|
2005-2006 Executive Summary School Accountability Report Card |
Baldwin (John) Elementary (K-5)
Claudia Carbonell Bensley, Principal
741 Brookside Dr.
Danville, CA 94526-4201
925-855-5200
|
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 2005-06 school year, except the School Finances and School Completion data that are reported for the 2004-05 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 Baldwin (John) Elementary John Baldwin Elementary School serves a residential neighborhood in Danville east of Interstate 680 and south of Sycamore Valley Road in the center of the San Ramon Valley Unified School District. We believe… Students are engaged and feel confident and empowered. Students are presented with differentiated curriculum that addresses all learning styles. As life long learners, teachers cultivate a love of learning in students by encouraging enthusiasm and creativity. We believe… Grade level teams value communication, mutual support and shared experiences. Grade level teams provide one another a safe place to explore new educational practices and concepts. Grade level teams provide a forum for the exchange of ideas with peers both in the same grade and in the entire school. We believe… The Baldwin Community is a collaborative of Parents, Staff and Students. This community provides support and opportunities for students and teachers through classroom volunteers, innovative ideas and compassion. This community takes responsibility for funding school programs that are beyond the means available through site funds.
Summary of Most Recent Site Inspection District staff has reviewed the school facilities and determined everything to be in good order. Repairs Needed The following areas of Baldwin (John) Elementary have been determined to need repairs: Mechanical Systems. Corrective Action Taken or Planned Mechanical Systems: Heating system not working, so temporary portable space heaters were used. Remedy: Gas access line has been repaired.
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BALDWIN (JOHN) ELEMENTARY
Our mascot is the Cougar
Claudia Carbonell Bensley, Principal
ccbensley@srvusd.net
741 Brookside Dr.
Danville, CA 94526-4201
925-855-5200 FAX: 925-820-8307
San Ramon Valley Unified
699 Old Orchard Drive
Danville, CA Danville
(925) 552-2933
FAX: (925) 838-3147
http://www.srvusd.net
Board of Trustees
Board President - Paul Gardner
email: PaulWGardner@sbcglobal.net
P.O. Box 837, Diablo, CA 94528
(925) 820-5279
Board Vice-President - Greg Marvel
email: gmarvel@pacbell.net
125 Clover Hill Court, Danville, CA 94526
(925) 837-9443
Board Clerk - Joan Buchanan
email: bu4567@aol.com
19 Mott Drive, Alamo, CA 94507
(925) 831-1925
Bill Clarkson, Board Member
email: bill@billclarkson.com
2966 Ascot Drive, San Ramon, CA 94583
(925) 829-5554
Rachel Hurd, Board Member
email: rmshurd@sbcglobal.net
9474 Broadmoor Drive, San Ramon, CA 94583
(925) 833-9455
Robert Kessler, Superintendent
|
Table of Contents |
Site Information |
California public schools annually
provide information about themselves to the community allowing the public to
evaluate and compare schools for student achievement, environment, resources and
demographics.
~
We are extremely proud of our schools in the San Ramon Valley Unified School
District! SRVUSD ranks among the top 5% of all school districts in California,
and the top 2% of all unified districts in the state (California Academic
Performance Index, 2005). Over 94% of the graduating seniors attend college or
university, and district students are accepted into the University of
California and the California State University systems at rates far exceeding
the state averages. Furthermore, the district has been recognized for its
excellence through such honors as the coveted State Department of Education's
Distinguished Schools Award (schools in the district have received this honor
50 times, more than any other district in northern California), and through
recognition by the U.S. Department of Education as National Blue Ribbon
Schools.
~
The School Accountability Report Cards have been prepared by the San Ramon
Valley Unified School District Community Relations Office according to the
requirements of the California Department of Education (CDE). Most data
presented in this report were collected from the 2004-2005 school year.
Statewide reports and a full list of schools by county is available on the CDE
website: www.cde.ca.gov.
|
|
School Description | Message From Principal | Mission Statement | District Mission Statement | Opportunities for Parental Involvement | Student Enrollment by Grade Level | Student Enrollment by Ethnic Group | Average Class Size and Class Size Distribution | Class Size Reduction Participation
John Baldwin Elementary School serves a residential
neighborhood in Danville east of Interstate 680 and south of Sycamore Valley
Road in the center of the San Ramon Valley Unified School District.
We believe… Students are engaged and feel confident and empowered. Students are
presented with differentiated curriculum that addresses all learning styles. As
life long learners, teachers cultivate a love of learning in students by
encouraging enthusiasm and creativity.
We believe… Grade level teams value communication, mutual support and shared
experiences. Grade level teams provide one another a safe place to explore new
educational practices and concepts. Grade level teams provide a forum for the
exchange of ideas with peers both in the same grade and in the entire school.
We believe… The Baldwin Community is a collaborative of Parents, Staff and
Students. This community provides support and opportunities for students and
teachers through classroom volunteers, innovative ideas and compassion. This
community takes responsibility for funding school programs that are beyond the
means available through site funds.
Dear Baldwin Families,
“Wow,” said Lilly. That was just about all she could say. “Wow.”
This repetitive line from my favorite children’s book and author, Lilly’s
Purple Plastic Purse by Kevin Henkes, best describes life here at Baldwin. If
the staff and parents were not great enough, the wonderfully friendly and eager
students make everyone feel right at home. I feel very honored to lead such a
dedicated and professional group focused on providing our students with
academically enriching and socially nurturing elementary years.
We have the great pleasure of participating in close partnerships with our
parent community. Many events throughout the year build school pride, an
eagerness to learn, and strong team building amongst students and staff. For
example, the Cougars are proud to host a spirited kick-off rally each school
year, successful back-to-school nights, yummy ice cream socials, outdoor
education opportunities, intramurals, an engaging read-a-thon assembly, a
competitive spelling bee, unique class field trips, an elaborate science faire,
an entertaining talent show, activities for GATE students, and so much more.
The staff and I work together to analyze data and discuss programs to develop
specific goals and objectives for us to focus on during regular school wide
meetings throughout the year. Current site goals and objectives include the
support and implementation of the newly adopted San Ramon Valley Reading and
Writing Project, building a comprehensive Character Education Program, and
continuing with supporting all students through our strategic Intervention
Model.
Parent involvement is essential to any school’s success. It is especially
important for Baldwin’s teachers to have the ongoing support of our families so
we can maintain high academic standards and provide enriching opportunities in
the future. On behalf of our staff, I would like to thank every Baldwin family
member for their encouragement and support of the professionals here at
Baldwin, dedicated to delivering optimal educational experiences to our
students.
I look forward to getting to know the Baldwin community at all of our various
forums for communication, including the monthly Site Council, Parent Teacher
Association and Cougar Education Foundation meetings, and the wonderful
principal parent coffees. Please know that I welcome individual meetings and
will always do my best to return calls and emails promptly. The well being of
your children is my top priority and I thank you for allowing me the wonderful
opportunity to be involved in their lives. I feel confident that all of us will
be saying “Wow!” throughout the coming years.
Sincerely,
Claudia Carbonell Bensley, Principal
John Baldwin is a school that prepares children for the
future with the skills and knowledge that empower them to be successful in the
changing world around them. John Baldwin is a community of learners, where
children, teachers, and parents grow, and facilitate each child to reach
his/her potential.
There is mutual respect among teachers, students, parents, and staff. Our
community respects and values diversity, and this is taught and modeled. John
Baldwin offers an environment that is supportive, interactive, nurturing,
caring and safe; both physically and emotionally. The school’s “Soul Shoppe and
Peacemaker” program is integrated into all areas of the school community and
curriculum. Teachers, students, parents, and staff understand the need for all
members of the community to feel encouraged, valued and admired. We strive for
this environment.
The academic programs at John Baldwin are standards based. The curriculum is
challenging, differentiated, integrated and fun. There are high standards for
ALL students, as we see the potential in every child. Collaboration with grade
levels, across the school and with support staff is key in order to develop
achievable, developmentally appropriate learning opportunities that are
applicable to real life experiences. Strategies utilized are research based.
There is a respect for and understanding of the variety of teaching and
learning styles within the community. Students take ownership for their own
learning. Our parents, staff, and students understand that we are a necessary
team in order for students to acquire the skills and knowledge needed to live
productive, fulfilling lives.
Our mission in the San Ramon Valley
Unified School District is to prepare all our students, in a safe and
educationally rich environment, to flourish as responsible, ethical, and
productive citizens in an ever-changing world.
ANNUAL GOALS
2006-2007
1. Through standards-based practices, sustain the academic growth of high
performing students and increase the achievement of lower performing students
to narrow the achievement gap.
2. Evaluate operations and procedures and adjust as needed, so that students,
staff, parents, and community regard the district as welcoming and responsive.
3. Continue improving programs for special education and other special needs
students through improved communication, increased operational effectiveness,
and professional development.
4. Continue to implement strategies that foster a safe environment in which
staff and students respect the uniqueness of individuals and their differences.
“Together We Can Make A Difference.”
Opportunities for Parental Involvement
The parent community is highly supportive of the school’s programs through an active PTA, Cougar Education Fund (an affiliate of the district’s Education Foundation), School Site Council, and other subcommittees. The community supports Baldwin through corporate donations and services such as tutoring, and donations for school events. Parent volunteers and community members assist in the library, science lab, computer lab, playground and individual classrooms.
For additional information about organized opportunities for parent involvement at Baldwin (John) Elementary, please contact Vicki Malone at brklynvicki@comcast.net.
Student Enrollment by Grade Level
School districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Most importantly, students who attend school on a regular basis and are on time are more likely to be academically successful. Attendance and punctuality are emphasized so that the continuity of the educational program can be maintained. Our staff carefully monitors student attendance to identify those students exhibiting excessive absences and offers assistance when necessary.
The total 2005/2006 enrollment at Baldwin (John) Elementary was 563.
|
Grade K |
80 |
|
Grade 1 |
91 |
|
Grade 2 |
89 |
|
Grade 3 |
89 |
|
Grade 4 |
107 |
|
Grade 5 |
107 |
Student Enrollment by Ethnic Group
The percentage of students is the number in a racial/ethnic category divided by the school's 2007/2006 California Basic Educational Data Systems (CBEDS) total enrollment.
|
African American or Black |
0.9 (0.9%) |
|
American Indian or Alaskan Native |
0.5 (0.5%) |
|
Asian |
10.8 (10.8%) |
|
Filipino |
2.7 (2.7%) |
|
Hispanic or Latino |
2.8 (2.8%) |
|
Pacific Islander |
0.5 (0.5%) |
|
White (Not Hispanic) |
80.7 (80.7%) |
|
Multiple or No Response |
(%) |
|
Socioeconomically Disadvantaged |
1.0 (1.0%) |
|
English Learners |
1.0 (1.0%) |
|
Students With Disabilities |
6.0 (6.0%) |
Average Class Size and Class Size Distribution
Class size and class size distribution is the average class size and the number of classrooms for each range of students, by grade level as reported by CBEDS.
|
Grade |
2006 |
2005 |
2004 |
|||||||||
|
Avg. |
Number of Classrooms |
Avg. |
Number of Classrooms |
Avg. |
Number of Classrooms |
|||||||
|
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
||||
|
K |
20.0 |
4 |
--- |
--- |
19.7 |
3 |
--- |
--- |
19.8 |
4 |
--- |
--- |
|
1 |
20.0 |
5 |
--- |
--- |
19.8 |
4 |
--- |
--- |
20.0 |
5 |
--- |
--- |
|
2 |
19.8 |
4 |
--- |
--- |
20.0 |
5 |
--- |
--- |
20.0 |
4 |
--- |
--- |
|
3 |
20.0 |
5 |
--- |
--- |
20.0 |
5 |
--- |
--- |
20.0 |
4 |
--- |
--- |
|
4 |
30.3 |
--- |
3 |
--- |
28.3 |
1 |
3 |
--- |
29.0 |
--- |
3 |
--- |
|
5 |
30.3 |
--- |
3 |
--- |
29.3 |
--- |
3 |
--- |
29.3 |
--- |
4 |
--- |
|
6 |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
|
K-3 |
19.0 |
1 |
--- |
--- |
20.0 |
1 |
--- |
--- |
20.0 |
1 |
--- |
--- |
|
3-4 |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
|
4-8 |
32.0 |
--- |
1 |
--- |
31.0 |
--- |
1 |
--- |
30.0 |
--- |
1 |
--- |
|
Other |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
Class Size Reduction Participation
California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher.
|
|
% of Pupils |
||
|
|
2006 |
2005 |
2004 |
|
Grade K |
100 |
100 |
100 |
|
Grade 1 |
100 |
100 |
100 |
|
Grade 2 |
100 |
100 |
100 |
|
Grade 3 |
100 |
100 |
100 |
|
|
School Safety Plan | School Discipline Practices | Suspension and Expulsions
Baldwin’s Safety Plan addresses staff responsibilities in
case of a natural disaster, dangerous person on campus or any event that would
cause the evacuation of the school. School Site Council, PTA and Baldwin’s
Staff are included in the review and revision of the plan every year. Staff
training and annual drills keep the staff current on their roles and
responsibilities for duck and cover and fire emergencies.
In addition, drug awareness workshops, a comprehensive character education
program, peer conflict resolution managers, specific policy for volunteers on
campus, and other safeguards are enforced to promote a positive and comfortable
learning environment.
The current plan is under revision and will be submitted for approval in Spring
of 2007.
Date of Last Review/Update: January 2006
Date Last Reviewed with Staff: February 2007
Behavior Plan
We believe that students are good citizens and can demonstrate responsibility,
respect and school pride at all times. There are times that some students may
need reminders or consequences to reinforce school rules and behavior
guidelines. A Behavior Plan has been developed to remind those students in a
fair and appropriate manner. A behavior slip is given by a teacher or staff
member for violating school rules.
Expectations:
1)Follow
directions the first time given
2)Keep
hands and feet to yourself at all times
3)Use
school approved equipment only (No personal games, toys, equipment)
4)Use
equipment and play zones properly
5)No
teasing, put-downs, foul language or harassment
Encouragement:
1)Verbal
praise – 4:1 ratio
2)Cougar
Pats
3)Lunch
Bunch with Mrs. Bensley
4)Positive
phone call home
5)Class
recognition for no behavior referrals
Progressive Enforcement:
1)Verbal
reminder
2)Five
minute time-out
3)Time-out
for remainder of recess and referral to teacher*
4)Referral
to administration (automatic call home from administration)
* 3 referrals = recess detention and call home
Severe Clause: Immediate referral to the principal’s office will occur for the
following: fighting, overt defiance, going off campus, weapons
Behavior Referral Process
After a verbal reminder and a five-minute time-out, Duty “benches” the student
for remainder of recess, completes the behavior referral form and sends it to
the office. Office logs the referral and puts it in the teacher’s box. Teacher
keeps and tracks referrals. Upon 3rd referral, teacher has discussion with
administration regarding next steps (phone call home and recess detention in
the office).
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year.
|
|
School |
District |
||||
|
|
2006 |
2005 |
2004 |
2006 |
2005 |
2004 |
|
Rate of Suspensions |
4.62 |
0.35 |
0.51 |
4.5 |
5.27 |
5.22 |
|
Rate of Expulsions |
0 |
0 |
0 |
0.02 |
0.04 |
0.11 |
|
|
School Facility Conditions and Improvements | School Facility Good Repair Status
School Facility Conditions and Improvements
The newly constructed school is an open space design with a media center/library, a computer lab, a science lab, and three classroom buildings. A separate kindergarten area houses two morning and afternoon classes and a special day classroom. Two portable buildings are used for art and an intervention based learning center. A multi-purpose building houses the lunchroom, kitchen, and stage used for vocal and instrumental music instruction. Assemblies and after school activities are held in the MPR.
School Facility Good Repair Status
Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
|
Interim Evaluation Instrument Part |
Facility in Good Repair |
Deficiency and
Remedial |
|
|
Yes |
No |
||
|
Gas Leaks |
X |
|
|
|
Mechanical Systems |
|
X |
Heating system not working during renovation, so temporary portable space heaters were used. Remedy: Gas access line has been repaired. |
|
Windows/Doors/Gates (interior and exterior) |
X |
|
|
|
Interior Surfaces (walls, floors, and ceilings) |
X |
|
|
|
Hazardous Materials (interior and exterior) |
X |
|
|
|
Structural Damage |
X |
|
|
|
Fire Safety |
X |
|
|
|
Electrical (interior and exterior) |
X |
|
|
|
Pest/Vermin Infestation |
X |
|
|
|
Drinking Fountains (inside and outside) |
X |
|
|
|
Restrooms |
X |
|
|
|
Sewer |
X |
|
|
|
Playground/School Grounds |
X |
|
|
|
Other |
X |
|
|
|
|
Teacher Credentials | Teacher Misassignments and Vacant Teacher Positions | Core Academic Courses Taught by NCLB Compliant Teachers | Substitute Teacher Availability | Teacher Evaluation Process
Data reported are the number of Teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1." If a teacher works at two schools, he/she is counted at one school only. Data for Teachers with a full credential and teaching outside his/her subject area are provided by the LEA.
|
Teachers |
School |
District |
||
|
2006 |
2005 |
2004 |
2006 |
|
|
Teachers with Full Credential |
29 |
28 |
30 |
1174 |
|
Without Full Credential |
4 |
2 |
2 |
41 |
|
Teaching Outside Subject Area of Competence |
0 |
2 |
1 |
17 |
Teacher Misassignments and Vacant Teacher Positions
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.
|
|
2007 |
2006 |
2005 |
|
Misassignments of Teachers of English Learners |
0 |
0 |
0 |
|
Total Teacher Misassignments |
0 |
0 |
0 |
|
Vacant Teacher Positions |
1.8 |
0 |
--- |
Core Academic Courses Taught by NCLB Compliant Teachers
The percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.
|
Location of Classes |
Percent of Classes In Core Academic Subjects |
|
|
Taught by NCLB Compliant Teachers |
Taught by Non-NCLB Compliant Teachers |
|
|
This School |
80.8 |
19.2 |
|
All Schools in District |
43.0 |
57.0 |
|
High-Poverty Schools |
0.0 |
0.0 |
|
Low-Poverty Schools in District |
43.0 |
57.0 |
Substitute Teacher Availability
Classroom teachers are responsible for contacting the substitute service when they are absent due to illness or there is the need to attend inservice or conferences. The site budget includes funds for annual focused staff development either on site or away from the school. Site funds the cost of substitutes for teachers who participate. The school has a substitute handbook. The regular teacher provides lesson plans. The district recognizes that there are many occasions when a substitute is necessary and has taken steps to manage the pool of substitutes by careful scheduling of staff development and in-service days.
All beginning teachers are evaluated every year by the principal until they are granted permanent status. Thereafter, every teacher is evaluated every other year. Objectives aligned to the District Standards and observations with pre and post conferences are part of the process. If support is needed a plan is set by the principal and teacher. This procedure reinforces quality instruction and is positive and growth oriented.
|
|
Counselors and Other Staff Support
The counselors and other staff support reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE.
|
|
Number of FTE Assigned to School |
|
Academic Counselor |
|
|
Library Media Teacher (Librarian) |
|
|
Library Media Services (paraprofessional) |
0.5 |
|
Psychologist |
0.4 |
|
Social Worker |
0.1 |
|
Nurse |
0.1 |
|
Speech/Language/Hearing Specialist |
1.2 |
|
Resource Specialist (non-teaching) |
1.34 |
|
Resource Teacher (certificated) |
0.8 |
|
|
Quality, Currency, and Availability of Textbooks and Instructional Materials
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 Areas |
Quality, Currency, and Availability of Textbooks and Instructional Materials |
Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials |
|
Reading/Language Arts |
Standards-aligned and Board of Education-approved textbooks and instructional materials are available to all students including English learners to use in the classroom and to take home to complete required homework assignments. SRVUSD curriculum adoptions are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the following areas: reading/language arts; mathematics; science, including grades 9-12 science laboratory equipment; history/social science; and world languages. Health curriculum was adopted in June, 2006. |
0 |
|
Mathematics |
Standards-aligned and Board of Education-approved textbooks and instructional materials are available to all students including English learners to use in the classroom and to take home to complete required homework assignments. SRVUSD curriculum adoptions are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the following areas: reading/language arts; mathematics; science, including grades 9-12 science laboratory equipment; history/social science; and world languages. Health curriculum was adopted in June, 2006. |
0 |
|
Science |
Standards-aligned and Board of Education-approved textbooks and instructional materials are available to all students including English learners to use in the classroom and to take home to complete required homework assignments. SRVUSD curriculum adoptions are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the following areas: reading/language arts; mathematics; science, including grades 9-12 science laboratory equipment; history/social science; and world languages. Health curriculum was adopted in June, 2006. |
0 |
|
History/Social Science |
Standards-aligned and Board of Education-approved textbooks and instructional materials are available to all students including English learners to use in the classroom and to take home to complete required homework assignments. SRVUSD curriculum adoptions are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the following areas: reading/language arts; mathematics; science, including grades 9-12 science laboratory equipment; history/social science; and world languages. Health curriculum was reviewed and adopted in June, 2006. |
0 |
|
Foreign Language |
Standards-aligned and Board of Education-approved textbooks and instructional materials are available to all students including English learners to use in the classroom and to take home to complete required homework assignments. SRVUSD curriculum adoptions are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the following areas: reading/language arts; mathematics; science, including grades 9-12 science laboratory equipment; history/social science; and world languages. Health curriculum was adopted in June, 2006. |
0 |
|
Health |
Standards-aligned and Board of Education-approved textbooks and instructional materials are available to all students including English learners to use in the classroom and to take home to complete required homework assignments. SRVUSD curriculum adoptions are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the following areas: reading/language arts; mathematics; science, including grades 9-12 science laboratory equipment; history/social science; and world languages. Health curriculum was adopted in June, 2006. |
0 |
|
|
|
|
|
|
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-2005) | Types of Services Funded | Teacher and Administrative Salaries (Fiscal Year (2004-2005))
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-2005)
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 and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.
|
|
Total Expenditures Per Pupil |
Expenditures Per Pupil (Supplemental) |
Expenditures Per Pupil (Basic) |
Average Teacher Salary |
|
School Site |
$5,289 |
$567 |
$4,722 |
$54,692 |
|
District |
--- |
--- |
$4,492 |
$59,123 |
|
Percent Difference – School Site and District |
--- |
--- |
4.9% |
-8.1% |
|
State |
--- |
--- |
$5,021 |
$57,560 |
|
Percent Difference – School Site and State |
--- |
--- |
-6.3% |
-5.2% |
In 2004-05, the most recent year for which data is
available from the state, California spent an estimated $7,815^ per student, which
was far below the national average of $8,618^. In 2005-06, our district spent
approximately $7,261 per student based on total expenditures of $167,647,176.
Classroom Educations costs accounted for 68% of this money; School Maintenance,
Utilities & Operations 10%; Special Education 13%; Auxiliary Services 2%;
District Administration/Business Operations 6% and Facilities 0%. Our district
of 23,815* students spends less than the state average because we are a “low
wealth” district, as defined by the state’s complex funding formula for
schools.
* 05-06 CBEDS ^ NEA Ed Stats
Teacher and Administrative Salaries (Fiscal Year (2004-2005))
This table displays district-level salary information 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. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.
|
|
District Amount |
State Average For Districts In Same Category |
|
Beginning Teacher Salary |
$36,796 |
$37,540 |
|
Mid-Range Teacher Salary |
$57,928 |
$59,426 |
|
Highest Teacher Salary |
$72,165 |
$73,925 |
|
Average Principal Salary (Elementary) |
$95,218 |
$96,377 |
|
Average Principal Salary (Middle) |
$98,092 |
$100,144 |
|
Average Principal Salary (High) |
$102,227 |
$109,130 |
|
Superintendent Salary |
$185,000 |
$185,251 |
|
Percent of Budget for Teacher Salaries |
44.0% |
40.9% |
|
Percent of Budget for Administrative Salaries |
5.3% |
5.3% |
|
|
California Standards Test (CST) Explanation | CST Results for All Students – Three-Year Comparison | CST Results by Student Group – Most Recent Year | Norm-Referenced Test (NRT) Explanation | NRT Results for All Students – Three-Year Comparison | NRT Results by Student Group – Most Recent Year | Local Assessment Explanation | Local Assessment | California Fitness Test
California Standards Test (CST) Explanation
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
The following data is the percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard).
CST Results for All Students – Three-Year Comparison
The percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
|
|
School |
District |
State |
||||||
|
|
2006 |
2005 |
2004 |
2006 |
2005 |
2004 |
2006 |
2005 |
2004 |
|
English Language Arts |
86 |
84 |
80 |
79 |
77 |
73 |
42 |
40 |
36 |
|
Mathematics |
85 |
86 |
83 |
72 |
72 |
68 |
40 |
38 |
34 |
|
Science |
95 |
88 |
78 |
74 |
63 |
60 |
35 |
27 |
25 |
CST Results by Student Group – Most Recent Year
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.
|
|
English Language Arts |
Mathematics |
Science |
History - Social Science |
|
African American |
* |
* |
* |
|
|
American Indian or Alaska Native |
* |
* |
|
|
|
Asian |
92 |
96 |
100 |
|
|
Filipino |
* |
* |
* |
|
|
Hispanic or Latino |
86 |
79 |
* |
|
|
Pacific Islander |
* |
* |
* |
|
|
White (not Hispanic) |
85 |
83 |
94 |
|
|
Male |
84 |
88 |
97 |
|
|
Female |
88 |
82 |
93 |
|
|
Economically Disadvantaged |
* |
* |
* |
|
|
English Learners |
* |
* |
|
|
|
Students with Disabilities |
48 |
45 |
* |
|
|
Students Receiving Migrant Education Services |
|
|
|
|
Norm-Referenced Test (NRT) Explanation
Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
NRT Results for All Students – Three-Year Comparison
The percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.
|
|
School |
District |
State |
||||||
|
|
2006 |
2005 |
2004 |
2006 |
2005 |
2004 |
2006 |
2005 |
2004 |
|
Reading |
86 |
84 |
83 |
78 |
76 |
77 |
42 |
41 |
43 |
|
Mathematics |
91 |
90 |
88 |
87 |
85 |
82 |
53 |
52 |
51 |
NRT Results by Student Group – Most Recent Year
This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.
|
|
Reading |
Mathematics |
|
African American |
|
|
|
American Indian or Alaska Native |
* |
* |
|
Asian |
* |
* |
|
Filipino |
* |
* |
|
Hispanic or Latino |
* |
* |
|
Pacific Islander |
|
|
|
White (not Hispanic) |
84 |
89 |
|
Male |
93 |
93 |
|
Female |
78 |
89 |
|
Economically Disadvantaged |
|
|
|
English Learners |
* |
* |
|
Students with Disabilities |
* |
* |
|
Students Receiving Migrant Education Services |
|
|
Local assessments include a Fall and Spring write for every
grade level district wide. Students are given the same prompt to write to at
each grade level. Teachers score the papers together to increase consistency of
expectations. Students in grades K-5 use some common literacy assessments to
continually monitor student progress. Some common assessments exist in the math
area in middle and high schools.
Elementary schools use a standards-based report card that reflects the skills
and expectations in the California State Standards that the district has
adopted. Parents get specific feedback about the strengths and needs of their
students on this report card.
|
|
Reading |
Writing |
||||
|
|
2006 |
2005 |
2004 |
2006 |
2005 |
2004 |
|
Grade K |
--- |
-- |
-- |
--- |
-- |
93 |
|
Grade 1 |
--- |
-- |
98 |
--- |
87 |
94 |
|
Grade 2 |
--- |
-- |
95 |
--- |
93 |
96 |
|
Grade 3 |
--- |
85 |
86 |
90 |
67 |
79 |
|
Grade 4 |
--- |
93 |
92 |
--- |
-- |
-- |
|
Grade 5 |
--- |
89 |
95 |
--- |
78 |
84 |
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six 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 at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
|
|
Percent of Students Meeting Fitness Standards |
|
Grade 5 |
58.5 |
|
|
Academic Performance Index (API) Explanation | API Ranks – Three-Year Comparison | API Changes by Student Group – Three-Year Comparison | State Award and Intervention Programs | AYP Overall and by Criteria | Federal Intervention Program
Academic Performance Index (API) Explanation
The Academic Performance Index (API) is a score on a scale
of 200 to 1000 that annually measures the academic performance and progress of
individual schools in California based on state testing. The state has set 800
as the API score that schools should strive to meet.
Growth Targets: The annual growth target for a school is 5 percent of the
distance between its API Base and 800. The growth target for a school at or
above 800 is to remain at or above 800. Actual growth is the number of API points
a school gained between its base and growth years.
Subgroup APIs and Targets: In addition to a schoolwide API, schools also
receive API scores for each numerically significant subgroup in the school
(i.e., racial/ethnic subgroups, English Learners, and socioeconomically
disadvantaged students). Growth targets must be met by subgroups as well as the
school API.
Percent Tested: An additional target in accountability and assessment statewide
and for No Child Left Behind is the percent of students tested on the STAR test
and the CAHSEE for high school. Each school must test 95% of their population
on these tests in order to meet their AYP for No Child Left Behind and receive
an API score.
Statewide Rank: Schools receiving an API Base score are ranked in ten
categories of equal size (deciles) from 1 (lowest) to 10 (highest), according
to type of school (elementary, middle, or high school).
API criteria are subject to change as new legislation is enacted into law.
Detailed information about the API and the Public Schools Accountability Act
(PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or
by speaking with the school principal.
API Ranks – Three-Year Comparison
The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 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 1 means that the school's academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.
|
|
2005 |
2004 |
2003 |
|
Statewide |
10 |
10 |
10 |
|
Similar Schools |
4 |
6 |
3 |
API Changes by Student Group – Three-Year Comparison
A 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.
|
|
API Score |
Actual API Change |
||
|
|
2006 |
2006 |
2005 |
2004 |
|
All Students at the School |
941 |
2 |
15 |
32 |
|
African American |
|
|
|
|
|
American Indian or Alaska Native |
|
|
|
|
|
Asian |
|
|
|
|
|
Filipino |
|
|
|
|
|
Hispanic or Latino |
|
|
|
|
|
Pacific Islander |
|
|
|
|
|
White (not Hispanic) |
935 |
1 |
15 |
15 |
|
Socioeconomically Disadvantaged |
|
|
|
|
|
English Learners |
|
|
|
|
|
Students with Disabilities |
|
|
|
|
State Award and Intervention Programs
None of the schools in the San Ramon Valley Unified School District have been targeted to participate in the state intervention program this year.
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.
|
|
School |
District |
|
Overall |
Yes |
Yes |
|
Participation Rate - English-Language Arts |
Yes |
Yes |
|
Participation Rate - Mathematics |
Yes |
Yes |
|
Percent Proficient - English-Language Arts |
Yes |
Yes |
|
Percent Proficient - Mathematics |
Yes |
Yes |
|
API |
|
Yes |
|
Graduation Rate |
N/A |
Yes |
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 (English-language arts 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 at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.
|
|
School |
District |
|
Program Improvement Status |
n/a |
n/a |
|
First Year of Program Improvement |
n/a |
n/a |
|
Year in Program Improvement |
n/a |
n/a |
|
Number of Schools Currently in Program Improvement |
0 |
|
|
Percent of Schools Currently in Program Improvement |
0.00 |
|
|
|
School Instruction and Leadership | Professional Development | Instructional Minutes | Minimum Days in School Year
School Instruction and Leadership
In addition to their regular classroom assignment, teachers serve as grade-level chairs, members of curriculum committees, mentors, members of the School Site Council, Cougar Education board, liaison to Baldwin’s PTA and participants of the Student Study Team. Grade level Leaders assist and advise the Principal with planning on-going school improvement efforts in the areas of curriculum, instruction and staff development. Parents and teachers on the School Site Council work together to monitor the SIP budget, oversee the safety plan of the school, conduct parent surveys and use the data to further inform and assist staff with school improvement.
Ongoing staff development is a critical element in the site plan and each teacher’s annual goals and objectives. School Site Council allocates funds for identified staff development from the SIP, GATE and API resources available to the site. The training is focused on annual objectives derived by staff and based on the needs of students as a result of state, district and site assessment data. This training is closely linked to the standards and benchmarks for the grade level.
The California Education Code establishes a required number of instructional minutes per year for each grade level. The data presented here compares the number of instructional minutes offered at the school to the state requirement for each grade.
|
|
Instructional Minutes |
|
|
|
Offered |
State Requirement |
|
Grade K |
36055 |
36,000 |
|
Grade 1 |
53690 |
50,400 |
|
Grade 2 |
53690 |
50,400 |
|
Grade 3 |
53690 |
50,400 |
|
Grade 4 |
54190 |
54,000 |
|
Grade 5 |
54190 |
54,000 |
Information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.
The elementary (K-5) schools in the San Ramon Valley Unified
School District had 12 minimum days in the 2005-06 school year: the first day
and last day of school, plus 5 conference days each in the fall and spring of
the year.
Middle schools (grades 6-8) had 10 minimum days: first and last days of school,
5 fall conference days and 3 spring conference days. The high schools had either
7 or 8 minimum days as part of their semester final exams schedules.
This document was last updated on Tuesday, June 19, 2007,12:48:29 PM