2005-06 Template - School Accountability Report Card (CA Dept of Education)

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

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

I. About This School

Contact Information
This section provides the school's contact information.

School		District
School Name	Eureka Senior High	District Name	Eureka City Unified
Street	1915 J St.	Phone Number	707-441-2400
City, State, Zip	Eureka, CA 95501-3052	Web Site	http://www.eurekacityschools.org
Phone Number	1915 J Street	Superintendent	Denise C. Jones
Principal	Bob Steffen	E-mail Address	jonesdc@eurekacityschools.org
E-mail Address	steffenr@eurekacityschools.org	---	---

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

Welcome to Eureka High School. The heart of the greater Eureka area centers on the campus at Eureka High School. A recently passed school bond measure has provided the financial means for updates and improvements on what is already an architecturally beautiful facility. The bond measure has brought us a new visual arts and industrial arts complex; one of our remodeled buildings will soon house a Community Media Center television studio as a collaborative effort with the local cable company, local governments, and our community. In the next two years we will see the completion of the various remodeling projects along with landscaping and painting aimed to enhance the visual aspect of our campus.

We are recognized as an excellent traditional high school centered in the city of Eureka, reflecting the flavor of urban, suburban, and rural conditions on our 10-acre campus. We are proud of our award winning counseling department, our student leadership opportunities in Agriculture, Business, NJROTC, and Student Government, and our tradition of excellence in athletics, music, and theater.

In meeting the diverse needs of our students, we provide a breadth of curriculum seldom seen in high school. Our two-fold emphasis is to provide a college-going culture supported by an in-depth vocational technology program.

Our aim is to develop a college-going culture where all students aspire to meet the entrance requirements for four-year universities. To support students in this effort, we offer Advancement Via Individual Determination, a proven, nationally recognized program that we are proud to offer our students. We additionally offer a variety of support classes and daily after school tutoring. With this support, we hope to encourage enrollment in our honors and Advanced Placement (AP) courses in English, social science, math, science, music, and World Language.

We also work to encourage our students to gain an interest in learning and to take something other than the tangible artifact of a diploma from their high school experience. We have designed “Interest Pathways” to guide students in achieving significant learning outcomes. A senior project will be the culmination of this process.

Major Achievements:

Eureka High School enrolled 239 students in AP courses this year, with 150 students passing the exams making them eligible to college course credit.
We are members of the Guilder-Lehrman American History consortium, providing our students with educational support enriching their social science learning experience.
We are a nationally recognized Service Learning School, with a curriculum that incorporates this humanitarian activity within courses at each grade level.
We also have a nationally recognized Environmental and Spatial Technologies (EAST) Seeking Solutions program, where students seek solutions to community problems using cutting- edge technological tools.
Additionally, we boast programs with students and teachers receiving regional and state recognition and honors. These include honors in agriculture, Distributive Education Clubs of America (DECA - Business Education), Naval Junior Reserves Officers Training Corps (NJROTC), an auto racing team with a competitive-circuit racecar, and both instrumental and vocal music.
We are proud that in addition to building championships, our athletic program continues to build character in our student athletes that impacts our community beyond the athletic arena.

Focus for Improvement: The Eureka High School staff is committed to making high school a meaningful experience for our students. We challenge ourselves to ensure that our school exceeds state academic standards while providing a provocative curriculum that gives meaningful direction to our students.

We offer targeted remediation courses during and after school to assist those students who struggle for success on the California High School Exit Exam, resulting in nearly 80% of our students passing this exam on their first effort.
Teachers collaborate weekly to discuss curriculum and instruction aimed at success for all students as well as to evaluate student progress.
Our curriculum design provides “Interest Pathways” for our students to explore as they proceed through our school.
The award winning counseling department is dedicated to assist each student in maximizing their potential, with the goal that when students leave high school, they have a plan.

We welcome parents and family members to volunteer in the many program booster groups in our school. Please contact our office at (707) 441-2508 for more information.

Strategic Plan Mission Statement
Eureka High School, the center of diversity and learning on the North Coast, partnered with family and community, will educate all students in the skills and knowledge needed to be responsible, respectful, confident participants and life long learners in a global society, by maximizing each student’s potential.

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

Eureka High School (EHS) is the largest secondary school on the North Coast of California. EHS is the only comprehensive high school serving the City of Eureka and its surrounding feeder communities. Our approximately 1,500 students are drawn from urban, suburban and rural areas of Humboldt County.

Eureka High School has several active parent groups serving students in many programs. PTSA, Music Boosters, Ag Boosters, NJROTC Boosters, English Learner Advisory Committee and several other advisory committees meet regularly. Each of these organizations is dedicated to improving programs for the students at our school.
Many programs and practices exist at EHS that promote a positive learning environment. We are a nationally recognized Service-Learning Leader School.

Community of Caring is a schoolwide focus that promotes the five core values of Respect, Responsibility, Caring, Trust and Family. The Strategic Planning process, guided by our WASC/Leadership Team (composed of staff, students and parents), provides the structure for including all stakeholders in making decisions that affect students and staff. Through their efforts, there is a common planning time each Thursday for staff. Also promoting a positive learning environment are the All-Star Breakfast, Academic Faire showcasing students’ work, Associated Student Body Academic Recognition awards, Advanced Placement classes, honors classes, athletic opportunities and awards, many clubs, including DECA, FFA, NJROTC, music, drama, and GRIP.

Contact Eureka High School’s information office at 441-2508 for more information.

Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.

Grade Level	Grade Level	Number of Students
Kindergarten	Grade 8	0
Grade 1	Ungraded Elementary	0
Grade 2	Grade 9	449
Grade 3	Grade 10	450
Grade 4	Grade 11	410
Grade 5	Grade 12	354
Grade 6	Ungraded Secondary	0
Grade 7	Total Enrollment	1663

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)	66.7
American Indian or Alaska Native	12.4	Multiple or No Response	1.9
Asian	6.6	Socioeconomically Disadvantaged	37.8
Filipino	0.7	English Learners	7.0
Hispanic or Latino	8.7	Students with Disabilities	9.0
Pacific Islander	0.6	---	---

Average Class Size and Class Size Distribution (Elementary)
This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

No data are available for this section

Average Class Size and Class Size Distribution (Secondary)
This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Subject	2003-04				2004-05				2005-06
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+
English	22.8	40	27	6	25.1	17	46	4	23.9	25	37	2
Mathematics	27.5	8	39	3	27.8	8	25	15	27.4	11	26	7
Science	26.1	4	35		26.3	2	29		25.9	6	29
Social Science	28.8	7	23	13	27.0	11	27	6	27.7	8	18	8

II. School Climate

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

Eureka High School reviews the comprehensive safety plan each year, submitting an updated version to the School Board each spring. The topic of school safety is included on regularly scheduled staff meetings throughout the year where important safe schools planning components are discussed with the goal of keeping the plan current and active.

The broad ranged plan provides a focus for our school in the two areas causing greatest concern for our school: School violence and related security concerns, plus readiness for natural disaster, specifically earthquake. Staff teams are devised having specific focused tasks to complete and the facility is divided into zones identifying specific safety precautions and evacuation protocols from each zone. A communication protocol has been established, and student accountability and release procedures have been developed.

In our effort to ensure we keep the issue of school safety in front of us, our administrative team hosts a meeting each Monday morning, comprised of school officials from the district, Eureka Police and Humboldt County Probation, as we collaborate to be informed of community based issues that may affect our schools. The Security Resource Officer, assigned to Eureka High School from the Eureka Police Department, actively leads the planning of our safe school readiness policies. We recognize that since our campus is spread out into multiple buildings that there are specific challenges we must address. We also see this physical layout as a benefit, needing a solid communication link to be able to take advantage of this multi-building layout.

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.

The Community of Caring core values of Caring, Trust, Respect, Responsibility and Family help guide our efforts at developing a positive learning environment. In the past two years, we have additionally added the experience of a Challenge Day retreat workshop where nearly all of our students have now experienced a day focused on tolerance and understanding for one another, with a focus on eliminating bullying behaviors. Philosophically, our disciplinary response hopes to elicit personal accountability for misbehavior by providing a structure designed allow for personal reflection. To this end, we provide lunch period detention and On-campus Suspension opportunities rather than sending students home as a consequence, except in the gravest misconduct. In keeping students on campus, we find that we can maintain a level of academic challenge for these students in an isolated environment. In this setting, counselors and other resources are sought to address the root of the issue leading to misconduct, hopefully facilitating a fundamental change in behavior choices.

Suspensions and Expulsions
This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School			District
Rate	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06
Suspensions	156	178	165	643	588	671
Expulsions	2	2	1	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 Eureka High School Campus is situated on approximately ten acres of land, surrounded by a residential neighborhood. We have a beautiful outdoor athletic facility in Albee Stadium, providing the community with a prideful possession. The school buildings are currently undergoing a remodeling effort supported by a school bond passed by the local voters in 2004. This effort has brought about several positive changes to the facility, along with various challenges. We now have a comprehensive visual arts program, with new facilities boasting a Ceramics Studio, a Jewelry and Sculpture Studio, a Painting and Drawing Studio, and a Graphic Arts Studio. In our effort to maintain our offerings in Career & Technical Education, we now have a new building for our woodworking program, and have a remodeled metals and welding facility. Another exciting focus for us is in a newly remodeled Information Technology Building, to house various new technologies programs of instruction. Our partnership with the local cable company, the county and various city governments, and public access television had grown into the design and installation of a television studio within this building as well.

With these positive developments our campus has many challenges as well. The main campus buildings are aged but historically significant, creating various levels of difficulty when designing improvements. Meeting challenges ranging from compliance with the Americans with Disabilities Act to the seemingly simple issues of upgrading electrical power required of new instructional technologies create a multitude of problems for us in these buildings. Our immediate focus will be to ensure these are seismically sound, clean, and well maintained buildings. The long range goal will include the needed improvements to meet the challenges of modern curriculum support.

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

Item Inspected	Facility in Good Repair		Repair Needed and Action Taken or Planned
Item Inspected	Yes	No	Repair Needed and Action Taken or Planned
Gas Leaks	x
Mechanical Systems	x		Heating units in Main Building classrooms need attention. Heat exchangers in MB and science wing need work. Pool needs to have heat for the indoor pool.
Windows/Doors/Gates (interior and exterior)	x
Interior Surfaces (walls, floors, and ceilings)	x		Gym girls locker plaster missing, pool, mold on ceiling. Repairs are not scheduled.
Hazardous Materials (interior and exterior)	x
Structural Damage	x		Gym lobby post have dry rot. Removal of the window curtain is being designed.
Fire Safety	x
Electrical (interior and exterior)	x
Pest/Vermin Infestation	x
Drinking Fountains (inside and outside)	x
Restrooms	x
Sewer	x
Playground/School Grounds	x
Other

IV. Teachers

Teacher Credentials
This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Teachers	School			District
Teachers	2003-04	2004-05	2005-06	2005-06
With Full Credential	81	78	77	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
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	84.7	15.3
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	3.0	554.3
Library Media Teacher (Librarian)	1.0	---
Library Media Services Staff (paraprofessional)	1.0	---
Psychologist	0.8	---
Social Worker	0.8	---
Nurse	0.4	---
Speech/Language/Hearing Specialist	0.4	---
Resource Specialist (non-teaching)	3.8	---
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.

The Eureka City Schools District has been experiencing declining enrollment, following a trend that is county schools wide. This declining enrollment will generally result in declining funding support for educational programs. Eureka High School has successfully met the challenge of declining finances, securing a variety of beneficial services and programs for our students. Our counseling services have been buoyed by a partnership with the County Mental Health Program, especially in the area of Drug and Alcohol Prevention services. Additionally, financial grants have provided personnel in support of programs such as Tapestry, Service Learning, and Workforce Investment support. We have a complete and comprehensive English Learner Program as well as Special Education Services. Our Gifted and Talented Education Grant provides us with support for our Advanced Placement courses providing students the opportunity for college credit. Our GATE and Economic Impact Aide funding additionally supports our certificated Advancement Via Individual Determination (AVID) program which guides gifted but underachieving students toward college. Our school is focused on the three “R’s”; Rigor, Relevance, and Relationships, where building a college going culture making school meaningful to our students is our primary goal. To this end we have designed “Learning Pathways” with Senior Project opportunities as tools to keep students engaged in learning through to high school graduation and beyond.

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
Subject	2004	2005	2006	2004	2005	2006	2004	2005	2006
English-Language Arts	43	41	47	39	41	44	36	40	42
Mathematics	33	31	38	45	46	50	34	38	40
Science	34	42	27	33	40	39	25	27	35
History-Social Science	39	39	40	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
Group	English- Language Arts	Mathematics	Science	History- Social Science
African American	31	18	*	12
American Indian or Alaska Native	35	34	15	26
Asian	20	40	4	20
Filipino	*	*	*	*
Hispanic or Latino	24	30	18	25
Pacific Islander	27	*	*	*
White (Not Hispanic)	55	40	34	48
Male	42	37	27	41
Female	51	38	26	40
Economically Disadvantaged	30	33	12	22
English Learners	3	23	0	9
Students with Disabilities	3	9	0	4
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
Subject	2004	2005	2006	2004	2005	2006	2004	2005	2006
Reading	59			49	50	51	43	41	42
Mathematics	64			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
Group	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

California Physical Fitness Test Results
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Grade Level	Percent of Students Meeting Fitness Standards
9	24.6

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		7	6
Similar Schools		7	4

API Changes by Student Group -- Three Year Comparison
This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group	Actual API Change			API Score
Group	2003-04	2004-05	2005-06	2006
All Students at the School		0	21	719
African American
American Indian or Alaska Native		12	-12	660
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)		-9	21	748
Socioeconomically Disadvantaged		26	57	658
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:

Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics
Percent proficient on the state's standards-based assessments in ELA and mathematics
API as an additional indicator
Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	Yes	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	Yes	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
Indicator	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05
Dropout Rate (1-year)	3.2	1.6	1.9	5.8	3.0	4.1	3.2	3.3	3.1
Graduation Rate	88.4	92.7	87.4	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
Group	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.

The various Career Technical Education programs at Eureka High School provide a comprehensive opportunity for our students to receive instructional experiences and training that articulate directly to the workforce. Additionally, we cultivate partnerships with local agencies and business establishements to provide internship opportunities for students. This effort is further supported through our ongoing articulation and partnership activities with Humboldt State University and College of the Redwoods.

Each of the following listing of courses and sequences are a part of our overall school design where most students are enrolled in an “Interest Pathway”, culminating in a Senior Project. Students enrolled in any of these course sequences are additionally enrolled in CORE EDUCATION courses that support these CTE courses. Each year, we evaluate the effectiveness of these programs through a rigorous review of graduation rates and participation in post secondary career training and job related experiences.

Agricultural Mechanics

CTE Introductory Courses	CTE Concentration Courses	CTE Capstone Courses
Introduction to Agricultural Mechanics Introduction to Agriculture	Advanced Agricultural Mechanics Agricultural Welding Small Engines	Agricultural Fabrication/ Construction Ag/Farm Power and Equipment

Health Careers

CTE Introductory Courses	CTE Concentration Courses	CTE Capstone Courses
Introduction to Health Careers I Introduction to Health Careers II	Introduction to Biotechnology I Medical Terminology Structure and Function	Introduction to Biotechnology II Biotechnology Assistant Biotechnology Technician

Cabinetmaking and Wood Products

CTE Introductory Courses

CTE Concentration Courses

CTE Capstone Courses

•   Exploring Technology

•   Technology Core

•   Wood Technology

•   Woodworking 1

•   Woodworking 2

•   Cabinetmaking

•   Furniture Design

Arts, Media and Entertainment

CTE Introductory Courses	CTE Concentration Courses	CTE Capstone Courses
Introduction to Design and Media Arts Introduction to Digital Graphics Film and New Media Introduction to Design	Two-Dimensional Design Animation Internet Publishing Filmmaking Computer Graphics Broadcast Journalism	Digital Animation Three-Dimensional Modeling Video Production Cinematography Computer Game Design Technical Writing Advertising Art

Food Science, Dietetics, and Nutrition

CTE Introductory Courses	CTE Concentration Courses	CTE Capstone Courses
Home Economics Careers and Technology Comprehensive Core I Home Economics Careers and Technology Comprehensive Core II	Food for Health and Fitness Food Technology and Nutrition Food Science (Chemistry of Foods)	Careers in Food Science, Dietetics, and Nutrition Food Science and Dietetics

Business Financial Management

CTE Introductory Courses

CTE Concentration Courses

CTE Capstone Courses

Business Communication
Computer Applications
Exploratory Business
Financial Literacy

Intro to Business

Marketing
Accounting
Financial Occupations
Stocks, Bonds and Investments

Insurance Services

Business Statistics
Financial Management
Virtual Enterprise

Entrepreneurship

Career Technical Education Participation
This table displays information about participation in the school's CTE programs.
During the 2005-06 school year, the total enrollment at Eureka High School was 1,600 students.

The following table shows the relationship between students completing a CTE program of study and receiving a high school diploma.

Core Indicator

Definition

LEA Level

2003/04

LEA Level

2004/05

LEA

Level

2005/06

Difference

2004/05

2005/06

State Level

2005/06

Met or exceeded State level

1S1

Academic

Attainment

Numerator: Number of 12th Grade CTE Program Completers earning a high school diploma by June 30

Denominator: Number of 12th Grade CTE Program Completers

93.10%

87.67%

88.57%

.90%

85.00%

X Yes
£ No

Students who complete any of our CTE programs have the opportunity to receive certification or in some cases, the opportunity for testing through entry level coursework required in the next level of Career Technical Education. We are participants in the North Coast School to Career Consortium which is chaired by the College of the Redwoods Tech Prep and VTEA Coordinator. Additionally, we participate on Humboldt State University’s School Of Business Advisory. Both of these efforts are aimed at developing relationships that will hopefully lead to articulation agreements with these two local post secondary educational organizations.

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	59.4
Graduates Who Completed All Courses Required for UC/CSU Admission	16.7

Advanced Placement Courses
This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school's students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Subject	Number of AP Courses Offered	Percent of Students In AP Courses
Computer Science		---
English	1	---
Fine and Performing Arts		---
Foreign Language		---
Mathematics	2	---
Science		---
Social Science	3	---
All courses	6	4.6

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

Eureka High School offers Advanced Placement courses in English Language, English Literature, US History, American Government, Calculus, Statistics, Physics, Biology, Spanish, and Music Appreciation. Each of these courses specifically prepares enrolled student in preparation for the qualifying test for that subject in May of each year, plus provides instructional guidance toward the SAT’s as well. Our counseling services provide for a school wide PSAT administration and we offer specific college test preparation opportunities through our after school tutorial program. Significantly, we have a teacher on special assignment who assists students in the college application process. This same teacher is the program director for our Advancement Via Individual Determination (AVID) course offerings where students receive test preparation support within that series of electives over their four years of high school.

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

Indicator	2004	2005	2006
Percent of Grade 12 Students Taking the Test	35.6	29.3	28.2
Average Verbal Score	530	521	533
Average Math Score	556	545	558
Average Writing Score	---	---	527

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.

Eureka High School is home to over 1600 students receiving instruction and support from a fully qualified teaching and counseling faculty. There are over 175 individual course offerings providing students with a breadth of support spanning the curricular distance between those needing remedial to college preparatory offerings. Our special needs students are provided with courses specifically designed to meet their unique needs while offering a pathway for support as they enter the regular core subject coursework. All Eureka High School teachers are CLAD certified for Language Acquisition Development, and are specifically trained to provide for their needs within the regular classroom environment. Eureka High School has an active teacher-student-parent leadership team charged with oversight of our curricular program and associated budget. School leadership is comprised of a Principal and four assistants, plus leadership offered trough the counseling office.

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

The school leadership team has built a plan to guide the professional development of all staff members, and is charged with providing the funding support for these efforts. The district organizes Core subject leadership teams from teachers at all levels of English, Math, Science, and social sciences where collaboration occurs regarding scope and sequence, standards alignment, and materials selection. There are additional subject leadership teams organized for the Performing Arts and Career Technical Education. The district also works with sites to determine professional development needs and then to secure training opportunities in line with the site goals. These offerings occur throughout the regular school year as well as during the summer. We offer three paid staff development days, organized during the week prior to the opening of school each fall. When funding permits, teachers and staff are provided the opportunity to attend weekend conferences in line with the school’s general curricular direction as well as Summer institutes in Writing, Literature, Math, Career Technical, Advanced Placement and AVID trainings.

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

Grade Level	Instructional Minutes
Grade Level	Offered	State Requirement
9	71,777	64,800
10	71,777	64,800
11	71,777	64,800
12	71,777	64,800

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

13 minimum days include 6 days for final exams, 2 days for STAR testing, 2 days for first day of each semester, 1 day each for Thanksgiving, Christmas and spring break.