Westmont High School 2011-12
School Accountability Report Card
Reported for School Year 2011-12
Published During 2012-13
Campbell Union High School District
3235 Union Avenue
San Jose, CA 95124
(408) 371-0960
Website: www.cuhsd.org
Superintendent: Patrick K. Gaffney
E-mail Address: pgaffney@cuhsd.org
Westmont High School
4805 Westmont Avenue
Campbell, CA 95008
(408) 626-3406
Website: www.westmont.cuhsd.org
Principal: Michael Posey
E-mail Address: mposey@cuhsd.org
Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The
SARC contains information about the condition and performance of each California public school.


For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page 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.
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Westmont High 2011-12
School Accountability Report
I. Data and Access
Ed-Data Partnership Web Site
Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that
provides extensive financial, demographic, and performance information about California’s public kindergarten through
grade twelve school districts and schools.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest that contains
additional information about this school and comparisons of the school to the district, the county, and the state.
Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance
Index [API], federal Adequate Yearly Progress [AYP], test data, enrollment, high school graduates, dropouts, course
enrollments, staffing, and data regarding English learners.
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g. the California State
Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis.
Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending
on availability), the types of software programs available on a workstation, and the ability to print documents.
II. About This School
School Description and Mission Statement (School Year 2011-12)
Westmont High School, founded in 1964, is a four-year, comprehensive public high school with an enrollment of
approximately 1600 students. It is one of seven schools, five comprehensive and two alternatives that comprise the
Campbell Union High School District. Westmont is recognized as a California Distinguished School and a National Blue
Ribbon School.
Located in the Santa Clara Valley in a residential area on the western boundaries of San Jose and Campbell, our student
population is drawn from families living in San Jose, Campbell, Los Gatos, Saratoga, and Monte Sereno. Employment is
primarily based in the professional, high-tech, and service industries of the Silicon Valley and family incomes range from
lower to upper-middle levels.
Westmont has a rigorous and relevant curriculum available to all students. Our Advanced Placement program has two or
more AP courses in every core area. Unique in CUHSD, Westmont has courses in AP Computer Science, AP
Environmental Science, and AP Studio Art. Other programs that set Westmont apart are its Agricultural Science pathway,
the only one of its kind left in the Silicon Valley, and the most robust Engineering Pathway in CUHSD. A well-rounded
curriculum, Westmont also houses a 4 year Drama program leading to Honors Thespian Society senior year.
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School Accountability Report
A robust activity program complements our curriculum. Clubs such as US FIRST Robotics, Speech and Debate, Math
Contests, and CSF are some examples of extracurricular activities that capture student interest and further critical thinking
and leadership skills.
Our graduates continue on to post-secondary pathways ranging from our local community colleges and workplaces to the
most prestigious and competitive schools in the United States. Exit surveys inform us that approximately 30% of
graduates go straight to 4-year universities, 60% go to 2-year colleges and 10% go into the workforce.
Westmont is probably the most ethnically diverse campus in our district. We have a full service English Language
Development program that serves new immigrants as well as our local community with acquiring academic levels of
English. This diversity provides an opportunity for students to learn more about the world, and many of our English
Leaners achieve the highest academic honors in their classes, and as valedictorians at graduation.
Approximately 22% of our student body participates in our Free or Reduced Lunch Program.
Westmont has had API growth each year for the past four years (up 17 in Spring of 2008, 15 in 2010, 10 in 2011 and 8 in
2012). We continue to focus on our goal of exceeding an 800 API score. Recent achievements on CAHSEE proficiency,
most of our CST’s, and Advanced Placement statistics are just some of the indicators that our efforts are paying off for
students.
MISSION STATEMENT
Westmont High School’s community ensures all students succeed in a rigorous and engaging academic program leading
to post-secondary success.
WESTMONT’S LEARNING GOALS



Personal development, demonstrated through ethical behavior, personal responsibility, respect for others.
Effective communication skills, demonstrated through written, oral, and visual presentations.
Critical thinking, demonstrated through solving problems and making decisions by analyzing relevant
information.
Our mission is clear. We are here to prepare students for further success in college and careers. We have a wide array of
career elective courses including computer courses, applied and fine arts, and engineering. Junior and Senior level
students may take their afternoon program in a specific industry cluster at the Central County Occupational Center
(CCOC). We believe all students should receive college-readiness information and challenge themselves with collegeprep and/or college-level courses in high school. For college readiness, we are securing a Naviance personal online
account for all of our students and their parents. We continue to build our on-site College and Career Center (CCC),
staffed with our parent volunteers, so that we can bring university representatives to connect with our students. The CCC,
in partnership with our guidance counselors, puts on many parent and student information nights and is accessible to all
students at lunchtime in the library.
Westmont has a vision for all students to achieve the school wide learning goals. The way we ensure this for all students
is through grade level projects. Westmont assesses all sophomores on the Learning Goals through a Sophomore
Historical Analysis Research Project (SHARP); all juniors through projects such as the Junior Career Project and/or Junior
U.S. History Research papers (JHARP-pilots); and all seniors through their Senior Project. Westmont’s Learning Goals
are also assessed throughout our curricular program, to different degrees, by whole departments and/or by teachers
within departments. Specially Academic Instruction (SAI or Special Education) students not in general education classes
and English Learners in ELD and SDAIE classes do modified school-wide projects depending on their courses and course
level.
Westmont’s students, in order of magnitude, include Caucasian, Hispanic/Latino, Asian, African American, Filipino, and
Indian or Pacific Islander students.
Westmont has a full, 4 year English Language Development department, which serves the English needs of new
immigrants from all over the world, as well as local students who are described as “long-time English learners”, still
acquiring grade-level English skills in speaking, listening, reading and writing.
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School Accountability Report
Westmont maintains a highly-qualified faculty and staff. All teachers and administrators are credentialed in their field.
Every year, a number of teachers and staff achieve recognitions and advanced levels of certifications and degrees in their
fields. We enjoy a positive work climate and professional culture, and most visitors comment on the friendly atmosphere
and rapport between faculty, administrators, staff, and students.
Opportunities for Parental Involvement (School Year 2011-12)
Westmont has many opportunities for parent/guardian involvement. Parent/guardians are involved in the following parent
support organizations: PTSA, ELAC, School Site Council, Athletic Boosters, Music Boosters, Speech & Debate Parent
Boosters, Drama Boosters, FFA Boosters, and our College & Career Center Volunteer Team.
Our College and Career Center (CCC) volunteers help coordinate visits and presentation by college and university
representatives each fall. They also teamed up with our Guidance Counselors to enroll all our students in Naviance, the
college/career online accounts for students and their families.
Contact Person
Contact Phone Number
Michael Posey, Principal
PTSA, School Site Council, ELAC
mposey@cuhsd.org
Matthew Kolda, Activities Director
ASB, Activities, Clubs
mkolda@cuhsd.org
(408) 626-3406
Brett Petersen, Athletic Director
Sports eligibility, Coaches, Athletic Events
bpetersen@cuhsd.org
For Booster organizations, please contact the department
chair of the group you wish to represent
Student Enrollment by Grade Level (School Year 2011-12)
Grade Level
Grade 9
Grade 10
Grade 11
Grade 12
Total Enrollment
Number of Students
419
416
395
393
1,624
Student Enrollment by Student Subgroup (School Year 2011-12)
Group
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian/Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Percent of Total Enrollment
3.9%
0.2%
13.9%
1.5%
28.0%
0.1%
44.2%
8.3%
15.7%
25.4%
8.8%
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Westmont High 2011-112
School Accountability Report
Average Class Size and Class Size Distribution (Secondary)
Subject
English
Mathematics
Science
Social Science

Avg.
Class
Size
26.4
28.8
30.6
31.9
2009-10
Number of
Classrooms*
1-22
23-32
33+
25
23
16
9
26
18
5
15
25
3
16
28
Avg.
Class
Size
26.3
29.1
30.6
29.2
2010-11
Number of
Classrooms*
1-22
23-32
33+
18
25
21
10
20
18
4
12
18
6
15
25
Avg.
Class
Size
25.9
28.7
30.2
30.5
2011-12
Number of
Classrooms*
1-22
23-32
33+
19
20
23
7
12
18
6
8
21
5
7
26
Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the
secondary school level, this information is reported by subject area rather than grade level.
III. School Climate
School Safety Plan (School Year 2011-12)
All Campbell Union High School District schools have comprehensive safety plans that are updated, approved by the
district’s board of trustees and reviewed with school staff on an annual basis. These plans are compliant with federal
standards and cover emergency, disaster, and incident procedures for the range of contingencies for which today’s
schools must prepare in order to assure the safety of students and staff. All school classrooms and workspaces have
flipcharts with easy-to-read instructions for each of these contingencies. In addition, security officers are present on
campus daily, badges are worn by employees, and our plans have been integrated with police, fire and health services
procedures to assure a coordinated response at all times. With the help of police and emergency services departments,
we run yearly drills with students and staff to practice preparedness, interagency communication, and rapid response.
School safety plan updates are approved by the Board in March of each year and reviewed with staff annually.
A School Safety Committee, comprised of staff, students, and community stakeholders, has the responsibility for
approving the plan. School administrators and faculty members are responsible for implementing the Safety Plan and
ensuring a safe school environment. Teachers are trained in emergency procedures in case of fire, earthquake,
lockdown/barricade, and shelter in place. Drills and training are conducted throughout the school year.
Suspensions and Expulsions
Rate*
Suspensions
Expulsions

2009-10
7.88%
1.01%
School
2010-11
7.08%
0.73%
2011-12
6.66%
1.15%
2009-10
8.18%
0.85%
District
2010-11
7.32%
0.83%
2011-12
7.44%
1.27%
The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.
IV. School Facilities
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School Accountability Report
School Facility Conditions and Planned Improvements (School Year 2012-13)
All Campbell Union High School District campuses are safe, clean and well-lighted facilities. Built in the middle 1950’s to
late 1960’s, these buildings have been evaluated by architects and engineers to be more solidly built and sturdier than
new construction. Wisely designed, they have stood the test of time, and learning spaces have remained adaptable to
new demands on the educational system. Even specialty learning areas such as science and fine arts have been found
to equal the best new designs of today, and require only refurbishment to remain vital. This refurbishment is the focus of
modernization projects and of successful 1999 and 2004 bond measures, which include some new buildings and new
athletic fields and tracks at each school site. These projects include new floors, electrical wiring, lighting, heating,
furniture, audio-visual and performance and demonstration facilities, specialized learning areas and more are in the
st
process of turning our campuses into schools for the 21 century. Sports facilities, restrooms, and cafeteria facilities have
recently been updated.
All areas of all campuses are regularly evaluated for trip-fall, environmental and other safety hazards, a state-of-the-art
campus-wide and district wide fire, emergency and communication system is in place, and campuses are cleaned and
maintained by both day and night custodial crews whose work is regularly evaluated by both school and district
supervisors.
The cafeteria and locker rooms have been completely renovated and/or remodeled. Our old library building was
completely gutted and remodeled. It now houses a new Student Services Center, spacious library, conference room, book
and testing areas, computer lab, College and Career Center, and new Activities Office. A new solar project is being
completed in our parking lot. It is designed to save energy and shade the parking area.
School Facility Good Repair Status (School Year 2012-13)
System Inspected
Systems: Gas Leaks, Mechanical / HVAC, Sewer
Interior: Interior Surfaces
Cleanliness: Overall Cleanliness, Pest / Vermin
Infestation
Electrical: Electrical
Restrooms / Fountains: Restrooms, Sinks /
Fountains
Safety: Fore Safety, Hazardous Materials
Structural: Structural Damage, Roofs
External: Playground / School Grounds, Windows
/
Doors / Gates / Fences
Overall Rating
Exemplary
Repair Status
Good
Fair
Yes
Yes
Poor
Repair Needed and Action
Taken or Planned
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Note: Cells shaded in grey do not require data.
V. Teachers
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Westmont High 2011-12
School Accountability Report
Teacher Credentials
Teachers
With Full Credential
Without Full Credential
Teaching Outside Subject Area of Competence
2009-10
76
0
0
School
2010-11
70
0
0
2011-12
71
0
0
District
2011-12
348
2
0
Teacher Misassignments and Vacant Teacher Positions
Indicator
Misassignments of Teachers of English Learners
Total Teacher Misassignments*
Vacant Teacher Positions
2010-11
0
0
0
2011-12
0
0
0
2012-13
0
0
0
Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject
area, student group, etc.
 Total Teacher Misassignments includes the number of Misassigmnents of Teachers of English Learners.
Indicator 2004-05 2005-06 2006-07
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12)
The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that
core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an
appropriate California teaching credential, and demonstrated core academic subject area competence. For more
information, see the CDE Improving Teacher and Principal Quality Web page at http://www.cde.ca.gov/nclb/sr/tg/
Location of Classes
This School
All Schools in District
High-Poverty Schools in District
Low-Poverty Schools in District
Percent of Classes In Core
Academic Subjects Taught by
Highly Qualified Teachers
Percent of Classes In Core
Academic Subjects Not Taught by
Highly Qualified Teachers
90.18%
89.94%
0.00%
90.02%
9.82%
10.06%
0.00%
9.98%
Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced
price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced
price meals program.
VI. Support Staff
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School Accountability Report
Academic Counselors and Other Support Staff (School Year 2011-12) Counselor
Title
Academic Counselor
Counselor (Social/Behavioral or Career Development)
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
Psychologist
Social Worker
Nurse
Speech / Language / Hearing Specialist
Resource Specialist (non-teaching)
Other
Number of FTE*
Assigned to School
2
Average Number of Students
per Academic Counselor
812
1
2
0.4
0.5
Note: Cells shaded in grey do not require data.
 One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each
work 50 percent of full-time.
VII. Curriculum and Instructional Materials
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year
2012-13)
This section describes whether the textbooks and instructional materials used at the school are from the most recent
adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the
school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected:
Core Curriculum Area
Reading / Language
Arts
Mathematics
Science
September 2012
Textbooks and instructional materials
/ year of adoption
Holt Literature & Language Arts, 3rd Course, 4th Course, 5th Course & 6th
Course, 2003, Holt / 2002
Algebra 1: Equations, Graphs & Applications, 2001, McDougal Littell / 2001
Geometry: Reasoning, Measuring & Applying, 2001, McDougal Littell / 2001
Algebra 2: Equations, Graphs & Applications, 2004, McDougal / 2001
Advanced Mathematical Concepts, 2005, Glencoe / 1994
Calculus, Concepts & Applications, 2005, Key Curriculum Press / 1997
The Practice of Statistics, 2003, Freeman / 2004
Earth Science, 2010, Holt McDougal / 1995
Conceptual Integrated Science, 2007, Addison Wesley / 2006
Biology, 2006, Pearson, Prentice Hall / 2001
AP Edition Biography, 2005, Pearson/Benjamin
Chemistry, 2007, Prentice Hall / 1998
Chemistry the Central Science, 2006, Prentice Hall 1998
Physics: Principles & Problems, 2005, Glencoe / 1994
College Physics, 2006, Thompson, Brooks/Cole / 1997
Fundamentals of Physics, 1980, Houghton / 1984
From
most
recent
adoption
?
Percent
students
lacking
own
assigned
copy
No
0%
No
0%
No
0%
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School Accountability Report
Core Curriculum Area
History – Social Science
Foreign Language
Visual and Performing
Arts
Science Laboratory
Equipment (grades 9-12)
Textbooks and instructional materials
/ year of adoption
World Geography , 2003, McDougal / 2002
Modern World History, 2006, McDougal Littell / 2004
The Americans: Reconstruction to the 21st Century, 2006, McDougal
Littell / 2005
American History: A Survey, 2003, McGraw- Hill / 1990
McGruder’s American Government, 2006, Pearson/Prentice Hall / 1988
American Government Continuity & Change, 2004, Pearson-Longman /
2004
Economics: Principles in Action, 2005 Pearson/Prentice Hall / 2001
Psychology, Houghton Mifflin / 2008
Allez Viens! Level 1, Level 2, & Level 3, 2000, Holt / 2001
Connaissance Et Reaction, 1994, Heinle / 1999
, Holt / 2001
Reflejos, 2004, Houghton Mifflin / 2005
Abriendo Paso Gramatica, 2001, Prentice Hall / 1999
En Espaniol – I, II, & III, 2000, McDougal / 2000
Nuevas Vistas Curso de Introduccion, Holt / 2006
Nuevas Vistas, Curso Uno, Holt / 2006
Art Fundamentals, Theory & Practice, 1968, Brown / 1968
Art Talk, 2005, Blencoe/McGraw Hill / 2005
Living With Art, 1995, McGraw Hill / 1997
Photo Technology, 1977, Am. Tech. Society / 1969
The Photographic Eye, 1995, Davis Publications / 1998
Great Monologues & Scenes for Young Actors, 1994, Smith & Kraus /
2001
The Scenebook for Actors, 1990, Merriwether Publishing / 2001
Preparation & Performance, 1982, Scott Foresman / 1982
Theatre: Art in Action, 1999, National Textbook / 2000
Replenished annually as appropriate
From
most
recent
adoption?
Percent
students
lacking
own
assigned
copy
No
0%
No
0%
No
0%
N/A
0%
VIII. School Finances
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School Accountability Report
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11)
Total
Expenditures
Per Pupil
Level
School Site
District
Percent Difference – School Site & District
State
Percent Difference – School Site & State
$5,476
Expenditures
Per Pupil
(Supplemental /
Restricted)
$1,236
Expenditures
Per Pupil
(Basic /
Unrestricted)
$4,240
$4,282
-1%
$5,455
-22%
Average
Teacher
Salary
$78,086
$68,083
15%
$70,792
10%
Note: Cells shaded in grey do not require data.
Supplemental / Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific
purposes by the district or governing board is not considered restricted. Basic / unrestricted expenditures are from money whose use, except for
general guidelines, is not controlled by law or by a donor.
For detailed information on school expenditures for all district in California, see the CDE Current Expense of Education & Per-pupil Spending Web
page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries &
Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at
http://www.ed-data.org.
Types of Services Funded (Fiscal Year 2011-12)
The types of services funded include the range of student services necessary to a comprehensive high school, such as
teachers, guidance and administrative personnel, aides and other classified personnel, textbooks, instructional equipment,
academic support and intervention programs, as well as sports, activities, and other enrichment programs.
Teacher and Administrative Salaries (Fiscal Year 2010-11)
Category
District Amount
Beginning Teacher Salary
Mid-Range Teacher Salary
Highest Teacher Salary
Average Principal Salary (Elementary)
Average Principal Salary (Middle)
Average Principal Salary (High)
Superintendent Salary
Percent of Budget for Teachers’ Salaries
Percent of Budget for Administrative Salaries
$41,083
$69,456
$87,200
N/A
N/A
$116,307
$204,532
38.00%
6.00%
State Average For Districts
In Same Category
$42,660
$69,198
$88,943
$121,140
$127,707
$202,123
36.00%
5.00%
Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
IX. Student Performance
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School Accountability Report
Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including:

California Standards Tests (CTSs), which include English-language arts (ELA) and mathematics in grades two
through eleven; science in grades five, eight, and nice through eleven; and history-social science in grades eight,
and nine through eleven.
California Modified Assessment (CMA), an alternate assessment that is based on modified achievement
standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and
Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess
those students whose disabilities precluded them from achieving grade-level proficiency on an assessment of the
California content standards with or without accommodations.
California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through
eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive
disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or
the CMA with accommodations.


The assessments under the STAR Program show how well students are doing in relation to the state content standards.
On each of these assessments, student scores are reported as performance levels. For detailed information regarding
the STAR Program results for each grade and performance level, including the percent of students not tested, see the
CDE STAR Results Web site at http://star.cde.ca.gov.
Standardized Testing and Reporting Results for All Students – Three-Year Comparison
2005 2006
Subject
English-Language
Arts
Mathematics
Science
History-Social
Science
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state
standards)
School
District
State
2009201020112009200920102010-11 2011-12
2011-12
10
11
12
10
10
11
61%
59%
59%
54%
55%
58%
52%
54%
56%
25%
60%
30%
56%
31%
65%
27%
54%
30%
58%
30%
64%
48%
54%
50%
57%
51%
60%
60%
59%
61%
53%
54%
55%
44%
48%
49%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too
small for statistical accuracy or to protect student privacy.
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Standardized Testing and Reporting Results by Student Group – Most Recent Year
Group
All Students in the LEA
All Students at the School
Male
Female
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian/Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Percent of Students Scoring at Proficient or Advanced
English –
History –
Mathematics
Science
Language Arts
Social Science
58%
30%
64%
55%
59%
31%
65%
61%
54%
31%
69%
67%
64%
31%
62%
55%
36%
8%
38%
32%
0%
0%
0%
0%
79%
53%
88%
76%
67%
43%
0%
77%
36%
14%
34%
36%
0%
0%
0%
0%
67%
35%
74%
70%
65%
40%
80%
76%
27%
11%
19%
27%
7%
8%
9%
7%
14%
7%
13%
20%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too
small for statistical accuracy or to protect student privacy.
California High School Exit Examination
The California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement. However, the grade ten
results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient,
proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also know
as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at
http://cahsee.cde.ca.gov.
California High School Exit Examination Results for All Grade Ten Students – ThreeYear Comparison (if applicable)
Subject
English-Language Arts
Mathematics
2009-10
64%
67%
School
2010-11
72%
68%
Percent of Students Scoring at Proficient or Advanced
District
2011-12 2009-10 2010-11
2011-12
2009-10
72%
63%
72%
70%
54%
74%
64%
68%
69%
54%
State
2010-11
59%
56%
2011-12
56%
58%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too
small for statistical accuracy or to protect student privacy.
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California High School Exit Examination Grade Ten Results by Student Group – Most
Recent Year (if applicable)
Group
All Students in the Lea
All Students at the School
Male
Female
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian/Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
English-Language Arts
Not
Proficient
Advanced
Proficient
30%
25%
45%
28%
23%
49%
31%
19%
50%
25%
27%
49%
53%
27%
20%
Mathematics
Not
Proficient
31%
26%
23%
29%
47%
Proficient
Advanced
37%
39%
38%
41%
47%
32%
34%
39%
30%
7%
16%
19%
66%
9%
38%
53%
54%
23%
23%
52%
38%
10%
16%
17%
72%
93%
83%
24%
27%
14%
7%
10%
60%
57%
14%
0%
7%
20%
0%
69%
86%
83%
37%
50%
29%
14%
14%
43%
50%
2%
0%
3%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too
small for statistical accuracy or to protect student privacy.
California Physical Fitness Test Results (School Year 2011-12)
The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table
displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For
detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, see the
CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf
Grade Level
9
Percent of Students Meeting Fitness Standards
Four of Six Standards
Five of Six Standards
Six of Six Standards
16.40%
22.90%
36.90%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too
small for statistical accuracy or to protect student privacy.
X. Accountability
Academic Performance Index
The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in
California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API,
see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap.
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Westmont High 2011-12
School Accountability Report
Academic Performance Index 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 ten percent of all schools in the state, while a
statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state.
The similar schools API rank reflects how a school compares to the 100 statistically matched “similar schools.” A
similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten
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 schools.
API Rank
Statewide
Similar Schools
2009
7
2
2010
7
2
2011
7
1
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group
All Students at the School
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian/Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
2009-10
15
Actual API Change
2010-11
10
2011-12
8
-2
10
3
12
7
22
14
23
6
25
6
2
-40
-38
16
Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there
is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target
information.
Academic Performance Index Growth by Student Group – 2012 Growth API Comparison
This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school,
LEA, and state level.
Group
All Students at the School
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian/Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Number of
Students
1,156
47
2
162
21
316
2
514
92
141
278
94
School
795
713
885
838
683
831
837
623
648
501
2012 Growth API
Number of
District
Students
5,305
778
171
694
6
616
875
102
816
1,722
668
27
725
2,285
831
374
833
821
642
1,238
656
545
536
Number of
Students
4,664,264
313,201
31,606
404,670
124,824
2,425,230
26,563
1,221,860
88,428
2,779,680
1,530,297
530,935
State
788
710
742
905
869
740
775
853
849
737
716
607
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Westmont High 2011-12
School Accountability Report
Adequate Yearly Progress
The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:




Participation rate on the state’s standards-based assessments in 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)
For detailed information about AYP, including participation rates and percent proficient results by student group, see the
CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay.
Adequate Yearly Progress Overall and by Criteria (School Year 2011-12)
AYP Criteria
Made AYP Overall
Met Participation Rate – English-Language Arts
Met Participation Tate – Mathematics
Met Percent Proficient – English-Language Arts
Met Percent Proficient – Mathematics
Met API Criteria
Met Graduation Rate
School
No
Yes
Yes
No
No
Yes
No
District
No
Yes
Yes
No
No
Yes
No
Federal Intervention Program (School Year 2012-13)
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 (ELA 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. For detailed information about PI identification, see the CDE PI Status Determinations Web page at
http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Indicator
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement
Percent of Schools Currently in Program Improvement
School
District
0
0.0%
Note: Cells shaded in grey do not require data.
XI. School Completion and Postsecondary Preparation
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Westmont High 2011-12
School Accountability Report
Admission Requirements for California’s Public Universities
University of California
Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires
that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully
completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure
that all eligible students are adequately prepared for University-level work. For general admissions requirements please
visit the UC Admissions Information Web page at http://www.universityofcalifornia.edu/admissions/. (Outside source)
California State University
Eligibility for admission to the California State University (CSU) is determined by three factors:



Specific high school courses
Grades in specified courses and test scores
Graduation from high school
Some campuses have higher standards for particular majors or students who live outside the local campus area.
Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria)
for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer
from high schools and colleges that are historically served by a CSU campus in that region. For admission, application,
and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside source)
Dropout Rate and Graduation Rate
School
Indicator
2008-09
Dropout Rate (1-year)
Graduation Rate
2009-10
13.3%
82.14%
201011
14.0%
83.21%
200809
District
20092010-11
10
12.4%
15.9%
80.40% 79.21%
State
2008-09
2009-10
2010-11
16.6%
74.72%
14.4%
76.26%
Note: Cells shaded in grey do not require data.
Completion of High School Graduation Requirements
This table displays, by student group, the percent of students who began the 2011-12 school year in grade twelve and
were a part of the school’s most recent graduating class, meeting all state and local graduation requirements for grade
twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local
waiver or state exemption.
Group
All Students
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian/Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
School
83.21%
92.31%
Graduating Class of 2012
District
79.21%
75.41%
91.80%
100.00%
72.73%
84.85%
84.85%
67.89%
51.52%
68.97%
90.45%
88.89%
66.67%
69.23%
85.51%
80.00%
62.38%
52.94%
62.50%
State
N/D
N/D
ND
N/D
N/D
N/D
N/D
N/D
N/D
N/D
N/D
N/D
Note: “N/D” means that no data were available to the CDE or LEA to report.
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Westmont High 2011-12
School Accountability Report
Career Technical Education Programs (School Year 2011-12)
Westmont has courses articulated with ROP programs in the areas of business, foods, photography, and engineering
technology. Teachers from those areas sit on ROP and CTE committees within the district. Westmont has two,
exceptional four-year pathway programs. The first is our Agriculture Science pathway of Ag Science, Ag Biology, Ag
Mechanics, Veterinary Science and Ag Business/Economics. The second is our Project Lead the Way (PLTW)
Engineering Pathway. The courses in this pathway include Introduction to Engineering, Principles of Engineering, Digital
Electronics, and Engineering Design and Development. A generous grant from Xilinx has made it possible to train STEM
teachers in the PLTW curriculum and instructional practices for these courses.
Career Technical Education Participation (School Year 2011-12)
Measure
Number of the pupils participating in CTE
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
CTE Program
Participation
755
35.49%
Courses for University of California and/or California State University Admission
UC/CSU Course Measure
2011-12 Students Enrolled in courses Required for UC / CSU Admission
2010-11 Graduates Who Completed All Courses Required for UC / CSU Admission
Percent
68.6%
43.1%
Advanced Placement Courses (School Year 2011-12)
Subject
Computer Science
English
Fine and Performing Arts
Foreign Language
Mathematics
Science
Social Science
All Courses
Number of AP Courses
Offered*
0
4
0
0
6
5
4
19
Percent of Students in AP
Courses
6.0%
Note: Cells shaded in grey do not require data. * Where there are student course enrollments.
XII. Instructional Planning and Scheduling
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Westmont High 2011-12
School Accountability Report
Professional Development
This section provides information on the annual number of school days dedicated to staff development for the most recent
three-year period.
COLLEGE-PREPARATORY CURRICULUM: As evidenced by our master schedule, Westmont offers a college-prep
curriculum to all students. We have added courses that provide career-technical skills to help transition students to the
workplace. Almost all of our courses are UC A-G approved, and all of them are accessible to students meeting
prerequisites. We have an exciting array of electives for all students. Students with special needs are served by SAI
inclusion, ELD and SDAIE core courses, and support classes varying on student demand, budget and class size
restrictions, and need. In 2010, we added ninth grade English Honors making a continuous 9-11 grade Honors English
program in addition to our junior and senior English Advanced Placement courses. All core subjects have one or more AP
capstone courses. In addition to the core areas, Westmont has a variety of 4-year programs including Art, Drama,
Agriculture Pathway, and World Languages. We are currently developing our Engineering pathway program.
ADVANCED PLACEMENT: Our 5 year school summary from 2007-2012 shows consistent growth in the number of
students taking and scoring 3 or higher on AP exams. Westmont achieves greater than 30% rate for AP Equity and
Excellence with our graduating class. This means that over 30% of the senior class has scored at college level on at least
one AP exam in their high school career. We continue our positive trend of access, readiness, and success in AP again
this year.
Westmont students enjoy a robust selection of AP offerings. We have offered courses not available anywhere else in our
district (CUHSD) including AP Computer Science, AP Physics C, and AP Calculus BC and AP Environmental Science.
Since 2009, Westmont has added the following AP courses: AP Environmental Science and AP Language and
Composition, and for one year we offered AP Physics C which was paired with our AP Calculus BC.
AGRICULTURE PATHWAY: Westmont has a number of courses articulated with ROP programs in the areas of business,
foods, and agriculture. Westmont has a four-year Agriculture program of Ag Science, Ag Biology, Ag Mechanics,
Veterinary Science, and Ag Business/Economics that prepares students for college and careers in Agri-business fields.
Cal Poly and UC Davis are some of the competitive destinations available to Westmont’s Ag Pathway students.
ENGINEERING PATHWAY: With generous financial support for technical training and curriculum materials from Xilinx,
Westmont replaced its old engineering courses with Project Lead the Way (PLTW) Engineering courses which lead to the
18