Graves Elementary School District Graves School

[Pages:7]Graves Elementary School District

Graves School

2009-10 School Accountability Report Card

Grades Kindergarten through Eight

15 McFadden Road Salinas, CA 93908 (831) 422-6392

Rosemarie Grounds Principal/

Superintendent

Graves School Board

Mirna Cuentas, President Alicia Cuentas, Clerk

Yolanda Zepeda, Member

Principal's Message

As the principal I am proud of Graves School and welcome this opportunity to tell you more about us. Our School Accountability Report Card (SARC) is designed to provide you with a snapshot of information about our school program and students.

We are fortunate to have a hardworking, dedicated staff, committed to teaching and ensuring that all students have the best learning opportunities. We believe in a student-centered approach, which provides an atmosphere in which students grow in self-esteem, acquire knowledge, and develop qualities which will contribute to an improved society.

Graves School is more than just a school; it is a community. A community that prides itself on its effort to manage the school through a shared decision making model that includes input from staff as well as parents. We encourage parents to partner with us in our endeavors to provide the very best learning experience for our children. We welcome visitors on our campus for many different reasons including Back to School Night, Open House, Parent-teacher conferences and other special events. We are very proud of our fine traditions at Graves School.

District Mission Statement

Graves School is dedicated to providing an educational foundation for all its students through creating a wonderful learning environment for students. The staff, parents, Board members, and the community, take great pride in preparing students for academic excellence and nurturing personal, social and intellectual growth. The school believes in small class sizes that will give each child a chance to achieve a safe and healthy environment, which will enhance their learning ability.

Community and District Profile

Graves School District is a one-site district located in a rural agricultural area of Salinas, in Monterey County. The City of Salinas, with a population of nearly 150,000 residents, is the heart of the Salinas Valley, known as "The Salad Bowl of the World" for the wide selection of produce grown in the fertile valley. The area is also well known for its missions, situated along "El Camino Real," the John Steinbeck Center and Festival, and the worldclass wines the region has produced in recent years.

The school's small size allows for teachers to provide each student with individual attention to ensure academic success. During the 2009-10 school year, 36 students were enrolled in grades kindergarten through eight. Student body demographics are illustrated in the chart.

Student Enrollment by Ethnic Group

2009-10

Percentage

African American

0.0%

American Indian

0.0%

Asian

0.0%

Filipino

0.0%

Hispanic or Latino

88.9%

Pacific Islander

2.8%

White

0.0%

Two Or More

8.3%

None Reported

0.0%

Discipline & Climate for Learning

Students at Graves School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy and acceptance of others. The goal of Graves School's discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Discipline issues are dealt with on an individual basis, and due to the school's small size, discipline problems are rare. Graves School has not suspended or expelled any students in the last three years.

Parents and students are informed of school rules and discipline policies at the beginning of each school year through notices sent to the homes of all students, as well as during parent/teacher conferences. Any updates or changes to policies are communicated to both parents and students.

Graves Elementary School

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Graves school does not offer any extracurricular activities due to it's small size. Students are encouraged to participate in activities within their communities.

Students are honored for attendance as well as their achievements in academics, athletics, and citizenship throughout the school year. Since the school is so small, students are recognized individually on a regular basis.

Community & Parent Involvement

The parents of Graves School students are actively involved in all aspects of their child's education, which greatly benefits the child as well as the school as a whole. Parents may join the Parent Teacher Club (PTC), which holds many fundraisers each year and organizes parent volunteers, in classrooms and for field trips. Parents may also serve on the School Site Council. For the 2009-10 school year, students at Graves School once again participated in the Just Run 3K and received first place for the highest participation rate in Monterey County of a school with less than 250 students.

Contact Information

Parents who wish to participate in Graves School's leadership teams, school committees, school activities, or become a volunteer may contact the main office at (831) 422-6392.

Attendance and Enrollment

Regular attendance at Graves School is a necessary part of the learning process and is critical to academic success. Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities, including proper notification of when and why students are absent. The chart illustrates enrollment at Graves School over the past three years.

Enrollment Trend by Grade Level

2007-08 2008-09 2009-10

K

4

5

4

1st

3

3

2

2nd

3

3

1

3rd

-

3

6

4th

8

-

3

5th

6

7

1

6th

5

7

7

7th

3

2

8

8th

6

3

4

The school monitors student attendance very closely, and the Connect Ed (automated voice) makes phone calls to the parents of absent students as necessary. In the unlikely event that absences become excessive, the principal will send a letter home encouraging parents to see that their child is in attendance each day.

Students with persistent attendance and behavior problems may be referred to the Monterey County Office of Education School Attendance Review Board (SARB), which meets regularly with students and parents to evaluate the situation and alleviate the problems leading to truancy and behavior issues.

Curriculum Improvement

All curriculum development at Graves School revolves around the California State Content Standards and Frameworks. Teachers align classroom curriculum to ensure that all students either meet or exceed state proficiency levels. The writing and implementation of Graves School's curriculum is an ongoing process. The school's curriculum guides are updated regularly to align with the state standards, district goals, and the statewide assessment program.

Class Size

Parent volunteers and instructional aides assist teachers in the classroom. The table indicates the average class size by grade level, as well as the number of classes offered in reference to their enrollments.

K-3 4-8 Other

Class Size Distribution

Classrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

08 09 10 08 09 10 08 09 10 08 09 10

18 14 13 1 1 1 - - - - - -

- 19 20 - 1 1 - - - - - -

20 - - 1 - - - - - - - -

Textbooks & Instructional Materials

Graves School held a Public Hearing on September 20, 2010 and determined that the school has sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English Learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. All textbooks and instructional materials used within the school are aligned with the California State Frameworks, State Board of Education and district standards. The selection process involves teachers, administrators, district support personnel, and parents. The district follows the State of California's Textbook Adoption Cycle, which requires every school site to review textbooks in each curriculum area within a sevenyear cycle; the goal is to replace textbooks at the rate of one subject area per year. Textbooks currently in use at Graves School are displayed in the chart.

Grade Levels

K-6 7th-8th

K-6 7th-8th

K-5 6th-8th

K-5

6th-8th

District-Adopted Textbooks

Subject

Publisher

Adoption Year

Sufficient

Language Arts

Houghton Mifflin

2003

Yes

Mathematics

McDougal Littell

2003

Yes

Mathematics McGraw-Hill 2008

Yes

Reading/ Language Arts

Prentice Hall

2009

Yes

Science

Houghton Mifflin

2008

Yes

Science

Prentice Hall 2006

Yes

Social Science/ History

Houghton Mifflin

2008

Yes

Social

Science/

Pearson

2006

Yes

History

% Lacking

0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

0.0%

Additional Internet Access/Public Libraries

For additional research materials and Internet availability, students are encouraged to visit the Salinas public library, which contains numerous computer workstations.

Computer Resources

Each classroom has Promeathan Interactive Whiteboards to augment their instructional practices. Classrooms also contains four computers and a mini-library for student and teacher use, all of which have wireless Internet. In addition, a bond recently passed which will allow for new computers to replace outdated computers. Computer skills and concepts are integrated throughout standard curriculum.

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Students receive computer-assisted instruction on a regular schedule. Students have been trained on Microsoft Word, as well as integrating learning material with their textbooks on the Internet.

Counseling & Other Support Services

It is the goal of Graves School to assist students in their social and personal development as well as academics. The district provides special attention to students who experience difficulty achieving, coping with personal and family problems, decision making, or handling peer pressure. Support personnel are devoted to helping students deal with problems and assisting them to reach positive goals. Most support services including a psychologist are provided by the Monterey County Office of Education on an as-needed basis.

Special Education services are provided by Monterey County Office of Education. Students are served at other school sites according to their Individualized Education Plan (IEP). Services include a Resource Specialist Program (RSP) and Special Day Classes (SDC).

In addition, the teachers at Graves School are trained in CLAD (Cross-Cultural Language Acquisition Development) techniques. Students who are designated as English Language Learners (ELL) receive specialized instruction within the regular classroom. Assistance is provided in a one-on-one or small group setting, utilizing SRA Language for Learning (K-2), Language for Thinking (1-3), and Language for Writing (2-5) materials.

Staff Development

Staff members build teaching skills and concepts by participating in many conferences and workshops throughout the year. Three staff development days are offered annually, where teachers are offered a broad-based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies.

Teacher Assignment

Graves School recruits and employs the most qualified credentialed teachers. For the 2009-10 school year, Graves School had two fully credentialed teachers who met all credential requirements in accordance with State of California guidelines. Graves School supports efforts made by teachers and other certificated school staff in attaining additional education and training through local colleges and universities for their personal growth as well as for the benefit of the school. Both teachers have a CLAD (Cross-Cultural Language Acquisition Development) certificate.

Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for the entire year.

Teacher Credential Status

School

07-08 08-09

Fully Credentialed

1

2

Without Full Credentials

1

0

Working Outside Subject

0

0

09-10 2 0 0

District 09-10

2 0 0

Misassignments/Vacancies

08-09 09-10 10-11

Misassignments of Teachers of English Learners

0

0

0

Misassignments of Teachers (other)

0

0

0

Total Misassignments of Teachers

0

0

0

Vacant Teacher Positions

1

0

0

Highly Qualified Teachers

The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as "Highly Qualified" no later than the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor's Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.

Data Sources

Data within the SARC was provided by Graves Elementary School District, retrieved from the 2009-10 SARC template, and/or located on Dataquest (http:// data1.cde.dataquest). Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention.

NCLB Compliant Teachers

% of Core Academic Courses

Taught By NCLB Compliant Teachers

School

100.0%

District

100.0%

High-Poverty Schools in District

0.0%

Low-Poverty Schools in District

0.0%

% of Core Academic Courses Taught By Non-NCLB Compliant Teachers

0.0%

0.0%

0.0%

0.0%

Student Achievement & Testing

Student achievement is Graves School's highest priority. A comprehensive assessment and accountability plan has been developed to ensure that information regarding student performance is used to continuously improve the instructional program and to communicate with parents about their child's achievement.

Physical Fitness

In the spring of each year, Graves School is required by the state to administer a Physical Fitness Test to all students in fifth and seventh grades. The Physical Fitness Test measures each student's ability to perform fitness tasks in six major areas. Students who either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the "Healthy Fitness Zone" (HFZ). Due to the number of students tested at each grade level, scores are not available.

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California Standards Test

The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).

The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/language arts, mathematics, social science, and science, for the most recent threeyear period. The second 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. For results on course specific tests, please see http:// star.cde..

California Standards Test (CST)

Subject

School

District

State

2008 2009 2010 2008 2009 2010 2008 2009 2010

English/Language Arts

52

54

58

52

54

58

46

50

52

Mathematics

45

61

58

45

61

58

43

46

48

Science

25

*

*

25

*

*

46

50

54

History/Social Science

*

*

*

*

*

*

36

41

44

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

California Standards Test (CST)

Subgroups

Subject

English/ Language

Arts

Mathematics

Science

History/ Social Science

All Students - District

58

58

*

*

All Students - School

58

58

*

*

African American

*

*

*

*

American Indian

*

*

*

*

Asian

*

*

*

*

Filipino

*

*

*

*

Hispanic or Latino

59

55

*

*

Pacific Islander

*

*

*

*

Caucasian

*

*

*

*

Males

50

50

*

*

Females

69

69

*

*

Socioeconomically Disadvantaged

31

38

*

*

English Learners

*

*

*

*

Students with Disabilities

*

*

*

*

Migrant Education

*

*

*

*

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/ or subgroup.

Academic Performance Index

The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.

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).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.

The first table displays the school's API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the current Growth API at the school, district, and state level.

All Students

Growth API School 839

District 839

State 767

API School Results

07-08 08-09 09-10

Statewide Rank

7

6

5

Similar Schools Rank

N/A

N/A

-

All Students

Actual API Change

-6

-1

54

* Statewide and similar schools ranks are based on the first year listed. (Example: the 07-08 rank is

consistent with the 2007 school year.)

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Adequate Yearly Progress

No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/Language Arts (ELA) by 2014. Schools must demonstrate "Adequate Yearly Progress" (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:

? Participation rate on the state's standards-based assessments in ELA and mathematics.

? Percent proficient on the state's standards-based assessments in ELA and mathematics.

? API as an additional indicator. ? Graduation rate (for secondary schools).

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the table.

Made AYP Overall

Met AYP Criteria

Participation Rate Percent Proficient API School Results Graduation Rate

Adequate Yearly Progress (AYP)

School

District

Yes

Yes

English Language

Arts

Mathematics

English Language

Arts

Mathematics

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

N/A

N/A

N/A

N/A

National Assessment of Educational Progress

The National Assessment of Educational Progress (NAEP) is an evaluation that is representative of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., basic, proficient, and advanced) and the participation of Students with Disabilities (SD) and English Language Learners (ELL) is reported based on three levels (identified, excluded, and assessed). Detailed information regarding the NAEP results for each grade, performance level, and participation rate can be found on the National Assessment of Educational Progress webpage at nationsreportcard. Reporting scores for each subject area is not available for the same year, reading scores reflect results from 2007 and mathematics scores reflect results from 2009.

National Assessment of Educational Progress

Reading and Mathematics Results for Grades 4 & 8

By Performance Level - All Students

Average Scale Score

% at Each Achievement Level

State

National

Basic

Proficient Advanced

Reading 2009 Grade 4

210

220

30

18

5

Reading 2009 Grade 8

253

262

41

20

2

Math 2009 Grade 4

232

239

41

25

5

Math 2009 Grade 8

270

282

36

18

5

National Assessment of Educational Progress Reading and Mathematics Results for

The first table displays the National Assessment of Educational Progress Results for reading (2007) and mathematics (2009) for grades four and eight by scale score and achievement level.

The second table displays the participation rates on the National Assessment of Educational Progress for reading (2007) and mathematics (2009) by students with disabilities and/or English Language Learners for grades four and eight.

NOTE: Only a sample group of California's schools and districts participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. The NAEP reflects state test results and is not reflective of either the district or the individual school.

Students with Disabilities (SD) and/or English Language Learners (ELL)

By Grades 4 & 8 and Participation Rate - All Students

Participation Rate

State

National

SD

ELL

SD

ELL

Reading 2008 Grade 4

73

95

71

84

Reading 2008 Grade 8

81

95

72

83

Math 2010 Grade 4

79

96

84

94

Math 2010 Grade 8

85

96

78

92

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.

Federal Intervention Programs

School

Program Improvement (PI) Status

Not in PI

First Year in PI

-

Year in PI (2010-11)

-

# of Schools Currently in PI

-

% of Schools Identified for PI

-

District Not in PI

0 0.00%

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School Facilities & Safety

Graves School, originally constructed in 1880, offers a safe and secure campus for students, staff, and visitors. The school is currently comprised of two classrooms, and a multi-purpose room which houses five additional computers. At the time of this publication, 100% of the school's restrooms were in working condition. The chart displays the results of the most recent school facilities inspection.

The safety of students is a priority of the school staff. Students are supervised throughout the day by teachers and instructional aides. There is a designated area for student drop-off and pick-up in front of the school. Visitors to the school must check in and out at the office.

Graves School's Site Safety Plan is revised each fall by the principal, teachers, and classified staff. Key elements of the Safety Plan include student and staff safety, as well as disaster procedures. Staff members have copies of the plan, and any revisions are communicated annually.

The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and State earthquake standards. Emergency drills are conducted on a regular basis throughout the school year; fire drills are held each month, earthquake drills are conducted quarterly, and intruder drills are practiced biannually. In the event of an emergency, the school's Disaster Preparedness Plan has clearly defined procedures to accommodate crisis situations and emergency supplies are available.

Cleaning Process

Graves School provides a safe and clean environment for students, staff, and volunteers. A joint effort between students and staff helps keep the campus clean and litter-free in addition to a part-time night custodian.

School Facility Conditions

Date of Last Inspection: 09/02/2010

Overall Summary of School Facility Conditions: Exemplary

Items Inspected

Facility Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer)

X

Interior

X

Cleanliness (Overall Cleanliness, Pest/Vermin X Infestation)

Electrical

X

Restrooms/Fountains

X

Safety (Fire Safety, Hazardous Materials)

X

Structural (Structural Damage, Roofs)

X

External (Grounds,

Windows, Doors, Gates,

X

Fences)

Maintenance and Repair

A scheduled maintenance program is administered by the site staff and the facilities consultant. The principal works together with them to develop cleaning schedules that ensure a clean and safe school. Additionally, an operations and maintenance program is administered by Graves School District to ensure proper care, protection, and improvement for all classrooms and facilities. A work order process is used to ensure efficient service and highest priority to emergency repairs.

Deferred Maintenance Budget

The State School Deferred Maintenance Budget Program provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2010-11 school year, Graves School District does not have a deferred maintenance budget.

Expenditures & Services Funded

Graves Union School District spent an average of $9,992 to educate each student (based on 2008-09 audited financial statements). The chart provides a comparison of the school's per-pupil funding from unrestricted sources with other schools throughout the state.

Expenditures per Pupil School

Total Expenditures Per Pupil From Restricted Sources From Unrestricted Sources

District From Unrestricted Sources Percentage of Variation between School & District

State From Unrestricted Sources Percentage of Variation between School & State

$10,192 $2,213 $7,979

$7,979 0.00%

$5,681 40.45%

In addition to state funding, Graves School District receives state and federal funding for the following categorical, special education, and support programs:

? Federal ECIA/ESEA/IASA ? Instructional Materials ? School & Library Improvement ? Economic Impact Aid (EIA) ? Home-to-School Transportation ? Class Size Reduction (K-3) ? Educational Technology Assistance Grants

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Salary & Budget Comparison

State law requires comparative salary and budget information to be reported to the general public. For comparison purposes, the California Department of Education has provided average salary data from elementary school districts having below 1,000 Average Daily Attendance (ADA) throughout the state. The following information is based upon data from the 2008-09 school year, which is the most current data at the time of publication. The table illustrates California average teacher and administrative salaries.

Average Salary Information

Teachers - Principal - Superintendent

2008-09

District

State

Beginning Teachers

-

$38,905

Mid-Range Teachers

-

$56,504

Highest Teachers

-

$71,750

Elementary School Principals

-

$92,053

Middle School Principals

-

$95,666

High School Principals

-

$94,401

Superintendent

-

$111,055

Salaries as a Percentage of Total Budget

Teacher Salaries

33.9%

38.9%

Administrative Salaries

3.2%

6.8%

School Site Teacher Salaries

The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on 2008-09 financial statements).

Average Teacher Salaries School/District

School/District School & State

All Elementary School Districts Percentage of Variation

$53,349

$57,352 6.98%

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