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

Executive Summary School Accountability Report Card, 2008-09

Sunrise (Special Education) School

Address:	1861 Silverwood Dr. , Concord CA 94519-1352	Phone:	925-687-0202
Principal:	Janelle Eyet	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

Student Enrollment

Group	Percent
African American	29.27 %
American Indian or Alaska Native	2.44 %
Asian	2.44 %
Filipino	%
Hispanic or Latino	17.07 %
Pacific Islander	%
White (not Hispanic)	48.78 %
Multiple or No Response	%
Socioeconomically Disadvantaged	71.00 %
English Learners	11.00 %
Students with Disabilities	97.00 %
Total Number of Students	41

Teachers

Indicator	Teachers
Teachers with full credential	4
Teachers without full credential	3
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	24%
Mathematics	12%
Science	*
History-Social Science	0

Academic Progress

Indicator	Result
2009 Growth API Score (from 2009 Growth API Report)	491 *
Statewide Rank (from 2008 Base API Report)	C *
2009-10 Program Improvement Status (PI Year)

School Facilities

Summary of Most Recent Site Inspection

10/28/09

Repairs Needed

None.

Corrective Actions Taken or Planned

N/A

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%
Visual and Performing Arts	0.0%

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$1,085.30
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	Sunrise (Special Education)	District Name	Mt. Diablo Unified
Street	1861 Silverwood Dr.	Phone Number	925-682-8000
City, State, Zip	Concord , CA 94519-1352	Web Site	www.mdusd.k12.ca.us
Phone Number	925-687-0202	Superintendent	Richard Nicoll
Principal	Janelle Eyet	E-mail Address	josephl@mdusd.k12.ca.us
E-mail Address	eyetj@mdusd.k12.ca.us	CDS Code	07- 61754- 6004238

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

Sunrise School is a special education facility serving Mt. Diablo students. Sunrise educates and works with students who have not been successful while receiving special education services on larger, general education sites. Students receive a strong, structured behavior management program to promote academic and social-emotional growth. Sunrise serves a maximum of 63 special education students in seven classes, grades K-5. Five classes serve students who have learning disabilities, language disabilities and/or health impairments and who additionally have challenges in social/emotional/behavioral areas. Two classes are designated day treatment, in which students who have more significant social/emotional/behavioral issues receive enhanced services throughout their school day in coordination with mental health support staff.

There is a high ratio of staff to students at Sunrise. Additionally, students have the benefit of a part-time school psychologist and other DIS services, as needed, such as speech/language services, occupational or physical therapy and adapted physical education.

Sunrise School provides an academic program consistent with state and district standards, using modified instructional materials and settings, as needed, to meet individual student needs. Modifications and accommodations are used in accordance with each child’s I.E.P.

Sunrise students are expected to do their personal best and to accept responsibility for their learning and their behavior. They are expected to accept individual differences, work together and to be respectful to peers and adults.

Sunrise staff values parental involvement and works hard to build and maintain a close working relationship between school, staff and parents.

MISSION

The Sunrise staff believes all students can succeed. The Sunrise environment is designed to provide a safe, structured, caring atmosphere for all students where they can develop their abilities to become successful learners and productive citizens.

Our goals are:

· To provide a structured environment that directly teaches appropriate behavior

· To provide a clear system of interventions that assists the student in developing responsibility and appropriate social skills

· To utilize and effectively teach social skills, anger management, and conflict resolution skills as part of our daily curriculum

· To increase student self-esteem through success at school

· To provide a quality educational program adapted as necessary to meet the needs of individual students

· To work as partners with parents and caregivers to encourage ongoing communication between school and home

· To promote the use of appropriate problem-solving strategies and decision-making skills in order to increase student success in transitioning to less restrictive environments

· To work closely with parents and caregivers to assist them in knowing about appropriate community agencies and resources

Opportunities for Parental Involvement (School Year 2008-09)

Sunrise School encourages parental involvement to strengthen communication between school and home. Parents and guardians are encouraged to visit/observe and, when possible, volunteer in classrooms. Parents/guardians are involved in field trips and awards assemblies. Parents/guardians and family members are invited to Back-to School Night and Open House. Since all children at Sunrise receive special education services, all parents/guardians are informed of progress through trimester progress reports and are involved in on-going meetings to develop the IEP (Individual Education Plan) and participate in the IEP process.

In September 2001, Sunrise began to receive increased mental health services. Some classes receive the support of a social worker, who meets with parents monthly. In September 2002, Sunrise initiated “Family Evenings”, where parents can network and connect with one another through activities sponsored by the school. Parent trainings are held on site, where parents can attend regular trainings which provide important information regarding understanding and assisting their child at home/school. Parent support groups, held monthly in conjunction with Mt. Diablo Adult Education, also offer an opportunity for training and assistance.

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	3
Grade 1	3
Grade 2	8
Grade 3	7
Grade 4	9
Grade 5	11
Ungraded Elementary	0
Total Enrollment	41

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	29.27 %
American Indian or Alaska Native	2.44 %
Asian	2.44 %
Filipino	%
Hispanic or Latino	17.07 %
Pacific Islander	%
White (not Hispanic)	48.78 %
Multiple or No Response	%
Socioeconomically Disadvantaged	71.00 %
English Learners	11.00 %
Students with Disabilities	97.00 %

III. School Climate

School Safety Plan (School Year 2008-09)

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

Sunrise School has a school-wide safety plan, which is reviewed yearly with all staff and revised, as needed. This plan specifies school disciplinary rules, policies and procedures for all school environments: school bus, classroom and playground. It additionally covers procedures for appropriate steps for assisting a student who is in crisis, in case of a behavioral emergency.

Attendance and truancy issues are also covered in the safety plan. Sunrise stresses the importance of regular school attendance and utilizes appropriate incentives/consequences to encourage students to attend everyday. School Attendance Review Board (S.A.R.B.) procedures are followed and utilized, when necessary.

District and school policies such as those for preventing bullying and sexual harassment are detailed, as are policies for dress code, suspension/expulsion, and closed campus regulations (including guidelines for parents coming on campus).

Disaster procedures are thoroughly covered in the Sunrise Safety Plan. Food, clothing and emergency supplies are collected yearly and checked on an on-going basis to maintain preparedness. An action plan covering all emergencies has been developed, involving all school employees. The plan is revisited on a regular basis and monthly drills covering such events as fire, earthquake and intruder alerts are conducted.

Our Safety Plan, training of staff and regular practice drills, as well as consistent enforcement of school rules, allow staff to provide a safe, orderly environment for all students at Sunrise.

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	126.3	258.1	207.3	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			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
Teachers	2006-07	2007-08	2008-09	2008-09
With Full Credential	3	2	4	1639
Without Full Credential	3	5	3	108
Teaching Outside Subject Area of Competence	1	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	66.7	33.3
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
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	0	20
1	Houghton Mifflin Reading California	4	20
2	Houghton Mifflin Reading California	6	20
3	Houghton Mifflin Reading California	10	10
4	Houghton Mifflin Reading California	8	20
5	Houghton Mifflin Reading California	12	20

0.0%

Mathematics

	SBE Adopted 2009/MDUSD Adopted 2009	# Students	# Books
K	Houghton Mifflin California Math	0	20
1	Houghton Mifflin California Math	4	20
2	Houghton Mifflin California Math	6	20
3	Houghton Mifflin California Math	10	20
4	Houghton Mifflin California Math	8	20
5	Houghton Mifflin California Math	12	20

0.0%

Science

	SBE Adopted 2007	# Students	# Books
K	California Science Macmillian/McGraw-Hill	0	20
1	California Science Macmillian/McGraw-Hill	4	20
2	California Science Macmillian/McGraw-Hill	6	20
3	California Science Macmillian/McGraw-Hill	10	20
4	California Science Macmillian/McGraw-Hill	8	20
5	California Science Macmillian/McGraw-Hill	12	20

0.0%

History-Social Science

	SBE Adopted 2005/MDUSD Adopted 2006	# Students	# Books
K	California Reflections 2006 Harcourt Brace	0	15
1	California Reflections 2006 Harcourt Brace	4	15
2	California Reflections 2006 Harcourt Brace	6	15
3	California Reflections 2006 Harcourt Brace	10	15
4	California Reflections 2006 Harcourt Brace	8	15
5	California Reflections 2006 Harcourt Brace	12	15

0.0%

Visual and Performing Arts

	VISUAL & PERFORMING ARTS	# Students	# Books
2	Silver Burdett Making Music Scott Foresman	6	30
3	Silver Burdett Making Music Scott Foresman
5	Silver Burdett Making Music Scott Foresman	12	30

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	$21,436.91	$20,351.61	$1,085.30	$50,218
District	N/A	N/A	$4,879.73	$60,713
Percent Difference – School Site and District	N/A	N/A	-77.76%	-17.29%
State	N/A	N/A	$5,512	$67,049
Percent Difference – School Site and State	N/A	N/A	-80.31%	-25.10%

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.

Sunrise is primarily funded by district funds and special education monies received from the state and federal government. These specialized funds allow Sunrise to provide the following staff and services to our students:

· Small class size (maximum of 9)

· Teacher with specialized credential/1 or 2 teaching assistants in each class

· Part-time (4 days) school psychologist

· Part-time speech/language therapist

· Part-time occupational/physical therapy services

· Full-time principal and office manager

Additionally, Sunrise receives other services funded by the following sources:

· One day of librarian services/4 hours IMA (Instructional Media Assistant) services - funded by the district

· One day music teacher – funded by the district

· Child welfare and attendance services (as needed) - funded by the district

· Behaviorist services - funded by the district and by Mental Health Services

· Social workers - funded by Mental Health Services

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	3	3	24	50	51	55	43	46	50
Mathematics	0	3	12	44	45	47	40	43	46
Science	*	*	*	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	*	*	*
American Indian or Alaska Native	*	*
Asian	*	*
Filipino
Hispanic or Latino	*	*
Pacific Islander
White (not Hispanic)	36	7	*
Male	26	14	*
Female	*	*
Economically Disadvantaged	19	17	*
English Learners	*	*	*
Students with Disabilities	25	13	*
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	N/A	N/A	N/A
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	C *	C *	C *
Similar Schools	C	C	C

"N/A"	means a number is not applicable or not available due to missing data.
*“”**	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.
"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.

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	-79	-11	166	491 *
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
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	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		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 varied staff development programs for teachers and administrators based on assessed needs and state mandates. Two days prior to school and one buy-back day during the school year are dedicated to staff development.

Over the past three years, Sunrise staff members have attended many workshops and conferences conducted by the district and by outside consultants. Additionally, speakers have come to our site to present workshops. Whenever possible, workshops conducted include all staff (teachers, administrator, teaching assistants and support personnel). This allows for consistent usage of skills learned when put into practice with students.

Examples of professional development sessions attended by Sunrise staff over the last three years are:

· Speech Therapist’s Role in Literacy

· Teaching Phonemic Awareness in Your Classroom

· Closing the Gap on Reading and Language Problems

· 6-Trait Writing

· Rebecca Sitton Spelling Program

· MAP (Math Assessment Program) Testing and Scoring

· Kim Sutton Math Strategies

· ELIC (Early Literacy In-service Course)

· Guided Reading

· Phonemic Awareness

· Teaching Writing in the Primary Grades

· Depression in Children and Adolescents

· Behavior Problems in Children and Adolescents: A New Understanding of Behavior Disordered Youth

· Emergency Planning: Crisis Response Teams

· Conflict Management

· Assessment of ELL/African-American Students

· Teaching the ADD/ADHD Child

· Pro-ACT (Professional Assault Crisis Training)

· LifeSkills

· Strategies for Dealing with the ODD (Oppositional Defiant Disorder) Child

· Girls and Boys Town Social Skills Program

· Social Skills - Northern California Diagnostic Center

· Social Cognitive Deficits

· Medications for Children and Side Effects

· Autistic Spectrum Disorder

· Sensory Integration

· Succeeding with the Young Difficult Child

· Increasing Student Spelling Achievement

· The Nuts and Bolts of Running a Social Thinking Group

· Making a Difference for American’s Children – Speech Pathologists in Public Schools

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