| School Accountability Report Card Reported for School Year 2005-06 Published During 2006-07 |
| 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 at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state. |
I. About This School
Contact Information
This section provides the school's contact information.
| School | District | ||
|---|---|---|---|
| School Name | Lafayette Elementary | District Name | Eureka City Unified |
| Street | 3100 Park St. | Phone Number | 707-441-2400 |
| City, State, Zip | Eureka, CA 95501-1544 | Web Site | http://www.eurekacityschools.org |
| Phone Number | 707-441-2482 | Superintendent | Denise C. Jones |
| Principal | Kathleen Honsal | E-mail Address | jonesdc@eurekacityschools.org |
| E-mail Address | honsalk@eurekacityschools.org | --- | --- |
School Description and Mission Statement
This section provides information about the school's goals and programs.
| At Lafayette Elementary School, we take pride in our strong academic program and in our commitment to family and community. Education at Lafayette School is child-centered and focuses on teaming with parents to prepare our students for the future.
Our academic focus was writing. Many of our teachers attended the Step-Up to Writing workshops and were able to implement many of these ideas as part of our school-wide staff development. Our library houses the most extensive, up-to-date collection in Eureka. Students, staff, and parents check out over 25,000 books a year! Each classroom boasts access to the Internet through recently purchased computers and, in some classrooms, SmartBoard technology, which combines the functions of a white board, computer, and projector. Students have opportunities to participate in numerous after-school activities, including cross-country running, track and field, musical theater club, and our student council. Our daily after-school program offers help with homework and extra support for struggling readers. It also engages our students in sports activities, crafts, cooking, music, cultural explorations, and much more. At Lafayette, community involvement is strong. The PTA is an active, growing, integral part of our school and its functions. The School Site Council, made up of parents and members of the faculty, identifies common goals for school improvement. Our classroom teachers value parent and grandparent helpers. We want to work together with you to build confident learners. In the spring, work began on our Modernization Bond Projects. Plans indicated many upgrades including remodeled classrooms, library, restrooms, newly expanded office/teacher workroom, new kindergarten classrooms, new Learning Center/EAST science Lab, and upgrading our school entrance. Major Achievements:
Focus for Improvement:
Lafayette community involvement is strong. Our ongoing association with Alder Bay Senior Center has provided cross-generational learning opportunities for our students and our senior partners. The PTA is active, growing and an integral part of our school and its functions. The School Site Council works closely with the school to identify common goals for school improvement. Our classroom teachers value parent and grandparent helpers. We want to work together with you to build confident learners. Mission Statement: Lafayette Elementary, a respectful family community, is committed to inspiring the academic, social and personal success of all students by providing a challenging and meaningful curriculum honoring the uniqueness of each child. |
Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.
| Lafayette School welcomes parent involvement! We encourage parents to volunteer in classrooms, on field trips, or in our school library. We also welcome parents to become involved in some of the decision making groups on campus such as; School Site Council, Gifted and Talented Education (GATE) advisory group, and English Language Advisory Council. In addition, our PTA (Parent, Teacher Association) is actively seeking out new members. Many new events are being planned to bring parents into our school. Lafayette is a wonderful school with a very dedicated and caring staff. Please come visit us; we would love to show you around. If you have any questions, please don’t hesitate call. |
Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.
| Grade Level | Number of Students | Grade Level | Number of Students |
|---|---|---|---|
| Kindergarten | 48 | Grade 8 | 0 |
| Grade 1 | 63 | Ungraded Elementary | 0 |
| Grade 2 | 49 | Grade 9 | 0 |
| Grade 3 | 59 | Grade 10 | 0 |
| Grade 4 | 45 | Grade 11 | 0 |
| Grade 5 | 65 | Grade 12 | 0 |
| Grade 6 | 0 | Ungraded Secondary | 0 |
| Grade 7 | 0 | Total Enrollment | 329 |
Student Enrollment by Group
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 | Group | Percent of Total Enrollment |
|---|---|---|---|
| African American | 4.3 | White (not Hispanic) | 69.0 |
| American Indian or Alaska Native | 14.3 | Multiple or No Response | 0.0 |
| Asian | 4.0 | Socioeconomically Disadvantaged | 60.5 |
| Filipino | 0.6 | English Learners | 7.0 |
| Hispanic or Latino | 7.9 | Students with Disabilities | 13.0 |
| Pacific Islander | 0.0 | --- | --- |
Average Class Size and Class Size Distribution (Elementary)
This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
| Grade Level | 2003-04 | 2004-05 | 2005-06 | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Avg. Class Size | Number of Classrooms | Avg. Class Size | Number of Classrooms | Avg. Class Size | Number of Classrooms | |||||||
| 1-20 | 21-32 | 33+ | 1-20 | 21-32 | 33+ | 1-20 | 21-32 | 33+ | ||||
| K | 17.0 | 3 | 18.0 | 3 | 16.0 | 3 | ||||||
| 1 | 18.3 | 3 | 19.5 | 2 | 19.0 | 3 | ||||||
| 2 | 20.0 | 2 | 20.0 | 2 | 20.0 | 2 | ||||||
| 3 | 19.0 | 4 | 18.0 | 2 | 18.7 | 3 | ||||||
| 4 | 28.0 | 2 | 29.0 | 2 | 26.0 | 1 | ||||||
| 5 | 29.0 | 2 | 29.0 | 2 | 27.5 | 2 | ||||||
| 6 | ||||||||||||
| K-3 | 20.0 | 1 | 10.0 | 3 | 18.0 | 1 | ||||||
| 3-4 | ||||||||||||
| 4-8 | 28.0 | 1 | 17.0 | 1 | 24.0 | 1 | ||||||
| Other | ||||||||||||
Participation in the Class Size Reduction Program
This table displays the percent of students in kindergarten trough grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program.
| Grade Level | Percent of Students Participating | ||
|---|---|---|---|
| 2003-04 | 2004-05 | 2005-06 | |
| K | 100 | 100 | 100 |
| 1 | 100 | 100 | 100 |
| 2 | 100 | 100 | 100 |
| 3 | 100 | 100 | 100 |
II. School Climate
School Safety Plan
This section provides information about the school's comprehensive safety plan.
| Our Safe Schools Plan was updated in Spring 2007. The Key objectives of our plan included goals for Social Climate and Physical Environment. This plan was presented to our School Site Council on June 13, 2007 where it was discussed and approved by all members present. It was then sent to the Eureka City School Board for their approval. |
School Discipline Practices
This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies.
| Lafayette provides a safe, positive environment for our students to grow and learn. At the beginning of each school year, the school rules and procedures are discussed with each class. Students are aware of the expectations for their behavior and are encouraged to go to an adult if they have problems or concerns. Our 5th graders help create a positive climate on the playground through their participation as “Peace Partners”. Through conflict mediation these students help students discuss their problems before it escalates. Our school psychologist has several “Friendship Clubs” which he runs for students who have had a difficult time making positive connections with peers.School rules and playground rules are visible for all to read. Monitors on the playground interact with students in positive ways including helping to organize Healthy Play activities. |
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.
| Rate | School | District | ||||
|---|---|---|---|---|---|---|
| 2003-04 | 2004-05 | 2005-06 | 2003-04 | 2004-05 | 2005-06 | |
| Suspensions | 21 | 16 | 30 | 643 | 588 | 671 |
| Expulsions | 0 | 0 | 0 | 17 | 9 | 10 |
III. School Facilities
School Facility Conditions and Improvements
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.
| During the summer of 2006, our school facilities went through modernization. Our school library was moved to an updated facility with lots more room for books. Two new kindergarten classes were opened and our kindergarten play area was expanded to include a grassy area for children to play. The “Learning Center” now houses our Resource Room, Speech Therapist and School Psychologist. It serves as a center for student learning and many students enjoy coming to the center for extra help. Many of our classrooms received modernization funds to replace the floor, ceiling and walls. Students returned in the fall to find newly painted classrooms ready for the first day of school. We also received new lighting for our hallways which provide much needed light during our night time activities. Our cafeteria received a new floor. Our projects for summer 2007, include an upgrade of our school office (new floors, ceiling, counters and storage.) Two storage closets were be torn down to make our office feel more open and welcoming. Our staff room will also receive a new floor, walls, ceiling, lighting and sink and cabinets. The multipurpose room’s windows which face the front of the school will be replaced. The traffic flow in front of the school is a work in progress. We have eliminated several parking spaces in order to create a better flow of traffic. This will be looked at continually to modify as needed. |
School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.
| Item Inspected | Facility in Good Repair | Repair Needed and Action Taken or Planned | |
|---|---|---|---|
| Yes | No | ||
| Gas Leaks | x | ||
| Mechanical Systems | x | Heater in room 5 is waiting on parts. | |
| 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 | |||
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 | District | ||
|---|---|---|---|---|
| 2003-04 | 2004-05 | 2005-06 | 2005-06 | |
| With Full Credential | 20 | 19 | 18 | 262 |
| Without Full Credential | 0 | 0 | 0 | 0 |
| Teaching Outside Subject Area of Competence | --- | |||
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 | 2004-05 | 2005-06 | 2006-07 |
|---|---|---|---|
| Misassignments of Teachers of English Learners | |||
| Total Teacher Misassignments | |||
| Vacant Teacher Positions |
Core Academic Classes Taught by NCLB 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 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 | 83.3 | 16.7 |
| All Schools in District | 84.0 | 16.0 |
| High-Poverty Schools in District | 94.0 | 6.0 |
| Low-Poverty Schools in District | 0.0 | 0.0 |
Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.
| Eureka City Schools is committed to utilizing fully credentialed teachers as substitutes when the regular teacher is unavailable. This ensures that a competent teacher is in the classroom at all times. When necessary, emergency credential status is requested. |
Teacher Evaluation Process
This section provides information about the procedures and the criteria for teacher evaluations.
| The evaluation of probationary teachers and permanent teachers is conducted according to state guidelines. Appraisal of teachers’ performance is tied directly to the California Standard for the Teaching Profession (CSTP) that includes: • Engaging and Supporting all Students in Learning • Creating and Maintaining Effective Environments for Learning • Understanding and Organizing Subject Matter for Student Learning • Planning Instruction and Designing Learning Experiences for All Students • Assessing Student Learning Support for beginning teachers is available through the Beginning Teacher Support and Assessment program (BTSA). Based on the CSTP, support for the beginning teacher is specific and evidence based. Attention to learning environment, content standards, formative assessment, reflective practice, and collaboration allows the beginning teacher to focus upon what and how the students are learning. |
V. Support Staff
Academic Counselors and Other Support Staff
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
| Title | Number of FTE Assigned to School | Average Number of Students per Academic Counselor |
|---|---|---|
| Academic Counselor | 0.4 | |
| Library Media Teacher (Librarian) | --- | |
| Library Media Services Staff (paraprofessional) | 1.0 | --- |
| Psychologist | 0.4 | --- |
| Social Worker | --- | |
| Nurse | 0.2 | --- |
| Speech/Language/Hearing Specialist | 1.0 | --- |
| Resource Specialist (non-teaching) | 1.0 | --- |
| Other | --- |
VI. Curriculum and Instructional Materials
Quality, Currency, and Availability of Textbooks and Instructional Materials
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials.
| Core Curriculum Area | Quality, Currency, and Availability of Textbooks and Instructional Materials | Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials |
|---|---|---|
| Reading/Language Arts | x | 0 |
| Mathematics | x | 0 |
| Science | x | 0 |
| History-Social Science | x | 0 |
| Foreign Language | x | 0 |
| Health | x | 0 |
| Science Laboratory Equipment (grades 9-12) |
VII. School Finances
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
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 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/.
| Level | Total Expenditures Per Pupil | Expenditures Per Pupil (Supplemental) | Expenditures Per Pupil (Basic) | Average Teacher Salary |
|---|---|---|---|---|
| School Site | ||||
| District | --- | --- | $54,430 | |
| Percent Difference - School Site and District | --- | --- | ||
| State | --- | --- | $4,743 | $54,823 |
| Percent Difference - School Site and State | --- | --- |
Types of Services Funded
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.
| Lafayette is a Title I school. We also receive funds through SLBIG, EIA, ELAP, GATE, and Title V. We use these funds to support our categorical programs and supplemental services. Our budget is submitted to the site council and district for their approval. |
Teacher and Administrative Salaries (Fiscal Year 2004-05)
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 can 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.
| Category | District Amount | State Average For Districts In Same Category |
|---|---|---|
| Beginning Teacher Salary | $34,000 | $36,796 |
| Mid-Range Teacher Salary | $47,932 | $54,062 |
| Highest Teacher Salary | $62,000 | $68,679 |
| Average Principal Salary (Elementary) | $74,987 | $83,916 |
| Average Principal Salary (Middle) | $89,326 | $86,752 |
| Average Principal Salary (High) | $96,526 | $92,915 |
| Superintendent Salary | $140,000 | $121,387 |
| Percent of Budget for Teacher Salaries | 40.1 | 40.2 |
| Percent of Budget for Administrative Salaries | 7.0 | 5.8 |
VIII. Student Performance
California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
CST 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).
| Subject | School | District | State | ||||||
|---|---|---|---|---|---|---|---|---|---|
| 2004 | 2005 | 2006 | 2004 | 2005 | 2006 | 2004 | 2005 | 2006 | |
| English-Language Arts | 34 | 34 | 31 | 39 | 41 | 44 | 36 | 40 | 42 |
| Mathematics | 49 | 53 | 50 | 45 | 46 | 50 | 34 | 38 | 40 |
| Science | 27 | 30 | 33 | 33 | 40 | 39 | 25 | 27 | 35 |
| History-Social Science | 31 | 34 | 36 | 29 | 32 | 33 | |||
CST Results by Student Group - Most Recent Year
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.
| Group | Percent of Students Scoring at Proficient or Advanced | |||
|---|---|---|---|---|
| English- Language Arts | Mathematics | Science | History- Social Science | |
| African American | 27 | 64 | * | |
| American Indian or Alaska Native | 32 | 38 | 23 | |
| Asian | 17 | 42 | * | |
| Filipino | * | * | ||
| Hispanic or Latino | 0 | 40 | * | |
| Pacific Islander | ||||
| White (Not Hispanic) | 35 | 54 | 32 | |
| Male | 31 | 55 | 39 | |
| Female | 30 | 43 | 27 | |
| Economically Disadvantaged | 29 | 44 | 31 | |
| English Learners | 0 | 19 | * | |
| Students with Disabilities | 14 | 34 | * | |
| Students Receiving Migrant Education Services | ||||
Norm-Referenced Test (NRT)
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: 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
This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.
| Subject | School | District | State | ||||||
|---|---|---|---|---|---|---|---|---|---|
| 2004 | 2005 | 2006 | 2004 | 2005 | 2006 | 2004 | 2005 | 2006 | |
| Reading | 46 | 62 | 43 | 49 | 50 | 51 | 43 | 41 | 42 |
| Mathematics | 59 | 66 | 62 | 59 | 62 | 62 | 51 | 52 | 53 |
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.
| Group | Percent of Students Scoring at or Above the National Average | |
|---|---|---|
| Reading | Mathematics | |
| African American | * | * |
| American Indian or Alaska Native | * | * |
| Asian | * | * |
| Filipino | ||
| Hispanic or Latino | * | * |
| Pacific Islander | ||
| White (not Hispanic) | 49 | 71 |
| Male | 50 | 68 |
| Female | 33 | 54 |
| Economically Disadvantaged | 40 | 60 |
| English Learners | * | * |
| Students with Disabilities | * | * |
| Students Receiving Migrant Education Services | ||
Local Assessment Results
Districts may choose to administer their own academic assessments in reading and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard.
| Grade Level | Reading | Mathematics | ||||
|---|---|---|---|---|---|---|
| 2004 | 2005 | 2006 | 2004 | 2005 | 2006 | |
| K | 90 | 89 | 92 | 92 | 82 | 94 |
| 1 | 81 | 75 | 81 | 93 | 88 | 98 |
| 2 | 66 | 73 | 72 | 81 | 92 | 90 |
| 3 | 66 | 94 | 58 | 78 | 78 | 74 |
| 4 | 62 | 64 | 54 | 67 | 74 | 50 |
| 5 | 67 | 55 | 60 | 68 | 61 | 63 |
California Physical Fitness Test Results
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 the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can 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.
| Grade Level | Percent of Students Meeting Fitness Standards |
|---|---|
| 5 | 31.7 |
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.
| API Rank | 2003-04 | 2004-05 | 2005-06 |
|---|---|---|---|
| Statewide | 6 | 6 | 5 |
| Similar Schools | 8 | 8 | 4 |
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 | ||
|---|---|---|---|---|
| 2003-04 | 2004-05 | 2005-06 | 2006 | |
| All Students at the School | -2 | 7 | -11 | 735 |
| African American | ||||
| American Indian or Alaska Native | ||||
| Asian | ||||
| Filipino | ||||
| Hispanic or Latino | ||||
| Pacific Islander | ||||
| White (not Hispanic) | 7 | 16 | -9 | 753 |
| Socioeconomically Disadvantaged | -16 | 23 | -2 | 718 |
| English Learners | -- | -- | ||
| Students with Disabilities | -- | -- | ||
State Award and Intervention Programs
This section will contain information about the school's participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report.
| |
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)
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.
| 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 | Yes |
| API | Yes | Yes |
| Graduation Rate | N/A | No |
Federal Intervention Program
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/.
| Indicator | School | District |
|---|---|---|
| Program Improvement Status | Not in PI | Not In PI |
| First Year of Program Improvement Implementation | ||
| Year in Program Improvement | ||
| Number of Schools Currently in Program Improvement | --- | 1 |
| Percent of Schools Currently in Program Improvement | --- | 7.7 |
X. 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.
| State adopted curriculum for all core subjects are taught at Lafayette. Supplemental services and support programs are in place for our English Language Learners, Special Education students, and students performing at the basic, below basic and far below basic level. We utilize the Student Study Team model to explore ways to meet the needs of individual students who struggle academically or socially. Ideas are discussed and put into place. Referrals for testing are made when appropriate.
Teachers are familiar with the state curriculum standards and incorporate them into their lessons. This year our teachers in grades 2-5 have participated in Universal Access. This program ability groups our students for additional instruction in language arts to meet the needs of our of our students from ELL to GATE. The principal has been an administrator for Eureka City Schools for 12 years. She has been an elementary teacher, mentor teacher, assistant principal and principal. She has provided leadership in the area of curriculum development and worked with Lafayette’s leadership team to provide direction for their collaboration days. |
Professional Development
This section provides information about the program for training the school's teachers and other professional staff.
| Lafayette teachers have participate in 3 Buy-Back staff development days. One day is site based, one day is district based and the last is a teacher option for staff development. Our site based buy-back day focused on The Responsive Classroom model, and analyzing student assessment. The district buy-back day focused on EL Strategies and curriculum development.
During the school year many of our teachers attended Step Up to Writing, and Response to Intervention workshops. Both of these programs have been very resourceful for our teaching this year. Teachers also had release time to work on curriculum development with by grade levels to align their curriculum with instruction and Universal Access. Many teachers remarked that this was a very valuable time to work together and plan. |
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.
| Grade Level | Instructional Minutes | |
|---|---|---|
| Offered | State Requirement | |
| K | 54,745 | 36,000 |
| 1 | 51,145 | 50,400 |
| 2 | 51,145 | 50,400 |
| 3 | 51,145 | 50,400 |
| 4 | 55,075 | 54,000 |
| 5 | 55,075 | 54,000 |
Minimum Days in School Year
This 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.
| 14 minimum days include 12 days for parent conferences (6 in the fall and 6 in the spring), a day to prepare for school modernization projects and the last day of school. |