Shasta High School
School Accountability Report Card Reported for School Year 2004-05 Published During 2005-06
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) template are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available. More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.
I. General Information Contact Information Information about school and district contacts.
School Information
District Information
School Name
District Name
Shasta Union High
Principal
Milan Woollard
Superintendent
Michael J. Stuart
Street
2500 Eureka Way
2200 Eureka Way, Ste. B
City, State, Zip
Redding, CA 96001-0335
Redding, CA 96001
Phone Number
(530)241-4161
(530)241-3261
FAX Number
(530)241-9571
(530)225-8499
Web Site
www.shastawolves.com
www.suhsd.net
E-mail Address
mwoollard@suhsd.net
thyle@suhsd.net
CDS Code
45-70136-4537304
SARC Contact
Tara Hyle, Curriculum Analyst
School Description and Mission Statement Information about the school, its programs, and its goals.
Shasta High School was the first established high school in Shasta County. Since our inception in 1899, Shasta has become the largest and highest academically performing high school in our county. We currently serve 1744 students in grades nine through twelve. We have an established tradition of academic excellence confirmed by student test scores on STAR, Advanced Placement, California High School Exit Exam, ACT and SAT tests. Shasta High is recognized as a California Distinguished school and was named by Newsweek Magazine in the top 4% of all high schools in the nation in 2005. Our music and athletic programs are outstanding. We provide a full range of high quality educational programs that are aligned with the California Curriculum Framework and district standards. We provide a safe learning environment where all students can succeed. Our mission is for all students to graduate demonstrating positive communication skills, academic excellence, and world citizenship.
Opportunities for Parental Involvement Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.
Contact Person Name
Contact Person Phone Number
There are many opportunities for parents to be involved at Shasta High School.
SITE Council – contact Milan Woollard, 241-4161 ext. 15501
The SITE Council is a body of representatives comprised of all stakeholders in the school community. This includes: students, parents, other school personnel, teachers, and the principal. The SITE Council meets monthly and provides a forum for all school community members to communicate and to develop the Single Site Plan for the school.
Athletic Boosters – contact Keith Turner, 241-4161 ext. 15503
The Athletic Boosters consists of parents, coaches, Athletic Director and the Athletic Administrator. Their purpose is to provide additional financial support for the entire athletic program at Shasta High School.
Parent Club – contact Jim Bartow, 241-4161 ext. 15505
This organization provides an opportunity for dialogue between the parents and the school. They have monthly guest speakers at their meetings and they sponsor the student recognition program at the school.
Music Boosters – contact Gavin Spencer or Lou Polcari, 241-4161
The Music Boosters is divided into the vocal and instrumental groups. They fundraise to support the music program with additional instruments, uniforms, costumes, and stage sets. They meet on a monthly basis throughout the year.
II. Demographic Information Student Enrollment -- Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Grade 9
520
Grade 10
468
Grade 11
406
Grade 12
350
Total Enrollment
1744
Student Enrollment -- Racial and Ethnic Subgroups Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.
Racial and Ethnic Subgroup
Number of Students
Percent of Students
African American
22
1.3
Hispanic or Latino
81
4.6
American Indian or Alaska Native
56
3.2
Pacific Islander
6
0.3
Asian
67
3.8
White (Not Hispanic)
1,482
85.0
Filipino
11
0.6
Multiple or No Response
19
1.1
III. School Safety and Climate for Learning School Safety Plan Information about the currency and contents of the school's comprehensive safety plan.
Date of Last Review/Update
April 14, 2005
Date Last Discussed with Staff
August 18, 2005
Student and staff safety is a primary concern. Shasta High School has a comprehensive school safety plan that is updated annually by the School Safety Committee and approved by the SITE Council. Our safety plan is well thought out and we practice emergency drills and evaluate our performance on a regular basis. The safety plan provides maximum utilization of school personnel and facilities to care for disaster victims and to protect students and staff in the event of an emergency. In addition, our staff, freshmen and junior classes are administered the California Healthy Kids/School Climate Survey to help us evaluate and modify our safety plan.
School Programs and Practices That Promote a Positive Learning Environment Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.
Shasta High School provides a safe and clean environment for students, staff, and volunteers. Our campus is supervised by four administrators, a campus security officer, and a campus resource officer from the Redding Police Department before, during and after school. Our campus is fenced and we close off the road that goes through our campus during school hours to control unauthorized access to our campus. We have a comprehensive school video surveillance system and all visitors have to check in at the office.
Students at Shasta High School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy, and acceptance of others. The goal of Shasta’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Parents and students are informed of discipline policies at orientation and through the parent/student handbook. Administration also visits all freshmen English classes to review the policies and answer any questions. Shasta High School is a “Character Counts” coalition member. We support and teach the six pillars of character that include: trustworthiness, respect, responsibility, fairness, caring, and citizenship.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year.
School
District
2003
2004
2005
Number of Suspensions
123
368
144
486
632
364
Rate of Suspensions
7%
21%
8.25%
9%
11%
5.87%
Number of Expulsions
15
17
18
36
43
Rate of Expulsions
.3%
.9%
.97%
.6%
.69%
IV. School Facilities School Facility Conditions -- General Information Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
Our school facility supports teaching and learning. We have seventy classrooms, a computer lab, two mobile computer labs, a library, cafeteria, two weight rooms, a swimming pool, a theater, a physical training room, three business labs, eight science labs, a band room, and a choral room. Shasta High school was established in 1899 and we have been in our current building since 1968. In 2002 – 2003 we completed a 7.5 million dollar modernization project on our campus. All permanent classrooms and bathrooms we remodeled. We opened a new classroom building this year that houses 15 classrooms and we remodeled our 500 building to add an additional 4 classrooms. The maintenance and custodial department ensures that the facilities are cleaned and maintained on a daily basis. Our school buildings are part of a scheduled maintenance program that is administered by the district.
School Facility Conditions -- Results of Inspection and Evaluation Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
Interim Evaluation Instrument Part
Facility in Good Repair
Deficiency and Remedial Actions Taken or Planned
Yes
No
Gas Leaks
X
Mechanical Systems
Windows/Doors/Gates (interior and exterior)
The hallway windows are currently being replaced with dual pained tinted windows made of safety glass.
Interior Surfaces (walls, floors, and ceilings)
Hazardous Materials (interior and exterior)
Structural Damage
Fire Safety
Electrical (interior and exterior)
Pest/Vermin Infestation
Drinking Fountains (inside and outside)
Restrooms
Sewer
Playground/School Grounds
Other
V. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST -- All Students Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject
State
English-Language Arts
54
52
49
47
51
35
40
Mathematics
33
32
31
28
25
29
34
38
Science
44
42
41
27
History-Social Science
48
CST -- Racial and Ethnic Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
White (not Hispanic)
50
*
55
14
26
53
58
45
37
CST -- Other Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
Male
Female
English Learners
Economically Disadvantaged
Students With Disabilities
Migrant Education
60
5
20
8
Norm-Referenced Test (NRT) Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT -- All Students Data reported are the percent of students scoring at or above the 50th percentile.
Reading
70
68
66
62
72
76
NRT -- Racial and Ethnic Subgroups Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
NRT -- Other Subgroups Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
24.5
26.7
22.3
7
28.8
30.9
26.8
9
40.2
40.3
40.1
41.6
43.9
39.4
25.8
27.5
Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its API Base and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments. Statewide Rank: Schools receiving an API Base score are ranked in 10 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 schools most like it. API criteria are subject to change as new legislation is enacted. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal. API -- Schoolwide Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.
API Base Data
API Growth Data
2002
From 2002 to 2003
From 2003 to 2004
From 2004 to 2005
Percent Tested
98
99