School Accountability Report Card (CA Dept of Education)

Executive Summary School Accountability Report Card, 2005-06

For Palmdale High School

Address:	2137 East Avenue R, Palmdale CA 93550-5415	Phone Number:	(661) 273-3181
Principal:	Eric Riegert	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

Our mission is to provide a safe and secure learning environment that promotes a rigorous curriculum and enables our students to develop the necessary academic, technical, and work-related skills of the 21st century. Every student who graduates will be prepared to pursue college or any career to which he/she aspires.

PHS is one of seven comprehensive high schools serving students in the Antelope Valley. Established in 1957, PHS was originally built to serve 1,200 students and now serves approximately 3,500 students. Located in northern Los Angeles County, Palmdale High School covers 80 acres in central Palmdale. The city of Palmdale, with its diverse population of 200,000 residents, is home to the aerospace industry and a burgeoning home construction industry. Many new Palmdale residents have relocated from the Los Angeles area making Palmdale High School’s student population economically, linguistically and ethnically diverse.

The school is currently staffed with over 100 classified employees whose responsibilities range from providing attendance monitoring to scheduling Individualized Education Program meetings. The school administration is comprised of 6 administrators (Principal, Assistant Principal, Vice Principal of Activities, Vice-Principal of Athletics, Vice-Principal of Special Education & Vice-Principal of Special Programs), an Athletic Director, an Activities Director, six counselors, two psychologists, and a Director of Security.

Creating and enhancing a positive atmosphere for learning is of primary importance to Palmdale High School. To that end, academics, co-curricular activities, extra-curricular activities and athletics are highly encouraged. The broad emphasis is premised on the notion that students who are involved in activities available at the school site are more successful in their academic studies.

Student Enrollment
Group	Enrollment
Number of Students	3407
African American	21.5 %
American Indian or Alaska Native	0.5 %
Asian	0.9 %
Filipino	1.4 %
Hispanic or Latino	56.9 %
Pacific Islander	0.3 %
White (Not Hispanic)	18.4 %
Multiple or No Response	0.2 %
Socioeconomically Disadvantaged	45.3 %
English Learners	25.0 %
Students with Disabilities	16.0 %

Teachers
Indicators	Teachers
Teachers With Full Credential	103
Teachers Without Full Credential	26
Teachers Teaching Outside Subject Area of Competence	29
Misassignments of Teachers of English Learners	22
Total Teacher Misassignments	47

School Facilities

Summary of Most Recent Site Inspection

According to the Williams Act Site Inspection, we needed to be sure all Williams Act posters were posted in all rooms and the all rooms had fire extinguishers.

Repairs Needed

None. All repairs rectified.

Corrective Actions Taken or Planned

None needed.

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	$3,734
District	$4,829
State	$4,743

Student Performance
Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	29
Mathematics	7
Science	17
History-Social Science	26

Academic Progress
Indicator	Result
2006 API Growth Score (from 2006 API Growth Report)	633
Statewide Rank (from 2005 API Base Report)	2
2006-07 Program Improvement Status	In PI

School Completion

Indicator

Result

Graduation Rate

69.7%

Postsecondary Preparation
Measures	Percent
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma	84%
Graduates Who Completed All Courses Required for University of California and/or California State University Admission	17.5

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	Palmdale High	District Name	Antelope Valley Union High
Street	2137 East Avenue R	Phone Number	(661) 948-7655
City, State, Zip	Palmdale, CA 93550-5415	Web Site	www.avdistrict.org
Phone Number	(661) 273-3181	Superintendent	Dr. David Vierra
Principal	Eric Riegert	SARC Contact	Ken Scott
E-mail Address	eriegert@avhsd.org	E-mail Address	kscott@avhsd.org

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

Mission Statement

School Description

Students at Palmdale High School are provided access to a multitude of specialized programs, which include:

The special programs available:

• Visual and Performing Arts Academy

• Health Careers Academy

• Agriculture Science Programs

• World Renown Band and Choir

• Highly Successful Athletics Programs

• Comprehensive English Learners Program

• Comprehensive Special Education Program

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

Our parent volunteers are considered vital to the Palmdale High School student experience. They routinely provide in excess of 5,000 hours of support services each year. The requirements to serve as a volunteer are: (1) Pass a Tuberculosis test (2) Submit fingerprint cards (3) Supply two references (4) Complete an application & interview & (5) Receive approval from the Board of Trustees.

Additional Parent Driven Programs:

* Athletics Boosters

* Activities Boosters

* English Language Advisory Council

* School Site Council

* Parent College Information Nights

* Parent Compute Training Nights

Though not all our parents engage in volunteerism, our students benefit greatly from their participation in their academic achievement and co-curricular activities. Our parents frequently attend parent/teacher conferences, financial aid workshops, college awareness events, theatrical performances and athletic contests.

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 9	982
Grade 10	946
Grade 11	709
Grade 12	770
Ungraded Secondary	0
Total Enrollment	3407

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	21.5	White (not Hispanic)	18.4
American Indian or Alaska Native	0.5	Multiple or No Response	0.2
Asian	0.9	Socioeconomically Disadvantaged	45.3
Filipino	1.4	English Learners	25.0
Hispanic or Latino	56.9	Students with Disabilities	16.0
Pacific Islander	0.3	---	---

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).

Grade
Level

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+

3-4

4-8

Other

8.3

8.0

10.5

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	2003-04				2004-05				2005-06
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+
English	30.8	5	53	45	31.4	10	33	54	30.6	15	25	59
Mathematics	32.3	1	34	52	31.6	3	40	45	32.4	2	37	46
Science	32.5		24	34	31.7	2	29	29	32.4		25	34
Social Science	35.1		10	48	35.1	1	6	38	33.8	2	8	34

II. School Climate

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

To help provide a safe and secure learning environment, the school security staff includes a Director of Security, a full time Los Angeles County Sheriff, Probation Officer, a Community Attendance Worker (Truancy Officer), and a team of ten Campus Security Officers. The school security staff works proactively with instructional staff to maintain a safe campus. Our campus supervisors are expected to: (1) provide supervision prior to the commencement of each school day (2) provide conflict resolution services (3) respond to classroom disruptions (4) prevent student misbehavior, (5) respond to school emergencies and (6) to assist with attendance related issues.

Gang related activity, affiliation or dress, and drug use and/or possession, and any violent behavior or acts of intimidation will not be tolerated on campus. Violations of school rules are dealt with according to CA ED Code 48900. Suspensions may range up to five days for the most severe infractions. Under specific provisions of CA ED Code Section 48915, recommendations may be made to expel a student from the Antelope Valley Union High School District. PHS updates the School Safety Plan yearly as required by Senate Bill 187.

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.

PHS maintains a safe campus by following a consistent and fair discipline process that fosters a positive learning climate. The Falcon Assertive Discipline chart outlines progressive disciplinary actions for common campus violations. The chart is posted in most offices and classrooms throughout campus. In addition, the disciplinary chart is given to all incoming students and provided in the student handbook.

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
Rate	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06
Suspensions	21.2	20.1	24.7	27	30.4	30.4
Expulsions	.5	.8	.9	1.2	1.4	1.4

III. School Facilities

School Facility Conditions and Improvements
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.

Palmdale High School strives to provide students with a clean, safe learning environment. Our dedicated campus security and campus maintenance staff provide high quality care for the more than 68 acre school site. Our maintenance and operations personnel are supported by a central maintenance and operations crew including carpenters; painters; heating, ventilation, air conditioning personnel; and one individual who operates the District’s field mower.

Our students attend classes with properly heated and ventilated rooms appropriate for the learning environment including the absence of noise levels which would interfere with communication between teachers and students. Our campus provides a sufficient number of clean, well-stocked, functioning restrooms kept in sanitary conditions.

The District has recently modernized Palmdale High School using General Obligation Bond funds and state matching funds as resources for these projects. This has resulted in an increase in restroom/toilet capacity, compliance with ADA requirements, an increase to lighting on campus, improved campus landscaping, upgraded structural features and science laboratory facilities. In addition, our campus cafeteria is currently under renovation process that will transform the space into a technologically advanced presentation venue.

Finally, our campus library and the cafeteria flooring has been renovated to provide students and staff with an important space for internet exploration, large group meetings, parent meetings and large group presentations. The library is equipped with advanced technological equipment such as an LCD projector and drop-down presentation screens.

In addition, the District takes full advantage of the state’s deferred maintenance funding program whereby a five-year deferred maintenance plan is submitted and updated to reflect major repair/reconstruction projects in the District. This includes appropriate upgrades and repairs to roofing, asphalt, electrical, and plumbing on District-owned facilities.

School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

Item Inspected	Facility in Good Repair		Repair Needed and Action Taken or Planned
Item Inspected	Yes	No	Repair Needed and Action Taken or Planned
Gas Leaks
Mechanical Systems
Windows/Doors/Gates (interior and exterior)
Interior Surfaces (walls, floors, and ceilings)
Hazardous Materials (interior and exterior)
Structural Damage
Fire Safety
Electrical (interior and exterior)
Pest/Vermin Infestation
Drinking Fountains (inside and outside)
Restrooms
Sewer
Playground/School Grounds
Other

IV. 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 CDE Web site at http://dq.cde.ca.gov/dataquest/.

Teachers	School			District
Teachers	2003-04	2004-05	2005-06	2005-06
With Full Credential	94	99	103	753
Without Full Credential	34	35	26	227
Teaching Outside Subject Area of Competence			29	---

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	2004-05	2005-06	2006-07
Misassignments of Teachers of English Learners	3	18	22
Total Teacher Misassignments	3	20	47
Vacant Teacher Positions	6	38	2

Core Academic Classes Taught by NCLB Compliant Teachers
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 http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes	Percent of Classes In Core Academic Subjects
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	94.2	5.8
All Schools in District	91.0	9.0
High-Poverty Schools in District	88.0	12.0
Low-Poverty Schools in District	95.0	5.0

Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.

Palmdale High School works with our district to secure qualified substitute teachers. All certificated staff provide school administration with lesson plans, prepared in advance, for substitutes to implement as needed. In addition, our school is staffed with four roving substitutes who provide services each day on our campus.

While the task of retaining sufficient substitute teachers is challenging, our school has implemented a system wherein classroom teachers provide per period substitution during their conference. This is a time when they would normally be performing educational tasks related to their own classes.

Teacher Evaluation Process
This section provides information about the procedures and the criteria for teacher evaluations.

The constructive teacher evaluation process currently in place is a fundamental element in our educational program that promotes quality instruction as well as addressing interpersonal relationships with students, parents, and colleagues. Supervising administrators observe teachers in the classroom, both formally and informally. Senate Bill 813 requires teacher performance to be evaluated on the following criteria: (1) Demonstrated pupil progress toward standards (2) Teaching strategies/techniques (3) Adherence to curricular objectives (4) Establishment of a proper learning environment. All probationary teachers are evaluated twice every school year, once each semester.

Tenured certificated staff are evaluated a minimum of once every two years. In addition, PHS has developed several programs to support and assist new and veteran teachers in their desire to improve their skills. In these programs, teachers are provided support by exemplary peers using professional standards that provide a common language and a vision of the scope and complexity of teaching.

Non-tenured staff, probationary teachers – first two years of service, receive at least two formal evaluations yearly. In order to help them succeed, they have subject area peer coaches, the Beginning Teacher Support Assessment Program (BTSA), administrative support, and collaboration time with colleagues.

V. Support Staff

Academic Counselors and Other Support Staff
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	7.0	486.7
Library Media Teacher (Librarian)	1.0	---
Library Media Services Staff (paraprofessional)	1.0	---
Psychologist	2.0	---
Social Worker	0	---
Nurse	0	---
Speech/Language/Hearing Specialist	0	---
Resource Specialist (non-teaching)	3.2	---
Other	3.8	---

VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
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	All Students Grade 9-12	0
Mathematics	All Students Grade 9-12	0
Science	All Students Grade 9-12	0
History-Social Science	All Students Grade 9-12	0
Foreign Language	Spanish and Latin (Levels 1-AP)	0
Health	All Students Grade 9-12	0
Science Laboratory Equipment (grades 9-12)	All Students Grade 9-12 have access to standards aligned texts and upgraded laboratory equipment.	0

VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
This table displays a comparison of the school's 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 salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$4,910	$1,176	$3,734	$54,606
District	---	---	$4,829	$54,606
Percent Difference - School Site and District	---	---	23%	0
State	---	---	$4,743	$60,037
Percent Difference - School Site and State	---	---	21%	1%

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

Palmdale High School is allocated approximately $6,595 in per pupil expenditures. These funds are typically used in the general provision of academic services.

In addition, PHS receives categorical money for support in areas of academic need. PHS receives categorical monies from among the following sources:

• Title 1: School-wide funding

• Title 2: Staff Development

• Title 3: English Learners

• Economic Impact Aid-Limited English Proficient

All expenditures funded by categorical monies are closely reviewed by school administration. Moreover, it is imperative that all categorical funds address the goals listed in our School Site Plan. For more detail on how school monies are spent please refer to the Single School Site Plan that is available in the office of the Principal.

Teacher and Administrative Salaries (Fiscal Year 2004-05)
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 can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$32,963	$37,671
Mid-Range Teacher Salary	$59,997	$63,121
Highest Teacher Salary	$80,204	$78,630
Average Principal Salary (Elementary)
Average Principal Salary (Middle)		$101,801
Average Principal Salary (High)	$106,575	$111,909
Superintendent Salary	$159,750	$163,061
Percent of Budget for Teacher Salaries	37.8	37.8
Percent of Budget for Administrative Salaries	5.0	5.2

VIII. Student Performance

California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

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
Subject	2004	2005	2006	2004	2005	2006	2004	2005	2006
English-Language Arts	24	29	29	30	32	31	36	40	42
Mathematics	4	5	7	10	10	10	34	38	40
Science	15	14	17	23	22	24	25	27	35
History-Social Science	23	25	26	25	25	24	29	32	33

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
Group	English- Language Arts	Mathematics	Science	History- Social Science
African American	20	4	10	17
American Indian or Alaska Native	*	*	*	*
Asian	54	19	*	50
Filipino	44	19	55	47
Hispanic or Latino	27	6	12	22
Pacific Islander	*	*	*	*
White (Not Hispanic)	48	14	40	47
Male	26	9	22	32
Female	33	6	13	21
Economically Disadvantaged	23	6	11	22
English Learners	11	3	5	14
Students with Disabilities	8	5	4	10
Students Receiving Migrant Education Services	14	4	10	23

California Physical Fitness Test Results
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 fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Grade Level	Percent of Students Meeting Fitness Standards
9	14.5

IX. 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 CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks -- Three-Year Comparison
This table displays the school's statewide and similar schools API ranks. 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	2003-04	2004-05	2005-06
Statewide	I	3	2
Similar Schools	I	6	5

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			API Score
Group	2003-04	2004-05	2005-06	2006
All Students at the School	13	15	11	633
African American	12	29	-5	568
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino	16	25	16	627
Pacific Islander
White (not Hispanic)	33	-2	27	715
Socioeconomically Disadvantaged	24	37	11	610
English Learners	--	--	6	600
Students with Disabilities	--	--	57	434

State Award and Intervention Programs
This section will contain information about the school's participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report.

Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

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 CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria
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	No	No
Participation Rate - English-Language Arts	No	No
Participation Rate - Mathematics	No	No
Percent Proficient - English-Language Arts	No	No
Percent Proficient - Mathematics	No	No
API	Yes	Yes
Graduation Rate	Yes	Yes

Federal Intervention Program
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 CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

Indicator	School	District
Program Improvement Status	In PI	In PI
First Year of Program Improvement Implementation	2003-2004	2004-2005
Year in Program Improvement	Year 4	Year 2
Number of Schools Currently in Program Improvement	---	8
Percent of Schools Currently in Program Improvement	---	66.7

X. School Completion and Postsecondary Preparation

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 comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator	School			District			State
Indicator	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05
Dropout Rate (1-year)	0.7	0.8	1.2	2.3	2.3	1.8	3.2	3.3	3.1
Graduation Rate	95.6	93.8	94.1	90.3	89.3	89.6	86.7	85.3	84.9

Completion of High School Graduation Requirements
Beginning with the graduating class of 2006, 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 2005-06 school year in the 12th grade, this table displays by student group the percent of students 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. Due to the state's collection schedule for high school completion data, state level data for this reporting element will not be available for report cards published in the 2006-07 school year. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.

Group	Graduating Class of 2006
Group	School	District	State
All Students	69.7	3556	---
African American	20.1	268	---
American Indian or Alaska Native	0.2	4	---
Asian	1.9	38	---
Filipino	2.2	43	---
Hispanic or Latino	43.5	598	---
Pacific Islander	0.8	5	---
White (not Hispanic)	31.3	713	---
Socioeconomically Disadvantaged		955	---
English Learners	26.4	439	---
Students with Disabilities		248	---

Career Technical Education Programs
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.

Palmdale High School is proud to support the Health Careers Academy and the Visual and Performing Arts Academy. These academies, made possible by the countless, skilled staff who dedicate their time and energy to the development of young adults, offer state of the art career development courses such as:

• Health Careers

• Health Occupations

• Forensic Biology

• Visual and Performing Arts Careers

• Band, Mariachi Band, Choral Ensemble

Palmdale High School is also fortunate to support two career pathways, Business and Agriculture, which prepare students to acquire vocation specific skills and knowledge. The agricultural and business oriented courses available at PHS are:

• Construction Technology & Wood

• Automotive Repair

• Home Economics & Interior Design

• Agriculture Geoscience, Agriculture Biology and Agriculture Chemistry

Agriculture Mechanics 1 & 2 and Agriculture Projects

Career Technical Education Participation
This table displays information about participation in the school's CTE programs.

Measure	CTE Program Participation
Number of Pupils	3797
Percent of pupils completing a CTE program and earning a high school diploma	84%
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education	52%

Courses for University of California and/or California State University Admission
This table displays for the most recent year two measures related to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator	Percent
Students Enrolled in Courses Required for UC/CSU Admission	67.4
Graduates Who Completed All Courses Required for UC/CSU Admission	17.5

Advanced Placement Courses
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's students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Subject	Number of AP Courses Offered	Percent of Students In AP Courses
Computer Science		---
English	2	---
Fine and Performing Arts	3	---
Foreign Language	1	---
Mathematics	2	---
Science	4	---
Social Science	5	---
All courses	17	7.2

College Admission Test Preparation Course Program
This section provides information about the school's college admission test preparation course program.

Palmdale High School Counselors take unprecedented steps to guarantee student preparation for college entrance. Our counselors begin by examining the coursework completed by all students in February of each year. They make recommendations to students regarding requisite A-G courses necessary for their eligibility for college. Our school then monitors academic achievement every 4 weeks to identify students needing academic interventions and collegiate counseling.

Our 9th, 10th,, and 11th grade students are encouraged to take the Pre-Scholastic Aptitude Test in October of each year. Our school offers Saturday Scholastic Aptitude Test workshops so that students may acquire and practice the skills necessary to achieve the best scores they can.

The UCLA Early Academic Outreach Program is currently working with our school to create awareness regarding college opportunities. Our counseling staff then provides support by making sure that students have been given the opportunity to complete the A-G requirements for entrance into any college to which he/she aspires.

SAT Reasoning Test
This table displays the percent of the school's 12th grade students who voluntarily take the SAT Reasoning Test for college entrance, and the average verbal, math, and writing scores of those students. Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Indicator	2004	2005	2006
Percent of Grade 12 Students Taking the Test	22.7	22.5	23.6
Average Verbal Score	461	459	450
Average Math Score	441	443	430
Average Writing Score	---	---	449

X. Instructional Planning and Scheduling

School Instruction and Leadership
This section provides information about the structure of the school's instructional program and the experience of the school's leadership team.

At PHS, data driven decisions as well as core curriculum aligned to the state requirements are considered fundamental elements of the instructional leadership process. Our school employs distributed leadership, described in detail below, which points out that leadership activity is to be shared by many members instead of just school administration. As such, leadership multiplies through interactions between students, parents, teachers, staff and administrators. Our school leaders develop new skills, capabilities, and understandings by building agreements and practicing effective collaboration.

Teacher leaders and administrators at PHS are empowered to do the following: engage in continuous professional learning; lead professional development; collaborate to improve school practice; assist individual colleagues through tasks like mentoring and coaching; participate in peer reviews; choose textbooks and instructional materials; shape the curriculum; set standards for student behavior and set promotion and retention policies and selecting new teachers and administrators (Barth, 2001). Beginning in the 2004-2005 school year, the school selected one if its’ teachers to implement a new staff development program. This program focuses on harnessing the knowledge of the PHS staff. As such, teachers have been included in the staff development model as presenters. These teachers present one hour lessons on an important topic (e.g. best practices, scaffolding instruction, assessment, direct instruction, classroom management, note-taking skills, students with special needs, English learner strategies, Advancement Via Individual Determination (AVID) strategies, and many more).

In order to achieve the above, the following is from our School Site Plan:

 Core classes use standards base curricular maps, standards based benchmark exams, and other common assessments

 Peer Coaching – Teachers from core areas are provided two periods of release time to collaborate with teachers, observe teachers, sub for teachers so they can observe others, discuss lesson plans

 Collaborative Lesson Planning – Flex Wednesdays (early student release) are often used by departments to design standards based lessons, exam best practices, analyze benchmark and exam data, plan lessons

 Targeted staff development on research based instructional strategies

 Administrative participation in classes – going beyond the formal evaluation and be in classrooms more often to build a culture of community focused on student success and best teaching practices.

 Examination of California State Testings (CST) and California High School Exit Exams (CAHSEE) to identify students for targeted instructional programs

 Data driven instruction – Use of Achieve Data to analyze assessments

 Maintain Regional Occupational Programs, Health Careers Academy, and Visual and Performing Arts Academy (VAPAA) to help encourage students to remain focused on their futures

 Rigorous curriculum

 Counselors, teachers and administrators routinely challenge students to enroll in Advanced Placement and college accepted courses

 Honor the hundreds of students who achieve above 3.5 grade point average and higher

Our classified staff provides invaluable support to the students and families that Palmdale High School serves. Our classified staff is frequently called upon to deal with academic and social issues. Marilyn Johnson, our Principal’s Secretary who was named AVUHSD Classified Employee of the Year, is a perfect example of a staff member who reaches out to mentor, support and challenge our student body.

The Palmdale High School faculty is comprised of 134 talented educators. Many of our Physical Education and Social Science faculty have more than 20 years teaching experience. In addition, our Social Science faculty has been recognized as exemplary by organizations such as the College Board. Our Science, Foreign Language and Fine Arts faculty are expertly trained in the Advanced Placement courses we offer in each area. Our English and Math faculty offer many fascinating courses such as Science Fiction Literature and Calculus.

Professional Development
This section provides information about the program for training the school's teachers and other professional staff.

The Antelope Valley Union High School District has progressed from alignment with the state standards to guaranteeing that state standards are successfully delivered in the classroom. Our goal is to design instruction that meets the needs of all students. As such, PHS teachers continually increase their ability to address their students’ varied learning styles. Various assessment tools, from regular classroom assessments, district assessments, the California Standards test and the California High School Exit Exam provide a clear understanding of student success and weaknesses.

The school provides for professional development opportunities as directed by California Senate Bill 1193. Every year, our teachers are provided staff development based on building resilient learning communities (Matsui, 2003). On several occasions, university experts have visited our school to deliver a 45 minute lectures which outline 9 instructional techniques to improve academic performance. More importantly, our teachers have been empowered to provide peer to peer staff development. On these occasions, our expert teachers have demonstrated lessons for their peers to observe.

Our Professional Development Plan is designed to produce the stated results in our School Vision Plan:

• Build Teacher Corps with High Instructional Capacity

• Create a pervasive college culture

• Provide Enriched Learning

• Nurture a safe learning environment that supports learning

• Provide a comprehensive English Learners Program

• Increase Stakeholder Moral and School Spirit

Instructional Minutes
This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.

Grade Level	Instructional Minutes
Grade Level	Offered	State Requirement
9	64,966	64,800
10	64,966	64,800
11	64,966	64,800
12	64,966	64,800

Minimum Days in School Year
This section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.

All instructional days either meet or exceed the daily instructional minute requirements specified in the California Educational Code. Seven instructional days are minimum days. These are used for final exams, Back-to-School Night, California High School Exit Exam testing and STAR Testing. Twenty-six instructional days are reduced days. These days are used for department meetings, faculty meeetings, and collaborative training.