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Required book  Counseling The Culturally Diverse Theory and Practice 8th edition -1-A.B. Miller High School Published: January 2021 SARC Information Every 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/. - 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. - To view our SARC online, please visit our website or scan the QR code to the right. 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., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). California School Dashboard The California School Dashboard (Dashboard) reflects California’s new accountability and continuous improvement system and provides information about how districts and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of districts, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement. The Dashboard can be accessed at https://www.caschooldashboard.org. District Vision Our Mission “Every Student Successful. Engaging Schools. Empowered Communities.” Our Shared Vision Fontana Unified is a community united to ensure that every student is prepared for success in college, career, and life. Our Core Values - Teamwork and Respect - Excellence and Achievement - Responsibility and Accountability - Equity and Opportunity - Dedication and Commitment A. B. Miller High School 6821 Oleander Avenue, Fontana, CA 92336 - (909) 357-5800 Serving grades Nine through Twelve - CDS Code: 36-67710-3630555 http://www.fusd.net/abmiller Dustin Saxton, Ph.D., Principal [email protected] 2019-2020 School Accountability Report Card Board of Education Marcelino “Mars” Serna, President Adam Perez, Vice President Mary Sandoval, Member Dr. Jennifer Quezada, Member Joe Armendarez, Member Fatima Kamara, Student Board Member District Administration Randal S. Bassett Superintendent [email protected] Ryan DiGiulio Associate Superintendent, Business Services Monica Makiewicz Associate Superintendent, Teaching & Learning Joseph Bremgartner Associate Superintendent, Human Resources Craig Baker Sr. Executive Director, Student Services Lee James Powell, Jr. Chief of School Police Services Fontana Unified School District 9680 Citrus Avenue Fontana, CA 92335 (909) 357-7600 -2-A.B. Miller High School Published: January 2021 Our Three Cornerstones of Success - Every Student Successful: Schools demonstrate a relentless focus on preparing students for success in college, career and life. - Engaging Schools: Schools have the high-quality resources, leaders and teachers to provide the comprehensive learning environment required for a world-class education. - Empowered Communities: Schools cultivate healthy environments and meaningful partnerships with families and communities to support student achievement in and out of school. Our Goals and Budget Priorities - Increase proficiency and strategic thinking - Promote multilingualism and multiculturalism - Increase graduation and college and career readiness - Cultivate effective teachers and leaders - Engage students and decrease dropout rates - Strengthen family and community engagement - Promote healthy environments School Mission Statement To provide a challenging standards-based curriculum, in an environment conducive to learning, that prepares students from all backgrounds to become productive and responsible members of society. School Profile (School Year 2020-21) Caring and dedicated administrators, teachers, and school staff put their hearts and souls into going that extra mile to make A.B. Miller High School the best learning environment for their students. All decisions are based upon the students’ academic, social, and emotional needs, supporting student efforts in acquiring the knowledge and skills necessary to be successful in their future endeavors. A.B. Miller High School is committed to providing a rigorous and challenging academic program. Fontana Unified schools are located in San Bernardino county, California. The state of California has been heavily impacted by the COVID-19 pandemic and most schools in the state are participating in full distance learning and some with a hybrid of distance learning and in-person learning. Every county in California is assigned to a tier based on its test positivity and adjusted case rate. San Bernardino County is currently in the Widespread (Purple) Tier, the strictest of tiers. Under the California guidance, schools may not reopen for in-person instruction until the county has been in the Substantial (Red) tier for at least two weeks. As a result, all Fontana Unified schools will continue to educate students via distance learning until further notice. Principal’s Message On behalf of the administration, faculty, and staff of AB Miller High School, I want to welcome you to our school. Here at AB Miller, we pride ourselves on our ability to help every student succeed and acquire the tools necessary for life after high school. This year, we are very pleased that our students have the highest California Assessment of Student Performance and Progress (CAASPP) test scores in Mathematics of all schools in the district. As our students continue to make great strides in academics, we will also continue to offer them a well-rounded educational program that has something of interest for each of them. A.B. Miller High School will be using social media sites to promote and inform all stake holders of important events and news. Please feel free to connect with us through the following sites: Twitter: @ABMillerHS Instagram: @abmillerasb www.fusd.net/abmiller I am confident that we will continue to collaborate to improve student learning and provide our students with an exceptional High School experience. As always, I welcome feedback and suggestions for improvement from all stakeholders in an effort to better serve you. Please feel free to contact me or an Assistant Principal if you have any concerns or comments. I look forward to making this an exceptional school year. The COVID-19 pandemic has required the closure of in-person learning at our school. While we all would rather be learning in-person together; I am so proud of our students, families, and teachers for how well they have handled the transition to distance learning. I look forward to being able to see all of the students in-person again as soon as it Is safe to do so. Until then, we will continue to get through this unprecedented challenging time together virtually. School Attendance Attendance is critical to academic achievement, and regular daily attendance is a priority at Fontana Unified School District. Attendance, tardiness, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities, including proper notification of when and why students are absent. Absence reports are regularly reviewed by the school. Parents are informed of absences through phone calls and letters sent home. The COVID-19 pandemic has created the necessity of schools to provide students with a quality education while maintaining the health and safety of all students and school staff. Currently, schools are providing distance learning instruction to all students. Students work with teachers from their school online. Teachers provide daily live interaction with students, using a variety of tools to help students learn and complete their assignments. Students are responsible for participating in group classes as well as completing work on their own. They are expected to complete and turn in all assignments for grading. Additionally, the daily schedule allocates designated “Student Support Time” where teachers are available to answer student and parent questions and students with identified needs can receive additional instruction and support. School Enrollment The charts display student enrollment broken down by student group and grade. Enrollment by Student Group 2019-20 Percentage Black or African American 5.3 American Indian or Alaska Native 0.1 Asian 0.6 Filipino 1.3 Hispanic or Latino 88.7 Native Hawaiian or Pacific Islander 0.1 White 3.3 Two or More Races 0.5 EL Students 18.7 Socioeconomically Disadvantaged 97.0 Students with Disabilities 8.9 Foster Youth 0.7 Homeless 0.5 Enrollment Trend by Grade Level 2017-18 2018-19 2019-20 9th 576 572 634 10th 600 555 567 11th 532 511 483 12th 521 507 489 Total 2,229 2,145 2,173 -3-A.B. Miller High School Published: January 2021 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. School Facilities (School Year 2020-21) Age and Condition of Facilities A.B. Miller High School provides a clean, safe, and functional environment for learning through proper facilities maintenance and campus supervision. Built in 1991, the school sits on 20 acres and includes a library, 154 permanent classrooms, 15 portable classrooms, 9 computer labs, a counseling center, a performing arts theater, 2 dance studios, a sports stadium, a three court gym, and a cafeteria. Several new projects are on their way or have been completed. We have created a new Athletic Training Room to accommodate rehab equipment, additional treatment tables, and room to conduct on-site physicals. Our new Athletic Training Room has the area of two classrooms and is located near our Gymnasium. The District used its general funds to rehab our roof schoolwide. This multi-million dollar project began in June 2015 and was recently completed. Lastly, our technological capabilities have increased with the creation of new computer labs. Campus Supervision Adult supervision is present in all areas of the campus as students arrive in the morning, during lunch periods, and when students leave in the afternoon. The principal, all four assistant principals, one police officer, five security officers, the school counselors, one part-time probation officer and all teachers circulate in assigned areas of the campus, ensuring student conduct remains safe and orderly. All administrators, security officers, secretaries, and custodians carry hand-held radios for effective routine and emergency communications. Regular campus supervision is shared throughout the day by security officers, the police officer, and administrators to ensure the campus remains safe while instruction is in progress. Each passing period, restrooms are searched for tardy students and quickly screened for cleanliness. The assistant principal (in charge of facilities) and custodians maintain communication daily using hand-held radios to quickly address maintenance and safety issues. A.B. Miller High School is a closed campus. During school hours, all visitors must sign in at the office and wear identification badges while on school grounds. Campus Maintenance School custodial staff and the district’s maintenance department work together to ensure classrooms, student facilities, and campus grounds are well-maintained. The Fontana Unified School District publishes a comprehensive custodial manual which outlines cleaning standards and prioritization guidelines. Each custodial staff member receives job training and is provided a copy of the district’s cleaning manual which defines individual responsibilities regarding maintenance procedures, daily responsibilities, performance expectations, and safety measures. Two full-time day custodians and 11 full-time evening custodians are assigned to A.B. Miller High and are responsible for keeping classrooms and facilities clean, safe, and in good repair and working order. Each morning before students arrive on campus, school administrators, custodians, and security staff inspect facilities for safety hazards or other conditions that need attention prior to students and staff entering school grounds. Daily housekeeping and cleaning takes place in the evening. When students and staff are on school break, custodial teams focus on deep cleaning of carpets, floors, windows, restrooms, and other major components of the campus. An electronic work order process is in place for non-routine school repairs and maintenance projects. School staff submit work orders to the school secretary who forwards all work orders to the Assistant Principal Moises Merlos for review; upon approval, the assistant principal forwards the work orders to the district’s maintenance department who identifies the scope of the project and then assigns the project to either district maintenance technicians/specialists or site custodians. Each site custodian is capable of handling most general repairs projects; projects requiring specialists or third party contractors are completed by the district’s maintenance department. Emergency repairs are typically resolved immediately by either school custodians or district maintenance specialists. Improvements to Facilities The following facility improvements are being made districtwide where necessary: wi-Fi infrastructure upgrade and technology upgrades, sidewalk replacement (on-site tripping hazards), portable ramp replacement, portable HVAC units for portable classrooms of various sites, re-sealing of gym floor, solar installation projects, PA system upgrades, paint exterior of entire school, paint interior of entire school, replace/repair swamp coolers , replace intermittent failing HVAC units, replacement of portable siding and paint, replace ramps, general installation of TVs in classrooms. Additionally, the following facility improvements are planned specifically for our school: replace carpet in multiple classrooms, installation of swinging doors in Admin/Guidance offices, removal and replacement of walk-in freezer in Kitchen, replace football field turf; purchase turf maintenance equipment for football stadium, cinder block tower to house victory bell on the Quad stage. Facility Inspection Results Ongoing maintenance by site custodians and district trade specialists ensures facilities remain up-to-date and provide adequate space for students and staff. The district’s maintenance department inspects facilities and operating systems at each school at least twice a year. A formal inspection report is prepared annually in accordance with Education Code §17592.72(c)(1). Fontana Unified School District uses the Facilities Inspection Tool developed by the California Office of Public School Construction to assess current conditions of the campus and identify facilities improvement needs. -4-A.B. Miller High School Published: January 2021 The chart displays the results of the most recent facilities inspection at the school. While reviewing this report, please note that even minor discrepancies are reported in the inspection process. Facilities information was collected in October 2020. School Facility Conditions Date of Last Inspection: 05/07/2020 Overall Summary of School Facility Conditions: Good Data Collected: October, 2020 Items Inspected Facility Component System Status Deficiency & Remedial Actions Taken or Planned Good Fair Poor Systems (Gas Leaks, Mech/ HVAC, Sewer) X Interior X P- 6: CARPET HAS WAVES. P- 7: CARPET HAS WAVES/ TRIP HAZARD. FL 3: CEILING TILE IS MISSING. STAFF CAFETERIA: FLOOR TILES ARE BUBBLING. A 5, P- 4: FLOOR TILES ARE CRACKED. STUDENT STORE: FLOORS ARE STAINED. CSU OFC: HOLE IN CEILING. H 2: WALLPAPER IS TORN. FL 3, S 9, STUDENT STORE: WATER STAIN CEILING TILE. ADMIN BLDG.: WATER STAIN CEILING TILE IN PARENT CENTER. BC 8, BC 9, BC 13, G 1, H 10, H 11, H 17, I 3, M 9, M 18, P- 4, P- 11, S 8, S 10, ATTENDANCE, CAREER CTR, HUMANITIES OFC, NURSE COMPLEX, STAFF CAFETERIA, STUDENT CAFETERIA: WATER STAIN CEILING TILES. PRINCIPAL: WATER STAIN CEILING TILES IN HALLWAY. (Work orders submitted) Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X Electrical X BC 8, BC 9, FL 3, H 10, H 11, S 4, S 8, S 9, S 10, STUDENT STORE: WATER STAIN IN LIGHT DIFFUSER. ATTENDANCE: WATER STAINS IN LIGHT DIFFUSER. (Work orders submitted) Restrooms/Fountains X Safety (Fire Safety, Hazardous Materials) X A 5, A 6, A 7, A 8, F 3, H 6, M 11, M 18: PAINT IS CHIPPING ON DOOR. ADMIN BLDG.: PAINT IS CHIPPING ON ENTRY DOORS. ATTENDANCE: PAINT IS CHIPPING ON MAIN ENTRY DOOR. H 16, H 17, H 18, H 19, M 1: PAINT IS CHIPPING ON TRIM AND EAVES. F 17: PAINT IS CHIPPING ON TRIM OF BUILDING/ PAINT IS CHIPPING ON WALL. I 1, S 1, BUSINESS/ CONSUMER WING: PAINT IS PEELING ON EXTERIOR EAVES AND TRIM THROUGHOUT. H 20: PAINT IS PEELING ON TRIM AND EAVES. (Work orders submitted) Structural (Structural Damage, Roofs) X P- 8: DRY ROT ON EAST SIDING. P- 5: DRY ROT ON NORTH SIDING. P- 1: DRY ROT ON SIDING. P- 9, P- 10, P- 11: DRY ROT ON SKIRTING. (Work orders submitted) External (Grounds, Windows, Doors, Gates, Fences) X P- 15: CRACK IN ASPHALT ON WALKWAY/ TRIP HAZARD. P- 5: TRIP HAZARD AT RAMP ENTRY. M 1: LOCK IS LOOSE ON DOOR. (Work orders submitted) -5-A.B. Miller High School Published: January 2021 Teacher Assignment The district recruits and employs qualified credentialed teachers. This chart shows information about teacher credentials. Misassignments 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. Instructional Materials (School Year 2020-21) Sufficiency of Instructional Materials Fontana Unified School District held a public hearing on December 9, 2020, and determined that each school within the district had sufficient and good quality textbooks, instructional materials, foreign language materials, visual and performing arts materials, and/or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards- aligned textbooks or instructional materials, or both, in core subjects, Foreign Languages, Health, and Visual and Performing Arts, for use in the classroom and to take home. Adoption of Instructional Materials Textbooks and supplementary materials are adopted for grades Kindergarten through eight according to a cycle developed by the California Department of Education. This process is in place to ensure that textbooks used in schools are the most current available. The California Department of Education has state approved curriculum for grades Kindergarten through eight. There is no state approved curriculum for grades nine through twelve, these materials are locally determined. Additionally, there is no state approved curriculum for Transitional Kindergarten, these materials are also locally determined. A modified kindergarten curriculum intended to be age and developmentally appropriate is used for all schools in the district that offer Transitional Kindergarten. Materials approved for use by the state are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The district schools use the most current materials for most subjects and grade levels. Adoption of History/Social Studies curriculum for grades Kindergarten through five and adoption of Science curriculum for all grades is currently pending. History/Social Studies & Science Curricula The district is in the process of transitioning to new curricula and instructional materials for the subjects of History/Social Studies and Science. The district has reviewed the materials that are currently in-use and determined them to be aligned with the state standards. The History/Social Studies adoption for grades six through twelve was completed in 2019, adoption for grades four and five was completed in 2020, and grades Kindergarten through three is planned for adoption in 2021. The adoption of Science curriculum for all grades is planned for the 2021-2022 school year. Misassignments/Vacancies 18-19 19-20 20-21 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 0 0 1 Teacher Credential Status School District 18-19 19-20 20-21 20-21 Fully Credentialed 115 111 107 215 Without Full Credentials 1 0 0 2 Teaching Outside Subject Area of Competence (with full credential) 0 0 5 40 -6-A.B. Miller High School Published: January 2021 Quality, Currency, & Availability The table displays information collected in December 2020 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school. District-Adopted Textbooks Data Collected: December 2020 Grade Levels Subject Publisher Series Adoption Year From Most Recent Adoption % Lacking 11th-12th AP Literature WW. Norton & Co. Norton Introduction to Literature 2016 Yes 0.00% 12th English/Language Arts The California State University Expository Reading and Writing Course, 2nd Edition 2013 Yes 0.00% 11th-12th English/Language Arts Bedford/St. Martin The Language of Composition 2016 Yes 0.00% 9th-12th English/Language Arts The College Board Springboard, English Language Arts for 9-12 2017 Yes 0.00% 9th-12th Advanced Algebra Cengage Advanced Algebra with Financial Application 2015 Yes 0.00% 9th-12th Intro to College Math McGraw-Hill Beginning and Intermediate Algebra 2017 Yes 0.00% 9th-12th Integrated Math Houghton Mi in Harcourt Integrated Math Level 1-3 2015 Yes 0.00% 9th-12th Pre-Calculus Pearson Prentice Hall Precalculus: Graphical Numerical Algebraic 2014 Yes 0.00% 9th-12th Trigonometry Pearson Prentice Hall Precalculus: Graphical Numerical Algebraic 2014 Yes 0.00% 9th-12th AP Calculus Pearson Calculus: Graphical, Numerical, Algebraic 2014 Yes 0.00% 9th-12th Calculus Prentice Hall Calculus 2015 Yes 0.00% 9th-12th AP Statistics W. H. Freeman The Practice of Statistics 2014 Yes 0.00% 9th-12th Statistics Pearson Stats in Your World 2014 Yes 0.00% 11th-12th AP American Government McGraw Hill American Democracy Now 2016 Yes 0.00% 12th AP Economics Glencoe/McGraw-Hill Economics: Principles, Problems, and Policies 2006 Yes 0.00% 9th-12th US History Impact Impact United States History 2019 Yes 0.00% 9th-12th World History Impact Impact World History 2019 Yes 0.00% 9th-12th Economics Impact Impact Economics 2019 Yes 0.00% 9th-12th American Government Impact Impact American Government 2019 Yes 0.00% 9th-12th AP European History Prentice Hall Western Heritage Since 1300 2015 Yes 0.00% 11th-12th AP Psychology BFW Wsorth Psychology in Modules AP 2016 Yes 0.00% 11th-12th AP US History McDougal Littell The American Pageant 2006 Yes 0.00% 9th-12th AP World History Bedford Ways of the World 2016 Yes 0.00% 9th-12th Psychology McGraw Hill Psychology 2020 Yes 0.00% 9th-12th Sociology McGraw Hill Sociology 2020 Yes 0.00% 9th-12th AP Biology Pearson Prentice Hall Campbell Biology 2014 Yes 0.00% 9th-12th AP Chemistry Prentice Hall Chemistry: The Central Science 2014 Yes 0.00% 9th-12th AP Environmental Science Bedford, Freeman & Worth Environmental Science 2014 Yes 0.00% 9th-12th AP Physics Pearson College Physics 2014 Yes 0.00% 9th-12th Biology Pearson/Prentice Hall California Biology 2007 Yes 0.00% 9th-12th Chemistry Glencoe/McGraw-Hill Chemistry: Matter & Change 2007 Yes 0.00% 9th-12th Geology Holt, Rinehart & Winston Earth Science 2007 Yes 0.00% 9th-12th Marine Biology Amsco Publications Marine Biology and Oceanography 2nd Ed 2007 Yes 0.00% 12th Organic Chemistry John Wiley & Sons Organic Chemistry 2018 Yes 0.00% 9th-12th Physics Holt, Rinehart & Winston Physics 2007 Yes 0.00% 9th-12th Physiology Benjamin Cummings/Pearson Ed. Human Anatomy & Physiology 2007 Yes 0.00% 9th-12th Forensic Science Pearson/Prentice Hall Forensic Science 2008 Yes 0.00% 9th-12th AP French Pearson Allons Au-dela 2014 Yes 0.00% 9th-12th AP Spanish Language Vista Higher Learning Temas 2014 Yes 0.00% 9th-12th AP Spanish Lit. Pearson Reflexiones 2014 Yes 0.00% 9th-12th French Vista Higher Learning Daccord Level 1-3 2015 Yes 0.00% 9th-12th Spanish McGraw-Hill Asi Se Dice Level 1-3 2017 Yes 0.00% 9th-12th Spanish McGraw-Hill El Español Para Nosotros Level 1-2 2017 Yes 0.00% -7-A.B. Miller High School Published: January 2021 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 The California Assessment of Student Performance and Progress (CAASPP) includes computer-based and paper-pencil 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 an optional Standards-based Test in Spanish (STS) for Reading/Language Arts (RLA). Additionally, the new California Science Test (CAST) based on the Next Generation Science Standards for California Public Schools (CA NGSS) was first administered operationally in the 2018–2019 school year. 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. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued in the spring of 2020. This order waived the requirement for statewide academic testing of Mathematics, English Language Arts, and Science for the 2019–2020 school year. The most current data available to report is from the 2018-19 school year and is reflected in the tables. The first table displays the percent of students who met or exceeded state standards in English Language Arts/Literacy (grades 3-8 and 11), Mathematics (grades 3-8 and 11), and Science (Grades 5, 8, and high school). The second table displays information on overall student achievement of the school by subject for student groups with all grade levels combined. Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessment and the California Alternate Assessment. The …