Executive Summary School Accountability Report Card, 2005-06

 

For Enterprise High School   

 

 Address:

 3411 Churn Creek Rd., Redding CA 96002-2798   

 Phone Number:

 (530) 222-6601   

 Principal:

 Eric Peterson   

 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 2005-06 school year, except the School Finances and School Completion data that are reported for the 2004-05 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

Enterprise High School has been in existence for 50 years, and we pride ourselves on a tradition of strong academics complemented by music and athletic programs that are equaled by none.  Enterprise High School is a proud member of the Shasta Union High School District in beautiful Shasta County.  Parents, students, teachers, and community members have worked together to create a school that challenges students with a rigorous and relevant education marked by a real sense of community.  The continuous improvement journey of our staff and students has produced an increase in the Academic Performance Index scores each of the last four years and our passing rates for the CAHSEE far exceed the state average.  In 2003/04, the school was commended by a CCR Review for the leadership and education Enterprise offers to its students.  We recently completed a WASC self-study and look forward to implementing an action plan that further defines the focus of the school, continually improving a rigorous and relevant curriculum, while providing an encouraging environment for both staff and students.  In 2004/05, we completed and occupied a new two-story classroom wing and in November 2005 we completed construction on a new Physical Education Fitness facility.  These new buildings bring to an end the first major campus modernization Enterprise has undergone since its inception.  In May 2005, we celebrated our fiftieth anniversary and announced our first installment of our Athletic and Music Hall of Fame inductees. 

 

The mission of Enterprise High School is…

To provide a well-rounded educational experience in an encouraging environment that offers rigorous, relevant academics and a variety of extra-curricular activities that result in a skilled, critical thinker who contributes honorably and productively to the ever-changing world.

 

 

Student Enrollment
 

 Group 

 Enrollment 

 Number of Students

1421    

 African American   

1.5 % 

 American Indian or Alaska Native   

3.0 % 

 Asian   

10.3 % 

 Filipino   

0.6 % 

 Hispanic or Latino   

7.0 %  

 Pacific Islander   

2.4 % 

 White (Not Hispanic)   

71.1 % 

 Multiple or No Response   

4.3 % 

 Socioeconomically Disadvantaged   

36.9 % 

 English Learners   

1.0 % 

 Students with Disabilities   

11.0 % 

Teachers
 

 Indicators 

 Teachers 

 Teachers With Full Credential   

61 

 Teachers Without Full Credential   

0 

 Teachers Teaching Outside   
   Subject Area of Competence

0 

 Misassignments of Teachers   
   of English Learners

8 

 Total Teacher Misassignments   

8 


 School Facilities
 

Summary of Most Recent Site Inspection

The Enterprise High School campus is inspected on an annual basis by the insurance representatives and by the Fire Marshal. In both cases, they look for structural issues and for safety hazards that need to be addressed. In all cases, their recommendations, if any, are addressed immediately.

 

 

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  %  

 Science Laboratory Equipment   
   (grades 9-12)

0  %  

School Finances
 


 
 
 Level

 Expenditures
Per Pupil
(Unrestricted
Sources Only)

 District

$6,970

 State 

 $4,743

 

Student Performance
 


 
 
 Subject

 Students Proficient
and Above on
California
Standards Tests

 English-Language Arts   

45 

 Mathematics   

22 

 Science   

44 

 History-Social Science   

38 

Academic Progress
 


 
 
 Indicator


 
 
    Result    

 2006 API Growth Score   
   (from 2006 API Growth Report)

 746

 Statewide Rank   
   (from 2005 API Base Report)   

 8

 2006-07 Program Improvement Status   

 Not in PI

 

School Completion
 


 Indicator 


 Result 

 Graduation Rate   

99.2%

Postsecondary Preparation
 


 Measures

 Percent of 
 Graduates 

 Completed All Courses Required 
   for University of California
   California State University Admission   

17.5

 

 

Enterprise High School   

School Accountability Report Card    
  Reported for School Year 2005-06  
Published During 2006-07

 

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 California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.


I. About This School

Contact Information
This section provides the school's contact information.

School

District

 School Name

 Enterprise High

 District Name

 Shasta Union High

 Street

 3411 Churn Creek Rd.

 Superintendent

 Michael J. Stuart

 City, State, Zip

 Redding, CA    96002-2798

 Phone Number

 (530)241-3261

 Phone Number

 (530)222-6601

 Web Site

 www.suhsd.net

 Principal

  Eric Peterson

 SARC Contact

 Sandy Guy

 E-mail Address

  epeterson@suhsd.net

 E-mail Address

 sguy@suhsd.net


School Description and Mission Statement
This section provides information about the school's goals and programs.

Enterprise High School has been in existence for 50 years, and we pride ourselves on a tradition of strong academics complemented by music and athletic programs that are equaled by none.  Enterprise High School is a proud member of the Shasta Union High School District in beautiful Shasta County.  Parents, students, teachers, and community members have worked together to create a school that challenges students with a rigorous and relevant education marked by a real sense of community.  The continuous improvement journey of our staff and students has produced an increase in the Academic Performance Index scores each of the last four years and our passing rates for the CAHSEE far exceed the state average.  In 2003/04, the school was commended by a CCR Review for the leadership and education Enterprise offers to its students.  We recently completed a WASC self-study and look forward to implementing an action plan that further defines the focus of the school, continually improving a rigorous and relevant curriculum, while providing an encouraging environment for both staff and students.  In 2004/05, we completed and occupied a new two-story classroom wing and in November 2005 we completed construction on a new Physical Education Fitness facility.  These new buildings bring to an end the first major campus modernization Enterprise has undergone since its inception.  In May 2005, we celebrated our fiftieth anniversary and announced our first installment of our Athletic and Music Hall of Fame inductees. 

 

The mission of Enterprise High School is…

To provide a well-rounded educational experience in an encouraging environment that offers rigorous, relevant academics and a variety of extra-curricular activities that result in a skilled, critical thinker who contributes honorably and productively to the ever-changing world.

 

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

Enterprise Music Boosters

Contact Music Boosters President at 222-6601

Boosters sponsor concerts, chaperone trips, provide transportation, and organize all events and support all music activities.  All music booster parents are called upon at some point to help their child in music throughout the year.  There is no fee and everyone is welcome to attend monthly meetings (the third Thursday of the month in the music room at 7:00 pm) to learn about up-coming events.  Boosters support 13 musical groups that travel throughout the entire year. 

 

Sober Grad Organization

Contact Sober Grad Chair at 222-6601

Graduation will soon be here!  Parents are needed to help with the Class of 2007 SOBER GRAD activities immediately after graduation.  Please mark your calendar and meet with the steering committee in the school library on the first Tuesday of each month at 7:00 p.m.  Your participation is vital in planning for a party that your senior will long remember!  Volunteers are needed to help with such committees as food, prizes, decorations, and fundraising. 

 

Enterprise Sports Boosters

Contact Sports Booster President at 222-6601

As most of you know, the Athletic Boosters Club raises virtually all of the money to pay for uniforms, equipment and other sports items that make our high school sports programs possible.  The Enterprise High School Athletic Boosters Club encourages all parents of student-athletes to join the EHS Athletic Boosters Club and be an active member in helping support our school's sports programs.  All memberships include one EHS Athletic Boosters T-Shirt per family membership!  Monthly meetings are on the 2nd Wednesday of each month @ 6:30pm in the EHS Library, and the cost to join the EHS Boosters is $25.00.

 

Enterprise Parent Organization

Contact Parent Club President at 222-6601

The Enterprise High School Parent Organization raises money used to grant annual college scholarships to qualified EHS graduates.  The organization plays vital roles for the athletic programs by providing volunteer parents to collect money at all school athletic events and for the students by assisting in the EHS student recognition programs.  If you are interested in taking an active part in helping with this worthwhile project please come to our meetings held the third Tuesday of the month at 7:00 pm in the Little Theatre. 


Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.

 Grade Level

 Number of Students

 Grade 9

386 

 Grade 10

391 

 Grade 11

337 

 Grade 12

307 

 Total Enrollment

1421 

Student Enrollment by Group
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

 Group

 Percent of
Total Enrollment

 African American

1.5 

 White (not Hispanic)

71.1 

 American Indian or Alaska Native

3.0 

 Multiple or No Response

4.3 

 Asian

10.3 

 Socioeconomically      Disadvantaged

36.9 

 Filipino

0.6 

 English Learners

1.0 

 Hispanic or Latino

7.0 

 Students with Disabilities

11.0 

 Pacific Islander

2.4 

 ---

 ---


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

 2003-04

 2004-05

 2005-06

 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

 28.0

 18

 11

 20

 24.4

 26

 11

 16

 25.3

 30

 10

 14

 Mathematics

 23.8

 26

 23

 5

 25.3

 22

 21

 7

 27.8

 20

 10

 20

 Science

 30.3

 3

 14

 11

 31.3

 1

 13

 14

 31.1

 1

 14

 12

 Social Science

 31.3

 1

 15

 15

 32.3

 

 15

 19

 34.1

 

 9

 24


 II. School Climate

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

  The School Site Council updates Enterprise High School’s Safety Plan each spring with recommendations from the school’s safety committee.  The Enterprise High School safety committee consists of members represented by administration, faculty, counseling, security, maintenance, classified staff, students, parents, and the School Resource Officer.  This committee meets every month to update, review, and develop new health and safety procedures for our school.  The faculty, students, and parents are surveyed to help determine these needs.


School Discipline Practices
This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies.

 The Mission of the Enterprise High School Safety Committee is to provide an environment that is attractive and physically safe; that supports students, family and community; and welcomes diversity in culture, belief, and lifestyle.

 

Students at Enterprise High School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy, and the acceptance of others.  The goal of Enterprise High School’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior.  Appropriate behavior is encouraged through praise and motivational incentives, as well as assertive discipline and conflict resolution tools to further develop personal growth.  A gold card reward system encourages students to maintain high attendance, high grade point averages, and low discipline referrals.  Parents and students are informed of discipline policies during pre-school orientations, and through the parent/student handbook.  In addition, administrators visit freshman classes at the beginning of each school year to inform the students of the expected standard of behavior.  Rules and policies are also reviewed at Back to School Night and in the monthly newsletter.

 

Conflict managers are available at anytime to help in peacefully resolving peer conflicts, as well as a peer-mentoring program for freshman that are struggling with the adjustment to high school.  Counselors for issues involving drug and alcohol abuse, grief therapy, or academic needs are available weekly for students.  Chaplains provided by the Youth Violence Prevention Council in Shasta County help monitor the campus during lunchtime activities.

 

The school complies with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards.  The school’s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster.  Disaster drills are held regularly throughout the year, which include fire, earthquake, campus evacuation, and lockdown drills.

 

Administrators and security provide supervision at all times on the campus, including before and after school.  All visitors to the campus must have administrative approval, and are required to sign in at the office and display a visitor’s pass at all times.

 

With modernization of the campus complete, a new two-story classroom building that houses math and social science and a new Physical Education facility that  houses a state-of-the-art weight room and new girls’ locker room, the campus is attractive and very much appreciated by the students.  A new central heating and air conditioning system maintains the environment at comfortable temperatures throughout the year and has improved the conditions for learning.


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

 2003-04

 2004-05

 2005-06

 2003-04

 2004-05

 2005-06

 Suspensions

13% 

5.35% 

8.3%

11%

5.87%

6.5% 

 Expulsions

1.1% 

.75% 

.9%

.6% 

.69% 

.65% 


III. School Facilities

School Facility Conditions and Improvements
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.

 The custodial team ensures that the facilities are well maintained, and maintenance programs are scheduled and adhered to by the district and school site.  Enterprise High School has just completed a major remodel and recently moved into a new two-story classroom addition.  This addition to the campus allows the school to occupy more square footage and arrange departments in common wings for student and teacher convenience.  Other projects included a new synthetic-turf athletic field, new visitor bleachers three new scoreboards and the building of a new girls’ locker room, weight room, and fitness room which were completed in November 2005.  Modernization of all the existing bathrooms on campus, renovation of the administration building, increased parking on campus, and more practice space for athletic teams are projects to be completed in the future.  We also plan to renovate our existing girls’ locker room and weight room into additional cafeteria space for our students. 

 

School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

 Item Inspected

 Facility in
Good Repair

 Repair Needed and
Action 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

 

 

 


IV. 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 CDE Web site at http://dq.cde.ca.gov/dataquest/.

 Teachers

 School

 District

   2003-04  

   2004-05  

   2005-06  

   2005-06  

 With Full Credential

 63

 61

 61

 269

 Without Full Credential

 1

 0

0

 7

 Teaching Outside Subject Area of Competence

 0

0

 0 

 ---


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

   2004-05  

   2005-06  

   2006-07  

 Misassignments of Teachers of English Learners

21

13 

8 

 Total Teacher Misassignments

21

13 

8 

 Vacant Teacher Positions

0

0

0 


Core Academic Classes Taught by NCLB Compliant Teachers
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 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 

 93.0

 7.0

 All Schools in District 

 88.0

 12.0

 High-Poverty Schools in District 

 0.0

 0.0

 Low-Poverty Schools in District 

 91.0

 9.0


Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.

 Substitute teachers are drawn from a pool of qualified teachers registered through the Shasta County Office of Education.  Generally, the district does not experience any problems finding qualified substitute teachers, and has an adequate pool of fully credentialed substitutes.  Many of the substitutes become regulars who fit in well with the school community and know the routines. 


Teacher Evaluation Process
This section provides information about the procedures and the 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 teacher adherence to state content standards, school-wide implementation of vocabulary building strategies, structured engagement pedagogy to include all students in active learning, and the building of literacy skills in all subject areas.  Temporary and probationary teachers are evaluated annually and tenured teachers are evaluated every other year.  The principal and the assistant principals, who have been trained and certified for competency to perform teacher evaluations, conduct these evaluations.  The California Standards for the Teaching Profession serve as the evaluation criteria which 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, designing learning experiences for all students, and developing as a professional educator.  


V. Support Staff

Academic Counselors and Other Support Staff
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

  4.0

  355.3

 Library Media Teacher (Librarian)

 

 ---

 Library Media Services Staff (paraprofessional)

 

 ---

 Psychologist

 

 ---

 Social Worker

 

 ---

 Nurse

 

 ---

 Speech/Language/Hearing Specialist

 

 ---

 Resource Specialist (non-teaching)

 

 ---

 Other

  1.3

 ---

VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
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

Prentice Hall Literature: Timeless Voices, Timeless Themes:

English I: Literature Gold © 2002

English II: Literature Platinum © 2002

English III: The American Experience © 2002

English IV: The British Tradition © 2002 

0%

 Mathematics

Algebra 1: Algebra 1 (Prentice Hall) © 2007

Geometry: Geometry – Integration, Applications & Connections (Glencoe/McGraw Hill) © 2001

Algebra 2: Algebra & Trigonometry (Scotts Foresman/Addison Wesley) © 1999

Trigonometry/Precalculus: Precalculus (Prentice Hall) © 1999

Calculus: Calculus: Graphical, Numerical, Algebraic (Prentice Hall) 2007

Statistics: Elementary Statistics: A Step by Step Approach (Glencoe/McGraw Hill) © 2007

0%

 Science

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

0%

 History-Social Science

Intro to Social Science: Sociology – The Study of Human Relationships (Holt, Rinehart & Winston) © 2005

Personal Growth: Health & Wellness (Glencoe/McGraw Hill) © 2005

World History: World History: Modern World (Prentice Hall) © 2007

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) © 2001/2004

 0%

 Foreign Language

Spanish: Paso a Paso (Prentice Hall) © 2000

French: C’est a toi! (EMC/Paradigm) © 2002

American Sign Language: A Basic Course in ASL (TJ Publishers/Harris Communication) © 1994

0%

 Health

 Health & Wellness (Glencoe/McGraw Hill) © 2005

0% 

 Science Laboratory Equipment (grades 9-12)

All district science labs are fully equipped to teach students the standards-aligned science curricula. 

0% 

VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
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 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/.

 Level

 Total
 Expenditures
 Per Pupil

 Expenditures
 Per Pupil
 (Supplemental)

 Expenditures
 Per Pupil
 (Basic)

 Average
 Teacher
 Salary

 School Site

 

 

$6,970

$57,472

 District

 ---

 ---

$6,970

 $57,472

 Percent Difference - School Site and

 District

 ---

 ---

0

0

 State

 ---

 ---

 $4,743

 $60,037

 Percent Difference – School Site and State

 ---

 ---

47%

<4.27%>


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

 Shasta Union High School District spent an average of $6,970 to educate each student (based on 2005-2006 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. 


Teacher and Administrative Salaries (Fiscal Year 2004-05)
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 can 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.

 Category

 District
 Amount

 State Average
 For Districts
 In Same Category

 Beginning Teacher Salary

 $36,000

 $37,671

 Mid-Range Teacher Salary

 $55,518

 $63,121

 Highest Teacher Salary

 $72,161

 $78,630

 Average Principal Salary (Middle)

 

 $101,801

 Average Principal Salary (High)

 $91,793

 $111,909

 Superintendent Salary

 $126,185

 $163,061

 Percent of Budget for Teacher Salaries

 34.5

 37.8

 Percent of Budget for Administrative Salaries

 5.8

 5.2

 

VIII. Student Performance

California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

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

 2004

 2005

 2006

 2004

 2005

 2006

 2004

 2005

 2006

 English-Language Arts

 45

 50

 45

 47

 51

 52

 36

 40

 42

 Mathematics

 23

 29

 22

 25

 29

 30

 34

 38

 40

 Science

 48

 42

 44

 40

 41

 49

 25

 27

 35

 History-Social Science

 38

 44

 38

 36

 40

 40

 29

 32

 33


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

 English-
Language Arts

 Mathematics

 Science

 History-
Social Science

 African American

 35

 6

 *

 36

 American Indian or Alaska Native

 43

 19

 58

 33

 Asian

 34

 22

 39

 33

 Filipino

 *

 *

 *

 *

 Hispanic or Latino

 26

 16

 38

 26

 Pacific Islander

 32

 14

 31

 25

 White (Not Hispanic)

 50

 25

 46

 40

 Male

 42

 24

 45

 40

 Female

 49

 21

 43

 36

 Economically Disadvantaged

 34

 21

 33

 26

 English Learners

 18

 17

 *

 *

 Students with Disabilities

 11

 11

 14

 6

 Students Receiving Migrant Education

 Services

 

 

 

 

California Physical Fitness Test Results
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 the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can 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.

 Grade Level

 Percent of
Students Meeting
Fitness Standards

 9

45.7% 

 

IX. 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 CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks -- Three-Year Comparison
This table displays the school's statewide and similar schools API ranks. 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

 2003-04

 2004-05

 2005-06

 Statewide

 7

 8

 8

 Similar Schools

 5

 7

 7



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

 API Score

 2003-04

 2004-05

 2005-06

 2006

 All Students at the School

 15

 19

 1

 744

 African American

 

 

 

 

 American Indian or Alaska Native

 

 

 

 

 Asian

 

 

 -23

 717

 Filipino

 

 

 

 

 Hispanic or Latino

 

 

 

 

 Pacific Islander

 

 

 

 

 White (not Hispanic)

 20

 14

 1

 755

 Socioeconomically Disadvantaged

 0

 18

 15

 686

 English Learners

 --

 --

 

 

 Students with Disabilities

 --

 --

 

 

State Award and Intervention Programs
This section will contain information about the school's participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report.

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

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

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.

 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

 Yes

 Yes

 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/.

 Indicator

    School   

    District   

 Program Improvement Status 

 Not in PI

 Not In PI

 First Year of Program Improvement Implementation 

 

 

 Year in Program Improvement 

 

 

 Number of Schools Currently in Program Improvement 

 ---

 0

 Percent of Schools Currently in Program Improvement 

 ---

 0.0

X. School Completion and Postsecondary Preparation

Dropout Rate and Graduation Rate
This table displays 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/.

 Indicator

 School

 District

 State

 2002-03

 2003-04

 2004-05

 2002-03

 2003-04

 2004-05

 2002-03

 2003-04

 2004-05

 Dropout Rate (1-year)

 0.7

 0.4

 0.1

 1.4

 1.6

 1.4

 3.2

 3.3

 3.1

 Graduation Rate

 85.8

 93.5

 99.2

 89.9

 92.1

 94.2

 86.7

 85.3

 84.9


Completion of High School Graduation Requirements
Beginning with the graduating class of 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.

Group

 Graduating Class of 2006

 School

 District

 State

 All Students

99.0

 98.7

  ---

 African American

1.9 

 2.6

  ---

 American Indian or Alaska Native

2.7 

 5.4

  ---

 Asian

10.1 

 .4

  ---

 Filipino

.4

 .7

  ---

 Hispanic or Latino

5.6 

 5.5

  ---

 Pacific Islander

1.1 

 1.5

  ---

 White (not Hispanic)

74.6 

 82.5

  ---

 Socioeconomically Disadvantaged

21

 14.1

  ---

 English Learners

2.2 

 1.2

  ---

 Students with Disabilities

8.0 

 5.8

  ---

 

Career Technical Education Programs
This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.

 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 Participation
This table displays information about participation in the school's CTE programs.

 Measure 

 CTE Program Participation

 Number of Pupils

  650

 Percent of pupils completing a CTE program
 and earning a high school diploma

  100%

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

  4


Courses for University of California and/or California State University Admission
This table displays for the most recent year 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 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  

 74.8

 Graduates Who Completed All Courses Required for UC/CSU Admission  

 17.5


Advanced Placement Courses
This table displays 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/.

 Subject

 Number of
AP Courses Offered

 Percent of Students
In AP Courses

 Computer Science

 

  ---

 English

 2

  ---

 Fine and Performing Arts

 1

  ---

 Foreign Language

 1

  ---

 Mathematics

 2

  ---

 Science

 2

  ---

 Social Science

 4

  ---

 All courses

 12

 13.5%


College Admission Test Preparation Course Program
This section provides information about the school's college admission test preparation course program.

 Students at Enterprise 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 and UC/CSU requirements.   The district also promotes participation in the Early Assessment Program a program in partnership with California State University designed to identify and remediate students during their senior year who need more preparation for college level work.  In addition several SAT test prep workshops are provided by the district.

 

SAT Reasoning Test
This table displays 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.

 

 Indicator

 2004

 2005

 2006

 Percent of Grade 12 Students Taking the Test

 33.5

 29.2

 29.6

 Average Verbal Score

 497

 477

 504

 Average Math Score

 518

 491

 518

 Average Writing Score

  ---

  ---

 514


X. Instructional Planning and Scheduling

School Instruction and Leadership
This section provides information about the structure of the school's instructional program and the experience of the school's leadership team.

 Based upon our commitment to restructure High School instruction and following the recent movement to improve literacy instruction, the staff has set its focus on Rigor in the classroom, Relevance with curriculum, and Relationships with students and parents.  While we have shown improvement for the last four years in our API scores, we discovered a huge discrepancy between the number of cohort students who begin the ninth grade and then graduate.  On average, we start 450 frosh students and graduate 250 seniors in four years.  It has also been determined that many of our frosh students do not read at grade level when they enter high school and are moderately successful in the freshman year, mainly due to a non-rigorous schedule.  During the sophomore year, many of the students fail courses that are more rigorous and by the junior and senior year, they are so far behind in credits that a move to continuation school is the only hope for graduation.  The reason for the many failing students is the students’ inability to read and write non-fiction.  The focus in the English, Social Science, and Science classrooms must be on improving expository text instruction, and teaching students how to make printed information more accessible.

 

The rigor in math instruction was also to improve; therefore, all classes that had traditionally been offered at Enterprise High School below the Algebra 1 level were eliminated.  With Algebra 1 designated as the lowest level of math to be taught in high school by the California State Standards, and Algebra 1 being recognized as the gateway class to all higher level thinking it was deemed as the entry point to all mathematic instruction for students at Enterprise High School.  The focus in the lower-level double-block Algebra 1 classes was to make the curriculum more relevant to the students and more applicable, dealing with the theoretical after the students had grasped application.  Science and art have been incorporated into the lessons to bring a hands-on perspective to the students.

 

Results of the ACT Explore test were disaggregated and students were placed into four groupings for English:  Lower level/Title 1 Reading Lab (Double block), Basic Level, College Prep Level, and Honors Level.  This desegregation was also done for Algebra1 as the students were placed into three groupings:  Algebra 1/Title 1 Math Lab (Double Block), Algebra 1 CP, Geometry.

 

After the administration had determined the appropriate recommendation for placement for each student, the recommendations were sent to the feeder schools for the prior year’s teacher approval or suggestion for a level change.  If there was a discrepancy in the test score and the teacher input, then the teacher’s recommendation was taken and the student was placed into that class.

Professional Development
This section provides information about the program for training the school's teachers and other professional staff.

 In 2003-05, all faculty members participated directly in professional training by Dr. Kate Kinsella.  Vocabulary acquisition, structured engagement, note taking strategies, and pre-reading for expository texts were included in the training.  Two literacy goals were accomplished at Enterprise High School as the vocabulary acquisition and structured engagement strategies were implemented school-wide.

 

School wide in-service instruction for the past three years has revolved around Literacy Instruction.  A partnership with Kate Kinsella for two years began the improvement through the focus of structured engagement and vocabulary acquisition.  A teacher one-week boot camp, taught by Julie Adams, has furthered the Literacy Instruction with in depth learning of reading instruction known as into (frontloading), through and beyond.  Specific strategies of note taking (Cornell notes), summarizing (paragraph shrinking), and scaffolding materials have allowed teachers to empower students with printed text.  The boot camp instruction continues all year as Adams meets with each teacher on the first of each month (six total) during prep period meetings to dialogue, review, and share curriculum.  The focus has allowed teachers at Enterprise High School to feel they are empowered to help students be more successful.

 

Math in-service began in May 2005, with a partnership with Brad Fulton, a math teacher in the Enterprise Elementary District, and expert in hands-on math instruction.  After three meetings with Fulton, the teachers began the task of creating much of their new curriculum.  They continue to meet monthly to review, change, add, and improve the curriculum and the delivery. 


Instructional Minutes
This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.

 Grade
Level

 Instructional Minutes

 Offered

 State Requirement

 9

 64,800

 64,800

 10

 64,800

 64,800

 11

 64,800

 64,800

 12

 64,800

 64,800


 
Minimum Days in School Year
This section provides 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.

Enterprise High School had fifteen (15) minimum days in the 05-06 school year.  These days were shortened for Staff Development.