School Accountability Report Card

Reported for School Year 2004-05

Published During 2005-06

Notes regarding the source and currency of data:

Data included in this School Accountability Report Card (SARC) template are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp

Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available.

More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.

I. General Information

Contact Information

Information about school and district contacts.

School Information		District Information
School Name	San Lorenzo Valley Junior High	District Name	San Lorenzo Valley Unified
Principal	Chris Mercer	Superintendent	Julie Haff
Street	7179 Hacienda Drive	Street	325 Marion Avenue
City, State, Zip	Felton, CA 95018	City, State, Zip	Ben Lomond, CA 95005
Phone Number	831 335-4452	Phone Number	831 335-5194
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	Cmercer@slvjh.slv.k12.ca.us	E-mail Address	Jhaff@slv.k12.ca.us
CDS Code	44-69807-6060644	SARC Contact	Marilee French

School Description and Mission Statement

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

San Lorenzo Valley Junior High School is located in the beautiful Santa Cruz mountains. The citizens of the San Lorenzo Valley allocated funds for construction by passing a bond measure in 2001. Fourteen new classrooms will be completed at the junior high in December 2005. We value the continued support of our community and parents. Together with our staff, we are focused on providing a quality education for every student at SLV. San Lorenzo Valley Junior High School is a comprehensive junior high that offers English, math, science, social studies and physical education at each level. Because of its close proximity to San Lorenzo Valley High School, our students are able to take French, geometry, advanced music and other classes at the high school. A full range of electives includes art, Student Council, chorus, instrumental music, drama, Spanish, woodshop and digital media. Many students participate in extra curricular clubs and activities.

We 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

Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.

Contact Person Name	Chris Mercer	Contact Person Phone Number	831 335-4452
There are many opportunities for parents to be involved at the junior high school (e.g., after-school clubs, such as newspaper, photography, yearbook, and crafts; dances; parent organizations; Parents on Campus -lunch time supervision; fundraising; special events; and volunteering in the 7^th and 8^th grade Humanities and Science Academy, the Performing Arts Academy and/or the Nature Academy). Parents may become involved at the district level by participating in district councils, committees, and special events. We also encourage parents to support their children at home by discussing their education expectations and creating a positive homework and learning environment in the home. The principal hosts parent coffees monthly to discuss school program, current educational issues, and other related topics concerning SLV students and families. If you want to get involved, please contact Chris Mercer at (831) 335-4452.

II. Demographic Information

Student Enrollment – Grade Level

Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).

Grade Level	Enrollment	Grade Level	Enrollment
Kindergarten		Grade 9
Grade 1		Grade 10
Grade 2		Grade 11
Grade 3		Grade 12
Grade 4		Ungraded Secondary
Grade 5
Grade 6
Grade 7	183
Grade 8	206
Ungraded Elementary	389	Total Enrollment

Student Enrollment – Racial and Ethnic Subgroups

Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.

Racial and Ethnic Subgroup	Number of Students	Percent of Students	Racial and Ethnic Subgroup	Number of Students	Percent of Students
African American	8	2	Hispanic or Latino	35	9
American Indian or Alaska Native	2	.5	Pacific Islander	0	0
Asian	5	1.3	White (Not Hispanic)	329	85
Filipino	4	1	Multiple or No Response	6	1.5

III. School Safety and Climate for Learning

School Safety Plan

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

Date of Last Review/Update	11/04	Date Last Discussed with Staff	5/05
Student and staff safety are a top priority of administration. Students are supervised before and after school with adult supervision. A police officer, located on the adjoining high school campus, is available five days a week. Campus supervisors, teachers, the counselor, and administrators monitor the campus before and after school, during brunch, lunchtime, and passing periods. 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 posted in the office. Staff is given a five-minute safety inservice at every staff meeting. A School Safety Plan is annually updated and kept in the school office. Off campus safety review is held annually for all administrators. Classified staff attends monthly safety meetings at the district office. SLV is a very secure and safe campus.

School Programs and Practices That Promote a Positive Learning Environment

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

A school handbook is distributed to all parents at the beginning of the school year. It includes school rules, procedures, calendars of events, student activities, student assistance and our discipline policy. Positive behavior is continually stressed and rewarded. We have a school-wide Student of the Month program; reward cards that are used by all staff to recognize students; Honor Roll, Athletic Awards, Academic Awards and Community Service Awards; the county supervisor sends letters to all Students of the Month; and the Panther Club gives an annual award to an outstanding student. Classes are held in regular classrooms. The school is under construction, and classrooms, including two science rooms, will be completed in December 2005. The staff has a staff room and a workroom. An intervention program for students is available in both language arts and math. After-school tutorials in language arts and math are available to all students. We communicate with parents weekly via a principalπs e-newsletter. A student-run newspaper is distributed monthly, and the daily bulletin is posed on our Web site. We have a marquee on the main highway to communicate events to the community. Power School is used by 100% of our teachers.

All staff members attend regular staff development activities to improve their instructional skills. These activities include group meetings, workshops, classroom observations and conferences. The curriculum is aligned with the California State Standards and frameworks. Based on staff input, teacher leaders develop comprehensive, long-range staff development opportunities, which emphasize professional collaboration and instructional strategies specifically geared to middle school students. All teachers agreed to focus on reading across the content areas this year.

Suspensions and Expulsions

Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year.

	School			District
	2002	2003	2004	2002	2003	2004
Number of Suspensions	102	87	99		201	260
Rate of Suspensions			.225			.075
Number of Expulsions	0	0	2	2	0	3
Rate of Expulsions	0	0	.005		0	.0009

IV. School Facilities

School Facility Conditions – General Information

Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

Our school consists of 23 classrooms, a computer lab, a drama facility, a gym and locker rooms, a library, a book room, an office building that includes the staff room and work room, a softball field, a soccer field, and two covered lunch areas. We are in close proximity to the high school, so many of our students attend math and elective classes there. We have access to the school cafeteria, the high school swimming center, Performing Arts Center, and football field. A state-of-the-art sports complex with an all-weather track will be started in spring 2006. Our students run cross-country in the state park that borders our school. We have two full time custodians who take pride in keeping the campus clean. Our restrooms were recently renovated.

School Facility Conditions – Results of Inspection and Evaluation

Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

Interim Evaluation Instrument Part	Facility in Good Repair		Deficiency and Remedial Actions Taken or Planned
	Yes	No
Gas Leaks	x
Mechanical Systems	x
Windows/Doors/Gates (interior and exterior)	x
Interior Surfaces (walls, floors, and ceilings)	x
Hazardous Materials (interior and exterior)	x
Structural Damage	x
Fire Safety	x
Electrical (interior and exterior)	x
Pest/Vermin Infestation	x
Drinking Fountains (inside and outside)	x
Restrooms	x
Sewer	x
Playground/School Grounds	x
Other

V. Academic Data

Standardized Testing and Reporting (STAR)

Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade.

California Standards Tests (CST)

The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST – All Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
	2003	2004	2005	2003	2004	2005	2003	2004	2005
English-Language Arts	54	58	57	55	58	57	35
Mathematics (includes algebra, geometry and Integrated Mathematics)	37	47	44	44			31	35
Science
History-Social Science	46	39	48	45

CST – Racial and Ethnic Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Subject	African American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
English-Language Arts	44		100		21		60
Mathematics	40		67		21		47
Science
History-Social Science (grade 8)	22		86		28		50

CST – Other Subgroups

Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Subject	Male	Female	English Learners	Economically Disadvantaged	Students With Disabilities	Migrant Education
English-Language Arts	48	65	.006	36	15
Mathematics	40	45	.006	25	12
Science
History-Social Science	50	44	.000	37	12	N/A

Norm-Referenced Test (NRT)

Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT – All Students

Data reported are the percent of students scoring at or above the 50th percentile. Seventh grade only.

Subject	School			District			State
	2003	2004	2005	2003	2004	2005	2003	2004	2005
Reading	58	61	60	61	63	62	42	44	62
Mathematics	58	60	56	60	60	58	46	47	58

NRT – Racial and Ethnic Subgroups

Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.

Subject	African American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
Reading
Mathematics

NRT – Other Subgroups

Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.

Subject	Male	Female	English Learners	Economically Disadvantaged	Students With Disabilities	Migrant Education
Reading
Mathematics

Local Assessment

Data reported are the percent of students meeting or exceeding the district standard.

Grade Level	Reading			Writing			Mathematics
	2003	2004	2005	2003	2004	2005	2003	2004	2005
K
1
2
3
4
5
6
7
8
9
10
11
12

California Physical Fitness Test

Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Grade Level	School			District			State
	Total	Female	Male	Total	Female	Male	Total	Female	Male
5
7	50.0	42.9	57.1	57.9	48.4	33.1	29.1	31.3	27.0
9

Academic Performance Index

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its API Base and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the schoolπs target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: To be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

API – Schoolwide

Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.

API Base Data				API Growth Data
	2002	2003	2004		From 2002 to 2003	From 2003 to 2004	From 2004 to 2005
Percent Tested	100	99	99	Percent Tested	100	99	99
API Base Score	721	744	770	API Growth Score	748	771
Growth Target	4	3	2	Actual Growth	27	27	-8
Statewide Rank	7	7	8
Similar Schools Rank	1	2	2

API – Racial and Ethnic Subgroups

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
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		744	770	API Growth Score
Growth Target		747	772	Actual Growth

API – Socioeconomically Disadvantaged Subgroup

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

API Base Data				API Growth Data
	2002	2003	2004		From 2002 to 2003	From 2003 to 2004	From 2004 to 2005
API Base Score	721	744	770	API Growth Score	744	770
Growth Target	725	747	772	Actual Growth	+23	+26	-8

State Award and Intervention Programs

Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

Adequate Yearly Progress (AYP)

The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:

• Requirement 1: Participation rate on the stateπs standards-based assessments
• Requirement 2: Percent proficient on the stateπs standards-based assessments
• Requirement 3: API as an additional indicator
• Requirement 4: Graduation rate (for secondary schools)

Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

AYP All Criteria – Schoolwide

Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.

Schoolwide	School			District
	2003	2004	2005	2003	2004	2005
All Students	yes	yes	yes	no	no	no

AYP Participation Rates and Proficiency Levels – Schoolwide and Subgroups

Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "n/a" means that the student group is not numerically significant.

Schoolwide and Subgroups	School			District
	2003	2004	2005	2003	2004	2005
All Students	yes	yes	yes	no	no	no
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	NA	NA	NA	NA	NA	NA
Students with Disabilities	no	yes	Yes	no	yes	yes

Federal Intervention Program

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools and districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the district office or speaking with the school principal.

	School	District
First Year of Program Improvement Implementation
Year in Program Improvement (Implementation Level)
Year Exited Program Improvement
Number of Schools Currently in Program Improvement	---
Percent of Schools Currently in Program Improvement	---

VI. School Completion (Secondary Schools)

California High School Exit Examination (CAHSEE)

Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Examination (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.

These data are not required to be reported until 2006, when they can be reported for the entire potential graduating class. At that time, the data are expected to be disaggregated by special education status, English learners, socioeconomically disadvantaged status, gender, and ethnic group.

Dropout Rate and Graduation Rate

Data reported regarding progress toward reducing dropout rates over the most recent three-year period include grade 9 through 12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9 through 12 dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The graduation rate, included as one of the requirements of California's definition of Adequate Yearly Progress as required by the federal No Child Left Behind (NCLB) Act, is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.

	School			District			State
	2002	2003	2004	2002	2003	2004	2002	2003	2004
Enrollment (9-12)
Number of Dropouts	NA	NA	NA
Dropout Rate (1-year)
Graduation Rate

VII. Class Size

Average Class Size and Class Size Distribution

Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS.

Grade Level	2003				2004				2005
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-20	21-32	33+		1-20	21-32	33+		1-20	21-32	33+
K
1
2
3		See next section
4
5
6
K-3
3-4
4-8
Other

Average Teaching Load and Teaching Load Distribution

Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS.

Subject	2003				2004				2005
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-22	23-32	33+		1-22	23-32	33+		1-22	23-32	33+
English					29.4	0	14	2	29.1		9	2
Mathematics					29.7	2	8	7	32.3		6	5
Science					28.8	1	15	2	30.9		9	2
Social Science					30.8	12	13	4	31.5		7	4

Class Size Reduction Participation

Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.

Grade Level	Percent of Students Participating
	2003	2004	2005
K
1	NA	NA	NA
2
3

VIII. Teacher and Staff Information

Core Academic Courses Taught by NCLB Compliant Teachers

For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.

	Percent of Classes In Core Academic Subjects Taught by NCLB Compliant Teachers
This School	100
All Schools in District	96% excludes Sp Ed and Charters
High-Poverty Schools in District	N/A
Low-Poverty Schools in District	N/A

Teacher Credentials

Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1." If a teacher works at two schools, he/she is counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.

	2003	2004	2005
Total Teachers	28	28	25
Teachers with Full Credential	27	27	25
Teachers Teaching Outside Subject Area (full credential teaching outside subject area)	0	0	0
Teachers in Alternative Routes to Certification (district and university internships)	0	0	0
Pre-Internship	0	0	0
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)	0	0	0
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)	0	0	0

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
Total Teacher Misassignments	0	0

Teacher Education Level

Data reported are the percent of teachers by education level, as reported by CBEDS.

	School	District
Doctorate	1	2
Masterπs Degree plus 30 or more semester hours	4	61
Masterπs Degree
Bachelorπs Degree plus 30 or more semester hours	12	100
Bachelorπs Degree	1	9
Less than Bachelorπs Degree

Vacant Teacher Positions
Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. For the 2005-06 school year, the most currently available data are reported.

	2004	2005	2006
Vacant Teacher Positions	0	0	0

Teacher Evaluations

Information about the procedures and criteria for teacher evaluations.

Teacher evaluation procedures and criteria are defined in the bargaining unit contract and through district procedures. Tenured teachers are evaluated biannually. Probationary teachers are evaluated yearly. The results of the evaluations are given to the teacher and principal and then placed in the personnel file.

Substitute Teachers

Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.

The district draws from a pool of qualified teachers in the county.

Counselors and Other Support Staff

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

Title	FTE
Counselor	1
Librarian	1
Psychologist	.4
Social Worker
Nurse	.25
Speech/Language/Hearing Specialist	1
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 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
1	479

IX. Curriculum and Instruction

School Instruction and Leadership

Information about the structure of the school's instructional program and the experience of the school leadership team.

The schoolπs instructional program conforms to the standards and guidelines established by the California State Department of Education. The schoolπs core curriculum aligns with the California State Standards and Frameworks and includes language arts, mathematics, science, social sciences, foreign language, physical education, and the fine and performing arts. There are four academies on campus; the Nature Academy, a charter program that encompasses the entire school day; two Humanities and Science Academies (7^th and 8^th), a three period core (science, social studies and English); and the Performing Arts Academy, a three period eighth grade core (English, social studies and drama.) All content area subjects share common assessments that are administered throughout the year and are intended to prepare all students for proficiency in the content standards. Leadership team is comprised of teacher leaders from core content areas. Leadership team members hold monthly department meetings that include sharing of best practices and collaboration among colleagues.

Professional Development

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

∑ The San Lorenzo Valley Unified School District is committed to improving student achievement by supporting teaching and learning in the classroom. Teacher leaders develop comprehensive and long-range staff development, which emphasizes professional collaboration while broadening the repertoire of instructional practices of junior high school teachers.

∑ All staff at SLVJH attend regular staff development opportunities to improve their instructional skills. These activities include group meetings, workshops, classroom observations and conferences. In addition, ample time at all staff meetings is devoted to collaboration.

∑ All teachers participate in writing goals that are incorporated into the Site Plan

Quality and Currency of Textbooks and Instructional Materials

Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.

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 areas committees, piloted in the classroom, reviewed by school staff, recommended and approved by the District Curriculum Coordinating 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.

Core Curriculum Areas	Quality and Currency of Textbooks and Instructional Materials
Reading/Language Arts	New – within 3 years
Mathematics	New – within 3 years
Science	New -within 4 years
History-Social Science	Adopted 2005

Availability of Sufficient Textbooks and Instructional Materials

Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.

Core Curriculum Areas	Availability of Textbooks and Instructional Materials
Reading/Language Arts	Available for all students
Mathematics	Available for all students
Science	Available for all students
History-Social Science	Available for all students
Foreign Language	Available for all students taking French or Spanish
Health	N/A
Science Laboratory Equipment (grades 9-12)	Available for all students

Instructional Minutes

Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.

Grade Level	Instructional Minutes
	Offered	State Requirement
K		36,000
1		50,400
2		50,400
3		50,400
4		54,000
5		54,000
6		54,000
7	59,467	54,000
8	59,467	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
10
11
12

Minimum Days in School Year

Information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.

The school has three Buy-Out Days and one minimum day, the last day of school.

X. Postsecondary Preparation (Secondary Schools)

Advanced Placement and International Baccalaureate Courses

Data reported are the number of Advanced Placement (AP) and International Baccalaureate (IB) courses and classes offered, and the enrollment in various classes. The data for fine and performing arts include AP Art and AP Music, and the data for social science include IB Humanities.

Subject	Number of Courses Offered	Number of Classes Offered	Enrollment
Fine and Performing Arts
Computer Science
English
Foreign Language	NA	NA	NA
Mathematics
Science
Social Science

Student Enrollment in Courses Required for University of California (UC) and/or California State University (CSU) Admission

Data reported are the number and percent of student enrollment in courses required for University of California (UC) and/or California State University (CSU) admission. The percent of student enrollment is calculated by dividing the total student enrollment in courses required for UC and/or CSU admission by the total student enrollment in all courses. Note: Each student is counted in each course in which the student is enrolled. As a result of these duplicated counts, the student enrollment in all courses will, and the student enrollment in courses required for UC and/or CSU admission may, exceed the actual student enrollment figure for the school.

Student Enrollment In All Courses	Student Enrollment In Courses Required For UC and/or CSU Admission	Percent of Student Enrollment In Courses Required For UC and/or CSU Admission
389 (7^th and 8^th)	Algebra 59; Geometry 4; French 15	20% of all students; 38% of 8^th graders

Graduates Who Have Completed All Courses Required for University of California (UC) and/or California State University (CSU) Admission

Data reported are the number and percent of graduates who have completed all courses required for University of California (UC) and/or California State University (CSU) admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates.

Number Of Graduates	Number of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission	Percent of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
NA

SAT Reasoning Test

Data reported are the average verbal and math scores for Grade 12 students at the school, district, and state level who voluntarily take the SAT Reasoning Test for college entrance. Data are also reported for total grade 12 enrollment and percent of grade 12 enrollment taking the test. Students may take the test more than once, but only the highest score is reported at the year of graduation. The test may or may not be available to students at a given school. Detailed information regarding SAT results may be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

	School			District			State
	2003	2004	2005	2003	2004	2005	2003	2004	2005
Grade 12 Enrollment	NA	NA	NA
Percent of Grade 12 Enrollment Taking Test
Average Verbal Score
Average Math Score

College Admission Test Preparation Course Program

Information about the school's college admission test preparation course program.

NA

Workforce Preparation Programs

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

NA

Career Technical Education (CTE) Programs

Data reported are enrollment and program completion from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2003-2004 (CDE 101 E-1). Data have been aggregated to the district level.

CTE Participants	Grade 9-12 CTE Students			Grade 12 CTE Students
Total Course Enrollment	Number of Concentrators	Number of Completers	Completion Rate	Number of Completers	Number Earning Diploma	Graduation Rate
NA

XI. Fiscal and Expenditure Data

Teacher and Administrative Salaries (Fiscal Year 2003-04)

Data reported are the district salaries for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Data are also reported for teacher and administrative salaries as a percent of a district's budget. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	35,380	34,793
Mid-Range Teacher Salary	44,266	52,959
Highest Teacher Salary	71,718	67,258
Average Principal Salary (Elementary)	79,406	86,986
Average Principal Salary (Middle)	81,200	88,402
Average Principal Salary (High)	84,905	94,302
Superintendent Salary	125,000	115,648
Percent of Budget for Teacher Salaries	38%	40.58
Percent of Budget for Administrative Salaries	4.6%	5.88

District Expenditures (Fiscal Year 2003-2004)

Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.

District	District		State Average For Districts In Same Category	State Average All Districts
Total Dollars Expended		Dollars Expended Per Student (ADA)	Dollars Expended Per Student (ADA)	Dollars Expended Per Student (ADA)
$21,971,428.00		$7827.00		$6919.00

Types of Services Funded

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

Categorical funds provide student support services such as promotion/retention interventions, after-school tutorials, an intramural sports director position, an assessment/accountability coordinator, a Dean of Students position and other support services for student council.