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1William Workman High School Published: February 2018

Hacienda La Puente Unified School District“Where Every Student Excels”

William Workman High School2016-2017 School Accountability Report Card

Published in the 2017-2018 School Year

16303 East Temple Avenue • City of Industry, CA 91744 • (626) 933-8800 Grades Nine through Twelve

CDS Code: 19-73445-1939925

SARC InformationEvery school in California is required by state law to publish a School Accountability Report Card (SARC) by February 1st of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all Local Educational Agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in a LCAP is to be consistent with data reported in the SARC.

• For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

• View this SARC online at the school and/or LEA websites.• For more information about the LCFF or LCAP, see the CDE LCFF Webpage at http://www.cde.ca.gov/

fg/aa/lc/. • For additional information about the school, parents and community members should contact the school

principal or the district office.

District Mission StatementThe Hacienda La Puente Unified School District is a community committed to developing lifelong learners who value themselves and the diversity of all people; apply decision-making skills leading to responsible actions; and use creativity, critical thinking, and problem-solving in meeting the challenges of a changing society.

Principal’s MessageI am honored to have been selected as your new principal. Workman High School is a unique school where students are companionate and care about the world around them. It is a school where talented educators come to mold the leaders of tomorrow. WOHS is home to many incredible programs that exist to assist in making the dreams of students come true. In compliance with State legislature, Proposition 98, which identifies the School Accountability Report Card as a required component that every school in California must issue, we present this School Accountability Report Card for Workman High School. The purpose of this report card is to afford you further insight into the quality educational program we offer. It is the belief of the Workman High School community that all students can and will excel in a positive learning environment tailored to their evolving needs and conducive to all facets of the learning process. We have developed a comprehensive educational program that celebrates and promotes intelligence, ethnic and cultural diversity, and leadership skills. We prepare students with a strong technological foundation in order to advance when meeting college studies and/or career opportunities.

Our commitment is to prepare students to make a positive impact on their communities through activities that require rigor, relevance, and relationships. Through the implementation of the Common Core curriculum, our students are challenged to employ critical thinking, communication, creativity, and collaboration on a daily basis. In our long-standing tradition of excellence, we maintain our commitment to students, parents, community members, and staff to provide the best educational experience possible. We renew this commitment yearly in hopes that together we will continue to improve our effectiveness in educating our students of today and preparing them to become productive citizens of tomorrow. It is in light of this fact that we welcome any suggestions, ideas, or comments you may have.

Community & School Profile (School Year 2016-17)The Hacienda La Puente Unified School District is the largest school district in the San Gabriel Valley, serving more than 78,800 students; 25,000 pre-K-12 and 30,000 adult education students at two main facilities and 32 satellite sites. The District also has the largest correctional education program in the nation, serving an additional 33,000 students at eight correctional facilities throughout Los Angeles County.

The 11.5 square mile District serves the diverse communities of City of Industry, Hacienda Heights, La Puente and portions of Valinda and West Covina. The District includes 17 elementary schools, six K-8 schools, four middle schools, four comprehensive high schools, one alternative high school, an orthopedic

School AdministrationAnna Corral

[email protected]

Hacienda La Puente Unified School District

15959 E. Gale AvenueP.O. Box 60002

City of Industry, CA 91716-0002(626) 933-1000

www.hlpschools.org

Board of EducationGino Kwok, Esq.

President

Mrs. Penny FraumeniVice President

Mr. Martin G. MedranoClerk

Mr. Anthony DuarteMember

Dr. Joseph K. ChangMember

District AdministrationMrs. Cynthia Parulan-Colfer

[email protected]


unit for the physically handicapped, and an extensive child development and adult education program. The District also maintains an Administration Center, an Instructional Services Center, a Multilingual Assessment Center, a Professional Library, and a Curriculum Lab.

Workman High School is located in the City of Industry and operates on a traditional school calendar. The school is committed to providing a strong instructional program for all students to ensure excellence in education.

School Enrollment (School Year 2016-17)he charts display school enrollment broken down by grade or student group.

School Attendance (School Year 2016-17)Regular attendance, punctuality, and promptness at Workman High School are necessary parts of the learning process and are critical to academic success. In addition, school districts receive financial support from the State for the education of the students they serve based on how many students attend each day. Attendance, tardiness, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities including notification of when and why students are absent.

Regular daily attendance is a priority at Workman High School. Absence reports are regularly reviewed by a part time Attendance Coordinator and the Assistant Principal. Parents are notified of absences through phone calls, letters, and if necessary, home visits conducted by the Principal. The school has also implemented a Truancy Management System which includes the collaboration of Student Study Teams (SSTs), the School Attendance Review Team (SART), and the District’s School Attendance Review Board (SARB).

Good attendance is encouraged through motivational incentives and the Renaissance Program. Intervention programs that promote attendance and reduce dropout rates include: Attendance Coordinator, Counseling, Renaissance Program, RtI (Response to Intervention) Program, SARB, Truancy Management System, SART, and SSTs.

A. Conditions of Learning State Priority: Basic

The SARC provides the following information relevant to the Basic State Priority (Priority 1):

• Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;

• Pupils have access to standards-aligned instructional materials; and• School facilities are maintained in good repair.

Teacher AssignmentHacienda La Puente Unified School District recruits and employs qualified credentialed teachers who meet all credential requirements in accordance with State of California guidelines. Parents can look up the credentials of an individual teacher at the California Commission on Teacher Credentialing website: http://www.ctc.ca.gov/.

Teacher Misassignments and VacanciesMisassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester or year.

School Facilities (School Year 2017-18)Workman High School provides a safe, clean environment for students, staff, and volunteers. The school is situated on 32 acres. School facilities span nearly 137,000 square feet, and include the multipurpose room, school office, library, amphitheater, gymnasium, and 74 classrooms. The schools Little Theater is currently undergoing updates to lighting and sound to better accommodate our growing performing arts programs. The facility strongly supports teaching and learning through its ample classroom space.

Maintenance and RepairSafety concerns are the number one priority of Maintenance and Operations. District maintenance supervisors are proactive and conduct inspections at school sites on a continual basis. Repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Enrollment Trend by Grade Level2014-15 2015-16 2016-17

9th 332 256 314

10th 288 321 256

11th 277 278 317

12th 268 262 265

Enrollment by Student Group2016-17

Percentage

Black or African American 1.5%

American Indian or Alaska Native 0.2%

Asian 3.0%

Filipino 3.0%

Hispanic or Latino 90.1%

White 1.6%

Two or More Races 0.6%

EL Students 12.2%

Socioeconomically Disadvantaged 86.2%

Students with Disabilities 14.0%

Foster Youth 1.9%

Teacher Credential StatusSchool District

15-16 16-17 17-18 17-18

Fully Credentialed 48 43 43 821

Without Full Credentials 0 4 4 7

Teaching Outside Subject Area of Competence (with full credential)

19 19 13 95

Misassignments/Vacancies15-16 16-17 17-18

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 2 0 0


Cleaning Process and ScheduleThe District has adopted cleaning standards for all schools in the District. A summary of these standards is available at the school office or at the District office. Currently all schools are on a daily cleaning schedule. The site administration team works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.

The chart displays the results of the most recent facilities inspection. Work orders were generated for all deficiencies noted. Facilities information was collected in November 2017.

Instructional Materials (School Year 2017-18)Hacienda La Puente Unified School District sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support the school’s instructional program. Hacienda La Puente Unified School District held a Public Hearing on September 28, 2017, and determined that each school within the District has sufficient and good quality textbooks, instructional materials, or science lab equipment, pursuant to the settlement of Williams vs. the State of California. All textbooks and instructional materials used within the District are aligned with the Common Core State Standards.

All students, including English Learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects and foreign languages for use in the classroom and to take home. Instructional materials for grades K-8 are selected from the State’s most recent list of standards-based materials; for grades 9-12, all materials have been approved by the Board of Education.

Hacienda La Puente Unified School District follows the State Board of Education’s six-year adoption cycle for core content materials and the eight-year cycle for textbook adoptions in foreign language and visual and performing arts. District textbook review and adoption activities occur the year following the State’s adoption.

School Facility ConditionsDate of Last Inspection: 10/09/2017

Overall Summary of School Facility Conditions: Good

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

F-2 - Ceiling tiles are coming down in back room. E-12 - Water damage on ceiling tiles. E-5 - Ceiling tile falling. C-1 Band Room - Ceiling Tile falling in one of the store rooms. B Storage - Hallway door does not close properly, hallway or fuser on floor needs to be replaced. B-3 - Water damage ceiling

tile. Admin Office: Metal coming out of carpet. Carpet needs to be repaired by chokys’s Office.

Mrs. Han Office damage to wall behind door.

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

L-3 - Electrical needs cover.L-5 - Wires raceway needs to be addressed. F-4 - Back room light

fixtures need difusers. Custodian Room E-Wing - Missing difusers on light fixtures. Room F-3 - Raceway needs re-attaching. E-4 - Plug cover.

D-1 - Needs outlet cover. Admin Office: Exposed wired in Ms. Hanson’s office behind her desk, next

to her refrigerator. Exposed wire by front desk. Exposed wire by upper desk where trophy case is. Teacher’s lounge broken and cracked difusers. B-3

- Electrical wires open, need covers.

Restrooms/Fountains X

Safety (Fire Safety, Hazardous Materials) X Admin Office: No fire extuingishers anywhere.

Structural (Structural Damage, Roofs) X

External (Grounds, Windows, Doors, Gates, Fences) X


The table displays information collected in November 2017 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school. The District does not have a formal textbook adoption for Health or for Visual and Performing Arts.

B. Pupil Outcomes State Priority: Pupil Achievement

The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):

• Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

California Assessment of Student Performance and Progress (CAASPP)The California Assessment of Student Performance and Progress (CAASPP) includes computer-based assessments. The computer-based assessments are the Smarter Balanced English Language Arts/Literacy (ELA) and Mathematics tests, administered to grades three through eight and eleven. There is also the optional Standards-based Tests in Spanish (STS) for Reading/Language Arts (RLA).

In the 2014-15 and 2015-16 school years, the Science assessments were paper-pencil tests for grades five, eight, and ten: the California Standards Tests (CSTs) for Science, the California Modified Assessment (CMA) for Science, and California Alternate Performance Assessment (CAPA) for Science. During the 2016–17 school year, the new California Science Test was pilot tested. This pilot test replaced the California Standards Tests and California Modified Assessment for Science. Because this was a pilot year, no Science scores will be disclosed.

The Smarter Balanced Assessment System utilizes computer-adaptive tests and performance tasks that allow students to show what they know and are able to do. Smarter Balanced summative assessment results include student scores, achievement levels, and descriptors that describe performance. These assessment results are only one of several tools used to measure a student’s academic performance in ELA/Literacy and mathematics. Smarter Balanced assessment results are most appropriately interpreted alongside other available information about a student’s academic achievement, including such measures as District assessments, classroom assignments and grades, classrooms tests, report cards, and teacher feedback.

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

9th-12th English/Language Arts Hampton Brown 2008 Yes 0.0%

9th-12th English/Language Arts McGraw-Hill 2016 Yes 0.0%

9th-12th Foreign Language Cheng & Tsui 2005 Yes 0.0%

9th-12th Foreign Language Holt, Rinehart & Winston 2006 Yes 0.0%

9th-12th Foreign Language Pearson 2014 Yes 0.0%

9th-12th History/Social Science Bedford/St. Martin 2011 Yes 0.0%

9th-12th History/Social Science Houghton Mifflin 2006 Yes 0.0%

9th-12th History/Social Science McDougal Littell 2003 Yes 0.0%

10th-12th History/Social Science Prentice Hall 2005 Yes 0.0%

9th-12th Mathematics Glencoe 2004 Yes 0.0%

9th-12th Mathematics Houghton Mifflin 2015 Yes 0.0%

9th-12th Mathematics McDougal Littell 2008 Yes 0.0%

10th-12th Mathematics McDougal Littell 2005 Yes 0.0%

10th-12th Mathematics Pearson/Addison Wesley 2004 Yes 0.0%

9th-12th Science Pearson 2005 Yes 0.0%

9th-12th Science Prentice Hall 2002 Yes 0.0%

9th-12th Science Prentice Hall 2005 Yes 0.0%

9th-12th Science W.H. Freeman 2002 Yes 0.0%


For 2015–16 and 2016–17, this section includes the school, district, and state information on the percent of students meeting or exceeding the State standards on the California Assessment of Student Performance and Progress (CAASPP) Smarter Balanced Summative Assessments and California Alternate Assessments (CAAs) for English language arts/literacy (ELA) and mathematics for grades three through eight and grade eleven. It also displays Science scores (grades 5, 8, and 10) for 2014-15 and 2015-16.

The following table displays information on student achievement by student groups for the school in ELA and Mathematics with all grades combined (grades three through eight and eleven).

Note: ELA test results include the Smarter Balanced Summative Assessment and the California Alternate Assessment. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

College PreparationWorkman High School offers college-bound students many opportunities to get a head start on their future. College preparation activities and programs are part of the school curriculum, enhanced by supplemental programs sponsored by the school and through a partnership with Mt. San Antonio College. The school’s College and Career Center offers a College Night, sponsors visits from college representatives, and offers workshops to assist students in the college application and the financial aid application processes. Counselors meet with students to map out educational plans based on post-secondary educational goals. The school also has an Advancement Via Individual Determination (AVID) program which provides academic support to prepare students for college eligibility and success. Students can go to the College Center for help with financial aid, college applications, and attend workshops such as essay preparation.

Students at Workman High School are encouraged to take honors and advanced placement courses if they plan to attend a four-year university. All students must pass each required course with a grade no lower than “C” each semester. The chart illustrates the proportion of UC/CSU required courses taken and successfully completed in relation to the number of course enrollments (sum of total enrollment in all classes).

California Assessment of Student Performance and Progress Percent of Students Meeting or Exceeding the State Standards

Subject School District State

2015 2016 2017 2015 2016 2017 2015 2016 2017

English Language Arts/Literacy (Grades 3-8 and 11) -- 55 53 -- 51 51 -- 48 48

Mathematics (Grades 3-8 and 11) -- 20 30 -- 37 38 -- 36 37

Science (Grades 5, 8, and 10) 32 37 -- 62 58 -- 56 54 --

California Assessment of Student Performance and Progress English-Language Arts Mathematics

Student Groups Total Enrollment

Number Tested

Percent Tested

% Met or Exceeded

CA Standard

Number Tested

Percent Tested

% Met or Exceeded

CA Standard

All Students 293 288 98.29 53.47 290 98.98 30.34

Male 141 138 97.87 45.65 139 98.58 30.94

Female 152 150 98.68 60.67 151 99.34 29.8

Asian 15 15 100.00 40 15 100.00 60

Filipino 12 12 100.00 83.33 12 100.00 58.33

Hispanic or Latino 257 252 98.05 53.97 254 98.83 27.95

Socioeconomically Disadvantaged 258 253 98.06 52.17 255 98.84 29.8

English Learners 51 48 94.12 10.42 50 98.04 10

Students with Disabilities 31 30 96.77 10 30 96.77 0

UC/CSU Course EnrollmentPercentage

Students Enrolled in Courses Required for UC/CSU Admission (2016-17)

95.8%

Graduates Who Completed All Courses Required for UC/

CSU Admission (2015-16)28.3%

* Duplicated Count (one student can be enrolled in several courses).


Workforce Preparation (School Year 2016-17)It is the goal of William Workman High School that students understand the importance of academic subjects and experience how employees apply subject learning to work situations. The school’s programs focus on preparing students to think conceptually, communicate effectively, and apply skills in real-world contexts. Curriculum and instructional strategies that foster critical thinking, problem solving, leadership, and academic skills are consistently taught to the students to ensure work-readiness skills.

Subsequently, the school has established Workman Tech, a school-to-career magnet program that integrates academic and career courses with advanced technology and the business community. Workman Tech has identified career pathways and is currently creating academies to support each path, including:

Sector: Transportation

Pathway: Vehicle Maintenance, Service and Repair

Courses:

• Steering and Suspension • Automotive Tech• Advance Engine Performance

Sector: Health Science and Medical Technology

Pathway: Patient Care

Courses:

• Med Core• Sports Medicine • Personal Trainer

Sector: Arts, Media and Entertainment

Pathway: Media and Design Arts

Courses:

• Video Production 1• Video Production 2• Sound Technology Engineer

Sector: Arts, Media and Entertainment

Pathway: Media and Design Arts

Courses:

• Digital Graphic Design 1• Graphic Arts and Multimedia Design

Sector: Business and Finance

Pathway: Financial Services

Courses:

• Accounting 1• Business & Personal Finance • Business Marketing

All courses are offered on campus. For more information on these programs or the ROP courses, please contact Workman High School or speak with your counselor.

All career preparation courses satisfy the District’s graduation requirements and incorporate State CTE standards. Courses are evaluated through participating in school-based publicity and site-based videos/broadcasts.

Career Technical Education Participation (School Year 2016-17)This table displays information about participation in the school’s Career Technical Education (CTE) programs.

State Priority: Other Pupil OutcomesThe SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):

• Pupil outcomes in the subject area of physical education

Physical Fitness (School Year 2016-17)In the spring of each year, Workman High School is required by the State to administer a physical fitness test to all students in ninth grade. The physical fitness test is a standardized evaluation that measures each student’s ability to perform fitness tasks in six major areas. 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 this test may be found at the CDE website at http://www.cde.ca.gov/ta/tg/pf/.

C. Engagement State Priority: Parental Involvement

The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):

• Efforts the school district makes to seek parent input in making decisions for the school district and each school site.

Parent & Community Involvement (School Year 2016-17)Parents are a valued partner at Workman High School and there are encouraged to be actively involved in their student’s education. Organizations include:

• Parent Pack (monthly meetings held on school and student supports)• School Site Council• Parent support groups for band, drama and athletic organizations• Parent Institute for Quality Education (PIQE)

Enrollment & Program Completion in Career/Technical Education (CTE) Programs (Carl

Perkins Vocational and Technical Education Act)Question Response

How many of the school’s pupils participated in CTE programs? 290

What percentage of the school’s pupils completed a CTE program and earned a high school diploma?

83.3%

What percentage of the school’s CTE courses are sequenced or articulated between the school and institutions of post secondary education?

37.5%

Percentage of Students in Healthy Fitness Zone2016-17

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

9 19.7% 27.0% 30.6%


The Lobo community is very supportive of the educational program at Workman High School. Many programs and activities are enriched by the generous contributions made by the following businesses and organizations:

• Del Haven Community Center• Felix Grossman• Jostens• Pacific Palms• Target• The City of Industry• The U.S. Department of Forestry• Upper San Gabriel Valley Water District• Wal-Mart

Contact InformationParents who wish to participate in Workman High School leadership teams, school committees, school activities, or become volunteers may contact Principal Dr. Anna Corral at (626) 933-8800.

State Priority: Pupil EngagementThe SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5):

• High school dropout rates; and• High school graduation rates.

Dropout & Graduation Rates (Four-Year Cohort Rate)Regular attendance, punctuality, and promptness at Workman High School are necessary parts of the learning process and are critical to academic success. In addition, school districts receive financial support from the State for the education of the students they serve based on how many students attend each day.

Attendance, tardiness, and truancy policies are clearly stated, consistently enforced, and consequences are fairly administered. The school uses the Renaissance Program and Link Crew; strong student participation has resulted in an increased attendance rate. Parents are advised of their responsibilities including notification of when and why students are absent.

Regular daily attendance is a priority at Workman High School. Absence reports are regularly reviewed by the Assistant Principal for Student Services. Parents are notified of absences through phone calls, letters, and conferences. Attendance is encouraged through motivational incentives and awards. Those students who continue to exhibit excessive absences are directed to Saturday School or the appropriate authorities including Response to Intervention (RTI) and the District’s School Attendance Review Board (SARB). Hacienda La Puente Unified School District’s School Attendance Review Board (SARB) is composed of parents, representatives from the District, and members of the community, including representatives from law enforcement, welfare, probation, and mental health agencies.

Students are referred to SARB when they have persistent attendance and behavior problems in school, and when the normal avenues of classroom, school, and District counseling are not effective.

The members of the SARB, the referred students, and their parents or guardians meet regularly to evaluate the student’s situation and recommend alternative solutions to alleviate circumstances that contribute to specific truancy, attendance, or behavior problems. Intervention programs that promote attendance and reduce dropout rates include: Saturday School, SARB, SART, After-school Interventions, and RTI.

The table illustrates the school’s dropout and graduation rates for the past three years. Data from the 2016-17 school year was not available at the time of publication.

Note: The National Center for Education Statistics graduation rate is provided in the table.

Completion of High School Graduation RequirementsThis table displays, by student group, the number of students who were a part of the school’s most recent graduating class for which CDE has available data and met all state and local graduation requirements for grade twelve completion. Data from the 2015-16 school year was the most recent available at the time of publication.

State Priority: School ClimateThe SARC provides the following information relevant to the School Climate State Priority (Priority 6):

• Pupil suspension rates;• Pupil expulsion rates; and• Other local measures on the sense of safety.

Discipline & Climate for LearningHacienda La Puente Unified School District annually provides a Student Conduct Code for each of its sites which is supplemented by a set of behavioral standards developed by Workman High School. Our Response To Intervention (RTI) program was established to provide students with a meaningful, productive, and enjoyable school experience through a multi-tiered proactive approach tailored towards individual student needs. Appropriate behavior is encouraged through praise and motivational incentives, as well as assertive discipline and conflict resolution tools to further develop personal growth.

Students at Workman High School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy, and acceptance of others. The school’s discipline program promotes a safe school, a warm, friendly classroom environment, and demonstrates that good discipline is a solid foundation on which to build an effective school. The goal of Workman High School’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior.

Completion of High School Graduation RequirementsSchool District State

All Students 95.8% 91.6% 87.1%

African American/Black 66.7% 65.0% 79.2%

American Indian or Alaska Native 66.7% 60.0% 80.2%

Asian 83.3% 94.2% 94.4%

Filipino 83.3% 91.9% 93.8%

Hispanic or Latino 97.4% 91.6% 84.6%

White 100.0% 90.7% 91.0%

English Learners 66.7% 63.1% 55.4%

Socioeconomically Disadvantaged 94.9% 91.5% 85.5%

Students with Disabilities 84.4% 77.1% 63.9%

Graduation & Dropout RatesDropout Graduation

13-14 14-15 15-16 13-14 14-15 15-16

School 5.4% 7.1% 3.1% 92.6% 90.3% 95.4%

District 6.0% 6.4% 5.4% 90.1% 90.1% 92.4%

State 11.5% 10.7% 9.7% 81.0% 82.3% 83.8%


Parents and students are informed of discipline policies through the school agenda, summer mailings, letters, student success assemblies, and parent meetings.

The table displays the suspension and expulsion rates at the school, in the district, and throughout the state. Expulsions occur only when required by law or when all other alternatives are exhausted.

21st Century- After School Safety and Enrichment for Teens (ASSET’s)The 21st Century High School After School Safety and Enrichment for Teens (ASSET’s) program at Workman HS and La Puente HS provides incentives for establishing before and after school enrichment programs that partner with schools and communities to provide academic assistance, educational enrichment, family literacy services.

Safe School Plan (School Year 2017-18)Safety of students and staff is a primary concern of Workman High School. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The school’s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Emergency Drills (earthquake, fire drills, and lockdowns) are held quarterly. During lunch and before and after school, two campus patrol officers, administrators, and a full-time police officer supervise students and school grounds, including the cafeteria, to ensure a safe and orderly environment. All visitors must make arrangements with school staff in advance, sign in at the school’s office, wear visitors badges during their time on campus, and check out at the office upon leaving.

In 1998, the Comprehensive Safety Plan was developed by the District in consultation with local law enforcement in order to comply with Senate Bill 187 of 1997. The plan provides students and staff a means to ensure a safe and orderly learning environment. Components of the Comprehensive Safety Plan include child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe ingress and egress from school, sexual harassment policies, and dress code guidelines. Workman High School reviews the plan by March of each year and updates it as needed. The plan was last updated and reviewed with school staff in July 2016. An updated copy of the plan is available to the public at the school and District offices.

D. Other SARC InformationThe information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Federal Intervention Program (School Year 2017-18)Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not meet federal Annual Measurable Objective targets for two consecutive years in the same area or indicator, including English/Language Arts and Math testing participation rates, attendance rates, and graduation rates. After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not meet those goals.

Due to the flexibility allowed by the Every Student Succeeds Act (ESSA) that became law in December 2015 and reauthorized the ESEA, no district or school will be newly identified for PI in the 2017–18 school year. Districts and schools that received Title I, Part A funds for the 2016–17 school year and were “In PI” in the 2016–17 school year will retain their same PI status and placement year for 2017–18.

California elected not to require districts or schools to provide Supplemental Educational Services and Choice for the 2017–18 school year, as defined in Section 1116 of the ESEA. Districts and schools that received Title I, Part A funds for the 2016–17 school year and either had a status of “Not in PI” for the 2016–17 school year or did not receive Title I, Part A funds for the 2015–16 school year will have a status of “Not in PI” for the 2017–18 school year.

For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Suspensions & ExpulsionsSuspensions Expulsions

14-15 15-16 16-17 14-15 15-16 16-17

School 6.21 3.91 5.32 0.08 0.17 0.16

District 3.52 3.10 3.27 0.10 0.05 0.04

State 3.79 3.65 3.65 0.09 0.09 0.09

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI In PI

First Year in PI 2010-2011

Year in PI Year 3

# of Title I Schools Currently In PI - 16

% of Title I Schools Currently In PI - 50.0%


Professional DevelopmentProfessional development within the District addresses the individual needs of teachers as well as broader school concerns. For the past three years, there have been no districtwide staff development days, but the district did provide after-school workshops, inservices, summer institutes, and professional conferences with guest speakers and consultants. These are methods by which professional development is provided.

In HLPUSD, we lead Professional Development (PD) in all content areas using a variety of models, such as pull-out, push-in, PLC, Staff Meetings, and more. PD includes, but is not limited to: ELA, ELD across all content, Math, Science, Social Studies, Technology, Transitional Kindergarten, PE, Visual and Performing Arts, Assessment, Structured Collaboration, TEAL, Modern/Foreign Language, Moderate/Severe Strategies, PBL, Rigorous Reading with Doug Fisher, School Loop Webpage Design, Next Generation Science Standards, STEM, STEAM, HMH Math Textbook Training, AERIES Attendance and Report Card, Literature Circles, Feedback Writing, Units of Study, Restorative Justice, LGBTQ, Google Apps for Education, Feedback on Student Writing, Complex Texts, Literacy Across Content, RtI/Autism/ADHD, Performance Tasks and Rubrics, Social Studies Democracy, CCGI, and Structured Collaboration.

We also conduct PD through team teaching, modeling lessons, and Instructional Walk Throughs with feedback.

School LeadershipLeadership at Workman High School is a responsibility shared among District administration, the Principal, Assistant Principals, instructional staff, students, and parents. All members of the school community are committed to a shared school-wide vision, which creates a strong foundation toward academic success for all students. The Principal oversees the day-to-day operations of the school. Coordinating with the Principal is the Administrative Team, Cabinet, Site Academic Team, and Department Chairs, which all meet regularly.

Staff members and parents participate on various committees to ensure instructional programs are consistent with students’ needs and comply with District goals. These committees include the School Site Council, the English Language Advisory Committee (ELAC), the Parent Pack Meetings, and various Parent Support Organizations. The School Site Council utilizes the Shared Decision Making process for school governance.

Class SizeThe table indicates the average class size by subject area, as well as the number of classrooms that fall into each size category.

Advanced Placement (School Year 2016-17)William Workman High School offers eight Advanced Placement (AP) courses for students seeking to qualify for college credit. Juniors and seniors achieving a score of three, four, or five on the final AP exams qualify for college credit at most of the nation’s colleges.

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

15 16 17 15 16 17 15 16 17 15 16 17

By Subject Area

English 25 26 30 17 7 7 20 14 2 9 4 14

Mathematics 27 26 23 6 2 2 21 7 2 12 - 2

Science 27 27 25 5 5 7 26 10 8 7 4 4

Social Science 29 27 31 5 6 2 11 4 4 11 10 9

Advanced Placement Classes# of Courses

Fine and Performing Arts 1

English 2

Foreign Language 1

Mathematics 1

Science 1

Social Science 1

Totals 7

Percent of Students in AP Courses

15.5%


Counseling & Other Support Services (School Year 2016-17)It is the goal of Workman High School to assist students in their social and personal development as well as in academics. The school provides special attention to students who experience academic, behavioral and/or social and emotional difficulty. The SSC has designated funding for a school interventionist to specifically target students with Tier-3 needs.

The academic counselor-to-pupil ratio is 1:279. Note: 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.

Availability of Additional Internet Access at Public LocationsThe Hacienda Heights Public Library, La Puente Public Library, and West Covina Public Library provide free internet access to all registered patrons, including the students of the Hacienda La Puente Unified School District. There are a small number of local businesses that provide a Wi-Fi network to patrons wishing to connect to the Internet using their personal equipment.

District Expenditures (Fiscal Year 2015-16)At the time this report was published, the most recent financial and salary comparison data from the State of California was for the 2015-16 school year. The figures shown in the Expenditures Per Pupil table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the District and throughout the State.

Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures, except for general guidelines, are not controlled by law or donor.

For detailed information on school expenditures for all districts 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.

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Adaptive PE Specialist 1 0.4

Bilingual Aide 1 1.0

Counselor 4 4.0

Nurse 1 0.2

Psychologist 1 0.8

Resource Specialist 3 3.0

Special Day Class (SDC) Teacher 4 4.0

Expenditures per PupilSchool

Total Expenditures Per Pupil $7,431

From Supplemental/Restricted Sources $94

From Basic/Unrestricted Sources $7,337

District


Percentage of Variation between School & District -4.2%

State


Percentage of Variation between School & State 11.6%


School Site Teacher Salaries (Fiscal Year 2015-16)The Average Teacher Salaries table illustrates the average teacher salary at the school and compares it to the average teacher salary at the District and throughout the State.

Teacher & Administrative Salaries (Fiscal Year 2015-16) This table displays District salaries 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 the District’s budget, and compares these figures to the State averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website.

District Revenue Sources (Fiscal Year 2016-17)In addition to general fund state funding, the District received Federal and State aid for the following categorical, special education, and support programs:

• Class Size Reduction • Economic Impact Aid• Educational Technology Assistance Grants• Gifted and Talented Pupils • Home-to-School Transportation• Instructional Materials • Peer Assistance and Review Program• Regional Occupational Program • Safe and Drug Free Schools Program• Special Education• Staff Development• Tenth Grade Counseling • Title I Program• Vocational and Applied Technology Education Act

DataQuestDataQuest 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., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Average Teacher SalariesSchool & District

School $78,876

District $78,798

Percentage of Variation 0.1%

School & State

All Unified School Districts $77,824

Percentage of Variation 1.4%

Average Salary InformationTeachers - Principal - Superintendent

2015-16 District State

Beginning Teachers $50,337 $48,522

Mid-Range Teachers $77,709 $75,065

Highest Teachers $96,545 $94,688

Elementary School Principals $120,392 $119,876

Middle School Principals $125,025 $126,749

High School Principals $142,996 $135,830

Superintendent $221,533 $232,390

Salaries as a Percentage of Total Budget

Teacher Salaries 31.0% 37.0%

Administrative Salaries 5.0% 5.0%

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