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
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

State Priority: Pupil Achievement

The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):

• Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

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

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

 

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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

State Priority: Parental Involvement

The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):

• Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.

Opportunities for Parental Involvement (School Year 2016-17)

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.

State Priority: School Climate

The SARC provides the following information relevant to the School Climate State Priority (Priority 6):

• Pupil suspension rates;
• Pupil expulsion rates; and
• Other local measures on the sense of safety.

School Safety Plan

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

 

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:

• Reading Standards 1 and 10,
• Speaking and Listening Standard 1
• Writing Standard 1

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%

Types of Services Funded

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

 

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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

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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.

• Agricultural Biology, Introduction to Agriculture Science, Horticulture and Veterinary Practices
• Auto Tech I, Auto Tech II and Advanced Auto
• Beginning Machine Shop
• Child Development, Careers with Children
• Clothing/Fashion Design, Advanced Clothing/Fashion Design
• Computer Technology - Introduction to Computer Literacy / Career Exploration, Computer Science I, STEM Computer Science
• Health Support Services - Scrubs and Extreme Responders
• Photography, Advanced Photography
• Theater Tech I, Theater Tech II and Advanced Theater Tech
• Welding, Advanced Welding
• Woodworking (Introductory, beginning 2015-16)

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:

• Carla Dieffenbach, Raley’s
• Jim Howlett, CTE Coordinator
• Dennis Aseltyne, Mendocino County CTE Director
• Shawna Todd, Todd Brothers Vineyard
• Hoss Malone, Brutacao
• Jim Milovina, Milovina Vineyards

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.