North State Independence High School    School Accountability Report Card       Reported for School Year 2004-05   Published During 2005-06

Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) template are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available. More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.

I. General Information

Contact Information
Information about school and district contacts.

School Information		District Information
School Name	North State Independence High School	District Name	Shasta Union High School District
Principal	Jim Newell	Superintendent	Michael J. Stuart
Street	590 Mary Street	Street	2200 Eureka Way, Ste. B
City, State, Zip	Redding, CA    96001	City, State, Zip	Redding, CA    96001
Phone Number	(530)245-2760	Phone Number	(530)241-3261
FAX Number	(530)245-2761	FAX Number	(530)225-8499
Web Site	www.alted.suhsd.net/html/nsihs.html	Web Site	www.suhsd.net
E-mail Address	jnewell@suhsd.net	E-mail Address	thyle@suhsd.net
CDS Code	45-70136-4530309	SARC Contact	Tara Hyle, Curriculum Analyst

School Description and Mission Statement
Information about the school, its programs, and its goals.

School Vision and Mission District Mission Statement   The mission of the Shasta Union High School District is to provide courses of study that challenge all students and encourage them to reach their social, physical and academic potential. Instruction will prepare students for a global society by focusing on career goals and incorporating appropriate technologies. The District will provide a safe environment that stresses tolerance towards diverse cultures, beliefs and lifestyles. Character education and civic responsibility will also be an important part of the curriculum.   District Vision Statement   The vision of the Shasta Union High School District is to provide a safe environment for students to master, within their individual abilities these minimum competencies: • Read with understanding and appreciation • Write in a way that clearly communicates their thoughts • Compute and solve mathematical problems • Understand the biological and physical worlds • Interpret historical events and understand political processes • Understand and appreciate the fine and practical arts • Participate in physical development, health and wellness activities • Utilize current technology to function as computer literate citizens in the global community   NSIHS adpots the mission of SUHSD and adds that it is our goal to assist every student in achieving a high school diploma through individualized instruction designed for each individual’s learning style and circumstance.   NSIHS adopts the vision of SUHSD and adds that each child shall have an Individualized Graduation Plan that will assist them in achieving powerful learning as measured by standards based success.  Students will be educated, mentored, nurtured and supported to become productive, participating citizens in a changing global society   School Profile   Starting in the 2003-2004 school year Shasta Union High School added a new alternative school.  North State Independence High School (NSIHS) is an independent study high school with added options.  NSIHS offers the students flexibility with their schedule; holds them to the same academic standards as the comprehensive high schools, and allows co-enrollment in the community college; ROP; on-line courses; and even co-enrollment at the comprehensive sites on a space available basis.  NSIHS also offers a life science lab course, a computer lab, and a math lab.   NSIHS is located at 590 Mary Street in Redding, a Northern California rural community.  There is a general low socioeconomic level for the majority of our student population.  The population is primarily white with a small percent of Hispanic, Southeast Asian and African American populations.   NSIHS was opened at the beginning of the 2003-2004 school year and was originally located at the district’s historical location, ShastaLearningCenter. Founded in 1921, SLC has recently undergone a complete renovation, making it a true treasure for the community and district.  During the 2005-2006 school year NSIHS will move to its own campus with seven buildings to serve the needs of our students.   During the first year, 2003-2004, we budgeted for an ADA of 135.  Our P-2 ADA was 205.  We graduated 70 seniors our first year. 38% of the students we enrolled our first year were seniors; 30% were juniors; 22% were sophomores; and 10 % were freshmen. During our second year, 2004-2005, we budgeted for an ADA of 235.  Our P-2 ADA was 265.  We graduated 72 seniors our second year. 32% of the students we enrolled our second year were seniors; 38% were juniors; 20% were sophomores; and 10 % were freshmen.   The Ethnic makeup of our student population is primarily white at 83%.  The remaining population makeup is as follows: 7% American Indian; 4% Hispanic; 2% Black; and 2% Asian.   All of our students are English proficient. ESL and ELL students are counseled to remain at other schools in the district where services are provided.   65% of our population is female and 35% male. Approximately 82% of our students are 16 years old or older.   7% of our population consists of Cal-SAFE teen parents.   Approximately 1/3 of our students have mental health concerns such as depression, bi-polar disorder, ADHD, ADD or general anxiety disorder.   We enrolled 501 students in 2003-2004, had an ADA of 205, graduated 73 students and our highest enrollment during the year at any one time was 318.  We enrolled 538 students in 2004-2005, had an ADA of 265, graduated 73 students and our highest enrollment during the year at any one time was 324.   During our exit interviews the students state their plans for the coming year. 90% say they plan to continue their education at college or technical school; 5% say they plan to join the military; 5 % plan to join the work force.   The guiding principles of NSIHS:   ·                Students are the center of everything we do. Our district will change and adapt to best serve our students ·                Students will experience in school what they are likely to experience after graduation through work that requires them to solve problems and apply learned skills and behaviors in real life situations ·                Students will be guided and supported by valued staff members who seek, develop and implement successful practices and innovative ideas ·    Students will be served through a process of continued assessment and improvement that requires and values the active participation and contribution of students, parent, staff, and other stakeholders ·    Students will be provided with a safe and supportive learning environment that involves the active participation of the educational  staff, parents and community members    EXPECTED SCHOOL-WIDE LEARNING RESULTS:   All NSIHS Students will be:   G lobally strong, collaborative team members O bjective problem solvers with critical thinking skills   N avigators of technology S cholarly, resourceful, effective communicators  I  nvestigators of college and career opportunities H ealth and safety conscious Self-directed, life-long learners with high academic standards

Opportunities for Parental Involvement
Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.

Contact Person Name	Jim Newell	Contact Person Phone Number	530-245-2760
Parents are encouraged to become involved with their child’s education through a number of opportunities.  The primary opportunity we hope all parents will take is home teacher to their child.  Parents are encouraged to come to meetings with their child and their instructor.  Assignments are corrected, explained and assigned.  Since the student will spend the majority of their time at home working on these assignments, we encourage parents to become active participants in their child’s education.   Parents also have the opportunity to participate in our school site council which acts as a guide for our school’s single site plan of development.  The manner in which Title II professional growth money is spent is governed by this committee.   Parents are encouraged to help with field trips and student government fund raising activities.

II. Demographic Information

Student Enrollment -- Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).

Grade Level	Enrollment
Grade 9	8
Grade 10	52
Grade 11	98
Grade 12	118
Total Enrollment	276

Student Enrollment -- Racial and Ethnic Subgroups
Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.

Racial and Ethnic Subgroup	Number of Students	Percent of Students	Racial and Ethnic Subgroup	Number of Students	Percent of Students
African American	5	1.8	Hispanic or Latino	12	4.3
American Indian or Alaska Native	19	6.9	Pacific Islander	1	0.4
Asian	2	0.7	White (Not Hispanic)	230	83.3
Filipino	1	0.4	Multiple or No Response	6	2.2

III. School Safety and Climate for Learning

School Safety Plan
Information about the currency and contents of the school's comprehensive safety plan.

Date of Last Review/Update	April 13, 2005	Date Last Discussed with Staff	May ‘05
Shasta Union High School District has published an emergency procedures reference guide that has been posted in all rooms at NSIHS.  All instructors have been briefed on emergency procedures.  Regular staff meetings are held weekly with opportunity for staff input.  School Site committee review safety procedures on a regular basis.

School Programs and Practices That Promote a Positive Learning Environment
Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.

NSIHS is a WASC accredited alternative high school designed to meet individual needs of students that for some reason were not being met at the comprehensive sites.  NSIHS is an independent study high school with a twist.  Our staff and programs offer the students flexibility with their schedule while holding them to the same high academic standards as the comprehensive high schools. Students are allowed to co-enroll in the community college and on-line courses. Some students remain co-enrolled for two periods at the comprehensive sites.  NSIHS students in addition to meeting once a week with their primary instructor also attend other required small group classes in science, math and computers that include hands-on lab activities and tutoring.  NSIHS also has an active student government class that meets weekly.  Our student government class is affiliated with the Friday Night Live anti-drug community based program.  Student activities such as field trips and school dances are also opportunities offered to our students.   At NSIHS:   ·        All Courses are aligned to the California State Standards ·        Some Course offerings meet CSU/UC entrance requirements ·        Students have an opportunity to earn up to 2.5 academic credits each week ·        NSIHS focuses on one-on-one instruction, and mastery learning in a positive, alternative environment. ·        NSIHS offers every student the opportunity to merit a high school diploma through instruction in the independent study mode, personalized to meet her/his learning needs.     All NSIHS students work one-on-one with their primary instructor.  This allows students to develop a strong positive relationship with a responsible adult.  NSIHS conducts labs in computers, biology, and math that center on individual help in these areas of the curriculum.  Odyssey curriculum is offered to the students in the computer lab or at home.    NSIHS conducts student government classes each week.  Students are able to “elect” themselves to the class.   Students have input on extra curricular activities and ideas for school improvement.   Each year field trips are planed to offer students additional learning opportunities such as the Shakespeare Festival in Ashland, Oregon.

Suspensions and Expulsions
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year.

	School			District
	2003	2004	2005	2003	2004	2005
Number of Suspensions	n/a	0	1	486	632	364
Rate of Suspensions	n/a	0	.36%	9%	11%	5.87%
Number of Expulsions	n/a	0	1	18	36	43
Rate of Expulsions	n/a	0	.36%	.3%	.6%	.69%

IV. SchoolFacilities

School Facility Conditions -- General Information
Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

In the 2004-2005 school year, NSIHS was based in the 400 wing of ShastaLearningCenter. We occupied three rooms. Two of the rooms were used for teacher-student contact areas and the third was the computer lab.  We also shared a biology lab room with University Prep School. The grounds, rooms and restrooms are maintained in a safe condition and cleaned daily.  As our school grows the SUHSD is committed to meeting the needs of our school. In 2006, NSIHS will be moving to a new campus on Mary Street. The campus will have seven buildings including a computer lab and a building for Cal- SAFE and one for Shasta Adult School.  These facilities are currently undergoing renovation and should be ready for occupancy January 2006.

School Facility Conditions -- Results of Inspection and Evaluation
Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

Interim Evaluation Instrument Part	Facility in Good Repair		Deficiency and Remedial Actions Taken or Planned
	Yes	No
Gas Leaks	X
Mechanical Systems	X
Windows/Doors/Gates (interior and exterior)	X
Interior Surfaces (walls, floors, and ceilings)		X	Leak in room 401 and ceiling tile damage currently being repaired
Hazardous Materials (interior and exterior)	X
Structural Damage	X
Fire Safety	X
Electrical (interior and exterior)	X
Pest/Vermin Infestation	X
Drinking Fountains (inside and outside)		X	Need repair
Restrooms	X
Sewer	X
Playground/School Grounds	X
Other

V. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade.

California Standards Tests (CST)
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST -- All Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
	2003	2004	2005	2003	2004	2005	2003	2004	2005
English-Language Arts		16	20	49	47	51	35	36	40
Mathematics		2	1	28	25	29	35	34	38
Science		10	9	42	40	41	27	25	27
History-Social Science		2	6	43	36	40	28	29	32

CST -- Racial and Ethnic Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Subject	African American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
English-Language Arts	*	18	*		*	*	21
Mathematics	*	0			*	*	1
Science	*	*			*	*	9
History-Social Science	*	*	*		*	*	6

CST -- Other Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Subject	Male	Female	English Learners	Economically Disadvantaged	Students With Disabilities	Migrant Education
English-Language Arts	13	24		21	*
Mathematics	0	2		5	*
Science	17	4		4	*
History-Social Science	7	5		6	*

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT -- All Students
Data reported are the percent of students scoring at or above the 50th percentile.

Subject	School			District			State
	2003	2004	2005	2003	2004	2005	2003	2004	2005
Reading		33		66	62	72	43	43	41
Mathematics		27		62	58	76	50	51	52

NRT -- Racial and Ethnic Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.

Subject	African American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
Reading
Mathematics

NRT -- Other Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.

Subject	Male	Female	English Learners	Economically Disadvantaged	Students With Disabilities	Migrant Education
Reading
Mathematics

 
California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/.Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Grade Level	School			District			State
	Total	Female	Male	Total	Female	Male	Total	Female	Male
5							24.5	26.7	22.3
7							28.8	30.9	26.8
9	15.0	0.0		41.6	43.9	39.4	26.7	25.8	27.5

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its API Base and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards.

Subgroup APIs and Targets: In addition to a schoolwideAPI, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

API -- Schoolwide
Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.

API Base Data				API Growth Data
	2002	2003	2004		From 2002 to 2003	From 2003 to 2004	From 2004 to 2005
Percent Tested			95	Percent Tested		95	96
API Base Score			457	API Growth Score		494	591
Growth Target			17	Actual Growth			134
Statewide Rank			1
Similar Schools Rank			N/A

API -- Racial and Ethnic Subgroups
Data reported are API Base and Growth scores and growth targets.

API Base Data				API Growth Data
	2002	2003	2004		From 2002 to 2003	From 2003 to 2004	From 2004 to 2005
African American				African American
API Base Score				API Growth Score
Growth Target