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

 San Lorenzo Valley Elementary

District Name

 San Lorenzo Valley Unified

Principal

 Michelle McKinny

Superintendent

Julie Haff

Street

 7155 Highway 9

Street

325 Marion Ave.

City, State, Zip

Felton, CA 95018

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

mmckinny@sle.slv.k12.ca.us

E-mail Address

 slv.k12.ca.us

CDS Code

44-69807-6049852

SARC Contact

Marilee French

 

School Description and Mission Statement

Information about the school, its programs, and its goals.

Our present school enrollment is 681 students.  We are a rural school located in the Santa Cruz mountains.  Our mission statement is:  We are a community of dedicated educators supporting one another to develop critical thinkers and inspired, confident learners.  We are committed to making a difference in the lives of children through teaching innovative programs, engaging curriculum, active communication and essential interventions.

 

 

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

Principal

Contact Person Phone Number

831-335-4475

The Bobcat Club is our parent organization, which is our parent fundraising 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 and Life Lab.

 

 

 


II. Demographic Information

 

Student Enrollment – 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

106

Grade 9

 

Grade 1

89

Grade 10

 

Grade 2

101

Grade 11

 

Grade 3

78

Grade 12

 

Grade 4

98

Ungraded Secondary

 

Grade 5

102

 

 

Grade 6

107

Grade 7

 

Grade 8

 

Ungraded Elementary

 

Total Enrollment

681

 

Student Enrollment – 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

11

1.6

Hispanic or Latino

67

9.8

American Indian or Alaska Native

5

 

Pacific Islander

4

 

Asian

6

 

White (Not Hispanic)

566

83.1

Filipino

6

 

Multiple or No Response

16

2.3

 

 

III. School Safety and Climate for Learning

 

School Safety Plan

Information about the currency and contents of the school's comprehensive safety plan.

Date of Last Review/Update

9/05

Date Last Discussed with Staff

10/05

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 and classified personnel.  We have supervision before school in the Multi-use Room, Library 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

Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.

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, Academic Awards, acknowledgement of community service and upper grade music program.  Classes are held in regular classrooms or portables.  The staff has a staff room and work room. Playground space is adequate and includes a one year old play structure.  We offer after school Homework Club to students who qualify.  We communicate with parents monthly with the Bobcat Tales and teachers send home monthly or weekly classroom updates.  We have a marquee at the street to communicate events to the community.  Our website includes many of the previously mentioned information along with many classroom websites.

 

 


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

5

4

35

223

201

260

Rate of Suspensions

 

 

4.9

 

 

.075

Number of Expulsions

0

0

0

2

0

3

Rate of Expulsions

 

 

0

 

 

.0009

 

 

IV. School Facilities

 

School Facility Conditions – 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.

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 and other offices.  There are 17 portable classrooms to house additional students. In the spring of 2006, construction will begin on new classroom to replace some of the portables.  In the fall of 2006, sixth grade will move to the Junior High, which will then become a middle school, thus relieving crowding on the elementary campus. Life Lab provides an outdoor classroom for the study of science through gardening.

 

School Facility Conditions – 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

X

 

 

Mechanical Systems

X

 

 

Windows/Doors/Gates (interior and exterior)

X

 

 

Interior Surfaces (walls, floors, and ceilings)

X

 

 

Hazardous Materials (interior and exterior)

X

 

 

Structural Damage

X

 

 

Fire Safety

X

 

 

Electrical (interior and exterior)

 

X

Bond money to upgrade

Pest/Vermin Infestation

X

 

 

Drinking Fountains (inside and outside)

X

 

 

Restrooms

X

 

 

Sewer

 

X

Plan for upgrade in 05/06

Playground/School Grounds

X

 

 

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. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. 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.

 

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 – 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

56

55

61.4

55

58

59

32

35

20

Mathematics

64

64

68.9

44

59

62

27

24

24.3

Science

 

47

52

 

49

46

 

25

26.1

History-Social Science

 

 

 

 

 

 

 

 

 

 

CST – 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

 

 

 

 

47.5

 

63.5

Mathematics

 

 

 

 

50

 

70.8

Science

 

 

 

 

 

 

 

History-Social Science

 

 

 

 

 

 

 

 

CST – 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

60.6

60.2

N/A

48.9

28.3

N/A

Mathematics

72

64.2

N/A

56.4

38.5

N/A

Science

50

56

N/A

N/A

N/A

N/A

History-Social Science

N/A

N/A

N/A

N/A

N/A

N/A

 


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 – 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

65

69.5

62

62.5

62.5

60

38.5

39

40

Mathematics

78

80

67

72

64

64

47

47

48

 

NRT – 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

 

 

 

 

 

 

65

Mathematics

 

 

 

 

 

 

69

 

NRT – 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

59

65

 

29

42

 

Mathematics

63

71

 

38

25

 

 

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

 

 

 

 

 

 

 

 

 

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

23.4

21.3

26.1

38.8

33.9

27.2

24.8

26.7

22.9

7

 

 

 

 

 

 

 

 

 

9

 

 

 

 

 

 

 

 

 

 

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 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: 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 – 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

100

100

99

Percent Tested

100

99

100

API Base Score

816

826

820

API Growth Score

838

819

840

Growth Target

A

A

A

Actual Growth

-9

-19

21

Statewide Rank

9

9

9

 

 

Similar Schools Rank

4

5

5

 


API – Racial and Ethnic Subgroups

Data reported are API Base and Growth scores and growth targets.

API Base Data

API Growth Data

 

2003

2004

2005

 

From

2002

to 2003

From

2003

to 2004

From

2004

to 2005

African American

African American

API Base Score

n/a

 

 

API Growth Score

 

 

 

Growth Target

 

 

 

Actual Growth

 

 

 

American Indian or Alaska Native

American Indian or Alaska Native

API Base Score

n/a

 

 

API Growth Score

 

 

 

Growth Target

 

 

 

Actual Growth

 

 

 

Asian

Asian

API Base Score

n/a

 

 

API Growth Score

 

 

 

Growth Target

 

 

 

Actual Growth

 

 

 

Filipino

Filipino

API Base Score

n/a

 

 

API Growth Score

 

 

 

Growth Target

 

 

 

Actual Growth

 

 

 

Hispanic or Latino

Hispanic or Latino

API Base Score

n/a

 

 

API Growth Score

 

 

 

Growth Target

 

 

 

Actual Growth

 

 

 

Pacific Islander

Pacific Islander

API Base Score

n/a

 

 

API Growth Score

 

 

 

Growth Target

 

 

 

Actual Growth

 

 

 

White (not Hispanic)

White (not Hispanic)

API Base Score

826

819

840

API Growth Score

838

819

840

Growth Target

 

 

 

Actual Growth

-9

-19

21

 

API – 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

n/a

722

744

API Growth Score

n/a

744

775

Growth Target

n/a

n/a

1

Actual Growth

n/a

22

31

 

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 – 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

Yes

Yes

Yes

 

AYP Participation Rates and Proficiency Levels – 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

Yes

Yes

Yes

Yes

African American

 

 

 

 

 

 

American Indian or Alaska Native

 

 

 

 

 

 

Asian

 

 

 

 

 

 

Filipino

 

 

 

 

 

 

Hispanic or Latino

 

 

 

 

 

 

Pacific Islander

 

 

 

 

 

 

White (not Hispanic)

 Yes

Yes

Yes

Yes

Yes

Yes

Socioeconomically Disadvantaged

Yes

Yes

Yes

Yes

Yes

Yes

English Learners

 

 

 

 

 

 

Students with Disabilities

 

 

 

 

 

 

 

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

19.4

5

 

 

19.6

5

 

 

20

5

 

 

1

17.8

4

 

 

19.2

5

 

 

18.75

4

 

 

2

19.4

5

 

 

19.75

4

 

 

20.2

5

 

 

3

18.8

5

 

 

19.2

5

 

 

19.5

4

 

 

4

33

 

 

3

32.6

 

3

 

24.5

 

3

 

5

31

 

 

3

36

 

 

3

34

 

 

3

6

33.3

 

 

3

34.6

 

 

3

35.6

 

 

3

K-1

19

1

 

 

19

 

 

 

20

 

1

 

1-2

 

 

 

 

16

1

 

 

 

 

 

 

5-6

31

1

 

 

 

 

 

 

 

 

 

 

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

 

Low-Poverty Schools in District

 

 


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

 

 

 

37

Teachers with Full Credential
 

 

 

37

Teachers Teaching Outside Subject Area
(
full credential teaching outside subject area)

 

 

 

Teachers in Alternative Routes to Certification

(district and university internships)

 

 

 

Pre-Internship

 

 

 

 

Teachers with Emergency Permits

(not qualified for a credential or internship but meeting minimum requirements)

 

 

 

Teachers with Waivers
(does not have credential and does not qualify for an Emergency Permit)

 

 

1

 

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 

0

0

0

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

2

Master’s Degree plus 30 or more semester hours

12

58

Master’s Degree

 

0

Bachelor’s Degree plus 30 or more semester hours

27

99

Bachelor’s Degree

 

8

Less than Bachelor’s 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.

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

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

 

Librarian

1

Psychologist

1

Social Worker

 

Nurse

 

Speech/Language/Hearing Specialist

1

Resource Specialist (non-teaching)

1

Other- Instructional Assistants

10

 

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

0

0

 

 

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.

Our principal has 15 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 1 classified employee.  The purpose of this team is shared decision making.  We have standards based instruction in ELA and math.  Fifth & sixth graders in GATE 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 homework club for qualifying students.  Student’s progress is monitored through local assessments, chapter and unit tests, teacher observation, grades and parent conferences.

 

 

Professional Development

Information about the program for training the school's teachers and other professional staff.

Staff Development 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 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

Houghton-Mifflin     Current                  Good quality

Mathematics

Harcourt Brace       Current                  Good quality

Science

McGraw Hill            Current                  Good quality

History-Social Science

Houghton-Mifflin      Not current     

 

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

Adequate

Mathematics

Adequate

Science

Adequate

History-Social Science

Not adequate; purchasing new materials this year

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

36,000

36,000

1

55,060

50,400

2

55,060

50,400

3

55,060

50,400

4

61,150

54,000

5

61,150

54,000

6

61,150

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

 

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.

There are 6 minimum days each year five for parent/teacher conferences, and the last day of school.  There are also 3 staff development days.

 

 

 

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.

 

 

 

Workforce Preparation Programs

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

 

 

 

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%

40.6%

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

7827

 

6919

 

Types of Services Funded

Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.

Through our Title 1, SIP funds and other resources, we provide the following services:  Reading Recovery, math tutoring, a reading specialist, instructional assistants in all grade levels, Reading Naturally, access to the computer lab, Life Lab, Youth Services, and music.