Executive Summary School Accountability Report Card, 2005-06

 

For La Habra High School   

 

 Address:

 801 West Highlander Ave., La Habra CA 90631-3720   

 Phone Number:

 (562) 266-5200   

 Principal:

 Jennifer Williams   

 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

The city of La Habra is bounded on the south by Coyote Hills and by the Whittier Hills to the north.   It is the northernmost community in Orange County. Today, while the city has evolved into a bedroom community of balanced residential and commercial interests, it yet retains its small-town flavor. Numerous second and third generation families have established a long-standing, stable community, and their genuine love for the town spills over to the namesake high school.  The La Habra Police Department supports the school and community with an active and award-winning partnership that holds our youth accountable for healthy, positive behavior at school and in the larger community. The officers' friendly and active presence is represented on campus by a full time School Resource Officer.

La Habra High School (LHHS) opened in 1954, the second in what is now an eight high school district. A comprehensive high school of nearly 2300 students, the LHHS population draws from diverse geographic areas and socio-economic backgrounds. Housing varies from low-income barrio areas to large estates in La Habra Heights. The vast majority of our students, however, come from lower to middle-income families. Our student body is 53% Hispanic, 37% white, and the remaining 10% percent a blend of various ethnicities. Students have an easy familiarity with one another and appreciate the diversity of their school.

Our faculty and staff, school families, and the community-at-large support our goal of offering the best in education. La Habra staff aggressively strive to increase the number of students in AP and honors classes and to increase rigor for all students. In seeking standards-based academic excellence, the school is data-driven. Using a wide variety of assessments, our curriculum is revised regularly to better support student learning.  As a result, a finely tuned, college-preparatory, standards-based education is available to all students. Students have the option of selecting from a variety of academies and programs including AP, Honors, Heritage of the Americas, the Marketing and Business Academy, Forensic Science, and Agriculture. Offered to all students, ever-increasing numbers participate in Honors, AP, and specialized academy programs that meet University of California “a” through “g” requirements.

            Our efforts to date have been widely recognized and supported. Most significantly, in 2002 La Habra HS won a federal Smaller Learning Communities Grant. Utilizing these funds during the past three years, La Habra has created all-inclusive Professional Learning Communities (PLCs) based on Richard DuFour’s model. PLCs have fostered best-practice sharing; creation of standards-based assessments and benchmarks; and the disaggregating and interpreting of data to improve student success.

            Perhaps most importantly, the community recognizes and supports La Habra with its direct presence and involvement in the academic and athletic programs, booster clubs and adult mentoring. The school and the community share the educational vision of excellence.

             La Habra High School staff members and community members work together to help all students achieve to the highest level possible.  Learning takes place in a safe, nurturing, and positive environment.  Students are challenged with rigorous coursework and rewarded for high achievement.  Students are well prepared for their future.

 

 

Student Enrollment
 

 Group 

 Enrollment 

 Number of Students

2410    

 African American   

1.4 % 

 American Indian or Alaska Native   

0.2 % 

 Asian   

1.6 % 

 Filipino   

0.9 % 

 Hispanic or Latino   

52.7 %  

 Pacific Islander   

0.5 % 

 White (Not Hispanic)   

37.2 % 

 Multiple or No Response   

5.5 % 

 Socioeconomically Disadvantaged   

11.7 % 

 English Learners   

15.0 % 

 Students with Disabilities   

10.0 % 

Teachers
 

 Indicators 

 Teachers 

 Teachers With Full Credential   

85 

 Teachers Without Full Credential   

12 

 Teachers Teaching Outside   
   Subject Area of Competence

0 

 Misassignments of Teachers   
   of English Learners

0 

 Total Teacher Misassignments   

0 


 School Facilities
 

Summary of Most Recent Site Inspection

 

An inspection of site buildings and facilities is conducted quarterly throughout the school year.  The maintenance, upkeep, and repair of the buildings and grounds are checked to verify that everything is clean and in good repair.  The last scheduled inspection was conducted in the late spring.

 

Repairs Needed

 

As of the last site inspection no major or emergency repairs were needed.  Any minor repairs were noted on the inspection summary and are routinely corrected before the next inspection.

 

 

Corrective Actions Taken or Planned

 

Using the District Deferred Maintenance Five-Year Plan, preventative and routine repairs are handled in a timely manner avoiding most emergency repairs.  The District Service Center responds to site needs as they arise and provides regularly scheduled maintenance in support of the site facilities.  Each year items that are not on the routine maintenance list become topics of discussion with the District Budget Study Committee for recommendations as summer projects to address campus improvements beyond the basic operational needs.

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)

 School Site         

  $4,508      

 District

  $5,192      

 State 

 $4,743

 

Student Performance
 

 
 

 

 
 Subject

 Students Proficient
and Above on
California
Standards Tests

 English-Language Arts   

48

 Mathematics   

30

 Science   

43

 History-Social Science   

48

Academic Progress
 

 
 
 
 Indicator

 
 
 
    Result    

 2006 API Growth Score   
   (from 2006 API Growth Report)

 774

 Statewide Rank   
   (from 2005 API Base Report)   

 8

 2006-07 Program Improvement Status   

Not in PI 

 

School Completion
 

 
 Indicator 

 
 Result 

 Graduation Rate   

94.7

Postsecondary Preparation
 

 
 Measures

 Percent of 
 Graduates 

 Completed a Career Technical 
   Education Program

15.5

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

39.3

 

    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

 La Habra High School

 District Name

 Fullerton Joint Union High School District

 Street

 801 West Highlander Ave.

 Phone Number

 (714) 870-2801

 City, State, Zip

 La Habra, CA    90631-3720

 Web Site

 fjuhsd.k12.ca.us

 Phone Number

 (562) 266-5001

 Superintendent

  Dr. George Giokaris

 Principal

 Jennifer Williams

 E-mail Address

 

Web Site

lahabra.seniorhigh.net

 

 

 E-mail Address

 

 ---

 ---


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

             Embedded within the culture of La Habra High School is a deeply collaborative sense of ownership. The process for developing and communicating a common vision of what students should know, understand, and be able to do upon graduation is centered on the Expected School-Wide Learning Results (ESLRs) developed by all stakeholders -- staff, students, parents, community and administration. The ESLRs and the school’s mission are living documents that continuously evolve to meet the immediate and changing needs of all students.

Focus and department groups, Leadership Council, School Site Council, PTSA, Professional Learning Communities (PLCs), through continuous analysis of State-mandated test data, as found in the California High School Exit Exam (CAHSEE) and California Standards Tests (CST) results, as well as locally developed unit benchmark and end-of-course examination results, have ensured the school’s ESLRs remain aligned with state standards, and that every teacher is prepared to deliver effective, research-proven lessons.  The school’s mission statement continues to guide the decision making processes at LHHS.  During professional development meeting time, teachers analyze content standards to identify essential standards for core disciplines and develop common assessments. Course-specific teams, or PLCs, use essential standards to develop scope and sequence for each course and to analyze data from periodic common assessments. Teachers continue to be trained in research-based instructional strategies: Classroom Instruction That Works by Marzano; Sheltered Instruction Observation Protocol by Echeverrķa, and research-based training in differentiated instruction and literacy inservices by Kate Kinsella and Kevin Feldman.

 The School Site Council oversees the process of revising the Single School Plan (SSP) by identifying areas of special concern, and ultimately approving the final version. The Single School Plan incorporates school goal statements.  While the school’s vision is overtly articulated as a “vision statement” in the SSP, the shared vision is more pervasive. It is the backdrop of every collaboration on campus, from School Site Council, to PLCs, to Leadership Council. The school-wide goals contained in the Single School Plan are a condensation of our vision that directs all our professional development.

 

Goal #

Goal Statements

1

Improve reading and writing (Literacy) in core content areas (Mathematics, English, Science, Social Science)

2

Improve performance of ELs on CAHSEE and CSTs

3

Improve performance of RSP and SDC students on CSTs and CAHSEE

4

Improve performance of socio-economically disadvantaged students on CSTs and CAHSEE

5

Insure all students successfully complete Algebra1

6

Insure all students pass both portions of CAHSEE


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

There are many opportunities for parent involvement at La Habra High School.  The fall Back-to-School Night is a great way to meet teachers and discuss academic expectations.  The spring Open House is an opportunity to meet more informally with teachers and staff members and to view the products of student work.  Other opportunities for involvement include the PTSA, athletic booster clubs, academic booster groups, and other parent support groups. La Habra High School also hosts the Parent Institute for Quality Education, a nine-week seminar for Spanish-speaking parents.  La Habra High School counselors meet with parents of each freshman to develop a four-year academic plan, and parents are encouraged to contact a teacher whenever there are concerns.  Each LHHS teacher has voicemail that can be used to leave messages.  Teachers also have email addresses and several teachers have Web pages. 

 

The chart below lists the contact information for many of the mentioned groups.  Additionally the school website is an easy portal to email addresses for all staff.  The website is: lahabrahighschool.net.

Agriculture Program

Farm number

266-5078

Athletics Director

Frank McCarroll

266-5060

AVID

Sam Kelso

266-5041

Freshman Focus

Teresa Linehan

266-5208

Heritage of the Americas

Diane Giles

266-5044

Honors and AP

Charles Ritz

266-5035

Leadership ASB Director

Derek Marshall

266-5047

Marketing and Business Academy

Debbie Sorenson

266-5043

PTSA

Call Principal’s Secretary

266-5200

School Site Council

Scott Edwards-Silva

266-5027


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 Level

 Number of Students

 Kindergarten

0 

 Grade 8

0 

 Grade 1

0 

 Ungraded Elementary

0 

 Grade 2

0 

 Grade 9

745 

 Grade 3

0 

 Grade 10

572 

 Grade 4

0 

 Grade 11

602 

 Grade 5

0 

 Grade 12

491 

 Grade 6

0 

 Ungraded Secondary

0 

 Grade 7

0 

 Total Enrollment

2410 


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

1.4 

 White (not Hispanic)

37.2 

 American Indian or Alaska Native

0.2 

 Multiple or No Response

5.5 

 Asian

1.6 

 Socioeconomically Disadvantaged

11.7 

 Filipino

0.9 

 English Learners

15.0 

 Hispanic or Latino

52.7 

 Students with Disabilities

10.0 

 Pacific Islander

0.5 

 ---

 ---


Average Class Size and Class Size Distribution (Elementary)
This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
 
  No data are available for this section

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

 26.7

 39

 19

 31

 25.6

 47

 26

 24

 25.9

 43

 29

 29

 Mathematics

 33.8

 2

 14

 43

 34.2

 3

 11

 47

 32.6

 3

 23

 40

 Science

 34.7

 

 11

 37

 35.5

 

 7

 39

 34.9

 

 11

 34

 Social Science

 33.2

 3

 15

 32

 31.8

 2

 26

 27

 33.3

 1

 18

 33


Participation in the Class Size Reduction Program
This table displays the percent of students in kindergarten trough grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program.
 
  No data are available for this section

II. School Climate

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

 La Habra High School has adopted a comprehensive school safety plan, which is reviewed and approved by the School Site Council annually. The school safety plan includes a review of California Safe Schools Assessment Data, descriptions of available intervention programs, and detailed procedures for: 1) maintaining a safe and orderly school environment; 2) campus access; 3) child abuse reporting; 4) staff notification of potentially dangerous situations; 5) disaster preparedness; 6) dress code policy and enforcement; 7) discipline; 8) maintaining a drug, alcohol, and tobacco free campus; and 9) sexual harassment, crime, and other reporting requirements.  Copies of faculty and student handbooks, disaster preparedness manuals, and District policies and procedures are incorporated in the plan for staff reference and use.  A copy of this comprehensive plan is available for public review in the Principal’s office.  


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.

Heritage of the Americas

Heritage of the Americas is a California Specialized Secondary School Magnet college-preparatory program.  Heritage integrates literature/language arts, the social sciences, foreign language, science, and visual arts.  Honors coursework and Advanced Placement test preparation are integrated into the course of study, emphasizing subject matter connections and cultural understanding in a rigorous college-preparation environment.

Marketing and Business Academy

The Highlander Marketing Business Academy (MBA), a California Partnership Academy, prepares students to enter post-secondary education or the work force with ample preparation to succeed. English, social science, science, and mathematics are combined with a careers course to create an understanding of today’s world, blending academics with business.

 

Both higher education institutions and local businesses partner with MBA to offer extra enrichment to students, including guest speakers, field trips, and specialized curriculum.  Students learn self-reliance along with group participation as they work on project-based learning experiences.  Technology plays an important role in MBA studies as students use electronic presentations and build a Web presence as a regular part of classroom instruction.

 

The small learning environment, team-minded teachers, and smaller classes lead to a strong sense of community for all involved in MBA.  Students gain both academically and socially as they prepare for college and the world at large.

Academy of Agri-Science Technology

The Academy offers students an opportunity to pursue a specialized course of study that organizes core subjects around an agriculture career theme.  Agri-science blends the study of agriculture with life and physical sciences including biology, chemistry, anatomy, and physiology.  Scientific theories are presented in the classroom setting, and the school farm serves as a laboratory for applications in the agricultural setting.  The curriculum combines technical and academic content and prepares students both for entry-level employment in agri-science and for continuing education in two- or four-year colleges and/or universities.

 

Forensics, Fire, and Police Academy

The Forensics, Fire, and Police Academy offers students a program with a focus on four years of science to include biology, chemistry, forensics biology, physics, anatomy and physiology, and Advanced Placement sciences.  Students enjoy real-life applications and experiences in crime scene processing, latent print identification, arson investigation, crime scene photography, and firearms analysis.  The curriculum is designed to meet the UC/CSU “A-G” admission requirements.

  

Freshman Focus Program

The Freshman Focus program is a sequence of freshman classes, particularly English, science, and mathematics into “freshman only” classes.  The teachers of these classes constitute the freshman specialist teachers who work to diagnose and place students in both enrichment and support services as needed.  Teachers work with upper-class mentors through the Impact Mentoring program to provide mentors for all ninth-grade students.  The Freshman Focus teachers provide grade checks every two weeks and tutoring follow-up services. 
 

AVID:  Advancement Via Individual Determination

AVID is a secondary support program that has as its mission to prepare students in the academic middle for four-year college eligibility.  The AVID program provides a curriculum that includes study and organizational skills, college and career awareness, writing to learn and oral language skills through an elective class offered each year.  The best use of this program includes a commitment to all four years of the elective class and AVID support.

 

Leadership and Impact Mentors

The leadership class is designed to promote effective leadership and methods.  The students assist with matters pertinent to student government and the planning of Associated Student Body activities.  Impact Mentors are a large group of selected upper class students who are trained to serve as men