School Accountability Report Card    
  Reported for School Year 2005-06  
Published During 2006-07

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.

I. About This School

Contact Information
This section provides the school's contact information.
SchoolDistrict
 School Name Zoe Barnum High District Name Eureka City Unified
 Street 674 Allard Ave. Phone Number 707-441-2400
 City, State, Zip Eureka, CA    95503-5857 Web Site http://www.eurekacityschools.org
 Phone Number 707-441-2467  Superintendent Denise C. Jones
 Principal Greg Aslanian  E-mail Address jonesdc@eurekacityschools.org
 E-mail Address aslaniang@eurekacityschools.org  --- ---

School Description and Mission Statement
This section provides information about the school's goals and programs.
  The dedicated, enthusiastic staff at Zoe Barnum High School work tirelessly to provide a personalized education for our students. Small class size allows the teaching staff to develop close relationships with each student. The entire staff meets weekly to discuss concerns and share the successes of our students. This collaboration among staff and mutual awareness of students’ progress is a significant factor in their success.

The recent addition of three new teachers has generated several exciting changes to Zoe’s curricular and extra-curricular offerings. In addition to the existing core curricular subjects, students now have access to a hands-on science laboratory experiences, foreign language, art courses and co-ed athletic league competition (flag football and basketball). A first-time snow boarding club is available for experienced and novice snow boarders.

The faculty’s interest in the continual improvement process resulted in a strategic planning session in spring of 2006. During this all-day session, staff identified several ambitious long and short-term goals for the school. Among the major goals, staff identified the need for additional college prep and elective offerings; the expansion of community service opportunities and flexible scheduling options.

Major Achievements:

  • Highlighting the major achievements at Zoe Barnum during the 2005–2006 school year would certainly have to be our Student Review Session (SRS), recognized as an Exemplary Program by the California Continuation Education Association. Initiated by faculty, the SRS program provides for a weekly meeting of staff to discuss students who may be experiencing educational or behavioral difficulties. The staff, then, collectively, develops an action plan with all the teachers implementing the strategies for getting the student “back on track.” 
  • Regarding our academic efforts, we are very proud of our 2005-2006 pass rate on both sections of the California High School Exit Exam. Our Academic Performance Index (API) gained 46 points based on the results of Standardized testing conducted during the Spring of 2006.  Our student participation rate was over 95%. In an effort to meet diverse student needs, our teachers have participated in a broad range of professional development activities including Academic Literacy, the Redwood Writing Project, the Beginning Teacher Program and AVID (Advancement Via Individual Determination).
  • Both our students and our staff were active in the community-at-large. Our annual Blood Drive was the most successful in school history. We also worked with Food for People, the Salvation Army and St. Vincent de Paul at different times during the year. Thirty of our students and nine members of our staff participated in Challenge Day, a national program that promotes inclusion and breaks down barriers on a school campus. For the thirteenth year, Zoe Barnum has embraced the core values of respect, responsibility, family, trust and caring through the Community of Caring character education program.      

Focus for Improvement:

The following goals resulted from our school-wide Strategic Planning session in April of 2006: 

  • Increase strength and rigor of the core curriculum.
  • Develop additional elective options for all students.
  • Establish parent/family access to Power School system.
  • Promote post-graduation plans for each senior.
  • Pilot Seasons of Service program to enhance community connections and individual awareness.
  • Provide multiple remediation opportunities for students who have not passed the California High School Exit Exam.
  • Begin the formal process for recognition by W.A.S.C.

While Zoe Barnum High School is quite proud of its program offerings, our staff is constantly looking for ways to better meet the needs of our dynamic student body. The best way to gain a real appreciation for the commitment of our staff and the quality of our programs is to see us in action. To all of our parents and community members, I would like to extend a personal invitation for you to stop by for a visit. I’m certain you leave feeling proud of Zoe Barnum’s program and recognize us as an integral part of our community.

Mission Statement:
Alternative Education of Eureka City Schools, a community of caring, in partnership with the community at large, empowers all students to become productive, ethical citizens and lifelong learners responsive to an ever changing world through an individualized, rigorous, and personally challenging education.


 

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

Parents are encouraged to participate in their student’s education during the orientation session required of all new students. They are welcome to check regularly on their student’s attendance, academic progress, and behavior issues by calling the school. Parents are recruited to participate on our School Site Council through our quarterly parent newsletter and phone calls. Parents receive personal invitations for celebrations and social activities. In addition, parents are encouraged to observe classes and attend Back to School Night.

We welcome visitors and would be happy to share our myriad partnerships and programs with those of you in the community who are interested in alternative education.
 


Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.
 Grade Level Number of Students Grade Level Number of Students
 Kindergarten 0  Grade 8 0 
 Grade 1 0  Ungraded Elementary 0 
 Grade 2 0  Grade 9 0 
 Grade 3 0  Grade 10 30 
 Grade 4 0  Grade 11 66 
 Grade 5 0  Grade 12 71 
 Grade 6 0  Ungraded Secondary 0 
 Grade 7 0  Total Enrollment 167 

Student Enrollment by Group
This table displays the percent of students enrolled at the school who are identified as being in a particular group.
 Group Percent of
Total Enrollment		 Group Percent of
Total Enrollment
 African American 2.4  White (not Hispanic) 63.5 
 American Indian or Alaska Native 23.4  Multiple or No Response 0.0 
 Asian 1.8  Socioeconomically Disadvantaged 33.7 
 Filipino 0.0  English Learners 7.0 
 Hispanic or Latino 8.4  Students with Disabilities 6.0 
 Pacific Islander 0.6  --- ---


Average Class Size and Class Size Distribution (Secondary)
This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
 Subject 2003-04 2004-05 2005-06
 Avg.
Class
Size		Number of
Classrooms		 Avg.
Class
Size		Number of
Classrooms		 Avg.
Class
Size		Number of
Classrooms
 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
 English 13.8 10   13.4 11   11.9 14  
 Mathematics 10.2 9   14.8 6   10.0 7  
 Science 16.3 4   15.3 4   16.4 5  
 Social Science 15.7 13   16.0 10   17.0 9  



II. School Climate

School Safety Plan
This section provides information about the school's comprehensive safety plan.
The school’s Safety Plan was reviewed in Spring of 2006.  During the 2006-2007 school year staff worked on revision to the Plan.  A campus Intervention Team comprised of ten staff members was formed and trained to deal with a variety of situations where student or staff safety may be in jeopardy.  Protocol for lock-down procedures were reviewed and practiced.  Fire and earthquake procedures were reviewed and practiced as well.

School Discipline Practices
This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies.
By their nature, effective behavior programs are dynamic.  Such is the case with Zoe Barnum’s discipline program.  Midway through the school year, staff made adjustments to the existing discipline policy to encourage appropriate behavior and attendance from students.   Use of consequences and rewards are the backbone of the school’s student behavior program.  Conferences with students and parents; detentions; hall pass restrictions; a transition programs and suspensions serve as consequences for inappropriate behavior or attendance issues.  Programs to reward positive behavior include the Commendable Student Program; ice cream parties All-Star Breakfasts as well as positive communication to parents whose students are performing well.

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
 2003-04 2004-05 2005-06 2003-04 2004-05 2005-06
 Suspensions 46 33 129 643 588 671
 Expulsions 2 2 3 17 9 10

III. School Facilities

School Facility Conditions and Improvements
This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.
The maintenance department and custodial crews do an excellent job of maintaining an older facility that is in need of significant infrastructure repair.  The District is currently working on a facility master plan that will determine the future of the Jacob’s Campus.  During the interim, roof repairs are scheduled for the summer of 2007.   Cleanliness of the aging facilities is maintained at a high level.

School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.
 Item Inspected
 Facility in
Good Repair		 Repair Needed and
Action Taken or Planned
 Yes No
 Gas Leaks
x
   
 Mechanical Systems
x
  The mechanical system in the old music building has been abandoned becauce of a broken supply pipe. Electric heaters have been provided.
 Windows/Doors/Gates (interior and exterior)
x
   
 Interior Surfaces (walls, floors, and ceilings)
x
  Status as of 2/16/07: Many roof leaks in all buildings.
 Hazardous Materials (interior and exterior)
x
   
 Structural Damage
x
  Status as of 2/16/07: Breezways have rot. Walls have termite damage. Breezway have been shored up. The shop buildings have been abandoned for the use of students.
 Fire Safety
x
   
 Electrical (interior and exterior)
x
  Current use is over taxing the 1950's designed system.
 Pest/Vermin Infestation
x
   
 Drinking Fountains (inside and outside)
x
   
 Restrooms
x
   
 Sewer
x
   
 Playground/School Grounds
x
   
 Other
   

IV. Teachers

Teacher Credentials
This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 Teachers School District
   2003-04     2004-05     2005-06     2005-06  
 With Full Credential 15 13 13 262
 Without Full Credential 0 0 0 0
 Teaching Outside Subject Area of Competence    ---

Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
 Indicator   2004-05     2005-06     2006-07  
 Misassignments of Teachers of English Learners   
 Total Teacher Misassignments   
 Vacant Teacher Positions   

Core Academic Classes Taught by NCLB Compliant Teachers
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at http://www.cde.ca.gov/nclb/sr/tq/.
 Location of Classes Percent of Classes In Core Academic Subjects
 Taught by
 NCLB Compliant Teachers		 Taught by
 Non-NCLB Compliant Teachers
 This School  91.1 8.9
 All Schools in District  84.0 16.0
 High-Poverty Schools in District  94.0 6.0
 Low-Poverty Schools in District  0.0 0.0

Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.
Eureka City Schools is committed to utilizing fully credentialed teachers as substitutes when the regular teacher is unavailable. This ensures that a competent teacher is in the classroom at all times. When necessary, emergency credential status is requested.

Teacher Evaluation Process
This section provides information about the procedures and the criteria for teacher evaluations.
The evaluation of probationary teachers and permanent teachers is conducted according to state guidelines. Appraisal of teachers’ performance is tied directly to the California Standard for the Teaching Profession (CSTP) that includes:
• Engaging and Supporting all Students in Learning
• Creating and Maintaining Effective Environments for Learning
• Understanding and Organizing Subject Matter for Student Learning
• Planning Instruction and Designing Learning Experiences for All Students
• Assessing Student Learning
Support for beginning teachers is available through the Beginning Teacher Support and Assessment program (BTSA). Based on the CSTP, support for the beginning teacher is specific and evidence based. Attention to learning environment, content standards, formative assessment, reflective practice, and collaboration allows the beginning teacher to focus upon what and how the students are learning.

V. Support Staff

Academic Counselors and Other Support Staff
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
 Title Number of FTE
 Assigned to School		 Average Number of
 Students per
 Academic Counselor
 Academic Counselor 1.2  
 Library Media Teacher (Librarian)  ---
 Library Media Services Staff (paraprofessional)  ---
 Psychologist  ---
 Social Worker  ---
 Nurse 0.2  ---
 Speech/Language/Hearing Specialist  ---
 Resource Specialist (non-teaching) 1.0  ---
 Other  ---

VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials.
 Core Curriculum Area Quality, Currency, and
 Availability of Textbooks and
 Instructional Materials		 Percent of Pupils
 Who Lack Their Own
 Assigned Textbooks and
 Instructional Materials
 Reading/Language Arts x 0
 Mathematics x 0
 Science x 0
 History-Social Science x 0
 Foreign Language x 0
 Health x 0
 Science Laboratory Equipment (grades 9-12) x 0

VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
This table displays a comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.
 Level Total
 Expenditures
 Per Pupil		 Expenditures
 Per Pupil
 (Supplemental)		 Expenditures
 Per Pupil
 (Basic)		 Average
 Teacher
 Salary
 School Site       
 District --- ---   $54,430
 Percent Difference - School Site and District --- ---   
 State --- --- $4,743 $54,823
 Percent Difference - School Site and State --- ---   

Types of Services Funded
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.
A variety of student-support services are available to students from site, District and community personnel.   Site administration provides a menu of academic, personal and vocational counseling services.  Additional academic mentoring is provided by AmeriCorps members while personal individual counseling may be accessed from Humboldt Child Care Council.   Our school nurse is on campus one day a week and may be contacted at other times, as needed.  Talent Search and the College of the Redwoods assist all interested students on a regular basis, the Department of Rehabilitation supports employment preparation for our Resource  population and we have a Native American liaison on campus supporting our relatively large number of Native American students.  Cal-Serve promotes Service Learning and Career Exploration and provides student-support in the form of workshop fees, transportation and materials.   The Site Council oversees the allocation of all categorical monies at Zoe Barnum.

Teacher and Administrative Salaries (Fiscal Year 2004-05)
This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.
 Category District
 Amount		 State Average
 For Districts
 In Same Category
 Beginning Teacher Salary $34,000 $36,796
 Mid-Range Teacher Salary $47,932 $54,062
 Highest Teacher Salary $62,000 $68,679
 Average Principal Salary (Elementary) $74,987 $83,916
 Average Principal Salary (Middle) $89,326 $86,752
 Average Principal Salary (High) $96,526 $92,915
 Superintendent Salary $140,000 $121,387
 Percent of Budget for Teacher Salaries 40.1 40.2
 Percent of Budget for Administrative Salaries 7.0 5.8

VIII. Student Performance

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

CST Results for All Students -- Three-Year Comparison
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 Subject School District State
 2004 2005 2006 2004 2005 2006 2004 2005 2006
 English-Language Arts 12 15 8 39 41 44 36 40 42
 Mathematics 17 6 5 45 46 50 34 38 40
 Science   0 33 40 39 25 27 35
 History-Social Science 9 8 3 31 34 36 29 32 33

CST Results by Student Group - Most Recent Year
This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
 Group Percent of Students Scoring at Proficient or Advanced
 English-
Language Arts		 Mathematics Science History-
Social Science
 African American *   *
 American Indian or Alaska Native 0 * * 0
 Asian *  * *
 Filipino    
 Hispanic or Latino 7 * * 0
 Pacific Islander    
 White (Not Hispanic) 11 6 0 6
 Male 4 0 0 0
 Female 12 * 0 7
 Economically Disadvantaged 10 6 0 3
 English Learners * *  *
 Students with Disabilities *  * *
 Students Receiving Migrant Education Services    

Norm-Referenced Test (NRT)
The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT Results for All Students -- Three Year Comparison
This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.
Subject School District State
 2004 2005 2006 2004 2005 2006 2004 2005 2006
 Reading 18   49 50 51 43 41 42
 Mathematics 22   59 62 62 51 52 53

NRT Results by Student Group -- Most Recent Year
This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.
Group Percent of Students Scoring at or
Above the National Average
 Reading Mathematics
 African American  
 American Indian or Alaska Native  
 Asian  
 Filipino  
 Hispanic or Latino  
 Pacific Islander  
 White (not Hispanic)  
 Male  
 Female  
 Economically Disadvantaged  
 English Learners  
 Students with Disabilities  
 Students Receiving Migrant Education Services  


IX. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks -- Three-Year Comparison
This table displays the school's statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools." A similar schools rank of 1 means that the school's academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.
 API Rank 2003-04 2004-05 2005-06
 Statewide  B B
 Similar Schools  B B

API Changes by Student Group -- Three Year Comparison
This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.
 Group Actual API Change API Score
 2003-04 2004-05 2005-06 2006
 All Students at the School  63 46 514
 African American    
 American Indian or Alaska Native    
 Asian    
 Filipino    
 Hispanic or Latino    
 Pacific Islander    
 White (not Hispanic)    
 Socioeconomically Disadvantaged    
 English Learners -- --  
 Students with Disabilities -- --  

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

Adequate Yearly Progress
The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.
 AYP Criteria School District
 Overall No No
 Participation Rate - English-Language Arts Yes Yes
 Participation Rate - Mathematics Yes Yes
 Percent Proficient - English-Language Arts Yes No
 Percent Proficient - Mathematics Yes Yes
 API Yes Yes
 Graduation Rate No No

Federal Intervention Program
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.
 Indicator    School       District   
 Program Improvement Status   Not In PI
 First Year of Program Improvement Implementation   
 Year in Program Improvement   
 Number of Schools Currently in Program Improvement  --- 1
 Percent of Schools Currently in Program Improvement  --- 7.7

X. School Completion and Postsecondary Preparation

Dropout Rate and Graduation Rate
This table displays the school's one-year dropout rates and graduation rates for the most recent three-year period. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 Indicator School District State
 2002-03 2003-04 2004-05 2002-03 2003-04 2004-05 2002-03 2003-04 2004-05
 Dropout Rate (1-year) 32.8 18.8 24.6 5.8 3.0 4.1 3.2 3.3 3.1
 Graduation Rate 51.9 54.3 41.3 81.3 84.6 79.3 86.7 85.3 84.9

Completion of High School Graduation Requirements
Beginning with the graduating class of 2006, students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2005-06 school year in the 12th grade, this table displays by student group the percent of students who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Due to the state's collection schedule for high school completion data, state level data for this reporting element will not be available for report cards published in the 2006-07 school year. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.
Group Graduating Class of 2006
 School District State
 All Students    ---
 African American    ---
 American Indian or Alaska Native    ---
 Asian    ---
 Filipino    ---
 Hispanic or Latino    ---
 Pacific Islander    ---
 White (not Hispanic)    ---
 Socioeconomically Disadvantaged    ---
 English Learners    ---
 Students with Disabilities    ---

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

Career Technical Education Participation
This table displays information about participation in the school's CTE programs.
 Measure  CTE Program Participation
 Number of Pupils 
 Percent of pupils completing a CTE program
 and earning a high school diploma		 
 Percent of CTE courses sequenced or
 articulated between the school and institutions
 of postsecondary education		 

Courses for University of California and/or California State University Admission
This table displays for the most recent year two measures related to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 Indicator Percent 
 Students Enrolled in Courses Required for UC/CSU Admission   63.5
 Graduates Who Completed All Courses Required for UC/CSU Admission   0.0


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



X. Instructional Planning and Scheduling

School Instruction and Leadership
This section provides information about the structure of the school's instructional program and the experience of the school's leadership team.
Zoe Barnum offers a Standards-based curriculum in all disciplines and uses District-adopted texts for all classes.  210 credits are required for graduation along with completion of Algebra I and a score of at least 350 on both the English/Language Arts and Math sections of the California High School Exit Exam.   Academic and sociall progress of students is discussed on a weekly basis by the Leadership Team and targeted interventions are designed and implemented, as needed.  A common prep is available for regular staff collaboration.  Zoe Barnum’s principal has a broad spectrum of site and District experience and has been with the District for 15+ years.

Professional Development
This section provides information about the program for training the school's teachers and other professional staff.
Zoe Barnun High School utilizes three formal “buy-back days” where all teacher participate in full days of professional development.  At the discretion of the teacher one of the three days activities may be planned to meet a specific interest they wish to pursue.   Generally this professional development is carried out the week before students return for the new school year.  During the course of the year, and to the degree that funding will allow; teachers attend conference and workshops in a variety of areas based on identified needs and priorities.  Areas of professional development supported this year include: Advancement Via Individual Determination (AVID) training; attendance at the continuation school, math and science conferences as well as visitation to school identified as offering model programs.

Instructional Minutes
This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.
 Grade
Level		 Instructional Minutes
 Offered State Requirement
 9  65,340 64,800
 10 65,340 64,800
 11 65,340 64,800
 1265,340  64,800

Continuation School Instructional Days
This table displays a comparison of the number of instructional days offered at the continuation school to the state requirement for each grade level.
 Grade
Level		 Instructional Days With At Least 180 Instructional Minutes
 Offered State Requirement
 9 180 days  180 days
 10 180 days  180 days
 11 180 days  180 days
 12 180 days  180 days

Minimum Days in School Year
This section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.
 
 There were no minimum days.