School Accountability Report Card Reported for School Year 2008-09 Published During 2009-10

Executive Summary School Accountability Report Card, 2008-09

Fair Oaks Elementary School

Address:	2400 Lisa Ln. , Pleasant Hill CA 94523-3993	Phone:	925-685-4494
Principal:	Cheryl Champion	Grade Span:	K - 5

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

Fair Oaks opened in 1953. While Fair Oaks is situated in the city of Pleasant Hill, students also attend from the cities of Concord and Walnut Creek, which are included in our boundaries. Fair Oaks and its surrounding yards and playground are adjacent to the Len Hester community Park and its environmental area. This constitutes a source of enrichment and access to a large lawn area for our students.

Fair Oaks Elementary School continues its implementation of the district adopted Houghton-Mifflin English/Language Arts and Mathematics programs. FOES teachers participate in training, which provides intensive and follow-up professional development for teachers in specific strategies necessary to effectively implement the reading and mathematics programs in classrooms. FOES teachers have received 40 hours of intensive Reading First training each Summer from 2003 through 2007. Teachers are provided with regular grade level meeting times and release days to review and analyze student data from multiple sources, including the Edusoft student information system, and use the results of this analysis to inform and drive instruction. All teachers have been trained in Edusoft to better use the information available. All teachers have participated in the district’s Kate Kinsella/Kevin Feldman Student Engagement professional development directed at increasing student engagement during instruction.

Student Enrollment

Group	Percent
African American	12.77 %
American Indian or Alaska Native	0.30 %
Asian	9.12 %
Filipino	4.26 %
Hispanic or Latino	45.29 %
Pacific Islander	0.91 %
White (not Hispanic)	23.40 %
Multiple or No Response	3.95 %
Socioeconomically Disadvantaged	72.00 %
English Learners	41.00 %
Students with Disabilities	18.00 %
Total Number of Students	329

Teachers

Indicator	Teachers
Teachers with full credential	19
Teachers without full credential	0
Teachers Teaching Outside Subject Area of Competence
Misassignments of Teachers of English Learners
Total Teacher Misassignments

Student Performance

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	36%
Mathematics	44%
Science	18%
History-Social Science

Academic Progress

Indicator	Result
2009 Growth API Score (from 2009 Growth API Report)	695
Statewide Rank (from 2008 Base API Report)	1
2009-10 Program Improvement Status (PI Year)	In PI

School Facilities

Summary of Most Recent Site Inspection

9/23/09

Repairs Needed

Minor plumbing problems

Corrective Actions Taken or Planned

Repairs requested and completed

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%
Visual and Performing Arts	0%

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$5,545.53
District	$4,879.73
State	$5,512

NAEP Reading, Grade 4

Level	Result
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

Level	Result
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

Level	Result
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

Level	Result
Average Scale Score - State	270
Average Scale Score - National	282
Achievement Level - Basic	59%
Achievement Level - Proficient	23%
Achievement Level - Advanced	5%

School Accountability Report Card Reported for School Year 2008-09 Published During 2009-10

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	Fair Oaks Elementary	District Name	Mt. Diablo Unified
Street	2400 Lisa Ln.	Phone Number	925-682-8000
City, State, Zip	Pleasant Hill , CA 94523-3993	Web Site	www.mdusd.k12.ca.us
Phone Number	925-685-4494	Superintendent	Richard Nicoll
Principal	Cheryl Champion	E-mail Address	josephl@mdusd.k12.ca.us
E-mail Address	championc@mdusd.k12.ca.us	CDS Code	07- 61754- 6004055

School Description and Mission Statement (School Year 2008-09)

Fair Oaks Elementary School is in the Mt. Diablo Unified School District. The 2008-2009 population was 352 students, kindergarten through fifth grade. Of this student population, approximately 74% are socioeconomically disadvantaged (SD), 44% are English Learners (EL), and 16% are receiving special education services (SE).There are approximately 181 students in the English Language Learners (ELL) program representing the following languages:

Spanish Vietnamese Korean Tagalog

Farsi Tongan Dari Taiwanese

The cultural diversity of our school population provides a rich cultural background that enhances our programs.

Funding for the programs at Fair Oaks is received from the following sources: Title 1, High Priority School Grant, School Library Instructional Block Grant, Resource Specialist program, Special Education programs, and from the continued support of the Parent Faculty Club (PFC).

Special needs children receiving education from restricted programs (i.e. Gifted and Talented, English Language Learner, Special Education) are fully participating in the core curriculum. Supplemental services are received within the general education classroom as well as on a pullout basis. Intervention strategies are incorporated for any students “at risk” in learning a subject area. The Student Success Team suggests and monitors interventions for students routinely and documents progress. Mainstreaming and reverse mainstreaming are common practices with the Special Day Classes at Fair Oaks Elementary.

Fair Oaks Elementary School's mission is to provide all students with a quality education in a safe environment that promotes self-esteem and appreciates the uniqueness of the individual. Staff, parents, and students believe that academic achievement, citizenship, and high self-esteem are the foundations we build at our school. Fair Oaks’ school rules, Be Responsible, Be Respectful, Be Safe, and Be Prepared, reflect the values and goals of the staff. Students entering Fair Oaks feel valued for their present level of learning and are motivated to achieve their highest potential.

Goals:

· To provide quality education for all students in a safe environment that promotes self-esteem.

· To provide communication among administration, staff, students, parents, and school community.

· To provide experiences for students to become responsible cooperative citizens.

· To provide enrichment experiences that extends the regular curriculum.

· To provide a clean, safe, and orderly environment.

Opportunities for Parental Involvement (School Year 2008-09)

Organized opportunities for parental involvement include the following: PFC and PFC sponsored events, School Site Council, ELAC (English Language Advisory Council), parent volunteers, parent-teacher conferences, Student Success Team Meetings, and IEP meetings.

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	71
Grade 1	54
Grade 2	49
Grade 3	59
Grade 4	55
Grade 5	41
Ungraded Elementary	0
Total Enrollment	329

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	12.77 %
American Indian or Alaska Native	0.30 %
Asian	9.12 %
Filipino	4.26 %
Hispanic or Latino	45.29 %
Pacific Islander	0.91 %
White (not Hispanic)	23.40 %
Multiple or No Response	3.95 %
Socioeconomically Disadvantaged	72.00 %
English Learners	41.00 %
Students with Disabilities	18.00 %

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
	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+
K	17.5	2			19.7	3			32.0		2
1	20.0	2	1		18.5	2			19.0	2
2	18.7	3			18.0	3			17.7	3
3	21.0	1	1		19.5	2			17.5	2
4	29.5		2		34.0			1	26.0		2
5	26.5		2		32.0		2		33.0			1
6
K-3	14.0	2			12.5	2			19.0	1
3-4					20.0	1			18.0	1
4-8	12.0	1
Other

III. School Climate

School Safety Plan (School Year 2008-09)

This section provides information about the school's comprehensive safety plan.

The school has a plan for emergencies such as fire, earthquake, and disaster. As a matter of security, Fair Oaks requires all visitors on the school grounds to sign in. School staff is requested to question any visitor they don’t recognize. In addition, Fair Oaks maintains health and safety with staff trained in First Aid and CPR, monthly fire drills, District Crisis Team of counselors available as needed, regular school safety inspections and duck-and-cover drills four times annually. Teachers will provide instruction with lessons related to basic safety precautions for various disasters. Fair Oaks Elementary has a fully developed BEST (Building Effective Schools Together) program to help students model safe behaviors throughout the campus. The 4 School Rules; Be Responsible, Be Respectful, Be Safe and Be Prepared, are taught during the first days of school and rewarded throughout the school year. Students displaying appropriate behavior expectations earn “paw prints” which are traded for “Pats on the Back” that can be spent in the student store. Weekly recognitions for students displaying the month’s character skill are done by the principal.

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
Rate	2006-07	2007-08	2008-09	2006-07	2007-08	2008-09
Suspensions	5.7	5.7	2.1	11.4	14.5	15.4
Expulsions	0.0	0.0	0.0	0.2	0.2	0.2

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.

The District takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available through the Maintenance and Operations Department.

District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Additionally, the District participates in the State School Deferred Maintenance Program, which provides State matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems.

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
Item Inspected	Exemplary	Good	Fair	Poor	Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer	N/A	X
Interior: Interior Surfaces	N/A	X
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation	N/A	X
Electrical: Electrical	N/A	X
Restrooms/Fountains: Restrooms, Sinks/ Fountains	N/A	X
Safety: Fire Safety, Hazardous Materials	N/A	X			Surveillance system installation planned
Structural: Structural Damage, Roofs	N/A	X
External: Playground/School Grounds, Windows/ Doors/Gates/Fences	N/A	X			Lock upgrade planned Security system upgrade planned Landscape improvements planned
Overall Rating	Good				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
Teachers	2006-07	2007-08	2008-09	2008-09
With Full Credential	19	20	19	1639
Without Full Credential	0	0	0	108
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
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	100.0	0.0
All Schools in District	95.2	4.8
High-Poverty Schools in District	96.3	3.7
Low-Poverty Schools in District	96.3	3.7

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
Library Media Teacher (Librarian)		N/A
Psychologist		N/A
Social Worker		N/A
Nurse		N/A
Speech/Language/Hearing Specialist		N/A
Resource Specialist (non-teaching)		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

	SBE Adopted 2002/MDUSD Adopted 2003	# Students	# Books

K	Houghton Mifflin Reading California	64	76
1	Houghton Mifflin Reading California	70	73
2	Houghton Mifflin Reading California	68	69
3	Houghton Mifflin Reading California	66	72
4	Houghton Mifflin Reading California	74	76
5	Houghton Mifflin Reading California	73	73

0.0%

Mathematics

	SBE Adopted 2009/MDUSD Adopted 2009	# Students	# Books
K	Houghton Mifflin California Math	64	75
1	Houghton Mifflin California Math	70	80
2	Houghton Mifflin California Math	68	68
3	Houghton Mifflin California Math	66	79
4	Houghton Mifflin California Math	74	75
5	Houghton Mifflin California Math	73	73

0.0%

Science

	SBE Adopted 2007	# Students	# Books
K	California Science Macmillian/McGraw-Hill	64	65
1	California Science Macmillian/McGraw-Hill	70	71
2	California Science Macmillian/McGraw-Hill	68	74
3	California Science Macmillian/McGraw-Hill	66	88
4	California Science Macmillian/McGraw-Hill	74	74
5	California Science Macmillian/McGraw-Hill	73	75

0.0%

History-Social Science

	SBE Adopted 2005/MDUSD Adopted 2006	# Students	# Books
K	California Reflections 2006 Harcourt Brace	64	65
1	California Reflections 2006 Harcourt Brace	70	70
2	California Reflections 2006 Harcourt Brace	68	68
3	California Reflections 2006 Harcourt Brace	66	69
4	California Reflections 2006 Harcourt Brace	74	78
5	California Reflections 2006 Harcourt Brace	73	74

0.0%

Visual and Performing Arts

	VISUAL & PERFORMING ARTS	# Students	# Books
2	Silver Burdett Making Music Scott Foresman
3	Silver Burdett Making Music Scott Foresman	31	35
5	Silver Burdett Making Music Scott Foresman	35	35

0.0%

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	$9,404.67	$3,859.14	$5,545.53	$63,359
District	N/A	N/A	$4,879.73	$60,713
Percent Difference – School Site and District	N/A	N/A	13.64%	4.36%
State	N/A	N/A	$5,512	$67,049
Percent Difference – School Site and State	N/A	N/A	0.61%	-5.50%

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.

Title 1, Special Education, English Language Learners, Gifted And Talented Education, Music, Library, Physical Education, After School Intervention and CARES (Collaborative for Academics, Recreation & Enrichment for Students) programs provide additional funding and services to our students.

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	$44,650	$42,065
Mid-Range Teacher Salary	$61,647	$67,109
Highest Teacher Salary	$82,326	$86,293
Average Principal Salary (Elementary)	$93,197	$107,115
Average Principal Salary (Middle)	$95,806	$112,279
Average Principal Salary (High)	$106,705	$122,532
Superintendent Salary	$184,086	$216,356
Percent of Budget for Teacher Salaries	39.40 %	39.40 %
Percent of Budget for Administrative Salaries	5.30 %	5.50 %

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
Subject	2006-07	2007-08	2008-09	2006-07	2007-08	2008-09	2006-07	2007-08	2008-09
English-Language Arts	29	32	36	50	51	55	43	46	50
Mathematics	40	36	44	44	45	47	40	43	46
Science	12	27	18	42	51	54	38	46	50
History-Social Science	0	0	0	36	40	46	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
Group	English-Language Arts	Mathematics	Science	History-Social Science
African American	21	26	*
American Indian or Alaska Native	*	*
Asian	40	60	*
Filipino	*	*	*
Hispanic or Latino	27	46	8
Pacific Islander	*	*	*
White (not Hispanic)	57	48	*
Male	25	39	6
Female	46	50	30
Economically Disadvantaged	31	40	18
English Learners	21	38	8
Students with Disabilities	31	17	*
Students Receiving Migrant Education Services

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
Grade Level	Four of Six Standards	Five of Six Standards	Six of Six Standards
5	29.7	18.9	8.1
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	2	1	1
Similar Schools	1	1	1

"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
Group	2006-07	2007-08	2008-09	2009
All Students at the School	6	4	31	695
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino	3	13	28	668
Pacific Islander
White (not Hispanic)	12	38
Socioeconomically Disadvantaged	0	5	33	673
English Learners	5	-31	26	634
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	No	No
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	No	No
Percent Proficient - Mathematics	Yes	No
API	Yes	Yes
Graduation Rate	N/A	No

"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	In PI	Not In PI
First Year of Program Improvement	2005-2006
Year in Program Improvement	Year 5
Number of Schools Currently in Program Improvement	N/A	10
Percent of Schools Currently in Program Improvement	N/A	18.2

XI. 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.

The district coordinates varies staff development programs for teachers and administrators based on assessed needs and state mandates. The first two days prior to students returning to school in August are devoted to staff development and planning instruction for the school year. Teachers are encouraged to attend workshops and conferences both offered by the district and those offered out of the district. Many are taking courses on effective ways to collect data, useful techniques for peer evaluation and technology classes. Teachers are provided with regular grade level meeting times and release days to review and analyze student data from multiple sources, including the Edusoft student information system, and use the results of this analysis to inform and drive instruction.

XII. 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
Subject and Grade 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
Subject and Grade Level	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