1 Nuview Bridge Early College High Published: January 2014 Principal’s Message I am proud and honored to be a member of the Nuview Bridge Early College High School team. Through our partnerships with Moreno Valley College and Mount San Jacinto College, students are given opportunities to blossom and become highly skilled individuals who are well prepared to join the work force or succeed in college. Early College high schools are designed to enable underrepresented students to graduate in four-five years with a high school diploma and up to an associate’s degree or sufficient credit to enter a four year college as a junior. During the 2008-09 school year fifteen students graduated with an AA degree from Riverside Community College. Through this model, our school helps all students, including underrepresented and low socioeconomic groups, be successful in high school, acquire college experience, and reduce college classes. In the fall of 2006 Nuview Bridge Early College High implemented a school-wide Advancement via Individual Determination (AVID) program. AVID is a nationally recognized research proven program that helps traditionally under served students to succeed academically and attend college, building skills transferable to college and today’s work force. In the spring of 2007 we received National Certification for our school-wide AVID program. By perceived need students attend one period of AVID daily to support college coursework, attend tutorials, and participate in Socratic seminars. Due to the AVID and Early College education programs Nuview Bridge Early College High School offers, the school was recognized during the 2008-09 school year as a California Distinguished School by the State of California and was awarded the Model of Excellence by Riverside County. Vision Statement Nuview Bridge Early College High School will be a leader in educational innovation through shared planning, decision making and through research into current educational pedagogy. We will continue to support students in rigorous high school classes, being prepared for high-stakes testing, and for college success through our school- wide AVID, and Early College programs. All Nuview Bridge Early College High School graduates will become successful, responsible, and productive citizens with a strong sense of community and self-worth. Challenged by a rigorous curriculum and supported by a small learning environment, our students will achieve academic excellence through individual initiative, critical thought and the support of their community, family, teachers, and peers. Armed with a passion for learning, an appreciation of diversity, and motivated to become a positive force in their communities, our students will be well suited for rich and fulfilling lives. School Mission Statement Nuview Bridge Early College High School is a small learning community of students, staff, and families, which promotes acceptance, individuality, and innovation. With our college partners NBECHS offers a transformative program which incorporates a rigorous high school curriculum, AVID, Advanced Placement, dual credit, and college course into a comprehensive program designed to prepare students for success in college and careers. NBECHS embeds its curricular program within rich cultural experiences which include extracurricular activities, athletics, clubs, and fieldtrips in a supportive environment that fosters student ownership of their learning. School Philosophy The stakeholders of Nuview Bridge Early College High School believe all students regardless of their backgrounds or personal histories are capable of being successful in both high school and college curricula if given the necessary support and tools. We believe that highly qualified innovative teachers and a caring support staff who treat students as individuals. Individual needs, personalities and learning styles are keys to this success. We further believe that people learn and work best in a culture of caring, support, and mutual respect where people come first and are allowed opportunities for personal growth, self discovery, and reflection. Finally we believe that school success is a manifestation of community and family successes and that all students challenged by a rigorous program and supported by a caring environment can be successful in school, achieve their personal goals, and become a positive force in their communities. Expected School-wide Learning Results (ESLR) NBECHS’s ESLRs were originally adopted in the Spring of 2005 and have been refined several times since most recently in the Fall of 2010 where three new bullet points were added to address the growing concerns of the staff that students needed to be more reflective in their learning processes, better prepared for more collaborative types of work in both college and in their vocation, and focused on selecting personally meaningful service activities. 30401 Reservoir Avenue Nuevo, CA 92567 (951) 928-8498 (951) 928-0186 FAX www.nuview.k12.ca.us CDS Code 33-67157-3331014 Serving Grades Nine through Twelve Principal Jeff Simmons [email protected]Superintendent David Pyle [email protected]29780 Lakewood Avenue Nuevo, CA 92567 (951) 928-0066 Board of Trustees Shari S. Lauda Christine Upton Robert McGinty David McCabe Samir Tehseldar Nuview Union School District Nuview Bridge Early College High School 2012-2013 School Accountability Report Card
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1Nuview Bridge Early College High Published: January 2014
Principal’s MessageI am proud and honored to be a member of the Nuview Bridge Early College High School team. Through our partnerships with Moreno Valley College and Mount San Jacinto College, students are given opportunities to blossom and become highly skilled individuals who are well prepared to join the work force or succeed in college. Early College high schools are designed to enable underrepresented students to graduate in four-five years with a high school diploma and up to an associate’s degree or sufficient credit to enter a four year college as a junior. During the 2008-09 school year fifteen students graduated with an AA degree from Riverside Community College.
Through this model, our school helps all students, including underrepresented and low socioeconomic groups, be successful in high school, acquire college experience, and reduce college classes.
In the fall of 2006 Nuview Bridge Early College High implemented a school-wide Advancement via Individual Determination (AVID) program. AVID is a nationally recognized research proven program that helps traditionally under served students to succeed academically and attend college, building skills transferable to college and today’s work force. In the spring of 2007 we received National Certification for our school-wide AVID program. By perceived need students attend one period of AVID daily to support college coursework, attend tutorials, and participate in Socratic seminars. Due to the AVID and Early College education programs Nuview Bridge Early College High School offers, the school was recognized during the 2008-09 school year as a California Distinguished School by the State of California and was awarded the Model of Excellence by Riverside County.
Vision StatementNuview Bridge Early College High School will be a leader in educational innovation through shared planning, decision making and through research into current educational pedagogy. We will continue to support students in rigorous high school classes, being prepared for high-stakes testing, and for college success through our school-wide AVID, and Early College programs. All Nuview Bridge Early College High School graduates will become successful, responsible, and productive citizens with a strong sense of community and self-worth. Challenged by a rigorous curriculum and supported by a small learning environment, our students will achieve academic excellence through individual initiative, critical thought and the support of their community, family, teachers, and peers. Armed with a passion for learning, an appreciation of diversity, and motivated to become a positive force in their communities, our students will be well suited for rich and fulfilling lives.
School Mission StatementNuview Bridge Early College High School is a small learning community of students, staff, and families, which promotes acceptance, individuality, and innovation. With our college partners NBECHS offers a transformative program which incorporates a rigorous high school curriculum, AVID, Advanced Placement, dual credit, and college course into a comprehensive program designed to prepare students for success in college and careers. NBECHS embeds its curricular program within rich cultural experiences which include extracurricular activities, athletics, clubs, and fieldtrips in a supportive environment that fosters student ownership of their learning.
School PhilosophyThe stakeholders of Nuview Bridge Early College High School believe all students regardless of their backgrounds or personal histories are capable of being successful in both high school and college curricula if given the necessary support and tools. We believe that highly qualified innovative teachers and a caring support staff who treat students as individuals. Individual needs, personalities and learning styles are keys to this success. We further believe that people learn and work best in a culture of caring, support, and mutual respect where people come first and are allowed opportunities for personal growth, self discovery, and reflection. Finally we believe that school success is a manifestation of community and family successes and that all students challenged by a rigorous program and supported by a caring environment can be successful in school, achieve their personal goals, and become a positive force in their communities.
Expected School-wide Learning Results (ESLR)NBECHS’s ESLRs were originally adopted in the Spring of 2005 and have been refined several times since most recently in the Fall of 2010 where three new bullet points were added to address the growing concerns of the staff that students needed to be more reflective in their learning processes, better prepared for more collaborative types of work in both college and in their vocation, and focused on selecting personally meaningful service activities.
30401 Reservoir AvenueNuevo, CA 92567(951) 928-8498
29780 Lakewood AvenueNuevo, CA 92567(951) 928-0066
Board of TrusteesShari S. LaudaChristine UptonRobert McGintyDavid McCabe
Samir Tehseldar
Nuview Union School District
Nuview Bridge Early College High School
2012-2013 School Accountability Report Card
2Nuview Bridge Early College High Published: January 2014
We believe that these ESLRs encapsulate the traits necessary to be a success in modern society. We further believe that they are reflected in the California Content Standards and in the daily instruction and interactions that occurs at the school. As such they are measurable by the California Standards Tests, the CAHSEE, AVID writing assignments, thematic units and grades in core academic classes.
Expected School-wide Learning Results (ESLR)Bridge students are innovative thinkers who:
• Can apply high-order reasoning skills in diverse situations.• Confidently explore and express their individual ideas.• Competently apply and extend their knowledge to new situations.
Bridge students are involved citizens who:
• Demonstrate responsibility for self, family, and community.• Show commitment to social progress.• Participate as contributing members of society.• Engage in meaningful service activities.
Bridge students are engaged learners who:
• Are self-motivated.• Reflect on their own knowledge and learning.• Can work efficiently alone or as part of a group.• Master standards-based criteria on local, state, and national
assessments.
Community & School ProfileNuview Bridge Early College High School is part of the Nuview Union School District which is located in the rural community of Nuevo, in Riverside County. Nuview Union School District is comprised of two elementary schools, a middle school, and a charter high school.
Nuview Bridge Early College High School opened its doors in September 2001 and converted to an Early College High School in 2005. At the beginning of the 2012-13 school year, 514 students were enrolled in grades nine through twelve at Nuview Bridge Early College High School. Student body demographics are illustrated in the chart.
As a charter school Nuview Bridge Early College High School offers Individualized Educational Plans for each student enabling them to plan and pursue both high school and college pathways. Nuview Bridge Early College High School became California’s Seventh Early College High School in September 2005 in partnership with Moreno Valley College. All students are given the opportunity to take college courses while attending high school and can obtain their high school diploma, pathway certificate and Associate’s Degree. The student population served at Nuview Bridge Early College High School comes from nine different school districts.
Discipline & Climate for LearningStudents at Nuview Bridge Early College High School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy, and acceptance of others.
The school’s discipline philosophy promotes a safe school, warm, friendly environment. Appropriate behavior is encouraged through praise and motivational incentives, as well as assertive discipline and conflict resolution tools to further develop personal growth. The goal of Nuview Bridge Early College High School’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior.
Because Nuview Bridge Early College High School is a charter high school, students have chosen to enroll at the school and are highly motivated to succeed. For this reason, students are well-behaved and behavior problems are rare. Staff members model behavior to promote respect, responsibility, and fairness.
Parents and students are informed of discipline policies at the beginning of each school year through classroom orientation and individual student handbooks. Expectations and consequences are posted in all classrooms. To create a compassionate learning environment and encourage positive behavior, Nuview Bridge Early College High School utilizes anti-bullying programs and peer mediation.
The Suspensions and Expulsions table below displays the total number and percentage of incidents at the school and in the district. Suspension numbers may be inflated because some students may have been suspended multiple times. Expulsions occur only when required by law or when all other alternatives have been exhausted.
Student Recognition Positive reinforcements are issued frequently to reward students for good citizenship and achievement, these include: Attendance Awards, Academic Achievement Awards, National Honor Society, California Scholarship Federation, The Quill Writing Award, Student of the Month, and Who’s Who Among High School Students.
Extracurricular & Enrichment ActivitiesTo build self-esteem and promote achievement, students are encouraged to participate in the school’s enrichment and extracurricular activities. Some of these include: Associated Student Body, Science Club, History Club, Art Club, Black Student Union, Interact, and Fashion Club. CIF Sports include: girls volleyball, soccer, basketball, and softball; boys soccer, basketball and baseball; and co-ed track, cross-country, eight-man football, and golf.
School Enrollment & AttendanceRegular attendance at the school is a necessary part of the learning process and is critical to academic success. School districts receive financial support from the state for the education of the students they serve based on how many students attend school each day. Attendance, tardiness, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities, including proper notification of when and why students are absent. Student attendance is carefully monitored to identify those students exhibiting excessive absences.
Intervention programs that promote attendance and reduce truancy include: Attendance Awards, parent phone calls, letters sent home, parent conferences, and home visits by administrators or the counselor. The chart illustrates the trend in enrollment for the last three years.
Suspensions & ExpulsionsSchool District
10-11 11-12 12-13 10-11 11-12 12-13
Suspensions 8 5 13 185 141 140
Suspension Rate 2.1% 1.1% 2.5% 8.4% 5.6% 5.1%
Expulsions 0 0 0 3 0 5
Expulsion Rate 0.0% 0.0% 0.0% 0.1% 0.0% 0.2%
Enrollment Trend by Grade Level2010-11 2011-12 2012-13
9th 107 154 146
10th 101 110 147
11th 91 102 103
12th 84 84 96
Enrollment by Student Group2012-13
Percentage
African American 6.0%
American Indian 0.2%
Asian 1.8%
Filipino 1.0%
Hispanic or Latino 64.4%
Pacific Islander 0.8%
White 25.5%
Two or More 0.4%
None Reported -
English Learners 19.3%
Socioeconomically Disadvantaged 58.0%
Students with Disabilities 1.2%
3Nuview Bridge Early College High Published: January 2014
Dropout & Graduation RatesIntervention programs that promote attendance and reduce dropout rates include: Attendance awards, parent phone calls, home visits by administrators or the counselor, parent conferences, and letters sent home.
The school’s college liaison and counselor develop interventions for students with the potential to drop out. Students also have the option of attending high school in their home school district.
The chart displays the graduation and dropout rates for the most recent three year period for which data is available.
Class SizeThe table indicates the average class size, as well as the number of classes offered in reference to their enrollments.
Curriculum DevelopmentCurriculum development at Nuview Union School District revolves around the California Common Core Standards and Frameworks. Teachers align classroom curriculum to ensure that all students either meet or exceed state proficiency levels. District staff, administrators, and teachers work together to evaluate and modify curriculum to align with the state standards, district goals, and the statewide assessment program.
Science Lab EquipmentThe school stocks an adequate supply of science laboratory equipment for its students. Inventory includes, but is not limited to: microscopes, slides, ring stands, clamps, support rings, utility clamps, test tubes, test tube holders and brushes, tongs, flasks, beakers, and gas burners. Nuview Bridge Early College Education High uses Mountain Shadows’ state of the art high tech lab for Chemistry, Physics and Biology classes. For more information, please contact the school office.
Additional Internet Access & Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the Nuview branch of the Riverside County Public Library in Nuevo. For library hours and other information please call (951) 928-0769 or visit the library’s website at www.riverside.lib.ca.us/RCLS/branches/nuview.shtml.
Textbooks & Instructional Materials (School Year 2013-14)The school district held a public hearing on October 11, 2013, and determined that each school within the district had sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available.
Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators.
All recommended materials are available for parent examination at the district office prior to adoption.
The table displays information collected in November 2013 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.
Library InformationThe school’s library is stocked with hundreds of books that are available for students to check out. The library also contains a large collection of videos for classroom use that tie into curricular areas of study. A library media technician provides instruction on library usage and research techniques. Students visit the library on a regular schedule. In addition, the library is available to students during lunch and before and after school for recreational reading and research.
Computer & Technology ResourcesThe school’s computer classroom includes 42 computers connected to the Internet. In addition, the school has a media center with 34 computers connected to the internet and an AVID tutoring lab with an additional 10 desktops and 20 Chromebooks. The school also contains two Computers on Wheels (COW) which adds 70 portable computers and Chromebooks for student use. The wireless internet system allows access across the entire campus. Students have the opportunity to participate in technology classes and visit the computer labs at Moreno Valley College. Students build technology skills with instruction in keyboarding and software applications. Every classroom contains an LCD projector, which teachers use in conjunction with the Internet for project-based learning.
Teacher Evaluation & Professional SupportA constructive evaluation process promotes quality instruction and is a fundamental element in a sound educational program. Evaluations and formal observations are designed to encourage common goals and to comply with the state’s evaluation criteria and district policies. Temporary and probationary teachers are evaluated annually and tenured teachers are evaluated every other year. Evaluations are conducted by the principal who has been trained and certified for competency to perform teacher evaluations. Evaluation criteria are Instructional Techniques and Strategies, Adherence to Curricular Objectives, Students Progress Toward Meeting Grade-Level Standards, Establishment and Maintenance of a Suitable Learning Environment, and Performance of Non-instructional and Supervisoral Duties.
New teachers are supported by peer coaching and extensive staff development.
4Nuview Bridge Early College High Published: January 2014
The Beginning Teacher Support and Assessment (BTSA) program offers additional support and assistance to newly credentialed teachers. For experienced teachers, the Peer Assistance and Review (PAR) program utilizes the district’s most effective veteran and knowledgeable teachers who assist with staff development and participate in such exercises as classroom visits, one-on-one meetings, and student work reviews.
Parent & Community InvolvementIt is the belief of Nuview Union School District that part of serving students in a rural community is reaching beyond the classroom doors. Whether offering services to the local community, or bringing elements of the larger community directly to the students, Nuview Bridge Early College High School is committed to dynamic community involvement.
To allow students a diverse range of experiences, Nuview Union School District sponsors assemblies including performing and visual arts, cultural programs, and literature and writing presentations. In the past, these assemblies have included multimedia presentations, inspirational speakers, and plays.
Parents and members of the community have the opportunity to support and participate in the educational process through decision-making, training, volunteer activities, and the creation of partnerships. Parents are encouraged to become a part of the School Site Council. Local businesses support the school’s student recognition and achievement programs.
Even Start Family Literacy ProgramThe Even Start Family Literacy Program helps parents of children up to age seven prepare their child for reaching their full potential in elementary school. The program combines home visits, Parents and Child Together, and Family Focus Activities, with Adult Literacy, Parent Education, and Early Childhood Education/Elementary Education to support family learning and ensure student success in the future.
Parents as Teachers ProgramThe Parents as Teachers Program, for both expectant parents and parents of children age three or younger, provides home visits with a parent educator, who shares activities and information on child development. The program also offers group meetings where parents share experiences and learn from experts, and annual screenings to evaluate each child’s hearing, vision, and developmental progress.
California Standards TestThe California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).
The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/language arts, mathematics, social science, and science, for the most recent three-year period.
The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. For results on course specific tests, please see http://star.cde.ca.gov.
Student Achievement & TestingVarious measures of student achievement are used as an ongoing part of the quality instructional program at Nuview Bridge Early College High School. These measure students’ actual progress as well as the effectiveness of the instructional program. Additional site assessments for Nuview Bridge Early College High School include English Language Learners Assessment, Title I and Special Education assessments, and numerous assessments tied to the curriculum.
Standardized Testing and Reporting (STAR) ProgramThe Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). CST description and scores are reported in detail within the SARC. The CMA is an alternate assessment based on modified achievement standards in English/Language Arts (ELA) for grades three through eleven; mathematics for grades three through seven, Algebra I and Geometry; and science in grades five and eight, Life Science in grade ten. This test is designed to assess students whose disabilities preclude them from achieving grade level proficiency of the California content standards with or without accommodations.
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. Assessment covers ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten.
California Standards Test (CST)Subject School District State
2011 2012 2013 2011 2012 2013 2011 2012 2013
English/Language Arts 76 77 77 55 54 53 54 56 55
Mathematics 23 36 30 49 52 47 49 50 50
Science 63 56 65 61 55 51 57 60 59
History/Social Science 67 59 68 56 52 60 48 49 49
California Standards Test (CST)Subgroups
SubjectEnglish/
Language Arts
Mathematics ScienceHistory/Social
Science
District 53 47 51 60
School 77 30 65 68
African American/Black 68 32 * 67
American Indian * * * *
Asian * * * *
Filipino * * * *
Hispanic or Latino 75 26 63 63
Pacific Islander * * * *
White 85 32 74 80
Males 79 31 74 75
Females 77 29 58 63
Socioeconomically Disadvantaged 75 30 64 66
English Learners 13 20 * *
Students with Disabilities * * * *
Migrant Education * * * *
Two or More Races * * * *
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
5Nuview Bridge Early College High Published: January 2014
Academic Performance IndexThe Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.
Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).
Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.
The first table displays the school’s API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the current Growth API at the school, district, and state level.
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 (English/Language Arts 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: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Adequate Yearly Progress (School Year 2012-13)No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/Language Arts (ELA) by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:
• 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).
There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the table.
API School Results2010 2011 2012
Statewide 9 9 9
Similar Schools 10 10 9
Group 10-11 11-12 12-13All Students at the School
Actual API Change 18 -5 5
Hispanic or Latino
Actual API Change 22 8 -2
White
Actual API Change 5 -29 19
Socioeconomically Disadvantaged
Actual API Change 4 27 -2
English Learners
Actual API Change 31 3 -31
2013 Growth API ComparisonSchool District State
Number of
Students
Growth Score
Number of
Students
Growth Score
Number of
Students
Growth Score
All Students at the School 401 848 1,590 800 4,655,989 790
Black or African American 21 851 31 833 296,463 708
Hispanic or Latino 266 835 1,117 782 2,438,951 744
Program Improvement (PI) Status Not in PI Not in PI
First Year in PI -
Year in PI (2013-14) -
# of Schools Currently in PI - 2
% of Schools Identified for PI - 40.0%
6Nuview Bridge Early College High Published: January 2014
California High School Exit Exam (CAHSEE)The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English language-arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement.
The first table displays the percent of students achieving at the Proficient or Advanced level for the past three years. The second table displays the percent of students, by group, achieving at each performance level in English/language arts and math separately for the most recent testing period.
Completion of High School Graduation Requirements - Class of 2012Beginning with the graduating class of 2006, students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2011-12 school year in the 12th grade as evidenced by that school year’s October CBEDS enrollment, the table displays by student group the number who met all state and local graduation requirements for grade twelve completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CDE web site www.cde.ca.gov/ta/tg/hs/. Note: “*” means that the student group is not numerically significant.
College PreparationNuview Bridge Early College High School offers college-bound students many opportunities to get a head start on their future. All students, with the assistance of staff and parents, develop an Individualized Learning Plan (ILP). The ILP is a dynamic document, reviewed by counselors, students, and parents throughout the school year. College preparation activities and programs are part of the school curriculum. Students are encouraged to take the required courses if they plan to attend a four-year university. All students must pass each course with a grade no lower than “C” per semester. Nuview Bridge Early College High School sponsors a college night, field trips to visit colleges and universities, and visits to the campus by representatives of area colleges.
Advanced Placement Classes (School Year 2011-12)Nuview Bridge Early College High School encourages students to continue their education past high school. Nuview Bridge Early College High offers an Advanced Placement (AP) course for those students seeking to qualify for college credit. Juniors and seniors achieving a score of three, four, or five on the final AP exams qualify for college credit at most of the nation’s colleges.
CAHSEE By Subject for All Grade Ten Students2010-11 2011-12 2012-13
School District State School District State School District State
English 84 84 59 76 76 56 81 81 57
Mathematics 82 80 56 72 72 58 79 79 60
CAHSEE By Student Group for All Grade Ten StudentsEnglish Mathematics
Not Proficient Proficient Advanced Not
Proficient Proficient Advanced
All Students District 19 24 57 21 47 32
All Students School 19 24 56 21 46 32
Male 18 26 55 12 50 38
Female 20 23 57 12 50 38
Hispanic or Latino 18 28 54 23 46 31
White 24 12 65 17 43 40
Socioeconomically Disadvantaged 20 25 56 22 42 0
Completion of High School Graduation RequirementsSchool District State
All Students 84 84 418,598
African American/Black 9 9 28,078
Hispanic or Latino 51 51 193,516
White 23 23 127,801
Two or More Races 1 1 6,790
English Learners 16 16 93,297
Socioeconomically Disadvantaged 1 1 31,683
Students with Disabilities 55 55 217,915
UC/CSU Course EnrollmentPercentage
Student Enrolled in Courses Required for UC/CSU Admission (2012-13)
76.7%
Graduates Who Completed All Courses Required for UC/
CSU Admission (2011-12)78.6%
* Duplicated Count (one student can be enrolled in several courses).
Advanced Placement Classes# of Courses
English 4
Social Science 2
Totals 6
Percent of Students in AP Courses
3.9%
7Nuview Bridge Early College High Published: January 2014
Workforce Preparation (School Year 2012-13)It is the goal of Nuview Bridge Early College High School that students understand the importance of academic subjects and experience how employees apply subject learning to work situations. The school’s programs focus on preparing students to think conceptually, communicate effectively, and apply skills in real-world contexts. Curriculum and instructional strategies that foster critical thinking, problem solving, leadership, and academic skills are consistently taught to the students to ensure work-readiness skills.
All students at Nuview Bridge Early College High School have access to Career Technical Education. Through this program students can choose four pathways: Arts, Early Childhood Development, Computer Information Systems, and Health Care/Medical. Nuview Bridge Early College High School is also implementing a Public Safety Pathway. All students are encouraged to enroll in Guidance 47a-Career Exploration and Planning-Personal Assessment. In this class students will use standardized tests and career inventories to identify their interests, values, abilities, and short and long range goals.
Topics also include career exploration (using labor market information), decision making, and occupational trends.
Students can follow up with Guidance 47b-Career Exploration and planning-Job Search Strategies. This class helps students with instruction in targeting and acquiring a job. Topics include job search strategies, resume writing, and interview skills. Both courses are CSU transferable. Students may also chose other career pathways offered through our partnership with Moreno Valley College.
Tina Frey is the contact for the district’s CTE program. Students receive counseling from school personnel regarding career paths and courses of study. Counselors, the Career Center, Career classes, and a Career Day expose students to a broad array of career opportunities and facilitate selection of a career path based on individual interests, goals, strengths, and abilities.
Speakers from the community, job shadowing, work experience, and community service projects are made available for the students to heighten student awareness of options for education, training, and employment beyond high school. The Career Technical Education Participation table displays questions and answers about student participation in career technical education programs.
Admission Requirements for California’s Public UniversitiesUniversity of CaliforniaAdmission 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 UniversityEligibility 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.
Physical Fitness (School Year 2012-13)In the spring of each year, the school is required by the state to administer a physical fitness test to students. The Physical Fitness Test measures each student’s ability to perform fitness tasks in six major areas. Students who meet or exceed the standards in all six fitness areas are considered to be physically fit or in the “Healthy Fitness Zone” (HFZ).
Enrollment & Program Completion in Career/Technical Education (CTE) Programs (Carl
Perkins Vocational and Technical Education Act)Question Response
How many of the school’s pupils participate in CTE? 56
What percent of the school’s pupils complete a CTE program and earn a high school diploma?
100.0%
What percent of the school’s CTE courses are sequenced or articulated between the school and institutions of post secondary education?
100.0%
Percentage of Students in Healthy Fitness Zone2012-13
Grade Level Four of Six Standards
Five of Six Standards
Six of Six Standards
9 19.0% 16.6% 53.4%
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
8Nuview Bridge Early College High Published: January 2014
Staff DevelopmentAs part of the growth process, opportunities for training and staff development are provided at both the district and individual school sites to administrators, teachers, and classified staff. The district offers four staff development “buy-back” days annually where staff members are offered professional growth opportunities in curriculum, teaching strategies, and methodologies.
Substitute TeachersEvery effort is made by school and district administration to procure and provide qualified substitute teachers. Ideally, substitutes should hold a bachelor’s degree and have passed the California Basic Education Skills Test (CBEST). The district has access to a pool of fully credentialed substitutes. In the event a substitute teacher is not available, students from a class will be divided among other classes in their grade level, or administrators may fill the vacancy.
Teacher AssignmentNuview Union School District recruits and employs the most qualified credentialed teachers. The school supports efforts made by teachers and other certificated school staff in attaining additional education and training through local colleges and universities for their personal growth, as well as for the benefit of the school.
Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. 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.
Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year.
School LeadershipLeadership at Nuview Bridge Early College High School consists of the Principal, Assistant Principal, and Counselors. Because of the school’s small size, all staff members work together to guide training and curriculum development, and make decisions on school-wide policies and operations. Teachers meet regularly to collaborate, align curriculum, and share instructional methods and strategies.
Staff members and parents participate on various committees that make decisions regarding the priorities and direction of the educational plan to ensure instructional programs are consistent with students’ needs and comply with district goals.
The School Advisory Council, consisting of school staff, district staff, and parents meets regularly to discuss school goals and budget as well as the effectiveness and appropriateness of the various programs and components of the school. The Advisory Council also acts as a communication liaison between the school and the Nuview Union School Board, who also act as the Charter Board for NBECHS.
Highly Qualified Teachers (School Year 2012-13)The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/. Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 25 percent or less.
Counseling & Support Staff (School Year 2012-13)It is the goal of Nuview Union School District to assist students in their social, personal, and academic development. The district provides special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision-making, or handling peer pressure. The principal coordinates the counseling and support services at Nuview Bridge Early College High School.
Teacher Credential StatusSchool District
10-11 11-12 12-13 12-13
Fully Credentialed 16 16 16 94
Without Full Credentials 0 0 0 0
Working Outside Subject 5 0 0 2
Misassignments/Vacancies11-12 12-13 13-14
Misassignments of Teachers of English Learners 0 0 0
Misassignments of Teachers (other) 0 0 0
Total Misassignments of Teachers 0 0 0
Vacant Teacher Positions 1 0 0
NCLB Compliant Teachers% of Core Academic Courses Taught
By NCLB Compliant Teachers
% of Core Academic Courses
Taught By Non-NCLB Compliant Teachers
School 100.0% 0.0%
District 0.0% 0.0%
High-Poverty Schools in District N/A N/A
Low-Poverty Schools in District N/A N/A
9Nuview Bridge Early College High Published: January 2014
Additional counseling and support services information can be located in the school’s award winning School Personnel Accountability Report Card (SPARC). The SPARC is available on the school’s web page which can be located at www.nuview.k12.ca.us. The following resources are available to all students at Nuview Bridge Early College High School.
Special EducationThe district’s Special Education Program addresses students with special needs through appropriate assessment, identification of problem areas, placement, and program implementation. Services are provided to students from kindergarten through high school.
The district provides a full continuum of services, either directly or through county and other programs, for students that meet the state eligibility criteria for Special Education. The counselor-to-pupil ratio at the school is 1:257.
Healthy StartLocated on the Nuview Elementary School campus, the district’s Healthy Start program offers a range of services to students and parents in the district. These include: Medical, Mental Health, Clothes Closet, Healthy Families/low-cost health insurance, Dental, Social Services, and Food Programs.
Family CenterThe Family Healthy Start Program is a joint endeavor of the Nuview Union School District, the Healthy Start Program and the Nuview Interagency Collaborative. The Family Center, located at Nuview Elementary School, offers free and confidential assistance to families in the District. Based on the belief that children do well when their families do well, the Family Center offers the following services:
• Academic Mentoring • Adult Education Classes • After School Program • Counseling • Emergency Food/Clothing • Health Care• Homework Help • Parenting Information • Spanish Literacy Classes • Spanish/English Translation
Community ResourcesThe district uses all available resources in the community to assist students in their emotional and academic development. Resources include: Riverside County Mental Health, Child Protective Services, University of California Riverside Extension Program, Sheriff’s Department, and Social Services.
Nuview Union School District offers a well-balanced and rigorous core curriculum at all grade levels. The district structures its educational program so that all students receive instruction appropriate to their learning level. To ensure the success of every student, teachers use a variety of instructional techniques and supplemental instructional materials and programs, including: Development Humanities Core for RSP, General Education, and previously identified Title I students, as well as Communications Technology.
At-Risk InterventionsNuview Bridge Early College High School offers assistance and instruction to students with special needs. Students identified as at-risk of not meeting grade-level standards are offered intervention programs in Language Arts and Mathematics.
English Learners ProgramFor students whose primary language is not English and who have limited English proficiency, Nuview Bridge Early College High School offers support to better prepare them to meet the state’s academic content and performance standards. All teachers at Nuview Bridge Early College High School have received, or are in the process of receiving specialized training in teaching students learning English as a second language. English Learners are enrolled in a period of English Language Development and Language Arts.
Individualized InstructionNuview Union School District offers a well-balanced and rigorous core curriculum at all grade levels. The district structures its educational program so
that all students receive instruction appropriate to their learning level. To ensure the success of every student, teachers us a variety of instructional techniques and supplemental instructional materials and programs, including:
• APEX program• Advanced Math Classes, such as Algebra, Geometry, Pre-Calculus and Calculus • Communications Technology• Development Humanities Core for RSP, General Education, and Previously Identified Title I Students• AVID Tutor Lab
School Facilities & SafetyNuview Bridge Early College High School provides a safe, clean environment for students, staff, and volunteers. The school, which opened in fall 2002, spans 22,080 square feet. The school sits on 20 acres and includes fourteen classrooms, a counseling center, a library, a computer lab, a science lab, an art room, and administrative offices. The facility strongly supports teaching and learning through its ample classroom and playground space. Recent modernizations included major landscaping improvements.
SafetyNuview Bridge Early College High School is a closed campus. Visitors are asked to sign in at the office and wear identification badges while on school grounds. Nuview Bridge Early College High School welcomes visits by parents and community members. However, anyone wishing to be on campus during school hours should notify staff ahead of time. Supervisors are on duty during recess, lunch, and before and after school to ensure the safety of all our students.
The safety of students and staff is a primary concern of Nuview Bridge College High School. The school’s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire drills are conducted monthly and evacuation drills are conducted annually.
Counseling & Support Services StaffNumber of
StaffFull Time
Equivalent
Counselor 2 2.0
Nurse 1 As Needed
Psychologist 1 As Needed
Resource Specialist 1 As Needed
10Nuview Bridge Early College High Published: January 2014
The Comprehensive School Safety Plan was developed in 1999 by the district in cooperation with local law enforcement in order to comply with Senate Bill 187 of 1997. The plan provides students and staff a means to ensure a safe and orderly learning environment. Components of the Comprehensive School Safety Plan include the following: child abuse reporting procedures, teacher notification of dangerous pupils procedures, disaster response procedures, procedures for safe entering to, and exiting from, school, sexual harassment policy, suspension and expulsion policies, dress code, and discipline policies.
The plan is reviewed twice annually, updated as needed, and shared with school staff at the beginning of each school year. The plan was last updated in the fall of 2013. A copy of the plan is available to the public at the district office.
The chart shows the results of the most recent school facilities inspection. While reviewing this report, please note that even minor discrepancies are reported in the inspection process. The items noted in the table have been corrected or are in the process of remediation.
Cleaning ProcessThe 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. The site administration team works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Nuview Bridge Early College High School has one day-time custodian and one night-time custodian to provide janitorial and maintenance services on campus.
Maintenance and RepairThe district administers a scheduled maintenance program, including regular facilities inspections, to ensure that all classrooms and facilities are well-maintained and in good repair.
A work order process immediately alerts district personnel of any maintenance needed to be performed and ensures that emergencies are given the highest priority. At the time this report was published, 100% of restrooms on campus were in good working order. A counseling center is refurbished, as well as restrooms have been updated with resurfaced black top counters.
Deferred Maintenance BudgetThe district participates in the State School Deferred Maintenance Program, which provides matching funds on a dollar-for-dollar 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. During the 2013-14 school year, the district did not allocate funds for the deferred maintenance program.
Teacher & Administrative Salaries as a Percentage of Total Budget (Fiscal 2011-12)The table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the districts’ budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website, www.cde.ca.gov.
Average Salary InformationTeachers - Principal - Superintendent
2011-12 District State
Beginning Teachers $40,446 $41,327
Mid-Range Teachers $66,474 $63,903
Highest Teachers $89,144 $81,573
Elementary School Principals $107,040 $103,887
Middle School Principals $109,633 $107,439
High School Principals $118,012 $102,399
Superintendent $160,425 $155,551
Salaries as a Percentage of Total Budget
Teacher Salaries 41.0% 41.0%
Administrative Salaries 8.0% 6.0%
School Facility ConditionsDate of Last Inspection: 10/15/2012
Overall Summary of School Facility Conditions: Good
External (Grounds, Windows, Doors, Gates, Fences) X
11Nuview Bridge Early College High Published: January 2014
School Site Teacher Salaries (2011-12 School Year)The table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on fiscal year 2011-12 financial statements).
Expenditures & Services Funded (Fiscal Year 2011-12)Nuview Union School District spent an average of $7,670 to educate each student (based on 2011-12 audited financial statements). The expenditures per pupil table provides a comparison of a school’s per-pupil funding from unrestricted sources with other schools in the district and throughout the state.
Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures, except for general guidelines, is not controlled by law or donor.
For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.
District Revenue Sources (Fiscal Year 2012-13)In addition to general state funding, Nuview Union School District receives state and federal funding for the following categorical, special education and support programs:
• Title I, Part A (Basic Grant) • Title II, Part A (Teacher Quality) • Title III, Part A (LEP Students) • Title IV, Part A (SDFSC) • Title V, Part A (Innovative) • School Safety & Violence Program • Economic Impact Aid • Peer Assistance Review • TUPE
Data SourcesData within the SARC was provided by the school district, retrieved from the 2012-13 SARC template, located on Dataquest (http://data1.cde.ca.gov/dataquest), and/or Ed-Data website.
Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.
Average Teacher SalariesSchool & District
School $65,792
District $66,095
Percentage of Variation -0.5%
School & State
All Elementary School Districts $66,594
Percentage of Variation -1.2%
Expenditures per PupilSchool
Total Expenditures Per Pupil $6,655
From Supplemental/Restricted Sources $34
From Basic/Unrestricted Sources $6,621
District
From Basic/Unrestricted Sources $928
Percentage of Variation between School & District 613.5%
State
From Basic/Unrestricted Sources $5,537
Percentage of Variation between School & State 19.6%
