Academic Progress
|
Indicator
|
Result
|
|
2009
Growth API Score (from 2009 Growth API Report)
|
824
|
|
Statewide
Rank (from 2008 Base API Report)
|
6
|
|
2009-10
Program Improvement Status (PI Year)
|
Not
in PI
|
School Facilities
Summary of Most Recent Site Inspection&nb=
sp;
|
Plymouth Elementary School received a rating of 96.84% 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.
|
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%
|
The School Accountability Report Card=
(SARC),
which is required by law to be published annually, contains information abo=
ut
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 compari=
sons
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
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 con=
tact
information.
|
School
|
District =
|
|
School
Name
|
Plymouth
Elementary
|
District
Name
|
Amador
County Unified
|
|
Street
|
10601
Sherwood
|
Phone
Number
|
209-223-1750
|
|
City,
State, Zip
|
Plymouth
, CA 95669
|
Web
Site
|
www.amadorcoe.org
|
|
Phone
Number
|
209-257-7800
|
Superintendent
|
Dick
Glock
|
|
Principal
|
Rosalie
McProuty
|
E-mail
Address
|
dglock@amadorcoe.k12.ca.us
|
|
E-mail
Address
|
rmcprouty@amadorcoe.k12.ca.us
|
CDS
Code
|
03-
73981- 6002869&=
nbsp;
|
School Description and Mission Statement (School=
Year
2008-09)
School Des=
cription
and Mission Statement (School Year 2008-09)
|
It is Plymouth <=
span
class=3DSpellE>Elementary’s mission to encourage and assist =
all
students in the establishment of high academic standards and positive
character traits. All students are expected to do their best and to
make academic growth each year they are in school in all of their core
subjects. Students are expected to maintain a high degree of person=
al
integrity and take care of themselves, others, and their school. The
faculty and staff of Plymouth Elementary realize that they must enlist the
support and help of the parents and community if they are to be truly
successful in helping students reach their full potential.
|
Opportunities for Parental Involvement (School Y=
ear
2008-09)
Opportunit=
ies for
Parental Involvement (School Year 2008-09)
|
The School Site =
Council
(SSC) approves our annual school plan and budget. The SSC always
includes volunteer parent members and we endeavor to ensure all students
groups, special education, bilingual, etc., are represented. Our
parent/teacher organization (PEP Club) has a solid core of very organized
parents who rely on volunteers to carry out many projects that benefit the
school. Various fund-raisers throughout the year earn money for fie=
ld
trips, special assemblies, and grounds and building improvements. V=
olunteer
parents and community members work in our classrooms and on special
grade-level projects. We always welcome parent and community volunt=
eers
and interested parties may contact the school principal to volunteer.&nbs=
p;
|
Student Enrollment by Grade Level (School Year 2=
008-09)
This table
displays the number of students enrolled in each grade level at the school.=
|
Grade Level
|
Number of Students
|
|
Kindergarten
|
30
|
|
Grade
1
|
44
|
|
Grade
2
|
27
|
|
Grade
3
|
32
|
|
Grade
4
|
30
|
|
Grade
5
|
25
|
|
Grade
6
|
22
|
|
Grade
7
|
0
|
|
Grade
8
|
0
|
|
Ungraded
Elementary
|
0
|
|
Grade
9
|
0
|
|
Grade
10
|
0
|
|
Grade
11
|
0
|
|
Grade
12
|
0
|
|
Ungraded
Secondary
|
0
|
|
Total
Enrollment
|
210
|
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
|
0.48
%
|
|
American
Indian or Alaska Native
|
1.43
%
|
|
Asian
|
%
|
|
Filipino
|
%
|
|
Hispanic
or Latino
|
21.43
%
|
|
Pacific
Islander
|
%
|
|
White
(not Hispanic)
|
60.95
%
|
|
Multiple
or No Response
|
15.71
%
|
|
Socioeconomically
Disadvantaged
|
49.00
%
|
|
English
Learners
|
21.00
%
|
|
Students
with Disabilities
|
10.00
%
|
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).&n=
bsp;
|
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
|
19.0
|
2
|
|
|
20.7
|
1
|
2
|
|
16.0
|
1
|
|
|
|
1
|
19.0
|
1
|
|
|
20.0
|
1
|
|
|
19.0
|
2
|
|
|
|
2
|
17.0
|
1
|
|
|
18.0
|
1
|
|
|
19.0
|
1
|
|
|
|
3
|
19.0
|
1
|
|
|
15.0
|
2
|
|
|
20.0
|
1
|
|
|
|
4
|
21.0
|
|
1
|
|
26.0
|
|
1
|
|
30.0
|
|
1
|
|
|
5
|
28.0
|
|
1
|
|
|
|
|
|
25.0
|
|
1
|
|
|
6
|
|
|
|
|
30.0
|
|
1
|
|
22.0
|
|
1
|
|
|
K-3
|
19.0
|
2
|
|
|
19.0
|
1
|
|
|
20.0
|
2
|
|
|
|
3-4
|
|
|
|
|
|
|
|
|
|
|
|
|
|
4-8
|
28.0
|
|
1
|
|
27.0
|
|
1
|
|
|
|
|
|
|
Other
|
|
|
|
|
|
|
|
|
|
|
|
|
III.
School Climate
School Safety Plan (School Year 2008-09)&=
nbsp;
This sect=
ion
provides information about the school's comprehensive safety plan.&n=
bsp;
|
Plymouth Elementary is a ver=
y safe
school. All staff has been trained in playground supervision techniques. =
At
the end of the year, the staff instituted a new playground policy that ga=
ve
students no second chances. Once the rules were reviewed and the policy p=
ut
into effect, the result was a noticeable reduction in playground incidents
and problems. We inspect our playground equipment every week and promptly
replace any damaged parts. We routinely go over playground safety rules w=
ith
students, and we practice fire and earthquake drills monthly.
|
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">
5.8
|
<=
span
id=3D"SchSuspens0708_IIC">
0.5
|
<=
span
id=3D"SchSuspens0809_IIC">
0.5
|
=
17.6
|
=
11.4
|
=
33.1
|
|
Expulsions
|
<=
span
id=3D"SchExpel0607_IIC">
0.0
|
<=
span
id=3D"SchExpel0708_IIC">
0.0
|
<=
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, bui=
ldings,
and restrooms, and a description of any planned or recently completed facil=
ity
improvements.
|
School buildings=
and
classrooms 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 a=
re
sanitary and in proper working condition. The Principal walks the site da=
ily
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>
|
|
![](3D"Plymouth_files/image002.gif")
|
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:
|
22
|
22
|
20
|
22
|
21
|
22
|
17
|
10
|
20
|
22
|
22
|
22
|
22
|
22
|
22
|
|
Number of "D"s:
|
0
|
0
|
1
|
0
|
1
|
0
|
4
|
0
|
1
|
0
|
0
|
0
|
0
|
0
|
0
|
|
22
|
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
|
1
|
0
|
0
|
0
|
1
|
12
|
1
|
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%
|
95.24%
|
100.00%
|
95.45%
|
100.00%
|
80.95%
|
100.00%
|
95.24%
|
100.00%
|
100.00%
|
100.00%
|
100.00%
|
100.00%
|
100.00%
|
|
Total Percent per Category
(average of above)*
|
98.41%
|
100.00%
|
97.73%
|
80.95%
|
97.62%
|
100.00%
|
100.00%
|
100.00%
|
|
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:
|
![](3D"Plymouth_files/image003.gif")
|
DETERMINE
AVERAGE PERCENTAGE OF 8 CATEGORIES ABOVE
|
<=
o:p>
|
96.84%
|
![](3D"Plymouth_files/image004.gif")
<=
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 DataQuest
Web page.
|
Teachers <=
/b>
|
School
|
District <=
/b>
|
|
2006-07
|
2007-08
|
2008-09
|
2008-09
|
|
With
Full Credential
|
<=
span
id=3D"SFullCred0607_IVA">
11
|
<=
span
id=3D"SFullCred0708_IVA">
11
|
<=
span
id=3D"SFullCred0809_IVA">
11
|
=
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 tabl=
e displays
the number of teacher misassignments (teachers
assigned without proper legal authorization) and the number of vacant teach=
er
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 <=
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 tabl=
e displays
the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teacher=
s 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 per=
cent
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 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)
|
|
N/A
|
|
Psychologist
|
.15
|
N/A
|
|
Social
Worker
|
|
N/A
|
|
Nurse
|
.15
|
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 Assi=
gned
Textbooks and Instructional Materials =
|
|
Reading/Language
Arts
|
Houghton
Mifflin Medallions
|
0%
|
|
Mathematics
|
Macmillan/McGraw Hill: Califo=
rnia
Mathematics=
Grad=
es K -
6
|
0%
|
|
Science
|
Macmillan/McGraw Hill: Califo=
rnia
Science
Grad=
es K -
6
|
0%
|
|
History-Social
Science
|
Harcourt: Reflections
Grades K – 5=
TCI: History Alive=
Grad=
e 6
|
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 / Unrestricted)
|
Average Teacher Salary
|
|
School
Site
|
$6170
|
$451
|
$4,291
|
$59,200
|
|
District
|
$6170
|
$451
|
$5,917
|
$60,590
|
|
Percent
Difference – School Site and District
|
0
|
0
|
12%
|
3%
|
|
State
|
N/A
|
N/A
|
$5,512
|
$60,994
|
|
Percent
Difference – School Site and State
|
N/A
|
N/A
|
12%
|
3%
|
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.
|
Being
the smallest school in the district requires that Plymouth Elementary pay
careful attention to its budget. The state of California is the primary
source of district funding. The district receives funds for basic operati=
ons
such as salaries, books, school supplies, copiers, and repairs based on
school attendance figures. Student absences, regardless of the reason,
seriously affect our school budget.
Over the past six years, gra=
nts
have brought in more than $100,000 to the school to continue art and music
programs, revitalize technology (both hardware and software) throughout t=
he
school, and pay for classroom improvements and landscaping. Each year the
budget is carefully developed with the support and input of staff and par=
ents
to include staff development, library funding, field trips, general suppl=
ies,
and innovative new programs that foster academic success. We review budge=
ts
every month and update them to ensure that expenditures do not exceed rev=
enue.
|
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 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 t=
wo
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<=
/span>
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 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
|
45
|
48
|
60
|
49
|
52
|
54
|
43
|
46
|
50
|
|
Mathematics
|
52
|
49
|
65
|
40
|
43
|
45
|
40
|
43
|
46
|
|
Science
|
41
|
68
|
36
|
46
|
58
|
53
|
38
|
46
|
50
|
|
History-Social
Science
|
0
|
0
|
0
|
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 score be repor=
ted
that would deliberately or inadvertently make public the score or perform=
ance
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
|
*
|
*
|
|
|
| =
Asian
|
*
|
*
|
|
|
|
Filipino
|
|
|
|
|
|
Hispanic
or Latino
|
30
|
45
|
*
|
|
|
Pacific
Islander
|
|
|
|
|
|
White
(not Hispanic)
|
70
|
74
|
47
|
|
| <=
span
id=3D"P_VIIIB">
Male
|
60
|
65
|
*
|
|
|
Economically
Disadvantaged
|
47
|
53
|
15
|
|
|
English
Learners
|
29
|
50
|
*
|
|
|
Students
with Disabilities
|
29
|
36
|
*
|
|
|
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
|
24.0
|
20.0
|
12.0
|
|
7
|
0.0
|
0.0
|
0.0
|
|
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 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-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
|
5
|
6
|
6
|
|
Similar
Schools
|
5
|
4
|
7
|
|
"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
|
19
|
28
|
38
|
824
|
|
African
American
|
|
|
|
|
|
American
Indian or Alaska Native
|
|
|
|
|
| =
Asian
|
|
|
|
|
|
Filipino
|
|
|
|
|
|
Hispanic
or Latino
|
|
|
|
|
|
Pacific
Islander
|
|
|
|
|
|
White
(not Hispanic)
|
5
|
23
|
47
|
859
|
|
Socioeconomically
Disadvantaged
|
19
|
41
|
62
|
767
|
|
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 Report=
ing (STAR)
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"*"](3D"Plymouth_files/image001.gif")
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, 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
|
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
|
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 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 m=
ake
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
|
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 particular majors=
or
students who live outside the local campus area. Because of the number of
students who apply, a few campuses have higher standards (supplementary
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 recent
three-year period.
|
2008-2009
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. Plymouth
Elementary 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.
National Assessment of Educational Progress Read=
ing
and Mathematics Results by Grade Level – Aggregated =
This table displays the scale scores =
and
achievement levels on the National Assessment of Educational Progress Resul=
ts
for reading (2007) and mathematics (2009) for grades four and eight&=
nbsp;
|
Subject and Grade Level
|
Average Scale Score <=
/o:p>
|
State Percent at Achievement Level
|
|
State
|
National
|
Basic
|
Proficient
|
Advanced
|
|
Reading
2007, Grade 4
|
209
|
220
|
30
|
18
|
5
|
|
Reading
2007, Grade 8
|
251
|
261
|
41
|
20
|
2
|
|
Mathematics
2009, Grade 4
|
232
|
239
|
41
|
25
|
5
|
|
Mathematics
2009, Grade 8
|
270
|
282
|
36
|
18
|
5
|
National
Assessment of Educational Progress Reading and Mathematics Results for Stud=
ents
with Disabilities and/or English Language Learners by Grade Level –
Aggregated
This table displays the state and nat=
ional
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 <=
o:p>
|
National Participation Rate =
;
|
|
Students With Disabilities =
|
English Language Learners =
|
Students With Disabilities =
|
English Language Learners =
|
|
Reading
2007, Grade 4
|
74
|
93
|
65
|
80
|
|
Reading
2007, Grade 8
|
78
|
92
|
66
|
77
|
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Mathematics
2009, Grade 4
|
79
|
96
|
84
|
94
|
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Mathematics
2009, Grade 8
|
85
|
96
|
78
|
92
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