School
Accountability Report Card
Reported for School
Year 2008-09
Published During
2009-10
Rincon
Valley Charter School
Executive Summary
School Accountability Report
Card
2008-09
|
Address: |
5305 Dupont Dr. , Santa Rosa CA 95409-3843 |
Phone: |
707-539-3410 |
|
Principal: |
Matt Reno |
Grade Span: |
7 - 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 Rincon
Valley Charter
| Rincon Valley Charter School (RVCS) is located
in a beautiful setting within the St. Francis Acres area of Santa
Rosa, California. Our charter school provides excellence in middle
school education in a small, secure atmosphere where students hold
themselves to high academic and personal standards.
Our Project Based-Learning environment bridges all areas of the
curriculum that specifically target state standards. Our charter
school is unique, as each of our 170 middle school students is
equipped with an Apple Mac Book that connects our students to
a global learning community. Our technology driven theme gives
students the tools they will need to become leaders and productive
citizens in the 21st century.
Our experienced and dedicated staff is accessible and approachable.
We believe when home and school communicate effectively, student
success rates rapidly rise. RVCS students are on a constant growth
trajectory filled with innovation, challenge, and recognition.
In addition to our vibrant core subject content areas, RVCS students
can participate in an award-winning band elective. Fine Arts,
Championship Athletics, and elective course offerings provide
students the opportunity to shine in multiple environments. This
was formally highlighted with a 2007 California Distinguished
School Award. |
Student Enrollment
| Group |
Percent |
| African American
|
5.42 % |
| American Indian
or Alaska Native |
2.41 % |
| Asian |
5.42 % |
| Filipino |
1.81 % |
| Hispanic or
Latino |
10.84 % |
| Pacific Islander
|
0.60 % |
| White (not
Hispanic) |
73.49 % |
| Multiple or No
Response |
% |
| Socioeconomically Disadvantaged |
23.00 % |
| English Learners
|
2.00 % |
| Students with
Disabilities |
12.00 % |
| Total Number of
Students |
166
|
Teachers
|
Indicator |
Teachers |
|
Teachers with full credential |
9
|
|
Teachers without full credential |
0
|
|
Teachers Teaching Outside Subject Area of Competence
|
0 |
|
Misassignments of Teachers of English Learners |
0 |
|
Total Teacher Misassignments |
0 |
Student Performance
|
Subject |
Students Proficient and Above on California Standards Tests
|
|
English-Language Arts |
67 |
|
Mathematics |
48 |
|
Science |
75 |
|
History-Social Science |
52 |
Academic Progress
|
Indicator |
Result |
|
2009 Growth API Score (from 2009 Growth API Report)
|
825
|
|
Statewide Rank (from 2008 Base API Report) |
9
|
|
2009-10 Program Improvement Status (PI Year)
|
NA |
School Facilities
Summary of Most Recent Site
Inspection
| A thorough
inspection of the facility was completed in March, 2010. All elements
were found to be in good condition and no repairs are currently
needed. |
Curriculum and Instructional
Materials
|
Core Curriculum Areas |
Pupils Who Lack Textbooks and Instructional Materials
|
|
Reading/Language Arts |
0% |
|
Mathematics |
|
Science |
|
History-Social Science |
|
Health |
School Finances
|
Level |
Expenditures Per Pupil (Unrestricted Sources Only)
|
|
School Site |
$ LEA Provided |
|
District |
$ LEA Provided |
|
State |
$5,512 |
NAEP Reading, Grade
8
| Average Scale
Score - State |
251 |
| Average Scale
Score - National |
261 |
| Achievement Level -
Basic |
41% |
| Achievement
Level - Proficient |
20% |
| Achievement Level
- Advanced |
2%
|
NAEP Mathematics,
Grade 8
| Average Scale
Score - State |
270 |
| Average Scale
Score - National |
282 |
| Achievement Level -
Basic |
36% |
| Achievement
Level - Proficient |
18% |
| Achievement Level
- Advanced |
5%
|
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 Rincon
Valley Charter
Contact Information (School Year
2009-10)
| School |
District |
| School Name |
Rincon Valley Charter |
District Name |
Rincon Valley Union Elementary
|
| Street |
5305 Dupont Dr. |
Phone Number |
707-542-7375 |
| City, State, Zip |
Santa Rosa , CA 95409-3843 |
Web Site |
www.rvusd.org |
| Phone Number |
707-539-3410 |
Superintendent |
Diane Moresi |
| Principal |
Matt Reno |
E-mail Address |
dmoresi@rvusd.org |
| E-mail Address |
mreno@rvusd.org |
CDS Code |
49- 70896- 0102525 |
School Description and Mission Statement
(School Year 2008-09)
| Rincon Valley Charter School (RVCS) is located in a beautiful setting
within the St. Francis Acres area of Santa Rosa, California. Our
charter school provides excellence in middle school education in
a small, secure atmosphere where students hold themselves to high
academic and personal standards.
Our Project Based-Learning environment bridges all areas of the
curriculum that specifically target state standards. Our charter
school is unique, as each of our 170 middle school students is
equipped with an Apple Mac Book that connects our students to
a global learning community. Our technology driven theme gives
students the tools they will need to become leaders and productive
citizens in the 21st century.
Our experienced and dedicated staff is accessible and approachable.
We believe when home and school communicate effectively, student
success rates rapidly rise. RVCS students are on a constant growth
trajectory filled with innovation, challenge, and recognition.
In addition to our vibrant core subject content areas, RVCS students
can participate in an award-winning band elective. Fine Arts,
Championship Athletics, and elective course offerings provide
students the opportunity to shine in multiple environments. This
was formally highlighted with a 2007 California Distinguished
School Award. |
Opportunities for Parental Involvement (School
Year 2008-09)
| There are many opportunities for parent involvement at the Rincon
Valley Charter School. For information, call Matt Reno at (707)
539-3410. |
Student Enrollment by Grade Level (School
Year 2008-09)
| Grade Level |
Number of Students |
| Grade 7 |
85
|
| Grade 8 |
81
|
| Total Enrollment |
166
|
Student Enrollment by Group (School Year
2008-09)
| Group |
Percent of Total Enrollment |
| African American |
5.42 %
|
| American Indian or Alaska Native
|
2.41 %
|
| Asian |
5.42 %
|
| Filipino |
1.81 %
|
| Hispanic or Latino |
10.84 %
|
| Pacific Islander |
0.60 %
|
| White (not Hispanic)
|
73.49 %
|
| Multiple or No Response
|
%
|
| Socioeconomically Disadvantaged
|
23.00 %
|
| English Learners |
2.00 %
|
| Students with Disabilities
|
12.00 %
|
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 |
24.0 |
2 |
5 |
1 |
24.9 |
2 |
6 |
|
25.3 |
2 |
6 |
|
| Mathematics |
26.7 |
1 |
4 |
1 |
28.0 |
|
6 |
|
27.7 |
|
6 |
|
| Science |
26.7 |
1 |
4 |
1 |
28.0 |
|
6 |
|
26.3 |
1 |
6 |
|
| Social Science |
26.3 |
1 |
4 |
1 |
28.0 |
|
6 |
|
27.7 |
|
6 |
|
III. School Climate
School Safety Plan (School Year 2008-09)
| The School Safety Plans
are updated annually, and the last review was in the spring of 2009.
The key elements of the plan include, (1) the School Mission, (2)
a description of the School Climate, (3) a description of a Safe
and Orderly Environment, and (4) the district’s SB 187-EC3529.4
Board Policies. Each of these areas is spelled out in detail in
the plans. The plans are comprehensive and include both the legal
requirements and the benefits of safety planning. |
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 |
16 |
14
|
20 |
3.4 |
2.9 |
2.9 |
|
Expulsions |
0 |
0
|
0 |
0 |
0 |
0 |
IV. School Facilities
School Facility Conditions and Planned
Improvements (School Year 2009-10)
This section provides information about the condition
of the school’s grounds, buildings, and restrooms, and a description of
any planned or recently completed facility improvements.
| The district takes great efforts to ensure that
all schools are clean, safe, and functional. During
the 2004-05 school year, local bond funds, Measure D, and state
matching funds were used to modernize all schools with the exception
of Austin Creek, which is seven years old. and Village School,
which was modernized in the late 1980’s. Village School,
which was modernized in the late 1980’s, received modernization
of their multi-use facility and administrative wing.
All classrooms in the other five schools received
new wall surfaces, paint, lighting, cabinetry, heating systems,
upgraded electrical systems, window coverings, flooring, and marker
boards. Each multi-use facility was also completely modernized.
State of the art library media centers and kindergarten complexes
were built, and the administrative wing of each school was modernized
to include small classrooms for special student programs, a staff
room, office, and conference rooms.
District maintenance staff ensures that the preventative
measures and 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 and safety are given the highest priority.
Cleaning: Cleaning standards have been adopted
for all schools in the district. On a regular basis, the Maintenance
and Operations supervisor meets with the custodial staff and often
visits sites to ensure the cleaning standards are being upheld.
In addition, the principal communicates daily with the custodial
staff to ensure a clean and safe school.
Deferred Maintenance: 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. For the 2009-10
school year, the district budgeted expenditures are $70,000 for
the deferred maintenance program. Revenues for this fund are $96,722.
|
School Facility Good Repair Status
(School Year 2009-10)
This table
displays the results of the March 2010 school site inspection.
| System Inspected
|
Repair Status |
Repair Needed and Action Taken
or Planned |
| Exemplary |
Good |
Fair |
Poor |
| Systems: Gas
Leaks, Mechanical/HVAC, Sewer |
N/A |
X |
|
|
None needed |
| Interior: Interior
Surfaces |
N/A |
X |
|
|
None needed |
| Cleanliness:
Overall Cleanliness, Pest/ Vermin Infestation |
N/A |
X |
|
|
None needed |
| Electrical:
Electrical |
N/A |
X |
|
|
None needed |
| Restrooms/Fountains:
Restrooms, Sinks/ Fountains |
N/A |
X |
|
|
None needed |
| Safety: Fire
Safety, Hazardous Materials |
N/A |
X |
|
|
None needed |
| Structural:
Structural Damage, Roofs |
N/A |
X
|
|
|
None needed |
| External: Playground/School
Grounds, Windows/ Doors/Gates/Fences |
N/A |
X
|
|
|
None needed |
| Overall Rating
|
Exemplary |
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
|
8 |
8 |
9 |
172 |
| Without Full Credential
|
0 |
0 |
0 |
0 |
| Teaching Outside
Subject Area of Competence |
0 |
0 |
0 |
N/A
|
Teacher Misassignments and Vacant Teacher
Positions
This table displays the number of teacher misassignments
(teachers assigned without proper legal authorization) and the number
of vacant teacher positions (not filled by a single designated teacher
assigned to teach the entire course at the beginning of the school year
or semester). Note: Total Teacher Misassignments includes the number of
Misassignments of Teachers of English Learners.
| Indicator |
2007-08 |
2008-09 |
2009-10 |
| Misassignments of Teachers of English
Learners |
0 |
0 |
0 |
| Total Teacher Misassignments
|
0 |
0 |
0 |
| Vacant Teacher Positions
|
0 |
0 |
0 |
Core Academic Classes Taught by No Child
Left Behind Compliant Teachers (School Year 2008-09)
This table displays the percent of classes in core
academic subjects taught by No Child Left Behind (NCLB) compliant and
non-NCLB compliant teachers in the school, in all schools in the district,
in high-poverty schools in the district, and in low-poverty schools in
the district. High poverty schools are defined as those schools with student
participation of approximately 75 percent or more in the free and reduced
price meals program. Low poverty schools are those with student participation
of approximately 25 percent or less in the free and reduced price meals
program. More information on teacher qualifications required under NCLB
can be found on the CDE Improving Teacher and Principal Quality
Web page.
| Location of Classes
|
Percent of Classes In Core Academic
Subjects |
| Taught by NCLB Compliant Teachers
|
Taught by Non-NCLB Compliant Teachers
|
|
This School |
95.2
|
4.8
|
| All Schools in District
|
96.2
|
3.8
|
| High-Poverty Schools in
District |
0 |
0 |
| Low-Poverty Schools in
District |
97.1
|
2.9
|
VI. Support Staff
Academic Counselors and Other Support
Staff (School Year 2008-09)
This table displays, in units of full-time equivalents
(FTE), the number of academic counselors and other support staff who are
assigned to the school and the average number of students per academic
counselor. One FTE equals one staff member working full time; one FTE
could also represent two staff members who each work 50 percent of full
time.
| Title |
Number of FTE Assigned to School |
Average Number of Students per Academic Counselor
|
| Academic Counselor |
0 |
0 |
| Library Media Teacher (Librarian)
|
0 |
NA |
| Library Clerk |
0
|
NA |
| Psychologist |
0.266 FTE
|
NA |
| Social Worker |
0
|
NA |
| Nurse |
0.177 FTE
|
NA |
| Speech and Language |
0.483 FTE
|
NA |
| Science Facilitator |
0
|
NA
|
| Computer Tech |
0
|
NA |
| RSP Assistant (Non-teaching) |
0
|
NA |
| Other Paraeducators |
0
|
NA |
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
|
As of February 2010,
sufficient textbooks were available for each student in all
core curriculum areas.
The district follows
the state guidelines for purchasing approved textbooks.
|
0% |
| Mathematics |
| Science |
| History-Social Science
|
| Foreign Language |
| Health |
| Visual and Performing Arts
|
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 |
LEA Provided |
LEA Provided |
LEA Provided |
LEA Provided |
| District |
N/A |
N/A |
LEA Provided |
$59,871 |
| Percent Difference – School Site and
District |
N/A |
N/A |
LEA Provided |
LEA Provided |
| State |
N/A |
N/A |
$5,512 |
$63,421 |
| Percent Difference – School Site and
State |
N/A |
N/A |
LEA Provided |
LEA Provided |
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.
| Funds are used for teaching and support staffs, books and materials, special
education, transportation, food services, maintenance and operations,
after-school programs and childcare. |
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
|
$43,140
|
$41,031
|
| Mid-Range Teacher Salary
|
$59,102
|
$63,366
|
| Highest Teacher Salary |
$75,564
|
$80,596
|
| Average Principal Salary (Elementary)
|
$104,452
|
$100,937
|
| Superintendent Salary |
$146,635
|
$147,438
|
| Percent of Budget for Teacher Salaries
|
39.80
% |
40.60
% |
| Percent of Budget for Administrative
Salaries |
6.20
% |
6.10
% |
IX. Student Performance
Standardized Testing and Reporting
Program
The Standardized Testing and Reporting (STAR) Program consists of several
key components, including the California Standards Tests (CSTs); the California
Modified Assessment (CMA), and the California Alternate Performance Assessment
(CAPA). The CSTs show how well students are doing in relation to the state
content standards. The CSTs include English-language arts (ELA) and mathematics
in grades two through eleven; science in grades five, eight, and nine through
eleven; and history-social science in grades eight, and ten through eleven.
The CAPA includes ELA, mathematics, and science in grades two through eleven,
and for science for grades five, eight, and ten. The CAPA is given to those
students with significant cognitive disabilities whose disabilities prevent
them from taking either the CSTs with accommodations or modifications or
the CMA with accommodations. The CMA includes ELA and mathematics for grades
three through eight and science in grade five and is an alternate assessment
that is based on modifiedachievement standards. The CMA is designed to assess
those students whose disabilities preclude them from achieving grade-level
proficiency on an assessment of the California content standards with or
without accommodations. Student scores are reported as performance levels.
Detailed information regarding the STAR Program results for each grade and
performance level, including the percent of students not tested, can be
found on the CDE Standardized Testing and Reporting (STAR) Results
Web site. Program information regarding the STAR Program can be found in
the Explaining
2008 STAR Program Summary Results to the Public guide. Note: Scores
are not shown when the number of students tested is ten or less, either
because the number of students in this category is too small for statistical
accuracy or to protect student privacy. In no case shall any group score
be reported that would deliberately or inadvertently make public the score
or performance of any individual student.
Standardized Testing and Reporting
Results for All Students – Three-Year Comparison
This table displays the percent of students achieving
at the Proficient or Advanced level (meeting or exceeding the state standards).
| Subject |
School |
District |
State |
| 2006-07 |
2007-08 |
2008-09 |
2006-07 |
2007-08 |
2008-09 |
2006-07 |
2007-08 |
2008-09 |
| English-Language Arts
|
71 |
69 |
67 |
69 |
69 |
72 |
43 |
46 |
50 |
| Mathematics
|
49 |
48 |
48 |
72 |
73 |
76 |
40 |
43 |
46 |
| Science
|
51 |
83 |
75 |
62 |
74 |
72 |
38 |
46 |
50 |
| History-Social Science
|
46 |
56 |
52 |
46 |
56 |
52 |
33 |
36 |
41 |
Standardized Testing and Reporting
Results by Student Group (School Year 2008-09)
This table displays the percent of students, by
group, achieving at the Proficient or Advanced level (meeting or exceeding
the state standards) for the most recent testing period.
|
Group |
Percent of Students Scoring at Proficient or Advanced
|
|
English-Language Arts |
Mathematics |
Science |
History-Social Science |
|
African American |
*
|
* |
*
|
* |
|
American Indian or Alaska Native |
*
|
* |
*
|
* |
|
Asian |
*
|
* |
*
|
* |
|
Filipino |
*
|
* |
|
|
|
Hispanic or Latino |
50 |
56 |
*
|
* |
|
Pacific Islander |
*
|
* |
|
|
|
White (not Hispanic) |
69 |
45 |
76 |
53 |
|
Male |
67
|
49 |
82
|
64 |
|
Female |
68
|
47 |
66
|
37 |
|
Economically Disadvantaged |
53 |
24 |
86 |
41 |
|
English Learners |
*
|
* |
*
|
* |
|
Students with Disabilities |
25 |
25 |
*
|
* |
|
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
|
|
7 |
18.1
|
27.7
|
41.0
|
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 |
9
|
9
|
9
|
|
Similar Schools |
9
|
6
|
7
|
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 |
8
|
21
|
-19
|
825
|
| African American |
|
|
|
|
| American Indian or Alaska Native |
|
|
|
|
| Asian |
|
|
|
|
| Filipino |
|
|
|
|
| Hispanic or Latino |
|
|
|
|
| Pacific Islander |
|
|
|
|
| White (not Hispanic) |
8
|
20
|
-36
|
827
|
| Socioeconomically Disadvantaged |
|
|
|
|
| English Learners |
|
|
|
|
| Students with Disabilities |
|
|
|
|
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
|
Yes
|
|
Participation Rate - English-Language Arts |
Yes
|
Yes
|
|
Participation Rate - Mathematics |
Yes
|
Yes
|
|
Percent Proficient - English-Language Arts |
Yes
|
Yes
|
|
Percent Proficient - Mathematics |
Yes
|
Yes
|
|
API |
Yes
|
Yes
|
| "Yes" |
Met 2009 AYP Criteria |
| "No" |
Did not Meet 2009 AYP Criteria
|
Federal Intervention Program (School Year
2009-10)
Schools and districts receiving federal Title I funding
enter Program Improvement (PI) if they do not make AYP for two consecutive
years in the same content area (ELA or mathematics) or on the same indicator
(API or graduation rate). After entering PI, schools and districts advance
to the next level of intervention with each additional year that they
do not make AYP. Detailed information about PI identification can be found
on the CDE Adequate Yearly Progress (AYP) Web
page.
|
Indicator |
School |
District |
|
Program Improvement Status |
|
Not
In PI |
|
Number of Schools Currently in Program Improvement
|
N/A
|
N/A
|
|
Percent of Schools Currently in Program Improvement
|
N/A
|
N/A
|
XI. Instructional
Planning and Scheduling
Professional Development
| Professional development opportunities
are directly correlated to the 2007/2010 District’s Goals.
To ensure that the professional needs of our staff are being met
on a regular basis we offer for our teachers: three full-days of
annual inservice, workshops on the first Wednesday of each month,
workshops and training at the Sonoma County Office of Education,
and opportunities to take course work via the UC, CSU, and community
college systems. The results of the professional development is
directly reflected by our high level of student achievement. |
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).
| Subject and Grade Level
|
Average Scale Score
|
State Percent at Achievement
Level |
| State |
National |
Basic |
Proficient |
Advanced |
| Reading 2007, Grade 8
|
251
|
261
|
41
|
20
|
2 |
| 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.
| 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 8
|
78
|
92
|
66
|
77
|
| Mathematics 2009, Grade 8
|
85
|
96
|
78
|
92
|