Gravenstein Community Day School
School Accountability Report Card
Reported for School Year 2002-2003 Published During 2003-2004
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/datasources.asp. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02.
School Information
District Information
School Name
Gravenstein Community Day
District Name
Gravenstein Union Elementary
Principal
Carole Read
Superintendent
Linda J. LaMarre
Street
3840 Twig Avenue
3840 Twig Ave.
City, State, Zip
Sebastopol, CA 95472-
Sebastopol, CA 95472-5750
Phone Number
707-823-5361
707-823-7008
FAX Number
707-823-0478
707-823-2108
Web Site
www.grav.k12.ca.us
E-mail Address
cread@grav.k12.ca.us
llamarre@grav.k12.ca.us
CDS Code
49-70714-6119655
SARC Contact
School Description and Mission Statement
There are three schools within Gravenstein Union School District. Gravenstein Elementary is a K-5 school. Hillcrest Middle School is a 6th-8th grade school. Gravenstein Union Community Day School (up through 8th grade) is an alternative school that is on the same property as Gravenstein Elementary School. We also have a Creative Arts Magnet Program (REACH) housed at the Hillcrest campus for grades 4-8. 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 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
Contact Person Name
Contact Person Phone Number
Linda LaMarre or Jackie Moreira 707-823-7008 or 707-829-9568
I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
0
Grade 9
Grade 1
Grade 10
Grade 2
Grade 11
Grade 3
Grade 12
Grade 4
Ungraded Secondary
Grade 5
Grade 6
1
Grade 7
Grade 8
2
Ungraded Elementary
Total Enrollment
4
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
0.0
Hispanic or Latino
50.0
American Indian or Alaska Native
Pacific Islander
Asian
White (Not Hispanic)
Filipino
Multiple or No Response
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
Date Last Discussed with Staff
The School Safety Plan includes a physical tour of the campus by staff and parents, a review of the fire alarm system by the Superintendent, Principal and Lead Custodian/Maintenance and the latest legal components.
School Programs and Practices that Promote a Positive Learning Environment
1. Gravenstein Schools Foundation
2. REACH Foundation
3. School Site Council
4. Quality Improvement Committee
5. After School Sports Programs
6. Extensive Intramural Program at lunchtime (Hillcrest)
7. Music Specialist for all grades, includes instrumental, choral and drama
8. Academic and Good Behavior Reward Incentives
9. Teen Issues Program (Hillcrest)
10. On-going Staff Development
11. Learning Labs at both sites
12. Before and After School Child Care
13. Before and After School Enrichment and Tutorial Programs (Jazz Band, Art, Tutoring, Spanish)
14. Accelerated Math
15. District Preschool on the Elementary Campus
16. Smallest Class size in the Sebastopol area
17. Highest API of all elementary schools in the Sebastopol area
18. Hillcrest Middle School and Gravenstein Elementary are CALIFORNIA DISTINGUISHED SCHOOLS
19. Hillcrest Middle School consistently ranks as one of the top Middle Schools in Sonoma County
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2001
2002
2003
Number of Suspensions
Rate of Suspensions
Number of Expulsions
Rate of Expulsions
School Facilities
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 for landscaping and beautification ideas.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level and the percent of students not tested can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
Subject
State
English Language Arts
53
52
57
30
32
35
Mathematics
43
51
31
Science
27
History/Social Science
22
28
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
African- American
White (not Hispanic)
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Reading
72
71
61
44
45
74
64
55
50
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (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 one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
API Base Score
API Growth Score
Growth Target
Actual Growth
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
API Subgroups - Socioeconomically Disadvantaged
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
N/A
Eligible for II/USP
n/a
---
Applied for II/USP Funding
Received II/USP Funding
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
Groups
All Students
African American
Students with Disabilities
IV. School Completion (Secondary Schools) California High School Exit Exam (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.
Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (Grades 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates. V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS.
Grade
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
K
3
5
6
K-3
3-4
4-8
2.00
Other
Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area as reported by CBEDS. Class Size Reduction Participation California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
Percent of Students Participating
100%
VI. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
Teachers with Full Credential (full credential and teaching in subject area)
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Highly Qualified Teachers The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers. Therefore, the requirement that LEAs include these data will not apply to reports published during the 2003-04 school year.
The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year.
Professional Qualifications of Teachers
The teacher has a SDAIE and permanent credential.
Teacher Evaluations
Probationary teachers are observed and evaluated yearly. Tenured teachers are observed and evaluated every other year unless a teacher has an unsatisfactory evaluation, in which case the evaluation is yearly. We believe that the students of GUSD deserve the best teachers that are possible. The district hires, places and evaluates teachers according to that philosophy.
Substitute Teachers
GUSD has experienced little to no difficulty obtaining qualified substitute teachers to cover classes for teachers who are absent. Teachers maintain a substitute folder for replacement staff so that students will benefit from each school day.
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE. The data represents support staff for the district.
Psychologist .20 FTE
School Nurse .20 FTE
Speech Therapist .50 FTE
Learning Lab Assistants 2.0 FTE
Community Day School 1.0 FTE
Teen Issues Counselors .20 FTE for Hillcrest and Community Day only
Special Education teachers 2.0 FTE
VII. Curriculum and Instruction School Instruction and Leadership
The quality of the instructional programs and leadership at Hillcrest Middle School has been recognized by the state as a California Distinguished School. The Reading Language Arts Program is Open Court 2002 for K-5 and McDougall Littel for grades 6-8. The Math program is Harcourt Brace 2001. Hundreds of volunteers are involved in the school programs and support activities.
Professional Development
Professional development for teachers (and some instructional assistants) has included: SDAIE training for teachers of English Learners (45 hours) completed in June of 2003. 90% of the Gravenstein staff has had 40 hours of training for the Language Arts adoption. 8 hours of training has been provided (thus far) for McDougall Littel.
Quality and Currency of Textbooks and Other Instructional Materials
All textbooks in the core subjects are current adoptions.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
64,800
7
8
9
10
11
12
Total Number of Minimum Days
none
VIII. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2001-2002) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
28506
33848
Mid-Range Teacher Salary
43272
51197
Highest Teacher Salary
58161
57748
Average Principal Salary (Elementary)
74087
Average Principal Salary (Middle)
68541
Average Principal Salary (High)
Superintendent Salary
89610
94867
Percent of Budget for Teacher Salaries
42.18
38.70
Percent of Budget for Administrative Salaries
7.92
6.39
Expenditures (Fiscal Year 2001-2002) Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$2970270
$5905
$6444
$6719