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.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

 Street

 325 Marion Ave.

 City, State, Zip

 Felton, CA    95018-9704

 City, State, Zip

 Ben Lomond, CA 95005

 Phone Number

  831-335-4475

 Phone Number

  831-336-5194

 FAX Number

  831-335-4768

 FAX Number

  831-336-9531

 Web Site

  sle.slv.k12.ca.us

 Web Site

  slv.k12.ca.us

 E-mail Address

 

 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 710 students.We are a rural school located in the Santa Cruz mountains.Our mission statement is:We, the community of SLE will improve and succeed by doing our best everyday in and out of the classroom.We will act respectfully and responsibly to create a safe environment for all.We will become life long learners and active contributors to our world.
 
 


Opportunities for Parental Involvement

 Contact Person Name

  Principal

 Contact Person Phone Number

  831-335-4475

 
 Partners In Education (PIE) is our parent organization, which includes School Site Council and our parent fund raising organization.School Site Council is responsible for approving the Single Site Plan and monitoring categorical budgets.The following advisory committees give input to the Single Site Plan GATE, Title 1, Life Lab and PrincipalŪs 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

 Grade Level

 Enrollment

 Kindergarten

102

 Grade 9

 Grade 1

87

 Grade 10

 Grade 2

99 

 Grade 11

 Grade 3

95 

 Grade 12

 Grade 4

102 

 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

 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

0.4 

 Asian

.9 

 White (Not Hispanic)

613 

86.3 

 Filipino

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

  9/03

 The Safety Plan covers general safety and a specific Crisis Response Plan.Procedures are in place for fire, earthquake and intruder emergencies.Arrival & dismissal times in the parking lot are supervised by teachers, parents and classified employees.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.›› Visitors are required to sign in at the office.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.It includes the school rules and discipline policy.Positive behavior is stressed and rewarded.We have a school wide Student of the Month program, Paw Prints for random acts of kindness, classroom VIPs, Honor Roll and Academic Awards.Classes are held in regular classrooms or portables.The staff has a staff room and work room.Playground space is adequate.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.We have a marquee at the street to communicate events to the community.
 
 


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

 00-01

 01-02

 02-03

 Number of Suspensions

N/A 

 

 

 

 Rate of Suspensions

 

 

 

 

 

 

 Number of Expulsions

 

 

 

 

 Rate of Expulsions

 

 

 

 


School Facilities

 SLE was originally built in 1949.The original facility includes 13 classrooms and a library.In 1990 an office/staff room/ multi-use room was constructed.The previous building housing the office and staff room is now the computer lab, workroom, Healthy Start and other offices.There are 17 portable classrooms to house additional students.Life Lab provides an outdoor classroom for the study of science through gardening.Comcast Cares Day occurred in the fall of 03.Comcast donated labor and supplies to repaint buildings, play equipment and general beautification.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).This data reflects combined scores from SLE and Quail Hollow from 02-03 scores.

 Performance Level

 School

 District

 State

 2001

 2002

 2003

 2001

 2002

 2003

 2001

 2002

 2003

 English Language Arts

 53

 55

 56

 49

 48

 55

 30

 32

 35

 Mathematics

 

 63

 64

 

 39

 44

 

 31

 35

 Science

 

 

 0

 

 63

 52

 

 30

 27

 History/Social Science

 

 

 0

 

 34

 45

 

 28

 28


CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).

 Performance Level

 African-
American

 American
Indian or
Alaska
Native

 Asian

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 English Language Arts

 

 

 

 

 32.5

 

 59

 Mathematics

 

 

 

 

 30.5

 

 66.5

 Science

 

 

 

 

 

 

 

 History/Social Science

 

 

 

 

 

 

 


CST - Subgroups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).

Performance Level

 Male 

Female

English
Learners

Socioeconomically
Disadvantaged

Students With
Disabilities

Migrant
Education
Services

Yes

No

Yes

No

 English Language Arts

 56.5

 58

 

 

 

 27

 62.5

 

 Mathematics

 68.5

 61

 

 

 

 34.5

 70

 

 Science

 

 

 

 

 

 

 

 

 History/Social Science

 

 

 

 

 

 

 

 


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).This data reflects combined scores of SLE & Quail Hollow for 02-03.›› 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.

 Grade
Level

 School

 District

 State

  Total 

 Female

  Male 

  Total 

 Female

  Male 

  Total 

 Female

  Male 

 5

 45.1

 49.9

39.1

 34.1

 44.7

 23.3

 23.8

 25.2

 22.3

 7

 

 

 

 38.8

 47.8

 30.2

 27.8

 29.6

 26.0

 9

 

 

 

 32.3

 29.5

 35.0

 24.8

 23.3

 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 APIThis is SLE data for 02-03.

 API Base Data

 API Growth Data

 

 2000

 2001

 2002

 

From
2000
to 2001

From
2001
to 2002

From
2002
to 2003

 Percent Tested

 99

 100

 100

 Percent Tested

 100

 100

 100

 API Base Score

 795

 816

 826

 API Growth Score

 819

 847

 838

 Growth Target

 1

 A

 A

 Actual Growth

 24

 31

 12

 Statewide Rank

 8

 9

 9

 

 Similar Schools Rank

 3

 4

 5


API Subgroups - Racial/Ethnic Groups

 API Base Data

 API Growth Data

 

 2000

 2001

 2002

 

From
2000
to 2001

From
2001
to 2002

From
2002
to 2003

 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

 801

 819

 834

 API Growth Score

 824

 855

 853

 Growth Target

 #

 A

 A

 Actual Growth

 23

 36

 19


API Subgroups - Socioeconomically Disadvantaged

 API Base Data

 API Growth Data

 

 2000

 2001

 2002

 

From
2000
to 2001

From
2001
to 2002

From
2002
to 2003

 API Base Score

 691

 

 

 API Growth Score

 

 

 722

 Growth Target

 1

 

 

 Actual Growth

 

 

 


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.

 School

 District

 Federal Programs

 2001

 2002

 2003

 Federal Programs

 2001

 2002

 2003

 Recognition for
 Achievement (Title 1)

 No

 No

 No

 Number of Schools Identified
 for Program Improvement

 0

 0

 0

 Identified for Program
 Improvement (Title 1)

 No

 No

 No

 Percent of Schools Identified
 for Program Improvement

 0.0

 0.0

 0.0

 Exited Title 1 Program
 Improvement

 No

 No

 No

 

 Years Identified for
 Program Improvement

 

 

 

 California Programs

 2001

 2002

 2003

 Eligible for Governor's
 Performance Award

 Yes

 Yes

 Yes

 
 Eligible for II/USP

 No

 ---

 ---

 
 Applied for II/USP Funding

 No

 ---

 ---

 
 Received II/USP Funding

 No

 ---

 ---


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

 School

 District

00-01

 01-02

 02-03

 00-01

 01-02

 02-03

 All Students

 ---

 ---

 Yes

 ---

 ---

 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

 ---

 ---

 No

 Pacific Islander

 ---

 ---

 N/A

 ---

 ---

 N/A

 White (not Hispanic)

 ---

 ---

 Yes

 ---

 ---

 No

 Socioeconomically Disadvantaged

 ---

 ---

 Yes

 ---

 ---

 Yes

 English Learners

 ---

 ---

 N/A

 ---

 ---

 N/A

 Students with Disabilities

 ---

 ---

 No

 ---

 ---

 No


V. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS 03-04 SLE.

 Grade

 2001

 2002

 2003

 Avg.
Class
Size

Number of Classrooms

 Avg.
Class
Size

Number of Classrooms

 Avg.
Class
Size

Number of Classrooms

 1-20

 21-32

 33+

 1-20

 21-32

 33+

 1-20

 21-32

 33+

 K

 19.67

 3

 

 

 15.67

 3

 

 

 19.4

 5

 

 

 1

 17.67

 3

 

 

 16.00

 4

 

 

 17.8

 4

 

 

 2

 19.00

 3

 

 

 16.25

 3

 1

 

 19.4

 5

 

 

 3

 19.00

 3

 

 

 16.67

 3

 

 

 18.8

 5

 

 

 4

 30.00

 

 2

 

 26.00

 

 2

 

 33.0

 

 

 5

 31.00

 

 2

 

 21.33

 1

 2

 

 31

 

 

 3

 6

 27.33

 

 3

 

 25.00

 1

 2

 

 33.3

 

 

 3

 K-1

 

 

 

 

 

 

 

 

 19

 1

 

 

 5-6

 

 

 

 

 

 

 

 

 31

 

 1

 

 4-8

 29.00

 

 1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Class Size Reduction Participation
California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.

 Grade Level

 Percent of Students Participating

 2001

 2002

 2003

 K

 

 

100

 1

 

 

100 

 2

 

 

100

 3

 

 

100


VI. Teacher and Staff Information

Teacher Credentials
Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.

 

   2001  

   2002  

   2003  

 Total Teachers
 

 26

 21

 36

 Teachers with Full Credential
 (full credential and teaching in subject area)

 25

 21

 35

 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)

 1

 1

 1

 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.Tenured teachers are evaluated biannually.Probationary teachers are evaluated yearly.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

 1

 Social Worker

 

 Nurse

 

 Speech/Language/Hearing Specialist

 1

 Resource Specialist (non-teaching)

 

 Other-Instructional Assistants

12 


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.We have standards based instruction in ELA and math.Fifth & sixth graders in GATE have participate in KSLE our school TV channel.At risk students have instructional assistants, peer tutoring and Student Study Team meetings to plan a strategy with the parents for improvement in academics.Students with disabilities are served in RSP, SDC and LSH classes.After school we offer tutoring to qualifying students and a homework club.StudentŪs 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.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.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.

 Grade
Level

 Instructional Minutes

 Offered

 State Requirement

 K

36,000 

 36,000

 1

 53,640

 50,400

 2

 53,640

 50,400

 3

 53,640

 50,400

 4

 61,470

 54,000

 5

 61,470

 54,000

 6

 61,470

 54,000

 7

 

 54,000

 8

 

 54,000

 9

 

 64,800

 10

 

 64,800

 11

 

 64,800

 12

 

 64,800



Total Number of Minimum Days

 We have 6 minimum days.Five are during parent/teacher conferences in November, and one the last day of school.
 
 




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/.

 District

 District

 State Average
For Districts
In Same Category

 State Average
All Districts

 Total Dollars

 Dollars per Student
(ADA)

 Dollars per Student
(ADA)

 Dollars per Student
(ADA)

 $24700990

 $6404

 $6770

 $6719


Types of Services Funded