Scott River High School

Accountability Report Card

Reported for School Year 2003-2004

Published During 2004-2005

 

 

School Information

District Information

School Name

Scott River High (Cont) 

District Name

Etna Union High School District

Administrator

Ken Fowle

Superintendent

Gary Lampella

Street

450 Campus Way

Street

11501 Mathews St

City, State, Zip

Etna, CA   96027

City, State, Zip

Fort Jones, CA  96032

Phone Number

(530) 467-5279

Phone Number

(530) 468-2412

Fax Number

(530) 467-5501

Fax Number

(530) 468-

Web Site

sisnet.ssku.k12.ca.us/~scotrftp/

Web Site

sisnet.ssku.k12.ca.us/~ehsdftp

Email Address

kfowle@sisnet.ssku.k12.ca.us

Email Address

glampella@sisnet.ssku.k12.ca.us

Enrollment

23

SARC Contact

Carol Spencer

Grades Served

9,10,11,12

CDS Code

47-70276-4730107

 

Mission Statement

 

“The mission of the Etna Union High School District community is to promote the success of every student”.

 

Goal

The Scott River High School goals are that all graduating students will be:

 

School Achievements

 

School Description and Mission Statement

 

Scott River High School opened August 29, 1994 and is located in the beautiful Scott Valley, approximately fifteen miles southwest of the County Seat of Siskiyou County, Yreka, California. The Etna Union High School District serves an area of approximately 1,500 square miles and is composed of Etna High School, Scott Valley Junior High, Scott River High School, two community day schools and an adult education program.

 

Scott River High School serves students in grades nine through twelve with an average enrollment of 20 students. The high school’s attendance area encompasses all of Scott Valley, Quartz Valley, Sawyers Bar, Cecilville, and the Forks of the Salmon. The major occupations within the community are agriculture, logging, forestry, mining, tourism, and recreational businesses.

 

 

 

 

Opportunities For Parent Involvement

 

Contact Person Name

 Ken Fowle

Contact Person Phone Number

 467-5279

 

Parents who wish to participate in Scott River High School’s Site Council and/or become a volunteer may contact the school’s office at 467-5279

 

 

 

I. Demographic Information

 

Scott River High School opened August 29, 1994 and is located in the beautiful Scott Valley, approximately fifteen miles southwest of the County Seat of Siskiyou County, Yreka, California. The Etna Union High School District serves an area of approximately 1,500 square miles and is composed of Etna High School, Scott Valley Junior High, Scott River High School, two community day schools and an adult education program.

 

Scott River High School serves students in grades nine through twelve with an average enrollment of 20 students. The high school’s attendance area encompasses all of Scott Valley, Quartz Valley, Sawyers Bar, Cecilville, and the Forks of the Salmon. The major occupations within the community are agriculture, logging, forestry, mining, tourism, and recreational businesses.

 

 

 

 

Student Enrollment, by Grade Level

 

 Grade Level

 Enrollment

 Grade Level

 Enrollment

 Kindergarten

0 

 Grade 9

3 

 Grade 1

0 

 Grade 10

10 

 Grade 2

0 

 Grade 11

5 

 Grade 3

0 

 Grade 12

5 

 Grade 4

0 

 Ungraded Secondary

0 

 Grade 5

0 

 

 

 Grade 6

0 

 Grade 7

0 

 Grade 8

0 

 Ungraded Elementary

0 

 Total Enrollment

23 

 

Student Enrollment, by Ethnic Group

 

Racial/Ethnic Category

Number of Students

Percentage of Students

Racial/Ethnic Category

Number of Students

Percentage of Students

African-American

0

0.0

Hispanic or Latino

1

4.3

American Indian or Alaska Native

7

30.4

Pacific Islander

0

0.0

Asian-American

0

0.0

White (Not Hispanic)

14

60.9

Filipino-American

0

0.0

Other

1

4.3

 

 

 

 

II. School Safety and Climate for Learning

 

School Facilities & Safety Plan

 

Date of Last Review/Update

 May 14, 2003

Date Last Reviewed with Staff

 May 14, 2003

Scott River High School provides a safe, clean environment for students, staff, and volunteers. The maintenance program is administered by Etna Union High School District to ensure that all classrooms and facilities are maintained. Scott River High School moved into new facilities in 2000. The self-contained building includes two academic classrooms, an arts/crafts room, a computer lab, and a central commons area that includes kitchen facilities, an office, a small library, and three handicapped-accessible bathrooms, A large storage room is adjacent to a patio area.

 

Safety of students and staff is a primary concern of Scott River High School. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The school’s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire and disaster drills are conducted on a regular basis throughout the school year.

 

 

 

 

School Programs and Practices that Promote a Positive Learning Environment

 

Students at Scott River High School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy, and acceptance of others. The school’s discipline philosophy is to take care of yourself, take care of others and take care of our school. The goal of Scott High School’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Parents and students are informed of discipline policies at the beginning of each school year through classroom orientation and individual student handbooks.

 

 The administration and staff are committed to student supervision and a consistent discipline program that includes direct contact with parents and a positive working relationship with law enforcement.

 

 Attendance

Regular attendance at Scott River High School is a necessary part of the learning process and is critical to academic success. Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities, including proper notification of when and why students are absent. Independent study is available for students who require extended leaves from school. The school monitors student attendance very closely and reports excess unexcused absences to designated authorities.

 

Punctuality and promptness are desirable traits to develop. The students of Scott River High School are expected to be in their seats and ready for instruction at the designated time.

 

District Suspensions and Expulsions

 

 

District

2001-2002

2002-2003

2003-2004

Suspensions (number)

51

54

49

Suspensions (rate)

11.4%

11.97%

12.6%

Expulsions (number)

2

3

1

Expulsions (rate)

0.4%

0.67%

.002%
Recognition

Scott River High School uses a point system for earning credits toward graduation. On a weekly basis, teachers present students with their points earned. The top two point earners receive an award at the end of each week. All students who have earned the required amount of points for that week are eligible to attend a field trip or a free barbecue at school.

 

During graduation ceremonies a number of awards are given to students. Students who have 95% or better attendance for the school year receive an Attendance Award. Students are recognized for earning 1,000 points during the school year by becoming a member of the 1K Club. The Most Points Earned award is granted to the student who earns the most points during the school year. Awards are also given to students who have achieved the greatest growth or excelled in the areas of: English, Math, Science, Art and Technology. If a student earns 100 or more academic points in a week, they are taken to lunch.

 

Adding to Scott River High School’s unique environment, a number of awards are handed out when a student has achieved or excelled beyond the requirements of the district. for the next year.

 

 

III. Academic Data

 

Student Achievement & Testing

 

Multiple measures of student achievement are used as an ongoing part of the quality instructional program these reflect actual student progress as well as measure the effectiveness of the instructional programs. Assessments are administered to all grade levels throughout the year. Because fewer than 10 students per grade level are tested, and in order to maintain confidentiality, scores for necessary small schools are not disclosed.

 

District and State testing times are carefully reviewed and scheduled to allow for maximum student achievement and minimum disruption to the regular school day. During testing, emphasis is made to ensure that each testing location is well-supervised, comfortable, quiet and that each tester is well prepared and has adequate materials in order to provide every student with the best possible testing environment.

 

 

California Standards Tests (CST)

The California Standards Tests (CST) shows how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school Administrator. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

 

Scott River High School participates in California’s mandatory Standardized Testing and Reporting Program (STAR), from which the Academic Performance Index (API) for the school is created.

 

CST – All Students

 

 Subject

 School

 District

 State

 2002

 2003

 2004

 2002

 2003

 2004

 2002

 2003

 2004

 English-Language Arts

 18

 13

 50

 46

 45

 48

 32

 35

 36

 Mathematics

 0

 14

 23

 35

 32

 27

 31

 35

 34

 Science

 

 27

 29

 33

 38

 35

 30

 27

 25

 History/Social Science

 6

 8

 

 41

 26

 38

 28

 28

 29

 

CST – Subgroups

 

Subject

 Male 

Female

English
Learners

Economically
Disadvantaged

Students With
Disabilities

Migrant
Education
Services

Yes

No

Yes

No

 English-Language Arts

 

 

 

 

 

 

 50

 

 Mathematics

 

 

 

 

 

 

 27

 

 Science

 

 

 

 

 

 

 25

 

 History/Social Science

 

 

 

 

 

 

 

 

 

Norm-Referenced Test (NRT)

 

Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT – All Students


 Data reported are the percent of students scoring at or above the 50th percentile.

Subject

 School

 District

 State

 2002

 2003

 2004

 2002

 2003

 2004

 2002

 2003

 2004

 Reading

 ---

 43

 71

 ---

 67

 66

 ---

 43

 43

 Mathematics

 ---

 36

 57

 ---

 67

 64

 ---

 50

 51

 

NRT – Subgroups

 

Data reported are the percent of students scoring at or above the 50th percentile.

Subject

   Male  

 Female

 English
Learners

Economically
Disadvantaged

 Students With
Disabilities

 Migrant
Education
Services

 Yes

 No

 Yes

 No

 Reading

 

 

 

 

 

 

 75

 

 Mathematics

 

 

 

 

 

 

 58

 

 

 

 Academic Performance Index (API)

 

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR.

Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

 

 

 

 

All Students

 

 

 

API Base Data

 

 

API Growth Data

2001

2002

2003

From 2001 to 2002

From 2002 to 2003

From 2003 to 2004

Percentage Tested

100

100

100

Percentage Tested

100

100

93

Base API Score

553

591

576

API Growth Score

612

563

678

Growth Target

12

10

11

Actual Growth

59

-28

102

Statewide Rank

3

3

2

 

 

 

 

Similar Schools Rank

N/A

N/A

N/A

 

 

 

 

*This API is calculated for a small school, defined a having between 11 and 99 valid STAR test scores. The API is asterisked if the school was small either in 2002 or 2003. APIs based on small numbers of students are less reliable and therefore should be interpreted with caution.

 

Adequate Yearly Progress (AYP)

 

The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AUP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measureable objectives for the percent proficient or above and the participation rate required under AYP. Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

 Overall

 School

 District

 2002

 2003

 2004

 2002

 2003

 2004

 All Students

 ---

 Yes

 Yes

 ---

 Yes

 Yes

 

 Subgroups

 School

 District

 2002

 2003

 2004

 2002

 2003

 2004

 All Students

 ---

 No

 Yes

 ---

 Yes

 Yes

 African American

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 American Indian or Alaska Native

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 Asian

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 Filipino

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 Hispanic or Latino

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 Pacific Islander

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 White (not Hispanic)

 ---

 n/a

 n/a

 ---

 Yes

 Yes

 Socio-economically Disadvantaged

 ---

 n/a

 n/a

 ---

 No

 Yes

 English Learners

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 Students with Disabilities

 ---

 n/a

 n/a

 ---

 n/a

 n/a

 

 

IV. School Completion (Secondary Schools)

 

California High School Exit Exam (CAHSEE)

 

Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam to receive a high school diploma. The School Accountability Report Card for that year will report the percentage of students completing grade 12 who successfully complete the California High School Exit Exam.

 

 

 

 

 

Dropout Rate and Graduation Rate

 

Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS.  The formula for the one-year dropout rate is (Grades 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100.  The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.

 

 

 School

 District

 State

   2001  

   2002  

   2003  

   2001  

   2002  

   2003  

   2001  

   2002  

   2003  

 Enrollment (9-12)

 24

 26

 20

 356

 315

 313

 1735576

 1772417

 1830664

 Number of Dropouts

 4

 4

 0

 6

 5

 0

 47899

 48210

 58493

 Dropout Rate (1-year)

 16.7

 15.4

 0.0

 1.7

 1.6

 0.0

 2.8

 2.7

 3.2

 Graduation Rate

 87.5

 61.9

 62.5

 97.9

 88.4

 96.1

 86.7

 87.0

 86.7

 

 

V. Class Size

 

Average  Teaching Load and Teaching Load Distribution

Scott River High School offers an average of 2 classes per period creating an average class size of 10 students per teacher.        

 

 

 

VI. Teacher and Staff Information

 

Core Academic Courses Not Taught by NCLB Compliant Teachers

 

The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be "highly qualified" not later than the end of the 2005-06 school year. In general, NCLB requires that each teacher must have: (1) a bachelor's degree, (2) a state credential or an Intern Certificate/Credential for no more than three years, and (3) demonstrated subject matter competence for each core subject to be taught by the teacher. More information on teacher qualifications required under NCLB can be found at the California Department of Education's Web site at http://www.cde.ca.gov/nclb/sr/tq/.

For a school, the data reported are the percent of a school's classes in core content areas not taught by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areas not taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district.

 

   School  

   District  

 This School

 100.0

 ---

 All Schools in District

 ---

 67.1

 High-Poverty Schools in District

 ---

 100.0

 Low-Poverty Schools in District

 ---

 0.0

 

Teacher Credentials


Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.

 

   2002  

   2003  

   2004  

 Total Teachers
 

 4

 3

 2

 Teachers with Full Credential
 

 4

 3

 2

 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)

 

 

 

 Teachers in Alternative Routes to Certification
 (district and university internship)

 0

 0

 0

 Pre-Internship
 

 0

 0

 0

 Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)

 0

 0

 0

 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)

 0

 0

 0

 

Teacher Education Level


Data reported are the percent of teachers by education level.

 

   School  

   District  

 Doctorate

 50.0

 3.3

 Master's Degree plus 30 or more semester hours

 0.0

 0.0

 Master's Degree

 0.0

 10.0

 Bachelor's Degree plus 30 or more semester hours

 50.0

 86.7

 Bachelor's Degree

 0.0

 0.0

 Less than Bachelor's Degree

 0.0

 0.0

 

 

Teacher Evaluation

 

The teacher evaluation process promotes quality instruction and is a fundamental element in a sound educational program. Evaluations and formal observations are designed to encourage common goals and to comply with the state’s evaluation criteria and district policies. Temporary and probationary teachers are evaluated annually and tenured teachers are evaluated every other year. Evaluations are conducted by the Superintendent.

 

Professional development is an ongoing focus at the school; teachers continue to learn and improve, just as students do. Staff members build teaching skill by participating in many conferences, courses and workshops throughout the year and then sharing their experiences and knowledge with their colleagues. The district offered three staff development days. Staff development topics included:

  • SB 1969/Crosscultural, Language Academic Development (LAD)
  • No Child Left Behind
  • Core mathematics
  • Writing
  • Improving student achievement

 

Substitute Teachers

 

Due to the individualized nature of instruction at Scott River High School, substitutes must be carefully chosen. A group of qualified, credentialed substitutes have been recruited. When they are unavailable, it may be necessary for the principal or other staff to share the responsibilities of substitute teaching.

 

 

 

Counseling & Other Support Services

 

It is the goal of Scott River High School to assist students in their social and personal development as well as academics. The school provides special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. Siskiyou County offers qualified personnel to provide counseling and support services, on a part-time and/or full-time basis. A Siskiyou County Behavioral Health counselor is devoted to helping low income students deal with problems and assisting them to reach positive goals. Siskiyou Domestic Violence & Crisis Center does weekly classes at SRHS and provides educational and counseling service throughout the year. When additional assistance is necessary, the following resources have been made available.

 

Counselors and Other Support Staff

Title

FTE

Counselor

 

Librarian

 

Psychologist

1 *

Social Worker

 

Nurse

1 *

Speech/Language/Hearing Specialist

1*

Resource Specialist (non-teaching)

0.4

*As needed

 

It is the goal of Scott River High School to assist students in their social and personal development as well as academics. The school provides special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. Siskiyou County offers qualified personnel to provide counseling and support services, on a part-time and/or full-time basis. A Siskiyou County Behavioral Health counselor is devoted to helping low income students deal with problems and assisting them to reach positive goals.

 

 

VII. Curriculum and Instruction

 

School Instruction and Leadership

 

The programs at Scott River High School are very dependent on the collaboration and teamwork of the staff. The site administrator, teachers, and secretary work closely together as a team. Their key to success is cooperation, communication, and flexibility. If something needs changing, it can be dealt with immediately.

 

 

 

Professional Development

 

All training and curriculum development at School River High School revolves around the California State Content Standards and Frameworks. Teachers align classroom curriculum to ensure that all students either meet or exceed state proficiency levels.

 

The writing and implementation of Scott River High School’s curriculum is an ongoing process. The school’s curriculum guides are updated regularly to align with the state standards, district goals, and the statewide assessment program. Changes to the curriculum are discussed regularly.

 

 

 

Quality and Currency of Textbooks and Other Instructional Materials

 

Etna Union High School District sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support the school’s instructional program as well as to provide students with their own textbooks.

 

All textbooks and instructional materials used within the school are aligned with the California State Content Standards and Frameworks. Etna Union High School District follows the State Instructional Materials Adoption Cycle, which reviews instructional materials in each curricular area with a seven-year cycle.

 

Computer skills and concepts prepare students for technological growth and opportunities.

 

 

 

 

 

 

 

 

 

Instructional Minutes

All instructional minute requirements at Scott River High School either met or exceeded state requirements for the 2003-2004 school year. The California Education Code requires that alternative school students in grades nine through twelve receive a minimum of 33,300 minutes of instructional time. Scott River High School offered 43,000 minutes of instructional time.

 

Continuation School Instructional Days

 

Data reported are the number of instructional days offered at the school level compared to the state requirement for each grade.

 Grade
Level

 Instructional Days With At Least 180 Instructional Minutes

 Offered

 State Requirement

 9

180

 180 days

 10

180

 180 days

 11

180

 180 days

 12

180

 180 days

 

 

VIII. Post-Secondary Preparation (Secondary Schools)

 

Students Enrolled in Courses Required for University of California (UC) and California University (CSU) Admission

 

Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission (a duplicated count) by the total number of students enrolled in all courses (also a duplicated count).

 Number of Students
Enrolled in All Courses

 Number of Students
Enrolled In Courses Required
For UC and/or CSU Admission

 Percent of Students
Enrolled In Courses Required
For UC and/or CSU Admission

 91

 29

 31.9



 

Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission

 

Data reported are the number and percent of graduates who have completed all courses required for UC and/or CSU admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates.

 Number of Graduates

 Number of Graduates
Who Have Completed All Courses Required
For UC and/or CSU Admission

 Percent of Graduates
Who Have Completed All Courses Required
For UC and/or CSU Admission

 5

 0

 0.0

 

 

Degree to Which Students Are Prepared to Enter Workforce

 

It is the goal of Scott River High School that students understand the importance of academic subjects and experience how employees apply subject learning to work situations. The school’s programs focus on preparing students to think conceptually, communicate effectively, and apply skills in real-world contexts. Instructional strategies that foster critical thinking, problem solving, leadership, and academic skills to ensure work-readiness skills. Numerous outside speakers are brought in to expand the students focus toward jobs and vocations.

 

 

 

 
IX. Fiscal and Expenditure Data

 

Average Salaries (Fiscal Year 2003-2004)

Beginning Teacher Salary

 $34,000

 $35,005

 Mid-Range Teacher Salary

 $45,415

 $50,416

 Highest Teacher Salary

 $54,395

 $62,126

 Average Principal Salary (Middle)

 $63,813

 $63,813

 Average Principal Salary (High)

 $69,521

 $82,710

 Superintendent Salary

 $89,227

 $102,976

 Percent of Budget for Teacher Salaries

 34.1

 35.5

 Percent of Budget for Administrative Salaries

 5.7

 5.5

 

 

Expenditures (Fiscal Year 1999-2000)

District

State Average

For Districts

In Same Category

State Average

All Districts

Total Dollars

Dollars per Student

(ADA)

Dollars per Student

(ADA)

Dollars per Student

(ADA)

$3,660,484

$8,908

$6,977

$6,822

 

 

Types of Services Funded

 

Etna Union High School District spent an average of $8,908 to educate each student (based on 2003-2004 audited financial statements). The figures shown in the table above reflect the direct cost of educational services, per Average Daily Attendance (ADA), excluding food services, facilities acquisition and construction, and certain other expenditures.

In addition to general fund state funding, Etna Union High School District receives state and federal categorical funding for special programs, which include the following categorical, special education, and support programs:

  • SIP (School Improvement Program)
  • EIA (Economic Impact Aid)
  • TUPE (Tobacco Use Prevention Education)
  • Title I, Part A
  • Title II A, Teacher Quality
  • Title II D, Technology
  • Title IV, Safe and Drug Free Schools and Communities
  • Title VA, Innovative
  • Title VI B Rural Education Achievement
  • Title VII, Class Size Reduction

 

The Scott River High School’s Accountability Report Card was prepared by Carol Spencer