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 7th and 8th 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 Đ 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 Đ 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 principalšs 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 Đ 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 Đ 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 Đ 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 Đ 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 Đ 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 Đ 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 Đ 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 Đ 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 schoolšs 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 Đ 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 Đ 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 Đ 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:

 

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 Đ 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 Đ 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

Masteršs Degree plus 30 or more semester hours

4

61

Masteršs Degree

 

 

Bacheloršs Degree plus 30 or more semester hours

12

100

Bacheloršs Degree

1

9

Less than Bacheloršs 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 schoolšs instructional program conforms to the standards and guidelines established by the California State Department of Education.  The schoolšs 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 (7th and 8th), 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.

 

 

ˇ       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.

ˇ       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. 

ˇ       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 Đ within 3 years

Mathematics

New Đ 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 (7th and 8th)

Algebra 59; Geometry 4; French 15

20% of all students; 38% of 8th 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.