School Accountability Report Card Reported for School Year 2007-08 (Published During 2008-09)

Executive Summary School Accountability Report Card, 2007-08
Gravenstein Community Day School
Address:	3840 Twig Ave. , Sebastopol CA 95472	Phone:	707-823-7008
Principal:	Linda LaMarre	Grade Span:	K  - 8

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

There are three schools within Gravenstein Union School District. Gravenstein Union Community Day School is a K-8 Alternative School funded as a Necessary Small School. We have a District Policy that guides student placement into this program. We are convinced that all students can learn and that our mission is to ensure that each child masters the knowledge and develops the attitudes and skills necessary to become a contributing and productive citizen. We believe the education of our children is a cooperative effort of home, school and community. We provide a comprehensive program of education for grades K-8 and are grateful for our very supportive and caring parents. Specifically, we the Gravenstein Union School District are dedicated to academic excellence and the cultivation of individual strengths and talents in a caring and cooperative environment. Our sense of community fosters a high level of ethical, responsible citizenship. State and district policies support our common goal. 

Student Enrollment

Group	Percent
African American	%
American Indian or Alaska Native	%
Asian	%
Filipino	%
Hispanic or Latino	%
Pacific Islander	%
White (not Hispanic)	%
Multiple or No Response	%
Socioeconomically Disadvantaged	%
English Learners	%
Students with Disabilities	%

Total Number of students

3

Teachers

Indicator	Teachers
Teachers with full credential	1
Teachers without full credential	0
Teachers Teaching Outside Subject Area of Competence
Misassignments of Teachers of English Learners
Total Teacher Misassignments

School Facilities

Summary of Most Recent Site Inspection

The following Items have been listed as “in good repair”:

Mechanical Systems

Windows/Doors/Gates/Fences

Interior Surfaces

Hazardous Materials

Structural Damage

Fire Safety

Electrical

Drinking Fountains

Restrooms

Septic System

Playground/School Grounds

Roofs

Overall Cleanliness of the School

Repairs Needed

None as of December 2008. Our next site inspection is scheduled for January of 2009.

Corrective Actions Taken or Planned

None as of December 2008. Our next site inspection is scheduled for January of 2009.

Curriculum and Instructional Materials

Core Curriculum Areas	Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts	0%
Mathematics	0%
Science	0%
History-Social Science	0%
Foreign Language	0%
Health	0%
Visual and Performing Arts	0%
Science Laboratory Equipment (grades 9-12)	0%

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site
District
State	$5,300

Student Performance

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	100%
Mathematics	0%
Science	0%
History-Social Science	0%

Academic Progress

Indicator	Result
2008 Growth API Score (from 2008 Growth API Report)
Statewide Rank (from 2007 Base API Report)
2008-09 Program Improvement Status (PI Year)

2007-08 School Accountability Report Card Report (SARC)

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 SARC Web site. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access

DataQuest

DataQuest is an online data tool that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

Contact Information (School Year 2008-09)

This section provides the schools contact information.

School		District
School Name	Gravenstein Community Day	District Name	Gravenstein Union Elementary
Street	3840 Twig Ave.	Phone Number	707-823-7008
City, State, Zip	Sebastopol , CA 95472	Web Site	www.grav.k12.ca.us
Phone Number	707-823-7008	Superintendent	Linda LaMarre
Principal	Linda LaMarre	E-mail Address	llamarre@grav.k12.ca.us
E-mail Address	llamarre@grav.k12.ca.us	CDS Code	49-70714-6119655

School Description and Mission Statement (School Year 2007-08)

This section provides information about the school’s goals and programs.

There are three schools within Gravenstein Union School District. Gravenstein Union Community Day School (Kindergarten through 8^th grade) is an alternative school that is on the same property as Gravenstein Elementary School. Gravenstein Elementary is a K-5 school. Hillcrest Middle School is a 4^th-8^th grade school. We also have a Creative Arts Magnet Program (REACH) at both the Gravenstein and Hillcrest campus for grades K-8.

We are convinced that all students can learn and that our mission is to ensure that each child masters the knowledge and develops the attitudes and skills necessary to become a contributing and productive citizen. We believe the education of our children is a cooperative effort of home, school and community. We provide a comprehensive program of education for grades K-8 and are grateful for our very supportive and caring parents. Specifically, we the Gravenstein Union School District are dedicated to academic excellence and the cultivation of individual strengths and talents in a caring and cooperative environment. Our sense of community fosters a high level of ethical, responsible citizenship. State and district policies support our common goal.  

Opportunities for Parental Involvement (School Year 2007-08)

This section provides information about opportunities for parents to become involved with school activities.

Gravenstein Schools Foundation (GSF), Magnet Parent Foundation (MPF), School Site Council, volunteering in classrooms, and field trips are some of the opportunities available for parental involvement. Fundraising through the foundations and helping teachers in class are not the only methods used in volunteering. Many parents share their own talents as a doctor, dentist, scientist, artist, poet, foreign language specialist, physical fitness instructor, and more with classroom students.

Student Enrollment by Group (School Year 2007-08)

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
African American	%
American Indian or Alaska Native	%
Asian	%
Filipino	%
Hispanic or Latino	%
Pacific Islander	%
White (not Hispanic)	%
Multiple or No Response	%
Socioeconomically Disadvantaged	%
English Learners	%
Students with Disabilities	%

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	2005-06				2006-07				2007-08
	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
1
2
3
4
5
6
K-3
3-4
4-8
Other									3.0	1

III. School Climate

School Safety Plan (School Year 2007-08)

This section provides information about the school’s comprehensive safety plan.

The Comprehensive School Safety Plan includes a written plan comprised of all mandatory components, a physical tour of the campus to include some staff, school board members and parents, a review of the fire alarm system, and workshops attended by some of the district’s safety committee. 

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
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Suspensions				6.0	2.5	8.3
Expulsions				0.0	0.0	1.0

IV. School Facilities

Facility Conditions and Planned Improvements (School Year 2008-09)

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.

The Gravenstein School campus, which includes the facility for the Community Day School, was involved in a Modernization Project during 2007 and 2008. It is has just been completed. We work to provide facilities and grounds that reflect the community and provide a safe and attractive setting. The district works closely with the Gravenstein Schools Foundation and the Magnet Parent Foundation (MPF) for landscaping and beautification ideas. Funds have been assigned to this priority. The district has had more than one Eagle Scout project helping to work on the school grounds. Additionally, the Gravenstein School campus restrooms were cosmetically repaired during the summer of 2008. Some classrooms (which included the Community Day School, also received new classroom doors and windows during 2008.

School Facility Good Repair Status (School Year 2008-09)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected	Repair Status			Repair Needed and Action Taken or Planned
	Good	Fair	Poor
Gas Leaks	good
Mechanical Systems	good
Windows/Doors/Gates (interior and exterior)	good
Interior Surfaces (walls, floors, and ceilings)	good
Hazardous Materials (interior and exterior)	good
Structural Damage	good
Fire Safety	good
Electrical (interior and exterior)	good
Pest/Vermin Infestation	good
Drinking Fountains (inside and outside)	good
Restrooms	good
Sewer	good
Playground/School Grounds	good
Roofs	good
Overall Cleanliness	good

Overall Summary of School Facility Good Repair Status (School Year 2008-09)

This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected	Facility Condition
	Exemplary	Good	Fair	Poor
Overall Summary	Exemplary

V. 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 DataQuest Web site.

Teachers	School			District
	2005-06	2006-07	2007-08	2007-08
With Full Credential	1	1	1	30
Without Full Credential	0	0	0	1
Teaching Outside Subject Area of Competence	0	0	0	0

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	2006-07	2007-08	2008-09
Misassignments of Teachers of English Learners	0	0	0
Total Teacher Misassignments	0	0	0
Vacant Teacher Positions	0	0	0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2007-08)

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the NCLB Web site.

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	100.0	0.0
High-Poverty Schools in District
Low-Poverty Schools in District	100.0	0.0

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2007-08)

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	.20	N/A
Library Media Teacher (Librarian)		N/A
Library Media Services Staff (paraprofessional)	.20	N/A
Psychologist	.20	N/A
Social Worker		N/A
Nurse	.20	N/A
Speech/Language/Hearing Specialist	1.0	N/A
Resource Specialist (non-teaching)		N/A
Other		N/A

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008-09)

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	State-standards aligned textbooks and available to all students (Open Court 2002 (K-5) McDougal Littel 2002 (6-8))	0
Mathematics	State-standards aligned textbooks and available to all students (Harcourt Math (K-5) and CGP Math, Pre-Algebra, and Algebra 1 (6/7/8)	0
Science	State-standards aligned textbooks and available to all students (Houghton Mifflin 2007 for grades K-5) and McDougal Littel Science 2007 grades 6-8	0
History-Social Science	State-standards aligned textbooks and available to all students (Harcourt (K-5) and History Alive (6-8)	0
Foreign Language	State-standards aligned textbooks and available to all students (Glencoe Spanish 1)	0
Health	State-standards aligned textbooks and available to all students (Teen Health)	0

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)

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 school expenditures can be found at the Current Expense of Education Web page and teacher salaries can be found on the Certificated Salaries and Benefits Web page.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	N/A
District	N/A	N/A		$51065
Percent Difference – School Site and District	N/A	N/A
State	N/A	N/A	$5300	$54322
Percent Difference – School Site and State	N/A	N/A

Types of Services Funded (Fiscal Year 2007-08)

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

Narrative LEA Provided

Teacher and Administrative Salaries (Fiscal Year 2006-07)

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district’s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found on the Certificated Salaries and Benefits Web page.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$38877	$37322
Mid-Range Teacher Salary	$50974	$53824
Highest Teacher Salary	$68513	$67700
Average Principal Salary (Elementary)	$0	$85507
Average Principal Salary (Middle)	$0	$91421
Average Principal Salary (High)	$0	$
Superintendent Salary	$108440	$104993
Percent of Budget for Teacher Salaries	45.0 %	37.6 %
Percent of Budget for Administrative Salaries	5.6 %	6.4 %

IX. Student Performance

California Standards Tests

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page.

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
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English-Language Arts			*			72			46
Mathematics			*			71			43
Science						71			46
History-Social Science						59			36

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

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	*	*
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Male	*	*
Female
Economically Disadvantaged
English Learners
Students with Disabilities
Students Receiving Migrant Education Services

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

X. 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 API Web page.

API Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. 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	2005	2006	2007
Statewide
Similar Schools

“N/A”	means a number is not applicable or not available due to missing data.
“*”	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
“A”	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
“B”	6119655
“C”	means the school had significant demographic changes and will not have any growth or target information.
“D”	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
“E”	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

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			Growth API Score
	2005-06	2006-07	2007-08	2008
All Students at the School	N/A	N/A	N/A	N/A
African American	N/A	N/A	N/A	N/A
American Indian or Alaska Native	N/A	N/A	N/A	N/A
Asian	N/A	N/A	N/A	N/A
Filipino	N/A	N/A	N/A	N/A
Hispanic or Latino	N/A	N/A	N/A	N/A
Pacific Islander	N/A	N/A	N/A	N/A
White (not Hispanic)	N/A	N/A	N/A	N/A
Socioeconomically Disadvantaged	N/A	N/A	N/A	N/A
English Learners	N/A	N/A	N/A	N/A
Students with Disabilities	N/A	N/A	N/A	N/A

“N/A”	means a number is not applicable or not available due to missing data.
“*”	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
“A”	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
“B”	means the school did not have a valid 2007 Base API and will not have any growth or target information.
“C”	means the school had significant demographic changes and will not have any growth or target information.
“D”	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
“E”	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

Adequate Yearly Progress

The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Participation rate on the state’s standards-based assessments in English-language arts (ELA) and mathematics

Percent proficient on the state’s standards-based assessments in ELA and mathematics

API as an additional indicator

Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the AYP Web page.

AYP Overall and by Criteria (School Year 2007-08)

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	Yes
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	Yes	Yes
Percent Proficient - Mathematics	Yes	Yes
API	Yes	Yes
Graduation Rate	N/A	N/A

Federal Intervention Program (School Year 2008-09)

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 AYP Web page.

Indicator	School	District
Program Improvement Status		Not In PI
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement	N/A
Percent of Schools Currently in Program Improvement	N/A

Career Technical Education Participation (School Year 2007-08)

This table displays information about participation in the school’s CTE programs. 

Measure	CTE Program Participation
Number of the school’s pupils participating in CTE	LEA Provided
Percent of the school’s pupils completing a CTE program and earning a high school diploma	LEA Provided
Percent of school’s CTE courses sequenced or articulated between the school and institutions of postsecondary education	LEA Provided

Courses for University of California and/or California State University Admission (School Year 2007-08)

This table displays, for the most recent year, two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment, in and completion of, courses required for UC/CSU admission can be found at the DataQuest Web site.

UC/CSU Course Measure	Percent
Students Enrolled in Courses Required for UC/CSU Admission
Graduates Who Completed All Courses Required for UC/CSU Admission

XII. Instructional Planning and Scheduling

Professional Development

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.

10 days per year are early release days dedicated to staff development. That equals 30 school days being dedicated for staff development for the most recent three year period.