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	0	Grade 9	0
Grade 1	0	Grade 10	0
Grade 2	0	Grade 11	0
Grade 3	0	Grade 12	0
Grade 4	0	Ungraded Secondary	0
Grade 5	0
Grade 6	0
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	4	0.7	Hispanic or Latino	23	4.3
American Indian or Alaska Native	12	2.2	Pacific Islander	4	0.7
Asian	7	1.3	White (Not Hispanic)	482	90.3
Filipino	1	0.2	Multiple or No Response	1	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.