2005-2006 School Accountability Report Card

RICHARD GAHR HIGH

"Leading the Future"

Gina Zietlow, Principal
11111 Artesia Blvd.
Cerritos, CA 90703-2533
562-229-7730 FAX: 562-924-8136
http://www.abcusd.k12.ca.us/

ABC Unified School District
16700 Norwalk Blvd.
Cerritos, CA 90703-1838
(562) 926-5566
FAX: (562) 404-1092
http://www.abcusd.k12.ca.us/

Board of Trustees
David Montgomery, President
Mark Pulido, Vice-President
Louise Dodson, Clerk
Olympia Chen, Member
Cecy Groom, Member
Armin Reyes, Member
Celia Spitzer, Member

Dr. Gary Smuts, Superintendent


Table of Contents

Site Information
School Climate
School Facilities
Teachers
Support Staff
Instructional Materials
School Finances
Student Performance
Accountability
School Completion
Instructional Planning



Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines which are available at the California Department of Education Web site:

http://www.cde.ca.gov/ta/ac/sa/definitions045asp.

Most data presented in this report were collected from the 2005-2006 school year from the two preceding years (2003-04 and 2004-05). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2004-05. 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 is available.

Site Information


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School Description | Message From Principal | Mission Statement | District Mission Statement | Opportunities for Parental Involvement | Student Enrollment by Grade Level | Student Enrollment by Ethnic Group | Average Teaching Load and Teaching Load Distribution

School Description


The culturally and ethnically diverse ABC Unified School District community is located in Southern California, within the boundaries of Los Angeles County. ABC Unified School District educates children in grades preschool through twelve from the communities of Lakewood, Artesia, Cerritos, Hawaiian Gardens, and portions of Norwalk. The District consists of nineteen
elementary schools, five middle schools, three comprehensive high schools, a college preparatory 7-12 school, a continuation high school, preschool programs, infant/children centers, extended day care, and an adult school. Known throughout the State of California as a leader in educational planning and innovation, ABC Unified School District received the prestigious Golden Bell Award in 2003 and 2005 for program excellence by the California School Boards Association. The District has received State and National recognition for its schools, including California Distinguished School, Title 1 Achieving School, National Blue Ribbon, and Magnet School of Distinction awards. The ABC Unified School District places strong emphasis on high achievement for students and preparation for productive citizenship and is committed to providing strong instructional programs for all students to ensure excellence
in education.

Gahr High School, located in the city of Cerritos, serves 1,900 students in grades nine through twelve on a traditional calendar system. Gahr High School is dedicated to ensuring the academic success of every student and providing a safe and comprehensive educational experience.

Richard Gahr High is a school community where the highest expectations are maintained. Gahr utilizes all available resources to enable students to become life-long learners who possess the ability to achieve their utmost potential. We promote a safe, nurturing, and stimulating environment that invites students to actively participate in educational opportunities. Gahr provides a welcoming atmosphere in which parents and community members are encouraged to become immersed in student's educational endeavors. Individual academic and social needs of staff and students are met, creating a desirable environment where all participants are successful.





Message From Principal

Dear Parents and Community Members,
Gahr High School, a California Distinguished School, has clearly established as the focus of our educational programs that "All Students Can and Will Learn."
We are proud to have created an educational setting of academic excellence based on high expectations and challenging academic programs.

The Gahr staff is committed to providing a personalized education to meet the goals and interests of all of our students. Emphasis is placed on a rigorous and challenging college preparatory curriculum. With 22 Advanced Placement and 18 Honors classes, students are well prepared to enter post-secondary institutions or pursue career opportunities of their choice. Our stimulating learning environment and positive school climate and culture have resulted in outstanding achievement as indicated by our standardized test scores and the highly successful pass rate of our students on the California High School Exit Exam.

In addition, Gahr offers numerous support programs to ensure that students experience positive social and emotional development. The rich tapestry of an ethnically and culturally diverse student population serves to also prepare students for integration into the global society as world citizens.
A comprehensive staff development plan has been implemented to enable staff members to enhance their professional practice. "Best instructional practices" are observable in every classroom, with teachers integrating technology and other resources into their curriculum to meet the needs of each and every student.

Through several partnerships that exist with local post-secondary institutions, businesses, and community organizations our staff and students continue to enrich their learning experiences beyond the classroom.

Gahr High School equips students with the skills necessary for a rewarding high school experience and offers opportunities for them to pursue post-secondary educational and career goals. Our state-of-the-art College and Career Center assists students in developing electronic college and career portfolios to assist
students in selecting post-secondary experiences that are a match for the individual skills, abilities and interests they possess.

Our belief that all students "Can and Will Learn" is demonstrated in virtually every aspect of our programs as we continue our tradition of setting high expectations and demonstrating excellence.

Mrs. Gina Zietlow
Principal

Mission Statement


Gahr High School's staff possesses the belief that All Students Can and Will Learn."

The school staff is committed to making a positive impact on the lives of the students and fellow staff members.

GOALS:

...To build a sense of unity among staff, students, parents, and the community to maximize learning.

...To develop in each student an appreciation of the privileges and responsibilities of life.

...To actively engage students in learning individually and in teams to prepare them for post-secondary education and equip them the future career opportunities.

...To appreciate the uniqueness and diversity of cultures and ensure that each student and staff member is valued and treated with dignity and respect.


District Mission Statement

The Mission of ABC Unified School District is to help students succeed as learners and productive citizens through a variety of education approaches. Students must become knowledgeable about all the subjects the District and the State of California have deemed important. At the same time, they must know how to learn and how to acquire, evaluate and integrate information.

The schools specific Mission is to create a learning environment that engages students and teachers in a rich meaning-centered, thinking curriculum and provides powerful teaching and learning which is anchored to enthusiastic performance based assessments. The school shall also serve as a center for collaborative community services that support staff, students, and their families.

ASSUMPTIONS VITAL TO THE ACCOMPLISHMENTS OF THE DISTRICT MISSION

1. An environment will be created where students will succeed through mutual respect, caring and cooperation among all individuals.

2. All students, parents, and staff shall participate in school and school activities without experiencing harassment, intimidation or bigotry.

3. An appreciation of the diversity of all will be actively pursued on all campuses and worksites.

4. High expectations for academic, professional, and personal behavior will be held for all students, staff, parents, and teachers.

5. All students, parents, and community members will be warmly welcomed by staff at all District sites.

6. Students and staff must be prepared for the technological advancements inherent in our changing environment through the educational process.

7. The rich diversity of our students and community must be reflected in the staff that works with our students.


Opportunities for Parental Involvement

Parents and community members are encouraged to support the educational programs at Gahr High School. Decisions regarding the priorities and directions of the educational plan are made with input from all of our stakeholders. To insure our instructional programs are consistent with students' needs and comply with District goals, staff members and parents are encouraged to serve on committees and participate in organizations and activities.

* Parent Teacher Student Association (PTSA)
* Steering Committee
* Focus on Learning (FOL) Accreditation Committees
* Arts Technology Academy (ATA) Advisory Committee
* Korean Parents' Association
* School Site Council
* Student Study Teams (SST)
* English Language Advisory Committee
* Back-To-School-Night
* Open House/ 8th Grade Orientation
* SB813 Counseling Sessions
* AB 1802 Counseling Sessions
* Extra-curricular Activities
* Booster Organizations

The School Site Council, consisting of school staff, parents, students, and community members, is a major governing body that meets regularly to address the school's operation and various educational issues. Members discuss the effectiveness and appropriateness of the various school programs and issues relative to the goals of the school. They also act as a communication liaison between the community and the school.

Numerous programs are enriched through the collaborative efforts of the following organizations and institutions with Gahr
High School:
* City of Cerritos
* City of Cerritos Library
* Cerritos Center for the Performing Arts
* Cerritos Community College
* California State University, Long Beach
* Platt College
* Southeast Regional Occupational Program (ROP)

For additional information about organized opportunities for parent involvement at Richard Gahr High, please contact Gina Zietlow at (562) 229-7737.

Student Enrollment by Grade Level

School districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Most importantly, students who attend school on a regular basis and are on time are more likely to be academically successful. Attendance and punctuality are emphasized so that the continuity of the educational program can be maintained. Our staff carefully monitors student attendance to identify those students exhibiting excessive absences and offers assistance when necessary. During the 2005-2006 school year, the actual attendance rate for all grade levels at Richard Gahr High was 96.12 percent.

The total 2005/2006 enrollment at Richard Gahr High was 1967.

Grade 9 526
Grade 10 534
Grade 11 480
Grade 12 427

Student Enrollment by Ethnic Group

The percentage of students is the number in a racial/ethnic category divided by the school's 2007/2006 California Basic Educational Data Systems (CBEDS) total enrollment.

Average Teaching Load and Teaching Load Distribution

Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS.

Grade
Level
2006
2005
2004
Avg.
Class
Size
Number of Classrooms Avg.
Class
Size
Number of Classrooms Avg.
Class
Size
Number of Classrooms
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
English 25.2 35 30 14 25.5 36 26 18 26.4 26 21 23
Mathematics 26.7 28 16 24 26.7 26 20 20 26.1 24 23 13
Science 33.8 0 10 31 32.6 5 6 32 34.1 8 30
Social Science 33.3 1 9 31 31.8 2 19 23 32.5 4 10 28


School Climate


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School Safety Plan | School Discipline Practices | Suspension and Expulsions

School Safety Plan

Gahr High School provides a safe, clean environment for students, staff and volunteers. The school in consultation with the Los Angeles County Office of Education has developed a comprehensive Safe School Plan. The safety plan provides students and staff with procedures to ensure a safe and orderly learning environment.

The plan includes:
* Current status of school crime
* Child abuse reporting procedures
* Disaster procedures
* Emergency Plan
* Ed. code 49079: Notification to teachers
* Sexual harassment policy
* Provision of a school-wide dress code
* Safe ingress and egress of pupils and school employees to and from school
* Safe and orderly school environment
* School rules and procedures

The school evaluates the plan annually and updates the contents as needed. All visitors must sign in and have administrative approval to be on campus. Visitors must wear visitors' badges during their stay on campus. While the school welcomes visits by parents and community members, visitations are restricted during State test administration, lunch, and snack. Administrators and teachers monitor students and the campus as a whole throughout the school day.

Date of Last Review/Update: February, 2007
Date Last Reviewed with Staff: February, 2007

School Discipline Practices

Students at Gahr High School are guided by specific rules and
classroom expectations that promote respect, cooperation,
courtesy, and acceptance of others. The goal of Gahr's school
discipline plan is to create an atmosphere that is a safe, pleasant
and orderly learning environment. The program provides
students with opportunities to learn self-discipline and practice
good decision making. Parents and students are informed of
discipline policies at the beginning of each school year through
schoolwide assemblies. Each student receives an individual
Student/ Parent Handbook which outlines the school's policies
and procedures.

Students are encouraged to participate in the school's additional
enrichment activities that are an integral part of the educational
program. These schoolwide and classroom incentives encourage
achievement and promote positive attitudes and behavior. The
following enrichment activities provide opportunities for students
to become involved in their school:
* Clubs and extra- curricular activities
* FOL (Focus on Learning Accreditation Committees)
* School Site Council
* ASB (Associated Student Body)
* ATA (Arts Technology Academy)
* CSF (California Scholastic Federation)
* City Sponsored Events
* MUN (Model United Nations)
* Multicultural Forums
* Drama Productions and Theater Lab
* Blue & Gold Awards
* Student of the Month
* Principal's Honor Roll
* Talent Show
* ABC Quiz Bowl
* Class Committees
* Band O Rama
* Running for Reading

Suspension 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
2006 2005 2004 2006 2005 2004
Rate of Suspensions 5.54 6.77 0 7.96 6.37 0
Rate of Expulsions 0 0.26 0 0 0.09 0


School Facilities


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School Facility Conditions and Improvements | School Facility Good Repair Status

School Facility Conditions and Improvements

Mobile cleaning teams have been used to provide in-depth cleaning assistance services at Richard Gahr High. Custodial Supervisors perform regular site inspections. ABC Unified School District employs an aggressive preventative maintenance program that ensures all schools are maintained at an efficient operating level. Custodial staff follow a detailed checklist to ascertain the condition of the school, make on the spot corrections, and schedule needed maintenance.

School Facility Good Repair Status

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 X
Windows/Doors/Gates (interior and exterior) X
Interior Surfaces (walls, floors, and ceilings) X
Hazardous Materials (interior and exterior) X
Structural Damage X
Fire Safety X
Electrical (interior and exterior) X
Pest/Vermin Infestation X
Drinking Fountains (inside and outside) X
Restrooms X
Sewer X
Playground/School Grounds X
Other X


Teachers


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Teacher Credentials | Teacher Misassignments and Vacant Teacher Positions | Core Academic Courses Taught by NCLB Compliant Teachers | Substitute Teacher Availability | Teacher Evaluation Process

Teacher Credentials

Data reported are the number of Teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1." If a teacher works at two schools, he/she is counted at one school only. Data for Teachers with a full credential and teaching outside his/her subject area are provided by the LEA.

Teachers

School

District
2006
2005 2004 2006
Teachers with Full Credential 79 77 72 960
Without Full Credential 2 5 5 14
Teaching Outside Subject Area of Competence 0 0 0 0

Teacher Misassignments and Vacant Teacher Positions

The number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

2007
2006 2005
Misassignments of Teachers of English Learners 0 0 0
Total Teacher Misassignments 0 0 0
Vacant Teacher Positions 0 0 0

Core Academic Courses Taught by NCLB Compliant Teachers

The percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes

Percent of Classes In Core Academic Subjects

Taught by NCLB Compliant Teachers
Taught by Non-NCLB Compliant Teachers
This School 20.9 79.1
All Schools in District 38.0 62.0
High-Poverty Schools 64.0 36.0
Low-Poverty Schools in District 40.0 60.0

Substitute Teacher Availability

ABC Unified School District has implemented strict procedures for contracting substitute teachers in order to better ensure the safety of students. Candidates must possess a bachelors degree, a passing score on the California Basic Educational Skills Test (CBEST), and a 30 day Emergency Credential in order to be considered for employment. In addition, many retired ABC
teachers come back to substitute teach.

Teacher Evaluation Process

A constructive evaluation process has been established to promote 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 California Standards for the Teaching Profession. Temporary and probationary teachers are evaluated annually and tenured
teachers are evaluated every other year. Evaluations are conducted by administrators who have been trained and certified for competency to perform teacher evaluations. At the elementary level, the principal is the main administrator qualified for this task. At the high school level, the
principal, assistant principal, or qualified guidance administrator perform evaluations. Evaluation criteria include:

* Engaging and supporting all students in learning
* Understanding and organizing subject matter for student learning
* Assessing student learning
* Creating and maintaining effective environments for student learning
* Planning instruction and designing learning experiences for all students
* Developing as a Professional Educator



Support Staff


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Counselors and Other Staff Support

The counselors and other staff support reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE.

Number of FTE Assigned to School

Average Number of Students per Academic Counselor
Academic Counselor 4.0 492.5
Library Media Teacher (Librarian) 0 n/a
Library Media Services (paraprofessional) 2 n/a
Psychologist .4 n/a
Social Worker 0 n/a
Nurse .5 n/a
Speech/Language/Hearing Specialist 1 n/a
Resource Specialist (non-teaching) 0 n/a
Other 0 n/a


Instructional Materials


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Quality, Currency, and Availability of Textbooks and Instructional Materials

Information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Areas
Quality, Currency, and Availability of Textbooks and Instructional Materials
Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
Reading/Language Arts All students have equal access to state
adopted, standards aligned textbooks and
other instructional materials. Funds are
appropriated according to the textbook
adoption cycle. Additional supplemental
materials are purchased and made available
to students. All instructional materials are aligned
to the standards and available for
each student.


0
Mathematics All students have equal access to state
adopted, standards aligned textbooks and
other instructional materials. Funds are
appropriated according to the textbook
adoption cycle. Additional supplemental
materials are purchased and made available
to students. All instructional materials are aligned
to the standards and available for
each student.
0
Science All students have equal access to state
adopted, standards aligned textbooks and
other instructional materials. Funds are
appropriated according to the textbook
adoption cycle. Additional supplemental
materials are purchased and made available
to students. All instructional materials are aligned
to the standards and available for
each student.
0
History/Social Science All students have equal access to state
adopted, standards aligned textbooks and
other instructional materials. Funds are
appropriated according to the textbook
adoption cycle. Additional supplemental
materials are purchased and made available
to students. All instructional materials are aligned
to the standards and available for
each student.
0
Foreign Language All students have equal access to state
adopted, standards aligned textbooks and
other instructional materials. Funds are
appropriated according to the textbook
adoption cycle. Additional supplemental
materials are purchased and made available
to students. All instructional materials are aligned
to the standards and available for
each student.
0
Health All students have equal access to state
adopted, standards aligned textbooks and
other instructional materials. Funds are
appropriated according to the textbook
adoption cycle. Additional supplemental
materials are purchased and made available
to students. All instructional materials are aligned
to the standards and available for
each student.
0
Science Laboratory Equipment All students have equal access to state
adopted, standards aligned textbooks and
other instructional materials. Funds are
appropriated according to the textbook
adoption cycle. Additional supplemental
materials are purchased and made available
to students. All instructional materials are aligned
to the standards and available for
each student.
0


School Finances


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Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-2005) | Types of Services Funded | Teacher and Administrative Salaries (Fiscal Year (2004-2005))

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-2005)

A comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

Total Expenditures Per Pupil
Expenditures Per Pupil (Supplemental) Expenditures Per Pupil (Basic) Average Teacher Salary
School Site $4,817 $158 $4,689 $61,537
District $5,184 $61,543
Percent Difference – School Site and District -13.6% 0%
State $5,184 $59,825
Percent Difference – School Site and State -13.6% 0%

Types of Services Funded

The total distrct budget for 2005-2006 was $157,527,793. The district spent $5184.87 per student.

66.24 cents of every dollar went to teacher salaries and 7.38 cents was spent for administration.

The remainder (26.38 cents) was for district support ( instructional assistants, books, materials, supplies, equipment, student support staff, curriculum support, transportation, maintenance and operations of school buildings, grounds maintenance as well as the board of education, and district departments.

Teacher and Administrative Salaries (Fiscal Year (2004-2005))

This table displays district-level salary information 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 a district's 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 Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.

District Amount
State Average For Districts In Same Category
Beginning Teacher Salary $38,861 $37,540
Mid-Range Teacher Salary $60,233 $59,426
Highest Teacher Salary $81,792 $73,925
Average Principal Salary (Elementary) $101,450 $96,377
Average Principal Salary (Middle) $103,654 $100,144
Average Principal Salary (High) $117,574 $109,130
Superintendent Salary $191,760 $185,251
Percent of Budget for Teacher Salaries 45.7% 40.9%
Percent of Budget for Administrative Salaries 5.2% 5.3%


Student Performance


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California Standards Test (CST) Explanation | CST Results for All Students – Three-Year Comparison | CST Results by Student Group – Most Recent Year | Norm-Referenced Test (NRT) Explanation | NRT Results for All Students – Three-Year Comparison | NRT Results by Student Group – Most Recent Year | California Fitness Test

California Standards Test (CST) Explanation

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 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.

The following data is the percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard).

CST Results for All Students – Three-Year Comparison

The percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

School
District
State
2006
2005
2004
2006
2005
2004
2006
2005
2004
English Language Arts 41 37 35 51 50 46 42 40 36
Mathematics 33 33 27 52 52 49 40 38 34
Science 42 42 39 46 44 39 35 27 25
History-Social Science 38 37 32 44 44 42 33 32 29

CST Results by Student Group – Most Recent Year

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.

English Language Arts
Mathematics Science History - Sociel Science
African American 32 24 33 31
American Indian or Alaska Native * * *
Asian 55 50 46 51
Filipino 57 32 60 51
Hispanic or Latino 30 24 36 27
Pacific Islander 22 18 * 13
White (not Hispanic) 44 37 52 44
Male 38 35 44 42
Female 43 31 39 34
Economically Disadvantaged 28 27 31 24
English Learners 3 16 2 1
Students with Disabilities 6 7 6 8
Students Receiving Migrant Education Services 12 * * 14

Norm-Referenced Test (NRT) Explanation

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 Results for All Students – Three-Year Comparison

The percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.

School
District
State
2006
2005
2004
2006
2005
2004
2006
2005
2004
Reading N/A N/A 50 48 46 51 42 41 43
Mathematics N/A N/A 54 62 62 61 53 52 51

NRT Results by Student Group – Most Recent Year

This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.

Reading
Mathematics
African American N/A N/A
American Indian or Alaska Native N/A N/A
Asian N/A N/A
Filipino N/A N/A
Hispanic or Latino N/A N/A
Pacific Islander N/A N/A
White (not Hispanic) N/A N/A
Male N/A N/A
Female N/A N/A
Economically Disadvantaged N/A N/A
English Learners N/A N/A
Students with Disabilities N/A N/A
Students Receiving Migrant Education Services N/A N/A

California Fitness Test

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test, and comparisons of a school's test results to the district and state levels, 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.

Percent of Students Meeting Fitness Standards
Grade 9 15.4%


Accountability


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Academic Performance Index (API) Explanation | API Ranks – Three-Year Comparison | API Changes by Student Group – Three-Year Comparison | State Award and Intervention Programs | Adequate Yearly Progress Explanation | AYP Overall and by Criteria | Federal Intervention Program

Academic Performance Index (API) Explanation

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: 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 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 schools most like it.

API criteria are subject to change as new legislation is enacted into law. 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 Ranks – Three-Year Comparison

The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools." A similar schools rank of 1 means that the school's academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.

2005
2004
2003
Statewide 5 5 6
Similar Schools 2 2 2

API Changes by Student Group – Three-Year Comparison

A displays by student group the Actual API Changes in points added or lost for the past three years, and the most recent API Score. Note: "N/A" means that the student group is not numerically significant.

API Score
Actual API Change
2006 2006 2005 2004
All Students at the School
712 32 15 7
African American
680 31 14 22
American Indian or Alaska Native
* * * *
Asian
796 47 -2 2
Filipino
793 17 35 8
Hispanic or Latino
647 34 19 11
Pacific Islander
* * * *
White (not Hispanic)
734 55 16 14
Socioeconomically Disadvantaged
644 53 14 -8
English Learners
* * * *
Students with Disabilities
453 71 * *

State Award and Intervention Programs

Gahr High School was named a California Distinguished School in 2007.

Adequate Yearly Progress Explanation

Adequate Yearly Progress (AYP)

The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:

- Requirement 1: Participation rate on the state's standards-based assessments
- Requirement 2: Percent proficient on the state's standards-based assessments
- Requirement 3: API as an additional indicator
- Requirement 4: Graduation rate (for secondary schools)

Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at or by speaking with the school principal.

AYP All Criteria - Schoolwide
Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.

AYP Overall and by Criteria

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

School District
Overall
Yes Yes
Participation Rate - English-Language Arts
Yes Yes
Participation Rate - Mathematics
Yes Yes
Percent Proficient - English-Language Arts
Yes Yes
Percent Proficient - Mathematics
Yes Yes
API
776
Graduation Rate
Yes Yes

Federal Intervention Program

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. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

School District
Program Improvement Status
No No
First Year of Program Improvement
N/A N/A
Year in Program Improvement
N/A N/A
Number of Schools Currently in Program Improvement
5
Percent of Schools Currently in Program Improvement
16.67


School Completion


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Dropout Rate and Graduation Rate | Completion of High School Graduation Requirements | Career Technical Education (CTE) Programs | Career Technical Education Participation | Courses for University of California and/or California State University Admission | Advanced Placement Courses | SAT Reasoning Test

Dropout Rate and Graduation Rate

The school's one-year dropout rates and graduation rates for the most recent three-year period. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

School District State
2006 2005 2004 2006 2005 2004 2006 2005 2004
Dropout Rate 0.4 0.2 0.2 2.0 1.3 1.2 3.1 3.3 3.2
Graduation Rate 98.5 98.9 99.0 93.2 94.3 94.0 84.9 85.3 86.7

Completion of High School Graduation Requirements

Beginning with the 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 2005-06 school year in the 12th grade, this table displays by student group the percent of students who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Due to the state s collection schedule for high school completion data, state level data for this reporting element will not be available for report cards published in the 2006-07 school year. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.

2006
School District State
All Students at the School
400 1508
African American
60 172
American Indian or Alaska Native
0 2
Asian
100 323
Filipino
60 168
Hispanic or Latino
140 442
Pacific Islander
5 14
White (not Hispanic)
32 163
Socioeconomically Disadvantaged
63 244
English Learners
26 153
Students with Disabilities
108 0

Career Technical Education (CTE) Programs

Information about the degree to which pupils are prepared to enter the workforce, including: a list of career technical education (CTE) programs offered by the district that pupils at the school may participate in and that are aligned to the applicable model curriculum standards.

Information about the degree to which pupils are prepared to enter the workforce, including: a list of career technical education (CTE) programs offered by the district that pupils at the school may participate in and that are aligned to the applicable model curriculum standards; a list of CTE program sequences offered by the district; a list of courses conducted by a regional occupational center or program, and those conducted directly by the district; and a listing of the primary representative of the district's career technical advisory committee and the industries represented. For additional information, contact the district office or speak with the school principal.

Art:
Art I, II, III

Computer Applications
Computer Applications, Micro Computer Server, Multimedia Communications

Theater Lab
Theater Lab i, II

Art Technology Academy:
Art Technology ATA, Integrated Art Methods ATA, Senior Focus ATA

Journalism:
Journalism I, II




Career Technical Education Participation

Data reported are intended to Measure the performance of the school's career technical education (CTE) programs.

Measure
CET Program Participation
Number of pupils
869
Percent of pupils completing a CTE program and earning a high school diploma
98.81%%
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education
19.23%%

Courses for University of California and/or California State University Admission

The most recent year's two measures related to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator
Percent
Students Enrolled in Courses Required for UC/CSU Admission
67.2
Graduates Who Completed All Courses Required for UC/CSU Admission
27.2

Advanced Placement Courses

For the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school's students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Number of AP Courses Offered Percent of Students In AP Courses
Computer Science
1 .005
English
1 .007
Fine and Performing Arts
2 .035
Foreign Language
1 .018
Mathematics
3 .043
Science
2 .054
Social Science
5 1.37
All courses
15 1.53

SAT Reasoning Test

The percent of the school's 12th grade students who voluntarily take the SAT Reasoning Test for college entrance, and the average verbal, math, and writing scores of those students. Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

2006 2005 2004
Percent of Grade 12 Enrollment Taking Test
36.1 38.4 37.8
Average Verbal Score
480 478 476
Average Math Score
537 532 522
Average Writing Score
477 N/A N/A


Instructional Planning


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School Instruction and Leadership | Professional Development | Instructional Minutes | Minimum Days in School Year

School Instruction and Leadership

ABC Unified School District's emphasis is on a well balanced and rigorous curriculum at all grade levels. Instructional programs are aligned with the State and District standards. It is the goal of the district that all students are provided the support they need in order to experience success.
The curriculum in ABC Unified School District revolves around the California State Content Standards and Frameworks. Teachers align curriculum to ensure that all students either meet or exceed State proficiency levels. The writing and implementation of curriculum is an ongoing
process.

Curriculum appraisal requires participation of the administration at various levels throughout the District. The Assistant Superintendent of Academic Services and the Supervisor of Curriculum oversee, evaluate, and monitor the curriculum at the district level. The Board Curriculum Advisory Council keeps the Board of Trustees informed of instruction related issues. Curriculum committees comprised of school representatives in each core area, meet regularly to discuss areas of improvement and collaborate on implementing changes. Administrative representatives serve as liaisons between the District and the school.

The majority of curricular improvements are based on assessments and evaluations. As a whole, the District takes a "multiple measures" approach to curriculum enhancement. STAR (Standardized Testing and Reporting) and District assessment results are evaluated for specific
areas where improvements should be targeted. In addition, report card grades and local measures are factored into the evaluation process as well. In order to accurately assess the quality of the educational program, student progress and proficiency levels must be gauged and monitored consistently. Through monitoring of student achievement and differentiation of instruction, Gahr High School is able to provide programs to meet the individual needs of all
students.

For students whose primary language is not English and who have limited English proficiency, Gahr High offers support to better prepare them to meet the State's academic content and performance standards. English Learners' levels of English proficiency is measured using the California English Language Development Test (CELDT). Gahr High provides daily instruction in English Language Development.

The District's Special Education program addresses the needs of students with special needs through appropriate assessment, identification of problem areas, placement, and program implementation. Services are provided to students from ages three to twenty-two. The District provides a full continuum of services for students that meet the State eligibility criteria for special education. Two districts (ABC Unified School District and Norwalk-La Mirada) comprise a SELPA (Special Education Local Plan Area) that insures that the curriculum of appropriate programs and services are made available to the special education population.

Leadership at Gahr High School is a responsibility shared between District administration, the principal, instructional staff, parents, and students. The school's Leadership Team, consisting of the principal and grade level representative teachers, meet on a regular basis to review all
aspects of school operations and curriculum. Staff members and parents participate on various committees that make decisions regarding priorities and direction of the educational plan to ensure instructional programs are consistent with students' needs and comply with District goals.

Professional Development

Gahr High School teachers actively seek opportunities for professional growth to provide effective instruction with the focus on student learning. Staff development is based on the assessed needs of the school personnel. Staff members work collaboratively to determine the school's needs and take direction from District and State requirements when establishing
professional development goals for the school year. At Gahr High School, school wide training focus areas include technology, differentiation, and using data to drive instruction. Staff members build teaching skills and concepts by participating in many conferences and workshops throughout the year and by sharing their experiences and knowledge with colleagues. The District offers professional development funds to school sites for professional development activities. Professional Learning Communities and Secondary Literacy are
examples of district wide professional development.

Instructional Minutes

The California Education Code establishes a required number of instructional minutes per year for each grade level. The data presented here compares the number of instructional minutes offered at the school to the state requirement for each grade. A minimum weighted average for grades 1-6 is 52,200 minutes. All ABC schools excede that average.

Instructional Minutes
Offered State Requirement
Grade 9 64,875 64,800
Grade 10 64,875 64,800
Grade 11 64,875 64,800
Grade 12 64,875 64,800

Minimum Days in School Year

Information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.

Gahr High School uses a technique of "Banking Minutes" to
allow for shortened and modified days. This technique allows the
school to create time to be used for various activities including
staff training opportunities.

Gahr High School offers 180 days of instruction comprised of
132 regular days and 48 modified days. Modified days are used
for rallies, STAR testing, final exams, tutorials, and Focus on
Learning accreditation meetings.




This document was last updated on Thursday, August 16, 2007,9:27:37 AM