Gravenstein Elementary School Accountability Report Card Reported for School Year 2004-05 Published During 2005-06
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) template 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/definitions05.asp Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available. More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.
I. General Information Contact Information Information about school and district contacts.
School Information
District Information
School Name
Gravenstein Elementary
District Name
Gravenstein Union Elementary
Principal
Linda J. LaMarre
Superintendent
Street
3840 Twig Ave.
City, State, Zip
Sebastopol, CA 95472-5750
Phone Number
707-823-5361
707-8223-7008
FAX Number
707-823-2108
Web Site
www.grav.k12.ca.us
E-mail Address
llamarre@grav.k12.ca.us
CDS Code
49-70714-6051742
SARC Contact
School Description and Mission Statement Information about the school, its programs, and its goals.
There are three schools within Gravenstein Union School District. Gravenstein Elementary is a K-5 school. Hillcrest Middle School is a 6-8th grade school with a Creative Arts Magnet Program for grades 4-8. 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 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 Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.
Contact Person Name
Contact Person Phone Number
Patricia Andersen, Gravenstein Schools Foundation (GSF) President at 664-0599 or Jan Tansil, REACH Parent Foundation (RPF) President
Linda LaMarre, Superintendent at 707-823-7008
II. Demographic Information Student Enrollment -- 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
55
Grade 9
0
Grade 1
39
Grade 10
Grade 2
45
Grade 11
Grade 3
50
Grade 12
Grade 4
48
Ungraded Secondary
Grade 5
51
Grade 6
Grade 7
Grade 8
Ungraded Elementary
Total Enrollment
288
Student Enrollment -- Racial and Ethnic Subgroups Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.
Racial and Ethnic Subgroup
Number of Students
Percent of Students
African American
5
1.7
Hispanic or Latino
33
11.5
American Indian or Alaska Native
Pacific Islander
1
0.3
Asian
7
2.4
White (Not Hispanic)
222
77.1
Filipino
2
0.7
Multiple or No Response
13
4.5
III. School Safety and Climate for Learning School Safety Plan Information about the currency and contents of the school's comprehensive safety plan.
Date of Last Review/Update
2-1-06
Date Last Discussed with Staff
Spring 2006 Staff Meetings
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.
School Programs and Practices That Promote a Positive Learning Environment Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.
17. Gravenstein Elementary School has ranked as the top elementary school in the Sebastopol area for the past two years.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted 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.
School
District
2003
2004
2005
Number of Suspensions
3
27
24
Rate of Suspensions
<1%
5%
Number of Expulsions
6
8
Rate of Expulsions
1%
IV. School Facilities School Facility Conditions -- General Information Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
One wing of Gravenstein School is involved in a Modernization Project anticipated to take place the summer of 2006. 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. Funds have been assigned to this priority. The district has had more than one Eagle Scout project helping to work on the school grounds.
School Facility Conditions -- Results of Inspection and Evaluation Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
Interim Evaluation Instrument Part
Facility in Good Repair
Deficiency and Remedial Actions Taken or Planned
Yes
No
Gas Leaks
yes
Mechanical Systems
Windows/Doors/Gates (interior and exterior)
Interior Surfaces (walls, floors, and ceilings)
Hazardous Materials (interior and exterior)
Structural Damage
Fire Safety
Electrical (interior and exterior)
Pest/Vermin Infestation
Drinking Fountains (inside and outside)
Restrooms
Sewer
Playground/School Grounds
Other
V. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade. 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. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency 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. CST -- All Students Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject
State
English-Language Arts
64
65
60
57
62
35
36
40
Mathematics
61
69
49
63
34
38
Science
52
25
History-Social Science
*
22
28
29
32
CST -- Racial and Ethnic Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
White (not Hispanic)
68
CST -- Other Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
Male
Female
English Learners
Economically Disadvantaged
Students With Disabilities
Migrant Education
66
41
70
67
37
17
Norm-Referenced Test (NRT) Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported 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. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. 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
58
59
43
76
NRT -- Racial and Ethnic Subgroups Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
NRT -- Other Subgroups Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
44
75
Local Assessment Data reported are the percent of students meeting or exceeding the district standard.
Writing
K
70%
65%
68%
4
80%
60%
9
10
11
12
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may 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.
Total
6.1
7.4
11.7
16.1
6.9
24.5
26.7
22.3
43.9
43.3
44.4
28.8
30.9
26.8
25.8
27.5
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 API Base 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. 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 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments. Statewide Rank: Schools receiving an API Base score are ranked in 10 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 schools most like it. API criteria are subject to change as new legislation is enacted. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal. API -- Schoolwide Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.
API Base Data
API Growth Data
2002
From 2002 to 2003
From 2003 to 2004
From 2004 to 2005
Percent Tested
100
99
API Base Score
786
834
847
API Growth Score
827
850
822
Growth Target
A
Actual Growth
16
-25
Statewide Rank
Similar Schools Rank
API -- Racial and Ethnic Subgroups Data reported are API Base and Growth scores and growth targets.
800
843
855
858
832
15
-23
API -- Socioeconomically Disadvantaged Subgroup Data reported are API Base and Growth scores and growth targets.
726
760
764
757
766
767
31
State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:
Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal. AYP All Criteria -- Schoolwide Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.
Schoolwide
All Students
AYP Participation Rates and Proficiency Levels -- Schoolwide and Subgroups Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "N/A" means that the student group is not numerically significant.
Schoolwide and Subgroups
N/A
Socioeconomically Disadvantaged
Students with Disabilities
VI. School Completion (Secondary Schools) California High School Exit Examination (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Examination (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. At that time, the data are expected to be disaggregated by special education status, English learners, socioeconomically disadvantaged 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 through 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 through 12 dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The graduation rate, included as one of the requirements of California's definition of Adequate Yearly Progress as required by the federal No Child Left Behind (NCLB) Act, 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. No data are available for this section VII. 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 size 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+
19.0
19.5
17.3
18.5
19.3
12.3
15.0
18.0
17.0
30.0
24.0
28.5
25.5
K-3
3-4
9.5
4-8
14.5
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. No data are available for this section Class Size Reduction Participation 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
VIII. Teacher and Staff Information Core Academic Courses Taught by NCLB Compliant Teachers For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.
Percent of Classes In Core Academic Subjects Taught by NCLB Compliant Teachers
This School
100.0
All Schools in District
High-Poverty Schools in District
Low-Poverty Schools in District
Teacher Credentials Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1." If a teacher works at two schools, he/she is counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.
Total Teachers
Teachers with Full Credential
Teachers Teaching Outside Subject Area (full credential teaching outside subject area)
Teachers in Alternative Routes to Certification (district and university internship)
Pre-Internship
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Misassignments Data reported are the number of placements of a certificated employee in a teaching or services position, including positions that involve teaching English learners, for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, the most currently available data are reported.
2006
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Teacher Education Level Data reported are the percent of teachers by education level, as reported by CBEDS.
Doctorate
0.0
Master's Degree plus 30 or more semester hours
13.3
16.7
Master's Degree
10.0
Bachelor's Degree plus 30 or more semester hours
80.0
56.7
Bachelor's Degree
6.7
Less than Bachelor's Degree
Vacant Teacher Positions Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. For the 2005-06 school year, the most currently available data are reported.
Vacant Teacher Positions
Teacher Evaluations Information about the procedures and criteria for teacher evaluations.
The probationary teachers are observed and evaluated yearly. The tenured teachers are observed and evaluated every other year unless a teacher has an unsatisfactory evaluation, in which case the evaluation is yearly. There is additional discussion in the teacher’s contract on this topic. 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 Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.
GUSD has experienced little to no difficulty in obtaining qualified substitute teachers to cover classes for teachers who are absent on a very short-term basis. 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 equal one FTE.
Counselor
.2
Librarian (Library Clerk)
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
.5
Resource Specialist (non-teaching) Learning Lab Assistants/Tutors
2.5
Other –Community Day School
1.0
Academic Counselors 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 equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Counselors (FTE)
Ratio of Students Per Academic Counselor
1/300
IX. Curriculum and Instruction School Instruction and Leadership Information about the structure of the school's instructional program and the experience of the school leadership team.
The quality of the instructional programs and leadership at Gravenstein School has been recognized by the state as a California Distinguished School. Qualified and submitted an application for California Distinguished School for 2006. Gravenstein has also been recognized with awards from the state for its state testing results. The Reading/Language Arts Program at Gravenstein is Open Court 2002. The Math program is a 2001 adoption-Harcourt Brace for grades K-5. Hundreds of volunteers are involved in the school programs and support activities. History-Social Studies materials will be purchased as soon as they are available in 2005-06 school year. Foreign Language (Spanish) texts will also be purchased during the 2005-06 school year if funding permits. Science materials will be adopted in 2006-07 school year or as soon as available.
Professional Development Information about the program for training the school's teachers and other professional staff.
Professional Development for teachers (and some instructional assistants) has included:
SDAIE training (45 hours of training for teachers of English Learners) completed in 2003.
Open Court 2002 AB 466 Training for all teachers Grades K-5 minimum of 40 hours of training- grade level specific for the Language Arts adoption.(ongoing)
Special Needs Training for Teachers and Assistants of Full-inclusion students, Autistism, Emotional Disturbance, and other special needs-ongoing through the school year - usually held at the Sonoma County Office of Education (ongoing)
Safety Training Athletic Director/PE Instructor trained to teach First Aide and CPR to staff and coaches (ongoing)
Safety Training Lead custodian/Maintenance personnel trained in some emergency procedures (ongoing) EMPOWER Training for all teachers and assistants/playground supervisors (August 2005)
Playground Safety training for all teachers and playground supervisors (August 2005)
Quality and Currency of Textbooks and Instructional Materials Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.
Core Curriculum Areas
Quality and Currency of Textbooks and Instructional Materials
Reading/Language Arts
State-standards aligned textbooks and available to all students (Open Court 2002)
State-standards aligned textbooks and available to all students (Harcourt Brace 2001)
Adoption 2006-07
Adoption 2005-06
Availability of Sufficient Textbooks and Instructional Materials Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.
Availability of Textbooks and Instructional Materials
History/Social Science
Foreign Language
Possible adoption 2005-06
Health
State-standards aligned textbook available to all students (Teen Health)
Science Laboratory Equipment (grades 9-12)
Instructional Minutes Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
50,400
36,000
54,945
54,000
58,068
64,800
Minimum Days in School Year 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.
There were 8 early release days during the 2004-05 school year primarily for common planning time for teachers. There will be 10 early release common planning/training days during the 2005-06 school year.
X. Postsecondary Preparation (Secondary Schools) Advanced Placement and International Baccalaureate Courses Data reported are the number of Advanced Placement (AP) and International Baccalaureate (IB) courses and classes offered, and the enrollment in various classes. The data for fine and performing arts include AP Art and AP Music, and the data for social science include IB Humanities. No data are available for this section XI. Fiscal and Expenditure Data Teacher and Administrative Salaries (Fiscal Year 2003-04) Data reported are the district salaries 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. Data are also reported for teacher and administrative salaries as a percent of a district's budget. Detailed information regarding salaries may 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/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$34,000
$34,395
Mid-Range Teacher Salary
$44,580
$50,164
Highest Teacher Salary
$59,918
$60,406
Average Principal Salary (Elementary)
$67,670
$78,686
Average Principal Salary (Middle)
$80,091
Average Principal Salary (High)
Superintendent Salary
$93,908
$101,695
Percent of Budget for Teacher Salaries
44.7
41.5
Percent of Budget for Administrative Salaries
7.8
District Expenditures (Fiscal Year 2003-04) Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.
State Average All Districts
Total Dollars Expended
Dollars Expended Per Student (ADA)
$2,978,460
$5,989
$6,643
$6,919
Types of Services Funded Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.
Learning Lab - available at both school campuses for intervention services or additional school-day tutoring. Special Education services are provided through the Learning Lab. The Learning Lab is funded by a variety of categorical and special education funds.
Tutoring - available for students who are non-proficient in language arts or math. Students are invited to attend free tutoring (at both campuses) for several weeks (generally begins in January through April). This program is funded through state categorical monies.
REACH Creative Arts Magnet Program – available by application for grades 4-8. The extra enrichment programs are funded through the REACH Parent Foundation (RPF).
Foreign Language (Spanish) class – available for all students at the middle school. This program is funded through the Gravenstein Schools Foundation (GSF) and REACH Parent Foundation (RPF). Spanish class is available at the Gravenstein campus from 8:00-8:45 am (before school) for a slight parent fee.
District-Operated Preschool – located on the Gravenstein campus and licensed for ages 2 - 5 yr. old children. The preschool is available for fee from 7 am - 6 pm.
District-Operated Daycare – located on the Gravenstein campus for school-age students. The daycare is available for fee from 7 am – 8:55 and 3:20-6:00 pm.
Summer School – This program is funded through state categorical monies for at-risk of retention students. Creative Arts Summer School is parent fee-based.