School Accountability Report Card Reported for School Year 2007-08 Published During 2008-09

Executive Summary School Accountability Report Card, 2007-08

Ferndale High School

Address: 

1231 Main St. , Ferndale   CA  95536  

Phone: 

707-786-5900  

Principal: 

Sam  Garamendi 

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 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 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

Student Enrollment 

Group 

Percent 

African American 

  %

American Indian or Alaska Native 

5.7  %

Asian 

0.63  %

Filipino 

  %

Hispanic or Latino 

5.7  %

Pacific Islander 

1.27  %

White (not Hispanic) 

81.01  %

Multiple or No Response 

5.7  %

Socioeconomically Disadvantaged 

4  %

English Learners 

3  %

Students with Disabilities 

5  %

Total Number of students 

158 

Teachers 

Indicator 

Teachers 

Teachers with full credential 

14 

Teachers without full credential 

0 

Teachers Teaching Outside Subject Area of Competence 

Misassignments of Teachers of English Learners 

Total Teacher Misassignments  

School Facilities 

Summary of Most Recent Site Inspection 

In accordance with the California Education Code Section 17002, Ferndale Unified School District conducts annual inspections of its school sites to determine that they are maintained in good repair. Ferndale High School was inspected in July 2006, and all areas of maintenance including gas leaks, problems with heating and ventilation, unsafe and unclean interior surfaces, structural damage, non-functioning fire extinguishers and fire alarm systems, power failure, electrical connections and inadequate lighting, major pest or vermin infestation, inaccessible and nonfunctioning drinking fountains, and inaccessible, unclean and nonfunctioning restrooms have been identified.

Ferndale High School has submitted an application for deferred maintenance funds (hardship) to complete an HVAC project. In addition, the site is also in need of ADA upgrades as well as general facility modernization needs that are consistent with schools that were constructed in the 1950s and have not been renovated to any significant degree. Our school maintenance needs are ongoing and largely the result of the age of our high school. These needs include electrical, plumbing, roofing, windows, flooring, lighting, and other general facility maintenance requirements.

A Deferred Maintenance (Hardship) application has been submitted to the Department of Public School Construction for an HVAC renovation project.

Removal of an underground fuel tank was completed in the fall of 2007 and monitoring has recently been completed. The District has received notice that the project is scheduled for closure by June of 2009.

Ongoing corrective action is taken to address safety needs such as walkways, lighting, and other potential hazards that become evident from time to time.

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%

Visual and Performing Arts 

0%

Science Laboratory Equipment (grades 9-12) 

0%

School Finances 

Level 

Expenditures Per Pupil (Unrestricted Sources Only) 

School Site 

$ LEA Provided

District 

$ LEA Provided

State 

 $5,300

Student Performance 

Subject 

Students Proficient and Above on California Standards Tests 

English-Language Arts 

57%

Mathematics 

32%

Science 

50%

History-Social Science 

45%

Academic Progress 

Indicator 

Result 

2008 Growth API Score (from 2008 Growth API Report) 

756  

Statewide Rank (from 2007 Base API Report) 

8  

2008-09 Program Improvement Status (PI Year) 

School Completion 

Indicator 

Result 

Graduation Rate 

100%

Postsecondary Preparation 

Measures 

Percent of Graduates 

Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma 

33%

Graduates Who Completed All Courses Required for University of California or California State University Admission 

45.3%

2007-08 School Accountability Report Card Report (SARC)

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 SARC Web site. For additional information about the school, parents and community members should contact the school principal or the district office.

12     Data and Access 

DataQuest 

DataQuest is an online data tool that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, 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 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.  

II. About This School 

Contact Information (School Year 2008-09) 

This section provides the schools contact information. 

School 

District 

School Name 

Ferndale High  

District Name 

Ferndale Unified  

Street 

1231 Main St.  

Phone Number 

707-786-5900  

City, State, Zip 

Ferndale  , CA  95536  

Web Site 

www.ferndalek12.org 

Phone Number 

707-786-5900  

Superintendent 

Sam  Garamendi 

Principal 

Sam  Garamendi 

E-mail Address 

E-mail Address 

CDS Code

12-75374-1232909 

School Description and Mission Statement (School Year 2007-08) 

This section provides information about the school’s goals and programs. 

The School

Opportunities for Parental Involvement (School Year 2007-08) 

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

Parents are encouraged to participate in the education of their children attending District schools. Opportunities to participate include volunteering in classrooms and school programs, membership in such school-based and District programs as School Site Council, Booster Club, PaSTA, and on District committees. Parents wishing to know how they may become more involved should call the school for information and schedules of committee meetings. 

Student Enrollment by Grade Level (School Year 2007-08) 

This table displays the number of students enrolled in each grade level at the school. 

Grade Level 

Number of Students 

Kindergarten 

0 

Grade 1 

0 

Grade 2 

0 

Grade 3 

0 

Grade 4 

0 

Grade 5 

0 

Grade 6 

0 

Grade 7 

0 

Grade 8 

0 

Ungraded Elementary 

0 

Grade 9 

40 

Grade 10 

38 

Grade 11 

42 

Grade 12 

38 

Ungraded Secondary 

0 

Total Enrollment 

158 

Student Enrollment by Group (School Year 2007-08) 

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 

African American 

  %

American Indian or Alaska Native 

5.7  %

Asian 

0.63  %

Filipino 

  %

Hispanic or Latino 

5.7  %

Pacific Islander 

1.27  %

White (not Hispanic) 

81.01  %

Multiple or No Response 

5.7  %

Socioeconomically Disadvantaged 

4  %

English Learners 

3  %

Students with Disabilities 

5  %

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 

2005-06 

2006-07 

2007-08 

Avg. Class Size 

Number of Classrooms 

Avg. Class Size 

Number of Classrooms 

Avg. Class Size 

Number of Classrooms 

1-22 

23-32 

33+ 

1-22 

23-32 

33+ 

1-22 

23-32 

33+ 

English 

18.7 

2 

1 

17.0 

7 

3 

16.3 

11 

5 

Mathematics 

14.2 

9 

1 

12.9 

11 

12.7 

10 

1 

Science 

12.1 

9 

13.3 

8 

14.0 

7 

1 

Social Science 

16.4 

8 

18.1 

5 

3 

17.3 

6 

2 

III. School Climate 

School Safety Plan (School Year 2007-08) 

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

The Ferndale Unified School District Comprehensive School Safety Plan was created in October 1998, and has been reviewed and updated annually since that date. The Plan includes District policies covering school rules, discipline procedures, child abuse reporting procedures, and plans for disaster preparedness integrated with the Community Disaster Plan.  The School Site Council is charged with the responsibility of reviewing and updating the School Safety Plan.

Contributing to school safety are the small sizes and the close relationship between faculty members, students, parents and the community. This relationship fosters a safe and caring learning environment for students. Many inter-district transfer students attend Ferndale High School often being attracted to the school because of the intimacy of the school that includes the small class sizes.

Student government and Leadership class promote the attributes of student involvement and self-determination. School staff is available to students and parents for providing academic assistance, academic and intervention counseling, and dealing with issues of concern. Abundant opportunities are available for students to actively participate in co-curricular and extra-curricular programs. Over half of the students enrolled at Ferndale High School are active in extracurricular and/or co-curricular programs, including athletics, FFA, programs for the arts, and student government.   

School discipline is tailored to honor the unique circumstances accompanying each student issue requiring intervention and promotes student safety and a positive school climate. Our staff transitioned from an Eight-Step discipline approach (in place for many years prior to the 2007-2008 school year) to a more student-centered case-by-case approach that is embedded in a program known as Love and Logic. With this program, interventions may range from conversations about a particular occurrence, verbal and/or written warnings (referrals) about an occurrence, time-outs and/or detentions (teacher initiated and monitored), community service assignments, campus/activity restrictions, and in school and from school suspensions and/or expulsion from school (Grounds for Suspension or Expulsion: Education Code 48900).

School climate and school discipline go hand-in-hand. Ferndale High School adopted as part of its 2007-2008 Student Conduct Code the following core beliefs: 1) Every attempt will be made to maintain the dignity and self-respect of both student and adult. 2) Students will be guided and expected to solve problems they create without creating problems for anyone else. 3) Students will be given opportunities to make decisions and live with the natural and/or logical consequences of their decisions be they good or bad. 4) Students will be given the opportunity to share their information or let their concerns be heard at an appropriate time and place. 

Suspensions and Expulsions 

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period. 

Rate 

School 

District 

2005-06 

2006-07 

2007-08 

2005-06 

2006-07 

2007-08 

Suspensions 

1.3  

7.9  

9.5  

3.8  

7.4  

5.1  

Expulsions 

0.0  

0.0  

0.0  

0.0  

0.0  

0.0  

IV. School Facilities 

Facility Conditions and Planned Improvements (School Year 2008-09) 

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements. 

The main building of Ferndale High School, built in 1952, contains the school office, 11 classrooms, and school library. The adjacent shop building houses the woodshop and ag. mechanics shop. The gymnasium building, built in 1975, contains mens and womens locker rooms, coaches offices, and gymnasium with a seating capacity of 881. The facilities master plan calls for the construction of a classroom/office building to replace a portable building removed in 2004, and for the modernization of the main high school building.

Facilities provide adequate space for the instructional program at Ferndale High School. 2.5 FTEs of custodial services are assigned to Ferndale High School, and the facilities and grounds are kept in a safe and clean condition.

Ferndale High School has submitted an application for deferred maintenance funds (hardship) to complete an HVAC project. In addition, the site is also in need of ADA upgrades as well as general facility modernization needs that are consistent with schools that were constructed in the 1950s and have not been renovated to any significant degree. Our school maintenance needs are ongoing and largely the result of the age of our high school. These needs include electrical, plumbing, roofing, windows, flooring, lighting, and other general facility maintenance requirements. The retirement on an underground fuel tank project is anticipated by June of 2009.

School Facility Good Repair Status (School Year 2008-09) 

This table displays the results of the most recently completed school site inspection to determine the school facility good repair status. 

Item Inspected 

Repair Status 

Repair Needed and Action Taken or Planned 

Good 

Fair 

Poor 

Gas Leaks 

x

None

Mechanical Systems 

x

Annual Maintenance

Windows/Doors/Gates (interior and exterior) 

x

Modernization funding is being sought along with energy efficient systems and ADA compliant installations

Interior Surfaces (walls, floors, and ceilings) 

x

Modernization funding being sought to address needs

Hazardous Materials (interior and exterior) 

x

None

Structural Damage 

x

None

Fire Safety 

x

None

Electrical (interior and exterior) 

x

Modernization funds will provide additional circuitry, wiring, and other requirements for the upgrading of our infrastructure for accommodating our technology needs

Pest/Vermin Infestation 

x

None

Drinking Fountains (inside and outside) 

x

Upgrades Needed

Restrooms 

x

ADA upgrades are necessary for some of our restrooms

Sewer 

x

Drainage is an ongoing challenge due to the City of Ferndales sewage system

Playground/School Grounds 

x

Ferndale High School is an old school (1950s) and there is an ongoing effort to correct walkway faults and other structural needs.

Roofs 

x

Our roofing covering is twenty plus years old. Hardship funds will be applied for the 2009-2010 school year to replace our existing roof coverings on our main buildings.

Overall Cleanliness 

x

Our custodial/maintenance staff have done a remarkable job in addressing day-to-day cleanliness requirements

Overall Summary of School Facility Good Repair Status (School Year 2008-09) 

This table displays the overall summary of the results of the most recently completed school site inspection. 

Item Inspected 

Facility Condition 

Exemplary 

Good 

XXX Fair XXX

Overall Summary 

The school facility is inspected each year by District staff and by our JPA. Daily walk-a-rounds provide ongoing inventory of grounds and buildings. In addition, every three years a safety inspection is conducted by the Humboldt County Office of Education Safety Coordinator. The most recent safety inspection was completed in December of 2007.

V. Teachers 

Teacher Credentials 

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the DataQuest Web site. 

Teachers 

School 

District 

2005-06 

2006-07 

2007-08 

2007-08 

With Full Credential 

13 

14 

14 

32 

Without Full Credential 

0 

0 

0 

0 

Teaching Outside Subject Area of Competence 

0

0

0

0

Teacher Misassignments and Vacant Teacher Positions 

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. 

Indicator 

2006-07 

2007-08 

2008-09 

Misassignments of Teachers of English Learners  

0

0

0

Total Teacher Misassignments  

0

0

0

Vacant Teacher Positions 

0

0

0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2007-08) 

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the NCLB Web site. 

Location of Classes 

Percent of Classes In Core Academic Subjects 

Taught by NCLB Compliant Teachers 

Taught by Non-NCLB Compliant Teachers 

This School  

95.9 

4.1 

All Schools in District  

95.9 

4.1 

High-Poverty Schools in District 

Low-Poverty Schools in District 

95.9 

4.1 

VI. Support Staff 

Academic Counselors and Other Support Staff (School Year 2007-08) 

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. 

Title 

Number of FTE Assigned to School 

Average Number of Students per Academic Counselor 

Academic Counselor 

1.0 

158 

Library Media Teacher (Librarian) 

N/A 

Library Media Services Staff (paraprofessional) 

N/A 

Psychologist 

N/A 

Social Worker 

N/A 

Nurse 

N/A 

Speech/Language/Hearing Specialist 

N/A 

Resource Specialist (non-teaching) 

N/A 

Other 

N/A 

VII. Curriculum and Instructional Materials 

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008-09) 

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. 

Core Curriculum Area 

Quality, Currency, and Availability of Textbooks and Instructional Materials 

Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials 

Reading/Language Arts 

Read/Language Arts materials are current and sufficient in number

0

Mathematics 

Mathematics materials are current and sufficient in number

0

Science 

Science materials are current and sufficient in number

0

History-Social Science 

History-Social Science materials are current and sufficient in number

0

Foreign Language 

Foreign Language materials are current and sufficient in number

0

Health 

Health materials are current and sufficient in number

0

Visual and Performing Arts 

Visual and performing arts materials are current and sufficient in number

0

Science Laboratory Equipment (grades 9-12) 

Science Laboratory Equipment materials are current and sufficient in number

0

VIII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)  

This table displays a comparison of the school per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page and teacher salaries can be found on the Certificated Salaries and Benefits Web page. 

Level 

Total Expenditures Per Pupil 

Expenditures Per Pupil (Supplemental) 

Expenditures Per Pupil (Basic) 

Average Teacher Salary 

School Site 

LEA Provided

LEA Provided

LEA Provided

LEA Provided

District 

N/A 

N/A 

LEA Provided

$ 

Percent Difference – School Site and District 

N/A 

N/A 

LEA Provided

LEA Provided

State 

N/A 

N/A 

$5300 

$54955 

Percent Difference – School Site and State 

N/A 

N/A 

LEA Provided

LEA Provided

Types of Services Funded (Fiscal Year 2007-08) 

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

In addition to regular education services, the Ferndale Unified School District categorical program budget funds the Special Education/Resource program, the 10^th grade counseling program, the vocational arts program partially through the Carl Perkins Vocational Education Program, the school library, Advanced Placement and AVID programs at Ferndale High School.  

Teacher and Administrative Salaries (Fiscal Year 2006-07)

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found on the Certificated Salaries and Benefits Web page.

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$

$36658 

Mid-Range Teacher Salary

$ 

$53646 

Highest Teacher Salary

$ 

$69160 

Average Principal Salary (Elementary)

$ 

$85019 

Average Principal Salary (Middle)

$ 

$85660 

Average Principal Salary (High)

$ 

$91134 

Superintendent Salary

$ 

$110844 

Percent of Budget for Teacher Salaries

40.6 %

35.2 %

Percent of Budget for Administrative Salaries

5.0 %

6.4 %

IX. Student Performance 

California Standards Tests 

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page.  

CST Results for All Students - Three-Year Comparison 

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). 

Subject 

School 

District 

State 

2005-06 

2006-07 

2007-08 

2005-06 

2006-07 

2007-08 

2005-06 

2006-07 

2007-08 

English-Language Arts 

48  

57  

54 

56  

59  

54 

42  

43  

46 

Mathematics 

38  

28  

26 

54  

51  

48 

40  

40  

43 

Science 

50  

60  

46  

64  

75 

35  

38  

46 

History-Social Science 

37  

46  

41 

38  

56  

43 

33  

33  

36 

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CST Results by Student Group – Most Recent Year 

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. 

Group 

Percent of Students Scoring at Proficient or Advanced 

English-Language Arts 

Mathematics 

Science 

History-Social Science 

African American 

* 

* 

* 

American Indian or Alaska Native 

* 

* 

* 

Asian 

* 

* 

* 

Filipino 

Hispanic or Latino 

* 

* 

* 

Pacific Islander 

* 

* 

* 

White (not Hispanic) 

60 

26 

46 

Male 

44 

26 

43 

Female 

64 

26 

39 

Economically Disadvantaged 

* 

* 

English Learners 

* 

* 

Students with Disabilities 

* 

* 

Students Receiving Migrant Education Services 

* 

* 

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade 10 results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics in order to compute Adequate Yearly Progress (AYP) designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found at the CAHSEE Web site.

CAHSEE Results by Performance Level for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in English-Language Arts and mathematics.

Subject  

School  

District  

State  

2005-06  

2006-07  

2007-08 

2005-06  

2006-07  

2007-08 

2005-06  

2006-07  

2007-08 

English  

55.6 

64.9 

60.5 

55.6 

64.9 

60.5 

51.1 

48.6 

52.9 

Mathematics  

71.4 

81.1 

63.2 

71.4 

81.1 

63.2 

46.8 

49.9 

51.3 

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CAHSEE Results by Performance Level for Student Groups – Most Recent Year

  This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics for the most recent testing period. 

Group  

English  

Mathematics  

Not Proficient  

Proficient  

Advanced  

Not Proficient  

Proficient  

Advanced  

All Students  

39.5 

47.4 

13.2 

36.8 

52.6 

10.5 

Male 

40.0 

53.3 

6.7 

33.3 

53.3 

13.3 

Female 

39.1 

43.5 

17.4 

39.1 

52.2 

8.7 

African American 

* 

* 

* 

* 

* 

* 

American Indian or Alaska Native 

* 

* 

* 

* 

* 

* 

Asian 

* 

* 

* 

* 

* 

* 

Filipino 

* 

* 

* 

* 

* 

* 

Hispanic or Latino 

* 

* 

* 

* 

* 

* 

Pacific Islander 

* 

* 

* 

* 

* 

* 

White (not Hispanic) 

38.9 

47.2 

13.9 

33.3 

55.6 

11.1 

English Learners 

* 

* 

* 

* 

* 

* 

Socioeconomically Disadvantaged  

* 

* 

* 

* 

* 

* 

Students Receiving Migrant Education Services 

* 

* 

* 

* 

* 

* 

Students with Disabilities 

* 

* 

* 

* 

* 

* 

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California Physical Fitness Test Results (School Year 2007-08) 

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting the healthy fitness zone on all six fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school test results to the district and state levels, may be found on the Physical Fitness Testing Web page.  

Grade Level 

Percent of Students Meeting Healthy Fitness Zones 

5 

0 

7 

0 

9 

52.6 

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

X. Accountability 

Academic Performance Index 

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the API Web page. 

API Ranks – Three-Year Comparison 

This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. 

API Rank 

2005 

2006 

2007 

Statewide 

4  

8  

8  

Similar Schools 

1  

3  

N/A  

"N/A"

means a number is not applicable or not available due to missing data.

"*"

means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.

"A"

means the school or subgroups scored at or above the statewide performance target of 800 in 2008.

"B"

1232909

"C"

means the school had significant demographic changes and will not have any growth or target information.

"D"

means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.

"E"

indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

API Changes by Student Group – Three-Year Comparison 

This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant. 

Group 

Actual API Change 

Growth API Score 

2005-06 

2006-07 

2007-08 

2008 

All Students at the School 

74  

31  

-19  

756  

African American 

American Indian or Alaska Native 

Asian 

Filipino 

Hispanic or Latino 

Pacific Islander 

White (not Hispanic) 

69  

30  

-14  

774  

Socioeconomically Disadvantaged 

English Learners 

Students with Disabilities 

"N/A"

means a number is not applicable or not available due to missing data.

"*"

means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.

"A"

means the school or subgroups scored at or above the statewide performance target of 800 in 2008.

"B"

means the school did not have a valid 2007 Base API and will not have any growth or target information.

"C"

means the school had significant demographic changes and will not have any growth or target information.

"D"

means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.

"E"

indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

Adequate Yearly Progress 

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

• Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics
• Percent proficient on the state's standards-based assessments in ELA and mathematics
• API as an additional indicator
• Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the AYP Web page. 

AYP Overall and by Criteria (School Year 2007-08) 

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria. 

AYP Criteria 

School 

District 

Overall 

Yes  

Yes  

Participation Rate - English-Language Arts 

Yes  

Yes  

Participation Rate - Mathematics 

Yes  

Yes  

Percent Proficient - English-Language Arts 

Yes  

Yes  

Percent Proficient - Mathematics 

Yes  

Yes  

API 

Yes  

Yes  

Graduation Rate 

Yes  

Yes  

Federal Intervention Program (School Year 2008-09)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the AYP Web page.  

Indicator 

School 

District 

Program Improvement Status 

Not In PI  

First Year of Program Improvement 

Year in Program Improvement 

Number of Schools Currently in Program Improvement 

N/A 

Percent of Schools Currently in Program Improvement 

N/A 

XI. School Completion and Postsecondary Preparation 

Admission Requirements for California Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state's high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the University of California Web site.

California State University

Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the California State University Web site.

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the DataQuest Web site. 

Indicator 

School 

District 

State 

2004-05 

2005-06 

2006-07 

2004-05 

2005-06 

2006-07 

2004-05 

2005-06 

2006-07 

Dropout Rate (1-year) 

1.3 

1.1 

1.3 

1.1 

3.1 

3.5 

4.4 

Graduation Rate 

100.0 

93.9 

97.8 

100.0 

93.9 

97.8 

85.0 

83.0 

79.5 

Completion of High School Graduation Requirements 

Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2007-08 school year in the 12th grade, as evidenced by that school year October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CAHSEE Web page. Note: "N/A" means that the student group is not numerically significant. 

Group 

Graduating Class of 2008 

School 

District 

State 

36

36

N/A

0

0

N/A

1

1

N/A

0

0

N/A

0

0

N/A

0

0

N/A

1

1

N/A

32

32

N/A

2

2

N/A

0

0

N/A

0

0

N/A

Career Technical Education Programs (School Year 2007-08) 

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

Ferndale High School offers vocational training through the HROP Cabinetmaking and Building Trades, vocational agriculture, computer technology and work experience programs. The majority of Ferndale High School graduates, including those students who will go on to two or four year colleges, have completed courses in vocational education while in high school. Students enrolled in vocational programs receive work-preparation skills, and may qualify for certification upon completion.

Career Technical Education Participation (School Year 2007-08) 

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

Courses for University of California and/or California State University Admission (School Year 2007-08) 

This table displays, for the most recent year, two measures related to the school courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment, in and completion of, courses required for UC/CSU admission can be found at the DataQuest Web site. 

Advanced Placement Courses (School Year 2007-08) 

This table displays, for the most recent year, the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the DataQuest Web site. 

XII. Instructional Planning and Scheduling  

Professional Development 

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.  

Providing for the staff development needs of teachers in a small comprehensive high school is challenging. Each year the task of setting staff development priorities for the District is given to the Peer Assistance and Review (PAR) Joint Committee, composed of three teachers and two administrators. The Joint Committee meets in the fall to review the staff development budget, Board adopted District goals, and results of staff surveys that provide staff input on staff development needs in order to make a recommendation to the Superintendent and School Board about the priorities for the allocation of staff development resources. District adopted goals are broad statements that arise from a review of student achievement data and recommendations from the District Superintendent regarding critical areas of need within the District.

During the 2007-2008 school year staff development at Ferndale High School included such topics as: School-wide Discipline (Love and Logic) and School Climate Development, Vocabulary Development , Physical Education, Classroom Management, AVID, Grant Writing, Vertical Curriculum Articulation 7-12, Disaggreigation and Analysis of STAR Testing Data, Counseling Techniques and Issues, and Special Education.