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					      School Accountability Report Card Reported for
      School Year 2009-10 Published During 2010-11
Executive Summary School Accountability Report Card, 2009-10
EnCompass Academy Elementary School
 Address:          1025 81st Ave. , Oakland CA 94621                 Phone:          510-639-3350
 Principal:                Minh-Tram Nguyen                        Grade Span:           K-5

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents
and community members with a quick snapshot of school accountability. The data presented in this report
are reported for the 2009-10 school year, except the School Finances and School Completion data that are
reported for the 2008-09 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
Our vision of an educated child is one who achieves excellence in developing an active,
reflective, and disciplined mind; a healthy body; a centered spirit; and just, caring, and
courageous self-conduct. The program is developed around the EnCompass Life Spiral
elements of: the cultivation of Self, the guidance and support of Familial networks, the
engagement with Communities, and the rootedness in Ancestors and ancestral heritage.
Our students thrive through a culturally responsive and caring school culture, deep
relationships, personal attention, data-driven and standards-based learning,
family/school partnerships, balanced literacy, music, visual arts, gardening, PlayWorks,
and “looping” with teachers for 2 years as much as possible. A student-centered school
ethos make this a special place for children.
Student Enrollment
                                    Group                                              Percent
                             African American                                           20.4 %
                      American Indian or Alaska Native                                   0.4 %
                                    Asian                                                0.4 %
                                   Filipino                                              0.4 %
                             Hispanic or Latino                                         74.0 %
                               Pacific Islander                                          3.2 %
                            White (not Hispanic)                                         0.4 %
                          Multiple or No Response                                        0.8 %
                      Socioeconomically Disadvantaged                                  46.00 %
                              English Learners                                         56.00 %
                            Students with Disabilities                                    7.00 %
                           Total Number of Students                                         250

**The data in this table are not available to the CDE due to delays in receiving CBEDS information.
Therefore, these data must be provided by the LEA.


Teachers
                                      Indicator                                            Teachers
                           Teachers with full credential                                       12
                         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                                          43%
      Mathematics                                               46%
        Science                                                 15%
 History-Social Science                                         0%

Academic Progress
                                       Indicator                                             Result
               2010 Growth API Score (from 2010 Growth API Report)                            742
                   Statewide Rank (from 2009 Base API Report)                                  3
                  2010-11 Program Improvement Status (PI Year)                              Not in PI

School Facilities
Summary of Most Recent Site Inspection
The resources at the new AWE/Encompass facility have been allocated to support our
vision of developing scholars who have the skills and determination to pursue higher
education. The AWE facility includes 13 Pre-K-5th classrooms, Science classroom,
Media Center, Dance Studio, Music classroom, Family Resource Center, Community
meeting space, Teacher Resource Room, Counseling Center, Reading Intervention,
Resource and Speech Rooms, large field, outdoor science area, as well as an
amphitheater.

New Facility

We are delighted to have moved into our innovative new $22,000,000 facility. We share
a site with EnCompass Academy (K-5) as well as a Child Development Center. In 2007,
the city of Oakland will begin construction on an Oakland public library located on the
corner of our campus.

Repairs Needed
N/A

Corrective Actions Taken or Planned
OUSD/City of Oakland joint-use public library (including media center,
meeting/educational rooms and teacher resource space).
Curriculum and Instructional Materials
                                                   Pupils Who Lack Textbooks and Instructional
         Core Curriculum Areas                                     Materials
         Reading/Language Arts                                            0
              Mathematics                                                 0
                Science                                                   0
         History-Social Science                                           0
           Foreign Language                                               0
                 Health                                                   0
       Visual and Performing Arts                                         0
 Science Laboratory Equipment (grades 9-
                                                                          0
                   12)

School Finances
      Level                       Expenditures Per Pupil (Unrestricted Sources Only)
   School Site                                            $5,284
     District                                             $4,872
     State                                                $5,681

School Completion
                             Indicator                                             Result
                          Graduation Rate                                             N/A

**The data in this table are not available to the CDE due to delays in receiving CBEDS information.
Therefore, these data must be provided by the LEA.


Postsecondary Preparation
                                          Measures                                              Percent
  Pupils Who Completed a Career Technical Education Program and Earned a High School
                                                                                                     N/A
                                       Diploma
Graduates Who Completed All Courses Required for University of California or California State
                                                                                                     N/A
                                 University Admission

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
             2009-10 Published During 2010-11
The School Accountability Report Card (SARC), which is required by law to be published annually, contains
information about the condition and performance of each California public school. More information about
SARC requirements is available on the California Department of Education (CDE) SARC Web page. For
additional information about the school, parents and community members should contact the school
principal or the district office.


I. Data and Access
DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional
information about this school and comparisons of the school to the district, the county, and the state.
Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., Academic
Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts,
course enrollments, staffing, and data regarding English learners).


Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the
California State Library). Access to the Internet at libraries and public locations is generally provided on a
first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a
workstation may be used (depending on availability), the types of software programs available on a
workstation, and the ability to print documents.


II. About This School
Contact Information (School Year 2010-11)

This section provides the schools contact information.

                         School                                                 District
 School Name       EnCompass Academy Elementary              District Name           Oakland Unified
     Street               1025 81st Ave.                    Phone Number              510-879-8582
City, State, Zip       Oakland , CA 94621                      Web Site           www.ousd.k12.ca.us
Phone Number               510-639-3350                     Superintendent           Anthony Smith
   Principal            Minh-Tram Nguyen                    E-mail Address     tony.smith@ousd.k12.ca.us
E-mail Address                                                CDS Code            01- 61259- 0102988

School Description and Mission Statement (School Year 2009-10)

School Description and Mission Statement (School Year 2009-10)

The program is developed around the EnCompass Life Spiral elements of: the cultivation
of Self, the guidance and support of Familial networks, the engagement with
Communities, and the rootedness in Ancestors and ancestral heritage. Student, family,
and community well being are all connected and critical to each students’ life success.
Academic and behavioral expectations will be modeled for students to develop,
strengthen, and to be guided by an internal Compass. This internal compass will point
children in the four directions/expressions of Personal Power: the Power of Knowledge
to create/recall/discern information throughout life, the Power of Courage to pull forth
the will to make difficult decisions, the Power of Right Action to act upon them with
compassion and clarity, and the Power of Stillness to pause for rest, reflection, and
responses to mistakes and to things that are beyond their control. Through Stillness,
time can enable the process for renewal: to become new, fresh, and strong again in
mind, body, spirit, and emotions.

Our vision of an educated child is one who achieves excellence in developing an active,
reflective, and disciplined mind; a healthy body; a centered spirit; and just, caring, and
courageous self-conduct.


We support and expect ongoing professional development and collaboration, and
implement Si Swun Math and the Read-Think-Apply ELA framework to build
comprehension. Reading/ELD interventions are provided by an interventions team that
aligns schedules, strategies, and standards with homeroom teacher to support continuity
for students. Progress and benchmark assessments are conducted and compiled
through various tools, such as mCLASS, ALS, EduSoft, and EXCEL. This enables quick
data turn-around for teachers’ use to guide instruction. Weekly Character Development
sessions explicitly build self-awareness, as well as social and life skills. The
EnCompass After School Scholars (EnCAS) program extends standards-based
academic learning and is closely aligned with the Day program. Its enrichment classes
include media literacy, science, gardening, drama, and an award-winning drill team.
Student leadership development through service learning is embedded in all parts of the
program.

Opportunities for Parental Involvement (School Year 2009-10)

Opportunities for Parental Involvement (School Year 2009-10)

Parents/Guardians have been a part of the creation of EnCompass Academy from its
initial design and planning stages. Families have many formal and informal opportunities
to work in partnership with the school. Our Family Resource Center Team supports
participation in opportunities such as:

Back In School Night BBQ & Family Fall Jam (September): In addition to enjoying
delicious BBQ, students get down with family members and school friends in our
amphitheatre to a groovy mix of music from our communities. Then we get down to the
business of learning about the year’s school wide focus and current achievement data,
elect leadership representatives to the School Site Council, and go to classroom to learn
the essential standards for the grade. Family members get to know the classroom, the
teacher, and each other. Family members in EnCAS also attend an orientation to learn
more about the program and its staff.

Self as a Superhero (October): We use the curriculum from Art Esteem/Attitudinal
Healing Connection to help students imagine, write about, draw, and create “artwear”
about how they would combine a special talent with a community issue/concern to
create a superhero power. They can use this power to bring positive community change.
Students don self-made superhero ArtWear costumes the last school day of October to
share and celebrate themselves as a Superhero.
EnCas Community Celebration (December): EnCompass After School Scholars
(EnCAS) help us move into Winter Vacation with the usual diverse mix of performances
in dance, music, drama, and poetry. We close out the evening with a delicious potluck.

EnCompass Honors (December, March, June): At the end of each Trimester,
students with outstanding behavior and academic achievement walk the stage and are
bestowed medals by a family member. Performances by EnCompass students and staff
add joy to the celebration.

Honoring Ancestors and Remembrance Table Tour (November): Families contribute
an artifact of a family, community, or cultural ancestor to share and build classroom
Remembrance Tables. Students may also want to bring a artifact to remember a loved
family or friend. Families are welcome to join the tour of classrooms on this day to see
the different ways we remember our loved ones.

School Site Governance Council and English Learners Advisory Council (ELAC)
(Monthly): This diverse body meets monthly to review the Single Site Plan for Student
Achievement (SPSA) and monitor its implementation. The ELAC tracks the data and
needs of English Language Learners to make recommendation towards the SPSA.


Progress and Report Card conferences (November, March, June): Family members
meet with teachers in mandatory conferences at least twice per year to discuss their
child's progress towards meeting grade-level standards and to set goals. Progress
Report/standards-based report cards, teacher comments, student work samples, and
intervention plans (as appropriate) are shared.

Showcase of Student Learning (May): This celebration of student learning provides
authentic ways for students to demonstrate their growth to the community. Family
members also take this opportunity to see what will be expected of their child in other
grades. Families may also see arts performance by students related to their content
studies.

Workshops and presentations: School Success Starts in Kinder, Children’s Reading
Festival, Family Literacy Events, Childhood Stress, and Test Success Workshops are
some examples of how we provide opportunities for family members to learn ways to
support their child.

Family Volunteers: Family members are asked to volunteer an average of 3 hours/
month in the classroom or on school-wide activities.

Family Fun Fitness Field Day and Spring Jam (June): Family members help put on
and are invited to participate in this day of Field games with our students. Participation
and fun, rather than competition, are emphasized. This event seeks to model for
students and families cost-effective and active ways to have fun together while sending
a message to children that maintaining fitness is practice to value in their lives. A Family
Dance and BBQ in our beautiful amphitheatre help us build a joyful community.
Building Community through the Arts: Through oral storytelling and arts, we build
leadership with parents/guardians while supporting family members to deepen
connections with their student.

Community Meetings: Family members have monthly opportunities to share in the joy
of our community when the whole student body gathers in this special EnCompass
Academy ritual. Students and staff look forward to coming together to sing, perform,
learn, share, and practice the important social skills for self-conduct in public arenas.

Adult classes onsite: ESL and Computer Classes sponsored by Adult Education
department of OUSD.

Love Yo Mama (April): This event, co-ssponsored with Communities for Better
Environment, brings Earth Day celebration and education to East Oakland at our shared
campus. Workshops, performances, music, games, a skateboard park, grafitti arts
competition, and a march and rally to raise awareness about environmental racism were
examples of the rich programming for families at our site.

Step Up Day (June): Family members help recognize all students’ efforts throughout
the year at our year’s end celebration.
Student Enrollment by Grade Level (School Year 2009-10)

This table displays the number of students enrolled in each grade level at the school.

                   Grade Level                                      Number of Students
                   Kindergarten                                               43
                      Grade 1                                                 44
                      Grade 2                                                 39
                      Grade 3                                                 30
                      Grade 4                                                 48
                      Grade 5                                                 43
                     Grade 6                                                   **
                     Grade 7                                                   **
                     Grade 8                                                   **
               Ungraded Elementary                                             **
                     Grade 9                                                   **
                    Grade 10                                                   **
                    Grade 11                                                   **
                    Grade 12                                                   **
               Ungraded Secondary                                              **
                Total Enrollment                                              250

**The data in this table are not available to the CDE due to delays in receiving CBEDS information.
Therefore, these data must be provided by the LEA.


Student Enrollment by Group (School Year 2009-10)
This table displays the percent of students enrolled at the school who are identified as being in a particular
group.

                         Group                                      Percent of Total Enrollment
                 African American                                              20.4 %
          American Indian or Alaska Native                                      0.4 %
                        Asian                                                   0.4 %
                       Filipino                                                 0.4 %
                 Hispanic or Latino                                            74.0 %
                   Pacific Islander                                             3.2 %
                White (not Hispanic)                                            0.4 %
              Multiple or No Response                                           0.8 %
          Socioeconomically Disadvantaged                                     46.00 %
                  English Learners                                            56.00 %
              Students with Disabilities                                       7.00 %

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).

                      2007-08                          2008-09                          2009-10
                          Number of                        Number of                        Number of
             Avg.        Classrooms           Avg.        Classrooms           Avg.        Classrooms
 Grade       Class            21-             Class            21-             Class            21-
 Level       Size      1-20 32    33+         Size      1-20 32    33+         Size      1-20 32    33+
   K         20.0       2                     26.0              1              24.0              2
   1         20.5       1      1              20.0       2                     22.0              2
   2         20.0       2                     20.0       1                     23.0              2
   3         20.0       2                     20.5       1      1              23.0              1
   4         20.5       1      1              19.5       2                     25.0              2
   5         17.5       2                     20.5       1      1              21.0       1      1
   6
  K-3                                         20.0       1
  3-4
  4-8
 Other

III. School Climate
School Safety Plan (School Year 2009-10)

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

The school reviewed, revised and submitted to the Board in 09-10 an updated Safety
Plan that included: school site safety programs, procedures for complying with school
safety laws, and Disaster/Emergency/Crisis Response procedures. Monthly Community
Meetings build explicit expectations for student behavior through mini-lessons. Songs,
celebrations, and student performances during this time builds community among
students and with staff. EnCompass teachers and office staff verify unknown adults
picking up children with child pick-up permission form. Kindergartners are picked up via
a sign out log from the classroom teacher. We regularly have safety drills (fire,
earthquake, lockdown, etc.) All classrooms have a first-aid backpack and binders with
students’ emergency and student release information. All teachers have had CPR
Training. All visitors must check into the office before access to the students or
designated areas of work. Afterschool requires that family members sign out children
who are being picked up.

Recess Supervision provided by classroom teacher, enrichment, Instructional Support
Staff, and Principal also supervise recess and lunches to support continuity in helping
students meet behavioral expectations. PlayWorks organize games with the support of
Junior coaches, which provide prevention measures for school yard issues. School Site
Security officer maintains campus security and traffic flow, as well as advising 5th
graders in the School Safety Patrol. Community Service clubs such as Kinder Cares and
Community Cleaning Crew, Salad Bar helpers help create a positive and connected
school environment.
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.

                                     School                                      District
       Rate            2007-08       2008-09        2009-10       2007-08        2008-09       2009-10
   Suspensions           6.8            5.3           14.0           4.1          12.9            8.1
    Expulsions           0.0            0.0            0.0           0.1           0.1            0.1

**The data in this table are not available to the CDE due to delays in receiving CBEDS information.
Therefore, these data must be provided by the LEA.


IV. School Facilities
School Facility Conditions and Planned Improvements (School Year
2010-11) - Data provided by Department of Facilities on 12/6/2010

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 resources at the new AWE/Encompass facility have been allocated to support our
vision of developing scholars who have the skills and determination to pursue higher
education. The AWE facility includes 13 Pre-K-5th classrooms, Science classroom,
Media Center, Dance Studio, Music classroom, Family Resource Center, Community
meeting space, Teacher Resource Room, Counseling Center, Reading Intervention,
Resource and Speech Rooms, large field, outdoor science area, as well as an
amphitheater.
School Facility Good Repair Status (School Year 2010-11)

This table displays the results of the most recently completed school site inspection to determine the school
facility’s good repair status.
                                                       Repair Status               Repair Needed and
                                                                                    Action Taken or
           System Inspected              Exemplary Good Fair Poor                      Planned
Systems: Gas Leaks, Mechanical/HVAC,
                                            N/A      X                                      N/A
                  Sewer
       Interior: Interior Surfaces          N/A      X                                      N/A
 Cleanliness: Overall Cleanliness, Pest/
                                            N/A      X                                      N/A
            Vermin Infestation
          Electrical: Electrical            N/A               X                             N/A
Restrooms/Fountains: Restrooms, Sinks/
                                            N/A          X                                  N/A
               Fountains
Safety: Fire Safety, Hazardous Materials    N/A      X                                      N/A
 Structural: Structural Damage, Roofs       N/A      X                                      N/A
 External: Playground/School Grounds,
                                            N/A      X                                      N/A
     Windows/ Doors/Gates/Fences
             Overall Rating                        GOOD                                     N/A

V. Teachers
Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full
credential, and those teaching outside of their subject area of competence. Detailed information about
teacher qualifications can be found on the CDE DataQuest Web page.

                                                                        School                    District
                       Teachers                             2007-08     2008-09     2009-10       2009-019
                With Full Credential                           14             15       12          4203
              Without Full Credential                          0              0         0           162
    Teaching Outside Subject Area of Competence                 0             0         0          N/A

**The data in this table are not available to the CDE due to delays in receiving CBEDS information.
Therefore, these data must be provided by the LEA.


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                                  2008-09     2009-10        2010-11
        Misassignments of Teachers of English Learners                    0            0
                Total Teacher Misassignments                              0            0
                  Vacant Teacher Positions                                0            0

Core Academic Classes Taught by No Child Left Behind Compliant
Teachers (School Year 2009-10)

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.

                                        Percent of Classes In Core Academic Subjects
                                Taught by NCLB Compliant        Taught by Non-NCLB Compliant
   Location of Classes                  Teachers                          Teachers
       This School                          100.0                                   0.0
  All Schools in District                    91.0                                   9.0
 High-Poverty Schools in
                                            89.0                                   11.0
         District
 Low-Poverty Schools in
                                            94.0                                    6.0
         District

**The data in this table are not available to the CDE due to delays in receiving CBEDS information.
Therefore, these data must be provided by the LEA.


VI. Support Staff
Academic Counselors and Other Support Staff (School Year 2009-10)

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.

                                           Number of FTE            Average Number of Students per
                Title                    Assigned to School              Academic Counselor
       Academic Counselor                           0                              N/A
 Library Media Teacher (Librarian)                  0                              N/A
           Psychologist                             0                              N/A
          Social Worker                             0                              N/A
              Nurse                                 0                              N/A
Speech/Language/Hearing Specialist                  2                              N/A
 Resource Specialist (non-teaching)                 1                              N/A
              Other                                 4                              N/A

**The data in this table are not available to the CDE due to delays in receiving CBEDS information.
Therefore, these data must be provided by the LEA.


VII. Curriculum and Instructional Materials
Quality, Currency, Availability of Textbooks and Instructional Materials
(School Year 2010-11)

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.

                                 Quality, Currency, and            Percent of Pupils Who Lack Their
                              Availability of Textbooks and         Own Assigned Textbooks and
 Core Curriculum Area           Instructional Materials                 Instructional Materials
 Reading/Language Arts                      100%                                      0
       Mathematics                          100%                                      0
         Science                            100%                                      0
  History-Social Science                    100%                                      0
    Foreign Language                         N/A                                      0
          Health                             N/A                                      0
Visual and Performing Arts                   N/A                                      0
    Science Laboratory
                                             N/A                                      0
 Equipment (grades 9-12)

VIII. School Finances
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year
2008-09)

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.

                          Total       Expenditures Per Pupil          Expenditures Per         Average
                     Expenditures Per    (Supplemental /                Pupil (Basic /         Teacher
      Level               Pupil            Restricted)                 Unrestricted)           Salary
   School Site            $7,957                   $2,673                   $5,284             $53,800
     District              N/A                      N/A                     $4,872             $54,157
Percent Difference
– School Site and            N/A                    N/A                      8.46%              -0.66%
     District
     State                   N/A                    N/A                     $5,681             $68,179
Percent Difference
– School Site and            N/A                    N/A                     -6.99%             -21.09%
     State

Types of Services Funded (Fiscal Year 2009-10)

This section provides information about the programs and supplemental services that are available at the
school and funded through either categorical or other sources.

This school strategically allocates its resources to support professional development for
teachers and inside and outside of classroom intervention and extracurricular
opportunities for students. Specifically, the school served 100 students in the after
school program, worked with Bay Area Community Resources and had part time to full
coaches for literacy, math and ELD. Spanish through Visual Arts, Music (singing and
instrumental), and Gardening are enrichment classes provided in the Day program.
Media Literacy, Drama, Science, Drill Team, Service Learning, and organized sports and
recreation are enrichment provided in the afterschool.
Teacher and Administrative Salaries (Fiscal Year 2008-09)

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.

                                                 District       State Average For Districts In Same
                Category                         Amount                     Category
      Beginning Teacher Salary                    $39,456                        $42,377
      Mid-Range Teacher Salary                    $54,328                        $67,667
        Highest Teacher Salary                    $70,934                        $87,102
 Average Principal Salary (Elementary)            $90,068                       $108,894
   Average Principal Salary (Middle)              $91,589                       $113,713
    Average Principal Salary (High)               $97,187                       $124,531
         Superintendent Salary                   $250,600                       $223,323
 Percent of Budget for Teacher Salaries           0.20 %                         0.40 %
  Percent of Budget for Administrative
                                                  0.00 %                         0.00 %
               Salaries

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).

                                School                       District                      State
                        2007-    2008-     2009-     2007-    2008-     2009-    2007-     2008-   2009-
      Subject            08       09        10        08       09        10       08        09      10
 English-Language
                         22        39       43         33      38        43       46        50       52
        Arts
   Mathematics           34        46       46         34      39        44       43        46       48
      Science            14        12       15         33      34        41       46        50       54
   History-Social
                           0       0         0         19      25        27       36        41       44
      Science
Note: Scores are not shown when the number of students tested is 10 or less because the number of
students in this category is too small for statistical accuracy or privacy protection. In no case shall any group
score be reported that would deliberately or inadvertently make public the score or performance of any
individual student.


Standardized Testing and Reporting Results by Student Group (School
Year 2009-10)

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.

                                          Percent of Students Scoring at Proficient or Advanced
                                        English-Language                            History-Social
               Group                          Arts        Mathematics Science          Science
        African American                         32                  35           *
 American Indian or Alaska Native
              Asian                               *                   *
             Filipino                             *                   *           *
        Hispanic or Latino                       49                  51          17
         Pacific Islander                         *                   *           *
       White (not Hispanic)                       *                   *
              Male                               40                  42          13
             Female                              45                  49          18
  Economically Disadvantaged                     41                  43          19
        English Learners                         37                  44           0
    Students with Disabilities                   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 2009-10)

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.

                                Percent of Students Meeting Healthy Fitness Zones
 Grade Level        Four of Six Standards      Five of Six Standards      Six of Six Standards
       5                        20.9                          28.7                           27.8
       7                        21.0                          26.5                           26.7
       9                        21.0                          23.9                           20.8

***These data are currently not available. The CDE expects to provide these data in December 2010.
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                             2007                  2008             2009
                    Statewide                              4                   1                  3
                 Similar Schools                           8                   1                  4
"N/A"                means a number is not applicable or not available due to missing data.
 "B"      means this is either an LEA or an Alternative Schools Accountability Model (ASAM) school.
       Schools participating in the ASAM do not currently receive growth, target information, or statewide
         or similar schools rankings on this report in recognition of their markedly different educational
       missions and populations served. ASAM schools are covered under the Alternative Accountability
         system as required by Education Code Section 52052 and not the API accountability system.
        However, API information is needed to comply with the federal No Child Left Behind (NCLB) law.
                         Growth, target and rank information are not applicable to LEAs.
 "C" means this is a special education school. Statewide and similar schools ranks are not applicable to
                                            special education schools.
 " * " means this API is calculated for a small school or a small LEA, defined as having between 11 and
       99 valid STAR Program test scores included in the API. APIs based on small numbers of students
          are less reliable and therefore should be carefully interpreted. Similar schools ranks are not
                                           calculated for small schools.




Academic Performance Index Growth by Student Group – Three-Year
Comparison

This table displays, by student group, the actual API changes in points added or lost for the past three years,
and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

                                                   Actual API Change                 Growth API Score
                  Group                       2007-08   2008-09   2009-10                 2010
        All Students at the School              -82          80           9                742
             African American
    American Indian or Alaska Native
                  Asian
                 Filipino
           Hispanic or Latino                   -82         93            12               752
             Pacific Islander
          White (not Hispanic)
    Socioeconomically Disadvantaged             -82         74            7                730
            English Learners                    -90         82            31               726
        Students with Disabilities

"N/A"               means a number is not applicable or not available due to missing data.
 "*"       means this API is calculated for a small school, defined as having between 11 and 99 valid
        Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is
           asterisked if the school was small either in 2008 or 2009. APIs based on small numbers of
                    students are less reliable and therefore should be carefully interpreted.




Adequate Yearly Progress

The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress
(AYP) criteria:

         Participation rate on the state’s standards-based assessments in ELA and mathematics
         Percent proficient on the state’s standards-based assessments in ELA and mathematics
         API as an additional indicator
         Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group,
can be found on the CDE Adequate Yearly Progress (AYP) Web page.


Adequate Yearly Progress Overall and by Criteria (School Year 2009-10)

This table displays an indication of whether the school and the district made AYP overall and whether the
school and the district met each of the AYP criteria.

                              AYP Criteria                                     School         District
                                 Overall                                        Yes               No
               Participation Rate - English-Language Arts                       Yes              Yes
                    Participation Rate - Mathematics                            Yes              Yes
               Percent Proficient - English-Language Arts                       Yes               No
                    Percent Proficient - Mathematics                            Yes               No
                                   API                                          Yes              Yes
                             Graduation Rate                                    N/A              Pend
"Yes"                                        Met 2010 AYP Criteria
"No"                                     Did not Meet 2010 AYP Criteria

Federal Intervention Program (School Year 2010-11)

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         In PI
                  First Year of Program Improvement                                           2004-2005
                     Year in Program Improvement                                                Year 3
         Number of Schools Currently in Program Improvement                       N/A              72
         Percent of Schools Currently in Program Improvement                      N/A             52.2

XI. School Completion and Postsecondary Preparation
Not applicable for Elementary Schools
XII. Instructional Planning and Scheduling
Professional Development

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

There are 9 full days of professional development each year (including summer retreat),
and faculty PD every Wednesday. PLC time is built in every other week. Teacher
leaders on the Strategic Planning Group works with instructional support staff to
establish a PD plan based on schoolwide priority lenses.
         Interclass and off-site observations, release time for grade level teams to
           collaborate with coaches
         Interventions team provides reading intervention for all grades
         Grade Level Release every 6 weeks provide teams with time to work with
           each other and with principal/coaches do data-based inquiry and to develop
           strategies to accelerate student achievement
         Staff PD meetings and release time allocated to work with Literacy Coach
           and Math Coach to work on quality implementation of best practices
         Coaches observe teachers to provide feedback, model practices, provide
           individual coaching, grade level team guidance for effective collaboration,
           grade level team differentiated training, or whole group training.
         Responsive Classroom off-site training as needed
         Mentor and BTSA teachers/coaches assigned to Beginning teacher
Opportunities to attend high-quality Professional Development Conferences and
Institutes
XIII. National Assessment of Educational Progress
National Assessment of Educational Progress

The National Assessment of Educational Progress (NAEP) is a nationally representative assessment of
what America's students know and can do in various subject areas. Assessments are conducted periodically
in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student
scores for reading and mathematics are reported as performance levels (i.e., basic, proficient, and
advanced) and the participation of students with disabilities and English language learners is reported based
on three levels (identified, excluded, and assessed). Detailed information regarding the NAEP results for
each grade, performance level, and participation rate can be found on the National Assessment of
Educational Progress Web page (Outside Source).

Note: Only a sample group of California's schools and districts participate in the NAEP testing cycle.
Therefore, students in any particular school or district may not be included in these results. The NAEP
reflects state test results and is not reflective of either the LEA or the individual school. Comparisons of
student performance on the NAEP and student performance on the Standardized Testing and Reporting
(STAR) Program assessments cannot be made without an understanding of the key differences between the
two assessment programs. For example, the NAEP only assesses grades four, eight and twelve and for
long-term trends assesses grades nine, thirteen, and seventeen. Additionally, the NAEP only provides state
test results for grades four and eight. The California Standards Tests (CSTs) are based on a different set of
standards than the NAEP assessments. For example, the NAEP is not aligned with California academic
content and achievement standards and, therefore, does not necessarily reflect the curriculum and
instruction to which students are exposed in the classroom. The NAEP assesses reading and writing
separately, while the CSTs assess English-language arts (ELA), encompassing reading as well as writing
conventions, spelling, and grammar. Scores on the CSTs and other assessments are not directly
comparable to those on NAEP. The averages and percentages presented are estimates based on samples
of students rather than on entire populations. Finally, the questions students respond to are only a sample of
the knowledge and skills covered by the NAEP frameworks. Information on the differences between NAEP
and CST can be found on the CDE National Assessment of Educational Progress (NAEP) Web page.


National Assessment of Educational Progress Reading and Mathematics
Results by Grade Level – Aggregated

This table displays the scale scores and achievement levels on the National Assessment of Educational
Progress Results for reading (2007) and mathematics (2009) for grades four and eight

                                   Average Scale Score         State Percent at Achievement Level
  Subject and Grade Level          State     National         Basic      Proficient     Advanced
  Reading 2007, Grade 4             209           220           30            18                5
  Reading 2007, Grade 8             251           261           41            20                2
 Mathematics 2009, Grade 4          232           239           41            25                5
 Mathematics 2009, Grade 8          270           282           36            18                5

National Assessment of Educational Progress Reading and Mathematics
Results for Students with Disabilities and/or English Language Learners
by Grade Level – Aggregated

This table displays the state and national participation rates on the National Assessment of Educational
Progress for reading (2007) and mathematics (2009) for students with disabilities and/or English language
learners for grades four and eight.

                                  State Participation Rate              National Participation Rate
                                                    English                                 English
                               Students With       Language           Students With       Language
Subject and Grade Level         Disabilities       Learners            Disabilities       Learners
 Reading 2007, Grade 4               74                 93                  65                 80
 Reading 2007, Grade 8               78                 92                  66                 77
Mathematics 2009, Grade 4            79                 96                  84                 94
Mathematics 2009, Grade 8            85                 96                  78                 92

				
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