Executive Summary School Accountability Report Card, 2005-06

For William J. 'Pete' Knight High School

Address:	37423 70th St. East, Palmdale CA 93552-	Phone Number:	(661) 533-9000
Principal:	Brett Neal	Grade Span:	9-11

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2005-06 school year, except the School Finances and School Completion data that are reported for the 2004-05 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

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William J. "Pete" Knight High School , home of the Knight Hawks, opened its doors on September 2, 2003.

The school was named for the late California Senator, William J. “Pete” Knight, who was a community leader and role model through his work over the years of distinguished service in the U. S. Air Force, as a test pilot at Edwards Air Force Base, as the first mayor in the City of Palmdale and as a California Senator.

Knight High School has established the theme of excellence. During the 2004-2005 school year Knight High School was accredited by the Western Association of Schools and Colleges (WASC) and received the highest accreditation for a new school: Interim accreditation of three years.

All students select courses from a variety of University of California a-g approved classes that not only fulfill high school graduation requirements but university entrance as well. These rigorous courses, our support programs and qualified staff, support students to complete requirements that prepare them for college and encourage critical thinking skills.

Student Enrollment
Group	Enrollment
Number of Students	2520
African American	21.7 %
American Indian or Alaska Native	0.3 %
Asian	1.0 %
Filipino	1.3 %
Hispanic or Latino	55.6 %
Pacific Islander	0.4 %
White (Not Hispanic)	19.6 %
Multiple or No Response	0.0 %
Socioeconomically Disadvantaged	48.2 %
English Learners	19.0 %
Students with Disabilities	12.0 %

Teachers
Indicators	Teachers
Teachers With Full Credential	74
Teachers Without Full Credential	21
Teachers Teaching Outside       Subject Area of Competence	0
Misassignments of Teachers       of English Learners	0
Total Teacher Misassignments	0

 School Facilities

Summary of Most Recent Site Inspection

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Sign off of construction project by contractors, architects & inspectors - Winter of 2006.

Repairs Needed

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None

Corrective Actions Taken or Planned

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None

Curriculum and Instructional Materials
Core Curriculum Areas	Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts	0%
Mathematics	0%
Science	0%
History-Social Science	0%
Foreign Language	0%
Health	0%
Science Laboratory Equipment       (grades 9-12)	0%

School Finances
Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$3,861
District	$4,829
State	$4,743

Student Performance
Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	32
Mathematics	8
Science	24
History-Social Science	25

Academic Progress
Indicator	Result
2006 API Growth Score       (from 2006 API Growth Report)	671
Statewide Rank       (from 2005 API Base Report)	4
2006-07 Program Improvement Status	Not in PI

School Completion
Indicator	Result
Graduation Rate	N/A

Postsecondary Preparation
Measures	Percent
Pupils Who Completed a Career     Technical Education Program and     Earned a High School Diploma	N/A
Graduates Who Completed All Courses     Required for University of California    and/or California State University    Admission	0.0

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    School Accountability Report Card    
  Reported for School Year 2005-06  
Published During 2006-07

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.

I. About This School

Contact Information
This section provides the school's contact information.

School		District
School Name	William J. 'Pete' Knight High	District Name	Antelope Valley Union High
Street	37423 70th St. East	Phone Number	(661) 948-7655
City, State, Zip	Palmdale, CA 93552-	Web Site	www.avdistrict.org
Phone Number	(661)533-9000	Superintendent	Dr. David Vierra
Principal	Brett Neal	SARC Contact	Ken Scott
E-mail Address	bneal@avhsd.org	E-mail Address	kscott@avhsd.org

School Description and Mission Statement
This section provides information about the school's goals and programs.

2005 - 2006 is the third school year for Knight High School opening with ninth, tenth and eleventh grade students. One additional class of students will be added each year until we reach a full comprehensive site in 2006-07 with students, grades 9-12.

Knight High School Mission Statement states that, “We believe that all teachers can teach all students.” In accordance with this statement our Vision statement reads, "Every student at Knight High School will have the option of attending a four-year college or university."

In accordance with our vision statement, Pete Knight High School strives to continue and strengthen the College-going Culture. The master schedule, instructional minutes, a modified schedule and a highly qualified faculty support the vision that all students will be prepared for college or university entrance.

The modified bell schedule includes a homeroom period and a weekly reduced, or “flex” Wednesday schedule. The homeroom period is designed to promote personalized learning through small learning communities with teacher advocates and peer study groups to provide support for each student. Reduced Wednesdays are designed for teachers to participate in a collaborative team staff development model to create lessons, common assessments, common vocabulary, and syllabi, as well as professional development opportunities. In addition, school-wide initiatives such as Classroom Walk Thrus, AVID and Marzano instructional strategies exist throughout all subject areas to incorporate Cornell note-taking, writing, reading and inquiry methods, compare/contrast, and summarization within the classroom setting. Instructional Coaches also provide support to new and veteran teachers in instructional strategies and teaching skills that enhance teacher efficacy. The master schedule is built in accordance to student requests and needs. Numerous support classes are offered, as well as Advanced Placement and Honors courses.

A climate of collaboration and communication drives Knight High. Community meetings and collaboration among staff and with families enhances the learning community. By maintaining positive relationships and continuing to work together, we are confident that Knight High School will continue to be viewed as an exemplary learning institution.

Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.

Knight High School welcomes parent involvement and participation. Ms. Bertha Smith was hired as the Parent Volunteer Coordiantor in the 2005 - 2006 school year. She successfully recruited 62 volunteers to assist our staff in numerous ways. We encourage our parents to become involved and invite them to join our Parent Volunteer Program during Back to School Night and throughout the school year.

Parents are encouraged to use the Edline system to access their student’s current grades, attendance and school information. Ed-Connect, a phone messaging software, is utilized to relay school information and announcements of events, as an effort to reach all students, parents and staff. The website, www.khshawks.org, provides parents, students and community school, staff and classroom information.

If you would like more information regarding our parent volunteer program, please contact Ms. Bertha Smith at 661-533-9000 ext. 362.

Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students
Grade 9	875
Grade 10	903
Grade 11	742
Grade 12	0
Ungraded Secondary	0
Total Enrollment	2520

Student Enrollment by Group
This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment	Group	Percent of Total Enrollment
African American	21.7	White (not Hispanic)	19.6
American Indian or Alaska Native	0.3	Multiple or No Response	0.0
Asian	1.0	Socioeconomically Disadvantaged	48.2
Filipino	1.3	English Learners	19.0
Hispanic or Latino	55.6	Students with Disabilities	12.0
Pacific Islander	0.4	---	---

Average Class Size and Class Size Distribution (Secondary)
This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Subject	2003-04				2004-05				2005-06
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-20	21-32	33+		1-20	21-32	33+		1-20	21-32	33+
English	26.0	8	15	10	28.2	13	13	35	32.6	9	2	61
Mathematics	31.6		13	12	31.9	3	12	35	31.4	4	30	38
Science	31.6		17	8	32.9		18	28	33.5		15	47
Social Science					36.2			16	35.9		3	38

II. School Climate

School Safety Plan
This section provides information about the school's comprehensive safety plan.

Knight High School established and maintains a safe campus by following a consistent and fair discipline process that promotes a positive learning environment and emphasizes respect. A full time Los Angeles County Deputy Sheriff, and a campus security team serve to keep the campus secure for optimum safety and learning. School safety is a priority. Issues that revolve around safety include, but are not limited to, school climate, violence on campus, crisis preparedness, school law enforcement relations and alcohol/drug use. Knight High School School’s Safety Action Plan has been developed. The plan is reviewed and updated yearly.

School Discipline Practices
This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies.

District and site programs support a safe, positive learning environment. The AVUHSD Board of Education has adopted a strict disciplinary policy that governs the conduct and dress of students. Gang related dress, affiliation and activity are not tolerated on campus. Violations of the rules are dealt with according to the California Education Code 48900. Suspensions may range up to five days for the most severe infractions, under specific provisions of CA ED Code Section 48915 recommendations may be made to expel a student from AVUHSD. The AVUHSD established a mandatory Alcohol and Drug diversion program. Knight High School established a peer helper program to assist students resolve peer problems before they revert to violence. Additionally, the Guidance Counselors run a voluntary small group program, “Power of Choice,” that provides students skills to make appropriate choices in difficult situations. Additionally, an active Student Study Teams reviews referred at-risk students and develops action plans to ensure success.

The Associated Student Body has provided positive activities that include: pep rallies, National Character Counts Week, National Red Ribbon Week, Winter Ball, and food drive. Activities will continue throughout the year. Many clubs have been established and school activities focus on academics and a college-going culture. The KHS award-winning music program has been established continues to grow as a noted program. The band has participated in local and out of area parades, competitions and events such as USC football and basketball events.

Small learning communities, connection, access and student study groups create and enhance a learning environment and promote a positive climate. The Athletic and Activities programs provide connection and small learning communities that focus on teamwork, leadership and skills. In addition, the master schedule provides a homeroom class for a smaller unit of students at the beginning of each day. Students meet to study, collaborate, connect with teachers and tutor each other to promote academic success. The goal is to support each student in the homeroom class to maintain a 2.0 GPA or better. In addition, there is a reduced day each Wednesday so that teachers can collaborate and attend professional development opportunities.

Suspensions and Expulsions
This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School			District
	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06
Suspensions	34.2	44.5	26.31	27	30.4	30.4
Expulsions	2.4	1.9	1.2	1.2	1.4	1.4

III. School Facilities

School Facility Conditions and Improvements
This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

William J. 'Pete' Knight High School is a relatively brand new school site with it's doors opening in 2003. All facilities are in excellent condition. The stadium project was completed in Fall 2006.

School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

Item Inspected	Facility in Good Repair		Repair Needed and Action Taken or Planned
	Yes	No
Gas Leaks
Mechanical Systems
Windows/Doors/Gates (interior and exterior)
Interior Surfaces (walls, floors, and ceilings)
Hazardous Materials (interior and exterior)
Structural Damage
Fire Safety
Electrical (interior and exterior)
Pest/Vermin Infestation
Drinking Fountains (inside and outside)
Restrooms
Sewer
Playground/School Grounds
Other

IV. Teachers

Teacher Credentials
This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Teachers	School			District
	2003-04	2004-05	2005-06	2005-06
With Full Credential	31	57	74	753
Without Full Credential	4	9	21	227
Teaching Outside Subject Area of Competence	-	-	-	---

Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator	2004-05	2005-06	2006-07
Misassignments of Teachers of English Learners	0	0	0
Total Teacher Misassignments	0	0	0
Vacant Teacher Positions	-	-	0

Core Academic Classes Taught by NCLB Compliant Teachers
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes	Percent of Classes In Core Academic Subjects
	Taught by  NCLB Compliant Teachers	Taught by  Non-NCLB Compliant Teachers
This School	96.0	4.0
All Schools in District	91.0	9.0
High-Poverty Schools in District	88.0	12.0
Low-Poverty Schools in District	95.0	5.0

Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.

Recognizing the importance of instructional delivery, it is critical to employ the most qualified substitute teachers possible. The continuity and quality of the school program depends on the ability of substitutes to maintain the highest level in instruction. To this end, the District has made available a pool of qualified individuals from which substitute teachers are selected. Knight High School works with AVUHSD to secure substitute teachers and teachers have prepared lessons in the event a substitute teacher is needed. During the 2005 - 2006 shcuool year KHS had three regular roving substitute teachers permanently assigned to the site to cover classes when teachers are absent. Teachers provide period substitute duties for their colleagues on a rotational basis during their preparation period if needed.

Teacher Evaluation Process
This section provides information about the procedures and the criteria for teacher evaluations.

The evaluation of teachers, both formally and informally, is a positive process designed to assist professional educators with improving skills related to delivery of instruction. It also addresses matter associated with interpersonal relationships with student, parents and colleagues. The process includes:

• Demonstrated pupil progress toward standards

• Adherence to curricular objectives

• Teaching strategies/techniques

• Establishment of a proper learning environment

• Assessment and student achievement

Each administrator updates his/her skills through continued training. Knight High School currently has District Peer Coaches to assist intern teachers, Beginning Teacher Support Assessment (BTSA), Site Instructional Coaches who, along with administration, continue to support and assist teachers improve their instructional lesson development, delivery and assessment. In addition, the district provides content curriculum specialists to support veteran and new teachers.

The District provides numerous in-service opportunities for a staff throughout the course of the year. This information is included in the District’s in-service catalog and is also available online as a resource for teachers. This District-sponsored in-service series is in addition to a number of conferences and the annual Knight High Teacher Academy that provides ongoing professional development opportunities. Topics such as cognitive coaching, layered curriculum, co-teaching and collaboration, best practices in instructional strategies and technology and curriculum integration are offered. Furthermore collaboration through peer observation and collaborative lesson plans is built into the school day at Knight High to allow ongoing improvement in instructional strategies and delivery. Teachers at Knight High also collaborate to develop and administer standards-based department common assessments and then meet for data analysis to increase student learning. Staff members have several different funding sources available to cover the costs of professional development activities.

V. Support Staff

Academic Counselors and Other Support Staff
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title	Number of FTE  Assigned to School	Average Number of  Students per  Academic Counselor
Academic Counselor	3.0	840.0
Library Media Teacher (Librarian)	1.0	---
Library Media Services Staff (paraprofessional)	-	---
Psychologist	1.0	---
Social Worker	-	---
Nurse	1	---
Speech/Language/Hearing Specialist	1	---
Resource Specialist (non-teaching)	3.4	---
Other	3.3	---

VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area	Quality, Currency, and  Availability of Textbooks and  Instructional Materials	Percent of Pupils  Who Lack Their Own  Assigned Textbooks and  Instructional Materials
Reading/Language Arts	English 9-12: Literature & Lang Arts 9^th - 12^th grade; All excellent condition. All students have textbook and class set.	0
Mathematics	Algebra 1 - 2001 copyright 2001; Geometry - 2004 copyright; Algebra & Trigonometry Book 2; All upper level math, excellent condition. Alls tudents have testbook and class set.	0
Science	Earth Science - copyright 2002; Biology - copyright 2002; Chemistry copyright 2006; Physics Principles & Problems; All excellent condition. All students have textbook and class set.	0
History-Social Science	World History - connections to Today; Americal - Pathways to the Present (US History); American Government (Civics); Contemporary Economics (Economics); all excellent condition. All students have textbook and class set.	0
Foreign Language	Spanish 1-3: Ven Conmigo 1vls 1-3 (Holt) AP Spanish: Dime Passaport Al Mundo (McDougal/Littell) French 1-3: C'est a Toi! Lvls 1-3 (EMC Paradigm) All excellent condition. All students have textbook and class set.	0
Health	Healthful Living: Health c2004 (Glencoe/McGraw-Hill) all excellent condition. All students have textbook and class set.,	0
Science Laboratory Equipment (grades 9-12)	All labs are fully equipped with the appropriate materials.	0

VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
This table displays a comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

Level	Total  Expenditures  Per Pupil	Expenditures  Per Pupil  (Supplemental)	Expenditures  Per Pupil  (Basic)	Average  Teacher  Salary
School Site	$4,864.06	$1,002.70	$3,861	$54,606
District	---	---	$4,829	$54,606
Percent Difference - School Site and District	---	---	20%	0
State	---	---	$4,743	$60,037
Percent Difference - School Site and State	---	---	19%	1%

Types of Services Funded
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

One measure contributing to the academic strength of a program is the amount of money the District spends for each student enrolled. AVHUSD spent and average of $6,258. per pupil. Additionally, Knight High School receives aTitle1 allocation of $294,238. Other categorical money, (Title II, Title III, Title IV and TUPE), is additional support provided to schools with specific guidelines for its use. Title I Program money assists students in the areas of math and English. This also provides additional counseling services, instructional aides, learning center technicians.     

Teacher and Administrative Salaries (Fiscal Year 2004-05)
This table displays district-level salary information 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 a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.

Category	District  Amount	State Average  For Districts  In Same Category
Beginning Teacher Salary	$32,963	$37,671
Mid-Range Teacher Salary	$59,997	$63,121
Highest Teacher Salary	$80,204	$78,630
Average Principal Salary (Elementary)
Average Principal Salary (Middle)		$101,801
Average Principal Salary (High)	$106,575	$111,909
Superintendent Salary	$159,750	$163,061
Percent of Budget for Teacher Salaries	37.8	37.8
Percent of Budget for Administrative Salaries	5.0	5.2

VIII. Student Performance

California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST Results for All Students -- Three-Year Comparison
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
	2004	2005	2006	2004	2005	2006	2004	2005	2006
English-Language Arts	31	29	32	30	32	31	36	40	42
Mathematics	6	7	8	10	10	10	34	38	40
Science	16	17	24	23	22	24	25	27	35
History-Social Science		19	25	25	25	24	29	32	33

CST Results by Student Group - Most Recent Year
This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
	English- Language Arts	Mathematics	Science	History- Social Science
African American	24	7	18	15
American Indian or Alaska Native	*	*	*	*
Asian	61	28	*	45
Filipino	65	15	15	33
Hispanic or Latino	30	9	21	26
Pacific Islander	*	*	*	*
White (Not Hispanic)	44	11	38	32
Male	29	10	28	27
Female	35	8	21	23
Economically Disadvantaged	28	9	20	22
English Learners	12	7	7	13
Students with Disabilities	9	7	5	4
Students Receiving Migrant Education Services	31	16	21	36

California Physical Fitness Test Results
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. 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 the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can 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	Percent of Students Meeting Fitness Standards
9	11.6

IX. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks -- Three-Year Comparison
This table displays the school's statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools." A similar schools rank of 1 means that the school's academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.

API Rank	2003-04	2004-05	2005-06
Statewide		4	4
Similar Schools		8	9

API Changes by Student Group -- Three Year Comparison
This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group	Actual API Change			API Score
	2003-04	2004-05	2005-06	2006
All Students at the School		29	7	671
African American		3	31	625
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino		39	5	663
Pacific Islander
White (not Hispanic)		44	-5	726
Socioeconomically Disadvantaged		38	16	653
English Learners	--	--	-18	634
Students with Disabilities	--	--	28	423

State Award and Intervention Programs
This section will contain information about the school's participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report.

N/A

Adequate Yearly Progress
The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

• Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics
• Percent proficient on the state's standards-based assessments in ELA and mathematics
• API as an additional indicator
• Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	Yes	No
Participation Rate - English-Language Arts	Yes	No
Participation Rate - Mathematics	Yes	No
Percent Proficient - English-Language Arts	Yes	No
Percent Proficient - Mathematics	Yes	No
API	Yes	Yes
Graduation Rate	Yes	Yes

Federal Intervention Program
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

Indicator	School	District
Program Improvement Status	Not in PI	In PI
First Year of Program Improvement Implementation		2004-2005
Year in Program Improvement		Year 2
Number of Schools Currently in Program Improvement	---	8
Percent of Schools Currently in Program Improvement	---	66.7

X. School Completion and Postsecondary Preparation

Dropout Rate and Graduation Rate
This table displays the school's one-year dropout rates and graduation rates for the most recent three-year period. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator	School			District			State
	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05
Dropout Rate (1-year)	0.0	1.4	0.6	2.3	2.3	1.8	3.2	3.3	3.1
Graduation Rate	90.3	89.3	98.8	90.3	89.3	89.6	86.7	85.3	84.9

Completion of High School Graduation Requirements
Beginning with the graduating class of 2006, students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2005-06 school year in the 12th grade, this table displays by student group the percent of students who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Due to the state's collection schedule for high school completion data, state level data for this reporting element will not be available for report cards published in the 2006-07 school year. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.

Group	Graduating Class of 2006
	School	District	State
All Students	N/A	3556	---
African American		268	---
American Indian or Alaska Native		4	---
Asian		38	---
Filipino		43	---
Hispanic or Latino		598	---
Pacific Islander		5	---
White (not Hispanic)		713	---
Socioeconomically Disadvantaged		955	---
English Learners		439	---
Students with Disabilities		248	---

Career Technical Education Programs
This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.

Our counselors do an excellent job explaining the numerous academic and career opportunities available to our students. The College Career Center opened and is fully staffed. The ninth grade students completed the career interest inventory, tenth grade students explored career and college options via district and site events, classroom visitations and evening events sponsored by the Guidance Department and AVID program. While the eleventh graders were given the opportunity to take the ASVAB test in November 2005. The library offers a Career and College corner for students.

Work ethics are taught through classroom assignments and the Character Counts program. Curriculum is rigorous, relevant and reality based. The Regional Occupation Program (ROP), prepares students for the workforce and is offered to students 16 years of age or older. A variety of ROP courses were offered in the 2005-2006 school year such as Video Production and the initial preparations for an engineering pathway. The ROP course offerings will continue to be offered as the student body grows to grades 9-12.

Few work permits were requested by students during the 2005-2006 school year. Arrangements were made with other school sites for students to obtain work permits. During the 2006 - 2007 school year, when a senior class is added, it is anticipated that there will be a need for an on site Work Experience Coordinator.

Career Technical Education Participation
This table displays information about participation in the school's CTE programs.

Measure	CTE Program Participation
Number of Pupils	253
Percent of pupils completing a CTE program  and earning a high school diploma	N/A
Percent of CTE courses sequenced or  articulated between the school and institutions  of postsecondary education	N/A

Courses for University of California and/or California State University Admission
This table displays for the most recent year two measures related to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator	Percent
Students Enrolled in Courses Required for UC/CSU Admission	70.8
Graduates Who Completed All Courses Required for UC/CSU Admission	0.0

Advanced Placement Courses
This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school's students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Subject	Number of AP Courses Offered	Percent of Students In AP Courses
Computer Science		---
English	1	---
Fine and Performing Arts		---
Foreign Language	1	---
Mathematics	2	---
Science	1	---
Social Science	1	---
All courses	6	2.7

College Admission Test Preparation Course Program
This section provides information about the school's college admission test preparation course program.

The Counselors have provided information regarding the PSAT, SAT and the University of California requirements as part of classroom presentations. Students were tested on site for the PSAT in October, 2005 and will be tested on site each year. Opportunities for college admission test preparation and services continue to be developed. The school is recognized by CSF, the College Board and the UC system as having UC approved courses offered. An increase in advanced placement and honors courses offered and support for student access will continue.

The University of California outreach opportunities began in the 2004-2005 school.

SAT Reasoning Test
This table displays the percent of the school's 12th grade students who voluntarily take the SAT Reasoning Test for college entrance, and the average verbal, math, and writing scores of those students. Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

  No data are available for this section

X. Instructional Planning and Scheduling

School Instruction and Leadership
This section provides information about the structure of the school's instructional program and the experience of the school's leadership team.

The curriculum provided at Knight High School meets state and local guidelines and a-g University of California approval. An emphasis is placed on aligning and sequencing curriculum, textbooks and materials with content and performance standards. Benchmark exams are administer on a quarterly basis in an effort to have the results guide instruction. Teacher collaboration is ongoing, starting with an annual Teacher Academy in August and supported with district-wide standard based professional development opportunities offered throughout the school year.

Collaboration emphasizes instructional strategies and methodologies that address varied learning styles, differentiated teaching, and personalized learning to meet the diverse need of the students. Collaborative lessons are designed to engage students in problem solving and real-life application, collect and analyze work and provide feedback. In addition, departments continue to meet regularly to discuss and analyze data to plan curriculum and modify instruction for a diverse student body.

Instruction is designed to meet the needs of all students. Schoolwide initiatives have been instituted to increase academic success and access to curriculum. Student planners, AVID strategies and homeroom support brain-based learning. Instruction provides intentionality, meaning and transcendence for application. UC approved a - g courses as well as the inclusion model opens access and eliminates barriers to all classes. Support classes provide students with literacy skills and English Language Development as well as ESS classes that place special needs students in the least restrictive environment.

Continued reviews of student performance from various assessments are made. Data is gathered from department standards-based aligned common midterms and finals and formative assessments as well as the PSAT. Teachers reviewed data gathered from the feeder schools’ STAR standardized test results in an effort to understand students’ strengths and areas of concerns. One area, based on the data, is the area of literacy. To improve student reading and writing ability, KHS offers Literacy Support classes as well as the Read 180 program to improve literacy.

The testing calendar for the 2005-2006 school year included:

PSAT……….. October, 2005 ( open to all students)

CAHSEE…… March, 2006 (Sophomores only)

CST’s………...April, 2006

AP…………….May, 2006 ( AP Biology, AP Chemistry,lAP World History, and AP US History)

Data gathered will drive program evaluation, modifications and development to meet identified student needs. The testing calendar for each school year is available on www.khshawks.org.

At Knight High School, instructional leadership, fiscal stability, student academic growth and maintaining a safe environment are the responsibilities of a leadership team that seeks a united effort with all staff. The single site plan unites human, facility and fiscal resources to ensure student achievement through powerful teaching. The administrative team also supports teachers in leadership roles. Peer Coaches, BTSA providers and Teacher Instructional Coaches support teachers to enhance their instructional skills. In addition, department chairs, program coordinators and advisors, committee chairs and site team members serve the educational community. Regular assessments of teacher performance are made through numerous informal and formal observations as well as formal evaluations. Support for beginning teachers as well as Peer Assistance Review is available to assist for all levels of professional development. New Teacher meetings are held monthly to provide information unique to teachers new at our site and create an atmosphere where they feel comfortable asking questions.

Professional Development
This section provides information about the program for training the school's teachers and other professional staff.

Information about the program for training the school's teachers and other professional staff.

Knight High School offers a comprehensive Professional Development plan through AB 1193 and categorical funding. The focus is on teaching all students, school-wide strategies, grade-level proficiency, personalized learning and academic rigor to create a college-going culture. The annual Teacher Academy provides teachers with researched-based instructional strategies and best practices presented by Claremont Graduate University and the Institute at Indian Hill. There is follow up with staff throughout the year. In addition, weekly time continues to be allocated for teachers to collaborate regarding lessons and instructional strategies for all students as well as assessment data analysis to modify instruction to ensure all students progress to master standard benchmarks.

Many teachers also have participated in professional opportunities such as AVID training, content conferences/workshops, SDAIE. Math and English Language Arts software as well as a language lab has been planned for the 2005-2006 school year. Training for the software and labs will be available for staff.

The District Office provides ongoing professional development for staff. Opportunities are ongoing and available online.

Instructional Minutes
This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.

Grade Level	Instructional Minutes
	Offered	State Requirement
9	65004	64,800
10	65004	64,800
11	65004	64,800
12	65004	64,800

Continuation School Instructional Days
This table displays a comparison of the number of instructional days offered at the continuation school to the state requirement for each grade level.

Grade Level	Instructional Days With At Least 180 Instructional Minutes
	Offered	State Requirement
9	180	180 days
10	180	180 days
11	180	180 days
12	180	180 days

Minimum Days in School Year
This section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.

Seven instructional days are designated by the Collective Bargaining Unit as minimum days. These days are used for Back-To-School Night and final exams. Students are released at noon on minimum days.