MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01CA95F1.3DB46550" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01CA95F1.3DB46550 Content-Location: file:///C:/A675B148/IoneJuniorHigh.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" School Accountability Report Card (SARC)

= <= /p>

Executive Summary School Accountability Report Card, 2008-09

Ione Junior High S= chool

Add= ress: 

217= Rex Ave. , Jackson   CA  95642 <= /span> 

Pho= ne: 

209= -257-5500 

Principal: 

William  Murray 

Gra= de Span: 

6 - 8 

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and commun= ity 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 

Ione Junior High School is located in the town of Ione in southwestern Amador County. It serves the student populations of Ione, Lake Camanche, Fiddletown, Amador City, Drytown, Volcano, Su= tter Creek, Plymouth and surrounding areas.

 

Ione Junior High School, a sixth, seventh, and eigh= th grade middle school, is dedicated to preparing all students to be lifelong learners and responsible citizens. Our curriculum has a strong academic focus. We respect individual differences, and we believe in unlocking and supporting the strengths of each student. To complement our academic emphasis, we believe that all students benefit from a rich variety of experiences, such as art, music, physical education, and performing arts.=

 

School and staff members alw= ays welcome parent and community involvement. We encourage you to join our Co= lt Booster Club, School Site Council (SSC), and Promotion Ceremony Committee= .

Student Enrollment 

Group 

Percent 

African American 

0.45 % 

American Indian or Alaska Native 

1.82 % 

Asian 

0.68 % 

Filipino 

0.45 % 

=

Hispanic or Latino 

14.77 % 

Pacific Islander 

% 

Multiple or No Response 

5.91 % 

Socioeconomically Disadvantaged 

30.00 % 

English Learners 

1.00 % 

Students with Disabilities 

8.00 % 

Total Number of= Students 

440 

Teachers 

Indicator  <= o:p>

Teachers 

Teachers with full credential 

17 

Teachers without full credential 

0 

Teachers Teaching Outside Subject Area of Competence 

0

Misassignments of Teachers of E= nglish Learners 

0 

Total Teacher Misassignments  

0 

Student Performance 

Subject  <= /o:p>

Students Proficient and Above on California Standards Tests<= /span> 

Mathematics 

49%

Science 

57%
Academic Progress 

Indicator 

Result 

2009 Growth API Score (from 2009 Growth API Report) 

786  

Statewide Rank (from 2008 Base API Report) 

7  

2009-10 Program Improvement Status (PI Year) 

N/A

School Facilities 

Summary of Most Recent Site Inspection&nb= sp;

Ione Junior High School received a rating of 95.06% on the most recent site inspection using the State of California Facility Inspection Tool.  This indicates an ove= rall rating of GOOD.  A GOOD rati= ng indicates that a school is maintained in good repair with a number of non-critical deficiencies noted.  These deficiencies are isolated and may result from minor wear and tear and are in the process of being mitigated.

Repairs Needed 

The district Maintenance and Operations Department continuously utilizes its resources to keep up with vandalism and all repairs to ensure the health and safety of our students= .

Corrective Actions Taken or Planned =

School buildings and classro= oms are cleaned and maintained on a regular basis by the school's custodians = and the district maintenance department. The custodians and Principal walk through the restrooms during the day to assure that they are sanitary and in prop= er working condition. The Principal walks the site daily to look for hazards and, if found, they are addressed immediately.<= /span>

Curriculum and Instructional Materials&nb= sp;

Core Curricul= um Areas 

Pupils Who Lack Textbooks and Instructional Materials=  

Mathematics 

0

Science 

0

Foreign Language 

0

Health 

0

Visual and Performing Arts 

0

Science Laboratory Equipment (grades 9-12) 

0

School Finances 

Level 

Expenditures Per Pupil (Unrestricted Sources Only)&nb= sp;

School Site 

$ 6,170

District 

$ 5,917

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 

 41%

Achievement Level - Proficient 

 25%

Achievement Level - Advanced 

 5%

NAEP Mathematics, Grade 8 

Level 

Result  =

Average Scale Score - State 

270 

Average Scale Score - National 

282 

Achievement Level - Basic 

 36%

Achievement Level - Proficient 

 18%

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 informa= tion about the condition and performance of each California public school. More information about SARC requirements is available on the California Departme= nt 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 th= e 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 f= or 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 work= station may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. &nbs= p;

II. About This School=  

Contact Information (School Year 2009-10)=  

This section provides the schools con= tact information. 

School 

District  =

School Name 

Ione Junior High  

District Name 

Amador County Unified  

Street 

217 Rex Ave.  

Phone Number 

209-223-1750 

City, State, Zip 

Jackson  , CA  9= 5642  

Web Site 

www.amadorcoe.org 

Phone Number 

209-257-5500 

Superintendent 

Dick  Glock 

Principal 

William  Murray  <= /p>

E-mail Address 

dglock@amadorcoe.k12.ca.us 

E-mail Address 

wmurray@amadorcoe.k12.ca.us 

CDS Code

03= - 73981- 6107395  =

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

School Des= cription and Mission Statement (School Year 2008-09) 

Ione Junior High School, a sixth, seventh and eighth grade middle school, is d= edicated to preparing all students to be lifelong learners and responsible citizen= s. We have a population of more than 500 students and offer classes for a variety of special-needs students.

 

Our curriculum has a strong academic focus. We respect individual differences, and we believe in unlocking and supporting the strengths of each student.= To complement our academic emphasis, we believe that all students benefit fr= om a rich variety of experiences, such as art, music, physical education, and performing arts.

 

School and staff members always welcome parent and community involvement. We encourage you to join our Colt Booster Club, School Site Council (SSC), a= nd Promotion Ceremony Committee.

 

We also invite you to assist= in our classrooms, chaperone dances, and participate in many other activitie= s.

Opportunities for Parental Involvement (School Y= ear 2008-09) 

Opportunit= ies for Parental Involvement (School Year 2008-09) 

Our school welcomes parent and community involvement. Opportunities to volunt= eer include joining the Colt Booster Club and the SSC. We also need dance chaperones and snack bar helpers.

 

Contact the principal if you want to become involved.

 

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 

0 

Grade 1 

0 

Grade 2 

0 

Grade 3 

0 

Grade 4 

0 

Grade 5 

0 

Grade 6 

92 

Grade 7 

178 

Grade 8 

170 

Ungraded Elementary 

0 

Grade 9 

0 

Grade 10 

0 

Grade 11 

0 

Grade 12 

0 

Ungraded Secondary 

0 

Total Enrollment 

440 

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  <= /p>

Percent of Total Enrollment  <= o:p>

African American 

0.45 % 

American Indian or Alaska Native 

1.82 % 

Asian 

0.68 % 

Filipino 

0.45 % 

Hispanic or Latino 

14.77 % 

Pacific Islander 

0% 

White (not Hispanic) 

75.91 % 

Multiple or No Response 

5.91 % 

Socioeconomically Disadvantaged 

30.00 % 

English Learners 

1.00 % 

Students with Disabilities 

8.00 % 

Average Class Size and Class Size Distribution (Elementary) 

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom)= . 

Grade Level 

2006-07 

2007-08 

2008-09 

Avg. Class Size  <= /span>

Number of Classrooms 

Avg. Class Size  <= /span>

Number of Classrooms 

Avg. Class Size  <= /span>

Number of Classrooms 

1-20  <= /p>

21-32  =

33+ 

1-20  <= /p>

21-32  =

33+ 

1-20  <= /p>

21-32  =

33+ 

K 

 

 

 

 

 

 

 

 

 

 

 

 

1 

 

 

 

 

 

 

 

 

 

 

 

 

2 

 

 

 

 

 

 

 

 

 

 

 

 

3 

 

 

 

 

 

 

 

 

 

 

 

 

4 

 

 

 

 

 

 

 

 

 

 

 

 

5 

 

 

 

 

 

 

 

 

 

 

 

 

6 

29.0 

 

3 

 

29.3 

 

3 

 

30.7 

 

3 

 

K-3 

 

 

 

 

 

 

 

 

 

 

 

 

3-4 

 

 

 

 

 

 

 

 

 

 

 

 

4-8 

 

 

 

 

 

 

 

 

 

 

 

 

Other 

 

 

 

 

 

 

 

 

 

 

 

 

Average Class Size and Class Size Distribution (Secondary) 

Subject 

2006-07 

2007-08 

2008-09 

Avg. Class Size 

Number of Clas= srooms 

Avg. Class Size 

Number of Clas= srooms 

Avg. Class Size 

Number of Clas= srooms 

1-22  <= /span>

23-32 

33+ 

1-22  <= /span>

23-32 

33+ 

1-22  <= /span>

23-32 

33+ 

English 

28.8 

<= /span>

 

20 

4 

30.3 

<= /span>

 

18 

2 

28.8 

<= /span>

 

24 

 

Mathematics 

26.8 

2 

11 

 

24.4 

5 

7 

1 

26.7 

2 

10 

1 

Science 

27.7 

<= /span>

 

13 

 

26.4 

2 

9 

1 

26.7 

3 

8 

2 

Social Science 

27.2 

<= /span>

 

18 

 

27.9 

3 

4 

5 

28.9 

1 

9 

2 

III. School Climate 

School Safety Plan (School Year 2008-09)&= nbsp;

This sect= ion provides information about the school's comprehensive safety plan. =

Ione Junior High strives to maintain a safe, healthful, and orderly campus that encourages positive attitudes in students and staff. We review and correct all reported safety hazards immediately. Each staff meeting includes discussion of safety issues. We have developed a School Safety Plan that includes procedures and information for emergency situations. We also hav= e a school Crisis Team for emergencies; all staff members have assignments on this team. We conduct safety drills routinely and review the School Safety Plan annually. We hold fire/evacuation drills and lock-down drills under = the supervision of the fire department.

 

All visitors and volunteers = must sign in at the main office and wear an identification button. The staff is trained to approach and question any person on campus who is not known or identified.

Suspensions and Expulsions 

This table displays the rate of suspensions and expulsions (the total number of incide= nts divided by the total enrollment) at the school and district levels for the = most recent three-year period. 

Rate  <= /span>

School 

District 

2006-07  =

2007-08  =

2008-09  =

2006-07  =

2007-08  =

2008-09  =

Suspensions 

<= span id=3D"SchSuspens0607_IIC">

36.6  

<= span id=3D"SchSuspens0708_IIC">

12.6  

<= span id=3D"SchSuspens0809_IIC">

31.4  

=

17.6  

=

11.4  

=

33.1  

Expulsions 

<= span id=3D"SchExpel0607_IIC">

1.1  

<= span id=3D"SchExpel0708_IIC">

0.5  

<= span id=3D"SchExpel0809_IIC">

0.0  

=

0.9  

=

0.3  

=

0.5  

School Facility Conditions and Planned Improveme= nts (School Year 2009-10) 

This sec= tion provides information about the condition of the school’s grounds, buildings, a= nd restrooms, and a description of any planned or recently completed facility improvements. 

School buildings and classro= oms are cleaned and maintained on a regular basis by the school's custodians = and the district maintenance department. The custodians and Principal walk through the restrooms during the day to assure that they are sanitary and in prop= er working condition. The Principal walks the site daily to look for hazards= and, if found, they are addressed immediately.

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. 

<= o:p> 

PART III:  CATEGORY TOTALS AND RANKING (= round all calculations to two decimal places)

<= o:p>

TOTAL NUMBER OF AREAS EVALU= ATED

<= o:p>

CATEGORY TOTALS

A. SYSTEMS<= /b>

B. INTERIOR=

C. CLEANLINESS

D. ELECTRICAL

E. RESTROOMS/FOUNTAINS

F. SAFETY

G. STRUCTURAL

H. EXTERNAL=

GAS LEAKS

MECH/HVAC

SEWER

INTERIOR SURFACES<= /span>

OVERALL
CLEANLINESS

PEST/VERMIN INFESTATION<= /o:p>

ELECTRICAL<= /p>

RESTROOMS

SINKS/
FOUNTAINS

FIRE SAFETY=

HAZARDOUS
MATERIALS

STRUCTURAL
DAMAGE

ROOFS

PLAYGROUND/ SCHOOL GROUNDS

WINDOWS/DOORS/
GATES/FENCES

Number of "ü"s:

43

43

33

35

37

43

38

6

31

43

43

43

43

43

41

Number of "D"s:

0

0

0

8

6

0

5

0

0

0

0

0

0

0

2

43

Number of "X"s:

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Number of N/As:

0

0

10

0

0

0

0

37

12

0

0

0

0

0

0

Percent of System in Good Repair     Number of "ü"s divided by       &nbs= p;     (Total Areas - "NA"s)*<= /o:p>

100.00%

100.00%

100.00%

81.40%

86.05%

100.00%

88.37%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

95.35%

Total Percent per Category
(average of above)*

100.00%

81.40%

93.02%

88.37%

100.00%

100.00%

100.00%

97.67%

Rank (Circle one)
GOOD =3D 90%= -100%
FAIR =3D 75%-89.99%
POOR =3D 0%-74.99%

GOOD
FAIR
POOR

GOOD
FAIR
POOR

GOOD
FAIR
POOR

GOOD
FAIR
POOR

GOOD
FAIR
POOR

GOOD
FAIR
POOR

GOOD
FAIR
POOR

GOOD
FAIR
POOR

 *Note: An extreme deficiency in a= ny area automatically results in a "poor" ranking for that category and a zero for "Total Percent per Category".<= /p>

OVERALL RATING:

DETERMINE AVERAGE PERCENTAGE OF 8 CATEGORIES ABOVE

<= o:p>

95.06%

SCHOOL RATING**

<= o:p>

Good

<= o:p> 
 

**For School Rating, apply the Percentage Range below to the average percentage determined above, taking= into account the rating Description below.

 <= o:p> 

PERCENTAGE<= /b>

DESCRIPTION=

RATING<= /p>

99%-100%

Th= e school meets most or all standards of good repair. Deficiencies noted, if any, are not significant and/or impact a very s= mall area of the school.

EXEMPLARY

90%-98.99%<= /p>

Th= e school is maintained in good repair with a number of non-critical deficiencies noted. These deficiencies are isolated, and/or resulting from minor wear = and tear, and/or in the process of being mitigated.

GOOD

75.%-89.99%=

Th= e school is not in good repair. Some deficiencies noted are critical and/or widespread. Repairs and/or additional maintenance are necessary in several areas of the school site.

FAIR

0%-74.99%

Th= e school facilities are in poor condition. Deficiencies of various degrees have be= en noted throughout the site. Major repairs and maintenance are necessary throughout the campus.

POOR

V. Teachers 

Teacher Credentials 

This table displays the number of teachers assigned to the school with a full credenti= al, 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 Da= taQuest Web page. 

Teachers  <= /b>

School 

District  <= /b>

2006-07 

2007-08 

2008-09 

2008-09 

With Full Credential 

<= span id=3D"SFullCred0607_IVA">

17 

<= span id=3D"SFullCred0708_IVA">

16 

<= span id=3D"SFullCred0809_IVA">

17 

=

194 

Without Full Credential 

<= span id=3D"SNoCred0607_IVA">

0 

<= span id=3D"SNoCred0708_IVA">

0 

<= span id=3D"SNoCred0809_IVA">

0 

=

1 

Teaching Outside Subject Area of Competence 

0

0

0

 =

0

Teacher Misassignments and Vacant Teacher Positions 

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of va= cant teacher positions (not filled by a single designated teacher assigned to te= ach the entire course at the beginning of the school year or semester). Note: T= otal Teacher Misassignments includes the number of <= span class=3DSpellE>Misassignments of Teachers of English Learners. 

Indicator  =

2007-08 

2008-09 

2009-10 

Misassignments of Teachers of E= nglish 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 compli= ant teachers in the school, in all schools in the district, in high-poverty sch= ools 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 progra= m. Low poverty schools are those with student participation of approximately 25 percent or less in the free and reduced price meals program. More informati= on 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 Subje= cts 

Taught by NCLB Compliant Teachers&= nbsp;

Taught by Non-NCLB Compliant Teachers 

This School  

100.0 

0.0 

All Schools in District  

98.0 

2.0 

High-Poverty Schools in District 

  100

0

Low-Poverty Schools in District 

97.5 

2.5 

VI. Support Staff 

Academic Counselors and Other Support Staff (Sch= ool 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  <= /p>

Number of FTE Assigned to School&nb= sp;

Average Number of Students per Academic Co= unselor 

Academic Counselor 

 

 

Library Media Teacher (Librarian) 

1 

N/A 

Psychologist 

 .5

N/A 

Social Worker 

 

N/A 

Nurse 

 .15

N/A 

Speech/Language/Hearing Specialist 

  .15

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 Assi= gned Textbooks and Instructional Materials  =

Reading/Language Arts 

Houghton Mifflin Legacy of Literature

McDo= ugal Littell Reading and Languages Arts Program

0%

Mathematics 

Macmillan/McGraw Calif. Mathematics K- 6

Glencoe/McGraw Hill California

Mathematics Grades 7 & 8

CPM = Grade 8

0%

Science 

McGraw-Hill Science K-6

Holt, Rinehart & Winston: Science &

Tech= Grade 7-8

0%

History-Social Science 

TCI: History Alive Grade 6

Holt, Rinehart & Winston: World History,

Medieval to Early Modern Times Grade 7

Holt, Rinehart & Winston: US History,

Inde= pendence to 1914

0%

Foreign Language 

N/A

N/A

Health 

N/A

N/A

Visual and Performing Arts 

N/A

N/A

Science Laboratory Equipment (grades 9-12) 

N/A

N/A

<= span style=3D'font-size:14.5pt'>VIII. School Finances 

Expenditures Per Pupi= l and School Site Teacher Salaries (Fiscal Year 2007-08)  =

This tab= le displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and through= out 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 CD= E Certificated Salaries & Benefi= ts Web page. 

Level 

Total Expenditures Per Pupil = ;

Expenditures Per Pupil (Supplemental / Restricted) 

Expenditures Per Pupil (Basic / Unrestri= cted) 

Average Teacher Salary 

School Site 

$6,170

$280

$3,742

$56,821

District 

$5,917 

N/A 

$5,917

$60,590 

Percent Difference – School Site and District 

N/A 

N/A 

36%

2%

State 

N/A 

N/A 

$5,512 

$60,994 

Percent Difference – School Site and State 

N/A 

N/A 

29%

5%

Types of Services Funded (Fiscal Year 2008-09) 

This sec= tion provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sour= ces. 

The state of California prov= ides money for salaries, benefits, books, supplies, equipment purchases, maintenance and repair of facilities and equipment, transportation costs,= and utilities. The Colt Booster Club raises money to support the curriculum, campus beautification, and extracurricular activities. The student body raises money for dances, spirit-building items and activities. The student body also supports tournaments and school athletics. The school has been successful in acquiring grant money for technology education.

Teacher and Administrative Salaries (Fiscal Year 2007-08)

This tab= le displays district salaries for teachers, principals, and superintendents, a= nd 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 perc= ent 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 & Benefi= ts Web page.

Category

District Amount

State Average For Districts In Same Cate= gory

Beginning Teacher Salary

$39,832

$38,941 

Mid-Range Teacher Salary

$57,405 

$59,686 

Highest Teacher Salary

$75,618 

$77,828 

Average Principal Salary (Elementary)

$81,394 

$94,258 

Average Principal Salary (Middle)

$83,853 

$98,271 

Average Principal Salary (High)

$91,587 

$104,869 

Superintendent Salary

$133,000 

$142,247 

Percent of Budget for Teacher Salaries

38.70 % 

38.20 % 

Percent of Budget for Administrative Salaries

6.20 % 

5.90 % 

Standardized Testing and Reporting Program  

The Standardized Testing and Reporting (STAR) Program consis= ts 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 ho= w well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathemat= ics 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, a= nd 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 accommoda= tions 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 modifiedachievem= ent 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 Pro= gram results for each grade and performance level, including the percent of stud= ents not tested, can be found on the CDE Sta= ndardized Testing and Reporting (STAR) Results Web site. Program information regarding the STAR Program can be found in the Expla= ining 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 o= r 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 Compariso= n 

This ta= ble displays the percent of students achieving at the Proficient or Advanced le= vel (meeting or exceeding the state standards). 

Subject  =

School  <= /b>

District 

State 

2006-07 

2007-08 

2008-09 

2006-07 

2007-08 

2008-09 

2006-07 

2007-08 

2008-09 

English-Language Arts 

51 

58 

57 

49 

52 

54 

43 

46 

50 

Mathematics 

44 

54 

49 

40 

43 

45 

40 

43 

46 

Science 

37 

70 

57 

46 

58 

53 

38 

46 

50 

History-Social Science 

46 

55 

43 

33 

43 

43 

33 

36 

41 

 

Note: Scores are not shown when the number of students teste= d is 10 or less because the number of students in this category is too small f= or statistical accuracy or privacy protection. In no case shall any group sc= ore be reported that would deliberately or inadvertently make public the scor= e or performance of any individual student.

Standardized Testing and Reporting Results by St= udent 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.&n= bsp;

Group 

= Percent of Students Scoring at Proficient or Advanced 

English-Lan= guage Arts 

Mathematics&nb= sp;

Science 

History-So= cial Science 

African American 

* 

* 

* 

* 

American Indian or Alaska Native 

45 

* 

* 

* 

=

Asian 

* 

* 

 

 

Filipino 

* 

* 

* 

* 

Hispanic or Latino 

45 

42 

55 

38 

Pacific Islander 

 

 

 

 

White (not Hispanic) 

60 

51 

58 

44 

<= span id=3D"P_VIIIB">

Male 

53 

48 

56 

44 

Economically Disadvantaged 

39 

34 

40 

33 

English Learners 

* 

* 

* 

* 

Students with Disabilities 

23 

7 

27 

18 

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) 

<= span style=3D'font-size:9.0pt;color:black'>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 f= or the most recent testing period. Detailed information regarding this test, a= nd comparisons of a school’s test results to the district and state leve= ls, may be found on the CDE Physical Fitness Testing (PFT) Web page. Note: Scores are not shown when the num= ber 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 inadverte= ntly make public the score or performance of any individual student. &nbs= p;

Grade Level&nb= sp;

Percent of Students Meeting Healthy Fitness Zones&n= bsp;

Four of Six Standards&nb= sp;

Five of Six Standards 

Six of Six Standards  =

5 

0.0 

0.0 

0.0 

7 

12.4 

29.8 

34.8 

9 

0.0 

0.0 

0.0 

X. Accountability 

Academic Performance Index 

The Academic Performance Index (API) = is an annual measure of the academic performance and progress of schools in Calif= ornia. 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-Y= ear 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 sta= te, 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 ra= nk 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 

7  

7  

7  

Similar Schools 

2  

1  

3  

 

"N/A"

means a number is not applicable or not availab= le 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 simi= lar schools rankings on this report in recognition of their markedly different educational missions and populations served. ASAM schools are covered und= er the Alternative Accountability system as required by Education Code Secti= on 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 LE= As.

"C"

means this is a special education school. State= wide 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 l= ess reliable and therefore should be carefully interpreted. Similar schools r= anks are not calculated for small schools.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Academic Performance Index Growth by Student Gro= up – 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&n= bsp;

2006-07  <= /o:p>

2007-08  <= o:p>

2008-09  <= /o:p>

2009  <= /span>

All Students at the School 

-13  

36  

-11  

786  

African American 

 

 

 

 

American Indian or Alaska Native 

 

 

 

 

=

Asian 

 

 

 

 

Filipino 

 

 

 

 

Hispanic or Latino 

 

 

40  

760  

Pacific Islander 

 

 

 

 

White (not Hispanic) 

-5  

35  

-22  

793  

Socioeconomically Disadvantaged 

-44  

69  

-2  

730  

English Learners 

 

 

 

 

Students with Disabilities 

 

 

 

 

 

 

"N/A"

means a number is not applicable or not availab= le 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 (STA= R) Program test scores included in the API. The API is asterisked if the sch= ool was small either in 2008 or 2009. APIs based on small numbers of students= are less reliable and therefore should be carefully interpreted. =

 

 

 

 

 

 

 

 

<= span style=3D'font-size:9.0pt;color:black'>The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: 

3D"*"     Participation rate = on the state’s standards-based assessments in ELA and mathematics

3D"*"     Percent proficient = on the state’s standards-based assessments in ELA and mathematics

3D"*"     API as an additional indicator

3D"*"     Graduation rate (for secondary schools)

Detailed information about AYP, inclu= ding 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&nb= sp;

School 

District 

Overall 

No  

No  

Participation Rate - English-Language Arts 

Yes  

Yes  

Participation Rate - Mathematics 

Yes  

Yes  

Percent Proficient - English-Language Arts 

Yes  

No  

Percent Proficient - Mathematics 

No  

No  

API 

Yes  

Yes  

Graduation Rate 

N/A  

Yes  

 

"Yes"

Met 2009 AYP Criteria

"No"

Did not Meet 2009 AYP Criteria

Federal Intervention Program (School Year 2009-1= 0)

Schools and districts receiving feder= al 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 s= ame indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that th= ey 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 

 

Percent of Schools Currently in Program Improvement 

N/A 

 

XI. School Completion and Postsecondary Preparat= ion 

Admission Requirements for California Public Universities

University of California

Admission requirements for the Univer= sity of California (UC) follow guidelines set forth in the = Master Plan, which requires that the top one-eighth of the state's high school graduates, as well as those transfer students who have successfully complet= ed specified college work, be eligible for admission to the UC. These requirem= ents are designed to ensure that all eligible students are adequately prepared f= or University-level work. For general admissions requirements please visit the= Gene= ral Admissions Information Web page (Outside Source).

California State University

Admission requirements for the Califo= rnia State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; = and graduation from high school. Some campuses have higher standards for partic= ular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplem= entary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the Undergraduate Admission &= amp; Requirements Web page (Outside Source).

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout and graduation rates for the most recent three-year period= for which data are available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the CDE DataQuest Web page. 

Indicator 

School 

District  =

State  =

2005-06  <= /o:p>

2006-07  <= /o:p>

2007-08  <= /o:p>

2005-06  <= /o:p>

2006-07  <= /o:p>

2007-08  <= /o:p>

2005-06  <= /o:p>

2006-07  <= /o:p>

2007-08  <= /o:p>

Dropout Rate (1-year) 

 

 

 

1.4 

3.8 

2.9 

3.5 

4.4 

3.9 

Graduation Rate 

 

 

N/A  

91.2  

86.1  

89.4  

83.4 

80.6 

80.2 

 

XII. Instructional Planning and Scheduling  

This section provides information on = the annual number of school days dedicated to staff development for the most re= cent three-year period.  

2008-1009  3 days

2007-2008 20 days

2006-2007 12 days

2005-2006 7 days

In order to build our learni= ng environment, we continue to expand our knowledge and use of technology. I= one Junior High School annually has three days funded by the state for staff training in curriculum and instructional strategies. The school and distr= ict provide funds for attendance at conferences. The curriculum office provid= es additional in-service opportunities. We receive teaching assistance throu= gh the district’s PAR program. Our teachers also attend grade-level meetings to talk and plan together.

XIII. National Assessment of Educational Progress 

National Assessment of Educational Progress 

Note: Only a sample group of Californ= ia'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 eith= er the LEA or the individual school. Comparisons of student performance on the NAEP and student performance on the Standardized Testing and Reporting (STA= R) 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 gr= ades nine, thirteen, and seventeen. Additionally, the NAEP only provides state t= est 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 acad= emic content and achievement standards and, therefore, does not necessarily refl= ect the curriculum and instruction to which students are exposed in the classro= om. 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 studen= ts rather than on entire populations. Finally, the questions students respond = to are only a sample of the knowledge and skills covered by the NAEP framework= s. Information on the differences between NAEP and CST can be found on the CDE= National Assessment of Educational Progress (NAEP) Web page.