Joseph A. Gregori High School School - Modesto City Schools

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Joseph A. Gregori High School School Accountability Report Card Reported Using Data from the 2016-17 School Year Published During 2017-18 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. •

For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.



For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.



For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ 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.

About This School Contact Information (School Year 2017-18) School Contact Information School Name-------

Joseph A. Gregori High School

Street-------

3701 Pirrone Road

City, State, Zip-------

Modesto, CA. 95356

Phone Number------- (209) 574-1738 Principal-------

Derek Pendley

E-mail Address------- [email protected] Web Site-------

http://gregori.mcs4kids.com/

CDS Code

50711750121129

2016-17 School Accountability Report Card for Joseph A. Gregori High School

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District Contact Information District Name-------

Modesto City Elementary School District

Phone Number------- (209) 574-1500 Superintendent------ Pam Able -E-mail Address------- [email protected] Web Site-------

www.mcs4kids.com

School Description and Mission Statement (School Year 2017-18) Joseph A. Gregori High school opened on August 11, 2010 as the seventh high school in Modesto City Schools. The school’s attendance boundaries encompass the northwest part of the school district. Gregori High School’s primary feeder schools are Salida Middle School and Prescott Senior Elementary. Both of these junior highs are in different school districts. Gregori High School reflects the socioeconomic and ethnic diversity of the city of Modesto and the town of Salida. Our school is unique for several reasons. All students and staff are divided into Small Learning Communities (SLC), students attend classes in a modified block schedule and all students wear their ID card on a lanyard. We have a full complement of boys and girls athletic teams, which are consistently competitive in the strong Modesto Metropolitan Conference, as evidenced by the Five consecutive MMC Athletic Excellence awards earned as the top athletic program in the MMC. Starting the 2018-19 school year, Gregori will no longer be in the MMC. Gregori will be in the newly created CCAL (Central California Athletic League) with Downey, Modesto, Enochs, Turlock, and Pitman High Schools. Gregori High School is a great place for students to pursue their high school education. In 2015, Gregori High was recognized as a Gold Ribbon School by the California Department of Education. Students have a wide variety of options, along with a caring and committed staff to support them in their ongoing pursuit of Achievement, Loyalty and Integrity. Our Mission statement is as follows: Joseph A. Gregori High School provides a safe, collaborative learning community that engages and supports all students to succeed as lifelong learners. Student Enrollment by Grade Level (School Year 2016-17) Grade Level

Student Enrollment by Group (School Year 2016-17)

Number of Students

Student Group

Percent of Total Enrollment

Grade 9

565

Black or African American

2.6

Grade 10

554

American Indian or Alaska Native

0.2

Grade 11

593

Asian

5.3

543

Filipino

1.6

Hispanic or Latino

47.9

Native Hawaiian or Pacific Islander

0.8

White

33.2

Two or More Races

5.7

Socioeconomically Disadvantaged

48.6

English Learners

5.1

Students with Disabilities

7.9

Foster Youth

0.4

Grade 12 Total Enrollment

2,255

2016-17 School Accountability Report Card for Joseph A. Gregori High School

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A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials School

Teachers

District

2015-16

2016-17

2017-18

2017-18

With Full Credential

73

84

97

701

Without Full Credential

2

2

0

0

Teaching Outside Subject Area of Competence (with full credential)

0

0

0

0

Teacher Misassignments and Vacant Teacher Positions Indicator

2015-16

2016-17

2017-18

Misassignments of Teachers of English Learners

0

0

0

Total Teacher Misassignments *

0

0

0

Vacant Teacher Positions

0

0

0

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18) Year and month in which data were collected: December 2017

Subject Reading/Language Arts

Textbooks and Instructional Materials/ Year of Adoption AP English Language and Composition: American Tradition in Literature, McGraw Hill

From Most Recent Adoption?

Percent of Students Lacking Own Assigned Copy

Yes

0

AP English Literature and Composition: The Bedford Introduction to Literature Expository Reading and Writing Course: The Expository Reading and Writing Course Modules IB Prep English 9: Classics of Literature, Harcourt, Brace, Jovanovich Publishing Co. IB Prep English 10: Classics of World Literature, Harcourt, Brace, Jovanovich Publishing Co. IBHL English 9: The Norton Anthology of American Literature IBHL English 10: The Norton Anthology of English Literature

2016-17 School Accountability Report Card for Joseph A. Gregori High School

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Subject

Textbooks and Instructional Materials/ Year of Adoption

From Most Recent Adoption?

Percent of Students Lacking Own Assigned Copy

Yes

0

Yes

0

Read 180: Scholastic rBook, Stage C Next Generation; Scholastic Next Generation (paperback and audio) Book Collection; Scholastic Topic Software, Next Generation Study Sync, 2017 Mathematics

AP Calculus AB/BC: Calculus: Graphical, Numerical, Algebraic, 3rd Edition, Prentice Hall, 2007 AP Statistics: Stats: Modeling the World, 2nd Edition, Wesley, 2006 Finite Math College Entrance Math Prep: Finite Mathematics, An Applied Approach IB Prep Math SL: Mathematics for the International Student, Mathematics SL IB Prep Secondary Math I: Secondary One Mathematics: An Integrated Approach IB Prep Secondary Math II/Secondary Math II: Secondary Two Mathematics: An Integrated Approach IB Prep Secondary Math III/Secondary Math III: Secondary Three Mathematics HONORS: An Integrated Approach IBHL 1 Math: Mathematics for the International Student, Mathematics SL, Haese & Harris ; Calculus: Graphical, Numerical, Algebraic, Prentice Hall IBSL Math Studies: Year I: Mathematics for the International Student, Haese & Harris, 2004; Year II: Mathematical Studies Standard Level, 3rd Edition, IBID Press, 2004 Math 180 Course II: Math 180 Course II mSpace, Scholastic Math 180 HS: Math 180 Course II mSpace, Scholastic Pre-Calculus: Precalculus: Graphical, Numerical, Algebraic, Prentice Hall, 2007 Statistics: Using Statistics, Wesley, 1987; Discrete Mathematics, Heath, 1988 Mathematics Vision Project, 2017

Science

AP Biology/IB/IHL/SL: Biology: Pearson, 2005 AP Chemistry: Chemistry, Holt AP Environmental Sci: Living in the Environment, Miller, Thomson, Brooks, Cole

2016-17 School Accountability Report Card for Joseph A. Gregori High School

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Subject

Textbooks and Instructional Materials/ Year of Adoption

From Most Recent Adoption?

Percent of Students Lacking Own Assigned Copy

Yes

0

AP Physics: College Physics, Serway/Vuille Chemistry/CP Chemistry/Pre-AP Chemistry/Pre-IB, & Chemistry: Chemistry, California Edition, Holt, 2007 Earth Science/Int Age Science 1-2: Earth Science, California Edition, Holt Human Anatomy & Physiology: Essentials of Human Anatomy and Physiology, Pearson 2006 Forensics/Biotech: Biology, California Edition, McDougal Littell, 2008; Biotech: A Science for the New Millennium, Paradigm, 2007; Forensic Science for High School, Kendall Hunt, 2006 Pre-AP/Pre-IB Physics: Physics, A First Course, Hsu, 2005 IBSL Chemistry: Oxford IB Diploma Programme 2014 Edition Companion, Bylikan, Horner, Murphy, Tracy Integrated Biotechnology 3: Biotechnology: Science for the New Millenium, EMC Paradigm Publishers, 2006 Pre-AP Biology: Biology Concepts and Connections, Pearson, 2006 ROP Biotechnology 4: Asking Questions in Biology: A Guide to Hypothesis, Daugherty, 2007; Biotechnology: A Science for the New Millennium, EMC Paradigm, 2006 History-Social Science

AP European History: A History of Western Society, AP Edition, 2006 AP Govt and Politics US: American Government, AP Version, 2006; Economics: Principles in Action, CA Edition, Prentice Hall, 2007 AP Human Geography: The Cultural Landscape: An Intro to Human Geography, Pearson, 2014; IL Encyclopedia of Wld Religions, Usborne Pub, 2001 AP Psychology: Exploring Psychology, Worth Publishing AP US History, The American Pageant, AP Edition, Houghton Mifflin, 2006 CP US Govt Econ: Magruder's American Government, Prentice Hall, 2007; Economics: Principles in Action, CA Edition, Prentice Hall, 2007

2016-17 School Accountability Report Card for Joseph A. Gregori High School

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Subject

Textbooks and Instructional Materials/ Year of Adoption

From Most Recent Adoption?

Percent of Students Lacking Own Assigned Copy

Yes

0

CP US History: The Americans: Reconstruction to the 21st Century, McDougal Littell, 2006 IB 1-2 Theory of Knowledge: Man is the Measure, Reuben Abel, 1994; Person and Their World, Jeffrey Olen IB Prep History: History of Latin America, Houghton Mifflin, 2003; Enduring Vision, Houghton Mifflin, 2003; Data Base Questions, Houghton Mifflin, 2000; Dynamics of Democracy, Atomic Dog Publishing, 2006 IBHL History 1-2: Enduring Vision, Houghton Mifflin, 2003; Data Base Questions, Houghton Mifflin, 2000; History of Latin America, Houghton Mifflin, 2003; Access to History: Civil Rights and Social Movement, Sanders, Hodder Education, 2016 IBHL 1-2 Psychology: Approaches to Psychology, W.E. Glassman; Key Studies in Psychology, R. Gross, 1994; Theme, Issues, and Debates in Psychology, R. Gross, 1995 Psychology: Understanding Psychology, Glencoe, 2003 World History: Man is the Measure, Prentice Hall, 2007 World Religion/Geo: IL Encyclopedia of World Religions, Usborne Publishing, 2001; World Studies: Foundations of Geography, Prentice Hall Foreign Language

American Sign Language I: A Basic Course in American Sign Language, TJ Publishers American Sign Language II: Signing Naturally Series, Dawn Sign Press AP Spanish Lang: Abriendo Paso Lectura, Pearson, 2007; Abriendo Paso Gramatica, Pearson, 2007; AP Spanish: Preparing for the Language Exam, Prentice Hall, 2008; Una Vez Mas, 2007; Repaso, McGraw Hill, 2007 AP Spanish Lang for Spanish Speakers 5: Temas: AP Spanish Lang and Culture, Vista Higher Learning, 2014; AP Spanish Lang & Culture Exam Prep, Vista Higher Learning, 2014; Abriendo Puertas: Ampliando perspecitives, McDougal Littell AP Spanish Lit for Spanish Speakers 6: Abriendo puertas: Ampliando perspectivas, Houghton Mifflin French I, II, III, IV: Discovering French, McDougal Littell, 2007

2016-17 School Accountability Report Card for Joseph A. Gregori High School

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Subject

Textbooks and Instructional Materials/ Year of Adoption

From Most Recent Adoption?

Percent of Students Lacking Own Assigned Copy

Yes

0

French IBSL: Ensuite, McGraw Hill, 2003; Ensuite: workbook, McGraw Hill, 2003; Reprise (Grammar workbook), McGraw Hill, 2004 German I, II, III: Komm mit!, Holt, 2006 German IV: German in Review, Holt; Schemata: Lesestrategien IB French 1, 2, 3: Discovering French, McDougal Littell, 2007 IB Spanish 1, 2, 3/Pre AP Spanish/Spanish I,II, III, IV: Realidades (California) Interactive Textbook, Prentice Hall, 2008 IBHL 1, 2 Spanish: Espanol B: Libro del alumno, Pearson, 2011; Abriendo Paso Gramatica, Prenctice Hall Spanish for Spanish Speakers 3, 4, 5: Nuevas Vistas, Holt Spanish for Spanish Speakers 6: Abriendo puertas I and II: McDougal Littell; Manual de gramatica y ortografia, Prentice Hall Health

Health, Glencoe, 2003

School Facility Conditions and Planned Improvements (Most Recent Year) School Facility Conditions -- General Information 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. The results of this survey are included within this report. The results of this survey are available at the district office and on the internet at mcs4kids.com. 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. Gregori High School’s facilities are maintained at a high level by site and district staff. No new construction or projects are planned at this time. Age of School/Buildings: This school has 52 classrooms, 36 labs, a cafeteria/multipurpose room, gym, locker rooms, library, bookroom, Career Center, reference room, a stadium and an administration office. The main campus was built in 2010. The school opened in 2010. 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 work order process is used to ensure efficient service. Emergency repairs are given the highest priority. The school facility is in overall good repair. Cleaning Process and Schedule: The district governing board has adopted cleaning standards for all schools in the district. A summary of these standards are available at the school office, or at the district office. The Principal works continually with the custodial staff to develop cleaning schedules to ensure a clean and safe school. 2016-17 School Accountability Report Card for Joseph A. Gregori High School

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Deferred Maintenance Budget: The District participated in the State School Deferred Maintenance Program, which provided flexible state matching funds to assist school districts with expenditures for major repair or replacement of existing school facilities components. State contributions to this Program ended in the 2012-13 school year. Deferred Maintenance typically includes paving, roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting and floor systems. For the 2016-17 school year, the district budgeted $0.69 million out of the District General Fund carry-over funds for deferred maintenance projects throughout the District. The District also has 1.28 million of carry-over funds in Fund 14 Deferred Maintenance Fund available for deferred maintenance projects throughout the District. Identified needed repairs are weighed against all other District site repairs and the most urgent repairs are addressed first. Data provided by LEA. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal. School Facility Good Repair Status (Most Recent Year) Using the most recently collected FIT data (or equivalent), provide the following: • Determination of repair status for systems listed • Description of any needed maintenance to ensure good repair • The year and month in which the data were collected • The overall rating School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 12/06/17 Repair Status

System Inspected

Good

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces

X

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical

X

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

Fair

Poor

Repair Needed and Action Taken or Planned

Overall Facility Rating (Most Recent Year) Year and month of the most recent FIT report: 12/06/17 Overall Rating

Exemplary

Good

Fair

Poor

X

2016-17 School Accountability Report Card for Joseph A. Gregori High School

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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. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most 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. CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Grades Three through Eight and Grade Eleven Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) Subject

School

District

State

2015-16

2016-17

2015-16

2016-17

2015-16

2016-17

English Language Arts/Literacy (grades 3-8 and 11)

65

69

57

55

48

48

Mathematics (grades 3-8 and 11)

33

29

26

23

36

37

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2016-17) Total Enrollment

Number Tested

Percent Tested

Percent Met or Exceeded

All Students

578

566

97.92

68.73

Male

311

306

98.39

63.73

Female

267

260

97.38

74.62

Black or African American

23

23

100

56.52

American Indian or Alaska Native

--

--

--

--

Asian

32

29

90.63

82.76

Filipino

--

--

--

--

259

257

99.23

61.09

--

--

--

--

White

200

193

96.5

75.65

Two or More Races

39

39

100

76.92

Socioeconomically Disadvantaged

258

255

98.84

63.14

English Learners

72

72

100

34.72

Students with Disabilities

49

48

97.96

27.08

Students Receiving Migrant Education Services

--

--

--

--

Foster Youth

--

--

--

--

Student Group

Hispanic or Latino Native Hawaiian or Pacific Islander

Note: 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 (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

2016-17 School Accountability Report Card for Joseph A. Gregori High School

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Note: 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. Note: 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.

CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2016-17) Total Enrollment

Number Tested

Percent Tested

Percent Met or Exceeded

All Students

578

565

97.75

29.38

Male

311

305

98.07

28.52

Female

267

260

97.38

30.38

Black or African American

23

23

100

13.04

American Indian or Alaska Native

--

--

--

--

Asian

32

29

90.63

51.72

Filipino

--

--

--

--

259

257

99.23

21.4

--

--

--

--

White

200

192

96

38.02

Two or More Races

39

39

100

33.33

Socioeconomically Disadvantaged

258

255

98.84

21.96

English Learners

72

72

100

2.78

Students with Disabilities

49

48

97.96

4.17

Students Receiving Migrant Education Services

--

--

--

--

Foster Youth

--

--

--

--

Student Group

Hispanic or Latino Native Hawaiian or Pacific Islander

Note: 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 (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: 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. Note: 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.

CAASPP Test Results in Science for All Students Grades Five, Eight, and Ten Percent of Students Scoring at Proficient or Advanced Subject

Science (grades 5, 8, and 10)

School

District

State

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

56

54

51

49

60

56

Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.

2016-17 School Accountability Report Card for Joseph A. Gregori High School

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Career Technical Education Programs (School Year 2016-17) Vocational Education, today’s CTE programs are rigorous and relevant programs that combine academic knowledge with technical skills and application of learning in hands-on, real-life contexts to prepare students with viable skills for today’s increasingly complex workforce. Modesto City Schools operates over 30 distinct CTE/ROP programs spread across its seven comprehensive high school sites and ancillary 2016 SARC Input Form (Fred C. Beyer High School) 11/16/16 facilities. These programs provide workplace preparation to our high school students, including several programs specifically designed to provide training to students with special needs, as well as workforce training for adults in the community. CTE programs reflect the instructional and learning design of Common Core: problem or project-based learning, development of critical thinking and problem-solving skills, teaming/collaboration and increased awareness of the expectations of business, industry, and the workplace. CTE is Common Core. State and national data indicate that students taking a CTE sequence perform better on assessments, graduate at higher rates, and are more successful in both college and the job market. CTE program data are monitored for enrollment trends, participation and completion rates, and performance on Carl D. Perkins grant core indicators. These data are reviewed annually with a wide array of stakeholders at a District CTE Advisory meeting, who give input on program effectiveness and development. Career Technical Education Participation (School Year 2016-17) CTE Program Participation

Measure Number of pupils participating in CTE

6756

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

11

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

98

Courses for University of California (UC) and/or California State University (CSU) Admission UC/CSU Course Measure

Percent

2016–17 Pupils Enrolled in Courses Required for UC/CSU Admission

97.71

2015–16 Graduates Who Completed All Courses Required for UC/CSU Admission

46.15

State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): •

Pupil outcomes in the subject areas of physical education.

California Physical Fitness Test Results (School Year 2016-17) Percent of Students Meeting Fitness Standards

Grade Level

Four of Six Standards

Five of Six Standards

Six of Six Standards

---9---

18.8

23.1

39.7

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

2016-17 School Accountability Report Card for Joseph A. Gregori High School

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C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (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 2017-18) Gregori High School will involve parents, in an organized, ongoing, and timely manner, in the planning, review, and improvement of programs, including the planning, review, and improvement of the school parental involvement policy and the joint development of the school-wide program plan, through the Parent Involvement & Engagement Committee (Gregori Parent Club). Gregori High School will provide parents timely information about programs under this plan; a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. Gregori High School will conduct an extensive parent information program during Back to School Night with translation services. Principals are charged with the responsibility of providing opportunities for parent involvement such as: 1. English Learner Parent Partnership (ELPP) 2. Parent Involvement & Engagement (Gregori Parent Club). 3. The English Learner Parent Partnership (ELPP) and/or Parent Engagement & Involvement Committee (Gregori Parent Club) will be involved in the determination of program direction, goals, budgeting, staffing needs, and school action plans/projects. 4. Parent Institute: A program that educates parents on a wide range of topics. 5. Freshman A-Z orientation 6. Senior Spotlight 7. Advanced Placement Parent Night 8. Site Representatives on district committees 9. Open House, 8th Grade Orientation There are several opportunities for parents to take part in their student’s education at Gregori High School. There are also booster organizations intended to support student programs. They include: Athletic Boosters, FFA/Ag Boosters, & Music Boosters. Gregori Parent Involvement & Engagement (Gregori Parent Club) meets several times each year to discuss a variety of issues pertaining to school oversight. The English Learner Parent Partnership (ELPP) is in place at Gregori High School and responds to the needs of students whose native language is other than English. ELPP meetings are held on alternating months. Gregori will educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. Further, to the extent feasible and appropriate, Gregori will coordinate and integrate parent involvement programs and activities, such as a parent resource center, that encourage and support parents in more fully participating in the education of their children.

State Priority: Pupil Engagement The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): • •

High school dropout rates; and High school graduation rates.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Indicator Dropout Rate Graduation Rate

School

District

State

2013-14

2014-15

2015-16

2013-14

2014-15

2015-16

2013-14

2014-15

2015-16

0.9

0.6

0.6

9.1

7.4

7

11.5

10.7

9.7

95.85

97.08

96.83

84.29

87.01

87.74

80.95

82.27

83.77

2016-17 School Accountability Report Card for Joseph A. Gregori High School

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Completion of High School Graduation Requirements - Graduating Class of 2016 (One-Year Rate) Graduating Class of 2016

Group

School

District

State

All Students

95.74

89.11

87.11

Black or African American

86.96

83.94

79.19

American Indian or Alaska Native

100

77.78

80.17

Asian

100

96.37

94.42

Filipino

100

98.31

93.76

96.97

87.27

84.58

100

96.77

86.57

93.55

91.55

90.99

100

88.95

90.59

Socioeconomically Disadvantaged

62.22

64.33

63.9

English Learners

36.36

51.72

55.44

Students with Disabilities

96.44

87.36

85.45

75

82.35

68.19

Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races

Foster Youth

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

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

Suspensions and Expulsions Rate

School

District

State

2014-15

2015-16

2016-17

2014-15

2015-16

2016-17

2014-15

2015-16

2016-17

Suspensions-------

1.8

2.7

2.3

6.2

5.9

5.1

3.8

3.7

3.6

Expulsions-------

0.2

0.0

0.0

0.1

0.0

0.1

0.1

0.1

0.1

School Safety Plan (School Year 2017-18) The Joseph A. Gregori High School’s Safety Plan is updated each year and shared with staff at the beginning of the school year. Drills are conducted during the course of the school year to practice and evaluate readiness of the Gregori High School staff and students. The Joseph A. Gregori High School Safety Plan identifies three response actions and twelve crisis events and addresses initial emergency responses appropriate for each. The three response actions are: 1) Duck & Cover/Shelter in Place 9) Explosion or Risk of Explosion 2) Lockdown/Secure Campus 10) Hazardous Spill or Release 3) Evacuation 11) Fire/Smoke 4) The twelve events are: 12) Weather Emergencies 5) Intruder/Hostage Situation 13) Earthquake 6) Weapons, Bombs, Other Threats 14) Power, Utilities Failure 7) Student Unrest/Civil Disturbance 15) Aircraft or Vehicle Crash 8) Medical Emergency/Psych. Crisis 16) Animal Disturbance/Bee Swarm In the event of a crisis, the principal, or the principal’s designee, will be in charge of implementing the plan and taking charge of the emergency situation.

2016-17 School Accountability Report Card for Joseph A. Gregori High School

Page 13 of 16

All visitors must check in with the school receptionist in the main office. They are required to sign-in and document the reason for their visit. If campus access is approved, visitors receive an identification tag, which must be prominently displayed at all times. If checking a student out of school for the day, the individual must present photo identification, and be listed on student’s registration and emergency information documents. Administrators supervise students before and after school and make themselves available at all times via two way radio. They monitor the campus during lunch. Campus supervisors are assigned to zones throughout the campus, which they monitor before school, after school, and during lunch and passing periods. Campus supervisors are also assigned to the bus loading area and parking lots to monitor traffic. During passing periods campus supervisors monitor hallways, check for Lanyards, and respond to student accidents, illnesses, or disruptive activity. Like administrators, campus supervisors and the School Safety Officer are in constant communication with each other, administrators, and the main office via two-way radio.

D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Federal Intervention Program (School Year 2017-18) Indicator

School

District

Program Improvement Status

In PI

First Year of Program Improvement

2004-2005

Year in Program Improvement*

Year 3

Number of Schools Currently in Program Improvement

N/A

5

Percent of Schools Currently in Program Improvement

N/A

71.4

Note: Cells with N/A values do not require data.

Average Class Size and Class Size Distribution (Secondary) 2014-15 Avg. Class Size

1-22

23-32

English---------------Mathematics

24

39

26

---------Science---------------Social Science

Subject

2015-16

Number of Classrooms 33+

Avg. Class Size

1-22

23-32

16

46

24

36

28

18

43

24

28

16

7

40

25

28

10

47

2016-17

Number of Classrooms 33+

Avg. Class Size

Number of Classrooms 1-22

23-32

33+

17

45

22

51

17

44

29

16

39

24

33

12

40

29

12

14

38

28

15

14

35

25

25

16

42

23

36

12

47

Note: Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this ---------information is reported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2016-17) Number of FTE Assigned to School

Average Number of Students per Academic Counselor

4.8

476

0

N/A

1.0

N/A

0

N/A

1.0

N/A

0

N/A

Nurse-------

0.8

N/A

Speech/Language/Hearing Specialist

0.5

N/A

Resource Specialist-------

4.0

N/A

0

N/A

Title Academic Counselor------Counselor (Social/Behavioral or Career Development) Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) Psychologist------Social Worker-------

Other------Note: Cells with N/A values do not require data.

*One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

2016-17 School Accountability Report Card for Joseph A. Gregori High School

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Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16) Expenditures Per Pupil Total

Supplemental/ Restricted

Basic/ Unrestricted

Average Teacher Salary

$11,091.06

$2,765.81

$8,325.25

$93,441.70

District-------

N/A

N/A

$8,660.17

Percent Difference: School Site and District

N/A

N/A

-3.9

State-------

N/A

N/A

$6,574

Percent Difference: School Site and State

N/A

N/A

26.6

Level School Site-------

7.3 18.3

Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2016-17) The Modesto City Schools Local Control and Accountability Plan (LCAP) provides detailed information on actions, services, and expenditures that support and assist students. Actions, services, and expenditures funded through the 2016-17 LCAP can be found here: http://www.mcs4kids.com/img/files/2016-2017%20Board%20Approved%20LCAP%20Plan.pdf. The most recent LCAP can be found here: http://www.mcs4kids.com/documents/lcff/2017-2018/2017-2018%20LCAP%20Board%20Approved%206-19-17.pdf. While the LCAP is designed to support the educational progress of all students, there are specific actions and services principally directed toward meeting the needs of our unduplicated students in closing the achievement gap. Advanced Placement (AP) Courses (School Year 2016-17) Subject

Number of AP Courses Offered*

Computer Science English-------

Percent of Students In AP Courses N/A

2

N/A

Fine and Performing Arts

N/A

Foreign Language

1

N/A

Mathematics

2

N/A

Science-------

3

N/A

Social Science

5

N/A

All courses

13

26.3

Cells with N/A values do not require data. *Where there are student course enrollments of at least one student.

Professional Development (Most Recent Three Years) Professional Development opportunities are designed to assist educators with effective educational practices designed to increase student outcomes. Opportunities are varied and include guest speaker presentations, conferences, after school workshops or training, collaboration, individual mentoring, etc. Professional Development is often specific to accommodate various grade levels and/or content areas. 2015-16:  Leverage Learning – PLC Leadership Teams  DuFour PLC Teams  Horacio Sanchez - Creating a Climate for Closing the Achievement Gap  Instructional Technology  Instructional Rounds/Walkthroughs  Anita Archer K-12 Writing and Literacy  READ 180  ERWC  ELA 7-12 Effective Instructional Practices/ELA/ELD literacy 2016-17 School Accountability Report Card for Joseph A. Gregori High School

          

Step Up to Writing 3-6 Tandem Teaching K-1 Number Talks K-6 Fractions 3-5 Math Solutions Mindset Works 7-12 Utah Math 7-8 Math Vision Project (MVP) Curriculum 9-12 Math 180 Positive Behavior Intervention and Support (PBIS) Effective Classroom Management Page 15 of 16

   

Restorative Practices SST Training DIBELS for New Educators K-1 NGSS: Modeling in Science/Science and Engineering Practices 7-12

2016-17:  Leverage Learning – PLC Leadership Teams  DuFour PLC Teams  Anita Archer K-12 Writing and Literacy  Steve Ventura – Visible Learning K-12  Alan November – Future Ready Tech Training 7-12  Horacio Sanchez Culture TK – 12  Instructional Technology  Instructional Rounds/Walkthroughs  ELA Pilot Training K-6 and 9-12  Anita Archer K-12 Writing and Literacy  Literacy Strategies 7-12  Step Up to Writing K-2  Lessoneer Digital Curriculum 7-12 17-18                           

Professional Learning Community Conference Leverage Learning – PLC Leadership Teams Restorative Practices Luis Cruz – Transforming School Culture AVID summer institute Positive Behavior Intervention and Support (PBIS) Restorative Practices Math Lesson Design and Assessments 7-8 NGSS Science Implementation 7-8 Math Vision Project (MVP) Curriculum 9-12 NGSS Science Implementation 9-12 Math Vision Project (MVP) Lesson planning and Instructional practices 9-12 Science Safety Training. Anita Archer – Effective Instructional Practices College and Career Four-Year Planning Kate Kinsella – Essential Instructional Routines / Designated & Integrated ELD Designated ELD Instruction within Wonders Curriculum Technology JW Pepper Best Practices and Overview of Dyslexia Effective Instruction for Severe Programs Direct Instruction in Moderate-Severe Programs Effective Assessment Practices and Reporting Identifying Assessment Tools Curriculum Implementation Support One-one Procedures and Guidelines Standards Progression – Math I, II, III, Pre-Calculus

2016-17 School Accountability Report Card for Joseph A. Gregori High School

 

Document Based Questioning (DBQ) for Social Sciences 9-12 UC Davis History Project

           

Fractions 3-5 Positive Behavior Intervention and Support (PBIS) Effective Classroom Management Restorative Practices DIBELS for New Educators K-1 DIBELS Grade 2 Math Vision Project (MVP) Curriculum 9-12 Math Lesson Design 7-8 NGSS Science Implementation 7-8 NGSS Science Equipment & Technology 9-12 CTE Career Training 9-12 Document Based Questioning (DBQ) for Social Sciences 9-12



Academic Discourse and Language Acquisition, Collaborative Conversations Math 180 Data Analysis Suicide Prevention 2016 History Social Science Framework: An introduction to Content Shifts, Instructional Shifts, Access, and Equity Strategies for Formative Feedback in a Digital Classroom Schoology CAG conference for GATE teachers ISTE conference for CLT teachers DBQ training for GATE Recorders for prep providers Read 180 Implementation Read 180 Follow-up AVID Excel Tutor Training AVID “10-2-2” Instructional Strategy AVID Focused Note-Taking Study Sync Curriculum Trainings AVID "WICORizing" a Lesson training AVID Excel Video Professional Learning Sessions EL Shadow Training ELPAC Training Gr TK-6 ELA Wonders Curriculum Gr K-2 Reading Mastery Gr 3-6 Corrective Reading Gr 6 Number Talks Gr 3-5 Fractions Gr 3-5 Genre Writing

  

                     

Page 16 of 16

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Joseph A. Gregori High School School - Modesto City Schools

Joseph A. Gregori High School School Accountability Report Card Reported Using Data from the 2016-17 School Year Published During 2017-18 By February ...

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