School Accountability Report CardReported for School Year 2004-05Published During 2005-06 |
Notes regarding the source and currency of data:
Data included in this School Accountability Report Card
(SARC) template are consistent with State Board of Education guidelines, which
are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp
Most data presented in this report were collected from the 2004-05 school year
or from the two preceding years (2002-03 and 2003-04). Due to the certification
timelines for graduation, dropout, and fiscal information, the data for these
sections of the report were collected in 2003-04. Single-year column headings
refer to the school year ending in that particular year. When no year is
specified, data are from the most recent school year for which data are
available.
More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/,
including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp
and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.
Information about school and district contacts.
|
School
Information |
District Information |
||
|
School Name |
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 |
E-mail Address |
slv.k12.ca.us |
|
|
CDS Code |
44-69807-6049852 |
SARC Contact |
Marilee French |
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. |
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. |
|||
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 |
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 |
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. |
|||
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. |
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 |
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. |
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 |
|
|
|
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.
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 |
Asian |
Filipino |
Hispanic |
Pacific |
White |
|
English-Language Arts |
|
|
|
|
47.5 |
|
63.5 |
|
Mathematics |
|
|
|
|
50 |
|
70.8 |
|
Science |
|
|
|
|
|
|
|
|
History-Social Science |
|
|
|
|
|
|
|
Data reported are the percent of students achieving at the
Proficient or Advanced level (meeting or exceeding the state standards) for the
most recent testing period.
|
Subject |
Male |
Female |
English Learners |
Economically
Disadvantaged |
Students With Disabilities |
Migrant
Education |
|
English-Language Arts |
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 |
Reading and mathematics results from the California
Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT)
adopted by the State Board of Education, are reported as the percent of tested
students scoring at or above the 50th percentile (the national average). School
results are compared to results at the district and state levels. Beginning in
2005, the NRT tests reading/language arts, spelling, and mathematics in grades
3 and 7 only and no longer tests science in any grade. Detailed information
regarding results for each grade level can be found at the California
Department of Education Web site at http://star.cde.ca.gov/
or by speaking with the school principal. Note: To protect student privacy,
scores are not shown when the number of students tested is 10 or less.
Data reported are the percent of students scoring at or
above the 50th percentile.
|
Subject |
School |
District |
State |
||||||
|
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
|
|
Reading |
65 |
69.5 |
62 |
62.5 |
62.5 |
60 |
38.5 |
39 |
40 |
|
Mathematics |
78 |
80 |
67 |
72 |
64 |
64 |
47 |
47 |
48 |
Data reported are the percent of students scoring at or
above the 50th percentile for the most recent testing period.
|
Subject |
African |
American |
Asian |
Filipino |
Hispanic |
Pacific |
White |
|
Reading |
|
|
|
|
|
|
65 |
|
Mathematics |
|
|
|
|
|
|
69 |
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 |
|
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 |
|
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1 |
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2 |
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3 |
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4 |
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5 |
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6 |
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7 |
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8 |
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9 |
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10 |
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11 |
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12 |
|
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|
Data reported are the percent of students meeting fitness
standards (scoring in the healthy fitness zone on all six fitness standards) for
the most recent testing period. The California Physical Fitness Test is
administered to students in grades 5, 7, and 9 only. Detailed information
regarding the California Physical Fitness Test may be found at the CDE Web site
at http://www.cde.ca.gov/ta/tg/pf/.
Note: To protect student privacy, scores are not shown when the number of
students tested is 10 or less.
|
Grade Level |
School |
District |
State |
||||||
|
Total |
Female |
Male |
Total |
Female |
Male |
Total |
Female |
Male |
|
|
5 |
23.4 |
21.3 |
26.1 |
38.8 |
33.9 |
27.2 |
24.8 |
26.7 |
22.9 |
|
7 |
|
|
|
|
|
|
|
|
|
|
9 |
|
|
|
|
|
|
|
|
|
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.
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 |
||||
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 |
||
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 |
|
Although state intervention and awards programs are
currently in the California Education
Code, the programs were not funded for the period addressed by this
report. Therefore, there are currently no data available to report. |
The federal No Child Left Behind Act (NCLB) requires that
all schools and districts meet Adequate Yearly Progress (AYP) requirements. To
comply with NCLB, California adopted AYP criteria that were approved by the
U.S. Department of Education in June 2003. To make AYP, schools and districts
are required each year to meet or exceed specific criteria in each of the
following:
Requirements 1 and 2 apply at the school, district, and
subgroup levels. Requirements 3 and 4 apply only at the school and district
levels, unless exception or "safe harbor" criteria are used. Detailed
information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or
by speaking with the school principal.
Data reported indicate whether all AYP criteria were met for
all students in a school or a district, or that exception (safe harbor)
criteria were met, or that an appeal of the school's or district's AYP status
was approved.
|
Schoolwide |
School |
District |
||||
|
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
|
|
All
Students |
Yes |
Yes |
Yes |
Yes |
Yes |
Yes |
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 |
|
|
|
|
|
|
Schools and districts receiving federal Title I funding
enter Program Improvement (PI) if they do not make Adequate Yearly Progress
(AYP) for two consecutive years. After entering PI, schools and districts
advance to the next level of intervention with each additional year that they
do not make AYP. Information about PI, including a list of all PI schools and
districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by
contacting the district office or speaking with the school principal.
|
|
School |
District |
|
First Year of Program Improvement Implementation |
|
|
|
Year in Program Improvement (Implementation Level) |
|
|
|
Year Exited Program Improvement |
|
|
|
Number of Schools Currently in Program Improvement |
--- |
|
|
Percent of Schools Currently in Program Improvement |
--- |
|
Beginning with the graduating class of 2006, students in
California public schools will have to pass the California High School Exit
Examination (CAHSEE) to receive a high school diploma. The School
Accountability Report Card for that year will report the percent of students
completing grade 12 who successfully completed the CAHSEE.
|
These data are not required to be reported until 2006,
when they can be reported for the entire potential graduating class. At that
time, the data are expected to be disaggregated by special education status,
English learners, socioeconomically disadvantaged status, gender, and ethnic
group. |
Data reported regarding progress toward reducing dropout
rates over the most recent three-year period include grade 9 through 12
enrollment, the number of dropouts, and the one-year dropout rate as reported
by CBEDS. The formula for the one-year dropout rate is (grades 9 through 12
dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The
graduation rate, included as one of the requirements of California's definition
of Adequate Yearly Progress as required by the federal No Child Left Behind
(NCLB) Act, is calculated by dividing the number of high school graduates by
the sum of dropouts for grades 9 through 12, in consecutive years, plus the
number of graduates.
|
|
School |
District |
State |
||||||
|
2002 |
2003 |
2004 |
2002 |
2003 |
2004 |
2002 |
2003 |
2004 |
|
|
Enrollment (9-12) |
|
|
|
|
|
|
|
|
|
|
Number of Dropouts |
|
|
|
|
|
|
|
|
|
|
Dropout Rate (1-year) |
|
|
|
|
|
|
|
|
|
|
Graduation Rate |
|
|
|
|
|
|
|
|
|
Data reported are the average class size and the number of
classrooms that fall into each size category (i.e., number of students), by
grade level, as reported by CBEDS.
|
Grade Level |
2003 |
2004 |
2005 |
|||||||||
|
Avg. Class Size |
Number of
Classrooms |
Avg. Class Size |
Number of
Classrooms |
Avg. Class Size |
Number of
Classrooms |
|||||||
|
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
||||
|
K |
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 |
|
|
|
|
|
|
|
|
|
|
|
|
Data reported are the average class size and the number of
classrooms that fall into each size category (i.e., number of students), by
subject area, as reported by CBEDS.
|
Subject |
2003 |
2004 |
2005 |
|||||||||
|
Avg. Class Size |
Number of
Classrooms |
Avg. Class Size |
Number of
Classrooms |
Avg. Class Size |
Number of
Classrooms |
|||||||
|
1-22 |
23-32 |
33+ |
1-22 |
23-32 |
33+ |
1-22 |
23-32 |
33+ |
||||
|
English |
|
|
|
|
|
|
|
|
|
|
|
|
|
Mathematics |
|
|
|
|
|
|
|
|
|
|
|
|
|
Science |
|
|
|
|
|
|
|
|
|
|
|
|
|
Social Science |
|
|
|
|
|
|
|
|
|
|
|
|
Data reported are the percent of students in each grade
level in the school that are in a class size reduction classroom.
|
Grade Level |
Percent of
Students Participating |
||
|
2003 |
2004 |
2005 |
|
|
K |
100 |
100 |
100 |
|
1 |
100 |
100 |
100 |
|
2 |
100 |
100 |
100 |
|
3 |
100 |
100 |
100 |
For a school, the data reported are the percent of a
school's classes in core academic subjects taught by No Child Left Behind
(NCLB) compliant teachers. For a district, the data reported are the percent of
all classes in core academic subjects taught by NCLB compliant teachers in all
schools in the district, in high-poverty schools in the district, and in
low-poverty schools in the district. More information on teacher qualifications
required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.
|
|
Percent of
Classes In Core Academic
Subjects Taught by NCLB
Compliant Teachers |
|
This School |
100 |
|
All Schools in District |
100 |
|
High-Poverty Schools in District |
|
|
Low-Poverty Schools in District |
|
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 |
|
|
|
|
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 |
|
|
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 |
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 |
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. |
Information about the availability of qualified substitute
teachers and the impact of any difficulties in this area on the instructional
program at the school.
|
The district draws from a pool of qualified teachers in
the county. |
Data reported are in units of full-time equivalents (FTE).
One FTE is defined as a staff person who is working 100 percent (i.e., full
time). Two staff persons who each work 50 percent of full time also equal one
FTE.
|
Title |
FTE |
|
Counselor |
|
|
Librarian |
1 |
|
Psychologist |
1 |
|
Social Worker |
|
|
Nurse |
|
|
Speech/Language/Hearing Specialist |
1 |
|
Resource Specialist (non-teaching) |
1 |
|
Other- Instructional Assistants |
10 |
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 |
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. |
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. |
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 |
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) |
|
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 |
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 |
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. |
Data reported are the number of Advanced Placement (AP) and
International Baccalaureate (IB) courses and classes offered, and the enrollment
in various classes. The data for fine and performing arts include AP Art and AP
Music, and the data for social science include IB Humanities.
|
Subject |
Number of Courses Offered |
Number of Classes Offered |
Enrollment |
|
Fine and Performing Arts |
|
|
|
|
Computer Science |
|
|
|
|
English |
|
|
|
|
Foreign Language |
|
|
|
|
Mathematics |
|
|
|
|
Science |
|
|
|
|
Social Science |
|
|
|
Data reported are the number and percent of student enrollment in courses required for University of California (UC) and/or California State University (CSU) admission. The percent of student enrollment is calculated by dividing the total student enrollment in courses required for UC and/or CSU admission by the total student enrollment in all courses. Note: Each student is counted in each course in which the student is enrolled. As a result of these duplicated counts, the student enrollment in all courses will, and the student enrollment in courses required for UC and/or CSU admission may, exceed the actual student enrollment figure for the school.
|
Student
Enrollment In All Courses |
Student
Enrollment |
Percent of
Student Enrollment |
|
|
|
|
Data reported are the number and percent of graduates who
have completed all courses required for University of California (UC) and/or
California State University (CSU) admission. The percent of graduates is
calculated by dividing the total number of graduates who have completed all
courses required for UC and/or CSU admission by the total number of graduates.
|
Number Of Graduates |
Number of Graduates Who Have
Completed All Courses Required For UC and/or
CSU Admission |
Percent of
Graduates Who Have
Completed All Courses Required For UC and/or
CSU Admission |
|
|
|
|
Data reported are the average verbal and math scores for
Grade 12 students at the school, district, and state level who voluntarily take
the SAT Reasoning Test for college entrance. Data are also reported for total
grade 12 enrollment and percent of grade 12 enrollment taking the test.
Students may take the test more than once, but only the highest score is
reported at the year of graduation. The test may or may not be available to
students at a given school. Detailed information regarding SAT results may be
found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/.
Note: To protect student privacy, scores are not shown when the number of
students tested is 10 or less.
|
|
School |
District |
State |
||||||
|
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
2003 |
2004 |
2005 |
|
|
Grade 12 Enrollment |
|
|
|
|
|
|
|
|
|
|
Percent of Grade 12 Enrollment Taking Test |
|
|
|
|
|
|
|
|
|
|
Average Verbal Score |
|
|
|
|
|
|
|
|
|
|
Average Math Score |
|
|
|
|
|
|
|
|
|
Information about the school's college admission test preparation course program.
|
|
Information about the school's career technical education
programs and classes.
|
|
Data reported are enrollment and program completion from the
Report of Career-Technical Education Enrollment and Program Completion for
School Year 2003-2004 (CDE 101 E-1). Data
have been aggregated to the district level.
|
CTE Participants |
Grade 9-12 CTE
Students |
Grade 12 CTE
Students |
||||
|
Total Course Enrollment |
Number of Concentrators |
Number of Completers |
Completion Rate |
Number of Completers |
Number Earning Diploma |
Graduation Rate |
|
|
|
|
|
|
|
|
Data reported are the district salaries for teachers,
principals, and superintendents, compared to the state average salaries for
districts of the same type and size, as defined by Education Code Section 41409. Data are also reported for teacher
and administrative salaries as a percent of a district's budget. Detailed
information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0304.asp.
Note: County offices of education are not required to report average
salaries and expenditures. The CDE's School Fiscal Services Division does not
calculate statewide average salary and expenditure information for county
offices of education.
|
Category |
District Amount |
State Average For Districts In Same Category |
|
Beginning Teacher Salary |
35,380 |
34,793 |
|
Mid-Range Teacher Salary |
44,266 |
52,959 |
|
Highest Teacher Salary |
71,718 |
67,258 |
|
Average Principal Salary (Elementary) |
79,406 |
86,986 |
|
Average Principal Salary (Middle) |
81,200 |
88,402 |
|
Average Principal Salary (High) |
84,905 |
94,302 |
|
Superintendent Salary |
125,000 |
115,648 |
|
Percent of Budget for Teacher Salaries |
38% |
40.6% |
|
Percent of Budget for Administrative Salaries |
4.6% |
5.88% |
Data reported are the total dollars expended in the district
and the dollars expended per student at the district compared to the state
average for all districts and for districts of the same type and size. Detailed
information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note:
County offices of education are not required to report average expenditures.
The CDE's School Fiscal Services Division does not calculate statewide average expenditure
information for county offices of education.
|
District |
District |
State Average For Districts In Same Category |
State Average All Districts |
|
|
Total Dollars |
Dollars
Expended |
Dollars
Expended |
Dollars
Expended |
|
|
21,971,428 |
7827 |
|
6919 |
|
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. |