School Accountability Report Card Reported for School Year 2003-2004 Published During 2003-2004
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Since Quail Hollow & San Lorenzo Valley Elementary schools were combined in Aug. 2003, the CBEDs & testing reflect combined data. The API & AYP data reflect only SLE.Ý Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
School Information
District Information
School Name
San Lorenzo Valley Elementary
District Name
San Lorenzo Valley Unified
Principal
Deborah Roden
Superintendent
Julie Haff
Street
7155 Hwy. 9
325 Marion Ave.
City, State, Zip
Felton, CA 95018-9704
Ben Lomond, CA 95005
Phone Number
831-335-4475
831-336-5194
FAX Number
831-335-4768
831-336-9531
Web Site
sle.slv.k12.ca.us
slv.k12.ca.us
E-mail Address
CDS Code
44-69807-6049852
SARC Contact
School Description and Mission Statement
At the beginning of the 03-04 school year Quail Hollow & San Lorenzo Valley Elementary schools were merged. Our school now includes Ý710 students.Ý We are a rural school located in the Santa Cruz mountains.Ý Our mission statement is:Ý We, the community of SLE will improve and succeed by doing our best everyday in and out of the classroom.Ý We will act respectfully and responsibly to create a safe environment for all.Ý We will become life long learners and active contributors to our world.
Opportunities for Parental Involvement
Contact Person Name
Contact Person Phone Number
Partners In Education (PIE) is our parent organization, which includes School Site Council and our parent fund raising organization.Ý School Site Council is responsible for approving the Single Site Plan and monitoring categorical budgets.Ý The following advisory committees give input to the Single Site Plan GATE, Title 1, Life Lab and Principalís Roundtable.
I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS) Oct. 03-04
Grade Level
Enrollment
Kindergarten
102
Grade 9
0
Grade 1
87
Grade 10
Grade 2
99
Grade 11
Grade 3
95
Grade 12
Grade 4
Ungraded Secondary
Grade 5
110
Grade 6
115
Grade 7
Grade 8
Ungraded Elementary
Total Enrollment
710
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS in Oct. 03-04.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
12
1.6
Hispanic or Latino
39
5.5
American Indian or Alaska Native
11
1.5
Pacific Islander
3
0.4
Asian
7
.9
White (Not Hispanic)
613
86.3
Filipino
6
0.8
Multiple or No Response
19
2.6
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
9/03
Date Last Discussed with Staff
The Safety Plan covers general safety and a specific Crisis Response Plan.Ý Procedures are in place for fire, earthquake and intruder emergencies.Ý Arrival & dismissal times in the parking lot are supervised by teachers, parents and classified employees.Ý We have supervision before school in the Multi-Use Room, Library, Computer Lab and playground. During all recesses the playgrounds are supervised by teachers and/or classified employees.ÝÝ Visitors are required to sign in at the office.Ý Parents must sign children out in the office, if they are leaving school.
School Programs and Practices that Promote a Positive Learning Environment
A school handbook is distributed to all parents at the beginning of the school year.Ý It includes the school rules and discipline policy.Ý Positive behavior is stressed and rewarded.Ý We have a school wide Student of the Month program, Paw Prints for random acts of kindness, classroom VIPs, Honor Roll and Academic Awards.Ý Classes are held in regular classrooms or portables.Ý The staff has a staff room and work room.Ý Playground space is adequate.Ý We offer after school tutoring and homework club to students who qualify. We communicate with parents monthly with the Bobcat Tales, teachers sent home monthly or weekly classroom updates.Ý We have a marquee at the street to communicate events to the community.Ý
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
00-01
01-02
02-03
Number of Suspensions
N/A
4
5
Rate of Suspensions
Number of Expulsions
Rate of Expulsions
School Facilities
SLE was originally built in 1949.Ý The original facility includes 13 classrooms and a library.Ý In 1990 an office/staff room/ multi-use room was constructed.Ý The previous building housing the office and staff room is now the computer lab, workroom, Healthy Start and other offices.Ý There are 17 portable classrooms to house additional students.Ý Life Lab provides an outdoor classroom for the study of science through gardening.Ý Comcast Cares Day occurred in the fall of 03.Ý Comcast donated labor and supplies to repaint buildings, play equipment and general beautification.Ý PIE is working on a proposed improved playground.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level and the percent of students not tested can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).Ý This data reflects combined scores from SLE and Quail Hollow from 02-03 scores.
Performance Level
State
2001
2002
2003
English Language Arts
53
55
56
49
48
30
32
35
Mathematics
63
64
44
31
Science
52
27
History/Social Science
34
45
28
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
African- American
White (not Hispanic)
32.5
59
30.5
66.5
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
56.5
58
62.5
68.5
61
34.5
70
ÝCalifornia Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards).Ý This data reflects combined scores of SLE & Quail Hollow for 02-03.ÝÝ Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
45.1
49.9
39.1
34.1
44.7
23.3
23.8
25.2
22.3
38.8
47.8
30.2
27.8
29.6
26.0
9
32.3
29.5
35.0
24.8
26.2
Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/psaa/api/ or by speaking with the school principal. Schoolwide APIÝ This is SLE data for 02-03.
API Base Data
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
100
API Base Score
795
816
826
API Growth Score
819
847
838
Growth Target
1
A
Actual Growth
24
Statewide Rank
8
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
801
834
824
855
853
#
23
36
API Subgroups - Socioeconomically Disadvantaged
691
722
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
0.0
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
---
Applied for II/USP Funding
Received II/USP Funding
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
Groups
All Students
African American
Students with Disabilities
ÝV. 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 category (i.e., number of students), by grade level, as reported by CBEDS 03-04 SLE.
Grade
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
K
19.67
15.67
19.4
17.67
16.00
17.8
2
19.00
16.25
16.67
18.8
30.00
26.00
33.0
Ý3
31.00
21.33
27.33
25.00
33.3
K-1
5-6
4-8
29.00
Ý Class Size Reduction Participation California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
Percent of Students Participating
Ý100
VI. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
26
21
Teachers with Full Credential (full credential and teaching in subject area)
25
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Highly Qualified Teachers The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers. Therefore, the requirement that LEAs include these data will not apply to reports published during the 2003-04 school year.
The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year.
Professional Qualifications of Teachers
No teachers are assigned outside their credential authorization.
Teacher Evaluations
Teacher evaluation procedures and criteria are defined in the bargaining unit contract and through district procedures.Ý Tenured teachers are evaluated biannually.Ý Probationary teachers are evaluated yearly.Ý The results of the evaluations are given to the teacher, principal and personnel file.
Substitute Teachers
The district draws from a pool of qualified teachers in the county.
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE.
Title
FTE
Counselor
Librarian
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other-Instructional Assistants
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Counselors (FTE)
Ratio of Students Per Academic Counselor
VII. Curriculum and Instruction School Instruction and Leadership
Our principal has 8 years experience as a site principal and 20+ years as an educator at the K-8 level. Parents and staff participate in decision making by utilizing the collaborative model, committees and meetings. Our Leadership Team consists of 3 upper, 3 primary teachers and 2 classified employees. The purpose of this team is shared decision making.Ý We have standards based instruction in ELA and math.Ý Fifth & sixth graders in GATE have participate in KSLE our school TV channel.Ý At risk students have instructional assistants, peer tutoring and Student Study Team meetings to plan a strategy with the parents for improvement in academics.Ý Students with disabilities are served in RSP, SDC and LSH classes.Ý After school we offer tutoring to qualifying students and a homework club.Ý Studentís progress is monitored through local assessments, chapter and unit tests, teacher observation, grades and parent conferences.
Professional Development
Buy back days are scheduled and planned annually.Ý They are aligned to site plans and are focused on core curriculum, and are intended to improve instruction.
Quality and Currency of Textbooks and Other Instructional Materials
Textbooks and instructional materials adopted for use in the San Lorenzo Valley Unified School district are first approved by the California State Department of Education, reviewed by District content area committees, piloted in the classroom, reviewed by school staff, recommended and approved by the District curriculum Committee and then adopted by the District Governing board.Ý Each year a public hearing is held to assure that all students have current and high quality textbooks, which have been adopted for use in the District.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
Ý36,000
36,000
53,640
50,400
61,470
54,000
64,800
10
Ý Total Number of Minimum Days
We have 6 minimum days.Ý Five are during parent/teacher conferences in November, and one the last day of school.
Ý Ý IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2001-2002) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
34683
33904
Mid-Range Teacher Salary
49087
51643
Highest Teacher Salary
67953
66015
Average Principal Salary (Elementary)
77912
81560
Average Principal Salary (Middle)
78032
Average Principal Salary (High)
83198
Superintendent Salary
113176
110173
Percent of Budget for Teacher Salaries
40.52
41.08
Percent of Budget for Administrative Salaries
5.44
5.88
Expenditures (Fiscal Year 2001-2002) Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/fiscal/financial/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$24700990
$6404
$6770
$6719
Types of Services Funded