|
Published During 2003-2004 |
Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) 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/ope/sarc/data.htm.
Most data presented in this report were collected from the 2002-03 school
year or from the two preceding years (2000-01 and 2001-02). At the beginning
of the 2003-04 school year, Redwood Elementary merged with Boulder Creek
Elementary. Demographic and CST numbers reflect the combination of
the two schools. API and AYP data reflect only BCE information from
the 2002-03 school year. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
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| School Name | Boulder Creek Elementary | District Name | San Lorenzo Valley |
| Principal | Ms. Lynn Chappell | Superintendent | Mrs. Julie Haff |
| Street | 400 Lomond Street | Street | 325 Marion Avenue |
| City, State, Zip | Boulder Creek, CA 95006 | City, State, Zip | Ben Lomond, CA 95005 |
| Phone Number | (831) 338-6413 | Phone Number | (831) 336-5194 |
| Fax Number | (831) 338-6118 | Fax Number | (831) 336-9531 |
| Web Site | www.bce.slv.k12.ca.us | Web Site | www.slv.k12.ca.us |
| E-mail Address | lynn.chappell@bce.slv.k12.ca.us | E-mail Address | |
| CDS Code | 44-69807-6049837 | SARC Contact | Ms. Marilee French |
School Description and Mission Statement
| Boulder Creek Elementary
(K-6) is located in the heart of Boulder Creek in the Santa Cruz Mountains.
The school was established in 1868 and is one of four schools that
comprise the San Lorenzo Valley Unified School District. The school
population increased significantly during the 2003-04 school year, as a
result of the merging of Redwood Elementary and Boulder Creek Elementary.
The total student population is 631 and includes a Special Day Class.
There is also a site-based Home School Program that serves an additional
27 students and their families. Students come to BCE from the communities
of Boulder Creek, Brookdale, and Ben Lomond. The student population
is predominantly Caucasian (83%), and also includes students from varied
ethnic backgrounds such as Hispanic (8%), Asian (2%), African American
(2%), American Indian (1%), Pacific Islander, and Filipino.
The mission of Boulder Creek Elementary School is to provide students with a nurturing and intellectually stimulating and challenging environment that ensures students' success throughout their future. BCE will:
|
Opportunities for Parental Involvement
| Contact Person Name |
|
Contact Person Phone Number |
|
| BCE Parents Club. The mission of the BCE Parents Club is to support all staff and students in fulfilling the school's mission. The Parents Club will: (1) Raise funds to supplement and enhance our children's academic enrichment (2) Provide opportunities for social interaction between our children, our families, and BCE staff (3) Organize events to accomplish our fund-raising and social interaction goals (4) Prioritize spending and allocate funds as needed (5) Act as a forum to raise and facilitate resolution of issues through communication and cooperation 6) Work to strenghthen our academic community, building on BCE's and SLVUSD's strong foundation. | |||
| Contact Person | Judi Sherman | Phone Number | (831) 338-6413 |
| Site Council | |||
| Contact Person | Cathy Wylie | Phone Number | (831) 338-6413 |
| Campus Beautification | |||
I. Demographic Information
Student Enrollment, by Grade Level
Data reported are the number of students
in each grade level as reported by the 03-04 California Basic Educational
Data System (CBEDS), reflecting the combined schools.
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|
|
| Kindergarten | 76 |
| Grade 1 | 90 |
| Grade 2 | 86 |
| Grade 3 | 81 |
| Grade 4 | 79 |
| Grade 5 | 107 |
| Grade 6 | 112 |
| Total Enrollment | 631 |
Student Enrollment, by Ethnic Group
Data reported are the number and percent
of students in each racial/ethnic category as reported by 2003-04 CBEDS,
reflecting the combined schools.
|
|
of Students |
of Students |
|
of Students |
of Students |
| African-American | 15 | 2 | Hispanic or Latino | 45 | 8 |
| American Indian or Alaska Native | 9 | 1 | Pacific Islander | 1 | >1 |
| Asian | 13 | 2 | White (Not Hispanic) | 522 | 83 |
| Filipino | 3 | >1 | Multiple or No Response | 23 | 2 |
II. School Safety and Climate for Learning
School Safety Plan
| Date of Last Review/Update | 9/03 | Date Last Discussed with Staff | 9/03 |
| The Safety Plan covers general safety and a specific Crisis Response Plan. Procedures are in place for fire, earthquake, weather, and intruder emergencies. Safety drills are practiced monthly. Arrival and dismissal times are supervised by staff. All recesses are supervised by staff. Visitors and volunteers are required to sign in at the office. | |||
School Programs and Practices that Promote a Positive
Learning Environment
| With
all of the challenges facing education in California, our test scores,
site plan review , and parent meetings indicate that our current programs
are working well and are providing a quality education for our students.
Boulder Creek Elementary received recognition as a California Distinguished
School 2000 with Honorable Mention in Visual and Performing Arts.
Implementation of Language Arts Content Standards continues to be an important area of focus. All teachers have participated in staff development in the area of literacy. Five teachers are certified Reading Recovery teachers and provide 1:1 Reading Recovery Support to struggling first grade readers. These teachers also support early literacy group instruction (grade 1) and booster reading groups (grades 2-6). In January of 2002, BCE hired a Reading Specialist, who serves Title 1 students, in pull-out groups and in collaborative classroom settings. As in language arts, teachers discuss and use Math Content Standards to guide instruction and develop appropriate grade level assessments. Teachers also articulate standards between grade levels to insure the continuity of the math curriculum. A Math Coordinator serves Title 1 students in pull out groups. The Math Team provides enrichment opportunities for accelerated learners in math (grades 4-6) to compete in the County Math Contest. We have a unique Home School Program which combines both home schooling and use of school resources and personnel. The Home School participates in special events and assemblies. They also use the school library and have internet access through BCE's LAN. The following enrichment and support programs are currently provided at BCE: After School Homework Club and Tutoring, Read Naturally, GATE, Destination Imagination, Art Masterpiece and Music Program, SPECTRA Arts (K-3), Band (5-6), Conflict Managers, Junior Great Books, Science Fair, Student Council, Communication and Language Labs, After School Spanish, Chess Club, Reading Zone (schoolwide reading program), Communication and Language Labs. Parents and family members take part in many of these activities as volunteers. In 2000, BCE received a Packard Foundation Grant which provides music to students in grades 4-6. Pull-out science instruction is provided to all students in grades 3-6. Additionally, pull-out PE instruction is provided for all students in grades 1-6. Lifeskills are supported and emphasized through PAW (Positive Attitude Wins) Awards, classroom discussions and assignments, and monthly Student Recognition Assemblies. Established School Expectations for Behavior support appropriate student behavior for optimal learning. At the beginning of each school year, families receive a Student Handbook which outlines procedures and policies, and provides additional information as to the everyday functioning of the school. Family members communicate with staff through conferences, telephone calls, and email. A monthly newsletter goes home to provide an overview of upcoming activities and events. Additionally, the weekly Principal Letter provides additional information as to what is happening at the school and in the district. The BCE Parents Club sponsors two additional newsletters per month that address how families can support their child's academic progress and supporting appropriate behavior. |
Suspensions and Expulsions
Data reported are the number of suspensions
and expulsions (i.e., the total number of incidents that result 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. In unified school districts, a comparison between a
particular type of school (elementary, middle, high) and the district average
may be misleading. Schools have the option of comparing their data with
the district-wide average for the same type of school. BCE
only data.
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| Number of Suspensions | 21 | 5 | 11 | |||
| Rate of Suspensions | 4% | 1% | 2% | |||
| Number of Expulsions | 0 | 0 | 0 | |||
| Rate of Expulsions | 0 | 0 | 0 | |||
School Facilities
| All
buildings meet Field Act standards. The facilities are annually inspected
by the fire department and District Safety Inspector.
There are 26 classrooms dedicated to regular education. There are additional rooms for the RSP, SDC, LSH, Reading Specialist, computer and science programs. The multi-purpose room has a permanent stage and a capacity for 499. The library has over 13,000 volumes in its collection. There are over 150 computers throughout the campus with 30 housed in the student computer lab. The site also houses the Home School Program and YMCA childcare. The campus has two tennis courts, a baseball/softball field, two play structures, 2 asphalt play areas, and a large grass field. |
III. Academic Data
Standardized Testing and Reporting (STAR)
Through the California Standardized
Testing and Reporting (STAR) program, students in grades 2-11 are tested
annually in various subject areas. Currently, the STAR program includes
California Standards Tests (CST) in English-language arts and mathematics
in grades 2-11, science and history/social science in grades 9-11, and
a norm-referenced test, which tests reading, language, and mathematics
in grades 2-11, spelling in grades 2-8, and science in grades 9-11.
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. Detailed information regarding results for each grade and proficiency level and percent of students not tested 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) and percent not tested. BCE only data for 2000-01
and 2001-02. Combined schools data for 2002-03.
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| English Language Arts | 45 | 53 | 67 | 49 | 48 | 55 | 32 | 35 | |
| Mathematics | 57 | 60 | 39 | 44 | 31 | 35 | |||
| Science | 0 | 63 | 52 | 30 | 27 | ||||
| History/Social Science | 0 | 34 | 45 | 28 | 28 | ||||
CST - Racial/Ethnic Groups
Data reported are the percent of students
achieving at the proficient or advanced level (meeting or exceeding the
state standards) and percent not tested.
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|
American |
Indian or Alaska Native |
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|
or Latino |
Islander |
(not Hispanic) |
| English Language Arts | |||||||
| Mathematics | |||||||
| Science | |||||||
| History/Social Science |
CST - Subgroups
Data reported are the percent of students
achieving at the proficient or advanced level (meeting or exceeding the
state standards) and percent not tested.
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| English Language Arts | ||||||||
| Mathematics | ||||||||
| Science | ||||||||
| History/Social Science | ||||||||
California Physical Fitness Test-BCE ONLY
Data reported are the percent of students
meeting fitness standards (scoring in the healthy fitness zone on all six
fitness standards). Detailed information regarding the California Physical
Fitness Test may be found at the California Department of Education Web
site at http://www.cde.ca.gov/statetests/pe/pe.html.
Note:
To protect student privacy, scores are not shown when the number of students
tested is 10 or less. BCE only.
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50.0 | 66.7 | 26.9 | 34.1 | 44.7 | 23.3 | 23.8 | 25.2 | 22.3 |
Academic Performance Index (API)-BCE ONLY
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 Base API 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. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003.
Subgroup APIs and Targets: In addition to a schoolwide API, 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 schoolís target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to 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 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR.
Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (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 one (lowest) to ten (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 into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://cde.ca.gov/psaa/api/ or by speaking with the school principal.
Schoolwide API-BCE Only
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2000 to 2001 |
2001 to 2002 |
2002 to 2003 |
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| Percent Tested | 100 | 100 | 99 | Percent Tested | 100 | 99 | 100 |
| API Base Score | 773 | 782 | 795 | API Growth Score | 789 | 802 | 789 |
| Growth Target | 1 | 1 | 1 | Actual Growth | 16 | 20 | -6 |
| Statewide Rank | 8 | 8 | 8 |
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| Similar Schools Rank | 3 | 1 | 3 | ||||
API Subgroups - Racial/Ethnic Groups
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| White (not Hispanic) |
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|
|
White (not Hispanic) |
2000 to 2001 |
2001 to 2002 |
2002 to 2003 |
| API Base Score | 781 | 785 | 799 | API Growth Score | 791 | 806 | 799 |
| Growth Target | 1 | 1 | 1 | Actual Growth | 10 | 21 | 0 |
API Subgroups ó Socioeconomically Disadvantaged
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2000 to 2001 |
2001 to 2002 |
2002 to 2003 |
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| API Base Score | 702 | 712 | API Growth Score | 674 | |||
| Growth Target | 1 | 1 | Actual Growth | -38 | |||
Awards and Intervention Programs-BCE ONLY
Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year.
The Immediate Intervention/Underperforming
Schools Program was not funded for the year 2002 or 2003.
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| Recognition
for
Achievement (Title 1) |
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|
Number
of Schools Identified
for Program Improvement |
0 | 0 | 0 |
| Identified
for Program
Improvement (Title 1) |
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|
Percent
of Schools Identified
for Program Improvement |
0 | 0 | 0 |
| Exited
Title 1 Program
Improvement |
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| Years
Identified for
Program Improvement |
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| Eligible
for Governor's
Performance Award |
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| Eligible for II/USP |
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| Applied for II/USP Funding |
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| Received II/USP Funding |
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Adequate Yearly Progress (AYP)-BCE ONLY
The federal No Child Left Behind Act
(NCLB) requires that all students perform at or above the proficient level
on the state's standards-based assessments by 2014. In order to achieve
this goal and meet annual performance objectives, districts and schools
must improve each year according to set requirements. Data reported show
whether all groups of students in the school made Adequate Yearly Progress
(AYP). Detailed information about AYP can be found at the California Department
of Education Web site at http://www.cde.ca.gov/ayp/
or by speaking with the school principal. BCE only.
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| All Students |
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Yes |
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No |
| African American |
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N/A |
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N/A |
| American Indian or Alaska Native |
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N/A |
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N/A |
| Asian |
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N/A |
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N/A |
| Filipino |
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N/A |
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N/A |
| Hispanic or Latino |
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N/A |
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N/A |
| Pacific Islander |
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N/A |
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N/A |
| White (not Hispanic) |
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Yes |
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No |
| Socioeconomically Disadvantaged |
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Yes |
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Yes |
| English Learners |
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N/A |
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N/A |
| Students with Disabilities |
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No |
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No |
V. Class Size
Average Class Size and Class Size Distribution
Data reported are the average class
size and the number of classrooms that fall into each size category (i.e.,
number of students), by grade level as reported by CBEDS.
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Level |
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Class Size |
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Class Size |
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Class Size |
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19.50 | 2 | 18.33 | 3 | 19.66 | 3 | ||||||
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17.50 | 2 | 18.50 | 2 | 19.66 | 3 | ||||||
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17.50 | 2 | 20.00 | 2 | 19.33 | 3 | ||||||
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18.66 | 3 | 19.00 | 2 | 18.75 | 4 | ||||||
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30.50 | 2 | 34.00 | 2 | 32.00 | 2 | ||||||
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26.50 | 2 | 29.00 | 2 | 33.50 | 2 | ||||||
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31.50 | 2 | 33.50 | 2 | 31.66 | 3 | ||||||
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20.00 | 1 | 19.00 | 1 | 19.00 | 2 | ||||||
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1/2(03) |
19.00 | 1 | ---- | 20.00 | 1 | |||||||
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18.00 | 1 | 17.00 | 1 | 19.00 | 1 | ||||||
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----- | ---- | 30.00 | 1 | ||||||||
| 5/6 | 29.00 | 1 | ---- | 32.00 | 1 | |||||||
Class Size Reduction
California's K-3 Class Size Reduction
Program began in 1996 for children in kindergarten and grades one through
three. Funding is provided to participating school districts to decrease
the size of K-3 classes to 20 or fewer students per certificated teacher.
Data reported are the percent of students in each grade level in the school
that are in a class size reduction classroom.
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100 | 100 | 100 |
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100 | 100 | 100 |
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100 | 100 | 100 |
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100 | 100 | 100 |
VI. Teacher and Staff Information
Teacher Credentials
Data reported are the number of teachers
(full-time and part-time). Each teacher is counted as '1'. If a teacher
works at two schools, he/she is only counted at one school. Data are not
available for teachers with a full credential and teaching outside his/her
subject area.
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| Total Teachers |
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| Teachers
with Full Credential
(full credential and teaching in subject area) |
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| Teachers
Teaching Outside Subject Area
(full credential but teaching outside subject area) |
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| Teachers
with Emergency Credential
(includes District Internship, University Internship, Pre-Interns, and Emergency Permits) |
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| Teachers
with Waivers
(does not have credential and does not qualify for an Emergency Permit) |
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Highly Qualified Teachers
The No Child Left Behind Act (NCLB)
requires local educational agencies (LEAs) to report specific data regarding
highly qualified teachers. As of December of 2003, the State Board of Education
(SBE) had not approved a definition for use in reporting data pertaining
to highly qualified teachers. Therefore, the requirement that LEAs include
these data will not apply to reports published during the 2003-04 school
year.
| The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year. |
Professional Qualifications of Teachers
| Boulder Creek Elementary School has 36 credentialed teachers with no teachers assigned outside their credential authorizations. |
Teacher Evaluations
| The
school principal evaluates all probationary and temporary teachers every
year. Once a teacher receives tenure, after two years of satisfactory
service, he/she is evaluated every other year. All administrators
who evaluate teachers receive training in observation and evaluation procedures.
The District supports first and second year teachers by enrolling them in the Santa Cruz New Teacher Project. The program gives new teachers assistance in teaching methods and professional development. Teachers are encouraghed to continue their professional development by taking college courses and other workshops related to their area of teaching. Teachers who take extra classes receive an increase in pay after approval by the superintendent. |
Substitute Teachers
| The district draws from a pool of qualified teachers in the County. |
Counselors and Other Support Staff
Data reported are in units of full-time
equivalents (FTE). One FTE is defined as a staff person who is working
100 percent (i.e., full time). Two staff persons who each work 50 percent
of full time also equal one FTE.
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|
|
| Counselor | -- |
| Librarian | 1.0 |
| Psychologist | .5 |
| Social Worker | -- |
| Nurse | .2 |
| Speech/Language/Hearing Specialist | 1.9 |
| Resource Specialist (non-teaching) | -- |
| Other | -- |
VII. Curriculum
and Instruction
School Instruction and Leadership
| The
District has always endeavored to employ and retain a professional staff
of the highest quality. All administrators are evaluated annually
and are expected to prepare annual goals and objectives for themselves
and their schools. The superintendent holds administrative staff
accountable for the fulfillment of these goals.
The school instructional program uses the standards and curriculum frameworks established by the State of California. The District's core curriculum includes language arts, mathematics, science, social sciences, physical education, and the fine and performing arts. Materials and methods used in each setting are appropriate to the students' needs, abilities, and language proficiencies. A broad-based staff and parent commitment supports and enriches the instructional process and the school's programs. Students continue to use a variety of technology to enhance their learning. Technology efforts include the purchase of additional software, classroom computers and presentation tools. All classrooms, labs and offices in the school have access to the Local and Wide Area Network. Upper grade students are instructed in a lab setting and complete multi-media projects. The school has one computer lab and has more than 150 computers for student use. |
Professional Development
| Teachers receive training through attendance in staff meetings, conferences, workshops, and participation in activities on three Buy Out days during the year. Training activities are related to the school's Site Plan and are designed to improve instruction. Curriculum improvement occurs through a review of state standards and state approved texts in each subject area. |
Quality and Currency of Textbooks and Other Instructional
Materials
| Textbooks and instructional materials adopted for use in the San Lorenzo Valley Unified School District are first approved by the California State Department of Education, reviewed by the District content area committees, piloted in the classroom, reviewed by the school staff, recommended and approved by the District Curriculum Council and then adopted by the District Governing Board. Each year a public hearing is held to assure that all students have current and high quality textbooks which have been adopted for use in the District. |
Instructional Minutes
The California Education Code
establishes a required number of instructional minutes per year for each
grade. Data reported compares the number of instructional minutes offered
at the school level to the state requirement for each grade.
|
|
|
|
|
|
|
|
|
|
36,000 |
|
|
|
53,634 |
|
|
|
53,634 |
|
|
|
53,634 |
|
|
|
59,640 |
|
|
|
59,640 |
|
|
|
59,640 |
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IX. Fiscal and Expenditure Data
Average Salaries (Fiscal Year 2001-2002)
Data reported are the district average
salary for teachers, principals, and superintendents, compared to the state
average salaries for districts of the same type and size, as defined by
Education
Code Section 41409. The district average principal salary is shown
separately for elementary, middle, and high schools, but the state average
principal salary is combined.
|
Amount |
For Districts In Same Category |
|
| Beginning Teacher Salary | 29386 | 33904 |
| Mid-Range Teacher Salary |
|
|
| Highest Teacher Salary |
|
|
| Average Principal Salary (Elementary) |
|
|
| Average Principal Salary (Middle) |
|
|
| Average Principal Salary (High) |
|
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| Superintendent Salary |
|
|
| Percent of Budget for Teachers' Salaries |
|
|
| Percent of Budget for Administrative Salaries |
|
|
Expenditures (Fiscal Year 2001-2002)
Data reported are total dollars expended
in the district, and the dollars expended per student at the district compared
to the state average. Detailed information regarding expenditures may be
found at the California Department of Education Web site at http://www.cde.ca.gov/fiscal/financial/.
|
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|
For Districts In Same Category |
All Districts |
|
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|
(ADA) |
(ADA) |
(ADA) |
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Types of Services Funded
| Narrative to be provided by LEA |