School Accountability Report CardReported for School Year 2004-05Published During 2005-06 |
Notes regarding the source and currency of data:
Data included in this School Accountability Report Card
(SARC) template 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/ta/ac/sa/definitions05.asp
Most data presented in this report were collected from the 2004-05 school year
or from the two preceding years (2002-03 and 2003-04). Due to the certification
timelines for graduation, dropout, and fiscal information, the data for these
sections of the report were collected in 2003-04. Single-year column headings
refer to the school year ending in that particular year. When no year is
specified, data are from the most recent school year for which data are
available.
More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/,
including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp
and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.
Information about school and district contacts.
|
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) 336-9513 |
|
Web Site |
www.bce.slv.k12.ca.us |
Web Site |
|
|
E-mail Address |
Lynn.chappell@bce.slv.k12.ca.us |
E-mail Address |
|
|
CDS Code |
44-69807-6049837 |
SARC Contact |
Ms.
Marilee French |
Information about the school, its programs, and its goals.
|
Boulder Creek Elementary (K-6) is located in the heart of Boulder Creek in the Santa Cruz Mountains. The total student population is 571. The campus also houses a Home School Program that serves an additional 30 students and their families. Students come to BCE from the communities of Boulder Creek, Brookdale, and Ben Lomond. The student population is predominately 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 students¹ 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 child¹s intellectual and emotional growth. We structure our
classroom environments to create experiences that foster children¹s natural
curiosity and love of learning in a safe, stimulating learning community. Our
curriculum is balance, integrated, and linked to prior knowledge and state
standards. |
Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.
|
Contact Person Name |
Peg Focha-Smart |
Contact Person Phone Number |
(831) 338-6413 |
|
BCE Parent Club- The mission
of the BCE Parent Club is to support all staff and students in fulfilling the
school¹s mission. The Parent Club will: ·
Raise funds to
supplement and enhance our children¹s 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 BCE¹s and SLVUSD¹s strong foundation The Parent Club meets on the
first Tuesday of the month starting at 6:30 p.m. |
|||
|
Contact Person Name |
Reneé King / M. 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 BCE¹s 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 school¹s curriculum, special programs, and categorical budgets. |
|||
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 |
78 |
Grade 9 |
|
|
Grade 1 |
71 |
Grade 10 |
|
|
Grade 2 |
92 |
Grade 11 |
|
|
Grade 3 |
74 |
Grade 12 |
|
|
Grade 4 |
82 |
Ungraded Secondary |
|
|
Grade 5 |
68 |
|
|
|
Grade 6 |
106 |
||
|
Grade 7 |
|
||
|
Grade 8 |
|
||
|
Ungraded Elementary |
|
Total Enrollment |
571 |
Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.
|
Racial and
Ethnic Subgroup |
Number of Students |
Percent of Students |
Racial and
Ethnic Subgroup |
Number of Students |
Percent of Students |
|
African American |
12 |
2.1 |
Hispanic or Latino |
38 |
6.7 |
|
American Indian or Alaska Native |
7 |
1.2 |
Pacific Islander |
4 |
.7 |
|
Asian |
8 |
1.4 |
White (Not Hispanic) |
488 |
85.4 |
|
Filipino |
5 |
.9 |
Multiple or No Response |
9 |
1.6 |
|
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. |
|||
|
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 BCE¹s 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 that 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 that 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 Principal¹s Letter provides additional
information as to what is happening at the school and in the district. The
BCE Parent Club sponsors a newsletter per month that addresses how families
can support their child¹s academic and behavioral growth. |
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted 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.
|
|
School |
District |
||||
|
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
|
|
Number of Suspensions |
|
11 |
11 |
|
201 |
260 |
|
Rate of Suspensions |
|
|
.019 |
|
|
.075 |
|
Number of Expulsions |
0 |
0 |
0 |
2 |
0 |
3 |
|
Rate of Expulsions |
0 |
0 |
0 |
|
0 |
.0009 |
Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
|
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. |
Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
|
Interim
Evaluation Instrument Part |
Facility in Good Repair |
Deficiency and
Remedial Actions Taken or Planned |
|
|
Yes |
No |
||
|
Gas Leaks |
Yes |
|
|
|
Mechanical Systems |
Yes |
|
|
|
Windows/Doors/Gates (interior and exterior) |
Yes |
|
|
|
Interior Surfaces (walls, floors, and ceilings) |
Yes |
|
|
|
Hazardous Materials (interior and exterior) |
Yes |
|
|
|
Structural Damage |
Yes |
|
|
|
Fire Safety |
Yes |
|
|
|
Electrical (interior and exterior) |
Yes |
|
|
|
Pest/Vermin Infestation |
Yes |
|
|
|
Drinking Fountains (inside and outside) |
Yes |
|
|
|
Restrooms |
Yes |
|
|
|
Sewer |
Yes |
|
|
|
Playground/School Grounds |
Yes |
|
|
|
Other |
|
|
|
Through the California Standardized Testing and Reporting
(STAR) program, students in grades 2 through 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 through 11, science in grades 5, 9, 10, and 11, and
history/social science in grades 8, 10, and 11. The NRT tests reading/language
arts, mathematics, and spelling in grades 3 and 7 only.
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 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 Š 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 |
||||||
|
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
|
|
English-Language Arts |
52 |
62 |
63 |
55 |
54 |
59 |
35 |
36 |
40 |
|
Mathematics |
57 |
61 |
65 |
44 |
43 |
62 |
35 |
34 |
49 |
|
Science |
0 |
51 |
44 |
52 |
49 |
46 |
27 |
25 |
28 |
|
History-Social Science |
0 |
|
45 |
43 |
|
|
28 |
29 |
|
CST Š Racial and Ethnic
Subgroups
Data reported are the percent of students achieving at the
Proficient or Advanced level (meeting or exceeding the state standards) for the
most recent testing period.
|
Subject |
African |
American |
Asian |
Filipino |
Hispanic |
Pacific |
White |
|
English-Language Arts |
33 |
33 |
40 |
100 |
30 |
25 |
66 |
|
Mathematics |
33 |
33 |
50 |
100 |
56 |
25 |
66 |
|
Science |
100 |
---- |
0 |
---- |
25 |
0 |
45 |
|
History-Social Science |
|
|
|
|
|
|
|
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
|
Subject |
Male |
Female |
English Learners |
Economically
Disadvantaged |
Students With Disabilities |
Migrant
Education |
|
English-Language Arts |
56 |
68 |
0 |
43 |
28 |
---- |
|
Mathematics |
66 |
63 |
30 |
47 |
39 |
---- |
|
Science |
42 |
44 |
0 |
29 |
42 |
---- |
|
History-Social Science |
|
|
|
|
|
|
Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported 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. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. 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.
Data reported are the percent of students scoring at or above the 50th percentile.
|
Subject |
School |
District |
State |
||||||
|
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
|
|
Reading |
|
67 |
62 |
---- |
64 |
60 |
---- |
43 |
36 |
|
Mathematics |
|
74 |
71 |
---- |
67 |
64 |
---- |
51 |
54 |
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
|
Subject |
African |
American |
Asian |
Filipino |
Hispanic |
Pacific |
White |
|
Reading |
|
0 |
0 |
|
0 |
|
63 |
|
Mathematics |
|
0 |
0 |
|
0 |
|
70 |
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
|
Subject |
Male |
Female |
English Learners |
Economically
Disadvantaged |
Students With Disabilities |
Migrant
Education |
|
Reading |
52 |
70 |
0 |
46 |
31 |
---- |
|
Mathematics |
72 |
70 |
0 |
69 |
50 |
---- |
Data reported are the percent of students meeting or exceeding the district standard.
|
Grade Level |
Reading |
Writing |
Mathematics |
||||||||
|
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
|||
|
K |
To be provided by LEA |
|
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1 |
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2 |
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3 |
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4 |
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5 |
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6 |
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7 |
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8 |
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9 |
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10 |
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|
11 |
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|
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|
12 |
|
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|
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|
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|
||
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may 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 |
School |
District |
State |
||||||
|
Total |
Female |
Male |
Total |
Female |
Male |
Total |
Female |
Male |
|
|
5 |
50.0 |
45.4 |
54.6 |
38.8 |
33.9 |
27.2 |
24.8 |
26.7 |
22.9 |
|
7 |
|
|
|
37.9 |
48.4 |
33.1 |
29.1 |
31.3 |
27.0 |
|
9 |
|
|
|
44.7 |
40.6 |
41.0 |
26.3 |
25.3 |
27.2 |
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 API Base 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.
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 school¹s 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: To be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.
Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (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 1 (lowest) to 10 (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 CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.
Data reported are API Base and Growth scores, growth
targets, statewide and similar schools ranks, and percent tested.
|
API Base Data |
API Growth Data |
||||||
|
|
2002 |
2003 |
2004 |
|
From 2002 to 2003 |
From 2003 to 2004 |
From 2004 to 2005 |
|
Percent Tested |
99 |
100 |
99 |
Percent Tested |
100 |
99 |
|
|
API Base Score |
795 |
790 |
834 |
API Growth Score |
789 |
837 |
842 |
|
Growth Target |
1 |
1 |
A |
Actual Growth |
-6 |
47 |
8 |
|
Statewide Rank |
8 |
8 |
9 |
|
|||
|
Similar Schools Rank |
3 |
2 |
5 |
||||
Data reported are API Base and Growth scores and growth
targets.
|
API Base Data |
API Growth Data |
||||||||
|
|
2002 |
2003 |
2004 |
|
From 2002 to 2003 |
From 2003 to 2004 |
From 2004 to 2005 |
||
|
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 |
799 |
801 |
842 |
API Growth Score |
799 |
846 |
|
||
|
Growth Target |
1 |
A |
A |
Actual Growth |
21 |
45 |
|
||
Data reported are API Base and Growth scores and growth targets.
|
API Base Data |
API Growth Data |
||||||
|
|
2002 |
2003 |
2004 |
|
From 2002 to 2003 |
From 2003 to 2004 |
From 2004 to 2005 |
|
API Base Score |
712 |
671 |
751 |
API Growth Score |
674 |
746 |
844 |
|
Growth Target |
1 |
1 |
1 |
Actual Growth |
-38 |
75 |
+8 |
|
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. |
The federal No Child Left Behind Act (NCLB) requires that
all schools and districts meet Adequate Yearly Progress (AYP) requirements. To
comply with NCLB, California adopted AYP criteria that were approved by the
U.S. Department of Education in June 2003. To make AYP, schools and districts
are required each year to meet or exceed specific criteria in each of the
following:
Requirements 1 and 2 apply at the school, district, and
subgroup levels. Requirements 3 and 4 apply only at the school and district
levels, unless exception or "safe harbor" criteria are used. Detailed
information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or
by speaking with the school principal.
Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.
|
Schoolwide |
School |
District |
||||
|
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
|
|
All
Students |
YES |
YES |
YES |
NO |
NO |
NO |
Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "n/a" means that the student group is not numerically significant.
|
Schoolwide and
Subgroups |
School |
District |
||||
|
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
|
|
All Students |
|
YES |
YES |
|
NO |
NO |
|
African American |
|
n/a |
---- |
|
n/a |
---- |
|
American Indian or Alaska Native |
|
n/a |
---- |
|
n/a |
---- |
|
Asian |
|
n/a |
---- |
|
n/a |
---- |
|
Filipino |
|
n/a |
---- |
|
n/a |
---- |
|
Hispanic or Latino |
|
n/a |
YES |
|
YES |
YES |
|
Pacific Islander |
|
n/a |
---- |
|
n/a |
---- |
|
White (not Hispanic) |
|
YES |
YES |
|
NO |
YES |
|
Socioeconomically Disadvantaged |
|
YES |
YES |
|
YES |
YES |
|
English Learners |
|
n/a |
---- |
|
n/a |
---- |
|
Students with Disabilities |
|
YES |
YES |
|
NO |
YES |
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and districts 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 and districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the district office or speaking with the school principal.
|
|
School |
District |
|
First Year of Program Improvement Implementation |
|
|
|
Year in Program Improvement (Implementation Level) |
|
|
|
Year Exited Program Improvement |
|
|
|
Number of Schools Currently in Program Improvement |
--- |
|
|
Percent of Schools Currently in Program Improvement |
--- |
|
Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Examination (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
|
These data are not required to be reported until 2006,
when they can be reported for the entire potential graduating class. At that
time, the data are expected to be disaggregated by special education status,
English learners, socioeconomically disadvantaged status, gender, and ethnic
group. |
Data reported regarding progress toward reducing dropout rates over the most recent three-year period include grade 9 through 12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9 through 12 dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The graduation rate, included as one of the requirements of California's definition of Adequate Yearly Progress as required by the federal No Child Left Behind (NCLB) Act, is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.
|
|
School |
District |
State |
||||||
|
2002 |
2003 |
2004 |
2002 |
2003 |
2004 |
2002 |
2003 |
2004 |
|
|
Enrollment (9-12) |
|
|
|
|
|
|
|
|
|
|
Number of Dropouts |
|
|
|
|
|
|
|
|
|
|
Dropout Rate (1-year) |
|
|
|
|
|
|
|
|
|
|
Graduation Rate |
|
|
|
|
|
|
|
|
|
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 Level |
2003 |
2004 |
2005 |
|||||||||
|
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 |
18.3 |
3 |
|
|
19.5 |
4 |
|
|
15.2 |
5 |
|
|
|
1 |
18.5 |
2 |
|
|
19.5 |
4 |
|
|
13.8 |
5 |
|
|
|
2 |
20.0 |
2 |
|
|
19.3 |
3 |
|
|
15.3 |
6 |
|
|
|
3 |
15.5 |
2 |
|
|
19.0 |
4 |
|
|
17.0 |
4 |
|
|
|
4 |
34.0 |
|
|
2 |
32.0 |
|
2 |
|
27.0 |
3 |
|
|
|
5 |
29.0 |
|
2 |
|
33.5 |
|
|
2 |
22.3 |
|
4 |
|
|
6 |
33.5 |
|
|
2 |
31.7 |
|
3 |
|
26.3 |
1 |
|
3 |
|
K-3 |
18.0 |
2 |
|
|
19.3 |
4 |
|
|
19.3 |
3 |
|
|
|
3-4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
4-8 |
|
|
|
|
31.0 |
|
2 |
|
27.5 |
|
2 |
|
|
Other |
|
|
|
|
|
|
|
|
|
|
|
|
Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS.
|
Subject |
2003 |
2004 |
2005 |
|||||||||
|
Avg. Class Size |
Number of
Classrooms |
Avg. Class Size |
Number of
Classrooms |
Avg. Class Size |
Number of
Classrooms |
|||||||
|
1-22 |
23-32 |
33+ |
1-22 |
23-32 |
33+ |
1-22 |
23-32 |
33+ |
||||
|
English |
|
|
|
|
|
|
|
|
|
|
|
|
|
Mathematics |
|
|
|
|
|
|
|
|
|
|
|
|
|
Science |
|
|
|
|
|
|
|
|
|
|
|
|
|
Social Science |
|
|
|
|
|
|
|
|
|
|
|
|
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 |
||
|
2003 |
2004 |
2005 |
|
|
K |
100 |
100 |
100 |
|
1 |
100 |
100 |
100 |
|
2 |
100 |
100 |
100 |
|
3 |
100 |
100 |
100 |
For a school, the data reported are the percent of a
school's classes in core academic subjects taught by No Child Left Behind
(NCLB) compliant teachers. For a district, the data reported are the percent of
all classes in core academic subjects 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. More information on teacher qualifications
required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.
|
|
Percent of
Classes In Core Academic
Subjects Taught by NCLB
Compliant Teachers |
|
This School |
100 |
|
All Schools in District |
100 |
|
High-Poverty Schools in District |
0 |
|
Low-Poverty Schools in District |
0 |
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 counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.
|
|
2003 |
2004 |
2005 |
|
Total Teachers |
22 |
36 |
33 |
|
Teachers with Full Credential |
22 |
36 |
33 |
|
Teachers Teaching Outside Subject Area |
0 |
0 |
0 |
|
Teachers in Alternative Routes to Certification (district and university
internships) |
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 |
0 |
0 |
0 |
Teacher Misassignments
Data reported are the number of placements of a certificated
employee in a teaching or services position, including positions that involve
teaching English learners, for which the employee does not hold a legally
recognized certificate or credential, or the placement of a certificated
employee in a teaching or services position that the employee is not otherwise
authorized by statute to hold. Total Teacher Misassignments includes the number of Misassignments of
Teachers of English Learners. For the
2005-06 school year, the most currently available data are reported.
|
|
2004 |
2005 |
2006 |
|
Misassignments of Teachers of English Learners |
|
|
|
|
Total Teacher Misassignments |
0 |
0 |
0 |
Data reported are the percent of teachers by education level, as reported by CBEDS.
|
|
School |
District |
|
Doctorate |
0 |
|
|
Master¹s Degree plus 30 or more semester hours |
3 |
13 |
|
Master¹s Degree |
6 |
|
|
Bachelor¹s Degree plus 30 or more semester hours |
24 |
19 |
|
Bachelor¹s Degree |
0 |
1 |
|
Less than Bachelor¹s Degree |
0 |
|
Vacant Teacher Positions
Data reported are the number of positions to which a single
designated certificated employee has not been assigned at the beginning of the
year for an entire year or, if the position is for a one-semester course, a
position to which a single designated certificated employee has not been
assigned at the beginning of a semester for an entire semester. For the 2005-06
school year, the most currently available data are reported.
|
|
2004 |
2005 |
2006 |
|
Vacant Teacher Positions |
0 |
0 |
0 |
Information about the procedures and criteria for 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. |
Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.
|
The district draws from a pool of qualified teachers in the county. |
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.
|
Title |
FTE |
|
Counselor |
0 |
|
Librarian |
1.0 |
|
Psychologist |
.5 |
|
Social Worker |
0 |
|
Nurse |
.2 |
|
Speech/Language/Hearing Specialist |
1.5 |
|
Resource Specialist (non-teaching) |
0 |
|
Other |
|
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. 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 |
|
|
|
Information about the structure of the school's instructional program and the experience of the school leadership team.
|
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. Students in grades 3-6 are instructed in a lab setting and complete multi-media projects. The school has one computer lab and has 121 computers for student use. |
Information about the program for training the school's teachers and other professional staff.
|
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. |
Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.
|
Core Curriculum
Areas |
Quality and
Currency of Textbooks and
Instructional Materials |
|
Reading/Language Arts |
Good condition and current |
|
Mathematics |
Good condition and current |
|
Science |
Good condition and current |
|
History-Social Science |
To be adopted in 0506 |
Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.
|
Core Curriculum
Areas |
Availability of Textbooks and
Instructional Materials |
|
Reading/Language Arts |
Sufficient |
|
Mathematics |
Sufficient |
|
Science |
Sufficient |
|
History-Social Science |
Sufficient |
|
Foreign Language |
|
|
Health |
|
|
Science Laboratory Equipment (grades 9-12) |
|
Data reported compare 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 |
To be provided by LEA |
36,000 |
||
|
1 |
|
50,400 |
||
|
2 |
|
50,400 |
||
|
3 |
|
50,400 |
||
|
4 |
|
54,000 |
||
|
5 |
|
54,000 |
||
|
6 |
|
54,000 |
||
|
7 |
|
54,000 |
||
|
8 |
|
54,000 |
||
|
9 |
|
64,800 |
||
|
10 |
|
64,800 |
||
|
11 |
|
64,800 |
||
|
12 |
|
64,800 |
||
Data reported are the number of instructional days offered at the school level compared to the state requirement for each grade.
|
Grade Level |
Instructional
Days With At Least 180 Instructional Minutes |
|||
|
Offered |
State
Requirement |
|||
|
9 |
To be provided by LEA |
180 days |
||
|
10 |
|
180 days |
||
|
11 |
|
180 days |
||
|
12 |
|
180 days |
||
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.
|
Boulder Creek Elementary students attended a total of six shortened days. Five days were scheduled during parent conference week and one minimum day was scheduled for the last student attendance day of the 2004-2005 school year. |
Data reported are the number of Advanced Placement (AP) and International Baccalaureate (IB) courses and classes offered, and the enrollment in various classes. The data for fine and performing arts include AP Art and AP Music, and the data for social science include IB Humanities.
|
Subject |
Number of Courses Offered |
Number of Classes Offered |
Enrollment |
|
Fine and Performing Arts |
|
|
|
|
Computer Science |
|
|
|
|
English |
|
|
|
|
Foreign Language |
|
|
|
|
Mathematics |
|
|
|
|
Science |
|
|
|
|
Social Science |
|
|
|
Data reported are the number and percent of student enrollment in courses required for University of California (UC) and/or California State University (CSU) admission. The percent of student enrollment is calculated by dividing the total student enrollment in courses required for UC and/or CSU admission by the total student enrollment in all courses. Note: Each student is counted in each course in which the student is enrolled. As a result of these duplicated counts, the student enrollment in all courses will, and the student enrollment in courses required for UC and/or CSU admission may, exceed the actual student enrollment figure for the school.
|
Student
Enrollment In All Courses |
Student
Enrollment |
Percent of
Student Enrollment |
|
|
|
|
Data reported are the number and percent of graduates who
have completed all courses required for University of California (UC) and/or
California State University (CSU) admission. The percent of graduates is
calculated by dividing the total number of graduates who have completed all
courses required for UC and/or CSU admission by the total number of graduates.
|
Number Of Graduates |
Number of
Graduates Who Have
Completed All Courses Required For UC and/or
CSU Admission |
Percent of
Graduates Who Have
Completed All Courses Required For UC and/or
CSU Admission |
|
|
|
|
Data reported are the average verbal and math scores for
Grade 12 students at the school, district, and state level who voluntarily take
the SAT Reasoning Test for college entrance. Data are also reported for total
grade 12 enrollment and percent of grade 12 enrollment taking the test.
Students may take the test more than once, but only the highest score is
reported at the year of graduation. The test may or may not be available to
students at a given school. Detailed information regarding SAT results may 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.
|
|
School |
District |
State |
||||||
|
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
|
|
Grade 12 Enrollment |
|
|
|
|
|
|
|
|
|
|
Percent of Grade 12 Enrollment Taking Test |
|
|
|
|
|
|
|
|
|
|
Average Verbal Score |
|
|
|
|
|
|
|
|
|
|
Average Math Score |
|
|
|
|
|
|
|
|
|
Information about the school's college admission test preparation course program.
|
Narrative to be provided
by LEA |
Information about the school's career technical education programs and classes.
|
Narrative
to be provided by LEA |
Data reported are enrollment and program completion from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2003-2004 (CDE 101 E-1). Data have been aggregated to the district level.
|
CTE Participants |
Grade 9-12 CTE
Students |
Grade 12 CTE
Students |
||||
|
Total Course Enrollment |
Number of Concentrators |
Number of Completers |
Completion Rate |
Number of Completers |
Number Earning Diploma |
Graduation Rate |
|
|
|
|
|
|
|
|
Data reported are the district salaries 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. Data are also reported for teacher and administrative salaries as a percent of a district's budget. Detailed information regarding salaries may 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/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.
|
Category |
District Amount |
State Average For Districts In Same Category |
|
Beginning Teacher Salary |
35,380 |
34,793 |
|
Mid-Range Teacher Salary |
44,266 |
52,959 |
|
Highest Teacher Salary |
71,718 |
67,258 |
|
Average Principal Salary (Elementary) |
79,406 |
86,986 |
|
Average Principal Salary (Middle) |
81,200 |
88,402 |
|
Average Principal Salary (High) |
84,905 |
94,302 |
|
Superintendent Salary |
125,000 |
115,648 |
|
Percent of Budget for Teacher Salaries |
38% |
40.58 |
|
Percent of Budget for Administrative Salaries |
4.6% |
5.88 |
Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.
|
District |
District |
State Average For Districts In Same Category |
State Average All Districts |
|
|
Total Dollars |
Dollars
Expended |
Dollars
Expended |
Dollars
Expended |
|
|
$21,971,428 |
7,827 |
|
6,919 |
|
Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.
|
Intervention programs are coordinated through a variety of service providers. Services are provided by the following trained staff: One Title 1/SIP Reading Specialist, two Resource Specialist (RSP) teachers (1.5), one Special Day Class (SDC) teacher, part-time Adaptive Physical Education and Occupational Therapy Specialists, four special education assistants, two Language, Speech, and Hearing (LSH) therapists (1.5), and nine Reading Recovery teachers. The Reading Specialist in conjunction with the Resource Specialists coordinate literacy intervention services and the RSP teachers also provide math intervention support. The Math Coordinator supports the math intervention program, which provides small group support outside the regular classroom for Title I students in grades 2-6. If there is space available, the Math Coordinator also supports struggling students not classified as Title I. English Language Development (ELD) students are assessed for oral language proficiency by ELD staff. ELD students are provided tutorial assistance with special materials to bridge the language gap in the academic areas. Title I students are identified through STAR test results (grades 2-6), PBA and DRA (K-1), and District tests (QRI, District math). Students identified as Title I receive specialized instruction and materials in the regular classroom and in collaborative and pullout programs in an effort to help students meet state content standards. Classroom teachers, the Reading Specialist, Math Coordinator, Resource Specialists, LSH Specialists, Reading Recovery teachers, and Instructional Assistants implement this specialized instruction. Additionally, early intervention programs such as Reading Recovery and Early Literacy Groups, and programs such as Homework Club/Tutoring, and Math Club are offered to support students. Students with special needs receive special education services through varied programs. Students who demonstrate academic difficulties related to learning disabilities are served through the Resource Specialist Program (RSP). The RSP teachers and instructional assistants work collaboratively in classrooms (grade levels K-6) and in a pullout program. For students with more intensive needs, a Special Day Class provides a learning environment for more than 50% of the school day. A Full-Inclusion model is also provided for students diagnosed with autism. The LSH Specialists serve students with language/speech difficulties. The LSH Specialists provide communication and language labs, and small group and individual therapy services. A School Psychologist provides service to the school 2.5 days per week. The Gifted and Talented Education (GATE) program provides additional support and activities for our accelerated students. All classrooms have an instructional assistant for 50 minutes per day. These assistants provide small group instruction in language arts and mathematics. The classroom teacher provides guidance to the assistant in order to provide the appropriate support for individual students. Some students with IEP's and students identified at-risk of retention attend a four-week remedial summer school program. A School Projects Coordinator provides technical assistance in the implementation of all state and federal projects at the school site and performs a variety of maintenance activities required for program implementation. |