School Accountability Report Card    
  Reported for School Year 2002-2003  

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). 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 Junior High  District Name  San Lorenzo Valley Unified
 Principal  Michelle McKinny
 Superintendent  Julie Haff
 Street  6134 Hwy. Nine  Street  6134 Hwy. 9
 City, State, Zip  Felton, CA    95018-9704  City, State, Zip  Felton, CA    95018-9704
 Phone Number  831-335-4452  Phone Number  831-336-5194
 FAX Number  831-335-3812  FAX Number  831-336-9531
 Web Site  www.slvjh.slv.k12.ca.us  Web Site  www.slv.k12.ca.us
 E-mail Address    E-mail Address  
 CDS Code  44-69807-6060644  SARC Contact  Marilee French

School Description and Mission Statement
The staff, students, and community of San Lorenzo Valley Junior High School are dedicated to creating a positive, safe, and caring atmosphere in which students and staff are encouraged to reach their highest personal and educational potential.  We recognize each person as unique with special needs and talents.  Above all else we foster high academic achievement, self-discipline, self-esteem, and self-knowledge.
 
 

Opportunities for Parental Involvement
 Contact Person Name   Michelle McKinny
 Contact Person Phone Number 831-335-4452
  After school clubs, dances, Panther Club, volunteer in classrooms, lunch supervision, 8th gade activities, yearbook
 
 

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).
 Grade Level  Enrollment  Grade Level  Enrollment
 Kindergarten  Grade 9
 Grade 1  Grade 10
 Grade 2  Grade 11
 Grade 3  Grade 12
 Grade 4  Ungraded Secondary
 Grade 5    
 Grade 6
 Grade 7 239 
 Grade 8 281 
 Ungraded Elementary 14   Total Enrollment 534 

Student Enrollment, by Ethnic Group
Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
 Racial/Ethnic Category  Number
of
Students
 Percent
of
Students
 Racial/Ethnic Category  Number
of
Students
 Percent
of
Students
 African-American 0.7   Hispanic or Latino 23  4.3 
 American Indian or Alaska Native 12  2.2   Pacific Islander 0.7 
 Asian 1.3   White (Not Hispanic) 482  90.3 
 Filipino 0.2   Multiple or No Response 0.2 

II. School Safety and Climate for Learning

School Safety Plan
 Date of Last Review/Update   9/03  Date Last Discussed with Staff   9/03
Student and staff safety are top priority of administration.  Students and parents are encouraged to communicate any issues with school officials.  Administration provides a phone number on campus to be used as an anonymous tip line.  Students are
frequently reminded of these services by way of daily bulletin and signs posed in office.  A School Safety Plan is annually updated and kep in the school office.
 

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 school rules and discipline policy.  Positive behavior is stressed and rewarded.  We have a school wide Student of the Month program, POP cards for random acts of kindness, Honor Roll and Academic Awards.  Classes are held in regular classrooms or portables.  The staff has a staff room and work room.  We offer after school tutoring and homework club to students who qualify.  We communicate with parents bi-monthly with the Panther Press.  We have a marquee at the street to communicate events to the community.  PowerSchool is used to communicate grades and attendance to parents.
 
 

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
 2001  2002  2003  2001  2002  2003
 Number of Suspensions 72
100
102
     
 Rate of Suspensions . 13
  .18 . 18
     
 Number of Expulsions   0 0
0
 Rate of Expulsions  0 0
0  

School Facilities
Campus cleanliness is an area of emphasis.  Both custodians and students clean the outside campus several times per day.  Reconstruction will begin in June 2004 with completion slated for October 2005.
 
 

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).
 Performance Level  School  District  State
 2001  2002  2003  2001  2002  2003  2001  2002  2003
 English Language Arts  51  48  54  49  48  55  30  32  35
 Mathematics    29  37    39  44    31  35
 Science          63  52    30  27
 History/Social Science      46    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          48    56
 Mathematics          37    38
 Science              
 History/Social Science          31    48

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  44  64    39  56  12  59  
 Mathematics  36  38    29  38  5  41  
 Science                
 History/Social Science  43  49    26  49  10  50  

Norm-Referenced Test (NRT)
Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level 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. 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
 2001  2002  2003  2001  2002  2003  2001  2002  2003
 Reading








 Mathematics









NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject  African-
American
 American
Indian or
Alaska
Native
 Asian  Filipino  Hispanic
or Latino
 Pacific
Islander
 White
(not
Hispanic)
 Reading      



 Mathematics      




NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject    Male    Female  English
Learners
Socioeconomically
Disadvantaged
 Students With
Disabilities
 Migrant
Education
Services
 Yes  No  Yes  No
 Reading






 
 Mathematics






 

Local Assessment
Data reported are the percent of students meeting or exceeding the district standard.
 Grade
Level
 Reading  Writing  Mathematics
 2001  2002  2003  2001  2002  2003  2001  2002  2003
 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). 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        34.1  44.7  23.3  23.8  25.2  22.3
 7  39.8  47.8  32.2  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 API
 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  745  770  721  API Growth Score  774  751  748
 Growth Target  3  2  4  Actual Growth  29  -19  27
 Statewide Rank  8  8  7  
 Similar Schools Rank  1  2  1

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  753  781  728  API Growth Score  785  758  752
 Growth Target  2  2  3  Actual Growth  32  -23  24

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        API Growth Score      677
 Growth Target        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  No  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
 2001  2002  2003  2001  2002  2003
 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  ---  ---  N/A  ---  ---  No

IV. School Completion (Secondary Schools)

California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (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. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic 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 9-12 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 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), 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.
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.

       No data are available for this section

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  2001  2002  2003
 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  26.00  4  14    29.81  1  11  4  29.44    14  2
 Mathematics  27.72  3  11  4  29.94  2  10  5  29.76  2  8  7
 Science  28.67    17  1  30.22    15  3  28.89  1  15  2
 Social Science  28.56    18    29.39  2  13  3  30.88    13  4

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      
 1      
 2      
 3      

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
 
 29  28  28
 Teachers with Full Credential
 (full credential and teaching in subject area)
 28  27  27
 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)
   1  

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 credentialed 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  1
 Librarian  1
 Psychologist  1
 Social Worker  
 Nurse  
 Speech/Language/Hearing Specialist  .8
 Resource Specialist (non-teaching)  
 Other  

Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also 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
 1  534

VII. Curriculum and Instruction

School Instruction and Leadership
The junior high school's instructional program conforms to the standards and guidelines established by the California State Department of Education.  The school's core curriculum includes language arts, mathematics, science, social sciences, physical education, and the fine and performing arts.
 
 

Professional Development
Opportunities for professional growth are provided through a variety of inservice activities both at the district and the school site.  Teachers may also participate in various education programs offered by the Santa Cruz County Office of Education and the University of California at Santa Cruz. Staff development days this year focus on implementation of content standards and methods for assessing student progress.
 
 

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
 1    50,400
 2    50,400
 3    50,400
 4    54,000
 5    54,000
 6    54,000
 7 58,188
 54,000
 8 58,188
 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

Total Number of Minimum Days
  One day - Last day of school, students are released at 12:30 p.m.
 
 

VIII. Postsecondary Preparation (Secondary Schools)

Advanced Placement/International Baccalaureate Courses Offered
The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. Data reported are the number of courses and classes offered, and the enrollment in various AP and IB classes. The data for Fine and Performing Arts include AP Art and AP Music, and the data for Social Science include IB Humanities.

       No data are available for this section

Students Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission
Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission by the total number of students enrolled in all courses.
 Number of Students
Enrolled in All Courses
 Number of Students
Enrolled In Courses Required
For UC and/or CSU Admission
 Percent of Students
Enrolled In Courses Required
For UC and/or CSU Admission
 215  42  19.5

Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission
Data reported are the number and percent of graduates who have completed all courses required for UC and/or 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.

       No data are available for this section

SAT I Reasoning Test
Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation. Detailed information regarding SAT results may be found at the California Department of Education Web site at http://www.cde.ca.gov/ope/research/sat/.

       No data are available for this section

College Admission Test Preparation Course Program
 
 
 

Degree to Which Students are Prepared to Enter Workforce
 
 
 

Enrollment and Program Completion in Career/Technical Education (CTE) Programs
Data reported are from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2001-2002 (CDE 101 E-1). Data have been aggregated to the district level.
 CTE Participants   Secondary 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
             

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  29386  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
According to the 2000/01 unaudited financial statements, the total cost of operating the San Lorenzo Valley Unified School District was $29,044,665 or $7,268 per pupil in Average Daily Attendance (ADA).  This included funds spent for general education and state and federal programs including Special Education, School Improvement, Gifted and Talented and library books and materials.