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

Executive Summary School Accountability Report Card, 2007-08

Armijo High School

Address:  824 Washington St. , Fairfield   CA  94533-5541  Phone:  707-422-7500  
Principal:  Eric Tretten 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

 

The Armijo High School mission is:  “Armijo High School’s mission is to engage and support all students in learning activities that promote independence, interaction, and choice.  We are committed to providing all students with a rigorous education in an atmosphere of respect, inclusion, and high expectations for personal and academic achievement.”  This mission will be assessed by multiple measures that include California High School Exit Exam (CAHSEE) pass rates, growth rate in the Academic Performance Index (API), number of tests taken and success rates on Advanced Placement (AP) and International Baccalaureate Exams, certificate completion rates for vocational programs, improvement and/or decline in attendance rates, eligibility/ineligibility rates, credit deficiencies, referral/suspension/expulsion rates, and other district methods.

Student Enrollment 

Group  Enrollment 
Number of students  2419 
African American  22.24  %
American Indian or Alaska Native  0.91  %
Asian  6.12  %
Filipino  7.94  %
Hispanic or Latino  31.62  %
Pacific Islander  2.48  %
White (not Hispanic)  28.69  %
Multiple or No Response    %
Socioeconomically Disadvantaged  41  %
English Learners  11  %
Students with Disabilities  9  %

Teachers 

Indicator  Teachers 
Teachers with full credential  100 
Teachers without full credential  7 
Teachers Teaching Outside Subject Area of Competence  3
Misassignments of Teachers of English Learners 
Total Teacher Misassignments  

School Facilities 

Summary of Most Recent Site Inspection 

Facility in good Repair

Repairs Needed 

The Several door closures are not working properly and need paint.  Several portables need to replace ceiling tiles, and replace carpet.

Corrective Actions Taken or Planned 

Maintenance to repair to safe condition.


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  $4,836
District  $4,696
State   $4,943

Student Performance 

Subject  Students Proficient and Above on California Standards Tests 
English-Language Arts  39%
Mathematics  15%
Science  40%
History-Social Science  33%

Academic Progress 

Indicator  Result 
2008 Growth API Score (from 2008 Growth API Report)  642  
Statewide Rank (from 2007 Base API Report)  3  
2008-09 Program Improvement Status (PI Year)  0

School Completion 

Indicator  Result 
Graduation Rate  66%

Postsecondary Preparation 

Measures  Percent of Graduates 
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma  12%
Graduates Who Completed All Courses Required for University of California or California State University Admission  38%


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 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.

I. Data and Access 

DataQuest 

DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ 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  Armijo High   District Name  Fairfield-Suisun Unified  
Street  824 Washington St.   Phone Number  707-399-5000  
City, State, Zip  Fairfield  , CA  94533-5541  Web Site  www.fsusd.k12.ca.us 
Phone Number  707-422-7500   Superintendent  Jacki Cottingim
Principal  Eric Tretten E-mail Address   BillL@fsusd.k12.ca.us
E-mail Address  EricT@fsusd.k12.ca.us CDS Code 48-70540-4830451 

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

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

“Armijo High School’s mission is to engage and support all students in learning activities that promote independence, interaction, and choice.  We are committed to providing all students with a rigorous education in an atmosphere of respect, inclusion, and high expectations for personal and academic achievement.”  This mission will be assessed by multiple measures that include California High School Exit Exam (CAHSEE) pass rates, growth rate in the Academic Performance Index (API), number of tests taken and success rates on Advanced Placement (AP) and International Baccalaureate Exams, certificate completion rates for vocational programs, improvement and/or decline in attendance rates, eligibility/ineligibility rates, credit deficiencies, referral/suspension/expulsion rates, and other district methods. 

Opportunities for Parental Involvement (School Year 2007-08) 

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

A sound and effective education is truly a collective effort.  Quality staff, programs, instruction, and student achievement are never the result of an individual, but rather the byproduct of a team effort, of which parents are a vital component.  With this in mind, parents make major contributions to the Armijo Campus, including participation in groups/activities that include athletic and band booster clubs, School Site Council, English Language Acquisition Committee (ELAC), and Sober Grad Nite Committee (only such committee in FSUSD).  Many parents also contribute countless hours to supervision of activities/events, participation in the International Baccalaureate Program (only IB Program in Solano County), and Future Farmers of America (FFA).  It takes a village, and our village is ever expanding.

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  645 
Grade 10  629 
Grade 11  617 
Grade 12  528 
Ungraded Secondary  0 
Total Enrollment  2419 

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  22.24  %
American Indian or Alaska Native  0.91  %
Asian  6.12  %
Filipino  7.94  %
Hispanic or Latino  31.62  %
Pacific Islander  2.48  %
White (not Hispanic)  28.69  %
Multiple or No Response    %
Socioeconomically Disadvantaged  41  %
English Learners  11  %
Students with Disabilities  9  %

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  29.9  12  30  39  30.4  14  25  41  29.6  8  41  36 
Mathematics  28.9  14  27  34  31.4  8  20  41  32.3  1  23  40 
Science  29.0  12  33  33  29.2  10  38  28  30.8  4  38  27 
Social Science  33.7  4  14  37  33.2  9  10  40  32.0  5  24  29 

III. School Climate 

School Safety Plan (School Year 2007-08) 

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

The Fairfield-Suisun Unified School District requires safety plans for each school:
BP/AR 0450, Comprehensive Safety Plan; BP 3515, School Safety and Security; AR 3515.5, Safety Program; BP/AR 3515.2, Disruptions; BP/AR 3515.6, Campus Security; and BP/AR 3516, Disaster Regulations.

The Governing Board insists that students and staff have the right to a safe and secure campus where they are free from physical and psychological harm.  The Board is fully committed to maximizing school safety and to creating a positive learning environment that teaches violence prevention and emphasizes high expectations for student achievement, responsible behavior, and respect for others. 

Each school site develops a comprehensive school wide safety plan that includes violence prevention strategies and actions to be taken in the event of a crisis.  Each plan is tailored to the specific conditions at the school.  Each school plan takes into account the expertise, available resources and building design, along with factors unique to that site.  A copy of each school’s plan is available at the school and in the office of the Directors of Elementary and Secondary Education.  The plan is reviewed at the beginning of each year by the principal with his complete faculty.  Each school site annually updates the plans.

School Safety Plan includes the following: 

  •  A positive school climate promoting respect for diversity, personal and social responsibility, effective interpersonal and communication skills, anger management and conflict resolution.
  • Disciplinary policies and procedures.
  • Prevention of and alternatives to violence.
  • Parent involvement strategies.
  • Prevention and intervention strategies related to the sale or use of drugs and alcohol.
  • Assessment of the school’s physical environment and development of ground security.
  • School-site crisis intervention strategies.
  • Staff training in violence prevention and intervention techniques.

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  38.8   86.2   33.7   20.6   35.4   27.8  
Expulsions  4.5   4.4   1.3   2.1   1.6   1.1  

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. 

Armijo High School is located on Washington Street in the City of Fairfield.

General
The district takes great efforts to ensure that all schools are clean, safe, and functional.  To assist in this effort, the district uses a facility survey instrument developed by the State of California Office of Public School Construction.  The results of this survey are available on this site.
Below is more specific information on the condition of the school and the efforts made to ensure the students are provided with a clean, safe, and functional learning environment.


Age of School Building
Armijo High School is the original high school in the Fairfield/Suisun area and currently resides in facilities that were originally built in 1947, 1956, and 1958, which house classrooms, including labs, a library/media center, a gymnasium with adjoining shower/locker rooms, a large band room, a cafeteria, and administrative and counseling offices. Armijo High School in Fairfield underwent a major renovation in the summer of 2003.  The modernization work included campus-wide modifications for conformance with the Americans with Disabilities Act (ADA) including handicap accessible door hardware, ramps to entrances, and better travel paths at curb cuts and transitions from the street.  The project also included:  miscellaneous roof repairs; replacement of double doors at main corridors; renovations of several main building classrooms; improvements to the existing HVAC system; electrical upgrades for computers; new lighting and a new fire alarm system for most of the main buildings.  In addition, 14 bathrooms were remodeled with new flooring, wall tile and fixtures.  A new walkway was added to allow in natural light and improves the aesthetics of the campus for students.
The science wings have received a complete renovation which included new sinks, cabinets, lab work stations with gas spigots, flooring, tackable wall surfaces, better lighting, acoustical ceilings and flooring. The wing was gutted from top to bottom to replace all the plumbing and rebuild the science classrooms and labs and provide new modern science lab stations. 
The Multipurpose Room renovations included a new HVAC system, new acoustical paneling, new scratch resistant interior, and upgrades to the stage.
The campus has large field areas designed for football, soccer, track, baseball, and softball. The track includes an 8-lane, 400-meter all-weather running track (made from recycled waste tires) at Armijo High School in Fairfield, CA. This allows the students and community to compete in inter-collegiate sports, enhance the facilities of the high school campus and promote our recycling efforts. The football field is also composed of a synthetic material ideal for the sites athletics. The campus also has an aquatic center, basketball courts, and tennis courts.  In addition, the Armijo High School houses an extensive agricultural program including a greenhouse and a farm area. The campus is well maintained with a full-time custodial team. 


Maintenance and Repair
District maintenance staff ensures that repairs necessary to keep the school in good repair and working order are completed in a timely manner.  A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Cleaning Process and Schedule
The district governing board has adopted Strategic Goals, which include cleaning standards for all schools in the district. (Strategic Goal #4).  These standards are available at any school site and the District Office. The district’s Operations Department works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school, along with the supervision of the site principal.

Deferred Maintenance Budget
The district participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair/replacement of existing school building components.  Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems.  For the 2008-2009 school year the district has budgeted $552,000 for the deferred maintenance program.

Deferred Maintenance Projects
For the 2008-2009 school year the district’s Governing Board has approved deferred maintenance projects for this school that will result in repairs to paving.

Modernization Projects
Currently, the F-SUSD is designing a specialized Video technology Laboratory and photo laboratory that will be an exciting addition to the campus curriculum.

New School Construction Projects
There are no new construction projects planned for the 2008-2009 school year.   

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’s good repair status. 

Item Inspected  Repair Status  Repair Needed and Action Taken or Planned 
Good  Fair  Poor 
Gas Leaks  X      
Mechanical Systems  X      
Windows/Doors/Gates (interior and exterior)    X   Some door closures are not working.
Interior Surfaces (walls, floors, and ceilings)    X   Lots of stained ceiling tiles; gum & staing, tears in carpets.
Hazardous Materials (interior and exterior)  X      
Structural Damage  X      
Fire Safety  X      
Electrical (interior and exterior)  X      
Pest/Vermin Infestation  X      
Drinking Fountains (inside and outside)  X      
Restrooms  X      
Sewer  X      
Playground/School Grounds  X      
Roofs  X      
Overall Cleanliness  X      

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  Fair  Poor 
Overall Summary    X    

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 at http://dq.cde.ca.gov/dataquest/ 

Teachers  School  District 
2005-06  2006-07  2007-08  2007-08 
With Full Credential  90  100  102  1074 
Without Full Credential  19  7  5  42 
Teaching Outside Subject Area of Competence  N/A 6 3 57

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   33 0 0
Total Teacher Misassignments   33 0 0
Vacant Teacher Positions  16 23 7

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2006-07) 

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 at http://www.cde.ca.gov/nclb/sr/tq/ 

Location of Classes  Percent of Classes In Core Academic Subjects 
Taught by NCLB Compliant Teachers  Taught by Non-NCLB Compliant Teachers 
This School   89.6  10.4 
All Schools in District   92.4  7.6 
High-Poverty Schools in District  100.0  0.0 
Low-Poverty Schools in District  90.7  9.3 

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  5.0  500 
Library Media Teacher (Librarian)  1.0 N/A 
Library Media Services Staff (paraprofessional)  1.0 N/A 
Psychologist  1.0  N/A 
Social Worker  0.0 N/A 
Nurse  1.0 N/A 
Speech/Language/Hearing Specialist  1.0 N/A 
Resource Specialist (non-teaching)  1.0 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 

All pupils, including English learners, have locally-adopted and standards-aligned textbooks and instructional materials to use in class and to take home to complete required homework assignments.

A comprehensive listing of all textbooks that are locally adopted and are used in all of the many different courses at the high school level is continuously updated for viewing and public download at: http://www.fsusd.k12.ca.us/information_services/imc

0
Mathematics  0
Science  0
History-Social Science  0
Foreign Language  0
Health  0
Visual and Performing Arts 

All pupils have sufficient instructional materials to meet the standards. Programs are performance based.
Art books for Art History classes are listed on the above mentioned site. 

0
Science Laboratory Equipment (grades 9-12) 

Lab equipment in sufficiently available for use in all laboratory courses.

0
Our student to textbook ratio for all subjects in all high schools is one-to-one. Textbooks in all core subjects areas are current and in good condition. English, Math, Science, and Social Studies are also available as class sets.
Please note that two sets of textbooks (one at school and one at home) may be used in some courses but are not required to be provided to students.

VIII. School Finances 

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

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 school expenditures can be found at the Current Expense of Education Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the Certificated Salaries and Benefites Web apge at 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  $5,668 $832 $4,836 $59,049
District  $5,361 $665 $4,696 $56,506
Percent Difference – School Site and District  6 25 3
State  N/A N/A $5,300 $65,008
Percent Difference – School Site and State  N/A N/A 9 9

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. 

Our school receives funds from the district general fund, School and Library Improvement Block Grant, lottery fund and donations.  The funds from state and federal sources must be expended in accordance with policies and guidelines established for those programs.

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 at http://www.cde.ca.gov/ds/fd/cs/

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $37410 $40721 
Mid-Range Teacher Salary $60013  $65190 
Highest Teacher Salary $75245  $84151 
Average Principal Salary (Elementary) $98032  $104476 
Average Principal Salary (Middle) $103339  $108527 
Average Principal Salary (High) $110757  $119210 
Superintendent Salary $198410  $210769 
Percent of Budget for Teacher Salaries 43.1 % 39.9 %
Percent of Budget for Administrative Salaries 7.0 % 5.5 %

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 at http://star.cde.ca.gov/. 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 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  34   35   39  41   41   43  42   43   46 
Mathematics  14   12   15  35   34   36  40   40   43 
Science  21   29    40 34   36   43 35   38   46 
History-Social Science  26   29    33 31   30   34  33   33    36

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  26  7  20  19 
American Indian or Alaska Native  50  0  *  * 
Asian  49  26  54  50 
Filipino  59  29  68  51 
Hispanic or Latino  27  9  26  23 
Pacific Islander  37  7  43  30 
White (not Hispanic)  55  22  58  46 
Male  35  17  39  37 
Female  43  13  41  29 
Economically Disadvantaged  23  7  23   
English Learners  3  1  5  5 
Students with Disabilities  2  1  3   
Students Receiving Migrant Education Services  19  7  *  * 

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 at http://cahsee.cde.ca.gov/. 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.

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   45.3  44.9  55.7  51.2  47.3  51.6  51.1  48.6  52.9 
Mathematics   36.2  45.7  52.0  41.2  44.5  49.9  46.8  49.9  51.3 

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   44.299  43.399  12.199  48  31.699  20.399 
Male  53.299  40.600  6.0999  50.200  33  16.899 
Female  36  46  18  45.899  30.5  23.699 
African American             
American Indian or Alaska Native  *  *  *  *  *  * 
Asian             
Filipino             
Hispanic or Latino             
Pacific Islander             
White (not Hispanic)             
English Learners             
Socioeconomically Disadvantaged              
Students Receiving Migrant Education Services  *  *  *  *  *  * 
Students with Disabilities             

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’s test results to the district and state levels, may be found on the Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. http://www.cde.ca.gov/ta/tg/pf/. 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.  

Grade Level  Percent of Students Meeting Healthy Fitness Zones 
5  * 
7  * 
9  18.1 

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 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. 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   3   3  
Similar Schools  5   4   3  

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  -26   1   42   684  
African American  -12   -36   55   603  
American Indian or Alaska Native         
Asian  -15   12   38   763  
Filipino  -8   17   28   791  
Hispanic or Latino  -10   0   45   628  
Pacific Islander         
White (not Hispanic)  -38   17   31   749  
Socioeconomically Disadvantaged  -10   -18   47   598  
English Learners  -6   -4   34   563  
Students with Disabilities  -9   25   51   481  

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 at http://www.cde.ca.gov/ta/ac/ay/. 

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  No   No  
Participation Rate - English-Language Arts  No   Yes  
Participation Rate - Mathematics  No   Yes  
Percent Proficient - English-Language Arts  No   No  
Percent Proficient - Mathematics  No   No  
API  Yes   Yes  
Graduation Rate  No   No  

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

Indicator  School  District 
Program Improvement Status   Not In PI In PI  
First Year of Program Improvement  N/A  2007-2008  
Year in Program Improvement  N/A  Year 2  
Number of Schools Currently in Program Improvement  N/A  8 
Percent of Schools Currently in Program Improvement  N/A  25.8 

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’s 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 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 2008 
School  District  State 
All Students  81% 86% N/A
African American  74% 76% N/A
American Indian or Alaska Native  60% 80% N/A
Asian  88% 97% N/A
Filipino  88% 86% N/A
Hispanic or Latino  75% 80% N/A
Pacific Islander  82% 87% N/A
White (not Hispanic)  88% 94% N/A
Socioeconomically Disadvantaged  78% 89% N/A
English Learners  54% 57% N/A
Students with Disabilities  25% 36% 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. 

The Governing Board of Fairfield-Suisun Unified School District has adopted the strategic goal that “sixty percent of high school students will be enrolled or have completed three classes in a designated certificate program”.  In an effort to fulfill this goal, Fairfield-Suisun Unified has instituted a variety of Certification programs.

A certification Program in Fairfield-Suisun consists of a sequence of 3 years of coursework that includes curriculum developed in partnership with community and business partners.  In the second year students participate in job shadowing/mentoring with a local business partner. In the third year of the certification sequence, students are afforded the opportunity to gain experience through internships or paid, part-time work  in the career field in which they are seeking certification.  And, upon completion of the certification program, students receive a “certificate” signifying that they have mastered the skills and knowledge for successful entry-level employment.

For example, the Building Trades Certification Program has been developed in partnership with the Carpenters, Plumbers & Pipe Fitters and Electricians Unions.  Students begin with a Woods I and/or Woods II class (es).  Juniors enroll in Introduction to the Building Trades and seniors take a two-hour seminar titled Advanced Building Trades.  During the junior year contractors and apprenticeship coordinators regularly visit students as our students also visit construction sites to witness construction procedures and operations.  During the senior capstone course, students actually work with Habitat for Humanity in the construction of homes.  In the end, students receive a certificate that signifies that they have mastered many of the entry-level trade apprenticeship standards.  This certificate is recognized by our community partners who allow the designated combination of students who pass the apprenticeship entrance exams to bypass the traditional 2-year wait and enter the program directly starting with full-time wages, benefits, and apprenticeship training.

In 2007-8, Fairfield-Suisun Unified operated certification programs in A+ Computer Repair, Aerospace, Agriculture, ASE Automotive Service Excellence Certification, Biomanufacturing, Building Trades, Culinary, Medical Health, Microsoft Office Users Systems (MOUS), Multi-Media and Video Production, Theatre, and Virtual Enterprise.   
In conclusion, students in Fairfield-Suisun are offered a variety of career training opportunities.

Career Technical Education Participation (School Year 2007-08) 

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

Measure  CTE Program Participation 
Number of the school’s pupils participating in CTE  1683
Percent of the school's pupils completing a CTE program and earning a high school diploma  12%
Percent of school's CTE courses sequenced or articulated between the school and institutions of postsecondary education  23%

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’s 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 at http://dq.cde.ca.gov/dataquest/. 

UC/CSU Course Measure  Percent 
Students Enrolled in Courses Required for UC/CSU Admission  68.9 
Graduates Who Completed All Courses Required for UC/CSU Admission   37.5 

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’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    N/A 
English  1  N/A 
Fine and Performing Arts    N/A 
Foreign Language     N/A 
Mathematics  1  N/A 
Science    N/A 
Social Science  1  N/A 
All courses  3  0.7 

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.  

Per the teacher contract, professional development days occur outside of the standard workday (3 days total, 2 of which are optional). Certificated staff members are able to choose from a menu of choices pre-approved by the FSUSD Staff Development Committee with regard to technology, teaching strategies, professional learning communities, classroom management, etc. A number of trainings have been proposed and conducted by Armijo Staff Members, to include instructional strategies from Marzano (LEA focus for 2008-2009). Staff development along the lines of Marzano in particular is also conducted as the core portion of faculty meetings.