Granite Hills High School 22900 Esaws Road • Apple Valley, CA 92307 • (760) 961-2290 • Grades 9-12 Charles McCall, Principal [email protected] www.ghhscougars.com

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2016-17 School Accountability Report Card Published During the 2017-18 School Year ----

School Description Granite Hills High School (GHHS), located on 40 acres in the eastern part of Apple Valley, opened its doors to students in the fall of 1999. Now in its eighteenth year of operation, GHHS has an enrollment of approximately 1,450 students in grades nine through twelve. Academic/Activity Programs GHHS, a large comprehensive high school, offers a variety of academic programs and support systems focused on student achievement. The following list is a sampling of the many student programs offered at GHHS.

---Apple Valley Unified School District

•

12555 Navajo Road Apple Valley, CA 92308 (760) 247-8001 www.avusd.org

• •

District Governing Board Dennis K. Bender Donna Davis Ronald J. Powell, Ph. D

• •

Richard L. Sauers Wilson So

•

District Administration

•

Thomas E. Hoegerman Superintendent Matthew Schulenberg Assistant Superintendent, Administrative Services Pat Schlosser Assistant Superintendent, Educational Services Trenae Nelson Assistant Superintendent, Human Resources

Advancement via Individual Determination (AVID) has been expanded and continues to serve historically underrepresented college-going groups and to facilitate completion of college entrance requirements. Honors classes and Advanced Placement (AP) classes have consistently grown, as have the number of students who receive college credits for taking the AP exams. Through STEM partnerships with local industry, GHHS has created its first academy, System Control and Design Academy (SCADA). The academy is in its fifth year serving at-risk students and preparing them for college and career. GHHS has implemented interventions in both math, English Language Acquisition (ELA) and Biology. English Language Development (ELD) classes are provided for students new to the language and offer support for all curricular areas. Special education classes are provided to serve those students on Individualized Educational Plans (IEPs). California Technical Education (CTE) Pathways are offered in, Culinary Arts - including catering and bakery skills, and the medical fields to include Medical Assistant, Med Core I, Medical Terminology, EKG Technician, Phlebotomy Technician, EMT and Sports Therapy. We are currently working to create a CTE Engineering pathway within SCADA as well as a CTE Arts Media Entertainment pathway into a new Visual and Performing Arts Academy (VAPA) that will debut next year.

Mission Statement Our mission is to provide a safe, challenging, and supportive environment in which all students learn the accepted standards of each discipline and can acquire the knowledge and critical thinking skills necessary for leading successful and productive lives as responsible members of society. Vision Statement The administration, faculty, and staff of Granite Hills High School strive to provide a rigorous and creative environment by implementing diverse programs and curriculum to meet the unique needs of the 21st century student. In order to achieve this goal, Granite Hills High School will utilize engaging, research-based lessons supporting the common core standards.

2016-17 School Accountability Report Card for Granite Hills High School

Page 1 of 11

Student Learning Goals The staff is expected to ensure that all graduates will be able to:  communicate effectively in various forms.  acquire and apply knowledge and processes based upon accepted state standards as necessary for developing critical problem solving, and career planning skills.  use technology effectively.  understand the importance of being responsible and productive members of local, national, and global communities.

thinking,

Behavior Expectations through Positive Behavioral Intervention and Supports (The three "B's") Be Respectful Be Accountable Be Safe All Students will be expected to: • Participate in activities which enrich our community. • respect staff, students and school rules. • illustrate integrity of character. • demonstrate tolerance for differences in culture, beliefs, language, appearance, and lifestyle. • exhibit academic excellence. In addition to the above mission, vision, learning, and behavior goals, the faculty and staff at Granite Hills have adopted the motto of: "The Three R's" - Relationships, Rigor, and Relevance as we prepare our students for their futures.

About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • 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 more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school principal or the district office. 2016-17 Student Enrollment by Grade Level Grade Level

2016-17 Student Enrollment by Group

Number of Students

Group

Percent of Total Enrollment

Grade 9

368

Black or African American

12.1

Grade 10

360

American Indian or Alaska Native

0.6

Grade 11

332

Asian

Grade 12

391

Filipino

0.9

Hispanic or Latino

50.1

Native Hawaiian or Pacific Islander

0.5

White

32

Total Enrollment

1,451

2016-17 School Accountability Report Card for Granite Hills High School

3

Two or More Races

0.8

Socioeconomically Disadvantaged

69.7

English Learners

7.6

Students with Disabilities

14.9

Foster Youth

2.1

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A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials Granite Hills High School

15-16

16-17

17-18

With Full Credential

59

60

64

Without Full Credential

4

8

4

Teaching Outside Subject Area of Competence

0

0

0

Apple Valley Unified School District

15-16

16-17

17-18

With Full Credential

♦

♦

506

Without Full Credential

♦

♦

40

Teaching Outside Subject Area of Competence

♦

♦

14

Teacher Misassignments and Vacant Teacher Positions at this School Granite Hills High School

15-16

16-17

17-18

Teachers of English Learners

0

1

0

Total Teacher Misassignments

0

1

0

Vacant Teacher Positions

0

0

0

*

“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 Misassignments of Teachers of English Learners.

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18) The district held a public hearing on September 1, 2016 to validate the availability of standards-aligned and state-adopted textbooks and instructional materials to each pupil. The Board adopted Resolution #1617-03 which certifies that all students in the district has, or will have prior to the end of the eighth week of school, sufficient textbooks or instructional materials, or both. Textbooks and Instructional Materials

Year and month in which data were collected: September 2016 Core Curriculum Area

Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts

• • • • • • •

Mathematics

• • • • • •

Science

• • •

Houghton Mifflin Company: Houghton Mifflin Reading: A Legacy of Literacy (Big Books), 2003 – Grade K Houghton Mifflin Company: Houghton Mifflin Reading: A Legacy of Literacy, 2003 - Grades 1-5 McDougal Littell: McDougal Littell Reading and Language Arts Program, 2002 - Grades 6-8 McDougal Littell: Language of Literature, Introduction to Literature, 2010 – Grade 9 McDougal Littell: Language of Literature, World Literature, 2010 – Grade 10 McDougal Littell: Language of Literature, American Literature and English Language-AP, 2010–Grade 11 McDougal Littell: Language of Literature, British Literature, 2010 – Grade 12 The textbooks listed are from most recent adoption: No Percent of students lacking their own assigned textbook: 0.0 Prentice Hall: Prentice Hall Algebra I and Integrated Math, CA Edition, 2002 – Grade 8-12 Prentice Hall: Geometry, CA Edition, 2010 – Grades 9-12 McDougal Littell: Algebra II and Integrated Math, 2002 – Grades 9-12 Integrated Math I, Carnegie Learning, 2016 Integrated Math II, Carnegie Learning, 2016 Integrated Math III, Carnegie Learning, 2016 The textbooks listed are from most recent adoption: No Percent of students lacking their own assigned textbook: 0.0 Holt: Earth Science, 2007 – Grades 9-12 Holt: Biology, 2007 – Grades 9-12 Holt: Physical Science, 2007 - Grades 9-12 Pearson Prentice Hall: Biology, 2010- Grades 9-12 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0.0

2016-17 School Accountability Report Card for Granite Hills High School

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Textbooks and Instructional Materials

Year and month in which data were collected: September 2016 Core Curriculum Area

Textbooks and Instructional Materials/Year of Adoption

History-Social Science

• • • •

Foreign Language

The district determined that sufficient materials were provided to each pupil enrolled in foreign language. • Discovering French • Tirsor du Temps • Expresasante I, II, III • Nuevas Vistas • Conexiones: Communicion y Cultura • Allons Au-Dela!, Pearson/Prentice Hall, 2016 Percent of students lacking their own assigned textbook: 0.0

Health

The district determined that sufficient materials were provided to each pupil enrolled in health classes. • Holt: Health – Grades 9-12 Percent of students lacking their own assigned textbook: 0.0

McDougal Littell: Modern World History, 2010 – Grades 9-12 McDougal Littell: Americans – U.S. History, 2010 – Grades 9-12 Prentice Hall: Economics: Principles in Action, 2010 – Grades 9-12 Prentice Hall: McGruder’s American Government, 2010 – Grades 9-12 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0.0

Note: Cells with N/A values do not require data.

School Facility Conditions and Planned Improvements (Most Recent Year) "Effective with the October 2017 Facility Inspection, Apple Valley Unified School District determined to hire a third party independent consultant to inspect the facilities of the District and complete the annual Facility Inspection Tool (FIT) Reports. This procedure will establish consistent inspection methodologies and reporting procedures on our annual FIT Reports moving forward." It is our belief that GHHS has a campus that continues to provide a safe, secure learning environment for all students and staff. The following information is based on GHHS most recent site inspection:

• • • •

Classrooms and restrooms are cleaned daily with classrooms vacuumed twice a week and solid floor classrooms mopped weekly. There are no immediate maintenance problems at this time. All electrical, heating, air and lighting are in good repair. 85% of all lighting has been replaced and plans are to continue replacing lighting when appropriate. Solar panels were installed during the 2012-2013 school summer break with an online monitoring system that can be used by the school and the public to view the savings. A closed circuit video surveillance system was installed and became operational in the fall of 2008.

Granite Hills High School is inspected by the plant supervisor and principal weekly to ensure that the campus is clean, safe, and functional for our staff and students. Site custodians follow set procedures daily to ensure that an appropriate environment is maintained. Restrooms are checked periodically throughout each school day to ensure cleanliness and functionality. An annual facilities inspection, using the state-adopted Facilities Inspection Tool, is conducted to ensure that the campus is in “good repair”. District maintenance personnel evaluate the facility throughout the year, make necessary repairs, and plan long-term projects with the site administrator. The most recent site inspection was completed on 10/10/2017.

System Inspected

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 10/10/2017 Repair Status

Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces

2016-17 School Accountability Report Card for Granite Hills High School

Good

Fair

Poor

Repair Needed and Action Taken or Planned

X X

Ceiling tile water stains, missing or broken, torn carpet, exposed wires from missing clock, window screens missing ; Work orders have been submitted to remedy these issues immediately. The principal and operations manager are working with the district to correct problems in a timely fashion.

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School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 10/10/2017 Repair Status

System Inspected

Good

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

Fair

Repair Needed and Action Taken or Planned

Poor

X

Electrical: Electrical

X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

Ballasts are out. Work order has been submitted. The principal and operations manager are working with the district to correct problems in a timely fashion.

X

Safety: Fire Safety, Hazardous Materials

X

Structural: Structural Damage, Roofs

X

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

X

Overall Rating

Exemplary

Good

The Principal and operations manager are working with the district to correct problems in a timely fashion.

Fair

----------

Poor

X

B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and •

The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

CAASPP Test Results in Science for All Students Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject

Science

District

Grade Level

State

16-17

15-16

16-17

15-16

16-17

ELA

55

46

43

41

48

48

Math

18

11

26

25

36

37

*

14-15

15-16

14-15

15-16

14-15

15-16

44

41

54

51

60

56

Note: The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.

---9---

15-16

State

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.

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) School

District

Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten.

2016-17 CAASPP Results for All Students

Subject

School

*

2016-17 Percent of Students Meeting Fitness Standards 4 of 6

5 of 6

6 of 6

24.8

21.5

23.7

Percentages are not calculated 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.

Percentages are not calculated 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.

2016-17 School Accountability Report Card for Granite Hills High School

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2015-16 CAASPP Results by Student Group

Science (grades 5, 8, and 10) Number of Students

Group

Percent of Students

Enrolled

with Valid Scores

w/ Valid Scores

Proficient or Advanced

All Students

336

317

94.4

41.3

Male

174

160

92.0

43.1

Female

162

157

96.9

39.5

Black or African American

40

35

87.5

25.7

Hispanic or Latino

165

158

95.8

34.8

White

110

103

93.6

53.4

Socioeconomically Disadvantaged

235

219

93.2

33.3

English Learners

23

21

91.3

19.1

Students with Disabilities

42

38

90.5

18.4

*

Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. 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.

School Year 2016-17 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Total Enrollment

Number Tested

Percent Tested

Percent Met or Exceeded

All Students

330

312

94.55

45.51

Male

170

162

95.29

35.8

Female

160

150

93.75

56

Black or African American

43

42

97.67

23.81

American Indian or Alaska Native

--

--

--

--

Asian

--

--

--

--

Filipino

--

--

--

--

170

162

95.29

40.74

Native Hawaiian or Pacific Islander

--

--

--

--

White

95

87

91.58

58.62

Two or More Races

--

--

--

--

Socioeconomically Disadvantaged

234

219

93.59

38.81

English Learners

33

32

96.97

15.63

Students with Disabilities

49

43

87.76

9.3

Foster Youth

--

--

--

--

Student Group

Hispanic or Latino

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

2016-17 School Accountability Report Card for Granite Hills High School

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School Year 2016-17 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Total Enrollment

Number Tested

Percent Tested

Percent Met or Exceeded

All Students

331

311

93.96

10.93

Male

171

161

94.15

11.18

Female

160

150

93.75

10.67

Black or African American

44

43

97.73

6.98

American Indian or Alaska Native

--

--

--

--

Asian

--

--

--

--

Filipino

--

--

--

--

170

160

94.12

4.38

Native Hawaiian or Pacific Islander

--

--

--

--

White

95

87

91.58

17.24

Two or More Races

--

--

--

--

Socioeconomically Disadvantaged

235

220

93.62

5.91

English Learners

33

31

93.94

0

Students with Disabilities

49

43

87.76

4.65

Foster Youth

--

--

--

--

Student Group

Hispanic or Latino

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2017-18) Granite Hills offers multiple opportunities for parental involvement through various venues. Below are listed the programs and venues for parents to participate or to receive information regarding Granite Hills:

• • • • • • • • • • •

Department leaders meet once a month and are open to parents to participate in the staff development and staff issues on campus. Open House occurs once a year in the fall when parents and students come to Granite to receive program and class information. They also have the opportunity to view the campus and interact with staff. Band Boosters meet regularly to discuss issues and events concerning the band. They also plan fundraisers, competitions, parades and special promotional events. Choir Boosters meet regularly to discuss issues and events concerning the choir. They also plan fundraisers, competitions, productions and special choral events. Team Athletic Booster clubs meet periodically to discuss fundraising and program needs. They also discuss tournaments and competitions. Special Education Meetings (IEPs) are held throughout the year with parents to discuss the educational plan for their respective students. Graduation meetings are held to inform students and parents of the expectations and protocol for graduation. They also discuss timelines, events and policies for the actual graduation. Parents are able to download the district mobile app (Blackboard). This app allows notifications to be sent directly from GHHS to parents via push notifications and auto calls to families. In addition, parents have access to calendars and social media from GHHS and the district. There is also an anonymous tip line imbedded into the app which allows parents and students to share concerns and information with school administration. ELAC – English Language Advisory Committee meets several times a year to discuss curriculum and related topics to English Learners. School Site Council – a committee made of up staff, parents and students that meet monthly with the principal to review and evaluate programs. Granite Hills High Parent Teacher Student Organization (PTSO) – An organization of parents dedicated to assisting the students and staff of GHHS. General meetings are held monthly, contact information available through principal’s office.

2016-17 School Accountability Report Card for Granite Hills High School

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• • • • •

College Awareness Night – held once each semester to inform and assist parents and students on how to prepare and enroll in college. Computer Basics Class – designed specifically for the Spanish speaking population. Granite has a dynamic Family Resource Center. The Center provides access to computers, bilingual assistance and information for families and students. Each year the Center is able to provide more for our students and their families. Our latest additions are emergency food boxes, clothing and school supplies for any student or family in need. The Peer Helpers of Granite Hills is an organization that promotes constructive solutions to students concerns and problems. Parents are encouraged to attend and participate in monthly "Meet & Greet" sessions with the principal - an open forum, which allows them to express concerns and have questions answered.

Volunteer opportunities are available throughout the year. Those opportunities are coordinated through the Family Center. We accept volunteers on an ongoing basis. State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. School Safety Plan The Granite Hills High School Emergency Plan functions within the framework of the State of California’s Incident Command System. This system, in use by every law enforcement and fire agency within the state, relies on key personnel in strategic roles to carry out the instructions of the Incident Commander. In addition to providing definite lines of command and control, the plan is flexible to permit changes as the situation warrants. An Emergency Flow Chart designates the specific jobs, assigned by experience and training, the person in charge, and the area concerned. Each person’s job title is explained in detail in our school safety plan. Our School Safety Plan is a living document changing with student, area and state changes. The plan models the U.S. Department of Education guide lines focusing on four areas: Mitigation and Prevention, Preparedness, Response, and Recovery.

• • • •

Mitigation and Prevention addresses what our school and district can do to reduce or eliminate risk to life and property. Preparedness focuses on our process of planning for the worst-case scenario. Response is devoted to the steps to take during a crisis. Recovery deals with how we will restore the learning and teaching environment after a crisis.

Each year Granite Hills High School participates in a district-wide disaster drill. We also conduct semester fire and earthquake drills. After each drill, students and faculty critique our effectiveness as a team and we refine the disaster plan. We work closely with district, community, fire and police departments who are welcome partners involved in the refining of our plan. Our staff participates in CPR, First Aid, and Community Emergency Response Team (CERT) training. A Disaster Response Box containing maps, aerial photos, blueprints, updated teacher assignments and classroom location, and phone list. A student roster is maintained and available for police and fire personnel via the Aeries app. The attendance clerk and school administrators have the app available. Laptops and backup memory are stored with key personnel allowing our school the ability to access current student information in our command center. Granite Hills has hosted, in the past, an Active Shooter Drill for district, town and county law enforcement personnel. Site administrators were also trained in appropriate response and are continually refining the process. Our staff is dedicated to creating the safest environment for our students and they take disaster preparedness seriously. Suspensions and Expulsions School Suspensions Rate Expulsions Rate

2014-15

2015-16

2016-17

17.96

13.23

10.99

1.07

1.43

1.54

2014-15

2015-16

2016-17

Suspensions Rate

7.17

6.32

5.27

Expulsions Rate

0.54

0.47

0.44

2014-15

2015-16

2016-17

Suspensions Rate

3.79

3.65

3.65

Expulsions Rate

0.09

0.09

0.09

District

State

2015-16 School Accountability Report Card for Granite Hills High School

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D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE)

2017-18 Federal Intervention Program Indicator Program Improvement Status First Year of Program Improvement

School

District

In PI

In PI

Academic Counselor------Counselor (Social/Behavioral or Career Development)

2009-2010 2008-2009

Year in Program Improvement

Year 5

Year 3

Number of Schools Currently in Program Improvement

8

Percent of Schools Currently in Program Improvement

88.9

4.0

Library Media Teacher (Librarian)

0

Library Media Services Staff (Paraprofessional)

1

Psychologist-------

1

Social Worker------Nurse-------

0.25

Speech/Language/Hearing Specialist

0.50

Resource Specialist------Other------Average Number of Students per Staff Member Academic Counselor------*

290.2

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.

Average Class Size and Class Size Distribution (Secondary) Number of Classrooms*

Average Class Size Subject English---------------Mathematics ---------Science---------------Social Science

1-22

23-32

33+

2014-15

2015-16

2016-17

18

18

18

2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 59

59

59

13

13

18

21

21

18

21

21

21

37

37

30

17

17

20

16

16

15

19

19

18

29

29

31

19

19

18

12

12

11

15

15

15

56

56

54

6

6

8

21

21

18

*---------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.

Professional Development provided for Teachers Staff development and curriculum improvements are supported by the “Instructional Time and Staff Development Reform Program #44579-44579.4”, and Peer Assistance and Review Funds (PAR). Being a relatively new school (18 yrs.) with a high level of technology, we have made staff development in technology a high priority. A survey was made of staff members and a Staff Development Program was implemented that focuses on an ongoing, staff directed program utilizing expertise of staff members. This program is being implemented with specific attention to staff development in technology that relates to improved curriculum delivery and analysis of student data as it applies to curriculum and standards. This is the third year we have also incorporated the aid of Instructional Coaches. The coaches are working hand-in-hand with teachers to improve instruction with the aid of technology. They also focus on Essential Questions and the incorporation of Higher Level Questioning. GHHS is in the process of implementing a comprehensive plan in response of the WASC visit that addresses the following points: 1. The gathering, analysis, interpretation and utilization of data for school wide decision making and modification of instructional practices; 2. The continued development and understanding of the implementation of Common Core Standards. Using Professional Learning Communities to establish common pacing guides and learning outcomes; 3. Identify and adopt a single school instructional strategy (Essential Questions and Higher Level Questioning school wide implementation) to improve student engagement and differentiate instruction; 4. Design a systematic process of assessing and documenting progress on our Action Plan Goals and adjusting those goals and Action Plan yearly. The process includes members of all stakeholder groups. The new Single School Plan for Student Achievement will be adjusted to reflect WASC Action Plan Goals; 5. Provide training for teachers and staff in the use of 21st century technologies (done through district training and our Instructional Coach.); 6. Continue to implement and refine common core strategies, curriculum, and assessments. PLC time is allocated and used specifically for the process, along with continued training through the district and other sources when appropriate and needed. With the implementation of Student Early Release Days (34 SERD days), during the 2013-14 school-year, GHHS is in its fourth year of Professional Learning Community (PLC) development. The PLC process and continued SERD days, allows GHHS teachers the opportunities to share best practices, examine WASC goals, and develop common assessment. These meetings have fostered outstanding core conversations centered on student achievement. As GHHS refines the process, our PLC’s have become an intricate part of changing curriculum around student needs. Our teachers have also benefited this year with pull-out trainings for QTEL (Quality Teaching of English Learners) and Notebooking lead by Apple Valley Unified School District personnel as well as Advanced Placement trainings offered by CollegeBoard. These trainings revolve around all staff and are ongoing.

2015-16 School Accountability Report Card for Granite Hills High School

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FY 2015-16 Teacher and Administrative Salaries

FY 2015-16 Expenditures Per Pupil and School Site Teacher Salaries

District Amount

State Average for Districts In Same Category

Beginning Teacher Salary

$46,782

$48,522

Mid-Range Teacher Salary

$73,921

$75,065

Category

Total

Restricted

Unrestricted

Average Teacher Salary

School Site-----District------

8075.17

1139.14

6936.03

68191.44

♦

♦

9958.47

$75,980

♦

♦

Expenditures Per Pupil

Level

Highest Teacher Salary

$98,945

$94,688

-State-------

$6,574

$77,824

Average Principal Salary (ES)

$114,278

$119,876

Percent Difference: School Site/District

-30.4

-10.3

Average Principal Salary (MS)

$120,691

$126,749

Percent Difference: School Site/ State

5.5

-12.4

Average Principal Salary (HS)

$123,538

$135,830

Superintendent Salary

$193,907

$232,390

*

Cells with ♦ do not require data.

Percent of District Budget Teacher Salaries

37%

37%

Administrative Salaries

4%

5%

*

For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

Types of Services Funded In addition to the regular K-12 education program, other services are funded by the general fund, categorical, and special programs. These other services include: special education, counseling, library services, child welfare and attendance, Title I, GATE (gifted and talented education), ELD (English language development), School Improvement Program and others. Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Granite Hills High School Dropout Rate Graduation Rate Apple Valley Unified School District

2016-17 Advanced Placement Courses

2013-14 2014-15 2015-16 8.8

5.5

8

85.81

86.65

85.71

2013-14 2014-15 2015-16

Dropout Rate

12.4

6.9

7

Graduation Rate

78.62

87.13

87.68

California

2013-14 2014-15 2015-16

Dropout Rate

11.5

10.7

9.7

Graduation Rate

80.95

82.27

83.77

Career Technical Education Participation Measure Number of pupils participating in CTE % of pupils completing a CTE program and earning a high school diploma

Subject

Number of AP Courses Offered*

English-------

2

♦

Fine and Performing Arts

3

♦

Foreign Language

2

♦

Mathematics

3

♦

Science-------

4

♦

Social Science

4

♦

All courses

19

12.9

Completion of High School Graduation Requirements

570 Group 39.31 All Students 0

UC/CSU Course Measure 2016-17 Students Enrolled in Courses Required for UC/CSU Admission 2015-16 Graduates Who Completed All Courses Required for UC/CSU Admission *

Percent

23.82

Where there are student course enrollments.

District

State

84.93

87.11

84

69.64

79.19

American Indian or Alaska Native

100

100

80.17

63.64

85.19

94.42

100

90

93.76

80.63

84.34

84.58

50

66.67

86.57

White

92.2

88.74

90.99

Two or More Races

100

94.74

90.59

Socioeconomically Disadvantaged

79.71

64.32

63.9

English Learners

36.84

66.67

55.44

Students with Disabilities

83.82

83.51

85.45

100

66.67

68.19

Filipino Hispanic or Latino

Foster Youth

2015-16 School Accountability Report Card for Granite Hills High School

School 85.52

Native Hawaiian/Pacific Islander 90.38

Graduating Class of 2016

Black or African American Asian

Courses for University of California (UC) and/or California State University (CSU) Admission

♦

Computer Science

CTE Program Participation

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education

Percent of Students In AP Courses

Page 10 of 11

Career Technical Education Programs We are currently involved in offering a comprehensive vocational educational plan. We have curriculum pathways in the medical fields, hospitality (commercial baking, culinary arts, catering), sports therapy, systems control and design (SCADA), and for next year visual performing arts. The counselors work with students on their individual four-year plan which will aslo include College/Career Indicator analysis for each student. We also run a Work Experience class that provides instruction and evaluation of work skills at the job site. Students also have access to two (2) computer programs that are inventories for careers that help students plan their educational path. DO WHAT YOU ARE, which helps students find the right career path for them and COIN, which provides for a career search, college search and scholarship search. This year we are utilizing Eureka along with the Bridge Program in conjunction with Victor Valley College to help students transition to post secondary education. Existing programs that provide students competency-based instruction, career-readiness, entry level skills and post high school transition are: 1) Transition Partnership Project (TPP), 2) Work Force Investment Act (WIA), 3) Career Technical Pathways, and 4) Career Education Department. The TPP program, a partnership with the Department of Rehabilitation, provides special needs students with career-related curriculum, “real world” job training opportunities, and post high school connections to ensure a smooth transition to post-high school life. The WIA program offers qualified students with forty (40) hours of vocational readiness and one hundred ten (110) hours of paid work experience. The CTE program currently offers nineteen (19) courses, with a plan to grow by nine (9) courses next year, and we are currently serving approximately 570 students. Most of the CTE pathways we offer have been articulated with Victor Valley College and San Bernardino Valley College. Granite Hills High School has teamed with industry partners and now, for its fifth year, offers its first academy, SCADA. This academy has targeted atrisk, ninth through twelfth grade students, with a four-year program designed for students who are investigating or anticipating careers in science, engineering and technology. Students will learn basic physics and engineering concepts coupled with systems engineering as they plan, develop, and execute engineering projects. Mathematics, technical research and writing, electronics, and computer aided design programs will be used in the design and construction of mechanical, air, space and robotics system models and system prototypes. We are continuing our work with Victor Valley College to concurrently enroll our junior SCADA students in a water academy course, which will allow them to gain college credits and further articulate our program with the college. This year we are designing Visual Performing Arts courses to offer this academy pathway for the 2018-19 school year.

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 and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., 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.

2015-16 School Accountability Report Card for Granite Hills High School

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