2019–2020 School Accountability Report Card

School Accountability Report Card

Reported Using Data from the 2019–2020 School Year

California Department of Education
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).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 and 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 an 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 web page at https://www.cde.ca.gov/ta/ac/sa/.
  • For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.
  • For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. 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) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.

Mr. Rod Buenviaje, School Director

  • Principal, High Tech Middle Chula Vista
Principal Photo

About Our School

Rod Buenviaje is a proud member of the High Tech High learning community. He is one of the founding staff of the original High Tech High in Pt. Loma and taught mathematics there and at the High Tech High Chula Vista campus for 18 years.  Rod is currently the director of High Tech Middle Chula Vista.

 

High Tech Middle Chula Vista is proud to serve our community and offer a rigorous, project-based approach to learning. At HTMCV, our curriculum is based on the HTH design principles of equity, personalization, authentic work, and collaborative design. Teachers, as curriculum designers, strive to create innovative project-based learning experiences that will engage our diverse group of students in complex, adult-world projects through which they will develop and apply skills and knowledge. Our classrooms are fully inclusive, as we want to help all students to reach their potential.

Contact

High Tech Middle Chula Vista
1949 Discovery Falls Dr.
Chula Vista, CA 91915-2037

Phone: 619-591-2530
Email: jclark@hightechhigh.org




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
SBC - High Tech High
Phone Number
(619) 243-5014
Superintendent
Rasheed Meadows
Email Address
rmeadows@hightechhigh.org
Website
www.hightechhigh.org
School Contact Information (School Year 2020–2021)
School Name
High Tech Middle Chula Vista
Street
1949 Discovery Falls Dr.
City, State, Zip
Chula Vista, Ca, 91915-2037
Phone Number
619-591-2530
Principal
Mr. Rod Buenviaje, School Director
Email Address
jclark@hightechhigh.org
Website
http://www.hightechhigh.org
County-District-School (CDS) Code
37764710123042

Last updated: 3/4/2021



Student Enrollment by Grade Level (School Year 2019–2020)

Grade Level Number of Students
Grade 6 118
Grade 7 110
Grade 8 112
Total Enrollment 340

Last updated: 3/4/2021

Student Enrollment by Student Group (School Year 2019–2020)

Student Group Percent of Total Enrollment
Black or African American 2.10 %
American Indian or Alaska Native 0.60 %
Asian 1.50 %
Filipino 10.00 %
Hispanic or Latino 67.90 %
Native Hawaiian or Pacific Islander 0.60 %
White 13.50 %
Two or More Races 3.80 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 53.20 %
English Learners 13.20 %
Students with Disabilities 8.20 %
Foster Youth %
Homeless %

State Priority: Basic

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

  • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
  • Pupils have access to standards-aligned instructional materials; and
  • School facilities are maintained in good repair

Teacher Credentials


Teachers		 School
2018–2019		 School
2019–2020		 School
2020–2021		 District
2020–2021
With Full Credential 16 17 17
Without Full Credential 2 1 1
Teachers Teaching Outside Subject Area of Competence (with full credential) 5 4 5

Last updated: 3/9/2021

Teacher Misassignments and Vacant Teacher Positions

Indicator 2018–2019 2019–2020 2020–2021
Misassignments of Teachers of English Learners 3 1 0
Total Teacher Misassignments* 8 5 5
Vacant Teacher Positions 0 0 0
Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Last updated: 3/9/2021


School Facility Conditions and Planned Improvements

HTMCV is a 60,974 square foot, two-story, building with HTECV built in 2014. The building is in excellent condition, with maintenance and custodial services provided by on-site staff. There are no maintenance needs beyond those that are routine for a school of this size. A 104 Kw photovoltaic solar system was completed in September of 2016 that is shared with two schools.

Last updated: 3/4/2021

School Facility Good Repair Status

Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:
  • Determination of repair status for systems listed
  • Description of any needed maintenance to ensure good repair
  • The year and month in which the data were collected
  • The rate for each system inspected
  • The overall rating

Year and month of the most recent FIT report:

System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Good
Interior: Interior Surfaces Good
Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good
Electrical: Electrical Good
Restrooms/Fountains: Restrooms, Sinks/Fountains Good
Safety: Fire Safety, Hazardous Materials Good
Structural: Structural Damage, Roofs Good
External: Playground/School Grounds, Windows/Doors/Gates/Fences Good

Overall Facility Rate

Year and month of the most recent FIT report:

Overall Rating Exemplary

Last updated: 3/4/2021


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.







State Priority: Other Pupil Outcomes

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

  • Pupil outcomes in the subject area of physical education



State Priority: Parental Involvement

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

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

Opportunities for Parental Involvement (School Year 2020–2021)

The Parent Association has been instrumental in improving communication with parents and getting more parents involved in making decisions that positively affect student learning outcomes. The Parent Association holds monthly at the school site. Parents have an active voice at the school. Parents have ample opportunities to volunteer in classrooms, plan and coordinate fundraising efforts to give money back into school programs by way of a grant program, foster a positive social environment for students from all communities, provide optimal nutrition to students during testing times throughout the year, and communicate to all members of the community via a parent e-newsletter and weekly news blast.

Last updated: 3/4/2021


State Priority: Pupil Engagement

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

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

State Priority: School Climate

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

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



School Safety Plan (School Year 2020–2021)

Our school updates its safety practices yearly and the safety plan is on file at the front desk and in each classroom. All students practice evacuation procedures multiple times each year. School evacuation maps are strategically located throughout the school. The safety plan includes addresses prevention, response, and recovery related to emergencies.



Prevention: Prevention programs are the first component in an integrated school safety plan. The purpose of the program is to create a safe school environment that supports academic achievement. These programs address a variety of issues to include violence/substance abuse and threat assessment. High Tech High’s primary goal is to prevent emergencies.



Response: Some emergencies or disasters cannot be prevented. In those cases the second component, emergency response and operations plans are in place to insure an effective response. The school will minimize the impact of an emergency or disaster. It is important for all involved response entities to coordinate and plan their activities in advance. This will minimize confusion and enhance the response.



Recovery: We are prepared to assist students and staff in their emotional recovery from an emergency. We consult with outside partners in counseling and emotional support services.

Last updated: 3/4/2021

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


Ratio of Pupils to Academic Counselor (School Year 2019–2020)

Title Ratio
Pupils to Academic Counselor* 1.0

*One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Last updated: 3/4/2021


Student Support Services Staff (School Year 2019–2020)

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 1.00
Library Media Teacher (Librarian) 0.00
Library Media Services Staff (Paraprofessional) 0.00
Psychologist 1.00
Social Worker 0.00
Nurse 0.00
Speech/Language/Hearing Specialist 1.00
Resource Specialist (non-teaching) 3.00
Other 5.00

*One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Last updated: 3/4/2021


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)

Level Total Expenditures Per Pupil Expenditures Per Pupil
(Restricted) 		Expenditures Per Pupil
(Unrestricted) 		Average Teacher Salary
School Site $10094.76 $2339.18 $7755.58 $55541.00
District N/A N/A -- --
Percent Difference – School Site and District N/A N/A -- --
State N/A N/A $7750.12 --
Percent Difference – School Site and State N/A N/A -- --

Note: Cells with N/A values do not require data.

Last updated: 3/9/2021


Types of Services Funded (Fiscal Year 2019–2020)

Due to distance learning, students received Chromebooks and hotspots for their home.

Last updated: 3/4/2021


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary -- --
Mid-Range Teacher Salary -- --
Highest Teacher Salary -- --
Average Principal Salary (Elementary) -- --
Average Principal Salary (Middle) -- --
Average Principal Salary (High) -- --
Superintendent Salary -- --
Percent of Budget for Teacher Salaries -- --
Percent of Budget for Administrative Salaries -- --

For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ .

Teacher Salary Chart
Principal Salary Chart

Last updated: 3/4/2021


Professional Development

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 9 12 17