Ukiah High School 1000 Low Gap Rd. Ukiah, CA 95482-3737 (707) 472-5750 Grades 9-12 2015-16 School Accountability Report Card Published During the 2016-17 School Year |
School Description
Ukiah High School is the only comprehensive high school serving the community of Ukiah in the heart of Mendocino County. The 1600 students of UHS are served by 75 teachers, 5 counselor/deans, 3 assistant principals and 1 principal.
Demographically, the school’s student body is 48% Latino, 43% White and 4% Native American. Socio-economically, 60% of the students qualify for free and reduced lunch. These figures represent significant change from six years ago, when the Latino population comprised 33% of the students and 40% of the students received free and reduced lunch services.
14% of our students are English Learners and an additional 23% are reclassified as fluent English language proficient. 11% of UHS students are designated as special education students. Student attendance and graduation data exceed state averages. A-G course completion equals the county and regional levels.
In the Spring of 2015, Ukiah High School completed the accreditation process through the Western Association of Schools and Colleges (WASC) and received a six-year accreditation.
School Vision and Mission |
Vision Statement |
Our students will impact our world by learning to apply skills, knowledge, and compassion in real life, unpredictable situations.
Our Mission: |
As part of the Western Association of Schools and Colleges accreditation process the school developed Expected School-wide Learning Results that serve as the mission.
Students graduating from Ukiah High School will be:
Critical Thinkers who:
Academic Achievers who:
Effective Communicators who:
About the School Accountability Report Card (SARC) |
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities.
Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
2015-16 Student Enrollment by Grade Level | |
Grade Level | Number of Students |
Grade 9 | 481 |
Grade 10 | 418 |
Grade 11 | 350 |
Grade 12 | 345 |
Total Enrollment | 1,594 |
2015-16 Student Enrollment by Group | |
Group | Percent of Total Enrollment |
Black or African American | 1.2 |
American Indian or Alaska Native | 5.3 |
Asian | 1.4 |
Filipino | 0.6 |
Hispanic or Latino | 45.9 |
Native Hawaiian or Pacific Islander | 0.1 |
White | 43.8 |
Two or More Races | 1.8 |
Socioeconomically Disadvantaged | 62.5 |
English Learners | 13.2 |
Students with Disabilities | 11.5 |
Foster Youth | 1.1 |
A. Conditions of Learning |
The SARC provides the following information relevant to the Basic State Priority (Priority 1):
Teacher Credentials | |||
Ukiah High School | |||
2014 - 15 | 2015 - 16 | 2016 - 17 | |
With Full Credential | 74 | 75 | 71 |
Without Full Credential | 0 | 0 | 5 |
Teaching Outside Subject Area of Competence | 0 | 0 | 0 |
Teacher Credentials | |||
Ukiah Unified School District | |||
2014 - 15 | 2015 - 16 | 2016 - 17 | |
With Full Credential | ♦ | ♦ | 307 |
Without Full Credential | ♦ | ♦ | 29 |
Teaching Outside Subject Area of Competence | ♦ | ♦ | 1 |
Teacher Misassignments and Vacant Teacher Positions at this School *** | |||
Ukiah High School
|
|||
2014 - 15 | 2015 - 16 | 2016 - 17 | |
Teachers of English Learners | 0 | 0 | 0 |
Total Teacher Misassignments | 0 | 0 | 0 |
Vacant Teacher Positions | 1 | 2 | 0 |
2015-16 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers |
||
Location of Classes | Taught by Highly Qualified Teachers | Not Taught by Highly Qualified Teachers |
This School | 99.30 | 0.70 |
Districtwide | ||
All Schools | 95.90 | 4.10 |
High-Poverty Schools ** | 95.90 | 4.10 |
Low-Poverty Schools *** | 0.00 | 0.00 |
Textbooks and Instructional Materials Year and month in which data were collected: December 2016 |
|
Core Curriculum Area | Textbooks and Instructional Materials/Year of Adoption |
Reading/Language Arts |
Literature: Timeless voices, Timeless Themes, Prentice Hall, Adopted 4/12/05
The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0.0 |
Mathematics | Glencoe McGraw-Hill Pre-Algebra CCSS Edition (McGraw-Hill Education), Adopted 5/12/16 Glencoe McGraw-Hill Algebra 1 CCSS Edition (McGraw-Hill Education), Adopted 5/12/16 Glencoe McGraw-Hill Geometry CCSS Edition (McGraw-Hill Education), Adopted 5/12/16 Glencoe McGraw-Hill Algebra 2 CCSS Edition (McGraw-Hill Education), Adopted 5/12/16 Algebra/Trigonometry (Addison-Wesley, Prentice Hall), Adopted 4/11/00 Advanced Mathematics, An Incremental Development (Saxon), Adopted 4/12/05, Saxon Calculus with Trigonometry and Analytic Geometry (Saxon 2002), Adopted 9/13/05 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0.0 |
Science | Science Explorer Earth Science, Prentice/Pearson, Adopted 9/13/05; Exploring Life Science, Prentice Hall, Adopted 4/11/95; Exploring Physical Science, Prentice Hall, Adopted 4/11/95; Chemistry (Houghton Mifflin), Adopted 6/17/08; World of Chemistry (McDougal Littell, c. 2008), Adopted 6/17/08; Prentice Hall Biology, Prentice/Pearson Ed. 2008, Adopted 6/17/08; Physics: Principles with Applications, Prentice/Pearson, Adopted 6/21/05, Environmental Science: Earth as a Living Planet, John Wiley & Sons, 6/30/09 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0.0 |
History-Social Science | Creating America, McDougal Littell, 8/15/06 United States Government, AGS Publishing, 8/15/06, Santillana, Serie Siglo XXI, 8/15/06, World Explorer: Geography Tools and Concepts, Prentice Hall, 11/12/02; World Explorer: Western Hemisphere, Prentice Hall, 11/12/02; World Explorer: Eastern Hemisphere, Prentice Hall, 11/12/02; Modern World History, McDougal Littell 2003 CA Edition, 5/11/04; History of our World: People, Places, & Ideas, Vol. 2; History of our World: People, Places, & Ideas, Vol. 2, T he Modern World, Steck-Vaughn Copyright 2004, 1/11/05; Economics, Principles in Action, Pearson Prentice Hall 2005, 1/1105; American Government, Magruder's, 4/12/05 World History, Pacemaker Series, Globe Fearon/Pearson, Adopted 5/10/05 United States History, Globe Fearon, Adopted 4/12/05 American Government, Globe Fearon, Adopted 5/10/05 American History, Globe Fearon, Adopted 9/13/05 T he American Tradition, EMC/Paradigm, Adopted 12/13/05 AP US History, American's History, Bedford/St. Martin's, 10/08/02 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0.0 |
Textbooks and Instructional Materials Year and month in which data were collected: December 2016 |
|
Core Curriculum Area | Textbooks and Instructional Materials/Year of Adoption |
Health |
Glencoe Health, Glencoe/McGraw Hill, Adopted 9/13/05
The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0.0 |
Visual and Performing Arts |
Art Talk, Glencoe (McGraw -Hill 4th Ed.), Adopted 2/120/04
The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0.0 |
Science Laboratory Equipment | Every student, including English learners, has access to science laboratory equipment
The textbooks listed are from most recent adoption: Yes
Percent of students lacking their own assigned textbook: 0.0 |
School Facility Conditions and Planned Improvements (Most Recent Year) |
General
The district takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the district uses a facility survey instrument developed by the State of California Office of Public School Construction.
Below is more specific information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment.
Age of School Buildings
This school has 88 classrooms, a multipurpose room, a library and little theater, a stadium and pool complex, and an administration building.
The main campus was built in 1976. Portable classrooms were constructed in 1979 (6), 1987 (1), 1989 (1), 1996 (1), 2000 (1) and 2001 (4) for Class Size Reduction and growth of population and programs.
Due to a local bond, the campus has been fully modernized over the last decade. During the modernization a complex of ten additional modular classrooms on permanent foundations were constructed. The scope of work included building updates to compliment the educational program’s needs, new roofing, wall systems, electrical, ventilation, heating, replacement rollup doors and new communications and fire alarm systems. Major infrastructure work including replacement of electrical, water and gas mains as well as storm drain and sewer repairs. The stadium was extensively renovated including the installation of an all-weather track. Extensive renovation to all classroom buildings began in the summer of 2007 and continued through 2015 when the final gymnasium renovations were completed.
Maintenance and Repair
District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A web-based work order process is used to ensure efficient service and that emergency repairs are given the highest priority.
Cleaning Process and Schedule
The district governing board has adopted cleaning standards for all schools in the district. The principal and the Director of Maintenance and Operations works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Custodial staff work over the summer to deep clean the classrooms.
Deferred Maintenance Projects
Multiple State grants will see the athletic field irrigation systems overhauled during the spring of 2017 and a major storm water mitigation and campus beautification project implemented in the summer of 2018.
School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 9/20/2016 |
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System Inspected | Repair Status | Repair Needed and Action Taken or Planned | ||
Good | Fair | Poor | ||
Systems: Gas Leaks, Mechanical/HVAC, Sewer |
X | |||
Interior: Interior Surfaces |
X | Multiple stained ceiling tiles | ||
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation |
X | |||
Electrical: Electrical | X | Multiple light tubes failed. Multiple solar tubes have failed due to design flaw. |
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: 9/20/2016
|
||||
System Inspected | Repair Status | Repair Needed and Action Taken or Planned | ||
Good | Fair | Poor | ||
Restrooms/Fountains: Restrooms, Sinks/ Fountains |
X | |||
Safety: Fire Safety, Hazardous Materials |
X | |||
Structural: Structural Damage, Roofs |
X | |||
External: Playground/School Grounds, Windows/ Doors/Gates/Fences |
X | Parking lots were repaved. | ||
Overall Rating | Good | Fair | Poor | |
X |
B. Pupil Outcomes |
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
2015-16 CAASPP Results for All Students | ||||||
Subject | Percent of Students Meeting or Exceeding the State Standards (Grades 3 - 8 and 11) |
|||||
School | District | State | ||||
2014 - 15 | 2015 - 16 | 2014 - 15 | 2015 - 16 | 2014 - 15 | 2015 - 16 | |
ELA | 54 | 49 | 32 | 36 | 44 | 48 |
Math | 26 | 20 | 20 | 23 | 34 | 36 |
CAASPP Results for All Students - Three-Year Comparison | |||||||||
Subject | Percent of Students Scoring at Proficient or Advanced (Meeting or Exceeding the state standards) | ||||||||
School | District | State | |||||||
2013 - 14 | 2014 - 15 | 2015 - 16 | 2013 - 14 | 2014 - 15 | 2015 - 16 | 2013 - 14 | 2014 - 15 | 2015 - 16 | |
Science | 50 | 47 | 50 | 41 | 39 | 43 | 60 | 56 | 54 |
Grade Level |
2015-16 Percent of Students Meeting Fitness Standards |
||
4 of 6 |
5 of 6 |
6 of 6 |
|
---9--- |
26.4 |
21.4 |
34.9 |
2015-16 CAASPP Results by Student Group Science (Grades 5, 8, and 10) |
||||
Group |
Number of Students |
Percent of Students |
||
Enrolled |
w/ Valid Scores |
w/ Valid Scores |
Proficient or Advanced |
|
All Students |
397 |
383 |
96.5 |
49.6 |
Male |
220 |
213 |
96.8 |
47.9 |
Female |
177 |
170 |
96.1 |
51.8 |
American Indian or Alaska Native |
20 |
18 |
90.0 |
38.9 |
Hispanic or Latino |
203 |
198 |
97.5 |
37.4 |
White |
152 |
147 |
96.7 |
65.3 |
Socioeconomically Disadvantaged |
264 |
257 |
97.4 |
39.7 |
English Learners |
56 |
53 |
94.6 |
3.8 |
Students with Disabilities |
41 |
37 |
90.2 |
29.7 |
Students Receiving Migrant Education Services |
19 |
19 |
100.0 |
21.1 |
School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA)
Disaggregated by Student Groups, Grades Three through Eight and Eleven
|
|||||
Student Group | Grade | Number of Students | Percent of Students | ||
Enrolled | Tested | Tested | Standard Met or Exceeded | ||
All Students | 11 | 340 | 316 | 92.9 | 48.70 |
Male
|
11 | 176 | 162 | 92.0 | 40.1 |
Female | 11 | 164 | 154 | 93.9 | 57.8 |
American Indian or Alaska Native | 11 | 19 | 17 | 89.5 | 47.1 |
Hispanic or Latino | 11 | 149 | 145 | 97.3 | 42.8 |
White | 11 | 153 | 138 | 90.2 | 53.6 |
Socioeconomically Disadvantaged | 11 | 209 | 200 | 95.7 | 44.5 |
English Learners | 11 | 26 | 25 | 96.2 | 4.0 |
Students with Disabilities | 11 | 46 | 37 | 80.4 | 5.4 |
Students Receiving Migrant Education Services | 11 | 18 | 17 | 94.4 | 41.2 |
ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
School Year 2015-16 CAASPP Assessment Results - Mathematics
Dis-aggregated by Student Groups, Grades Three through Eight and Eleven
|
|||||
Student Group | Grade | Percent of Students | |||
Enrolled | Tested | Tested | Standard Met or Exceeded | ||
All Students | 11 | 340 | 312 | 91.8 | 20.3 |
Male | 11 | 176 | 161 | 91.5 | 18.1 |
School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven | |||||
Student Group | Grade | Number of Students | Percent of Students | ||
Enrolled | Tested | Tested | Standard Met or Exceeded | ||
Female | 11 | 164 | 151 | 92.1 | 22.7 |
American Indian or Alaskan Native | 11 | 19 | 17 | 89.5 | 11.8 |
Hispanic or Latino | 11 | 149 | 143 | 96.0 | 12.7 |
White | 11 | 153 | 136 | 88.9 | 25.2 |
Socioeconomically Disadvantaged | 11 | 209 | 197 | 94.3 | 16.4 |
English Learners | 11 | 26 | 25 | 96.2 | 4.0 |
Students with Disabilities | 11 | 46 | 37 | 80.4 | --- |
Students Receiving Migrant Education Services | 11 | 18 | 17 | 94.4 | 5.9 |
Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
C. Engagement |
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
Parent involvement is welcome at Ukiah High School. To meet the needs of diverse parents making the transition from elementary to secondary school, UHS offers varied opportunities to contribute to the school. The School Site Council (SSC) serves as the most accessible and critical policy body for parents, students and staff. Meeting monthly, all critical school issues work through the SSC. Other critical policy bodies include the English Learner Advisory Council (ELAC), Title I, Title VII, Career Technical Education Advisory Council, and MESA Board. Numerous co-curricular and extra-curricular volunteer groups exist, including: Boosters; athletic teams, academic competition teams, and Band Boosters. Parents also volunteer in classrooms, usually in the capacity of guest speakers. Parents are a critical support group for the week-long Homecoming effort. Finally, parent involvement is most common as supporters attending art and athletic events.
The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
Our Safe School Plan includes the following elements: Annual Statistical Report, Child Abuse Reporting, Disaster procedures, Suspensions/Expulsions, Notification of Dangerous Pupils, Sexual Harassment Policy, Dress Code Prohibiting "Gang Related" Apparel, Student/Employee Safety to and From School, Safe/Orderly Environment, Discipline Rules and Procedures, and Crisis Plan. It is updated and reviewed annually.
Suspensions and Expulsions | |||
School | 2013 - 14 | 2014 - 15 | 2015 - 16 |
Suspension Rate | 0.5 | 7.0 | 5.4 |
Expulsion Rate | 7.1 | 1.0 | 0.2 |
District | 2013 - 14 | 2014 - 15 | 2015 - 16 |
Suspension Rate | 8.1 | 7.5 | 6.9 |
Expulsion Rate | 0.4 | 0.4 | 0.3 |
State | 2013 - 14 | 2014 - 15 | 2015 - 16 |
Suspension Rate | 4.4 | 3.8 | 3.7 |
Expulsion Rate | 0.1 | 0.1 | 0.1 |
D. Other SARC Information |
2016-17 Federal Intervention Program | ||
Indicator | School | District |
Program Improvement (PI) Status | In PI | In PI |
First Year of Program Improvement | 2007-2008 | 2007-2008 |
Year in Program Improvement | Year 5 | Year 3 |
Number of Schools Currently in Program Improvement | 11 | |
Percent of Schools Currently in Program Improvement | 73.3 |
2015 - 2016 | |
Academic Counselors and Other Support Staff at this School | |
Number of Full-Time Equivalent (FTE) | |
Academic Counselor | 4.0 |
Counselor (Social/Behavioral or Career Development) | 1.0 |
Library Media Teacher (Librarian) | 1.0 |
Library Media Services Staff (Paraprofessional) | 1.2188 |
Psychologist | 1.0 |
Social Worker | 0.0 |
Nurse | 0.8 |
Speech/Language/Hearing Specialist | 0.4 |
Resource Specialist | 0.0 |
Other | 0.0 |
Average Number of Students per Staff Member | |
Academic Counselor | 394 |
Average Class Size and Class Size Distribution (Secondary) | ||||||||||||
Average Class Size | Number of Classrooms | |||||||||||
1 - 22 | 23 - 32 | 33 + | ||||||||||
Subject | 2013 - 14 | 2014 - 15 | 2015 - 16 | 2013 - 14 | 2014 - 15 | 2015 - 16 | 2013 - 14 | 2014 - 15 | 2015 - 16 | 2013 - 14 | 2014 - 15 | 2015 - 16 |
English | 25 | 24 | 24 | 19 | 24 | 24 | 32 | 35 | 35 | 18 | 11 | 11 |
Mathematics | 25 | 25 | 25 | 20 | 13 | 13 | 23 | 37 | 37 | 11 | 3 | 3 |
Science | 27 | 26 | 26 | 6 | 5 | 5 | 24 | 29 | 29 | 8 | 5 | 5 |
Social Science | 26 | 25 | 25 | 6 | 13 | 13 | 32 | 28 | 28 | 9 | 7 | 7 |
Professional Development provided for Teachers |
The primary focus for staff development includes implementation of common core standards, technology, and development of effective Professional Learning Communities***
***(PLC's - teachers meeting together for staff development activities and examination of student work)
Common Core staff development specifically focuses on three Common Core Standards:
Additionally, the staff is focusing on instructional strategies to support achieving Common Core goals. These strategies follow the gradual release model of incorporating more collaborative opportunities in classroom instruction. All of these activities are developed with the support of the campus English Learner Coordinator to support EL students in all classes.
Ukiah High School has allocated the equivalent of 8 FTE (Full Time Equivalent) teachers to facilitate technology training and assist teachers with instructional technology strategies on a daily basis.
Increasing effectiveness of the PLC process has emerged from the Ukiah Unified has developed Leadership Network to provide meaningful. This year the site Leadership Network team is participating in training with Innovative Ed regarding PLC development. The Ukiah High School Leadership Team works collaboratively to develop staff development plans and trainings. The Administration and Site Council also work collectively to determine goals for staff development in the School Site Plan. Last year the staff also used significant staff development time to complete the Western Association of Schools and Colleges accreditation process, including the development of an Action Plan to guide staff development for the next several years.
Fiscal Year 2014-15 Teacher and Administrative Salaries |
||
Category |
District Amount |
State Average for Districts In Same Category |
Beginning Teacher Salary |
$42,036 |
$43,821 |
Mid-Range Teacher Salary |
$59,497 |
$69,131 |
Highest Teacher Salary |
$81,577 |
$89,259 |
Average Principal Salary (ES) |
$96,939 |
$108,566 |
Average Principal Salary (MS) |
$108,297 |
$115,375 |
Average Principal Salary (HS) |
$119,068 |
$125,650 |
Superintendent Salary |
$166,400 |
$198,772 |
Percent of District Budget |
||
Teacher Salaries |
37% |
37% |
Administrative Salaries |
6% |
6% |
FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries |
||||
Level |
Expenditures Per Pupil |
Average Teacher Salary |
||
Total |
Restricted |
Unrestricted |
||
School Site- |
$6,274 |
$1,114 |
$5,160 |
$66,166 |
District**------ |
♦ |
♦ |
$4,698 |
$65,963 |
State**------- |
♦ |
♦ |
$5,677 |
$71,517 |
Percent Difference: School Site / District |
9.8 |
0.3 |
||
Percent Difference: School Site / State |
-9.1 |
-7.5 |
All students are provided the core program in the areas of Reading, English-Language Arts, Mathematics, Science, Social Studies, Health, Visual and Performing Arts and Physical Education. In addition, identified students receive support services through categorical funds. Specific expenditures plans are detailed in the Single Plan for Student Achievement (SPSA). The SPSA is approved by the Ukiah High School Leadership Team, the Ukiah High School Site Council, and the Ukiah Unified School District Board of Trustees.
Dropout Rate and Graduation Rate (Four-Year Cohort Rate) |
|||
Ukiah High School |
2011-12 |
2013-14 |
2013-14 |
Dropout Rate |
5.00 |
10.60 |
3.50 |
Graduation Rate |
91.55 |
86.00 |
93.67 |
Ukiah Unified School District |
2011-12 |
2013-14 |
2013-14 |
Dropout Rate |
6.70 |
14.00 |
6.20
|
Graduation Rate |
82.19 |
77.91 |
84.40
|
California |
2011-12 |
2013-14 |
2013-14 |
Dropout Rate |
11.40 |
11.50 |
10.70 |
Graduation Rate |
80.44 |
80.95 |
82.27 |
Career Technical Education CTE) Participation |
|
Measure |
CTE Program Participation |
Number of pupils participating in CTE |
668 |
% of pupils completing a CTE program and earning a high school diploma |
19.9 |
% of CTE courses sequenced or articulated between the school and institutions of postsecondary education |
50.0 |
Courses for University of California (UC) and / or California State University (CSU) Admission ** |
|
UC / CSU Course Measure |
Percent |
2015-16 Students Enrolled in Courses Required for UC/CSU Admission |
91.42 |
2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission |
30.7 |
2015 - 16 Advanced Placement Courses | ||
Subject |
Number of AP
Courses Offered*
|
Percent of Students
In AP Courses
|
Computer Science | ♦ | |
English | 4 | ♦ |
Fine & Performing Arts | ♦ | |
Foreign Language | 4 | ♦ |
Mathematics | 3 | ♦ |
Science | 1 | ♦ |
Social Science | 6 | ♦ |
All Courses | 18 | ♦ |
Completion of High School Graduation Requirements Graduating Class of 2015 |
|||
Group | School | District | State |
All Students | 90 | 84 | 86 |
Black or African American | 57 | 90 | 78 |
American Indian or Alaska Native | 73 | 72 | 78 |
Asian | 100 | 100 | 93 |
Filipino | 100 | 83 | 93 |
Hispanic or Latino | 93 | 80 | 83 |
White | 90 | 88 | 91 |
Native Hawaiian/Pacific Islander | 100 | 100 | 85 |
Two or More Races | 67 | 73 | 89 |
Socioeconomically Disadvantaged | 81 | 85 | 66 |
English Learners | 35 | 40 | 54 |
Students with Disabilities | 90 | 80 | 78 |
Career Technical Education (CTE) Programs: |
Ukiah High School received a state CTE Incentive Grant. This is the first year of the three year grant. A complete plan and budget for this grant is available from the district office. This grant is coupled with allocations from the federal Carl Perkins CTE grant and the state Agriculture Incentive Grant. The following provides a general overview of CTE programs.
Ukiah High School is very fortunate to maintain excellent CTE facilities and offer a comprehensive variety of CTE programs. The focus of all of our CTE programs is career preparation in general as well as industry specific skills. Additionally, CTE teachers work with the general faculty during the Wednesday staff development hour. In 2015-16 CTE teachers have participated in staff development activities to support evidence based writing as prescribed in Common Core State Standard. The WASC Action Plan includes a CTE goal of ensuring that on graduation day 40% of our graduates will complete half of a work related certificate or associates degree at Mendocino College. This goal will drive pathway development that includes appropriate dual and concurrent enrollment in Mendocino College classes. Students also have access to community job shadowing with the goal of developing internships. Below is a complete listing of the UHS CTE programs, which served over 700 students.
In addition to our CTE programs, Ukiah High School also offers Work Experience and Workability programs. Business owners, Mendocino Community College representatives and the Work Experience coordinator provide after school employment training on scheduled Wednesdays. Students completing the training earn a certificate that assure a job interview with a local employer.
To assure equitable access to all students; counselors, teachers and administrators proactively recruit in each program. Special population students are recruited and encouraged to enroll in non-traditional classes by teachers, counselors and our Work Experience coordinators. On a yearly basis, teachers are reminded of the need to better serve our special population students during faculty and ROP meetings.
Serving as primary advisers to our Ukiah High School CTE and Work Experience programs are the following people:
DataQuest |
DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school 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 may 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.