SONORA HIGH WASC REPORT 2005-2011

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11

Student/Community Profile

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Chapter 1

Student/Community Profile

Introduction

Sonora High School was the seventh comprehensive high school in the Fullerton Joint

Union High School District when it opened in 1966. At that time, the population of North

Orange County was experiencing rapid growth, and schools were overcrowded with Sonora

being designed to alleviate these conditions at especially two of the other schools, La Habra and

Sunny Hills High Schools. Designed for approximately two thousand students, the school

rapidly grew to about 1900, but in the late eighties the enrollment began to decline severely in

the North County, resulting in the closure of one comprehensive high school, Lowell, and

reducing the enrollment at Sonora to just over 1100. Since that time, enrollment has grown

steadily to an average of 1950-2100 students. Last year, 2009-2010, the school reached its all-

time peak for students being served with an enrollment of 2182. A number of factors have

resulted in this relative enrollment boom, with the school having been privileged to essentially

extend its attendance area to many more surrounding communities. This has occurred through

the unique offerings of the Medical Careers Academy, the International Baccalaureate Program,

the award-winning Agricultural Program, the Army Junior Reserve Officer Training Corps, and

the special programs designed to meet the needs of its English Learner population, among others.

Most recently, the school has become one of two schools designated in the district to provide

Community Based Instruction (CBI) services, and just last school year, being designated to

educate autistic high school students. The ensuing description, accompanied when appropriate

with supporting charts and graphs, will provide the context in which the unique learning

environment that is Sonora High School serves the community.

The Community

While Sonora serves a number of communities, the school is located in the North Orange

County city of La Habra. La Habra is situated primarily in a valley, with portions of the city in

the hills on both sides. The pass through the northern hills, leading from the San Gabriel Valley

to La Habra, is thought to have given the city its name. The name apparently is derived from a

colloquial Spanish expression meaning “the opening”, or “the pass through the hills”. La Habra

was a former citrus, walnut and avocado agricultural center, being the birthplace of the famed

and nutritious Haas avocado. Experiencing its first big population boom in the early 1920’s, La

Habra now occupies 7.3 square miles 298 feet above sea level with a population of

approximately 59,155, a growth of 0.3% since 2000. As the northernmost city in Orange

County, La Habra residents enjoy being just a relatively short drive from the beach, the local

mountains and the desert.

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The District

Sonora High School is a part of the Fullerton Joint Union High School District

(FJUHSD) that serves a fifty square mile area of northern Orange County and southeastern Los

Angeles County. Feeder elementary districts include the Buena Park School District, the

Fullerton School District, the La Habra City School District, and the Lowell Joint School

District. At least some students from each of the latter three of these school districts are in the

Sonora attendance area. The FJUHSD consists of six four-year comprehensive high schools:

Buena Park, Fullerton Union, La Habra, Sonora, Sunny Hills and Troy. La Vista High School, a

continuation high school, and La Sierra High School, an alternative high school, also serve

FJUHSD students. Through its schools, the district also operates a large and quite

comprehensive summer school program each year. However, due to the current funding

problems across the state, most recently the summer school programs have focused upon those

students most challenged in meeting success in English and mathematics, with other courses

offered based upon student graduation needs. Nevertheless, it has still been possible for a few

students to advance in their studies, by joining a class that was primarily intended for unit make-

up/recovery purposes.

The School

Sonora High School was originally built on forty-two acres on the eastern side of La Habra

and opened to ninth and tenth graders in 1966, becoming a full, four-year senior high school in

1968. The school was initially planned to provide educational services to the families of 2000

students, but, as of the 2010 California Basic Educational Data System (CBEDS) report, the

school was serving 2032 students. The school garnered a number of architectural design awards

at its inception, with its nearly entirely indoor, but very open, classroom arrangement. This

design, at the time, was considered the epitome of a learning environment that would meet the

needs of students, staff and the community while maximizing opportunities for student learning.

Ten wings, a gymnasium/locker room/pool complex, a food services area, a lecture

hall/amphitheatre arrangement, and the school offices all surround three large indoor “commons”

areas, in the middle of which is the library/media center. As times and educational philosophies

changed, the school began adding doors to the various classrooms in the wings. Today, nearly

all classrooms have doors, with the exception of the 420 Science Wing. Most staff feel that this

has enhanced the ability of their students to concentrate on their learning, paving the way for

higher achievement. Further, at the beginning of the 2004-2005 school year, students and staff

began learning in a state-of-the-art, two-story, fifteen classroom building devoted to the natural

and social sciences. The school underwent a two year modernization program beginning in the

2006-2007 school year. Finally, during the 2009-2010 school year, the area of the lower

commons behind the library was converted into an attractive, multi-purpose facility for students,

staff and the community, sometimes referred to as the “Sonora Café”.

This indoor environment overall has been most favorable from the point of view of safety

and togetherness. With limited points of entry to the campus, it is much easier to keep track of

both students and visitors. Also, the somewhat forced togetherness coupled with special

programs such as IMPACT, a yearlong Freshman mentoring program, has led to the distinctive

sense of community among the students, staff and parents at the school. This pervasive culture

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has no doubt been a major factor in the recognition by the state as a California Distinguished

School four times in the last sixteen years, in 1994, 1998, 2000, and 2006.

The Staff

The 2009-2010 school year ended with a new principal being named to Sonora High

School. The new principal was selected through a rigorous and intensive process designed to

attract the interest of leaders who were particularly suited to the challenges of meeting the

critical needs of the students at Sonora, as identified in both our proposed WASC Action Plan

and CDE Single School Plan.

There are 137 staff members at Sonora High School, of which 99 are certificated and 38

are classified. The certificated staff, including teachers, counselors, specialists, and

administrators is well educated, experienced, and committed to the education of every young

person that walks through our doors. Most are involved in ongoing educational renewal, as

demonstrated through the pursuit of advanced degrees and participation in workshops and

inservice programs. Fifty-nine per cent of our teaching staff has an M.A./M.S. degree. Three

staff members have either a PhD, EdD or Doctor of Chiropractic. Of the remaining, twenty-four

per cent have thirty or more units past the B.A./B.S. degree. Thirty-seven per cent of the

teaching staff is bilingual or multilingual. One hundred per cent of the staff is qualified to work

with English Learners, having completed certification through one or more programs including

SDAIE, CLAD and/or BCLAD, either in addition to or as a part of their credentialing programs.

The classified staff of 38 is effective, skilled, and dedicated to serving the needs of

students, parents, the community, and other staff members. Forty-seven percent of the classified

staff have served ten years or more with twenty-four percent having served fifteen years or

longer. Classified staff members update their knowledge and skills through attending campus,

district, and area workshops and conferences. Together, both certificated and classified staff

work toward creating a collegial community that focuses on ensuring highly successful and

productive learning in young people. This has been especially important during the last two

years, when the classified staff in particular has experienced significant personnel reductions and

job reassignments.

The Students

Student Demographic Data

The following data, continuing through page 57, presents a graphic view of the successes

and challenges experienced by the Sonora community. While some of the data might have been

relegated to the appendix, each of the focus and home groups participating in the study felt that

this data presents not only a picture of the many successes enjoyed by Sonora today, but also

dramatically illustrates the major challenges as identified in Chapters Two and Four, and

addressed in the Action Plan in Chapter Five. Thus it was a nearly unanimous decision by all

stakeholders to include all of the following items in this chapter, albeit appearing at times to be

quite repetitive, particularly across subject matter test performance presentation.

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Enrollment Data

Sonora’s enrollment has been relatively stable during the past six years. Both the school

and the district allow and encourage students to find special programs in which they are

interested. Students can transfer to Sonora by way of the two-week district Open Enrollment

period. Additionally, students may transfer to Sonora with approved interdistrict or intradistrict

permits for special programs not available at their home school. This contributes to the year to

year enrollment fluctuation shown below.

Enrollment by Academic Grade and Total

Year

Grade 9 # of Students




Total

2005-2006 613 434 511 470 2028

2006-2007 682 515 402 381 1980

2007-2008 724 516 442 383 2065

2008-2009 648 478 567 433 2126

2009-2010 596 538 570 478 2182

2010-2011 483 560 485 504 2032

During the 2006-2007 school year, as a response to national, state and local needs for

successfully educating every student, students were classified not only according to the calendar

years they had attended high school, but also by the number of units they had completed relative

to the requirements for eventual graduation. This was both in response to federal and state

guidelines, as well as to the evident difficulty for new-comers to immediately adjust to their new

language of instruction, academically and socially. This dual classification will lead to some

anomalies in the subsequent data, particularly with reference to the 2007-2008 school year.

These anomalies are the result of what is generally referred to as the “social grade” of certain

students.

Student Ethnicity Data

Sonora has continued to experience a continued, yet gradual, change in the ethnic

composition of the student body. The two most significant ethnic sub-groups continue to be the

Hispanic and White populations. It will be noted, however, that the Asian population has

consistently grown over the past five years at a much greater rate than the Asian population

throughout the district.

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Enrollment by Ethnicity

Ethnicity Total 2005-06 2006-07 2007-08 2008-09 2009-10 2010-2011

Total 2028 1980 2065 2126 2182 2032

# 3 1 0 1 6 8 American

Indian % 0.1 0.1 0.0 0.0 0.3 0.4

# 137 154 172 197 216 213 Asian

% 6.8 7.8 8.3 9.3 9.8 10.5

# 6 1 0 1 5 2 Pacific

Islander % 0.3 0.1 0.0 0.0 0.2 0.0

# 29 31 30 33 37 36 Filipino

% 1.4 1.6 1.5 1.6 1.7 1.8

# 977 972 1085 1157 1246 1153 Hispanic/

Latino % 48.2 49.1 52.5 54.4 57.1 56.7

# 36 28 34 36 44 32 African

American % 1.8 1.4 1.6 1.7 2.0 1.6

# 718 657 623 590 619 509 White

% 35.4 33.2 30.2 27.8 28.4 25.0

# 122 136 121 111 9 79 Other/

Unknown % 6.0 6.9 5.9 5.2 .4 3.9

For comparison purposes, the District-wide ethnic distribution is presented below.

FJUHSD Enrollment by Ethnicity

Ethnicity Total 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11

Total 16,299 16,499 16,321 16,343 15,095 14642

# 36 29 26 29 63 56 American

Indian % 0.2 0.2 0.2 0.2 0.4 0.4

# 2,816 2,911 2,995 3,084 2844 2819 Asian

% 17.3 17.6 18.4 18.9 18.8 19.3

# 54 47 48 48 60 30 Pacific

Islander % 0.3 0.3 0.3 0.3 0.4 0.2

# 383 403 418 435 477 488 Filipino

% 2.3 2.4 2.6 2.7 3.2 3.3

# 7,500 7,625 7,697 7,945 7227 7559 Hispanic/

Latino % 46.0 46.2 47.2 48.6 47.9 51.6

# 387 372 359 336 376 353 African

American % 2.4 2.3 2.2 2.1 2.5 2.4

# 4,234 4,183 3,927 3,763 3998 3273 White

% 26.0 25.4 24.1 23 26.5 22.4

# 889 929 851 703 50 59 Other/

Unknown % 5.5 5.6 5.2 4.3 0.3 0.4

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Enrollment by Ethnicity, Orange County and the State of California

2009-10

Sonora was quite close to the county-wide ethnic distribution in 2009-2010, with the

exception of the Asian population at the school, which is nearly fifty per cent less than that of the

county. Comparisons with the state indicate substantially smaller populations, percentage-wise,

of African American, Asian, and American Indian students at Sonora. The data table is found on

the top of page 6.

(Please note that the actual numbers of each category are presented in terms of thousands of

students.)

2009-

2010

American

Indian

Asian Pacific

Islander

Filipino Hispanic/

Latino

African

American

White Other Total

# 2.5 71.1 2.6 9.1 235.7 8.2 159.5 13.3 502.2 County

% 0.4 14.2 0.5 1.8 46.9 1.6 31.8 2.6 100

# 44.9 526.9 37.0 156.4 3118.4 424.3 1673.3 209.2 6190.4 State

% 0.7 8.5 0.6 2.5 50.4 6.9 27.0 3.4 100

Socioeconomically Disadvantaged Data

Whereas in the past Sonora had struggled to convince the majority of apparently eligible

families in the community to register for the Reimbursable Meals Program, and had met with

very little success perhaps due to social stigma on the part of students and their families, the

school’s recent numbers more accurately reflect the reality of our students’ economic situation.

Perhaps due to the difficulties presented to families as a result of the recent and ongoing

economic recession, this reporting has changed in the last few years. It may, however, have been

a lack of awareness by the school community regarding the reimbursable meals program, as well

as the previously stated reluctance to be so identified that long kept many eligible families from

participating perhaps due to the economic recession. A strong push by the school to meet the

needs of the families through the use of a program that intentionally avoided any social stigma

allowed the school to significantly increase program participation. In the last few years, students

who qualified for the reimbursable meals program also qualified for test fee reductions/ waivers,

athletic transportation payment programs/fee waiver, ASB fee waiver for athletes, ROP fee

reductions/waivers, and/or OCTA public bus passes. The following table shows the dramatic

increase in just the last five years.

Students in Reimbursable Meals Program

Year # %

2005-2007 59 3.2

2006-2007 152 8.1

2007-2008 313 16.0

2008-2009 568 28.3

2009-2010 831 40.0

2010-2011 954 46.9

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Parent Education Level

It is well-documented that the level of education achieved by the parents in a family tends to

be a strong indicator of that pursued by their children. The relative level of parent education at

Sonora has not changed dramatically over the past six years for those who report their level.

What is dramatic, however, is the near-doubling of those in the “Decline-to-State” category,

from 10.5% in 2005-06 to 19.6% in 2009-10. There is a drop in every other category, except

high school graduate which shows a modest 1.4% increase. Correspondingly, the “Not a High

School Graduate” category had a 1.3% drop.

Parent Education Level

Year Total Not a High

School

Graduate

High

School

Graduate

Some

College

College

Graduate

Graduate

School

Decline

to State

# % # % # % # % # % # %

2005-

06

1866 264 14.1 322 17.3 420 22.5 389 20.8 275 14.7 196 10.5

2006-

07

1883 266 14.1 320 17.0 410 21.8 400 21.2 254 13.5 233 12.4

2007-

08

1958 278 14.2 324 16.5 403 20.6 412 21.0 253 12.9 288 14.7

2008-

09

2009 294 14.6 361 18.0 398 19.8 407 20.3 246 12.2 303 15.1

2009-

10

2074 265 12.8 387 18.7 363

17.5 401 19.3 252 12.2 406 19.6

2010-

11

2032 265 13.0 379 18.7 369 18.2 396 19.5 261 12.8 362 17.8

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English Learners

English Learners’ Language Proficiency Status

Year Total English Only English

Learner

Initially

Fluent English

Proficient

Redesignated

Fluent

English

Proficient

# % # % # % # %

2005-06 1866 1187 63.6 291 15.6 279* 15.0 109 5.8

2006-07 1883 1161 61.7 272 14.4 254* 13.5 196 10.4

2007-08 2065 934 45.2 353 17.1 299 14.5 479 23.2

2008-09 2126 819 38.5 361 17.0 401 18.9 545 25.6

2009-10 2074 1173 56.6 288 13.9 140 6.8 473 22.8

2010-11 2032 1119 55.1 340 16.7 136 6.7 437 21.5

*Denotes students that used to be identified as Fluent English Proficient.

Anomaly: Less attention used to be paid to the difference between Initially and Redesignated

Fluent English Proficient students when the Fluent English Proficient tagging was still used. It is

likely that the Redesignated numbers are artificially low prior to 2007-08 due to this fact and that

some students that should have truly been reported as Redesignated ended up in the generic

Fluent English Proficient category.

Redesignation of English Learner Students per Year

Number of Students Redesignated

2005-06 53

2006-07 17

2007-08 38

2008-09 43

2009-10 27

CELDT Overall Scores

Total CELDT 1 CELDT 2 CELDT 3 CELDT 4 CELDT 5

# % # % # % # % # %

2005-

06

205 7 3.4 17 8.3 42 20.5 90 43.9 49 23.9

2006-

07

276 21 7.6 33 12.0 90 32.6 114 41.3 18 6.5

2007-

08

339 32 9.4 44 13.0 132 38.9 105 31.0 26 7.7

2008-

09

366 31 8.5 59 16.1 147 40.2 115 31.4 14 3.8

2009-

10

342 36 10.5 43 12.6 135 39.5 105 30.7 23 6.7

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*Beginning in 2006-07, CELDT results are reported with a different common scale than in

previous years. As a result, 2005-06 results cannot be compared to those of later years.

Home Language of English Learners

The following table indicates a drop of nearly 3% among those who speak a language

other than English at home, with the greatest change among the native Spanish speakers.

Year

Total

School

Populati

on

Spanish

Korean

All Other

Total ELs

# % # % # % # %

2005-06 2028 319 15.7 9 .4 8 .4 291 15.6

2006-07 1980 298 15.1 14 .7 23 1.3 272 14.4

2007-08 2065 313 15.1 19 .9 21 1.0 353 17.1

2008-09 2126 328 15.4 16 .8 17 .8 361 17.0

2009-10 2182 338 15.5 15 .7 14 .6 288 13.9

2010-11 2074 266 12.8 12 .6 10 .5 340 16.7

Attendance Data

Per Cent Actual Attendance

This data is drawn from the P2 attendance report each year.

1999-

2000

2000-

2001

2001-

2002

2002-

2003

2003-

2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

95.23 95.48 95.77 95.94 95.89 96.01 95.87 96.25 96.36 96.46 96.13

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Student Dropout Data

Student Dropout Data

The traceable dropout number is almost negligible among all ethnic groups, and was the largest

in the past six years among Hispanic/Latino students in their senior year during the 2005-2006

school year. We attribute our very low dropout rates to many intervention programs, such as

Opportunity at La Sierra High School and to continuing and alternative programs that our district

offers at La Vista and La Sierra High Schools.

Ethnicity Grades 2005-06 2006-07 2007-08 2008-09 2009-10

9 0 0 0 0 0

10 0 0 0 0 0

11 0 0 0 0 0

Asian

12 0 0 0 0 0

9 0 2 2 1 0

10 0 0 0 0 0

11 1 2 2 3 0

Hispanic/Latino

12 13 3 3 2 2

9 0 0 0 0 0

10 0 0 0 0 0

11 0 0 0 0 0

African

American

12 1 1 1 0 0

9 0 0 0 0 0

10 0 0 0 0 0

11 0 1 1 0 0

White

12 1 1 1 0 0

9 0 0 0 0 0

10 0 0 0 0 0

11 0 0 0 0 0

Other

12 0 0 0 0 0

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Suspension and Expulsion Data

Number of Suspensions and Expulsions

The data show that the number of suspensions during the 2008-2009 school year was much

larger than any other year among this five year period, even though that year represented only

the third largest enrollment of these years. Data for only the first five years are presented as we

are currently in the sixth year.

2005-06 2006-07 2007-08 2008-09 2009-10

Suspensions 152 169 142 197 144

Expulsions 7 3 2 2 4

Student Performance Data

API Results

API Test Results for Significant Subgroups

This data is the first presentation of the source of the major challenges that must be addressed by

the school: teaching and learning at Sonora appears to be the least effective for those students

with disabilities, English Learners, who are socioeconomically disadvantaged students, or who

are Hispanic/Latino. Of course, many of these categories may include the same students.

2006 2007 2008 2009 2010

Asian 881 862 870 884 906

Hispanic/Latino 716 699 700 720 731

White 824 808 831 834 858

SED 685 680 673 697 733

EL 633 651 637 646 680

Students with

Disabilities

N/A N/A 541 N/A 574

Schoolwide 776 756 762 776 798

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CST Results

The following examination results appear to clearly demonstrate not only the areas of

high achievement by the students at Sonora, but also somewhat strikingly identify at least three

areas of high need: English Learners, Special Education Students, and students from

Socioeconomically Disadvantaged home environments, as indicated in the general data table

immediately preceding.

Each set of results, beginning with the English Language Arts examinations, are first

presented by grade level data, followed by Trend Analysis Graphs that nearly inevitably show

reasonable performance among all students, followed by clear deficiencies in the English

Learner, Special Education and Socioeconomically Disadvantaged subgroups. As the data

proceeds through the grade levels, the English Learner population tends to perform even less

ably, while the Special Education and Socioeconomically Disadvantaged students appear to

perform somewhat better each year.

In 2007-2008, the socioeconomically disadvantaged data appears to be unreliable. That

year apparently corresponds with the Fullerton Joint Union High School District transition to the

federally funded reimbursable meals program. During the change from the old program to the

new, our economically challenged students were not properly tagged in our student data base.

This anomaly will appear in all of the following CST subgroup analysis charts.

CST ELA 9th

Grade

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 23 23 27 26 32

Proficient 28 29 28 27 35

Basic 28 27 25 27 22

Below Basic 13 14 16 13 7

Far Below

Basic

8 6 3 6 4

% of Students

Tested

98.9% 99.4% 96.0% 98.1% 94.2%

Students

Tested/Students

Enrolled

603/610 647/651 651/678 530/540 537/570

14

Schoolwide

CST ELA 9th

Grade

English Learners

15

Scial Education

CST ELA 9th

Grade

16

CST ELA 10th

Grade

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 25 16 27 26 26


Basic 25 32 28 29 31

Below Basic 12 15 11 11 10

Far Below

Basic

3 8 5 6 7

% of Students

Tested

95.9% 97.8% 97.2% 97.3% 97.5%

Students

Tested/Students

Enrolled

398/415 487/498 489/503 547/562 511/524

Schoolwide

17

English Learners

CST ELA 10th

Grade

Special Education

18

Socioeconomically Disadvantaged

CST ELA 11

th Grade

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 22 27 21 21 26


Basic 25 27 32 28 28

Below Basic 15 11 13 12 12

Far Below

Basic

13 8 6 7 8

% of Students

Tested

98.0% 98.9% 97.8% 98.3% 96.9%

Students

Tested/Students

Enrolled

432/441 354/358 394/403 466/474 530/547

19

CST ELA 11th

Grade

Schoolwide

English Learners

20

CST ELA 11th

Grade

Special Education


21

The following data reflect performance on the CST Algebra I examinations. There is less

difference among the subgroups on this exam, at least partially due to most students taking

Algebra I in middle school. Thus there are few at the 9th

grade level and above who are taking it

for the first time. Additionally, Sonora also offers a two-year Algebra I program entitled

Algebra Foundations. Students in the first year of this program take the Algebra I CST, even

though they have only been exposed to the first half of the Algebra I curriculum. Further, most

takers were not successful previously, and this performance tends to perpetuate itself, as

indicated in the following tables. Interestingly, the socioeconomically disadvantaged students

tend to almost mirror the overall subpopulation of the school who are taking this test. With the

exception of the socioeconomically disadvantaged population in 2007, this trend is fairly

constant.

CST Algebra I (9th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 1 1 0 3 7


Basic 25 30 49 22 24

Below Basic 41 41 25 48 38

Far Below

Basic

18 15 7 15 12

% of Students

Tested

75.9% 75.3% 31.3% 70.2% 60.4%

Students

Tested/Students

Enrolled

463/610 490/651 212/678 379/540 344/570

CST Algebra I (10th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 1 0 0 0 0


Basic 41 34 36 28 36

Below Basic 38 43 40 47 42

Far Below

Basic

7 14 11 18 10

% of Students

Tested

35.7% 40.8% 42.7% 46.3% 42.6%

Students

Tested/Students

Enrolled

148/415 203/498 215/503 260/562 223/524

22

CST Algebra I (11th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 0 0 0 0 1


Basic 31 28 29 26 36

Below Basic 43 54 42 45 44

Far Below

Basic

16 14 23 20 13

% of Students

Tested

29% 15.9% 11.9% 23.2% 20.5%

Students

Tested/Students

Enrolled

128/441 57/358 48/403 110/474 112/547

Schoolwide

23

CST Algebra I

English Learners

Special Education

24

CST Algebra I


Following are the CST Geometry performances for the 9th

, 10th

and 11th

grades. Interestingly,

the performance of the subgroups that generally are the most challenged tend to appear more

successful when compared to the general population on the geometry assessments. As would be

expected, those students who enrolled in Geometry when beginning high school in the ninth

grade performed better than those who began their Geometry studies as tenth or eleventh graders,

which show progressive declines in performance with each successive year of high school.

CST Geometry (9th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 8 19 30 19 15


Basic 41 41 23 28 32


Far Below

Basic

2 0 1 0 0

% of Students

Tested

16.4% 17.8% 20.2% 21.5% 24.6%

Students

Tested/Students

Enrolled

110/610 116/651 137/678 116/540 140/570

25

CST Geometry (10th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 1 2 2 2 1


Basic 48 40 37 38 52

Below Basic 27 41 39 36 24

Far Below

Basic

4 9 5 3 3

% of Students

Tested

29.9% 29.1% 25.6% 23.1% 19.5%

Students

Tested/Students

Enrolled

124/415 145/498 129/503 130/562 102/524

CST Geometry (11th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 0 1 0 0 0


Basic 30 20 33 37 25

Below Basic 56 63 48 50 60

Far Below

Basic

6 9 15 10 10

% of Students

Tested

18.4% 22.1% 23.3% 21.5% 23.0%

Students

Tested/Students

Enrolled

81/441 79/358 94/403 102/474 126/547

26

CST Geometry

Schoolwide

English Learners

27

CST Geometry

Special Education


The CST Algebra II results follow, with the trend noted in the geometry comments again

reflected in these performances. The major difference in achievement, however, occurs, as

would be expected, between the 10th

and 11th

grades. Again, the 11th

grade scores largely

represent students who began their Algebra I course at the high school level instead of at the

middle school.

28

CST Algebra II (9th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 9 19 8 24 28


Basic 42 19 42 18 16


Far Below

Basic

3 0 0 0 0

% of Students

Tested

5.4% 4.0% 1.8% 6.1% 4.4%

Students

Tested/Students

Enrolled

33/610 26/651 12/678 33/540 25/570

CST Algebra II (10th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 5 4 10 11 17


Basic 45 45 28 40 29


Far Below

Basic

3 1 4 0 2

% of Students

Tested

26.0% 24.7% 22.3% 24.9% 26.5%

Students

Tested/Students

Enrolled

108/415 123/498 112/503 140/562 139/524

29

CST Algebra II (11th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 1 2 2 1 2


Basic 38 35 41 43 45

Below Basic 36 45 27 31 28

Far Below

Basic

13 8 8 4 7

% of Students

Tested

37.0% 43.0% 36.5% 32.9% 32%

Students

Tested/Students

Enrolled

163/441 154/358 147/403 156/474 175/547

Schoolwide

30

CST Algebra II

English Learners

Special Education

31

CST Algebra II


The Summative High School Math scores, presented in the following two charts, also

reflect higher achievement overall in the 10th

grade as compared to the 11th

. It may also

be noted that fewer ELs take this examination, with resulting higher performance

for those that do.

CST Summative High School Math (10th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 22 31 24 27 30


Basic 39 31 29 36 10


Far Below

Basic

0 0 0 0 0

% of Students

Tested

4.3% 2.6% 4.2% 2.0% 3.8%

Students

Tested/Students

Enrolled

18/415 13/498 21/503 11/562 20/524

32

CST Summative High School Math (11th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 14 12 10 24 21


Basic 25 30 39 25 23


Far Below

Basic

0 2 0 0 0

% of Students

Tested

13.4% 16.8% 14.6% 15.0% 17.4%

Students

Tested/Students

Enrolled

59/441 60/358 59/403 71/474 95/547

Schoolwide

33

CST Summative High School Math

English Learners


34

Performance on the CST World History examination has improved overall, and this

improvement is shared by all sub-groups. The only exception is seen in those students taking the

test in the 11th

grade in the years 2007-2008 and 2008-2009. In general, students that take World

History in their 11th

grade year, have to do so because of an impacted schedule resulting from

intervention and support classes. Thus, it is not surprising that these at-risk students continue to

struggle.

CST World History (9th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 8 6 1

Proficient 12 15 0

Basic 34 29 0

Below Basic 20 19 0

Far Below

Basic

26 31 0

% of Students

Tested

11.4% 12.7 .9%

Students

Tested/Students

Enrolled

74/651 86/678 5/540


Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 21 20 25 26 32


Basic 31 37 28 26 25


Far Below

Basic

9 8 10 11 10

% of Students

Tested

95.9 75.9% 74.4% 84.2% 87.6%

Students

Tested/Students

Enrolled

398/415 378/498 374/503 473/562 459/524

35


Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 8 0

Proficient 0 0

Basic 8 0

Below Basic 8 0

Far Below

Basic

75 100

% of Students

Tested

4.0% 3.6%

Students

Tested/Students

Enrolled

16/403 17/474

36

CST World History

Schoolwide

English Learners

37

CST World History

Special Education


The performance of students on the U.S. History (11

th Grade) examinations has

demonstrated generally continual improvement for the previous five years, with 38% of those

students taking the examination achieving in the advanced range for the 2009-2010. Both the

Below Basic and Far Below Basic categories have declined from double digit to single digit

percentages during this same time frame. The consistently improving performance of the

Socioeconomically Disadvantaged students tends to mirror the overall performance of the

general population of All Students.

38

CST U.S. History (11th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 18 20 28 33 38


Basic 29 31 21 19 18


Far Below

Basic

11 5 7 9 7

% of Students

Tested

97.5% 97.2% 97.3% 98.1% 96.3%

Students

Tested/Students

Enrolled

430/441 348/358 392/403 465/474 527/547

Schoolwide

39

CST U.S. History

English Learners

Special Education

40

CST U.S. History


The Department of Natural Sciences at Sonora has undergone a major curricular change

over the past nine years, with the major changes having been finalized just at the beginning of

the second half of this current accreditation cycle. The department had been entirely in an

Integrated Science curriculum, combining Earth Science, Biology, Chemistry and Physics at both

the standard and honors levels. Other science electives, however, were offered and continue to

be available to all students. These include Astronomy, Marine Science, Organic/Biochemistry

and Physiology.

The transition back to the more traditional science curriculum model began with allowing

new incoming students to select either Integrated Science I or Biology (Honors or Regular) for

their freshman course. Their second course then would be either Biology or Chemistry. The

school has maintained the Integrated Science I course for all students, should they choose to

begin with such a survey course. A major result of this is a large current Physics offering,

including Regular, Honors, and Honors/IB. The current school year is the third year of offering

the traditional Physics course after approximately an eight-year absence during the Integrated

Science period. During the entire time of both total Integrated Sciences and the transition,

Higher Level International Baccalaureate Biology has been successfully maintained.

Also during this transition time, the Agriculture program, in line with Agriculture

programs across the state, began offering certain curricula with an Agriculture emphasis. On the

Sonora campus, in terms of the sciences, this has included Biology with an Agriculture

emphasis, and Earth Science. Following these courses, interested students generally transition

into the standard science curricula for Chemistry, Physics, and/or the previously described

science elective courses.

Knowledge of the existence of two different methods of science education during this

current accreditation cycle, the transition years between the two, and the interrelationship with

the Agriculture Program may help the reader better understand the data tables presenting science

achievement that follow.

41

The first set of examination results presented are those showing achievement on the state-

wide tenth grade examination of Life Science, in compliance with the requirements of the No

Child Left Behind legislation. The increased numbers across the years reflect the largely

increasing overall school enrollment during the time period.

CST Life Science (10th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 21 19 27 26 30


Basic 37 27 27 28 28

Below Basic 13 16 14 12 12

Far Below

Basic

7 12 10 7 5

% of Students

Tested

95.9% 97.2% 97.0% 97.3% 95.2%

Students

Tested/Students

Enrolled

398/415 484/498 488/503 547/562 499/524

The following CST Biology/Life Science results are those of the regular CST Biology

examination, separated by grade level, but combined along with the Earth Science results when

represented with the bar graphs. It should be recalled that the years with “gray fill” are times

when one or more courses were in transition. While overall successful performance has nearly

doubled in the past four years with similar results seen in the Socioeconomically Disadvantaged

data, there appears to be great need in EL and Special Education.

CST Biology/Life Science (9th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 3 31 44 63

Proficient 16 41 44 30

Basic 32 18 10 7

Below Basic 33 8 1 1

Far Below

Basic

17 3 0 0

% of Students

Tested

11.7% 30.2% 28.3% 26.7%

Students

Tested/Students

Enrolled

76/651 205/678 153/540 152/570

42


Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 0 18 22 5 6


Basic 55 40 32 51 47


Far Below

Basic

5 6 4 7 6

% of Students

Tested

4.8% 80.5% 77.5% 62.1% 60.5%

Students

Tested/Students

Enrolled

20/415 401/498 390/503 349/562 317/524


Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 6 10 14 3


Basic 40 45 49 47


Far Below

Basic

17 7 6 13

% of Students

Tested

17.6% 7.2% 7.4% 5.9%

Students

Tested/Students

Enrolled

63/358 29/403 35/474 32/547

43

CST Biology/Life Science

Schoolwide

English Learners

Special Education

44


CST Earth Science (9th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 0 1 1 2 1


Basic 31 30 48 42 48

Below Basic 27 28 24 25 15

Far Below

Basic

36 28 11 14 13

% of Students

Tested

10.5% 14.1% 12.4% 15.7% 18.9%

Students

Tested/Students

Enrolled

64/610 92/651 84/678 85/540 108/570

45


Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 0 0 6

Proficient 7 8 6

Basic 53 15 12

Below Basic 20 38 18

Far Below

Basic

20 38 59

% of Students

Tested

3.6% 2.6% 3.2%

Students

Tested/Students

Enrolled

15/415 13/498 17/524


Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 3

Proficient 6

Basic 44

Below Basic 36

Far Below

Basic

11

% of Students

Tested

21.3%

Students

Tested/Students

Enrolled

94/306.9

46

CST Earth Science

Schoolwide

English Learners

47

CST Earth Science

Special Education


The following data regarding CST Chemistry again indicated no discrete Chemistry

course during the 2005-2006 school year, with few tenth graders in the program during the years

2006-2008. However, as the traditional program began to dominate in course offerings, the

number of advanced and proficient students increased dramatically. It should be noted that tenth

graders in Chemistry are usually honors-level students. The graphical representations of the data

once again clearly confirm the school-wide need to strongly address especially the sub-

population of English Learners, Special Education students, and, to a slightly lesser extent, the

Socioeconomically Disadvantaged students.

48

CST Chemistry (10th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 6 6 21 32


Basic 31 50 33 21


Far Below

Basic

13 25 1 1

% of Students

Tested

3.2% 3.2% 27.6% 29.8%

Students

Tested/Students

Enrolled

16/498 16/503 155/562 156/524

CST Chemistry (11th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 4 11 9 5


Basic 52 43 42 42


Far Below

Basic

6 7 4 13

% of Students

Tested

66.2% 65.0% 61.8% 47.7%

Students

Tested/Students

Enrolled

237/358 262/403 293/474 261/547

49

CST Chemistry

Schoolwide

English Learners

50

CST Chemistry

Special Education


The final science course to complete the cycle in the Integrated to Classical Science

pattern of instruction was Physics, as indicated in the CST Physics. In this first year of CST

testing, 2009-2010, 68 students, or 53%, of those tested were Proficient or Advanced. It might

be reasonable at this point to remind readers that students do not sit for CST exams as seniors,

the grade level of many Physics students.

51

CST Physics (11th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 18

Proficient 50

Basic 29

Below Basic 2

Far Below

Basic

2

% of Students

Tested

23.6%

Students

Tested/Students

Enrolled

129/547

CST Integrated/Coordinated Science I (9th

Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 2 5 0 2 1


Basic 56 50 48 49 50

Below Basic 16 15 17 20 12

Far Below

Basic

5 8 19 16 7

% of Students

Tested

80.3% 72.2% 50.3% 51.9% 49.3%

Students

Tested/Students

Enrolled

490/610 470/651 341/678 280/540 281/570

52


Grade)

2005-06 2006-07 2007-08 2008-09 2009-10

% of

Students

% of

Students

% of

Students

% of

Students

% of

Students

Advanced 0 0 0 0

Proficient 7 7 11 5

Basic 71 41 19 45


Far Below

Basic

4 25 33 36

% of Students

Tested

6.7 8.8% 5.4% 3.9%

Students

Tested/Students

Enrolled

28/415 44/498 27/503 22/562


Grade)

2005-06 2006-07

% of

Students

% of

Students

Advanced 0 0

Proficient 0 7

Basic 47 55

Below Basic 47 21

Far Below

Basic

7 17

% of Students

Tested

3.4% 11.7%

Students

Tested/Students

Enrolled

15/441 42/358

53

Schoolwide

CST Coordinated/Integrated Science

English Learners

54

Special Education

CST Coordinated/Integrated Science


55

CST Integrated/

Coordinated Science II

(9th

Grade)

2005-06

% of

Students

Advanced 0

Proficient 2

Basic 29

Below

Basic

45

Far Below

Basic

24

% of

Students

Tested

6.9%

Students

Tested/

Students

Enrolled

42/610

CST Integrated/


(10th

Grade)

2005-06

% of

Students

Advanced 3

Proficient 19

Basic 50

Below

Basic

20

Far Below

Basic

7

% of

Students

Tested

80.7%

Students

Tested/

Students

Enrolled

335/415

CST Integrated/


(11th

Grade)

2005-06

% of

Students

Advanced 0

Proficient 11

Basic 54

Below

Basic

24

Far Below

Basic

11

% of

Students

Tested

14.3%

Students

Tested/

Students

Enrolled

63/441

56

CST Integrated/Coordinated Science III (11th

Grade)

2005-06

% of

Students

Advanced 6

Proficient 34

Basic 49

Below Basic 8

Far Below

Basic

3

% of Students

Tested

56.5%

Students

Tested/Students

Enrolled

249/441

CAHSEE Results

Since Sonora recently became a Title I targeted school, it becomes important to begin

tracking the number of students that are scoring proficient on the CAHSEE. Hence,

proficiency rates are included beginning with the 2009-10 school year.

California High School Exit Exam Results for 10th

Grade Students

Math

Year Total Special

Education

English

Learners

Socio

economically

Disadvantaged

Tested 401 18 50 61 2005-06

Passed 370 (92.3%) 11 (61.1%) 37 (74.0%) 54 (88.5%)

Tested 469 19 102 87 2006-07

Passed 405 (86.4%) 9 (47.4%) 61 (59.8%) 66 (75.9%)

Tested 471 17 73 101 2007-08

Passed 405 (86.0%) 4 (23.5%) 38 (52.1%) 78 (77.2%)

Tested 462 16 72 142 2008-09

Passed 395 (85.5%) 4 (25.0%) 44 (61.1%) 106 (74.6%)

Tested 415 19 50 169

Passed 371 (89.4%) 9 (47.4%) 27 (54.0%) 137 (81.1%)

2009-10

Proficient

or Above

253 (61.0%) 4 (21.1%) 5 (21.1%) 74 (43.8%)

57

ELA

Year Total Special

Education

English

Learners

Socio

economically

Disadvantaged

Tested 401 18 50 61 2005-06

Passed 352 (87.8%) 8 (44.4%) 18 (36.0%) 45 (73.8%)

Tested 469 22 103 85 2006-07

Passed 403 (85.9%) 5 (22.7%) 54 (52.4%) 58 (68.2%)

Tested 473 18 76 102 2007-08

Passed 411 (86.9%) 5 (27.8%) 40 (52.6%) 78 (76.5%)

Tested 463 17 73 143 2008-09

Passed 396 (85.5%) 4 (23.5%) 33 (45.2%) 104 (72.7%)

Tested 414 19 49 169

Passed 361 (87.2%) 8 (42.1%) 18 (36.7%) 129 (76.3%)

2009-10

Proficient

or Above

257 (62.1%) 1 (5.3%) 2 (4.1%) 71 (42.0%)

AYP Results

Schoolwide, Sonora has met its AYP every year since the last visit. However, there is

still concern about the subgroups that have not been able to do so.

AYP 2005-2006

58

AYP 2005-2006

AYP 2006-2007

59

AYP 2007-2008

AYP 2007-2008

AYP 2008-2009

60

AYP 2008-2009

Test Fee Reductions

Increased monetary assistance for standardized tests has provided more accessibility

to these tests than in previous years.

Test Fee Reductions

Test 2007-08 2008-09 2009-10 2010-11

Fee

Reduction/

Total

Tests

% Fee

Reduction/

Total

Tests

% Fee

Reduction/

Total

Tests

% Fee

Reduction/

Total

Tests

%

AP 31/447 6.9 106/469 22.6 204/733 27.8

IB 6/143 4.2 9/104 8.7 118/246 50.0 107/222 48.3

PSAT 7/168 4.2 6/149 4.0 3/170 1.8 22/179 12.3

ACT Results

ACT Results

Year Number of

Students

English Math Reading Science

Reasoning

Composite

2005 63 21.9 22.0 23.2 21.8 22.3

2006 85 22.4 23.3 22.8 21.8 22.7

2007 90 21.8 22.4 22.7 21.6 22.3

2008 90 21.2 21.7 22.0 20.8 21.5

2009 116 21.2 22.1 21.6 21.4 21.7

2010 129 22.1 23.2 22.6 22.1 22.6

61

SAT I Results

SAT I Results

Year

Number of

Students Tested

Math Scores

Critical

Reading

Scores

Writing

Scores

2006 219 523 516 519

2007 207 514 504 506

2008 191 517 507 510

2009 193 501 486 482

2010 186 528 514 513

Advanced Placement Exam Results

The data indicate strong performance in that while nearly increasing the total students

taking the Advanced Placement Examinations by approximately 2.5 times, the passage

rate, instead of stagnating or lowering, actually increased by 6 %.

Total Advanced Placement Exams

Year 2006 2007 2008 2009 2010

Number of

Tests Taken

244 220 249 286 719

Passage

rate, %

67 70 65 78 73

Advanced Placement Examination results for the years 2006-2010 may be found

below, presented by year and by subject area tested within that year.


(The data appears on the following page.)

62


AP

Ex

am

Sco

re

Bio

log

y

Ca

lcu

lus A

B

Ca

lcu

lus B

C

Eco

n M

acro

En

glish

La

ng

ua

ge

En

glish

Lit/C

om

p

Eu

ro

pea

n H

istory

Fren

ch

La

ng

ua

ge

U.S

. Go

vern

men

t

Ph

ysic

s B

Psy

ch

olo

gy

Sp

an

ish L

an

gu

ag

e

Sp

an

ish L

itera

ture

Sta

tistics

Stu

dio

Art-D

ra

win

g

Stu

dio

Art 2

D

U.S

. Histo

ry

Hu

ma

n G

eo

gra

ph

y

To

tal G

ra

des R

ep

orte

d

Percen

tag

e o

f To

tal

2006 Total # of Tests: 244

5 3 1 1 5 3 1 1 4 8 0 0 0 11 38 9

4 10 5 2 17 6 0 8 20 10 1 2 0 12 93 22

3 8 5 4 26 36 0 19 17 10 2 4 0 20 15

1

36

2 12 12 3 3 19 2 15 4 9 0 2 4 12 97 23

1 1 10 5 0 5 3 0 2 6 4 5 0 1 42 10

Tot 34 33 15 51 69 6 43 47 43 7 13 4 56 42

1

100


5 3 1 1 0 5 4 0 1 6 8 0 0 0 10 39 10

4 16 7 0 2 10 15 0 4 28 11 2 0 0 20 11

5

30

3 9 2 0 1 22 23 1 10 16 6 0 5 2 17 11

4

30

2 6 8 0 5 8 9 0 14 3 9 0 2 0 7 71 18

1 4 16 0 7 0 4 1 3 5 6 0 0 0 0 46 12

Tot 38 34 1 15 45 55 2 32 58 40 2 7 2 54 38

5

100


5 6 8 0 5 3 0 1 9 3 1 0 8 44 11

4 5 10 0 12 5 0 1 18 10 2 1 22 86 21

3 2 9 1 19 44 1 9 15 12 4 6 16 13

8

33

2 7 4 8 2 10 2 14 9 15 4 9 10 94 23

1 6 2 8 0 9 2 5 3 11 1 4 1 52 13

Tot 26 33 17 38 71 5 30 54 51 1

2

20 57 41

4

100


5 12 6 2 1 1 4 17 1 3 0 18 17 0 0 0 10 92 20

4 6 9 5 2 6 10 23 1 3 0 27 15 0 3 2 24 13

6

30

3 6 12 0 1 18 10 32 0 5 1 12 9 0 2 0 19 12

7

28

2 5 6 0 4 11 4 7 0 6 0 4 4 0 2 0 9 62 14

1 5 4 0 3 2 0 4 2 4 0 3 5 1 1 0 3 37 8

Tot 34 37 7 11 38 28 83 4 21 1 64 50 1 8 2 65 45 100

63

4


5 4 4 6 1 7 0 4 0 28 21 3 1 1 0 22 22 12

4

17

4 5 4 7 14 24 0 1 0 31 15 5 1 0 1 31 38 17

6

24

3 12 17 24 29 38 2 19 1 14 11 6 6 0 0 13 35 22

8

32

2 3 9 15 15 9 0 20 0 8 9 1 1 0 1 12 21 12

4

17

1 4 15 0 3 11 2 5 3 5 4 1 2 0 0 1 11 67 9

Tot 28 49 52 62 89 4 49 4 86 60 1

6

11 1 2 79 127 71

9

100

(Advanced Placement Exam Results continued.)

International Baccalaureate Exam Results

Sonora offers the International Baccalaureate program to all interested students. Whereas the

school may not have as many full diploma graduates as other schools, students are strongly

encouraged to do certificates in their subject areas of interest. Scores of four or higher are

considered passing.

International Baccalaureate Exam Results

IB E

xam

Sco

re

Bio

logy H

L

Ch

emistry

SL

Eco

nom

ics HL

En

glish

A1 H

L

Fren

ch B

HL

Fren

ch B

SL

Heb

rew B

SL

Histo

ry o

f Eu

rop

e

HL

Jap

an

ese B S

L

Korea

n B

SL

Man

darin

B H

L

Man

darin

B S

L

Math

Stu

dies S

L

Ph

ysics S

L

Psy

cholo

gy S

L

Ru

ssian

B S

L

Sp

an

ish A

B

Sp

an

ish B

HL

Sp

an

ish B

SL

Visu

al A

rts HL

Visu

al A

rts SL

2006

7 0 0 1 0 0 0 0 0 0 0 0 1 0

6 1 0 10 1 0 9 0 1 3 0 2 3 0

5 3 0 30 0 1 16 1 1 6 2 0 7 0

4 9 0 8 0 0 5 0 0 16 9 2 2 2

3 18 5 0 0 1 2 0 0 7 2 0 5 0

2 5 5 0 0 0 0 0 0 3 3 0 3 2

1 0 0 0 0 0 0 0 0 0 0 0 0 0

P 0 0 0 0 0 0 0 0 0 0 0 0 0

N 0 0 0 0 0 2 0 0 3 2 0 1 0

Tot 36 10 49 1 2 32 1 2 35 16 4 21 4

2007

7 0 0 0 0 0 1 0 0 0 1 0 0

6 0 12 0 0 2 0 0 1 2 0 0 0

5 3 23 0 0 7 0 5 8 0 4 1 0

4 13 6 0 2 12 0 4 5 0 5 2 2

3 13 0 1 1 0 0 5 5 0 9 0 0

2 0 0 0 0 0 0 3 1 0 0 0 2

64

1 0 0 0 0 0 0 0 0 0 0 0 0

P 0 0 0 0 0 0 0 0 0 0 0 0

N 0 0 0 0 0 0 9 0 0 1 0 0

Tot 29 41 1 3 21 1 17 20 2 19 3 40

2008

7 0 1 0 1 0 0 1 1 0 1 0 0

6 1 8 0 0 0 1 0 1 6 0 1 0

5 6 24 0 0 5 0 0 6 4 2 0 1

4 5 4 0 0 9 0 0 3 5 6 1 0

3 8 0 1 0 3 0 0 1 0 0 0 0

2 0 0 0 0 0 0 0 1 0 0 1 0

1 0 0 0 0 0 0 0 0 0 0 0 0

P 0 0 0 0 0 0 0 0 0 0 0 0

N 1 1 0 0 2 0 0 4 1 1 0 0

Tot 20 37 1 1 17 1 1 13 15 9 3 1

2009

7 0 2 1 0 0 0 0 1 0 0 0 1 0

6 4 9 0 0 1 2 0 1 1 1 2 0 0

5 9 16 0 10 0 3 0 4 0 0 3 2 0

4 7 1 2 4 0 2 1 9 0 0 2 0 1

3 5 0 1 0 0 3 0 5 0 0 1 0 0

2 2 0 0 0 0 0 0 1 0 0 0 0 0

1 0 0 0 0 0 0 0 0 0 0 0 0 0

P 0 0 0 0 0 0 0 0 0 0 0 0 0

N 0 1 0 1 0 2 0 4 0 0 1 0 0

Tot 27 29 3 15 1 12 1 19 1 1 9 3 1

2010

7 1 0 0 0 1 1 0 0 1 0 3 0 0

6 1 9 0 1 1 0 2 0 3 7 1 0 0

5 3 25 0 0 3 0 4 1 4 7 3 0 0

4 5 9 0 1 7 0 4 2 12 10 3 3 1

3 15 3 0 0 5 0 1 6 0 3 0 0 1

2 3 0 1 0 0 0 0 6 0 0 0 0 1

1 0 0 1 0 0 0 0 0 0 0 0 0 0

P 0 0 0 0 0 0 0 0 0 0 0 0 0

N 0 1 0 1 1 0 3 11 14 2 1 0 2

Tot 27 46 2 2 17 1 11 15 20 27 10 4 3

65

International Baccalaureate Exam Results, continued

Theory of Knowledge/Extended Essay

2006 2007 2008 2009 2010

ToK EE ToK EE ToK EE ToK EE ToK EE

A

(Excellent) 3 1 0 3 0 0 1 2 0 3

B

(Good) 16 6 6 5 2 1 4 2 0 2

C

(Satisfactory) 6 10 11 12 2 3 5 5 5 5

D

(Mediocre) 0 7 5 2 0 0 0 1 7 2

E

(Below

Average)

0 1 0 0 0 0 0 0 0 0

International Baccalaureate Diplomas Earned

International Baccalaureate Diplomas Earned

Year Number of

Diploma

Candidates

Number Receiving

IB Diplomas

Per Cent Receiving

IB Diplomas

2006 24 17 70

2007 22 16 73

2008 4 3 75

2009 10 10 100

2010 12 9 75

Special Programs

International Baccalaureate Classes

Advance Placement Classes

Integrated Science I

Introduction of Mandarin as an additional World Language option

Cross-curricular Humanities Program for college prep students in their Junior English

and Social Science Classes

AVID

66

Medical Careers Academy

JROTC

Agriculture

ROP

Community Based Instruction (CBI)

AB 1802 Counseling meetings

Student Activities, Co-Curricular and Extra-Curricular

Sonora students enjoy the opportunity to participate in a wide range of activities,

including:

Academic Clubs: Academic Decathlon, Art Club, AP/IB Club, Book Club, Choir Club,

French Club, Math Club, Science Club, Spanish Club, Speech and Debate

Special Interest Clubs: Fellowship of Christian Athletes, Future Farmers of America

(FFA), Girls’ Athletic Association, Girls’ League, Home Economics Club, Journalism

Club

Service Clubs and Organizations: Best Buds, Conflict Management, Friday Night Live,

Holiday Food Drive, Key Club, Leos, MEChA, PALS,

Honorary Organizations: California Scholarship Federation (CSF), National Honor

Society (NHS)

Student Government (ASB)

Freshman Mentoring Impact Program

Performing Organizations: Choir, Concert Band, Dance, Dance Production, Drama,

Drum Line, Jazz Band, Madrigals, Marching Band, Pep Squads, Raiderette Drill Team,

and Tall Flags

Publications: School Paper, Yearbook

Dances: Welcome Back, Homecoming, Winter Formal, Sadie Hawkins, Spring Fiesta,

Prom, as well as others from time to time, including Valentine’s, and Hula Hawkins

67

Special Nights: Dancing with the Staff, Lip Sync, Talent Show, Mr. Sonora, Raiderette

Show, Dance Show, Fall and Spring Plays, Spring Musical

Special Weeks: Spirit Week, Holiday Food Drive, March Olympics

Special Events: Academic Awards, Cross the Line, Freshman Awards, Senior Breakfast,

Senior Luau, Senior Awards

Athletics: Two-four levels (Freshman, Sophomore, Frosh-Soph, Junior Varsity and

Varsity) of many CIF team sports, including

Fall: Football, Men’s Water Polo, Men and Women’s Cross Country, Women’s

Tennis, Women’s Volleyball,

Winter: Men and Women’s Basketball, Women’s Water Polo, Men and Women’s

Soccer, Wrestling,

Spring: Baseball, Softball, Golf, Men’s Tennis, Men and Women’s Swimming and

Diving, Men’s and Women’s Track and Field

Class Size Report

Class size has gradually increased over the last six-year period. The increase in

the English class sizes can be attributed at least in part to the loss of 20:1 district-wide.

Class Size

Subject Area

Year English Math Social Science Science

2005-06 25.4 29.6 29.4 28.6

2006-07 20.6 26.1 29.7 26.1

2007-08 22.1 28.3 31.4 28.0

2008-09 19.5 26.7 28.3 27.0

2009-10 18.5 22.6 22.3 24.8

2010-11 24.9 25.8 23.4 25.7

Certificated Staff Per-Pupil Report

Certificated Staff Per-Pupil as reported through CBEDS

Explanation of Service Categorization

Administrators include principals, assistant principals, program directors and/or

coordinators, and other certificated staff not providing direct services to students.

68

Pupil Services personnel include certificated employees who provide direct

services to students but are not teachers, including counselors, nurses, psychologists,

social workers, librarians, speech specialists, and other medical personnel.

2005-06 2006-07 2007-08 2008-09 2009-10

Administrators 4 4 4 4 4

Pupil Services 7 6 8 9 8

Teacher Credential Report

Teacher Credential Report

# of

Teachers

Full Credential University

Intern

District

Intern

Emergency Waiver

# % # % # % # % # %

2005-06 81 77 95.1 2 2.5 0 0 2 2.5 1 1.2

2006-07 80 77 96.2 2 2.5 0 0 1 1.2 1 1.2

2007-08 83 80 96.4 2 2.4 1 1.2 1 1.2 1 1.2

2008-09 83 80 96.4 2 2.4 1 1.2 1 1.2 1 1.2

2009-10 94 94 100.0 0 0.0 0 0.0 0 0.0 0 0.0

2010-11 89 89 100.0 0 0.0 0 0.0 0 0.0 0 0.0

Teacher Education Level Report

# of

Teachers

Doctorate Master’s

+30

Master’s Bachelor’s

+30

Bachelor’s Less than

Bachelor’s

# % # % # % # % # % # %

2005-06 81 2 2.5 17 21 19 23.5 24 29.6 18 22.2 1 1.2

2006-07 80 2 2.5 17 21.2 21 26.2 27 33.8 12 15.0 1 1.2

2007-08 83 2 2.4 24 28.9 22 26.5 23 27.7 12 14.5 0 0

2008-09 83 2 2.4 26 30.6 20 23.5 29 34.1 8 9.4 0 0

2009-10 81 2 2.5 25 30.9 22 27.2 24 29.6 8 9.9 0 0

69

Teachers by Ethnicity Report

Teachers by Ethnicity Reported by Per Cent

Year

Ameri-

can

Indian

or

Alaska

Native

Asian Pacific

Islander

Filipino Hispanic

Or

Latino

African

American

(not

Hispanic)

White

(not

Hispanic)

Multiple

Or no

Response

Total

2005-06 0 7 0 0 10 0 64 0 81

2006-07 0 7 0 0 12 0 61 0 80

2007-08 0 5 0 0 12 0 66 0 83

2008-09 0 5 0 0 13 0 67 0 85

2009-10 0 6 0 0 13 0 62 0 81

Classified Staff

Classified Staff

Paraprofessional Office/Clerical Other Total

# % # % # % #

2005-06 10 27.8 12 33.3 14 38.9 36

2006-07 8 23.5 13 38.2 13 38.2 34

2007-08 16 36.4 14 31.8 14 31.8 44

2008-09 16 37.2 14 32.6 13 30.2 43

2009-10 16 36.4 12 27.2 16 36.4 44

Opportunities for Parent and Community Participation

Activity Booster Clubs, Athletic Booster Clubs, Grad Night, Parent Institute, PTSA and

Academic Boosters, ROP Course Offerings, School Site Council, ELAC, DELAC

Technology

Computers purchased since the last visit

32 (Library)

40 (Intervention Courses such as Read 180 & Accelerated Math)

30 laptops (Agriculture)

Computer Software/Instructional Programs Purchased since the last visit

Read 180

70

Accelerated Math

Rosetta Stone

Modernization

New LCD projectors in all the classrooms

Additional electrical outlets in all the classrooms

Additional data jacks throughout the campus

Internet Sites

Aeries Browser Interface (ABI) has attendance, student information, and gradebook

available on-line for teachers, parents, and students

New school website

Projected Improvements for 2010-11

4th

T1 line will improve internet access school wide

Fiber Optic line which will allow for the use of streaming video in instruction

VoIP telephone system in the entire school

Student Feedback Clickers for Medical Careers

Critical Academic Needs of Sonora High School

Based on all the data gathered during the self study process, Sonora High School

will:

1. Improve academic achievement of all students in all content areas as

measured by the CSTs and the CAHSEE by providing all teachers with the

training, tools and materials to conduct effective instruction and assessment

and by providing students with the necessary supports and courses to promote

their academic success.

2. Support our English Learners and Special Education subgroups to close the

achievement gaps.

3. Develop and implement a system to support students to learn and achieve

grade-level standards in English Language Arts, mathematics, science, and

social science.

SONORA HIGH WASC REPORT 2005-2011

Documents

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