connect with our students. The CCC, in partnership with our guidance counselors, puts on many parent and student information nights and is accessible to all students at lunchtime in the library.
Westmont has a vision for all students to achieve the school wide learning goals. The way we ensure this for all students is through grade level projects. Westmont assesses all sophomores on the Learning Goals through a Sophomore Historical Analysis Research Project (SHARP); and all juniors through projects such as the Junior Career Project and/or Junior U.S. History Research papers (JHARP). Westmont’s Learning Goals are also assessed throughout our curricular program, to different degrees, by whole departments and/or by teachers within departments. Specially Academic Instruction (SAI or Special Education) students not in general education classes and English Learners in ELD and SDAIE classes do modified school-wide projects depending on their courses and course level.
Westmont’s students, in order of magnitude, include Caucasian, Hispanic/Latino, Asian, African American, Filipino, and Indian or Pacific Islander students.
Westmont has a full, 4 year English Language Development department, which serves the English needs of new immigrants from all over the world, as well as local students who are described as “long-time English learners”, still acquiring grade-level English skills in speaking, listening, reading and writing.
Westmont maintains a highly-qualified faculty and staff. All teachers and administrators are credentialed in their field. Every year, a number of teachers and staff achieve recognitions and advanced levels of certifications and degrees in their fields. We enjoy a positive work climate and professional culture, and most visitors comment on the friendly atmosphere and rapport between faculty, administrators, staff, and students.
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Opportunities for Parental Involvement (School Year 2012-13)
Westmont has many opportunities for parent/guardian involvement. Parent/guardians are involved in the following parent support organizations: PTSA, ELAC, School Site Council, Athletic Boosters, Music Boosters, Speech & Debate Parent Boosters, Drama Boosters, FFA Boosters, and our College & Career Center Volunteer Team.
Our College and Career Center (CCC) volunteers help coordinate visits and presentation by college and university representatives each fall. They also teamed up with our Guidance Counselors to enroll all our students in Naviance, the college/career online accounts for students and their families.
Contact Person Contact Phone Number Abra Motta, Principal
PTSA, School Site Council, ELAC [email protected]
Laura Saldana, Activities Director ASB, Activities, Clubs [email protected]
Brett Petersen, Athletic Director Sports eligibility, Coaches, Athletic Events
For Booster organizations, please contact the department chair of the group you wish to represent
(408) 626-3406
III. Student Performance
Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including:
California Standards Tests (CTSs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nice through eleven; and history-social science in grades eight, and nine through eleven.
California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities precluded them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.
California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through
eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.
The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.
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Standardized Testing and Reporting Results for All Students – Three-Year Comparison 2005 2006
Subject
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
School District State
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13
English-Language Arts 59% 59% 65% 55% 59% 61% 54% 56% 55%
Mathematics 30% 31% 36% 30% 30% 32% 49% 50% 50%
Science 56% 65% 59% 58% 64% 60% 57% 60% 59%
History-Social Science 59% 61% 57% 54% 55% 54% 48% 49% 49% Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Standardized Testing and Reporting Results by Student Group – Most Recent Year
Group
Percent of Students Scoring at Proficient or Advanced
English –
Language Arts Mathematics Science
History –
Social Science
All Students in the LEA 61% 32% 60% 54%
All Students at the School 65% 36% 59% 57%
Male 58% 39% 58% 61%
Female 71% 32% 61% 54%
Black or African American 51% 19% 35% 48%
American Indian or Alaska Native
Asian 80% 63% 72% 78%
Filipino 78% 37% 78%
Hispanic or Latino 41% 15% 37% 33%
Native Hawaiian/Pacific Islander
White 77% 42% 76% 65%
Two or More Races 75% 42% 61% 75%
Socioeconomically Disadvantaged 40% 17% 34% 34%
English Learners 9% 11% 11% 12%
Students with Disabilities 16% 3% 27% 13% Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
California High School Exit Examination
The California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB). For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov.
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California High School Exit Examination Results for All Grade Ten Students – Three-
Year Comparison (if applicable)
Subject
Percent of Students Scoring at Proficient or Advanced
School District State
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13
English-Language Arts 72% 72% 68% 72% 70% 66% 59% 56% 57%
Mathematics 68% 74% 70% 68% 69% 68% 56% 58% 60% Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy
or to protect student privacy.
California High School Exit Examination Grade Ten Results by Student Group – Most
Recent Year (if applicable)
Group
English-Language Arts Mathematics
Not
Proficient Proficient Advanced
Not
Proficient Proficient Advanced
All Students in the Lea 34% 23% 44% 32% 36% 33%
All Students at the School 32% 23% 44% 30% 35% 36%
Male 38% 25% 36% 34% 30% 36%
Female 26% 21% 53% 25% 40% 36%
Black or African American 62% 5% 33% 52% 33% 14%
American Indian or Alaska Native
Asian 18% 27% 55% 18% 23% 59%
Filipino
Hispanic or Latino 50% 24% 26% 48% 39% 13%
Native Hawaiian/Pacific Islander
White 16% 25% 59% 14% 36% 50%
Two or More Races 31% 24% 45% 25% 32% 43%
Socioeconomically Disadvantaged 60% 14% 26% 54% 32% 15%
English Learners 93% 6% 2% 74% 22% 4%
Students with Disabilities 78% 8% 14% 77% 17% 6% Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
California Physical Fitness Test Results (School Year 2012-13) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/
Grade Level
Percent of Students Meeting
Four of Six
Fitness Standards
Percent of Students Meeting
Four of Six
Fitness Standards
Percent of Students Meeting
Four of Six
Fitness Standards
9 16.00% 23.60% 43.60% Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
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IV. Accountability
Academic Performance Index
The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap.
Academic Performance Index Ranks – Three-Year Comparison
This table displays the school's statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to the 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 schools.
API Rank 2010 2011 2012
Statewide 7 7 7
Similar Schools 2 1 2
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group Actual API Change
2010-11 2011-12 2012-13
All Students at the School 10 8 0
Black or African American
American Indian or Alaska Native
Asian 10 3 12
Filipino
Hispanic or Latino 7 22 10
Native Hawaiian/Pacific Islander
White 23 6 14
Two or More Races
Socioeconomically Disadvantaged 2 -38 58
English Learners -40 17 63
Students with Disabilities Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth
or target information. “C” means the school had significant demographic changes and there is no Growth or target information.
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Academic Performance Index Growth by Student Group – 2013 Growth API Comparison
This table displays, by student group, the number of students included in the API and the 2013 Growth API at the school, LEA, and state level.
Group Number of
Students School
Number of
Students District
Number of
Students State
All Students at the School 1,130 796 5,210 774 4,655,989 790
Black or African American 47 698 169 688 296,463 708
American Indian or Alaska Native 2 16 724 30,394 743
Asian 155 897 601 887 406,527 906
Filipino 27 857 118 823 121,054 867
Hispanic or Latino 353 695 1,787 687 2,438,951 744
Native Hawaiian/Pacific Islander 1 23 774 25,351 774
White 466 845 2,145 837 1,200,127 853
Two or More Races 79 834 351 823
Socioeconomically Disadvantaged 285 683 1,343 678 2,774,640 743
English Learners 333 714 1,356 700 1,482,316 721
Students with Disabilities 92 487 561 541 527,476 615
Adequate Yearly Progress
The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
Participation rate on the state’s standards-based assessments in ELA and mathematics Percent proficient on the state’s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools)
For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay.
Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)
AYP Criteria School District
Made AYP Overall No No
Met Participation Rate – English-Language Arts Yes Yes
Met Participation Tate – Mathematics Yes Yes
Met Percent Proficient – English-Language Arts No No
Met Percent Proficient – Mathematics No No
Met API Criteria Yes Yes
Met Graduation Rate Yes Yes
Federal Intervention Program (School Year 2013-14)
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page at http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
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Indicator School District
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement N/A 0
Percent of Schools Currently in Program Improvement N/A 0.0% Note: Cells shaded in dark grey or with N/A values do not require data.
V. School Climate
Student Enrollment by Grade Level (School Year 2012-13)
Grade Level Number of Students
Grade 9 416
Grade 10 423
Grade 11 383
Grade 12 364
Total Enrollment 1,586
Student Enrollment by Student Subgroup (School Year 2012-13)
Group Percent of Total Enrollment
Black or African American 3.9%
American Indian or Alaska Native 0.2%
Asian 13.6%
Filipino 2.3%
Hispanic or Latino 30.6%
Native Hawaiian/Pacific Islander 0.1%
White 41.9%
Two or More Races 7.4%
Socioeconomically Disadvantaged 24.0%
English Learners 27.8%
Students with Disabilities 8.4%
Average Class Size and Class Size Distribution (Secondary)
Subject
Avg.
Class
Size
2010-11 Avg.
Class
Size
2011-12 Avg.
Class
Size
2012-13
Number of
Classrooms*
Number of
Classrooms*
Number of
Classrooms*
1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+
English 26.3 18 25 21 25.9 19 20 23 17.0 38 31 17
Mathematics 29.1 10 20 18 28.7 7 12 18 27.0 11 23 19
Science 30.6 4 12 18 30.2 6 8 21 27.0 7 23 15
Social Science 29.2 6 15 25 30.5 5 7 26 27.0 12 16 20 Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level,
this information is reported by subject area rather than grade level.
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School Safety Plan (School Year 2012-13)
All Campbell Union High School District schools have comprehensive safety plans that are updated, approved by the district’s board of trustees and reviewed with school staff on an annual basis. These plans are compliant with federal standards and cover emergency, disaster, and incident procedures for the range of contingencies for which today’s schools must prepare in order to assure the safety of students and staff. School classrooms and workspaces have flipcharts with easy-to-read instructions for each of these contingencies. In addition, security officers are present on campus daily, and our plans have been integrated with police, fire and health services procedures to assure a coordinated response at all times. With the help of police and emergency services departments, we run yearly drills with students and staff to practice preparedness, interagency communication, and rapid response. School safety plan updates are approved by the Board in March of each year and reviewed with staff annually. A School Safety Committee, comprised of staff, students, and community stakeholders, has the responsibility for approving the plan. School administrators and faculty members are responsible for implementing the Safety Plan and ensuring a safe school environment. Teachers are trained in emergency procedures in case of fire, earthquake, lockdown/barricade, and shelter in place. Drills and training are conducted throughout the school year. Crisis intervention and risk assessment training is provided to key administration to support staff and students in time of crisis, and emotional support for aftercare.
Suspensions and Expulsions
Rate School District
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13
Suspensions 7.02% 7.30% 6.40% 7.65% 8.00% 4.90%
Expulsions 0.67% 1.15% 1.10% 0.81% 1.27% 1.00%
VI. School Facilities
School Facility Conditions and Planned Improvements (School Year 2013-14)
All Campbell Union High School District campuses are safe, clean and well-lighted facilities. Built in the middle 1950’s to late 1960’s, these buildings have been evaluated by architects and engineers to be more solidly built and sturdier than new construction. Wisely designed, they have stood the test of time, and learning spaces have remained adaptable to new demands on the educational system. Even specialty learning areas such as science and fine arts have been found to equal the best new designs of today, and require only refurbishment to remain vital. This refurbishment is the focus of modernization projects and of successful 1999 and 2004 bond measures, which include some new buildings and new athletic fields and tracks at each school site. These projects include new floors, electrical wiring, lighting, heating, furniture, audio-visual and performance and demonstration facilities, specialized learning areas and more are in the process of turning our campuses into schools for the 21
st century. Sports facilities, restrooms, and cafeteria facilities have
been regularly updated. A wide area network of multiple gigabit circuits connects all district campuses, where fiber optic cable connects each classroom wing to the Internet, with CAT 5/6 cable to each classroom. All areas of all campuses are regularly evaluated for trip-fall, environmental and other safety hazards, a state-of-the-art campus-wide and district wide fire, emergency and communication system is in place, and campuses are cleaned and maintained by custodial staff whose work is regularly evaluated by both school and district supervisors.
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School Facility Good Repair Status (School Year 2013-14)
System Inspected Repair Needed and Action Taken or Planned
Good Fair Poor
Systems: Gas Leaks, Mechanical / HVAC, Sewer Yes Energy Efficiency Projects
Interior: Interior Surfaces Yes
Cleanliness: Overall Cleanliness, Pest / Vermin
Infestation Yes
Electrical: Electrical Yes Energy Efficiency Projects
Restrooms / Fountains: Restrooms, Sinks /
Fountains Yes
Safety: Fore Safety, Hazardous Materials Yes
Structural: Structural Damage, Roofs Yes
External: Playground / School Grounds, Windows
/ Doors / Gates / Fences Yes Sports Field Improvements
Overall Facility Rate (School Year 2013-14)
Overall Rating Exemplary Good Fair Poor
Yes
VII. Teachers
Teacher Credentials
Teachers School District
2010-11 2011-12 2012-13 2012-13
With Full Credential 70 71 67 333
Without Full Credential 0 0 3 8
Teaching Outside Subject Area of Competence 0 0 0 0
Teacher Misassignments and Vacant Teacher Positions
Indicator 2011-12 2012-13 2013-14
Misassignments of Teachers of English Learners 0 0 0
Total Teacher Misassignments* 0 0 0
Vacant Teacher Positions 0 0 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area,
student group, etc. Total Teacher Misassignments includes the number of Misassigmnents of Teachers of English Learners.
Indicator 2004-05 2005-06 2006-07
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Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13)
The federal ESEA, also known as NCLB, requires 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 core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at http://www.cde.ca.gov/nclb/sr/tg/
Location of Classes
Percent of Classes In Core Academic
Subjects Taught by Highly Qualified
Teachers
Percent of Classes In Core
Academic Subjects Not Taught by
Highly Qualified Teachers
This School 84.81% 15.19%
All Schools in District 90.58% 9.42%
High-Poverty Schools in District 92.59% 7.41%
Low-Poverty Schools in District 90.27% 9.73% Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program.
Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.
VIII. Support Staff
Academic Counselors and Other Support Staff (School Year 2012-13) Counselor
Title Number of FTE*
Assigned to School
Average Number of Students
per Academic Counselor
Academic Counselor 2 793
Counselor (Social/Behavioral or Career Development) 0 N/A
Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 1 N/A Psychologist 2 N/A Social Worker 0 N/A Nurse 0.4 N/A Speech / Language / Hearing Specialist 0.5 N/A Resource Specialist (non-teaching) 0 N/A Other 0 N/A
Note: Cells shaded in dark grey or with N/A values do not require data.
One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.
IX. Curriculum and Instructional Materials
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Quality, Currency, Availability of Textbooks and Instructional Materials (School Year
2013-14)
This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected: November 25, 2013
Core Curriculum Area Textbooks and instructional materials / year of adoption
From
most
recent
adoption
Percent
students
lacking own
assigned
copy
Reading / Language
Arts
Holt Literature & Language Arts, 3rd
Course, 4th
Course, 5th
Course & 6th
Course, 2003, Holt / 2002
Holt Handbook 3rd
Course, 2003, Holt
No 0%
Mathematics
Algebra 1: Equations, Graphs & Applications, 2001, McDougal Littell /
2001
Geometry: Reasoning, Measuring & Applying, 2001, McDougal Littell /
2001
Algebra 2: Equations, Graphs & Applications, 2004, McDougal / 2001
Calculus 8th
Edition, 2006, Houghton Mifflin
The Practice of Statistics, 2003, Freeman / 2004
No 0%
Science
Conceptual Integrated Science, 2007, Addison Wesley / 2006
Biology, 2006, Pearson, Prentice Hall / 2001
AP Edition Biography, 2005, Pearson/Benjamin
Chemistry, 2007, Prentice Hall / 1998
Chemistry the Central Science, 2006, Prentice Hall 1998
Physics: Principles & Problems, 2005, Glencoe / 1994
College Physics, 2006, Thompson, Brooks/Cole / 1997
No 0%
History – Social
Science
World Geography , 2003, McDougal
Modern World History, 2006, McDougal Littell / 2004
The Americans: Reconstruction to the 21st Century, 2006, McDougal Littell /
2005
American History: A Survey, 2003, McGraw- Hill / 1990
McGruder’s American Government, 2006, Pearson/Prentice Hall / 1988
American Government Continuity & Change, 2004, Pearson-Longman /
2004
Economics: Principles in Action, 2005 Pearson/Prentice Hall / 2001
No 0%
Foreign Language
Allez Viens! Level 1, Level 2, & Level 3, 2000, Holt / 2001
Connaissance Et Reaction, 1994, Heinle / 1999
Avancemos 1, 2, 3 & 4, 2013, Houghton Mifflin
Abriendo Paso Lectura, 2007, Prentice Hall
Abriendo PuertasnI & II, 2007, AMSCO Publications
Nuevas Vistas, 200, Holt
Nuevas Vistas Cuademo de Practicer, 2006, Holt
No 0%
Visual and Performing
Arts
Art Fundamentals, Theory & Practice, 1968, Brown / 1968
Art Talk, 2005, Blencoe/McGraw Hill / 2005
Living With Art, 1995, McGraw Hill / 1997
Photo Technology, 1977, Am. Tech. Society / 1969
The Photographic Eye, 1995, Davis Publications / 1998
Great Monologues & Scenes for Young Actors, 1994, Smith & Kraus / 2001
The Scenebook for Actors, 1990, Merriwether Publishing / 2001
Preparation & Performance, 1982, Scott Foresman / 1982
Theatre: Art in Action, 1999, National Textbook / 2000
No 0%
Science Laboratory
Equipment (grades 9-
12)
Replenished annually as appropriate N/A 0%
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X. School Finances
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)
Level
Total
Expenditures
Per Pupil
Expenditures
Per Pupil
(Supplemental /
Restricted)
Expenditures
Per Pupil
(Basic /
Unrestricted)
Average
Teacher
Salary
School Site $5,306 $1,067 $4,239 $72,077
District N/A N/A $4,521 $69,117
Percent Difference – School Site & District N/A N/A -6% 4%
State N/A N/A $5,537 $71,584
Percent Difference – School Site & State N/A N/A -23% 1% Note: Cells shaded in dark grey or with N/A values do not require data.
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.
For detailed information on school expenditures for all district in California, see the CDE Current Expense of Education & Per-pupil Spending Web
page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries &
Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at
http://www.ed-data.org.
Types of Services Funded (Fiscal Year 2012-13)
The types of services funded include the range of student services necessary to a comprehensive high school, such as teachers, guidance and administrative personnel, aides and other classified personnel, textbooks, instructional equipment, academic support and intervention programs, as well as sports, activities, and other enrichment programs. Additional guidance support for at-risk teens is provided through grants and site fund. These services include EMQ for social-emotional intervention and counseling, and CYO for gang intervention and counseling support.
Teacher and Administrative Salaries (Fiscal Year 2011-12)
Category District Amount State Average For Districts
In Same Category
Beginning Teacher Salary $41,083 $42,865
Mid-Range Teacher Salary $69,456 $69,484
Highest Teacher Salary $87,200 $89,290
Average Principal Salary (Elementary) N/A
Average Principal Salary (Middle) N/A $119,946
Average Principal Salary (High) $121,975 $128,378
Superintendent Salary $204,532 $202,664
Percent of Budget for Teacher Salaries 37% 37%
Percent of Budget for Administrative Salaries 6% 5% Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
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XI. School Completion and Postsecondary Preparation
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://www.universityofcalifornia.edu/admissions/.
California State University
Eligibility for admission to the California State University (CSU) is determined by three factors:
Specific high school courses Grades in specified courses and test scores Graduation from high school
Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml.
Dropout Rate and Graduation Rate
Indicator School District State
2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12
Dropout Rate (1-year) 13.30% 14.50% 6.90% 12.40% 16.10% 6.90% 16.60% 14.70% 13.10%
Graduation Rate 82.14% 83.00% 90.51% 80.40% 79.31% 87.72% 80.53% 77.14% 78.73%
Completion of High School Graduation Requirements
This table displays, by student group, the number of students who were a part of the school’s most recent graduating class for which CDE has available data and meet all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.
Graduating Class of 2012 Group School District State
All Students 356 1,556 418,598
Black or African American 15 47 28,078
American Indian or Alaska Native 1 3,123
Asian 59 195 41,700
Filipino 11 12,745
Hispanic or Latino 75 435 193,516
Native Hawaiian/Pacific Islander 5 2,585
White 171 726 127,801
Two or More Races 36 134 6,790
Socioeconomically Disadvantaged 91 408 217,915
English Learners 59 225 93,297
Students with Disabilities 29 147 31,683
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Career Technical Education Programs (School Year 2012-13)
Westmont has courses articulated with ROP programs in the areas of business, foods, photography, and engineering technology. Teachers from those areas sit on ROP and CTE committees within the district. Westmont has two, exceptional four-year pathway programs. The first is our Agriculture Science pathway of Ag Science, Ag Biology, Ag Mechanics, Veterinary Science and Ag Business/Economics. The second is our Project Lead the Way (PLTW) Engineering Pathway. The courses in this pathway include Introduction to Engineering, Principles of Engineering, Digital Electronics, and Engineering Design and Development. A generous grant from Xilinx has made it possible to train STEM teachers in the PLTW curriculum and instructional practices for these courses.
Career Technical Education Participation (School Year 2012-13)
Measure CTE Program
Participation
Number of the pupils participating in CTE 201
Percent of pupils completing a CTE program and earning a high school diploma 32.83%
Percent of CTE courses sequenced or articulated between the school and institutions of
postsecondary education
Courses for University of California and/or California State University Admission
UC/CSU Course Measure Percent
2012-13 Students Enrolled in courses Required for UC / CSU Admission 76.18%
2011-12 Graduates Who Completed All Courses Required for UC / CSU Admission 43.26%
Advanced Placement Courses (School Year 2012-13)
Subject Number of AP Courses
Offered*
Percent of Students in AP
Courses
Computer Science 0 N/A
English 2 N/A Fine and Performing Arts 0 N/A Foreign Language 1 N/A Mathematics 5 N/A Science 6 N/A Social Science 2 N/A All Courses 16 6.0% Note: Cells shaded in dark grey or with N/A values do not require data.
* Where there are student course enrollments.
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XII. Instructional Planning and Scheduling
Professional Development
This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.
COLLEGE-PREPARATORY CURRICULUM: As evidenced by our master schedule, Westmont offers a college-prep curriculum to all students. We have added courses that provide career-technical skills to help transition students to the workplace. Almost all of our courses are UC A-G approved, and all of them are accessible to students meeting prerequisites. We have an exciting array of electives for all students. Students with special needs are served by SAI inclusion, ELD and SDAIE core courses, and support classes varying on student demand, budget and class size restrictions, and need. In 2010, we added ninth grade English Honors making a continuous 9-11 grade Honors English program in addition to our junior and senior English Advanced Placement courses. All core subjects have one or more AP capstone courses. In addition to the core areas, Westmont has a variety of 4-year programs including Art, Drama, Agriculture Pathway, and World Languages. We are currently developing our Engineering pathway program.
ADVANCED PLACEMENT: Our 5 year school summary from 2007-2012 shows consistent growth in the number of students taking and scoring 3 or higher on AP exams. Westmont achieves greater than 30% rate for AP Equity and Excellence with our graduating class. This means that over 30% of the senior class has scored at college level on at least one AP exam in their high school career. We continue our positive trend of access, readiness, and success in AP again this year.
Westmont students enjoy a robust selection of AP offerings. We have offered courses not available anywhere else in our district (CUHSD) including AP Computer Science, AP Physics C, and AP Calculus BC and AP Environmental Science. Since 2009, Westmont has added the following AP courses: AP Environmental Science and AP Language and Composition, and for one year we offered AP Physics C which was paired with our AP Calculus BC.
AGRICULTURE PATHWAY: Westmont has a number of courses articulated with ROP programs in the areas of business, foods, and agriculture. Westmont has a four-year Agriculture program of Ag Science, Ag Biology, Ag Mechanics, Veterinary Science, and Ag Business/Economics that prepares students for college and careers in Agri-business fields. Cal Poly and UC Davis are some of the competitive destinations available to Westmont’s Ag Pathway students.
ENGINEERING PATHWAY: With generous financial support for technical training and curriculum materials from Xilinx, Westmont replaced its old engineering courses with Project Lead the Way (PLTW) Engineering courses which lead to the capstone course, where students work together on a project of their choosing, culminating with a full scale presentation of their creations and discoveries at the end of the year.