1
Manteca Unified School District
130
Calla
South Austin
High
Road, Manteca
School
, CA 95336
(209) 858-7230, (209) 858-7232 (FAX)
CDS Code: 39-68593-3935111
SARC Contact: Lindsay P. Munoz
Principal: Lindsay P. Munoz
2006-2007 School Accountability Report Card
2901 East Louise Avenue
Lathrop, CA 95330
P.O. Box 32
Manteca, CA 95336
Phone: (209) 825-3200
Fax: (209) 836-3295
Board of Trustees
Wendy King, President
Evelyn Moore, Vice President
Michael Seelye, Clerk
Dale Fritchen, Trustee
Vern Gebhardt, Trustee
Manuel Medeiros, Trustee
Nancy Teicheira, Trustee
Superintendent
Cathy Nichols-Washer, Ed.D.
District Mission Statement
Manteca Unified School District (MUSD),
in
partnership
with
our
diverse
communities, is dedicated to all students
achieving their academic and personal
potentials.
We are committed to
providing a safe environment where
quality
education
establishes
the
foundation for life-long learning.
MUSD believes that the effectiveness of
the educational program hinges on being
able to anticipate the future and make
provisions for change.
The Manteca
Unified
School
District
Board
of
Education clearly defines the broad
scope of the educational program and
allocates funds and resources to
implement a quality educational program.
The District believes that we should be a
community of learners, focusing on
values, knowledge, and skills in a safe
and secure environment that will
encourage student success. Our district
is committed to establishing high
academic standards for student-centered
education.
We believe in emphasizing a positive
attitude through the teaching of life-skills,
responsibility, and self-discipline.
We
encourage acceptance, tolerance, and
respect for others.
We believe in
creating an atmosphere of trust in which
the opinions, values and attitudes of our
community of learners are respected and
celebrated.
Principal’ Message
The School Accountability Report Card provides basic information about Calla
High School. At Calla we strive to improve the entire High School experience for
each of our students. Students come to Calla credit deficient. It is our hope and
challenge to get the student back on track and credit appropriate while attending
Calla. With the new requirement of passage of the California High School Exit
Exam we have implemented review classes to focus all aspects of the test. We
hope to instill a good work ethic on each student and direct then to become a
successful high school graduate and responsible citizen in our community.
School Description and Mission Statement
Calla High School is the one of two continuation high schools in Manteca Unified
School District. Calla High School is located on the eastern edge of the city
limits. Originally an old grammar school, Calla was converted to a continuation
site in 1971. Calla High School currently has a staff of twelve teachers. Students
who earn appropriate credits are eligible to return to their home school at the
beginning of a school year or semester.
This year, the emphasis has been placed on the instructional program and digital
technology to prepare students academically and socially for whatever lies
beyond their high school years-college, work and/or family life.
Calla High School provides a variety of opportunities and equal access for
students to experience individual success. Staff and students will treat each
other with respect in a supportive environment while making a joint effort to help
students learn to make responsible choices and gain an understanding of the
realities of society and culture, providing a smooth transition from high school to
college, occupational training, or the work force.
Opportunities for Parent Involvement
The success of a school is strongly influenced by the support of parents and the
school community as a whole. Calla High School uses the School Site Council
to support students and school programs. Call our school at (209) 858-7230 to
contact Mr. Munoz to find out how you can get more involved with your child’s
education.
Manteca Unified School District strives to coordinate and communicate with the
community, including police, fire and other governmental agencies, news media,
medical agencies and other community organizations. Examples of such
coordination and communication with community agencies include programs
such as fire prevention, water safety, parks and recreation activities, the
community gymnasium, bike safety, and Police School Resource Officers, just to
name a few.
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Student Enrollment by Grade Level and Group
Manteca Unified School District is located in the heart of the central valley and is a growing district. The student
enrollment in 2006-2007 was approximately 23,643. The following charts show the school’s enrollment and group
breakdown.
Grade Level
Number of Students
Group
Percent of
Students
Grade 9
-
African-American
6.48
Grade 10
5
American Indian or Alaska Native
0.93
Grade 11
79
Asian
0.93
Grade 12
132
Filipino
1.85
Ungraded High School
0
Hispanic or Latino
49.5
Total Enrollment
216
Pacific Islander
0.93
White (not Hispanic)
39.4
Multiple or No Response
-
Socioeconomically Disadvantaged
11
English Learners
4
Students with Disabilities
Average Class Size and Class Size Distribution
This table displays subject area the average class size and the number of classrooms that fall into each size category (a
range of total students per classroom).
2004-05
2005-06
2006-07
Number of Classrooms
Number of Classrooms
Number of Classrooms
Subject
Avg.
Class
Size
1-22
23-32
33+
Avg.
Class
Size
1-22
23-32
33+
Avg.
Class
Size
1-22
23-32
33+
English
20.4
9
5
21.6
10
6
21.8
10
5
Math
16.4
13
1
17.5
9
5
16.7
11
1
Science
23.0
3
7
24.1
2
6
24.2
1
5
So. Sci.
20.6
11
5
20.3
9
7
21.7
7
5
Participation in the Class Size Reduction Program
The following chart shows the class size average for the
last three years. This excludes physical education.
Average Class Size
Year
2004-05
2005-06
2006-07
Class Size
22
22
22
SCHOOL CLIMATE
School Safety Plan
Calla High School annually updates the Disaster Plan and
School Safety Plan. The plans were last reviewed in
February 2008, according to the required adoption process
with appropriate School Site Council public hearings and
School Safety Planning Committee input. Teachers and
staff annually receive training on disaster procedures. The
last training was June 2007.
Manteca Unified School District continues to make strides
in the improvement of the educational climate and reduced
disruptions in the classroom by “putting kids first” and
asking the question “Is it good for the children?”
The District has established procedures for submitting
complaints against personnel and programs.
An
information brochure, policies, and forms are available to
the public at the school site, on the District’s website, and
in all offices. Also, a nondiscrimination/harassment report
form is used to help staff in reporting and tracking data.
In order to support the school sites in their fulfillment of
both the school and District missions, the Superintendent
maintains two District-wide Advisory Committees. The
Superintendent’s Communications Council is made up of
parent
representation
from
each
school.
The
Superintendent’s Diversity Advisory Committee is made up
of parents, staff, board members, and students and is
responsible for advising the Superintendent on issues of
diversity.
Our schools work hard to improve academic achievement
and provide alternative programming for “at-risk” students,
through the Day School for students who have severe
discipline issues.
In addition, authorized prevention
activities include conflict resolution strategies, before and
after school programs and district-wide efforts to prevent
illegal gang activities with Drug Free and Tobacco Free
School Zones clearly established and posted. Our District
seeks grants and utilizes the MUSD Health Services
Department to meet the health and counseling needs of
students.
School Programs and Practices that Promote a
Positive Learning Environment
All schools in MUSD have gone through a reconstruction
process in which they have all been equipped with updated
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technology to include computer labs and improved
communication systems.
All classrooms and student
learning areas are designed for student success.
Schools in the District support recognition activities that
acknowledge and encourage desirable student efforts
through a variety of programs. These include Achievement
Via Individual Determination (AVID), Advanced Placement
courses, JROTC, an extensive agriculture program, 2+2
articulated courses with Delta College, Career Training-
ROP and work experience, school-wide study skills
program, before and after school tutorials, group and peer
counseling programs, achievement awards for sports and
perfect attendance, honor roll, student council, conflict
resolution team and assemblies.
Manteca Unified School District continues its membership
with the Character Counts! Coalition. This coalition is
dedicated to strengthening the character of America’s
young people with a consistent set of official values. The
values—which are not politically, religiously or racially
biased—are called the “Six Pillars of Character”:
trustworthiness, respect, responsibility, fairness, caring and
citizenship.
School Discipline Practices
Child Welfare and Attendance information is distributed
each year and describes the reporting procedure for
tardiness and truancies. Parents are notified by the school
if their child has had more than three late arrivals of more
than 30 minutes, or if three or more unexcused absences
are reported. If truancy continues, students are referred to
the Student Attendance Review Board.
Students whose behavior is not corrected by school
intervention are referred to the District Disciplinary Review
Board that hears the case and takes appropriate action.
This may include counseling, placement in alternate school
settings, and/or referral to other agencies (i.e., Valley
Community Counseling, the Manteca Police Department,
etc.).
The table below shows the number of students who were
suspended or expelled by the District Review Board over
the past three years for all secondary schools.
School
District
04-05
05-06
06-07
04-05
05-06
06-07
Suspensions
152
98
95
2903
3488
4213
Expulsions
21
16
12
212
164
132
SCHOOL FACILITIES
School Facility Conditions and Improvements
The safety of students and the security of campuses are
high priorities in the MUSD. School personnel and students
participate in monthly disaster preparedness drills including
specific procedures for fire, earthquake, flood, civil
disturbance, and hazardous chemical situations.
The
District takes great effort to ensure that all schools are
clean, safe, and functional. To assist in this effort, the
District uses the Facility Inspection Tool (FIT) developed by
the State of California Office of Public School Construction.
The results of this survey are available at the District
Office. Below is more specific information on the condition
of the school and the efforts made to ensure that students
are provided with a clean, safe, and functional learning
environment.
Age of School Buildings. The building was built in 1934 as
a grammar school. In 1971 the building was converted to a
continuation site. It houses the administration building, a
library and 15 classrooms.
Maintenance and Repair
.
District maintenance staff
ensures that repairs necessary to keep schools in good
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.
Cleaning Process and Schedule
. The District’s governing
Board has adopted cleaning standards for all schools in the
District. A summary of these standards is available at the
school office and at the District Office. Staff works daily
with the custodial staff to develop cleaning schedules to
ensure a clean and safe school.
Deferred Maintenance Program
. The District participates in
the State Deferred Maintenance Program which is made
up of 11 project categories or types of work. Most of the
project categories are building systems that are necessary
components of a facility, without which the building would
not be able to function as a school. Typically, this includes
roofing, plumbing, heating, air conditioning, electrical
systems, painting, and floor systems.
The funding
calculation for the apportionment is $1.00 of sate funds for
each dollar of local matching funds up to a maximum of
one-half percent of the total general fund. If sufficient state
funding is not available, then the District only receives a
prorated amount of the maximum allowance. For the
2005-06 school year, the District budget.
Modernization Projects
. Manteca Unified School District is
entering into joint ventures with the City of Manteca to
construct community gymnasiums at Stella Brockman,
Shasta and Neil Hafley Schools.
The plans for
modernization of Neil Hafley School have started. (Data
compiled in December 2007)
New School Construction Projects
. New schools that are
being planned and constructed are as follows: A new high
school in the community of Lathrop will be completed in the
summer of 2008, Ethel Allen Elementary School and
Woodward Annex will begin construction 2008.
Our
District has effectively used developer fees, community
facilities district fees (Mello-Roos), state funding, and GO
bonds to remodel, modernize and build new schools within
MUSD. (Data compiled in December 2007)
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School Facility Good Repair Status
Repair Status
Items Inspected
Good
Fair
Poor
Repair Needed
and Action
Taken or
Planned
Gas Leaks
X
Mechanical Systems
X
Windows/Doors/Gates
(interior & exterior
X
Interior Surfaces (walls,
floors, & ceilings)
X
Hazardous Materials (interior
& exterior)
X
Structural Damage
X
Fire Safety
X
Electrical (interior & exterior)
X
Pest/Vermin Infestation
X
Drinking Fountains (inside &
outside)
X
Restrooms
X
Sewer
X
Playground/School Grounds
X
Roofs
X
Overall Cleanliness
X
TEACHERS
Teacher Credentials
MUSD recruits and employs the most qualified
credentialed teachers. Additional information about the
assignment of teachers outside their subject area of
competence and the credential status of teachers is
available from the California Commission on Teacher
Credentialing.
Teachers
04-05
School
05-06
06-07
District
06-07
With Full Credential
13
12
12
935
Without Full Credential
0
0
1
34
Teaching Outside Subject
Area of Competence
0
0
0
0
Teacher Misassignment and Vacant Teacher Positions
Teacher misassignments reflect the teachers assigned
without proper legal authorization. The number of vacant
teacher positions reflects vacancies not filled by a single
designated teacher assigned to teach the entire course at
the beginning of the school year or semester. Additional
information about the misassignment of teachers should be
forwarded to the California Commission on Teacher
Credentialing.
Indicator
04-05
05-06
06-07
Misassignments of Teachers of
English Learners
0
120
65
Total Teacher Misassignments
0
120
65
Vacant Teacher Positions
0
3
Core Academic Classes Taught by No Child Left
Behind Compliant Teachers
Manteca Unified School District has implemented the No
Child Left Behind (NCLB) “Highly Qualified Teacher”
regulations throughout the District. Federal guidelines
require that all teachers be certified as “highly qualified” by
June 30, 2006.
Percent of Classes in Core
Academic Subjects
Location of Classes
Taught by NCLB
Compliant
Teachers
Taught by
Non-NCLB
Compliant
Teachers
This School
100.0
0.0
All Schools in District
95.9
4.1
High-Poverty Schools in District
95.1
4.9
Low-Poverty Schools in District
97.4
2.6
Substitute Teacher Availability
The District’s substitute teachers’ pay rates are
comparable with surrounding districts. District substitute
training, lesson plans and substitute evaluations help to
ensure continuity of instruction. The District maintains a
pool of substitute teachers to call upon as needed.
Teacher Evaluation Process
By District contract, permanent teachers are evaluated
once every other year. Beginning with the 2004-05 school
year, permanent teachers may qualify for a five year
evaluation cycle if they demonstrate sustained quality
teaching. Permanent teachers who receive less than an
effective rating are evaluated annually.
Probationary
teachers are evaluated each year. The criteria for teacher
evaluation is based on the State Standards for the
Teaching Profession which include: 1) engaging and
supporting all students in learning; 2) creating and
maintaining effective environments for student learning; 3)
understanding and organizing subject matter for student
learning; 4) planning instruction and designing learning
experiences for all students; 5) assessing student learning;
and 6) developing as a professional educator.
The
principal and vice principal conduct regular classroom
observations and periodically review lesson plans, student
portfolios, and report cards.
SUPPORT STAFF
Academic Counselors and Other Support Staff
A comprehensive student services program is provided by
Manteca Unified School District to assist students in
achieving their potential by supporting their academic
studies and their participation in school and community
activities. The table below depicts the number of support
providers employed at the school.
Title
Number of
FTE Assigned
to School
Average Number
of Students per
Academic
Counselor
Counselor
1
216
Librarian
--
--
Psychologist
Floater
--
SDC Teacher
0.0
--
Nurse
On call
--
Speech/Language/Hearing Sp.
0.0
--
Resource Specialist
1.0
--
Program Specialist
--
--
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CURRICULUM AND INSTRUCTIONAL MATERIALS
Quality, Currency , and Availability of Textbooks and
Instructional Materials
Manteca Unified School District maintains a textbook
selection process and coordinates departmental instruction
between the high schools. Each pupil, including English
learners, has textbook or instructional materials, or both, to
use in class and to take home. A public hearing on the
sufficiency of instructional materials was done on August
21, 2007.
Each classroom is equipped with at least one Dell
Computer,
VCR/TV,
and
appropriate
instructional
materials. With the advanced communication system,
students are able to access the internet, community
programs, and connect with other classrooms.
The following tables provide all of the adopted books in the
core subject areas of English, Mathematics, History,
Foreign Languages, Health and Science.
English
Publisher
Date
Eng. 1/Honors – Lang. & Literature
Holt
2004
Eng. 2/Honors 2 – Lang. & Literature
Holt
2004
Eng. 3/AP 1 – Lang. & Literature
Holt
2004
Eng. 4/AP 2 – Lang. & Literature
Holt
2004
Mathematics
Publisher
Date
Algebra
Concepts & Skills
McDougal
Littell
2005
Geometry
Concepts & Skills
McDougal
Littell
2005
Advanced Algebra Concepts & Skills
McDougal
Littell
2005
History
Publisher
Date
World History
Glencoe
2006
U.S. History
McDougall-Littell
2006
US Government
Glencoe
2006
Economics
Glencoe
2005
A.P. U. S. History
Houghton –Mifflin
2002
Special Education
World History
Globe Fearon
1999
U.S. History
A.G.S.
2001
U.S. History
Globe Fearon
2001
U.S. Government
A.G.S.
1997
Economics
Gobe Fearon
2001
Health
Publisher
Date
Health – A Guide to Wellness
Glencoe McGraw
Hill
1999
Health
American Red Cross
1993
Freshman Orientation – Drive
Right
Scott Foresman
1993
Foreign Language
Publisher
Date
Spanish 1-En Espanol Level 1
Series
McDougal Littell
2000
Spanish 2-En Espanol Level 2
Series
McDougal Littell
2000
Spanish 3-En Espanol Level 3
Series
McDougal Littell
2000
Spanish 4-Contineumos
Houghton Mifflin – 2
nd
and 6
th
Series
2000
Spanish AP-Triangulos
Wayside Publishing –
1
st
Series
2000
Spanish AP-Reader – Ana Maria
Matute
McDougal Littell – 1
st
Series
2000
Spanish AP-Reader – Gabriel
Garcia Marquez
McDougal Littell – 1
st
Series
2000
Spanish AP-Reader – Jorge Luis
Borges
McDougal Littell – 1
st
Series
2000
French 1-Bon Voyage Level 1
Series
Glencoe McGraw Hill
2002
French 2-Bon Voyage Level 2
Series
Glencoe McGraw Hill
2002
French 3-Bon Voyage Level 3
Series
Glencoe McGraw Hill
2002
Science
Publisher
Date
Anatomy/Physiology
The Human Body in Health and
Disease
Mosby
1997
Biology
Principles and Explorations
Holt
1998
AP Biology
Biology, 6
th
Edition
Campbell,
Benjamin/Cumm
ings
2002
Applied Biology – Biology: An
Everyday Exper.
Glencoe
1999
Chemistry
Chemistry: Our Changing World
Prentice Hall
2000
AP Chemistry
Chemistry: The Central Science
Prentice Hall
1997
Physics
Physics: Principles and Problems
Glencoe
1995
Conceptual Physics -
Conceptual Physics
Hewitt, Prentice
Hall
2002
Applied Physical Science – Science
Spectrum: Physical Approach
Holt
and
Prentice Hall
1993
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SCHOOL FINANCES
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2005-06)
