School Accountability Report Card

Reported for School Year 2004-05

Published 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.

 

I. General Information

 

Contact Information

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

 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

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.

 

 

Opportunities for Parental Involvement

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.

 

 

II. Demographic Information

 

Student Enrollment Š 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

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

Student Enrollment Š Racial and Ethnic Subgroups

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

 

 

 

 

 

 

 

 

III. 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 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.

 

 


Suspensions and Expulsions

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

 

 

IV. School Facilities

 

School Facility Conditions Š General Information

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.

 

School Facility Conditions Š Results of Inspection and Evaluation

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

 

 

 

 

 


V. Academic Data

 

Standardized Testing and Reporting (STAR)

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.

 

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 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

 American
Indian or
Alaska
Native

 Asian

 

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

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

 

 

 

 

 

 

 

 

CST Š Other 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

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

 

 

 

 

 

 

 


Norm-Referenced Test (NRT)

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.

 

NRT Š All Students

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

 

NRT Š Racial and Ethnic Subgroups

Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.

Subject

 African
American

 American
Indian or
Alaska
Native

 Asian

 

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

Reading

 

0

0

 

0

 

63

Mathematics

 

0

0

 

0

 

70

 

NRT Š Other Subgroups

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

----

 

Local Assessment

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

 

 

 

 

 

 

 

 

 

1

 

 

 

 

 

 

 

 

 

2

 

 

 

 

 

 

 

 

 

3

 

 

 

 

 

 

 

 

 

4

 

 

 

 

 

 

 

 

 

5

 

 

 

 

 

 

 

 

 

6

 

 

 

 

 

 

 

 

 

7

 

 

 

 

 

 

 

 

 

8

 

 

 

 

 

 

 

 

 

9

 

 

 

 

 

 

 

 

 

10

 

 

 

 

 

 

 

 

 

11

 

 

 

 

 

 

 

 

 

12

 

 

 

 

 

 

 

 

 

 


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) 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

 

Academic Performance Index

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.

 

API Š Schoolwide

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

 


API Š Racial and Ethnic Subgroups

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

 

 

API Š Socioeconomically Disadvantaged Subgroup

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

 

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.


Adequate Yearly Progress (AYP)

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.

 

AYP All Criteria Š Schoolwide

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

 

AYP Participation Rates and Proficiency Levels Š Schoolwide and Subgroups

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

 

Federal Intervention Program

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

---

 

 

 


VI. School Completion (Secondary Schools)

 

California High School Exit Examination (CAHSEE)

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.

 

Dropout Rate and Graduation Rate

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

 

 

 

 

 

 

 

 

 

 

 

VII. 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

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

 

 

 

 

 

 

 

 

 

 

 

 

 


Average Teaching Load and Teaching Load 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 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

 

 

 

 

 

 

 

 

 

 

 

 

 

Class Size Reduction Participation

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

 

 

VIII. Teacher and Staff Information

 

Core Academic Courses Taught by NCLB Compliant Teachers

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

 


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 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
(
full credential 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
(does not have credential and does not qualify for an Emergency Permit)

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

 

Teacher Education Level

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

 


Teacher Evaluations

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.

 

 

Substitute Teachers

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.

 

 

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.

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

 

 

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 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

 

 

 

IX. Curriculum and Instruction

 

School Instruction and Leadership

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.

 

Professional Development

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.

 

 


Quality and Currency of Textbooks and Instructional Materials

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

 

Availability of Sufficient Textbooks and Instructional Materials

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)

 

 

Instructional Minutes

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

 


Continuation School Instructional Days

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

 

Minimum Days in School Year

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.

 

 

X. Postsecondary Preparation (Secondary Schools)

 

Advanced Placement and International Baccalaureate Courses

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

 

 

 

 

Student Enrollment in Courses Required for University of California (UC) and/or California State University (CSU) Admission

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
In Courses Required
For UC and/or CSU Admission

Percent of Student Enrollment
In Courses Required
For UC and/or CSU Admission

 

 

 

 


Graduates Who Have Completed All Courses Required for University of California (UC) and/or California State University (CSU) Admission

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

 

 

 

 

SAT Reasoning Test

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

 

 

 

 

 

 

 

 

 

 

College Admission Test Preparation Course Program

Information about the school's college admission test preparation course program.

 

Narrative to be provided by LEA

 

 

Workforce Preparation Programs

Information about the school's career technical education programs and classes.

 

Narrative to be provided by LEA

 

 

Career Technical Education (CTE) Programs

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

 

 

 

 

 

 

 

 

 


XI. Fiscal and Expenditure Data

 

Teacher and Administrative Salaries (Fiscal Year 2003-04)

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

 

District Expenditures (Fiscal Year 2003-2004)

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
Expended

 Dollars Expended
Per Student (ADA)

 Dollars Expended
Per Student (ADA)

 Dollars Expended
Per Student (ADA)

$21,971,428

7,827

 

6,919

 

Types of Services Funded

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.