DESERT WINDS HIGH SCHOOL

Executive Summary School Accountability Report Card, 2007-08
Desert Winds Continuation High School
Address:	45030 Third St., East , Lancaster CA 93535-2503	Phone:	661-948-7555
Principal:	Jay Clark	Grade Span:	9 - 12

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

Desert Winds High School is a continuation high school in the Antelope Valley serving the needs of a diverse student population in an alternative education environment. It is located in the northern portion of Los Angeles County and was established in 1975 by the Antelope Valley Union High School District to accommodate the needs of students attending three comprehensive high schools. Due to continuous growth in the district during the past 33 years, the school now operates on a multiple site with double sessions at the two campuses. Presently, the Main Campus and the West Valley Campus accommodate students from seven comprehensive campuses, as they attend five periods either in the morning or afternoon.

Desert Winds High School provides an alternative program for young people to continue their high school education. An emphasis is placed on the positive aspect of each student's ability as they are assisted to develop skills, knowledge, and attributes that will enable them to be successful in their future endeavors. The small classroom setting allows teachers to offer the individual attention students need as they progress toward graduation. All students at Desert Winds High School are welcomed and introduced to new opportunities and approaches to an educationally sound curriculum. There are a variety of reasons students attend Desert Winds High School and, the primary goal is to provide each of them with the necessary skills to become productive members of a diverse society. Desert Winds High School strives to develop in each student a positive self-image and an awareness of their unique attributes as human beings.

Additional information may be obtained through the web site www.dwhs.org

Student Enrollment

Group	Percent
African American	32.87 %
American Indian or Alaska Native	0.6 %
Asian	0.78 %
Filipino	1.21 %
Hispanic or Latino	48.23 %
Pacific Islander	%
White (not Hispanic)	15.1 %
Multiple or No Response	1.21 %
Socioeconomically Disadvantaged	33 %
English Learners	20 %
Students with Disabilities	7 %

Total Number of students

1159

Teachers

Indicator	Teachers
Teachers with full credential	45
Teachers without full credential	4
Teachers Teaching Outside Subject Area of Competence	2
Misassignments of Teachers of English Learners	0
Total Teacher Misassignments	2

School Facilities

Summary of Most Recent Site Inspection

DWHS was inspected in the fall of 2007 and spring of 2008 by site staff and district maintenance employees. During that inspection, the following areas were noted:

Carpeting in the office area is in fairly good condition and will be cleaned and shampooed this summer as part of the overall deep cleaning plan. A number of the classrooms may need to replace carpet at some future date, but this has been put on hold due to the uncertainty of the state budget.

Because of the age and use of the facilities, and the strong winds and extreme summer heat in the Antelope Valley , there are exterior areas that need to be painted. The trim on the West Valley campus was painted last fall and improved the overall exterior appearance.

Facility Inspection Rating – Good. This was based on the inspection on2/19/08 by Andy Jarman.

Repairs Needed

Missing ceiling tiles

Stained ceiling tiles

Lights need replacing

Missing fire pull station

Bad thermostat

Corrective Actions Taken or Planned

All items that needed to be repaired were listed on appropriate work orders and taken care of during the summer and fall of 2008. As additional repairs surface, DWHS staff will continue to work closely with district maintenance to insure these are addressed adequately.

Curriculum and Instructional Materials

Core Curriculum Areas	Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts	0%
Mathematics	0%
Science	0%
History-Social Science	0%
Foreign Language	0%
Health	0%
Visual and Performing Arts	0%
Science Laboratory Equipment (grades 9-12)	0%

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$4,710.35
District	$4,266.54
State	$5,300

Student Performance

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	6%
Mathematics	0.2%
Science	7%
History-Social Science	4%

Academic Progress

Indicator	Result
2008 Growth API Score (from 2008 Growth API Report)	458
Statewide Rank (from 2007 Base API Report)	B
2008-09 Program Improvement Status (PI Year)	In PI

School Completion

Indicator	Result
Graduation Rate	38%

Postsecondary Preparation

Measures	Percent of Graduates
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma	0%
Graduates Who Completed All Courses Required for University of California or California State University Admission	0%

2007-08 School Accountability Report Card Report (SARC)

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the SARC Web site. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access

DataQuest

DataQuest is an online data tool that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

Contact Information (School Year 2008-09)

This section provides the schools contact information.

School		District
School Name	Desert Winds Continuation High	District Name	Antelope Valley Union High
Street	45030 Third St., East	Phone Number	661-948-7655
City, State, Zip	Lancaster , CA 93535-2503	Web Site	www.avdistrict.org
Phone Number	661-948-7555	Superintendent	David Vierra
Principal	Jay Clark	SARC Contact	Ken Scott kscott@avhsd.org
E-mail Address	jclark@avhsd.org	CDS Code	19-64246-1931732

School Description and Mission Statement (School Year 2007-08)

This section provides information about the school’s goals and programs.

Additional information may be obtained through the web site www.dwhs.org.

Opportunities for Parental Involvement (School Year 2007-08)

This section provides information about opportunities for parents to become involved with school activities.

The Parent Advisory Board meets quarterly with the Principal to discuss topics such as school image, budget, student and staff expectations, school activities, discipline, fundraising, etc., and concerns or ideas from this Board are discussed with the staff during faculty meetings. All parents are invited and encouraged to attend when they receive the Principal's newsletter at the beginning of the school year.

Student Enrollment by Grade Level (School Year 2007-08)

This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students
Grade 9	14
Grade 10	54
Grade 11	642
Grade 12	449
Ungraded Secondary	0
Total Enrollment	1159

Student Enrollment by Group (School Year 2007-08)

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment
African American	32.87 %
American Indian or Alaska Native	0.6 %
Asian	0.78 %
Filipino	1.21 %
Hispanic or Latino	48.23 %
Pacific Islander	%
White (not Hispanic)	15.1 %
Multiple or No Response	1.21 %
Socioeconomically Disadvantaged	33 %
English Learners	20 %
Students with Disabilities	7 %

Average Class Size and Class Size Distribution (Secondary)

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Subject	2005-06				2006-07				2007-08
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-22	23-32	33+	Avg. Class Size	1-22	23-32	33+	Avg. Class Size	1-22	23-32	33+
English	19.8	29	14		21.1	19	22		21.9	26	20
Mathematics	23.0	9	9		21.9	9	10		24.6	6	21
Science	22.9	4	4		23.8	3	6		24.0	6	15
Social Science	24.7	2	19		23.9	10	14	1	23.1	15	23

III. School Climate

School Safety Plan (School Year 2007-08)

This section provides information about the school's comprehensive safety plan.

Desert Winds High School makes every effort to provide a safe, clean, and pleasant environment for all students to learn. Photo ID cards and lanyards are issued to all students for identification purposes as well as a requirement for checking out textbooks, library books, and for computer usage. Late passes are dated and signed by the teacher to encourage students to get to class on time every day. Student restrooms are utilized by students with a pass from their teacher, and are checked a number of times during the day for cleanliness and for appropriate supplies. The Main and West Valley sites are closed campuses, and once school is in session, students may only enter through the main office.

Emergency evacuation plans and site maps are updated annually with the staff, and drills are conducted once each semester to evaluate preparedness in the event of a real disaster. Emergency supplies, including medical, first aid, food, blankets, equipment, etc., are stored in a locked storage compartment and are inventoried and updated each year. Additionally, each staff member is assigned specific duties as part of an emergency preparedness/disaster/evacuation plan.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School			District
Rate	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Suspensions	58.7	69.5	48.7	28.2	29.2	25.8
Expulsions	3.2	3.6	3.2	1.3	1.6	1.5

IV. School Facilities

Facility Conditions and Planned Improvements (School Year 2008-09)

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

Desert Winds High School is comprised of two separate campuses. The Main campus is located on the eastside of the district and the West Valley campus is located on the west side of the district. There are 19 classrooms, a library, offices for the principal, vice principal, counselor, clerical staff, security, an employee lounge, and staff and student restrooms on the Main campus. The West Valley campus is comprised of 14 classrooms, a library, offices for the principal and assistant principal, counselor, roving sub, security, clerical staff, the Title 1 clerk, an employee lounge, and staff and student restrooms. Both campuses have adequate parking spaces for both staff and visitors, and the West Valley site shares their parking lot with the Quartz Hill High School Independent Study facility. The two sites may accommodate approximately 850 students.

The Antelope Valley Union High School District maintains educational facilities that are safe, clean, and provide an educational environment that exceeds adequacy standards established by the state as set forth in the Williams vs. State of California educational lawsuit recently mandated for public schools in the state of California .

Students attend classes where rooms are properly heated and ventilated. Classrooms are appropriate for the learning environment including the absence of noise levels which would interfere with communication between teachers and students. There are sufficient numbers of clean, well-stocked, functioning restrooms on all campuses, and there exists no unsanitary or unhealthful condition that would impact a student's ability to learn.

The District has recently modernized public schools at Antelope Valley High School , Palmdale High School , and Quartz Hill High School using General Obligation Bond funds and state matching funds as resources for these projects. This has resulted in an increase in restroom/toilet capacity, conformance with ADA requirements on affected sites, an increase to lighting on campus, and upgraded science laboratory facilities

The school district is staffed to provide each school with site-based maintenance and operational staff including custodial staff, grounds crews, and maintenance and repair personnel. These persons are based at each school site and report to school site administrators in rendering service to the District. Site-based maintenance and operations persons are supported by a central maintenance and operations crew including carpenters; painters; heating, ventilation, air conditioning personnel; and one individual who operates the District's field mower. All sites receive operating funds for maintenance and operations from restricted funds identified for maintaining each campus.

In addition, the District takes full advantage of the state's deferred maintenance funding program whereby a five-year deferred maintenance plan is submitted and updated to reflect major repair/reconstruction projects in the District. This includes appropriate upgrades and repairs to roofing, asphalt, electrical, and plumbing on District-owned facilities.

School Facility Good Repair Status (School Year 2008-09)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected	Repair Status			Repair Needed and Action Taken or Planned
Item Inspected	Good	Fair	Poor	Repair Needed and Action Taken or Planned
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
Roofs	X
Overall Cleanliness	X

Overall Summary of School Facility Good Repair Status (School Year 2008-09)

This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected	Facility Condition
	Exemplary	Good	Fair	Poor
Overall Summary	X

V. Teachers

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the DataQuest Web site.

Teachers	School			District
Teachers	2005-06	2006-07	2007-08	2007-08
With Full Credential	32	42	45	881
Without Full Credential	1	5	4	228
Teaching Outside Subject Area of Competence	0	0	2	N/A

Teacher Misassignments and Vacant Teacher Positions

This table displays 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.

Indicator	2006-07	2007-08	2008-09
Misassignments of Teachers of English Learners	0	0	0
Total Teacher Misassignments	0	0	0
Vacant Teacher Positions	0	0	0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2006-07)

This table displays 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 NCLB Web site.

Location of Classes	Percent of Classes In Core Academic Subjects
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	82.1	17.9
All Schools in District	86.7	13.3
High-Poverty Schools in District	87.7	12.3
Low-Poverty Schools in District

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2007-08)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title	Number of FTE Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor	2.0	579
Library Media Teacher (Librarian)		N/A
Library Media Services Staff (paraprofessional)		N/A
Psychologist		N/A
Social Worker		N/A
Nurse		N/A
Speech/Language/Hearing Specialist		N/A
Resource Specialist (non-teaching)		N/A
Other		N/A

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008-09)

This table displays 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 Area	Quality, Currency, and Availability of Textbooks and Instructional Materials	Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
Reading/Language Arts	Good, current, available, students work from class sets or may check out textbooks from our library	0 %
Mathematics	Good, current, available, students work from class sets or may check out textbooks from our library	0 %
Science	Good, current, available, students work from class sets or may check out textbooks from our library	0 %
History-Social Science	Good, current, available, students work from class sets or may check out textbooks from our library	0 %
Foreign Language	N/A	N/A
Health	Good, current, available, students work from class sets or may check out textbooks from our library	0 %
Visual and Performing Arts	N/A	N/A
Science Laboratory Equipment (grades 9-12)	N/A	N/A

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)

This table displays 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 can be found at the Current Expense of Education Web page and teacher salaries can be found on the Certificated Salaries and Benefites Web page.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$22,020.34	$17,310.00	$4,710.35	$59,546
District	N/A	N/A	$4,266.54	$59,546
Percent Difference – School Site and District	N/A	N/A	9 %	0 %
State	N/A	N/A	$5,300	$65,574
Percent Difference – School Site and State	N/A	N/A	11 %	9 %

Types of Services Funded (Fiscal Year 2007-08)

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

Categorical funds utilizes at DWHS include Title I, II, IID, III, (LEP Student Program), Title IV (Safe & Drug Free).

Teacher and Administrative Salaries (Fiscal Year 2006-07)

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 on the Certificated Salaries and Benefits Web page.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$35650	$41367
Mid-Range Teacher Salary	$64887	$66967
Highest Teacher Salary	$86741	$85877
Average Principal Salary (Elementary)	$0	$
Average Principal Salary (Middle)	$0	$112947
Average Principal Salary (High)	$116722	$123438
Superintendent Salary	$167156	$185780
Percent of Budget for Teacher Salaries	37.5 %	37.1 %
Percent of Budget for Administrative Salaries	5.2 %	5.1 %

IX. Student Performance

California Standards Tests

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page.

CST Results for All Students - Three-Year Comparison

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

Subject	School			District			State
Subject	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English-Language Arts	8	6	6	31	33	33	42	43	46
Mathematics	0	2	0	10	11	11	40	40	43
Science	3	2	2	24	25	27	35	38	46
History-Social Science	4	5	6	24	23	25	33	33	36

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CST Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
Group	English-Language Arts	Mathematics	Science	History-Social Science
African American	4	0	1	3
American Indian or Alaska Native	*	*	*	*
Asian	*	*	*	*
Filipino	*	*		*
Hispanic or Latino	6	0	1	6
Pacific Islander	*	*
White (not Hispanic)	13	0	10	13
Male	6	0	3	8
Female	8	0	1	4
Economically Disadvantaged	8	0	2
English Learners	2	0	0	3
Students with Disabilities	4	0	0
Students Receiving Migrant Education Services	0	*		0

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade 10 results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics in order to compute Adequate Yearly Progress (AYP) designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found at the CAHSEE Web site.

CAHSEE Results by Performance Level for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in English-Language Arts and mathematics.

Subject	School			District			State
Subject	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English	12.5	7.7	8.2	44.5	41.8	48.0	51.1	48.6	52.9
Mathematics	9.1	7.4	0.0	34.4	38.7	41.8	46.8	49.9	51.3

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CAHSEE Results by Performance Level for Student Groups – Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics for the most recent testing period.

Group	English			Mathematics
Group	Not Proficient	Proficient	Advanced	Not Proficient	Proficient	Advanced
All Students	91.8	8.2	0.0	100.0	0.0	0.0
Male	97.1	2.9	0.0	100.0	0.0	0.0
Female	80.0	20.0	0.0	100.0	0.0	0.0
African American	84.0	16.0	0.0	100.0	0.0	0.0
American Indian or Alaska Native	*	*	*	*	*	*
Asian	*	*	*	*	*	*
Filipino	*	*	*	*	*	*
Hispanic or Latino	100.0	0.0	0.0	100.0	0.0	0.0
Pacific Islander	*	*	*	*	*	*
White (not Hispanic)	*	*	*	*	*	*
English Learners	*	*	*	*	*	*
Socioeconomically Disadvantaged	91.2	8.8	0.0	100.0	0.0	0.0
Students Receiving Migrant Education Services	*	*	*	*	*	*
Students with Disabilities	100.0	0.0	0.0	100.0	0.0	0.0

California Physical Fitness Test Results (School Year 2007-08)

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 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 on the Physical Fitness Testing Web page.

Grade Level	Percent of Students Meeting Healthy Fitness Zones
9	*

X. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California . API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the API Web page.

API Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. 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.

API Rank	2005	2006	2007
Statewide	B	B	B
Similar Schools	B	B	B

"N/A"	means a number is not applicable or not available due to missing data.
*""**	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	1931732
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

API Changes by Student Group – Three-Year Comparison

This table 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.

Group	Actual API Change			Growth API Score
Group	2005-06	2006-07	2007-08	2008
All Students at the School	21	-20	N/A	N/A
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
Socioeconomically Disadvantaged			N/A	N/A
English Learners			N/A	N/A
Students with Disabilities			N/A	N/A

"N/A"	means a number is not applicable or not available due to missing data.
*""**	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	means the school did not have a valid 2007 Base API and will not have any growth or target information.
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

Adequate Yearly Progress

The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics

Percent proficient on the state's standards-based assessments in ELA and mathematics

API as an additional indicator

Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the AYP Web page.

AYP Overall and by Criteria (School Year 2007-08)

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.

AYP Criteria	School	District
Overall	No	No
Participation Rate - English-Language Arts	No	Yes
Participation Rate - Mathematics	No	Yes
Percent Proficient - English-Language Arts	No	No
Percent Proficient - Mathematics	No	No
API	No	Yes
Graduation Rate	No	No

Federal Intervention Program (School Year 2008-09)

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 AYP Web page.

Indicator	School	District
Program Improvement Status	In PI	In PI
First Year of Program Improvement	2008-2009	2004-2005
Year in Program Improvement	Year 1	Year 3
Number of Schools Currently in Program Improvement	N/A	8
Percent of Schools Currently in Program Improvement	N/A	57.1