School
Accountability Report Card Reported for School Year 2008-09 Published During 2009-10
Executive Summary School Accountability Report Card, 2008-09
Sequoia Middle School
|
Address:
|
265 Boyd Rd. , Pleasant
Hill CA 94523-3297
|
Phone:
|
925-934-8174
|
|
Principal:
|
Helena Postrk
|
Grade
Span:
|
6 - 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
|
All students wishing to attend Sequoia Middle School must complete the
Intra-district Transfer Form during the window of time established by the
district. All forms will be submitted to the Student Services Office.
Intra-district Transfers submitted for students from Monte Gardens
and Sequoia Elementary will be accepted first. Acceptance or denial of
applications from other elementary schools will be based on school site
capacity. When there are more applicants than availability, the district will
hold a lottery to determine acceptances.
|
Student Enrollment
|
Group
|
Percent
|
|
African
American
|
3.47
%
|
|
American
Indian or Alaska
Native
|
0.96
%
|
|
Asian
|
10.66
%
|
|
Filipino
|
4.91
%
|
|
Hispanic
or Latino
|
26.71
%
|
|
Pacific
Islander
|
0.84
%
|
|
White
(not Hispanic)
|
52.34
%
|
|
Multiple
or No Response
|
0.12
%
|
|
Socioeconomically
Disadvantaged
|
22.00
%
|
|
English
Learners
|
5.00
%
|
|
Students
with Disabilities
|
5.00
%
|
|
Total Number of Students
|
835
|
Teachers
|
Indicator
|
Teachers
|
|
Teachers
with full credential
|
29
|
|
Teachers
without full credential
|
3
|
|
Teachers
Teaching Outside Subject Area of Competence
|
4
|
|
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
|
73%
|
|
Mathematics
|
64%
|
|
Science
|
83%
|
|
History-Social
Science
|
69%
|
Academic Progress
|
Indicator
|
Result
|
|
2009
Growth API Score (from 2009 Growth API Report)
|
876
|
|
Statewide
Rank (from 2008 Base API Report)
|
9
|
|
2009-10
Program Improvement Status (PI Year)
|
|
School Facilities
Summary of Most Recent Site Inspection
Repairs Needed
Corrective Actions Taken or Planned
Curriculum and Instructional Materials
|
Core Curriculum Areas
|
Pupils Who Lack Textbooks and Instructional Materials
|
|
Reading/Language
Arts
|
0.0%
|
|
Mathematics
|
0.0%
|
|
Science
|
0.0%
|
|
History-Social
Science
|
0.0%
|
|
Foreign
Language
|
0.0%
|
School Finances
|
Level
|
Expenditures Per Pupil (Unrestricted Sources Only)
|
|
School
Site
|
$4,743.10
|
|
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
|
Sequoia
Middle
|
District
Name
|
Mt.
Diablo Unified
|
|
Street
|
265 Boyd Rd.
|
Phone
Number
|
925-682-8000
|
|
City,
State, Zip
|
Pleasant Hill , CA
94523-3297
|
Web
Site
|
www.mdusd.k12.ca.us
|
|
Phone
Number
|
925-934-8174
|
Superintendent
|
Richard Nicoll
|
|
Principal
|
Helena Postrk
|
E-mail
Address
|
josephl@mdusd.k12.ca.us
|
|
E-mail
Address
|
postrkh@mdusd.k12.ca.us
|
CDS
Code
|
07- 61754- 6105357
|
School Description and Mission
Statement (School Year 2008-09)
School Description and Mission Statement (School Year 2008-09)
|
All students wishing to attend Sequoia Middle School must complete the
Intra-district Transfer Form during the window of time established by the
district. All forms will be submitted to the Student Services Office.
Intra-district Transfers submitted for students from Monte Gardens
and Sequoia Elementary will be accepted first. Acceptance or denial of
applications from other elementary schools will be based on school site
capacity. When there are more applicants than availability, the district will
hold a lottery to determine acceptances.
|
Opportunities for Parental Involvement
(School Year 2008-09)
Opportunities for Parental
Involvement (School Year 2008-09)
|
Parents
are invited to participate in the Parent/Faculty Club (PFC). This
organization is responsible for fund raising, hosting student assemblies and
parent workshops, and providing for the philanthropic needs of students. The
purpose of the PFC is to support the school core academic and enrichment
programs and to promote the spirit of friendship, fostering a close
relationship among students, parents and staff.
Parents
are members of the School Site Council Board which advises on the
school’s programs/policies and the implementation of the school’s
Single Plan for Student Achievement. Parents of English learners have the
option of forming an ELAC or turning over the responsibilities to the Site
Council to perform.
Every parent at Sequoia
participates in Parent Patrol. Parents on Parent Patrol provide another set
of eyes on campus, helping to make the school safe and secure.
|
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
|
|
Grade
6
|
292
|
|
Grade
7
|
277
|
|
Grade
8
|
266
|
|
Ungraded
Secondary
|
0
|
|
Total
Enrollment
|
835
|
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
|
3.47
%
|
|
American
Indian or Alaska
Native
|
0.96
%
|
|
Asian
|
10.66
%
|
|
Filipino
|
4.91
%
|
|
Hispanic
or Latino
|
26.71
%
|
|
Pacific
Islander
|
0.84
%
|
|
White
(not Hispanic)
|
52.34
%
|
|
Multiple
or No Response
|
0.12
%
|
|
Socioeconomically
Disadvantaged
|
22.00
%
|
|
English
Learners
|
5.00
%
|
|
Students
with Disabilities
|
5.00
%
|
Average Class Size and Class Size
Distribution (Secondary)
This table displays by
subject area the average class size and the number of classrooms that fall into
each size category (a range of total students per classroom).
|
Subject
|
2006-07
|
2007-08
|
2008-09
|
|
Avg. Class Size
|
Number of Classrooms
|
Avg. Class Size
|
Number of Classrooms
|
Avg. Class Size
|
Number of Classrooms
|
|
1-22
|
23-32
|
33+
|
1-22
|
23-32
|
33+
|
1-22
|
23-32
|
33+
|
|
English
|
27.6
|
13
|
30
|
11
|
28.8
|
5
|
32
|
11
|
30.2
|
2
|
29
|
17
|
|
Mathematics
|
28.6
|
11
|
10
|
15
|
28.3
|
7
|
20
|
10
|
32.1
|
4
|
9
|
21
|
|
Science
|
29.0
|
3
|
24
|
3
|
29.3
|
|
28
|
|
32.1
|
|
10
|
16
|
|
Social
Science
|
28.3
|
7
|
15
|
13
|
30.4
|
2
|
21
|
9
|
31.0
|
2
|
17
|
12
|
III. School Climate
School Safety Plan (School Year 2008-09)
This section provides information
about the school's comprehensive safety plan.
|
The School Safety Plan includes
plans addressing Crisis Response and Emergency procedures. This includes
specific plans for dealing with intruders, earthquakes, fires, bomb threats,
and severe windstorms. Drills are held on a monthly basis. This plan is
reviewed and revised annually.
|
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
|
1.4
|
4.8
|
7.2
|
11.4
|
14.5
|
15.4
|
|
Expulsions
|
0.0
|
0.1
|
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
|
|
Exemplary
|
Good
|
Fair
|
Poor
|
|
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
|
|
|
|
|
Structural: Structural Damage, Roofs
|
N/A
|
X
|
|
|
|
|
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
|
N/A
|
X
|
|
|
Path
of travel improvement planned
Lock
upgrade planned
Security
system upgrade 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
|
|
2006-07
|
2007-08
|
2008-09
|
2008-09
|
|
With
Full Credential
|
31
|
32
|
29
|
1639
|
|
Without
Full Credential
|
3
|
2
|
3
|
108
|
|
Teaching
Outside Subject Area of Competence
|
17
|
5
|
4
|
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
|
94.7
|
5.3
|
|
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
|
1.0
|
835
|
|
Library
Media Teacher (Librarian)
|
0.5
|
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 2002
|
Publisher
|
#
Students
|
#
Books
|
|
6
|
Timeless
Voices, Timeless Themes
|
Prentice
Hall School Division
|
291
|
475
|
|
7
|
Timeless
Voices, Timeless Themes
|
Prentice
Hall School Division
|
290
|
449
|
|
8
|
Timeless
Voices, Timeless Themes
|
Prentice
Hall School Division
|
266
|
380
|
|
0.0%
|
|
Mathematics
|
|
|
SBE
Adopted 2009/MDUSD Adopted 2009
|
Publisher
|
#
Students
|
#
Books
|
|
6
|
Holt California
Mathematics Course 1: Numbers
to Algebra
|
Holt,
Rinehart & Winston
|
291
|
500
|
|
|
|
|
7
|
Holt California
Mathematics: Course 1 Pre-Algebra
|
Holt,
Rinehart & Winston
|
287
|
475
|
|
|
|
|
8
|
Holt California
Mathematics: Algebra 1
|
Holt,
Rinehart & Winston
|
267
|
575
|
|
8
|
Prentice
Hall Mathematics - Calif.
Geometry
|
Prentice
Hall School Division
|
1
|
2
|
|
0.0%
|
|
Science
|
|
|
SBE
Adopted 2006/MDUSD Adopted 2007
|
Publisher
|
#
Students
|
#
Books
|
|
6
|
California Focus on Earth Science
|
Prentice
Hall School Division
|
291
|
401
|
|
7
|
California Focus on Life Science
|
Prentice
Hall School Division
|
290
|
406
|
|
8
|
California Focus on Physical Science
|
Prentice
Hall School Division
|
266
|
406
|
|
0.0%
|
|
History-Social
Science
|
|
|
SBE
Adopted 2005/MDUSD Adopted 2006
|
Publisher
|
#
Students
|
#
Books
|
|
6
|
Ancient
Civilizations
|
Holt,
Rinehart & Winston
|
291
|
440
|
|
7
|
Medieval
to Early Modern Times
|
Holt,
Rinehart & Winston
|
290
|
403
|
|
8
|
Independence to 1914
|
Holt,
Rinehart & Winston
|
266
|
429
|
|
0.0%
|
|
Foreign
Language
|
|
|
FOREIGN
LANGUAGE
|
SBE
Adopted 2003/ MDUSD Adopted 2004
|
Publisher
|
#
Students
|
#
Books
|
|
7
|
Spanish
|
Realidades, Level A
|
Prentice
Hall School Division
|
110
|
220
|
|
8
|
|
Realidades, Level B
|
Prentice
Hall School Division
|
95
|
190
|
|
7
|
|
El espanol para nosotros, Level 1a
|
Glencoe,
McGraw Hill
|
16
|
24
|
|
8
|
|
El espanol para nosotros, Level 1b
|
Glencoe,
McGraw Hill
|
18
|
27
|
|
7
|
French
|
Allez, Viens! En Avent! Holt French, Level 1a
|
Holt,
Rinehart & Winston
|
26
|
96
|
|
8
|
|
Allez, Viens! En Avent! Holt French, Level 1b
|
Holt,
Rinehart & Winston
|
22
|
74
|
|
7
|
German
|
Kommit
|
Holt,
Rinehart & Winston
|
18
|
50
|
|
8
|
|
Kommit
|
Holt,
Rinehart & Winston
|
8
|
20
|
|
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
|
$7,609.27
|
$2,866.17
|
$4,743.10
|
$59,328
|
|
District
|
N/A
|
N/A
|
$4,879.73
|
$60,713
|
|
Percent
Difference – School Site and District
|
N/A
|
N/A
|
-2.80%
|
2.28%
|
|
State
|
N/A
|
N/A
|
$5,512
|
$67,049
|
|
Percent
Difference – School Site and State
|
N/A
|
N/A
|
-13.95%
|
-11.52%
|
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.
|
Services available:
·
Special Education
·
Counseling
·
Library Services
·
Psychology
·
Child Welfare and Attendance
·
LEP Services
·
After School Tutoring
·
Academic Interventions
·
Intramural Sports
·
School Clubs
|
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
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
English-Language
Arts
|
70
|
71
|
73
|
50
|
51
|
55
|
43
|
46
|
50
|
|
Mathematics
|
67
|
67
|
64
|
44
|
45
|
47
|
40
|
43
|
46
|
|
Science
|
69
|
76
|
83
|
42
|
51
|
54
|
38
|
46
|
50
|
|
History-Social
Science
|
66
|
69
|
69
|
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
|
|
English-Language Arts
|
Mathematics
|
Science
|
History-Social Science
|
|
African
American
|
73
|
57
|
*
|
*
|
|
American
Indian or Alaska
Native
|
*
|
*
|
*
|
*
|
|
Asian
|
79
|
76
|
87
|
73
|
|
Filipino
|
82
|
75
|
100
|
69
|
|
Hispanic
or Latino
|
55
|
48
|
71
|
58
|
|
Pacific
Islander
|
*
|
*
|
*
|
*
|
|
White
(not Hispanic)
|
81
|
71
|
86
|
71
|
|
Male
|
74
|
68
|
87
|
77
|
|
Female
|
72
|
60
|
78
|
58
|
|
Economically
Disadvantaged
|
49
|
38
|
62
|
43
|
|
English
Learners
|
8
|
5
|
*
|
*
|
|
Students
with Disabilities
|
29
|
26
|
21
|
29
|
|
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
|
16.6
|
34.7
|
35.8
|
|
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
|
10
|
10
|
9
|
|
Similar
Schools
|
8
|
7
|
5
|
|
"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
|
-1
|
4
|
12
|
876
|
|
African
American
|
|
|
|
|
|
American
Indian or Alaska
Native
|
|
|
|
|
|
Asian
|
|
|
|
|
|
Filipino
|
|
|
|
|
|
Hispanic
or Latino
|
6
|
-9
|
12
|
804
|
|
Pacific
Islander
|
|
|
|
|
|
White
(not Hispanic)
|
1
|
11
|
14
|
901
|
|
Socioeconomically
Disadvantaged
|
-16
|
-1
|
18
|
773
|
|
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
|
No
|
No
|
|
Participation
Rate - English-Language Arts
|
Yes
|
Yes
|
|
Participation
Rate - Mathematics
|
Yes
|
Yes
|
|
Percent
Proficient - English-Language Arts
|
No
|
No
|
|
Percent
Proficient - Mathematics
|
No
|
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
|
|
Not
In PI
|
|
First
Year of Program Improvement
|
|
|
|
Year
in Program Improvement
|
|
|
|
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 a varied staff development programs for teachers and
administrators based on assessed needs and state mandates. Many opportunities
are available for staff development, including three days a year before
school starts. Professional development opportunities such as conferences,
workshops, trainings and visitations, are made available to all staff members
throughout the year.
|
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
|
|
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
|