School Accountability Report Card    
  Reported for School Year 2004-2005  

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 http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.

School Information District Information
 School Name  Boulder Creek Elementary  District Name  San Lorenzo Valley Unified
 Principal  Ms. Lynn Chappell  Superintendent  Mrs. Julie Haff
 Street  400 Lomond St.  Street  325 Marion Ave.
 City, State, Zip  Boulder Creek, CA    95006-9274  City, State, Zip  Ben Lomond, CA    95005-9403
 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  marilee.french@slv.k12.ca.us
 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 total student population is 631.  The campus also houses a 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, Asian, African American, American Indian, 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:
  • build a solid academic foundation for all students and promote a love of learning
  • create a caring community which honors diversity
  • prepare students for success by developing lifeskills:  confidence, self-esteem, responsibility, self-reliance, creativity, critical thinking, effective communication, and personal best.
BCE teachers view all students as capable, creative learners.  We recognize and acknowledge that all students are individuals who develop at different rates.  Our teachers meet each student at his/her level and provide the scaffolding to support and encourage that child's intellectual and emotional growth.  We structure our classroom environments to create experiences that foster children's natural curiosity and love of learning in a safe, stimulating learning community.  Our curriculum is balanced, integrated, and linked to prior knowledge and state standards.

Opportunities for Parental Involvement
 Contact Person Name  Peg Focha-Smart  Contact Person Phone Number  (831) 338-6413
 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:
  • Raise funds to supplement and enhance our children's academic enrichment
  • Provide opportunities for social interaction between our children, our families, and BCE staff
  • Organize events to accomplish our fund-raising and social interaction goals
  • Prioritize spending and allocate funds as needed
  • Act as a forum to raise and facilitate resolution of issues through communication and cooperation
  • Work to strengthen our academic community, building on BCE's and SLVUSD's strong foundation 
The Parents Club meets on the second Tuesday of the month starting at 6:30p.m.
 Contact Person Name  Renee King/Marilyn Robustelli  Contact Person Phone Number (831) 338-6413
 BCE Site Council-The BCE Site Council is comprised of parent and staff members.  The Council meets monthly to oversee the implementation of BCE's Site Plan and accompanying funds of over $200,000.  Members of the Council participate in rewriting the Site Plan every year.  All family members are invited to attend to learn more about the school's curriculum, special programs, and categorical budgets.

I. Demographic Information

Student Enrollment, by Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
 Grade Level  Enrollment  Grade Level  Enrollment
 Kindergarten 76   Grade 9
 Grade 1 90   Grade 10
 Grade 2 86   Grade 11
 Grade 3 81   Grade 12
 Grade 4 79   Ungraded Secondary
 Grade 5 107     
 Grade 6 112 
 Grade 7
 Grade 8
 Ungraded Elementary  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 CBEDS.
 Racial/Ethnic Category  Number
of
Students
 Percent
of
Students
 Racial/Ethnic Category  Number
of
Students
 Percent
of
Students
 African-American 15  2.4   Hispanic or Latino 45  7.1 
 American Indian or Alaska Native 1.4   Pacific Islander 0.2 
 Asian 13  2.1   White (Not Hispanic) 522  82.7 
 Filipino 0.5   Multiple or No Response 23  3.6 

II. School Safety and Climate for Learning

School Safety Plan
 Date of Last Review/Update  9/04  Date Last Discussed with Staff  9/04
The Safety Plan covers general safety and responses to specific crises.  Procedures are in place for fire, earthquake, weather, and intruder emergencies.  Safety drills are practiced monthly.  Arrival and dismissal times, and 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, family satisfaction survey results, and overall student performance indicate that our current programs are effective in 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.

BCE houses 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.  The program also uses the school library and has internet access through BCE's LAN.

At BCE, there is great respect for diverse learning styles.  Students with special needs, at-risk students, academically accelerated students, and English Language Learners are all served by an array of programs to support their growth.  These programs include:  Reading Recovery, Early Literacy Groups, Reading Specialist, Accelerated Reader, Math Club, Special Education, English Language Development, Homework Club, Band, Spectra Arts, Art Masterpiece, counseling, Breakfast Club, GATE, Extreme Science, Reading Zone (schoolwide reading program) and a computer lab.  Parents and family members take part in many of these activities as volunteers.  In addition, the YMCA operates a before- and after-school day care program on the campus. BCE also offers a place for after-school Chess Club.  In 2004, BCE received a Packard Foundation Grant which provides music to students in grades 4-6.  Pull-out science instruction is provided to 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 Student Recognition Assemblies, classroom discussions and assignments, and PAW (positive attitude wins) awards.  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.  The weekly Principal's Letter provides additional information as to what is happening at the school and in the district. The BCE Parents Club sponsors a newsletter per month that addresses how families can support their child's academic and behavioral growth.  

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.
   School  District
 2001-02  2002-03  2003-04  2002  2003  2004
 Number of Suspensions 11  12       
 Rate of Suspensions 1%  2%  >1%       
 Number of Expulsions      
 Rate of Expulsions      

School Facilities
All buildings meet Field Act standards.  The facilities are annually inspected by the fire department and District Safety Inspector.

There are 25 classrooms dedicated to regular education.  There are additional rooms for the RSP, SDC, LSH, Reading Specialist, computer, and science programs.  The multipurpose 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 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) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history/social science in grades 8, 10, and 11. The NRT 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. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST - All Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 Subject  School  District  State
 2002  2003  2004  2002  2003  2004  2002  2003  2004
 English-Language Arts  53  52  62  48  55  54  32  35  36
 Mathematics  57  57  61  39  44  43  31  35  34
 Science    0  51  63  52  49  30  27  25
 History/Social Science    0    34  45  43  28  28  29

CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 Subject  African-
American
 American
Indian or
Alaska
Native
 Asian  Filipino  Hispanic
or Latino
 Pacific
Islander
 White
(not
Hispanic)
 English-Language Arts          43    64
 Mathematics          30    63
 Science              54
 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).
Subject  Male  Female English
Learners
Economically
Disadvantaged
Students With
Disabilities
Migrant
Education
Services
Yes No Yes No
 English-Language Arts  60  63    36  66  32  70  
 Mathematics  61  62    43  65  34  69  
 Science  58  44    37  54  24  60  
 History/Social Science                

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT - All Students
Data reported are the percent of students scoring at or above the 50th percentile.
Subject  School  District  State
 2002  2003  2004  2002  2003  2004  2002  2003  2004
 Reading  ---  61  67  ---  66  64  ---  43  43
 Mathematics  ---  69  74  ---  67  67  ---  50  51

NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject  African-
American
 American
Indian or
Alaska
Native
 Asian  Filipino  Hispanic
or Latino
 Pacific
Islander
 White
(not
Hispanic)
 Reading          47    69
 Mathematics          53    76

NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject    Male    Female  English
Learners
Economically
Disadvantaged
 Students With
Disabilities
 Migrant
Education
Services
 Yes  No  Yes  No
 Reading  62  71    47  70  34  76  
 Mathematics  73  75    57  77  51  81  

California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). 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/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
 Grade
Level
 School  District  State
  Total   Female   Male    Total   Female   Male    Total   Female   Male 
 5  38.0  46.9  30.5  30.6  33.9  27.2  24.8  26.7  22.9
 7        39.9  48.4  33.1  29.1  31.3  27.0
 9        40.8  40.6  41.0  26.3  25.3  27.2

Academic Performance Index (API)

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

Growth Targets: The annual growth target for a school is 5 percent of the distance between its 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 school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 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://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

Schoolwide API
 API Base Data  API Growth Data
   2001  2002  2003   From
2001
to 2002
From
2002
to 2003
From
2003
to 2004
 Percent Tested  100  99  100  Percent Tested  99  100  99
 API Base Score  782  795  790  API Growth Score  802  789  837
 Growth Target  1  1  1  Actual Growth  20  -6  47
 Statewide Rank  8  8  8  
 Similar Schools Rank  1  3  2

API Subgroups - Racial/Ethnic Groups
 API Base Data  API Growth Data
   2001  2002  2003   From
2001
to 2002
From
2002
to 2003
From
2003
to 2004
 African-American  African-American
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 American Indian or Alaska Native  American Indian or Alaska Native
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Asian  Asian
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Filipino  Filipino
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Hispanic or Latino  Hispanic or Latino
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Pacific Islander  Pacific Islander
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 White (Not Hispanic)  White (Not Hispanic)
 API Base Score  785  799  801  API Growth Score  806  799  846
 Growth Target  1  1  A  Actual Growth  21  0  45

API Subgroups - Socioeconomically Disadvantaged
 API Base Data  API Growth Data
   2001  2002  2003   From
2001
to 2002
From
2002
to 2003
From
2003
to 2004
 API Base Score    712  671  API Growth Score    674  746
 Growth Target    1  1  Actual Growth    -38  75

State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

Federal Intervention Programs
Schools receiving Title I funding enter federal Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools, can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
   School  District
 Year Identified for
 Program Improvement
   ---
 Year in Program
 Improvement
   ---
 Year Exited Program
 Improvement
   ---
 Number of Schools Currently
 in Program Improvement
 ---  0
 Percent of Schools Identified
 for Program Improvement
 ---  0.0

Adequate Yearly Progress (AYP)
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. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AUP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measurable objectives for the percent proficient or above and the participation rate required under AYP. Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
 Overall  School  District
 2002  2003  2004  2002  2003  2004
 All Students  ---  No  Yes  ---  No  No
 
 Subgroups  School  District
 2002  2003  2004  2002  2003  2004
 All Students  ---  Yes  Yes  ---  No  No
 African American  ---  n/a  n/a  ---  n/a  n/a
 American Indian or Alaska Native  ---  n/a  n/a  ---  n/a  n/a
 Asian  ---  n/a  n/a  ---  n/a  n/a
 Filipino  ---  n/a  n/a  ---  n/a  n/a
 Hispanic or Latino  ---  n/a  n/a  ---  No  Yes
 Pacific Islander  ---  n/a  n/a  ---  n/a  n/a
 White (not Hispanic)  ---  Yes  Yes  ---  No  No
 Socioeconomically Disadvantaged  ---  Yes  Yes  ---  Yes  Yes
 English Learners  ---  n/a  n/a  ---  n/a  n/a
 Students with Disabilities  ---  No  Yes  ---  No  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.
 Grade  2002  2003  2004
 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+
 K  19.0  1      18.3  3      19.5  4    
 1  17.0  2      18.5  2      19.5  4    
 2  17.5  2      20.0  2      19.3  3    
 3  19.0  3      15.5  2      19.0  4    
 4  30.0    2    34.0      2  32.0    2  
 5  26.5    2    29.0    2    33.5      2
 6  30.3    3    33.5      2  31.7    3  
 K-3  19.0  3      18.0  2      19.3  4    
 3-4                        
 4-8  29.0    1            31.0    2  
 Other                        

Class Size Reduction Participation
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.
 Grade Level  Percent of Students Participating
 2002  2003  2004
 K 100   100  100  
 1  100   100   100  
 2  100   100   100 
 3  100  100   100  

VI. Teacher and Staff Information

Core Academic Courses Not Taught by NCLB Compliant Teachers
The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be "highly qualified" not later than the end of the 2005-06 school year. In general, NCLB requires that each teacher must have: (1) a bachelor's degree, (2) a state credential or an Intern Certificate/Credential for no more than three years, and (3) demonstrated subject matter competence for each core subject to be taught by the teacher. More information on teacher qualifications required under NCLB can be found at the California Department of Education's Web site at http://www.cde.ca.gov/nclb/sr/tq/.

For a school, the data reported are the percent of a school's classes in core content areas not taught by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areas not taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district.

     School      District  
 This School  0.0  ---
 All Schools in District  ---  0.8
 High-Poverty Schools in District  ---  0.0
 Low-Poverty Schools in District  ---  0.9

Teacher Credentials
Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. 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.
     2002      2003      2004  
 Total Teachers
 
 22  22  36
 Teachers with Full Credential
 
 22  22  36
 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)
 0  0
 Teachers in Alternative Routes to Certification
 (district and university internship)
 0  0  0
 Pre-Internship
 
 0  0  0
 Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)
 0  0  0
 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)
 0  0  0

Teacher Education Level
Data reported are the percent of teachers by education level.
     School      District  
 Doctorate  0.0  0.6
 Master's Degree plus 30 or more semester hours  8.8  9.4
 Master's Degree  11.8  14.4
 Bachelor's Degree plus 30 or more semester hours  76.5  60.8
 Bachelor's Degree  2.9  14.9
 Less than Bachelor's Degree  0.0  0.0

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 encouraged 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 equals one FTE.
 Title    FTE  
 Counselor  --
 Librarian 1.0 
 Psychologist  .5
 Social Worker  --
 Nurse .2 
 Speech/Language/Hearing Specialist  1.5
 Resource Specialist (non-teaching)  
 Other  

Academic Counselors
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 equals one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
 Number of Academic
Counselors (FTE)
 Ratio of Students Per
Academic Counselor
 0  0

VII. Curriculum and Instruction

School Instruction and Leadership
SLVUSD 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  Staff and parent commitment supports and enriches the instructional process and school programs.

Students continue to use a variety of technology to enhance their learning.  Technology efforts include the purchase of additional software, classroom computers, and various 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 more than 150 computers for student use.
 

Professional Development
Teachers receive training through attendance at staff meetings, conferences, workshops, and  three Buy-Out days.  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 committee, 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 hugh 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.
 Grade
Level
 Instructional Minutes
 Offered  State Requirement
 K 36,000   36,000
 1 53,634   50,400
 2 53,634   50,400
 3 53,634   50,400
 4 59,640   54,000
 5 59,640   54,000
 6 59,640   54,000
 7    54,000
 8    54,000
 9    64,800
 10    64,800
 11    64,800
 12    64,800

Total Number of Minimum Days
There are a total of six minimum days during the school year.  Five of the minimum days are during parent/teacher conferences in November.  The other minimum day is on the last day of school.

IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 2002-2003)
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. Detailed information regarding salaries may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0203.asp.
 Category  District
Amount
 State Average
For Districts
In Same Category
 Beginning Teacher Salary  $29,977  $34,793
 Mid-Range Teacher Salary  $50,074  $52,959
 Highest Teacher Salary  $69,313  $67,258
 Average Principal Salary (Elementary)  $77,842  $81,685
 Average Principal Salary (Middle)  $79,600  $84,552
 Average Principal Salary (High)  $86,509  $90,405
 Superintendent Salary  $125,000  $115,648
 Percent of Budget for Teacher Salaries  37.9  40.6
 Percent of Budget for Administrative Salaries  5.6  5.9

Expenditures (Fiscal Year 2002-2003)
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/ds/fd/ec/.
 District  District  State Average
For Districts
In Same Category
 State Average
All Districts
 Total Dollars  Dollars per Student
(ADA)
 Dollars per Student
(ADA)
 Dollars per Student
(ADA)
 $24,490,867  $6,581  $6,882  $6,822

Types of Services Funded
Narrative to be provided by LEA.