School Accountability Report Card Reported for School Year 2008-09 Published During 2009-10
Executive Summary School Accountability Report Card, 2008-09
Monarch Learning Center School
|
Address:
|
5307 Cedars Rd. ,
Redding
CA
96001-4102
|
Phone:
|
530-247-7307
|
|
Principal:
|
Chris
Johnson
|
Grade Span:
|
K -
8
|
This
executive summary of the School Accountability Report Card (SARC) is
intended to provide parents and community members with a quick snapshot
of school accountability. The data presented in this report are
reported for the 2008-09 school year, except the School Finances and
School Completion data that are reported for the 2007-08 school year.
For additional information about the school, parents and community
members should review the entire SARC or contact the school principal
or the district office.
About This School
|
The Mission of
Monarch Learning Center, a free public Charter School,
is to cultivate an active family community where parents
and staff together provide “more” individual, real,
personal, and conceptual learning for each student.
Through exploration, direct experience, and
discovery, each student gains ownership of his her
learning. The student at Monarch is a self-directed
learner who is able to demonstrate, articulate, and
evaluate what he or she learns. Monarch education is
developmentally appropriate, centered on language,
mathematics, and science literary, and is achieved
through the three principles of Respect, Understanding,
and Excellence. |
Student Enrollment
|
Group
|
Percent
|
|
African American
|
3.51 %
|
|
American Indian or Alaska Native
|
1.75 %
|
|
Asian
|
0.88 %
|
|
Filipino
|
%
|
|
Hispanic or Latino
|
7.02 %
|
|
Pacific Islander
|
%
|
|
White (not Hispanic)
|
74.56 %
|
|
Multiple or No Response
|
12.28 %
|
|
Socioeconomically Disadvantaged
|
58.00 %
|
|
English Learners
|
%
|
|
Students with Disabilities
|
3.00 %
|
|
Total Number of Students
|
114
|
Teachers
|
Indicator
|
Teachers
|
|
Teachers with full credential
|
7
|
|
Teachers without full credential
|
0
|
|
Teachers Teaching Outside Subject Area of Competence
|
0 |
|
Misassignments of Teachers of English Learners
|
0 |
|
Total Teacher Misassignments
|
0 |
Student Performance
|
Subject
|
Students Proficient and Above on California Standards Tests
|
|
English-Language Arts
|
56% |
|
Mathematics
|
47% |
|
Science
|
42% |
|
History-Social Science
|
20% |
Academic Progress
|
Indicator
|
Result
|
|
2009 Growth API Score (from 2009 Growth API Report)
|
756 *
|
|
Statewide Rank (from 2008 Base API Report)
|
5 *
|
|
2009-10 Program Improvement Status (PI Year)
|
|
School Facilities
Summary of Most Recent Site Inspection
|
Monarch is located on Cedars Rd. in
Redding, within the boundaries of its sponsoring
district. Its enrollment is capped at 130 students.
The campus is situated on 2.5 acres that were approved
for school use by the California Department of Education
in 2002. The 8,000 square foot school building is made
of modular buildings constructed by Doupnik Inc., and
approved by the Office of the State Architect. The
facility provides five multi-graded classrooms, an
office, a multi-use room, a library area, a resource
room, and restrooms. There is a paved basketball court,
other paved play areas, a grass play field, covered
picnic areas, a PMEA approved playground structure, and
a fenced study pond. |
Repairs Needed
|
All facilities are in good repair. The school
conducts monthly self-inspections and a biennial
inspection by school staff and representatives of both
Redding School District (our sponsor district) and
Northern California Schools Insurance Group. All safety
and maintenance concerns from the January 9, 2008
inspection have been addressed. |
Corrective Actions Taken or Planned
|
No corrective actions are necessary at this time. |
Curriculum and Instructional Materials
|
Core Curriculum Areas
|
Pupils Who Lack Textbooks and Instructional Materials
|
|
Reading/Language Arts
|
0 |
|
Mathematics
|
0 |
|
Science
|
0 |
|
History-Social Science
|
0 |
|
Foreign Language
|
0 |
|
Health
|
0 |
|
Visual and Performing Arts
|
0 |
|
Science Laboratory Equipment (grades 9-12)
|
0 |
School Finances
|
Level
|
Expenditures Per Pupil (Unrestricted Sources Only)
|
|
School Site
|
$ 6,129 |
|
District
|
$5,952
|
|
State
|
$5,512
|
School Completion
Postsecondary Preparation
|
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma
|
N/A |
|
Graduates Who Completed All Courses Required for University of California or California State University Admission
|
N/A |
NAEP Reading, Grade 4
|
Average Scale Score - State
|
209
|
|
Average Scale Score - National
|
220
|
|
Achievement Level - Basic
|
30%
|
|
Achievement Level - Proficient
|
18%
|
|
Achievement Level - Advanced
|
5%
|
NAEP Reading, Grade 8
|
Average Scale Score - State
|
251
|
|
Average Scale Score - National
|
261
|
|
Achievement Level - Basic
|
41%
|
|
Achievement Level - Proficient
|
20%
|
|
Achievement Level - Advanced
|
2%
|
NAEP Mathematics, Grade 4
|
Average Scale Score - State
|
232
|
|
Average Scale Score - National
|
239
|
|
Achievement Level - Basic
|
72%
|
|
Achievement Level - Proficient
|
30%
|
|
Achievement Level - Advanced
|
5%
|
NAEP Mathematics, Grade 8
|
Average Scale Score - State
|
270
|
|
Average Scale Score - National
|
282
|
|
Achievement Level - Basic
|
59%
|
|
Achievement Level - Proficient
|
23%
|
|
Achievement Level - Advanced
|
5%
|
The
School Accountability Report Card (SARC), which is required by law to
be published annually, contains information about the condition and
performance of each California public school. More information about
SARC requirements is available on the California Department of
Education (CDE) SARC Web
page. For additional information about the school, parents and
community members should contact the school principal or the district
office.
I. Data and Access
DataQuest
DataQuest is an online data tool located on the CDE DataQuest
Web page that contains additional information about this school and
comparisons of the school to the district, the county, and the state.
Specifically, DataQuest is a dynamic system that provides reports for
accountability (e.g., Academic Performance Index [API], Adequate Yearly
Progress [AYP]), test data, enrollment, graduates, dropouts, course
enrollments, staffing, and data regarding English learners).
Internet Access
Internet
access is available at public libraries and other locations that are
publicly accessible (e.g., the California State Library). Access to the
Internet at libraries and public locations is generally provided on a
first-come, first-served basis. Other use restrictions include the
hours of operation, the length of time that a workstation may be used
(depending on availability), the types of software programs available
on a workstation, and the ability to print documents.
II. About This School
Contact Information (School Year 2009-10)
This section provides the schools contact information.
|
School
|
District
|
|
School Name
|
Monarch Learning Center
|
District Name
|
Redding Elementary
|
|
Street
|
5307 Cedars Rd.
|
Phone Number
|
530-225-0011
|
|
City, State, Zip
|
Redding ,
CA
96001-4102
|
Web Site
|
http://redding.echalk.com
|
|
Phone Number
|
530-247-7307
|
Superintendent
|
Diane
Kempley
|
|
Principal
|
Chris
Johnson
|
E-mail Address
|
dkempley@rsdnmp.org
|
|
E-mail Address
|
cjohnson@monarchkids.com
|
CDS Code
|
45-
70110-
6117931
|
School Description and Mission Statement (School Year 2008-09)
School Description and Mission Statement (School Year 2008-09)
|
The Mission of
Monarch Learning Center, a free public Charter School,
is to cultivate an active family community where parents
and staff together provide “more” individual, real,
personal, and conceptual learning for each student.
Through exploration, direct experience, and
discovery, each student gains ownership of his her
learning. The student at Monarch is a self-directed
learner who is able to demonstrate, articulate, and
evaluate what he or she learns. Monarch education is
developmentally appropriate, centered on language,
mathematics, and science literary, and is achieved
through the three principles of Respect, Understanding,
and Excellence. |
Opportunities for Parental Involvement (School Year 2008-09)
Opportunities for Parental Involvement (School Year 2008-09)
|
Because we
are a charter school, parents must actively choose
Monarch Learning Center over their neighborhood school.
They must meet all the enrollment requirements outlined
in the Monarch Charter and may have to submit to an
annual enrollment lottery.
In our
charter document, several opportunities for parent
involvement are described. To maintain enrollment
status, several levels of parent involvement are
required.
-
Three parent teacher
student progress conference per year (requirement).
-
Participation in the
annual school feedback survey (requirement).
-
Involvement in students community learning or
“more”
hours and completion of these records monthly( req).
-
Attendance at Policy Council meetings
(requirement of one per year).
-
Twenty hours of
volunteer service to the school per year
(requirement).
-
All parent members
are considered non-voting members of the school’s
governing council.
-
Any parent may
become a voting member of the school’s formal Policy
Council.
-
Parents may
participate in an active booster’s club
-
Parents may
contribute special skills by teaching in the PM class
program
-
Parents who meet
insurance criteria may serve as volunteer field study
drivers
-
Parents may serve as
chaperones on field studies
|
Student Enrollment by Grade Level (School Year 2008-09)
This table displays the number of students enrolled in each grade level at the school.
|
Grade Level
|
Number of Students
|
|
Kindergarten
|
13
|
|
Grade 1
|
11
|
|
Grade 2
|
21
|
|
Grade 3
|
19
|
|
Grade 4
|
15
|
|
Grade 5
|
13
|
|
Grade 6
|
6
|
|
Grade 7
|
6
|
|
Grade 8
|
10
|
|
Ungraded Elementary
|
0
|
|
Grade 9
|
0
|
|
Grade 10
|
0
|
|
Grade 11
|
0
|
|
Grade 12
|
0
|
|
Ungraded Secondary
|
0
|
|
Total Enrollment
|
114
|
Student Enrollment by Group (School Year 2008-09)
This table displays the percent of students enrolled at the school who are identified as being in a particular group.
|
Group
|
Percent of Total Enrollment
|
|
African American
|
3.51 %
|
|
American Indian or Alaska Native
|
1.75 %
|
|
Asian
|
0.88 %
|
|
Filipino
|
%
|
|
Hispanic or Latino
|
7.02 %
|
|
Pacific Islander
|
%
|
|
White (not Hispanic)
|
74.56 %
|
|
Multiple or No Response
|
12.28 %
|
|
Socioeconomically Disadvantaged
|
58.00 %
|
|
English Learners
|
%
|
|
Students with Disabilities
|
3.00 %
|
Average Class Size and Class Size Distribution (Elementary)
This
table displays by grade level the average class size and the number of
classrooms that fall into each size category (a range of total students
per classroom).
|
Grade Level
|
2006-07
|
2007-08
|
2008-09
|
|
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
|
19.0
|
1
|
|
|
|
|
|
|
|
|
|
|
|
2
|
|
|
|
|
|
|
|
|
|
|
|
|
|
3
|
|
|
|
|
|
|
|
|
|
|
|
|
|
4
|
|
|
|
|
|
|
|
|
|
|
|
|
|
5
|
|
|
|
|
|
|
|
|
|
|
|
|
|
6
|
|
|
|
|
|
|
|
|
|
|
|
|
|
K-3
|
21.0
|
1
|
1
|
|
22.8
|
2
|
2
|
1
|
17.0
|
3
|
2
|
|
|
3-4
|
21.0
|
|
1
|
|
|
|
|
|
|
|
|
|
|
4-8
|
25.0
|
|
2
|
|
24.5
|
|
2
|
|
25.0
|
|
2
|
|
|
Other
|
|
|
|
|
|
|
|
|
|
|
|
|
III. School Climate
School Safety Plan (School Year 2008-09)
This section provides information about the school's comprehensive safety plan.
|
As a
charter school, Monarch’s safety procedures are
addressed in Section 5 of its charter document, in
Council policies and in the Personnel Handbook rather
than a separate safety plan. Safety procedures are
discussed by staff at opening of the year meetings, and
employees sign off on knowledge of safety procedures
contained in their copy of Monarch’s Personnel Handbook
as part of their annual employment contract.
The
school has adopted the proper policies and procedures to
insure that every school employee is the proper type of
person to work with children.
The
school conducts monthly risk inspections as part of its
participation in a joint multiple school
district--county office Insurance Joint Powers Authority
(JPA). This JPA requires bi-annual third-party safety
inspections as a condition of membership.
The
school conducts monthly student emergency drills for
fire, earthquake, and intruders. Teachers carry a first
aid kit, a cell phone and student emergency treatment
authorizations when off campus on field studies. Only
parents who meet JPA insurance criteria and are approved
by the school director are allowed to transport students
during school hours.
Students
are released by school staff at the end of the school
day and only to known and listed persons. The school
has an established policy for the dispensing of
prescription and over-the-counter medicines.
Students use the internet at Monarch under
the provisions of the school’s technology policy and
with signed parent acknowledgement of this policy. |
Suspensions and Expulsions
This
table displays the rate of suspensions and expulsions (the total number
of incidents divided by the total enrollment) at the school and
district levels for the most recent three-year period.
|
Rate
|
School
|
District
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
Suspensions
|
0 |
0 |
0 |
14.2
|
13.9
|
11.9
|
|
Expulsions
|
0
|
0 |
0 |
0.0
|
0.0
|
0.0
|
IV. School Facilities
School Facility Conditions and Planned Improvements (School Year 2009-10)
This
section provides information about the condition of the school’s
grounds, buildings, and restrooms, and a description of any planned or
recently completed facility improvements.
|
Monarch is located on Cedars Rd. in Redding,
within the boundaries of its sponsoring district. Its
enrollment is capped at 130 students. The campus is
situated on 2.5 acres that were approved for school use
by the California Department of Education in 2002. The
8,000 square foot school building is made of modular
buildings constructed by Doupnik Inc., and approved by
the Office of State Architect. The facility provides 5
multi-graded classrooms, an office, a multi-use room, a
library area, a resource room, and restrooms. There is
a paved basketball court, other paved pay areas, a grass
play field, covered picnic areas, a PMEA approved
playground structure, and a fenced study pond. |
School Facility Good Repair Status (School Year 2009-10)
This
table displays the results of the most recently completed school site
inspection to determine the school facility’s good repair status.
|
Item Inspected
|
Repair Status
|
Repair Needed and Action Taken or Planned
|
|
Exemplary
|
Good
|
Fair
|
Poor
|
|
Systems: Gas Leaks, Mechanical/HVAC, Sewer
|
N/A
|
All |
|
|
No Repairs Needed |
|
Interior: Interior Surfaces
|
N/A
|
All |
|
|
No Repairs Needed |
|
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation
|
N/A
|
All |
|
|
No Repairs Needed |
|
Electrical: Electrical
|
N/A
|
All |
|
|
No Repairs Needed |
|
Restrooms/Fountains: Restrooms, Sinks/ Fountains
|
N/A
|
All |
|
|
No Repairs Needed |
|
Safety: Fire Safety, Hazardous Materials
|
N/A
|
All |
|
|
No Repairs Needed |
|
Structural: Structural Damage, Roofs
|
N/A
|
All |
|
|
No Repairs Needed |
|
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
|
N/A
|
All |
|
|
No Repairs Needed |
|
Overall Rating
|
LEA Provided
|
N/A
|
V. Teachers
Teacher Credentials
This
table displays the number of teachers assigned to the school with a
full credential, without a full credential, and those teaching outside
of their subject area of competence. Detailed information about teacher
qualifications can be found on the CDE DataQuest Web page.
|
Teachers
|
School
|
District
|
|
2006-07
|
2007-08
|
2008-09
|
2008-09
|
|
With Full Credential
|
6
|
7
|
7
|
183
|
|
Without Full Credential
|
0
|
0
|
0
|
3
|
|
Teaching Outside Subject Area of Competence
|
0 |
0
|
0 |
N/A
|
Teacher Misassignments and Vacant Teacher Positions
This
table displays the number of teacher misassignments (teachers assigned
without proper legal authorization) and the number of vacant teacher
positions (not filled by a single designated teacher assigned to teach
the entire course at the beginning of the school year or semester).
Note: Total Teacher Misassignments includes the number of
Misassignments of Teachers of English Learners.
|
Indicator
|
2007-08
|
2008-09
|
2009-10
|
|
Misassignments of Teachers of English Learners
|
0 |
0 |
0 |
|
Total Teacher Misassignments
|
0 |
0 |
0 |
|
Vacant Teacher Positions
|
0 |
0 |
0 |
Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2008-09)
This
table displays the percent of classes in core academic subjects taught
by No Child Left Behind (NCLB) compliant and non-NCLB compliant
teachers in the school, in all schools in the district, in high-poverty
schools in the district, and in low-poverty schools in the district.
High poverty schools are defined as those schools with student
participation of approximately 75 percent or more in the free and
reduced price meals program. Low poverty schools are those with student
participation of approximately 25 percent or less in the free and
reduced price meals program. More information on teacher qualifications
required under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page.
|
Location of Classes
|
Percent of Classes In Core Academic Subjects
|
|
Taught by NCLB Compliant Teachers
|
Taught by Non-NCLB Compliant Teachers
|
|
This School
|
100.0
|
0.0
|
|
All Schools in District
|
99.6
|
0.4
|
|
High-Poverty Schools in District
|
100.0
|
0.0
|
|
Low-Poverty Schools in District
|
|
|
VI. Support Staff
Academic Counselors and Other Support Staff (School Year 2008-09)
This
table displays, in units of full-time equivalents (FTE), the number of
academic counselors and other support staff who are assigned to the
school and the average number of students per academic counselor. One
FTE equals one staff member working full time; one FTE could also
represent two staff members who each work 50 percent of full time.
|
Title
|
Number of FTE Assigned to School
|
Average Number of Students per Academic Counselor
|
|
Academic Counselor
|
0 |
|
|
Library Media Teacher (Librarian)
|
0 |
N/A
|
|
Psychologist
|
.12 |
N/A
|
|
Social Worker
|
.2 |
N/A
|
|
Nurse
|
.2 |
N/A
|
|
Speech/Language/Hearing Specialist
|
.2 |
N/A
|
|
Resource Specialist (non-teaching)
|
.7 |
N/A
|
|
Other
|
|
|
VII. Curriculum and Instructional Materials
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2009-10)
This
table displays information about the quality, currency, and
availability of the standards-aligned textbooks and other instructional
materials used at the school, and information about the school’s use of
any supplemental curriculum or non-adopted textbooks or instructional
materials.
|
Core Curriculum Area
|
Quality, Currency, and Availability of Textbooks and Instructional Materials
|
Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
|
|
Reading/Language Arts
|
All instructional materials are current and in fair to
good condition |
0 |
|
Mathematics
|
All instructional materials are current and in fair to
good condition |
0 |
|
Science
|
All instructional materials are current and in fair to
good condition |
0 |
|
History-Social Science
|
All instructional materials are current and in fair to
good condition |
0 |
|
Foreign Language
|
All instructional materials are current and in fair to
good condition |
0 |
|
Health
|
All instructional materials are current and in fair to
good condition |
0 |
|
Visual and Performing Arts
|
All instructional materials are current and in fair to
good condition |
0 |
|
Science Laboratory Equipment (grades 9-12)
|
All instructional materials are current and in fair to
good condition |
0 |
VIII. School Finances
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2007-08)
This
table displays a comparison of the school’s per pupil expenditures from
unrestricted (basic) sources with other schools in the district and
throughout the state, and a comparison of the average teacher salary at
the school site with average teacher salaries at the district and state
levels. Detailed information regarding school expenditures can be found
on the CDE Current Expense of Education & Per-pupil Spending Web page and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page.
|
Level
|
Total Expenditures Per Pupil
|
Expenditures Per Pupil (Supplemental / Restricted)
|
Expenditures Per Pupil (Basic / Unrestricted)
|
Average Teacher Salary
|
|
School Site
|
$7,298 |
$1,169 |
$6,429 |
$42,012 |
|
District
|
N/A
|
N/A
|
$5,952
|
$60,642
|
|
Percent Difference – School Site and District
|
N/A
|
N/A
|
+8%
|
-31% |
|
State
|
N/A
|
N/A
|
$5,512
|
$63,421
|
|
Percent Difference – School Site and State
|
N/A
|
N/A
|
+15% |
-34% |
Types of Services Funded (Fiscal Year 2008-09)
This
section provides information about the programs and supplemental
services that are available at the school and funded through either
categorical or other sources.
|
Monarch funds all its instructional programs including
special education with these funds. As a charter school
it is not eligible for state or local school facilities
funds. Monarch, therefore, spends approximately 15% of
annual budget in providing and maintaining its
facilities, reducing its per ADA expenditure for
instruction. |
Teacher and Administrative Salaries (Fiscal Year 2007-08)
This
table displays district salaries for teachers, principals, and
superintendents, and compares these figures to the state averages for
districts of the same type and size. The table also displays teacher
and administrative salaries as a percent of a district's budget, and
compares these figures to the state averages for districts of the same
type and size based on the salary schedule. Detailed information
regarding salaries may be found on the CDE Certificated Salaries & Benefits Web page.
|
Category
|
District Amount
|
State Average For Districts In Same Category
|
|
Beginning Teacher Salary
|
$40,191
|
$41,031
|
|
Mid-Range Teacher Salary
|
$57,471
|
$63,366
|
|
Highest Teacher Salary
|
$73,847
|
$80,596
|
|
Average Principal Salary (Elementary)
|
$93,978
|
$100,937
|
|
Average Principal Salary (Middle)
|
$100,753
|
$105,066
|
|
Average Principal Salary (High)
|
|
$106,534
|
|
Superintendent Salary
|
$149,466
|
$147,438
|
|
Percent of Budget for Teacher Salaries
|
37.80 %
|
40.60 %
|
|
Percent of Budget for Administrative Salaries
|
5.60 %
|
6.10 %
|
IX. Student Performance
Standardized Testing and Reporting Program
The
Standardized Testing and Reporting (STAR) Program consists of several
key components, including the California Standards Tests (CSTs); the
California Modified Assessment (CMA), and the California Alternate
Performance Assessment (CAPA). The CSTs show how well students are
doing in relation to the state content standards. The CSTs include
English-language arts (ELA) and mathematics in grades two through
eleven; science in grades five, eight, and nine through eleven; and
history-social science in grades eight, and ten through eleven. The
CAPA includes ELA, mathematics, and science in grades two through
eleven, and for science for grades five, eight, and ten. The CAPA is
given to those students with significant cognitive disabilities whose
disabilities prevent them from taking either the CSTs with
accommodations or modifications or the CMA with accommodations. The CMA
includes ELA and mathematics for grades three through eight and science
in grade five and is an alternate assessment that is based on
modifiedachievement standards. The CMA is designed to assess those
students whose disabilities preclude them from achieving grade-level
proficiency on an assessment of the California content standards with
or without accommodations. Student scores are reported as performance
levels. Detailed information regarding the STAR Program results for
each grade and performance level, including the percent of students not
tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site. Program information regarding the STAR Program can be found in the Explaining 2008 STAR Program Summary Results to the Public guide.
Note: Scores are not shown when the number of students tested is ten or
less, either because the number of students in this category is too
small for statistical accuracy or to protect student privacy. In no
case shall any group score be reported that would deliberately or
inadvertently make public the score or performance of any individual
student.
Standardized Testing and Reporting Results for All Students – Three-Year Comparison
This
table displays the percent of students achieving at the Proficient or
Advanced level (meeting or exceeding the state standards).
|
Subject
|
School
|
District
|
State
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
English-Language Arts
|
46
|
54
|
56
|
50
|
51
|
55
|
43
|
46
|
50
|
|
Mathematics
|
50
|
46
|
47
|
47
|
48
|
47
|
40
|
43
|
46
|
|
Science
|
45
|
71
|
43
|
42
|
53
|
63
|
38
|
46
|
50
|
|
History-Social Science
|
*
|
*
|
*
|
37
|
31
|
40
|
33
|
36
|
41
|
|
Note:
Scores are not shown when the number of students tested is 10 or less
because the number of students in this category is too small for
statistical accuracy or privacy protection. In no case shall any group
score be reported that would deliberately or inadvertently make public
the score or performance of any individual student.
|
Standardized Testing and Reporting Results by Student Group (School Year 2008-09)
This
table displays the percent of students, by group, achieving at the
Proficient or Advanced level (meeting or exceeding the state standards)
for the most recent testing period.
|
Group
|
Percent of Students Scoring at Proficient or Advanced
|
|
English-Language Arts
|
Mathematics
|
Science
|
History-Social Science
|
|
African American
|
*
|
*
|
*
|
*
|
|
American Indian or Alaska Native
|
*
|
*
|
*
|
*
|
|
Asian
|
*
|
*
|
|
|
|
Filipino
|
|
|
|
|
|
Hispanic or Latino
|
*
|
*
|
|
|
|
Pacific Islander
|
|
|
|
|
|
White (not Hispanic)
|
62
|
50
|
53
|
*
|
|
Male
|
57
|
57
|
55
|
*
|
|
Female
|
57
|
29
|
*
|
*
|
|
Economically Disadvantaged
|
49
|
40
|
40
|
*
|
|
English Learners
|
|
|
|
|
|
Students with Disabilities
|
*
|
*
|
*
|
*
|
|
Students Receiving Migrant Education Services
|
|
|
|
|
Note:
Scores are not shown when the number of students tested is 10 or less
because the number of students in this category is too small for
statistical accuracy or privacy protection. In no case shall any group
score be reported that would deliberately or inadvertently make public
the score or performance of any individual student.
California Physical Fitness Test Results (School Year 2008-09)
The
California Physical Fitness Test is administered to students in grades
five, seven, and nine only. This table displays by grade level the
percent of students meeting fitness standards for the most recent
testing period. Detailed information regarding this test, and
comparisons of a school’s test results to the district and state
levels, may be found on the CDE Physical Fitness Testing (PFT)
Web page. Note: Scores are not shown when the number of students tested
is ten or less because the number of students in this category is too
small for statistical accuracy or privacy protection. In no case shall
any group score be reported that would deliberately or inadvertently
make public the score or performance of any individual student.
|
Grade Level
|
Percent of Students Meeting Healthy Fitness Zones
|
|
Four of Six Standards
|
Five of Six Standards
|
Six of Six Standards
|
|
5
|
|
|
|
|
7
|
|
|
|
|
9
|
|
|
|
X. Accountability
Academic Performance Index
The
Academic Performance Index (API) is an annual measure of the academic
performance and progress of schools in California. API scores range
from 200 to 1,000, with a statewide target of 800. Detailed information
about the API can be found on the CDE Academic Performance Index (API) Web page.
Academic Performance Index Ranks – Three-Year Comparison
This
table displays the school’s statewide and similar schools API ranks.
The statewide API rank ranges from one to ten. A statewide rank of one
means that the school has an API score in the lowest ten percent of all
schools in the state, while a statewide rank of ten means that the
school has an API score in the highest ten percent of all schools in
the state. The similar schools API rank reflects how a school compares
to 100 statistically matched “similar schools.” A similar schools rank
of one means that the school’s academic performance is comparable to
the lowest performing ten schools of the 100 similar schools, while a
similar schools rank of ten means that the school’s academic
performance is better than at least 90 of the 100 similar schools.
|
API Rank
|
2006
|
2007
|
2008
|
|
Statewide
|
5 *
|
5 *
|
5 *
|
|
Similar Schools
|
N/A
|
N/A
|
N/A
|
|
"N/A"
|
means a number is not applicable or not available due to missing data.
|
|
"B"
|
means
this is either an LEA or an Alternative Schools Accountability Model
(ASAM) school. Schools participating in the ASAM do not currently
receive growth, target information, or statewide or similar schools
rankings on this report in recognition of their markedly different
educational missions and populations served. ASAM schools are covered
under the Alternative Accountability system as required by Education
Code Section 52052 and not the API accountability system. However, API
information is needed to comply with the federal No Child Left Behind
(NCLB) law. Growth, target and rank information are not applicable to
LEAs.
|
|
"C"
|
means this is a special education school. Statewide and similar schools ranks are not applicable to special education schools.
|
|
" * "
|
means
this API is calculated for a small school or a small LEA, defined as
having between 11 and 99 valid STAR Program test scores included in the
API. APIs based on small numbers of students are less reliable and
therefore should be carefully interpreted. Similar schools ranks are
not calculated for small schools.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Academic Performance Index Growth by Student Group – Three-Year Comparison
This
table displays, by student group, the actual API changes in points
added or lost for the past three years, and the most recent API score.
Note: "N/A" means that the student group is not numerically significant.
|
Group
|
Actual API Change
|
Growth API Score
|
|
2006-07
|
2007-08
|
2008-09
|
2009
|
|
All Students at the School
|
12
|
8
|
-13
|
756 *
|
|
African American
|
|
|
|
|
|
American Indian or Alaska Native
|
|
|
|
|
|
Asian
|
|
|
|
|
|
Filipino
|
|
|
|
|
|
Hispanic or Latino
|
|
|
|
|
|
Pacific Islander
|
|
|
|
|
|
White (not Hispanic)
|
5
|
4
|
12
|
791
|
|
Socioeconomically Disadvantaged
|
|
|
|
|
|
English Learners
|
|
|
|
|
|
Students with Disabilities
|
|
|
|
|
|
|
|
"N/A"
|
means a number is not applicable or not available due to missing data.
|
|
"*"
|
means
this API is calculated for a small school, defined as having between 11
and 99 valid Standardized Testing and Reporting (STAR) Program test
scores included in the API. The API is asterisked if the school was
small either in 2008 or 2009. APIs based on small numbers of students
are less reliable and therefore should be carefully interpreted.
|
|
|
|
|
|
|
|
|
|
|
|
|
Adequate Yearly Progress
The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
-
Participation rate on the state’s standards-based assessments in ELA and mathematics
-
Percent proficient on the state’s standards-based assessments in ELA and mathematics
-
API as an additional indicator
-
Graduation rate (for secondary schools)
Detailed
information about AYP, including participation rates and percent
proficient results by student group, can be found on the CDE Adequate Yearly Progress (AYP) Web page.
Adequate Yearly Progress Overall and by Criteria (School Year 2008-09)
This
table displays an indication of whether the school and the district
made AYP overall and whether the school and the district met each of
the AYP criteria.
|
AYP Criteria
|
School
|
District
|
|
Overall
|
Yes
|
No
|
|
Participation Rate - English-Language Arts
|
Yes
|
Yes
|
|
Participation Rate - Mathematics
|
Yes
|
Yes
|
|
Percent Proficient - English-Language Arts
|
Yes
|
Yes
|
|
Percent Proficient - Mathematics
|
Yes
|
No
|
|
API
|
Yes
|
Yes
|
|
Graduation Rate
|
N/A
|
Yes
|
|
"Yes"
|
Met 2009 AYP Criteria
|
|
"No"
|
Did not Meet 2009 AYP Criteria
|
Federal Intervention Program (School Year 2009-10)
Schools
and districts receiving federal Title I funding enter Program
Improvement (PI) if they do not make AYP for two consecutive years in
the same content area (ELA or mathematics) or on the same indicator
(API or graduation rate). After entering PI, schools and districts
advance to the next level of intervention with each additional year
that they do not make AYP. Detailed information about PI identification
can be found on the CDE Adequate Yearly Progress (AYP) Web page.
|
Indicator
|
School
|
District
|
|
Program Improvement Status
|
|
Not In PI
|
|
First Year of Program Improvement
|
|
|
|
Year in Program Improvement
|
|
|
|
Number of Schools Currently in Program Improvement
|
N/A
|
1
|
|
Percent of Schools Currently in Program Improvement
|
N/A
|
9.1
|
XI. School Completion and Postsecondary Preparation
Admission Requirements for California Public Universities
University of California
Admission
requirements for the University of California (UC) follow guidelines
set forth in the Master Plan, which requires that the top one-eighth of
the state's high school graduates, as well as those transfer students
who have successfully completed specified college work, be eligible for
admission to the UC. These requirements are designed to ensure that all
eligible students are adequately prepared for University-level work.
For general admissions requirements please visit the General Admissions Information Web page (Outside Source).
California State University
Admission
requirements for the California State University (CSU) use three
factors to determine eligibility. They are specific high school
courses; grades in specified courses and test scores; and graduation
from high school. Some campuses have higher standards for particular
majors or students who live outside the local campus area. Because of
the number of students who apply, a few campuses have higher standards
(supplementary admission criteria) for all applicants. Most CSU
campuses utilize local admission guarantee policies for students who
graduate or transfer from high schools and colleges that are
historically served by a CSU campus in that region. For general
admissions requirements please visit the Undergraduate Admission & Requirements Web page (Outside Source).
Dropout Rate and Graduation Rate
This
table displays the school’s one-year dropout and graduation rates for
the most recent three-year period for which data are available. For
comparison purposes, data are also provided at the district and state
levels. Detailed information about dropout rates and graduation rates
can be found on the CDE DataQuest Web page.
|
Indicator
|
School
|
District
|
State
|
|
2005-06
|
2006-07
|
2007-08
|
2005-06
|
2006-07
|
2007-08
|
2005-06
|
2006-07
|
2007-08
|
|
Dropout Rate (1-year)
|
|
|
|
|
4.9
|
1.3
|
3.5
|
4.4
|
3.9
|
|
Graduation Rate
|
|
|
|
|
78.6
|
95.2
|
83.4
|
80.6
|
80.2
|
Completion of High School Graduation Requirements
Students
in California public schools must pass both the ELA and mathematics
portions of the CAHSEE to receive a high school diploma. For students
who began the 2008-09 school year in grade twelve this table displays
by student group the percent who met all state and local graduation
requirements for grade twelve completion.
|
Group
|
Graduating Class of 2009
|
|
School
|
District
|
State
|
|
All Students
|
N/A |
N/A |
N/A
|
|
African American
|
N/A |
N/A |
N/A
|
|
American Indian or Alaska Native
|
N/A |
N/A |
N/A
|
|
Asian
|
N/A |
N/A |
N/A
|
|
Filipino
|
N/A |
N/A |
N/A
|
|
Hispanic or Latino
|
N/A |
N/A |
N/A
|
|
Pacific Islander
|
N/A |
N/A |
N/A
|
|
White (not Hispanic)
|
N/A |
N/A |
N/A
|
|
Socioeconomically Disadvantaged
|
N/A |
N/A |
N/A
|
|
English Learners
|
N/A |
N/A |
N/A
|
|
Students with Disabilities
|
N/A |
N/A |
N/A
|
Career Technical Education Programs (School Year 2008-09)
This
section provides information about the degree to which pupils are
prepared to enter the workforce, including a list of career technical
education (CTE) programs offered at the school.
Career Technical Education Participation (School Year 2008-09)
This table displays information about participation in the school’s CTE programs.
|
Measure
|
CTE Program Participation
|
|
Number of the school’s pupils participating in CTE
|
N/A |
|
Percent of the school's pupils completing a CTE program and earning a high school diploma
|
N/A |
|
Percent of school's CTE courses sequenced or articulated between the school and institutions of postsecondary education
|
N/A |
Courses for University of California and/or California State University Admission (School Year 2007-08)
This
table displays, for the most recent year, two measures related to the
school’s courses that are required for University of California (UC)
and/or California State University (CSU) admission. Detailed
information about student enrollment in, and completion, of courses
required for UC/CSU admission can be found on the CDE DataQuest Web page.
|
UC/CSU Course Measure
|
Percent
|
|
Students Enrolled in Courses Required for UC/CSU Admission
|
N/A |
|
Graduates Who Completed All Courses Required for UC/CSU Admission
|
N/A |
XII. Instructional Planning and Scheduling
Professional Development
This
section provides information on the annual number of school days
dedicated to staff development for the most recent three-year period.
|
7 days per year of staff development; 3-year total = 21. |
XIII. National Assessment of Educational Progress
National Assessment of Educational Progress
The
National Assessment of Educational Progress (NAEP) is a nationally
representative assessment of what America's students know and can do in
various subject areas. Assessments are conducted periodically in
mathematics, reading, science, writing, the arts, civics, economics,
geography, and U.S. history. Student scores for reading and mathematics
are reported as performance levels (i.e., basic, proficient, and
advanced) and the participation of students with disabilities and
English language learners is reported based on three levels
(identified, excluded, and assessed). Detailed information regarding
the NAEP results for each grade, performance level, and participation
rate can be found on the National Assessment of Educational Progress Web page (Outside Source).
Note:
Only a sample group of California's schools and districts participate
in the NAEP testing cycle. Therefore, students in any particular school
or district may not be included in these results. The NAEP reflects
state test results and is not reflective of either the LEA or the
individual school. Comparisons of student performance on the NAEP and
student performance on the Standardized Testing and Reporting (STAR)
Program assessments cannot be made without an understanding of the key
differences between the two assessment programs. For example, the NAEP
only assesses grades four, eight and twelve and for long-term trends
assesses grades nine, thirteen, and seventeen. Additionally, the NAEP
only provides state test results for grades four and eight. The
California Standards Tests (CSTs) are based on a different set of
standards than the NAEP assessments. For example, the NAEP is not
aligned with California academic content and achievement standards and,
therefore, does not necessarily reflect the curriculum and instruction
to which students are exposed in the classroom. The NAEP assesses
reading and writing separately, while the CSTs assess English-language
arts (ELA), encompassing reading as well as writing conventions,
spelling, and grammar. Scores on the CSTs and other assessments are not
directly comparable to those on NAEP. The averages and percentages
presented are estimates based on samples of students rather than on
entire populations. Finally, the questions students respond to are only
a sample of the knowledge and skills covered by the NAEP frameworks.
Information on the differences between NAEP and CST can be found on the
CDE National Assessment of Educational Progress (NAEP) Web page.
National Assessment of Educational Progress Reading and Mathematics Results by Grade Level – Aggregated
This
table displays the scale scores and achievement levels on the National
Assessment of Educational Progress Results for reading (2007) and
mathematics (2009) for grades four and eight
|
Subject and Grade Level
|
Average Scale Score
|
State Percent at Achievement Level
|
|
State
|
National
|
Basic
|
Proficient
|
Advanced
|
|
Reading 2007, Grade 4
|
209
|
220
|
30
|
18
|
5
|
|
Reading 2007, Grade 8
|
251
|
261
|
41
|
20
|
2
|
|
Mathematics 2009, Grade 4
|
232
|
239
|
41
|
25
|
5
|
|
Mathematics 2009, Grade 8
|
270
|
282
|
36
|
18
|
5
|
National
Assessment of Educational Progress Reading and Mathematics Results for
Students with Disabilities and/or English Language Learners by Grade
Level – Aggregated
This
table displays the state and national participation rates on the
National Assessment of Educational Progress for reading (2007) and
mathematics (2009) for students with disabilities and/or English
language learners for grades four and eight.
|
Subject and Grade Level
|
State Participation Rate
|
National Participation Rate
|
|
Students With Disabilities
|
English Language Learners
|
Students With Disabilities
|
English Language Learners
|
|
Reading 2007, Grade 4
|
74
|
93
|
65
|
80
|
|
Reading 2007, Grade 8
|
78
|
92
|
66
|
77
|
|
Mathematics 2009, Grade 4
|
79
|
96
|
84
|
94
|
|
Mathematics 2009, Grade 8
|
85
|
96
|
78
|
92
|