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
100
API Base Score
732
752
733
API Growth Score
745
756
Growth Target
3
2
Actual Growth
-7
23
Statewide Rank
Similar Schools Rank
10
4
API -- Racial and Ethnic Subgroups Data reported are API Base and Growth scores and growth targets.
741
736
749
760
24
API -- Socioeconomically Disadvantaged Subgroup Data reported are API Base and Growth scores and growth targets.
636
721
610
738
607
640
102
-114
30
State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.
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:
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 http://www.cde.ca.gov/ta/ac/ay/ 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.
Schoolwide
All Students
AYP Participation Rates and Proficiency Levels -- Schoolwide and Subgroups Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "n/a" means that the student group is not numerically significant.
Schoolwide and Subgroups
N/A
Socioeconomically Disadvantaged
Students with Disabilities
Federal Intervention Program Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools and districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the district office or speaking with the school principal.
First Year of Program Improvement Implementation
Year in Program Improvement (Implementation Level)
Year Exited Program Improvement
Number of Schools Currently in Program Improvement
---
0
Percent of Schools Currently in Program Improvement
0.0
VI. School Completion (Secondary Schools) California High School Exit Examination (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Examination (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006, when they can be reported for the entire potential graduating class. At that time, the data are expected to be disaggregated by special education status, English learners, socioeconomically disadvantaged status, gender, and ethnic group.
Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year period include grade 9 through 12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9 through 12 dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The graduation rate, included as one of the requirements of California's definition of Adequate Yearly Progress as required by the federal No Child Left Behind (NCLB) Act, is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.
Enrollment (9-12)
1,746
1,741
1,732
5,594
5,473
5,551
1,772,417
1,830,903
1,876,927
Number of Dropouts
130
77
87
47,871
58,189
61,253
Dropout Rate (1-year)
0.9
0.8
2.3
1.4
1.6
2.7
3.3
Graduation Rate
96.6
95.7
96.0
92.0
89.9
92.1
87.0
86.7
85.1
VII. Class Size 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.
Avg. Class Size
Number of Classrooms
1-22
23-32
33+
English
23.5
24.9
26.1
24.4
24.8
13
12
26.4
28.4
21
31.1
1
Social Science
29.2
30.4
16
VIII. Teacher and Staff Information Core Academic Courses Taught by NCLB Compliant Teachers For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in 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/.
Percent of Classes In Core Academic Subjects Taught by NCLB Compliant Teachers
This School
91.6
All Schools in District
79.9
High-Poverty Schools in District
Low-Poverty Schools in District
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.
Total Teachers
69
Teachers with Full Credential
71
Teachers Teaching Outside Subject Area (full credential teaching outside subject area)
Teachers in Alternative Routes to Certification (district and university internship)
Pre-Internship
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Misassignments Data reported are the number of placements of a certificated employee in a teaching or services position, including positions that involve teaching English learners, for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, the most currently available data are reported.
2006
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Teacher Education Level Data reported are the percent of teachers by education level, as reported by CBEDS.
Doctorate
Master's Degree plus 30 or more semester hours
19.4
17.0
Master's Degree
7.5
8.2
Bachelor's Degree plus 30 or more semester hours
68.7
68.9
Bachelor's Degree
3.0
5.6
Less than Bachelor's Degree
1.5
0.4
Vacant Teacher Positions Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. For the 2005-06 school year, the most currently available data are reported.
Vacant Teacher Positions
Teacher Evaluations Information about the procedures and criteria for teacher evaluations.
A constructive evaluation process promotes quality instruction and is a fundamental element in a sound educational program. Evaluations and formal observations are designed to encourage common goals and to comply with the state’s evaluation criteria and district policies. Temporary and probationary teachers are evaluated annually and tenured teachers are evaluated every other year. Evaluations are conducted by the administrators, who have been trained for competency to perform teacher 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, and developing as a professional educator. These are the six standards for teachers and our evaluation tool has been developed to match these six standards.
Substitute Teachers Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.
Generally, the district does not experience any problems finding qualified substitute teachers, and has an adequate pool of fully credentialed substitutes. If a substitute is unavailable, teachers from the site will cover classes during their preparation periods, or an administrator will cover the class for the absent teacher.
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.
Title
FTE
Counselor
4.0
Library Media Teacher (Librarian)
Psychologist
1.0
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Counselors (FTE)
Ratio of Students Per Academic Counselor
436.0
IX. Curriculum and Instruction School Instruction and Leadership Information about the structure of the school's instructional program and the experience of the school leadership team.
Primary leadership duties for the past five years have been under the guidance of Milan Woollard. Mr. Woollard’s previous educational experience includes five years as an assistant principal, five years as an activities advisor, three years as a drug and alcohol coordinator, and seven years as a classroom teacher. Mr. Woollard’s experience ranges from a small rural high school to a large urban high school.
Leadership at Shasta High School is a responsibility shared among the district, principal, teachers, students, and parents. Stakeholders are encouraged to be involved in leadership roles that include: Department Chairs, GATE Committee, SITE Council, Testing Committee, and Safe and Drug Free School Committee.
The instructional program is California Standards based. Our instructors strive towards rigor and relevance in all courses. We have an open enrollment with access for all students. We offer many programs to meet the unique needs of all learners including: GATE, English-language learners, Special Education, and before and after school tutoring.
We use data derived from students to structure our educational programs. By monitoring student progress through grades and test scores we are able to tailor the delivery of curriculum to better meet student needs. We have added the use of a new computer program called Datawise in order to disaggregate the data.
Professional Development Information about the program for training the school's teachers and other professional staff.
The Professional Development Committee meets to work on our professional development plan based on what we have identified as a need for our staff. Staff members build their teaching skills and concepts through participation in conferences and workshops throughout the year. We have three staff development days built into our calendar where teachers are offered a wide variety of professional growth opportunities in curriculum design, instructional techniques, and methodologies.
Quality and Currency of Textbooks and Instructional Materials Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.
Core Curriculum Areas
Quality and Currency of Textbooks and Instructional Materials
Reading/Language Arts
Prentice Hall Literature: Timeless Voices, Timeless Themes:
English I: Literature Gold © 2002
English II: Literature Platinum © 1991/2002
English III: The American Experience © 2002
English IV: The British Tradition © 2002
Prep Math: Math: Applications & Connections, Course 2 (Glencoe/McGraw Hill) © 1999
Algebra 1: Algebra 1 by Foerster (Scott Foresman/Addison Wesley) © 1999
Geometry: Geometry – Integration, Applications & Connections (Glencoe/McGraw Hill) © 2001
Algebra 2: Algebra & Trigonometry (Scott Foresman/Addison Wesley) © 1999
Trigonometry/Precalculus: Precalculus (Prentice Hall) © 1999
Calculus: Calculus: Concepts and Applications © 1998
Statistics: Workshop Statistics – Discovery with Data & Graphing Calculator (Key Curriculum) © 1997/2002
Physical/Earth Science: Earth Science (McDougal Littell) © 2005
Biology: Holt Modern Biology (Holt, Rinehart & Winston) © 2006
Chemistry: Holt Modern Chemistry (Holt, Rinehart & Winston) © 2002
Physics: Holt Physics (Holt, Rinehart & Winston) © 2006
Intro to Social Science: Sociology – The Study of Human Relationships (Holt, Rinehart & Winston) © 2005
Personal Growth: Health & Wellness (Glencoe/McGraw Hill) © 2005
World History: Modern World History – Patterns of Interaction (McDougal Littell) © 1999
U.S. History: America – Pathways to the Present (Prentice Hall) © 2000
Economics: Economics – Principles in Action (Prentice Hall) © 2005
U.S. Government: Magruder’s American Government (Prentice Hall) © 2001
Availability of Sufficient Textbooks and Instructional Materials Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.
Availability of Textbooks and Instructional Materials
The local Governing Board of the Shasta Union High School District hereby certifies that as of this date each pupil in the District, in grades nine through twelve, has been provided with a standards-aligned textbook or basic instructional materials in each of the following areas:
Reading/Language Arts, Mathematics, Science, Social Science
The instructional materials were adopted by the local Governing Board following District review of the materials and their alignment with state content standards as required by CCR, Title 5, Section 9531. Certifications were approved by the Governing Board at public meetings held on August 12, 2003 and September 14, 2004.
Every student enrolled in the core program is provided with a textbook aligned with the California State Content Standards and Frameworks. English learners have been provided up-to-date textbooks in both English and Spanish when needed. Instructional Materials specifically designed for English Language Development have been provided to each English learner. The Board certifies sufficiency of textbooks each year. The Associate Superintendent of Instructional Services annually reviews textbook and instructional material needs and adoptions. The district works with all core subject area department chairs to ensure adequacy of textbooks and materials for every student.
Foreign Language
Health
Science Laboratory Equipment (grades 9-12)
All district science labs are fully equipped to teach students the standards-aligned science curricula.
Instructional Minutes Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
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.
Shasta High School had ten (10) minimum days in the 2004-05 school year. These days were shortened for Staff Development.
X. Postsecondary Preparation (Secondary Schools) Advanced Placement and International Baccalaureate Courses Data reported are the number of Advanced Placement (AP) and International Baccalaureate (IB) courses and classes offered, and the enrollment in various classes. The data for fine and performing arts include AP Art and AP Music, and the data for social science include IB Humanities.
Number of Courses Offered
Number of Classes Offered
Fine and Performing Arts
Computer Science
178
Student Enrollment in Courses Required for University of California (UC) and/or California State University (CSU) Admission Data reported are the number and percent of student enrollment in courses required for University of California (UC) and/or California State University (CSU) admission. The percent of student enrollment is calculated by dividing the total student enrollment in courses required for UC and/or CSU admission by the total student enrollment in all courses. Note: Each student is counted in each course in which the student is enrolled. As a result of these duplicated counts, the student enrollment in all courses will, and the student enrollment in courses required for UC and/or CSU admission may, exceed the actual student enrollment figure for the school.
Student Enrollment In All Courses
Student Enrollment In Courses Required For UC and/or CSU Admission
Percent of Student Enrollment In Courses Required For UC and/or CSU Admission
3689
1663
45.1
Graduates Who Have Completed All Courses Required for University of California (UC) and/or California State University (CSU) Admission Data reported are the number and percent of graduates who have completed all courses required for University of California (UC) and/or California State University (CSU) admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates.
Number of Graduates
Number of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
Percent of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
311
90
28.9
SAT Reasoning Test Data reported are the average verbal and math scores for Grade 12 students at the school, district, and state level who voluntarily take the SAT Reasoning Test for college entrance. Data are also reported for total grade 12 enrollment and percent of grade 12 enrollment taking the test. Students may take the test more than once, but only the highest score is reported at the year of graduation. The test may or may not be available to students at a given school. Detailed information regarding SAT results may 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.
Grade 12 Enrollment
349
1365
1300
1237
385,356
395,194
409,576
Percent of Grade 12 Enrollment Taking Test
29.8
22.7
24.7
36.7
35.3
35.9
Average Verbal Score
546
553
564
525
526
535
494
496
499
Average Math Score
549
559
556
537
536
518
519
521
College Admission Test Preparation Course Program Information about the school's college admission test preparation course program.
Students at Shasta High School have the opportunity to participate in rigorous, relevant, and coherent standards-based college preparatory and Advanced Placement (AP) curriculum. These courses are designed to help students meet the appropriate content standards, Expected Schoolwide Learning Results (ESLRs), and UC/CSU requirements. Eighty-five percent of the graduates from 2004-2005 went on to either a community college or a four year institution.
Workforce Preparation Programs Information about the school's career technical education programs and classes.
The Shasta Union High School District offers Career and Technical Education (CTE) programs organized in sequences of courses designed to provide students with opportunities for enhanced learning experiences and preparation for productive employment. Courses in Agriculture; Business and Technology; Consumer and Family Sciences; Industrial Technology; and ROP are offered that satisfy the district’s Practical Vocational Arts requirement for graduation. Work Experience Education offers a combination of classroom learning and on-the-job training to 11th and 12th grade students who are employed part-time. Many of the CTE and ROP courses are articulated with Shasta College and offer students an opportunity to earn college credit and to receive a strong experience and understanding of all aspects of the industry they may consider pursuing as a future career.
The district promotes, supports, and provides services that ensure all students have full and equitable participation in all CTE programs and courses. Support services are available for students with special needs. These services may include: guidance and counseling; assessment; transitional services; and modifications to and reasonable accommodations for curriculum, equipment, and facilities. These services are provided to ensure special needs students are recruited, enrolled, supported and successfully complete CTE courses and programs.
Career Technical Education (CTE) Programs Data reported are enrollment and program completion from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2003-2004 (CDE 101 E-1). Data have been aggregated to the district level.
CTE Participants
Grade 9-12 CTE Students
Grade 12 CTE Students
Total Course Enrollment
Number of Concentrators
Number of Completers
Completion Rate
Number Earning Diploma
1857
845
131
13.42%
39
100%
XI. Fiscal and Expenditure Data Teacher and Administrative Salaries (Fiscal Year 2003-04) Data reported are the district salaries for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Data are also reported for teacher and administrative salaries as a percent of a district's budget. 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/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$35,122
$36,464
Mid-Range Teacher Salary
$54,164
$61,925
Highest Teacher Salary
$70,401
$77,260
Average Principal Salary (High)
$88,970
$109,001
Superintendent Salary
$126,185
$158,638
Percent of Budget for Teacher Salaries
38.1
Percent of Budget for Administrative Salaries
5.5
5.2
District Expenditures (Fiscal Year 2003-04) Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.
State Average All Districts
Total Dollars Expended
Dollars Expended Per Student (ADA)
$34,485,645
$6,899
$7,007
$6,919
Types of Services Funded Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.
Shasta Union High School District spent an average of $6,899 to educate each student (based on 2003-2004 audited financial statements). The figures shown in the table above reflect the direct cost of educational services, per Average Daily Attendance (ADA), excluding food services, facilities acquisition and contraction, and certain other expenditures. This calculation is required by law annually and compared with other districts statewide.