| 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 | Washington Elementary | District Name | Eureka City Unified |
| Street | 3322 Dolbeer St. | Phone Number | 707-441-2400 |
| City, State, Zip | Eureka, CA 95503- | Web Site | http://www.eurekacityschools.org |
| Phone Number | 707-441-2547 | Superintendent | Denise C. Jones |
| Principal | Lee Ann Lanning | E-mail Address | jonesdc@eurekacityschools.org |
| E-mail Address | lanningl@eurekacityschools.org | --- | --- |
School Description and Mission Statement
This section provides information about the school's goals and programs.
| Washington School has a proud tradition of academic excellence, coupled with many opportunities for creativity, exploration, and discovery. Our EAST grant has assisted our students in gaining experience with technology. We are fortunate to be part of an interactive science project where our fourth and fifth grade students can talk live with science experts through video conferencing.
In 2005–2006 Washington students continued to show excellent progress as measured by the Academic Performance Index (API), with an increase from 856 in 2004–2005 to 875 in 2005–2006. In addition, we were selected as an Honor School by the California Business for Education Excellence (CBEE) Foundation and Just for Kids-California (JFTK-CA) as one of 304 public schools in California to receive the title of 2005 Honor Roll school. Parents assist at learning centers, serve as crossing guards, re-shelve library books, participate in enrichment activities, and provide transportation for student field trips. The Washington School staff looks forward to an ongoing partnership with parents in the coming school year. In addition, we have partnerships with numerous community agencies who give their support for our children in a variety of ways enriching our students’ school experience. Major Achievements:
Focus for Improvement:
The Washington School staff looks forward to an ongoing partnership with parents in the coming school year. We welcome your involvement! Mission Statement: Washington Elementary School, rich in family involvement and academic excellence, will prepare and inspire each child to become a self-assured contributor to a global society, instilling a love of learning by providing an innovative, well balanced educational experience in a safe and nurturing environment. |
Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.
| Washington 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. Washington 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 | 72 | Grade 8 | 0 |
| Grade 1 | 59 | Ungraded Elementary | 0 |
| Grade 2 | 73 | Grade 9 | 0 |
| Grade 3 | 58 | Grade 10 | 0 |
| Grade 4 | 62 | Grade 11 | 0 |
| Grade 5 | 60 | Grade 12 | 0 |
| Grade 6 | 0 | Ungraded Secondary | 0 |
| Grade 7 | 0 | Total Enrollment | 384 |
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 | 4.7 | White (not Hispanic) | 77.3 |
| American Indian or Alaska Native | 6.8 | Multiple or No Response | 0.0 |
| Asian | 4.2 | Socioeconomically Disadvantaged | 39.0 |
| Filipino | 0.3 | English Learners | 3.0 |
| Hispanic or Latino | 6.5 | Students with Disabilities | 9.0 |
| Pacific Islander | 0.3 | --- | --- |
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 | 18.0 | 4 | 18.7 | 3 | 18.0 | 4 | ||||||
| 1 | 19.7 | 3 | 19.3 | 4 | 19.7 | 3 | ||||||
| 2 | 20.0 | 2 | 19.3 | 3 | 18.4 | 5 | ||||||
| 3 | 20.0 | 3 | 19.3 | 3 | 19.3 | 3 | ||||||
| 4 | 30.5 | 2 | 31.0 | 3 | 31.0 | 2 | ||||||
| 5 | 29.5 | 2 | 29.5 | 2 | 30.0 | 2 | ||||||
| 6 | ||||||||||||
| K-3 | 20.0 | 1 | ||||||||||
| 3-4 | ||||||||||||
| 4-8 | ||||||||||||
| 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 school will be a safe, nurturing environment where students can develop the character and communication skills that are a foundation for high academic achievement and future success. Our goals are to create and enhance a climate of mutual respect among students, improve safety and convenience of student drop-off and pick-up, and update school disaster plan to reflect changes in school facilities and staffing. We have worked throughout the school year to revise and improve our school safety plan procedures including monthly or more often drills. Our staff have reviewed the plan and worked on changes during staff meetings. The plan was reviewed by our SITE council on May 24, 2007. |
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.
| At Washington, we have implemented the Second Step curriculum which is being taught by our school psychologist in both of our fifth grade classes and one of our fourth grade classes as part of violence prevention programs, responsive classroom strategies are implemented in both fourth grade classes on a daily structured basis and in several other classes in a more informal manner, Healthy Play principles and activities occur in most classrooms. All classes participate in Too Good for Drugs and Growth & Development program via a structured schedule of instruction. In addition, our students who qualify are supported through programs such as our Homeless Education program, our Newcomers program and our Indian Education tutorial program. |
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 | 8 | 9 | 8 | 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.
| Our school underwent a multi million modernization of facilities which was completed at the end of last school year. This included ADA compliance, upgrading our technology and electrical infrastructure, new flooring for our cafeteria and a new office and staff building. Our grounds are well maintained by our own grounds people as well as community support due to the community use of our fields for sporting events. |
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 | ||
| 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 | 19 | 20 | 21 | 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 | 100.0 | 0.0 |
| 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 | 0.2 | |
| Library Media Teacher (Librarian) | --- | |
| Library Media Services Staff (paraprofessional) | 0.7 | --- |
| Psychologist | --- | |
| Social Worker | --- | |
| Nurse | 0.2 | --- |
| Speech/Language/Hearing Specialist | 0.5 | --- |
| Resource Specialist (non-teaching) | 0.8 | --- |
| 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.
| Services provided by categorical funds include additional classroom teacher support for classes with the greatest student need via a literacy technician are funded by Title 1 funds. A reading intervention teacher works with identified students is funded by Title 1 funds. Our library technician is in part funded by EIA funds. GATE categorical funds are used to support GATE students. In addition to differentiated instruction, GATE students have attended a GATE symposium and GATE classes in accordance to our district GATE plan. SLIBG funds support instruction in a variety of ways including materials and supplies, technology, student fieldtrips, staff development/workshops, library materials and items needed as addressed in the school library plan. Support staff may be partially funded out of categorical funds supporting students by assisting in having a positive school wide environment and supporting student safety. The fiscal benefit of the school wide program school is that our multi-tiered model of intervention during school and our extended learning program can be funded either by a single source of funding or by a consolidation of multiple local, state and district funding sources blended together to support the program. Students served by this extended leaning program will be the students most in need of the service, regardless of and with no reference to Title 1 status. |
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 | 57 | 58 | 64 | 39 | 41 | 44 | 36 | 40 | 42 |
| Mathematics | 69 | 77 | 81 | 45 | 46 | 50 | 34 | 38 | 40 |
| Science | 48 | 67 | 73 | 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 | 75 | 83 | ||
| American Indian or Alaska Native | 59 | 88 | * | |
| Asian | 58 | 83 | * | |
| Filipino | * | * | ||
| Hispanic or Latino | 58 | 75 | * | |
| Pacific Islander | * | * | ||
| White (Not Hispanic) | 64 | 81 | 77 | |
| Male | 55 | 81 | 72 | |
| Female | 72 | 82 | 75 | |
| Economically Disadvantaged | 52 | 75 | 72 | |
| English Learners | * | * | ||
| Students with Disabilities | 13 | 30 | * | |
| 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 | 60 | 53 | 65 | 49 | 50 | 51 | 43 | 41 | 42 |
| Mathematics | 75 | 72 | 86 | 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) | 67 | 84 |
| Male | 65 | 82 |
| Female | 65 | 92 |
| Economically Disadvantaged | 58 | 80 |
| 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 | 93 | 87 | 87 | 92 | 87 | 96 |
| 1 | 89 | 88 | 81 | 93 | 92 | 88 |
| 2 | 91 | 90 | 93 | 91 | 91 | 93 |
| 3 | 66 | 71 | 73 | 84 | 88 | 90 |
| 4 | 82 | 83 | 88 | 88 | 91 | 93 |
| 5 | 90 | 83 | 89 | 77 | 89 | 80 |
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 | 13.3 |
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 | 8 | 9 | 9 |
| Similar Schools | 6 | 9 | 9 |
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 | 26 | 32 | 19 | 875 |
| African American | ||||
| American Indian or Alaska Native | ||||
| Asian | ||||
| Filipino | ||||
| Hispanic or Latino | ||||
| Pacific Islander | ||||
| White (not Hispanic) | 14 | 38 | 11 | 877 |
| Socioeconomically Disadvantaged | 9 | 48 | 48 | 830 |
| 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.
| Washington school is implementing a Response To Intervention model with a three Tiered approach. All staff has received ongoing staff inservicing on Response to Intervention. A team of three teachers, school psychologist and administrator attended a two day workshop regarding levels of intervention to “Catch Them Before They Fail”. Following the workshop, teachers collaborated on what strategies they are currently using and what additional strategies could they implement this year. Our strategic thinking at the district level involved representation from all five elementary schools and focused on a three tiered intervention model including a tentative three year plan for implementation. Our three tiered intervention model is based on a Response to Intervention model. Tier One addresses the needs of the majority of students needing intervention will have such intervention done in the general education classroom by the general education teacher and could include such instructional strategies as differentiated lessons, pre-teaching/re-teaching particular concepts as examples. Tier Two of our model addresses those students who do not respond to Tier One interventions. These identified students are further assessed, have on-going monitoring, are part of a Preliminary Student Study team process, parent involvement and receive targeted instruction in the deficit skill area. Student receives additional time and may be provided the service after school. Our Tiered Three addresses those students who do not show anticipated growth in our Tier Two interventions. A Student Study Team is held to determine whether or not the student should be referred for special education services. Part of Washington school implementation included the revamping of our Student Study Team process to the Preliminary Student Study team as the first step in addressing school wide issues of literacy which would be addressed by a school literacy team approach. Supplemental curriculum has been purchase to further support CORE curriculum for our most at risk students. Curriculum purchased is scientific research based according to documentation. In addition, several purchases of presenter/projectors have been made and are now in at least one class per grade level. Utilizing innovative technology to support implementation of instruction is a goal of Washington School as another way to actively engage all students in learning and another way to improve the achievement of individual students and the overall instructional program. Educational software is another way Washington school is supporting all students’ learning. This year, the district purchased Accelerated Reader, Accelerated Mathematics and Earobics grades K – 5 in addition to 12 more computers for Washington, digital printers and scanners so students can access the educational software both during the school day and as a part of our academic after school support program. All three programs have ongoing assessment, ongoing monitoring and review of progress by each child’s teacher as part of the programs. |
Professional Development
This section provides information about the program for training the school's teachers and other professional staff.
| High quality and ongoing professional development is provided for all Washington Elementary School teachers, principals and paraprofessional staff. Staff development is coordinated at the district level. Certificated staff development occurs prior to the beginning of the school year and is ongoing throughout the school year. Classified paraprofessional staff development is coordinated through our adult education program and is in modular’s relating to particular employment strands. Pupil personnel staff receives ongoing staff development along with the classified personnel. Our county office of education provides on-going staff development addressing certificated personnel, classified personnel, pupil personnel services personnel, parents, and administrators. In addition, site support for all personnel to receive ongoing staff development is provided. Staff development requests must be aligned to professional in-services which will assist staff to enable all children to meet state and district academic content standards. |
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 | 54,750 | 36,000 |
| 1 | 51,150 | 50,400 |
| 2 | 51,150 | 50,400 |
| 3 | 51,150 | 50,400 |
| 4 | 55,300 | 54,000 |
| 5 | 55,300 | 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.
| 13 minimum days include 12 days for parent conferences (6 in the fall and 6 in the spring) and the last day of school. |