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SACRAMENTO RIVER DISCOVERY CHARTER SCHOOL Executive Summary School Accountability Report Card Reported for School Year 2006-07 Published December, 2007 |
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Address: 1660 Monroe St., Red Bluff CA 96080
Phone: (530) 529-1650 Fax: (530) 529-1694 Principal: Larry Newman Grade Span: 6 - 12 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 2006-07 school year, except the School Finances and School Completion data that are reported for the 2005-06 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. |
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About This School |
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We are a school of choice for
students in grades 6-12. The mission of the Sacramento River Discovery
Charter School (SRDCS) is to develop a populace that better understands,
appreciates, and manages natural resource systems. With this goal as an
integrating context for learning, students will become competent, literate
citizens with a variety of experiences supporting their development as
complex thinkers and problem solvers capable of holistically managing
natural resources for a healthy world.
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Student Enrollment Number of students 119 African American 1.68 % American Indian or Alaska Native 5.04 % Asian 0.84 % Filipino 0.84 % Hispanic or Latino 10.92 % Pacific Islander 0 % White (not Hispanic) 74.79 % Multiple or No Response 5.88 % Socioeconomically Disadvantaged 48 % English Learners 0 % Students with Disabilities 7.56 % |
Teachers Ind Teachers with full credential 6Teachers without full credential 0 Teachers Teaching Outside Subject Area of Competence 0 Total Teacher Misassignments
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School Facilities Summary of Most Recent Site Inspection The two-year old school is in excellent condition. Regular safety inspections are conducted. |
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Curriculum and Instructional Materials Reading/Language Arts 0% Mathematics 0% Science 0% History-Social Science 0% Foreign Language 0% Health N/A Science Laboratory Equipment 0% |
School Finances L School Site $6,939 District $6,939 State $4,943
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Student Performance Subject English-Language Arts 28 %Math 11 % Science 14% History-Social Science 16% |
Academic Progress 2007 API Growth Score (from 2007 API Growth Report) 658 Statewide Rank (from 2007 API Base Report) 4 2007-08 Program Improvement Status (PI Year) Not in PI
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School Completion Indicator Graduation Rate 80% |
Postsecondary Preparation Graduates Who Completed All Courses Required for University of California or California State University Admission 0% |
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Opportunities for Parental Involvement Parents and families are asked, as delineated on the student application process, to make a commitment to be involved in their student’s education by volunteering at the school an average of five hours per month. Parents and families may participate in a variety of ways: driving and leading groups on field trips, lunch-time supervision, tutoring, fund-raising, facilities maintenance, errands, office work or research. |
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Average Class Size and Class Size Distribution (Secondary)
23-32 33+ English 17.8 5 1
19.2 3 3
19.6 3 2
Mathematics 17.8 5 1
19.2 3 3
19.6 3 2
Science 17.8 5 1
19.2 3 3
19.6 3 2
Social Science 17.8 5 1
19.2 3 3
19.6 3 2
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II. School Climate School Safety Plan SRDCS has a School Safety Plan that is evaluated and updated annually and adopted by our Board of Trustees. The safety plan describes procedures for various natural and man-made disasters. Safety drills are held monthly. |
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School Discipline Practices SRDCS has high expectations for student performance and behavior. We believe there is a direct relationship between the expectations established for students and their performance. Every student is provided with the rules and procedures regulating student conduct at school. A student recognition program contributes to the positive environment at the school. Students are recognized for achievements in academics, fitness, citizenship, and attendance. |
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Suspensions and Expulsions ct
2004-05 2005-06 2006-07 2004-05 2005-06 2006-07 |
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IV. 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 at the CDE Web site at http://dq.cde.ca.gov/dataquest/
Teachers School
2004-05 2005-06 2006-07 |
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Core Academic Classes Taught by No Child Left Behind Compliant Teachers
This table displays 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/liant Teachers This School 100.0 All Schools in District 100.0 |
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Substitute Teacher Availability Substitute teachers are hired from a list of qualified teachers maintained by the Tehama County Department of Education. |
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Teacher Evaluation Process Teacher evaluation is done yearly and focuses on three areas: Classroom management, effective presentation of course content, and professionalism.
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VI. Curriculum and Instructional Materials Quality, Currency, and Availability of Textbooks and Instructional Materials heir Own Assigned Textbooks and Instructional Materials Reading/Language Arts Standards aligned & up-to-dateMathematics Standards aligned & up-to-dateScience Standards aligned & up-to-dateHistory-Social Science Standards aligned & up-to-dateForeign Language Standards aligned & up-to-dateHealth N/AScience Laboratory Equipment (grades 9-12) Standards aligned & up-to-date
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Types of Services Funded During the 2006-2007 school year students services such as speech therapist, nursing, resource teacher, counseling, etc. were provided on a contract basis by Tehama County Department of Education, the chartering district for the school.
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| VIII. Student Performance California Standards Tests CST Results for All Students – Three-Year Comparison English-Language Arts 33 32 27 40 42 43 Mathematics 8 9 12 38 40 40 Science 3 27 24 27 35 38 History-Social Science 26 24 29 32 33 33
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CST Results by Student Group – Most Recent Year Science African American * * * * American Indian or Alaska Native * * * * Asian * *
Filipino
Hispanic or Latino 9 0 * * Pacific Islander
White (not Hispanic) 30 14 29 33 Male 30 13 35 39 Female 24 8 12 14 Economically Disadvantaged * *
* English Learners
Students with Disabilities * * * * Students Receiving Migrant Education Services
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Norm-Referenced Test The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.NRT Results for All Students – Three-Year Comparison This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics. ng 40 44 46 41 42 42 Mathematics 24 44 38 52 53 53
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| California High School Exit Exam (CAHSEE) Results The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the federal No Child Left Behind (NCLB) law. The CAHSEE has an English language-arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. Note: To protect student privacy, scores are not shown when the number of students is 10 or less. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. CAHSEE Results for All Students – Three-Year Comparison This table displays the percent of students achieving at the Proficient or Advanced level.
English 50 49 94 51.1 25 48.6 Mathematics 24 44 38 52 53 53
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IX. 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 at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.API Ranks – Three-Year Comparison This table displays the school’s statewide and similar schools API ranks. 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.
Statewide 3 4 4 ( Similar Schools N/A N/A N/A ( |
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API Changes by Student Group – Three-Year Comparison
This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.
Group Actual API Change API Score
2004-05 2005-06 2006-07 2007 All Students at the School -18 25 0 658 African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic) -35 54 -16 673 Socioeconomically Disadvantaged
English Learners N/A N/A
Students with Disabilities N/A N/A
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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 English-language arts (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 at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.AYP Overall and by Criteria 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. Overall Yes Yes Participation Rate - English-Language Arts Yes Yes Participation Rate - Mathematics Yes Yes Percent Proficient - English-Language Arts Yes Yes Percent Proficient - Mathematics Yes Yes API Yes Yes Graduation Rate Yes Yes |
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Completion of High School Graduation Requirements Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2006-07 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.All Students 80% African American 57% Asian N/A Hispanic or Latino N/A White (not Hispanic) N/A |
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Courses for University of California and/or California State University Admission This table displays for the most recent year two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.Students Enrolled in Courses Required for UC/CSU Admission 0 Graduates Who Completed All Courses Required for UC/CSU Admission 0 |
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Advanced Placement Courses This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.Computer Science N/A English N/A Fine and Performing Arts N/A Foreign Language N/A Mathematics N/A Science N/A Social Science N/A All courses 0
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College Admission Test Preparation Course Program This section provides information about the school's college admission test preparation course program. SAT is available for 11th and 12th grade students; PSAT is available for 10th grade students. |
| XI. Instructional Planning and Scheduling School Instruction and Leadership This section provides information about the structure of the school's instructional program and the experience of the school’s leadership team. The support of parents and community plays an important role in the success of students in our school. Also important is the leadership provided by school staff. Staff is dedicated to providing the best possible education for our students; the quality of instruction is directly related to the high standard of student achievement. |
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Professional Development This section provides information about the program for training the school's teachers and other professional staff. Curricular development is an ongoing process. Teachers are required to use State Standards to plan curriculum for their disciplines; teachers recognize that State assessments are based on the student’s proficiency in learning State Standards. SRDCS will continue to work on improving the quality of student work, with on-going coaching by the Tehama County Department of Education Curriculum specialists.
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Instructional Minutes This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.
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Minimum Days in School Year The section provides 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. 36 – every Friday for field studies, and day prior to Thanksgiving Holiday; longer than average days on Monday – Thursday assure state requirements are met. |
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