MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01CA95F2.F009D180" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01CA95F2.F009D180 Content-Location: file:///C:/D27B5C92/NorthStar.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" School Accountability Report Card (SARC)

= <= /p>

Executive Summary School Accountability Report Card, 2008-09

North Star Independent St= udy School

Add= ress: 

525 Independence Dr. , Sutter Creek   CA  9= 5685  

Pho= ne: 

209= -257-5150 

Principal: 

Peggy  Gardner  <= /o:p>

Grade Span: 

K - 12 

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and commun= ity members with a quick snapshot of school accountability. The data presented = in this report are reported for the 2008-09 school year, except the School Finances and School Completion data that are reported for the 2007-08 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 

North Star School is located on the alternative education campus for Amador Cou= nty Unified School District in Sutter Creek, California. We are an independent study school accredited by the Western Association of Schools and College= s.

 

North Star offers a kindergarten through twelfth grade curriculum aligned to st= ate and district academic standards. We serve students and families who may h= ave academic needs or special circumstances that cannot be accommodated in the regular school setting. Some of our families prefer to take a more active role in their children’s education by partnering with a North Star teacher to deliver instruction that is standards based and follows a rigo= rous course of study. Students receive individual attention from credentialed, highly qualified teachers in a program designed to meet their specific requirements. Teachers and parents work closely together to support stude= nts in achieving educational goals.

 

The North Star staff works diligently to deliver effective educational programs and set reasonable expectations for each student. North Star recognizes that a true partners= hip must be established between home and school in order to insure student su= ccess.

Student Enrollment 

Group 

Percent 

African American 

% 

American Indian or Alaska Native 

2.67 % 

Asian 

1.33 % 

Filipino 

% 

=

Hispanic or Latino 

5.33 % 

Pacific Islander 

% 

Multiple or No Response 

16.00 % 

Socioeconomically Disadvantaged 

20.00 % 

English Learners 

% 

Students with Disabilities 

10.00 % 

Total Number of Students 

75 

Teachers 

Indicator  <= o:p>

Teachers 

Teachers with full credential 

5 

Teachers without full credential 

0 

Teachers Teaching Outside Subject Area of Competence 

0 

Misassignments of Teachers of E= nglish Learners 

0

Total Teacher Misassignments  

  0

Student Performance 

Subject  <= /o:p>

Students Proficient and Above on California Standards Tests<= /span> 

Mathematics 

7%

Science 

21%

Academic Progress 

Indicator 

Result 

2009 Growth API Score (from 2009 Growth API Report) 

610 * 

Statewide Rank (from 2008 Base API Report) 

2 *  

2009-10 Program Improvement Status (PI Year) 

 

School Facilities 

Summary of Most Recent Site Inspection&nb= sp; 

North Star School received a rating of 96.25% on the most recent = site inspection using the State of California Facility Inspection Tool.  This indicates an overall rating= of GOOD.  A GOOD rating indicat= es that a school is maintained in good repair with a number of non-critical deficiencies noted.  These deficiencies are isolated and may result from minor wear and tear and are= in the process of being mitigated.

Repairs Needed&= nbsp;

Repairs needed are inclusive of: remediating ants, fixing a hummi= ng light fixtures and cleaning bathroom partitions.

Corrective Acti= ons Taken or Planned 

Repairs will be inclusive of fixing or replacing the light fixtur= e, cleaning the bathrooms and getting rid of the ants.

Curriculum and Instructional Materials 

Core Curricul= um 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 

Language of Liter= ature 2002 – 9th grade:

McDougal Littell

Language of Liter= ature 2002 – 10th

grade: McDougal <= span class=3DSpellE>Littell

Language of Liter= ature 2002 – American

Literature – McDougal Littell

Language of 2002 – British Literature-

McDougal Littell

All students have textbooks and instructional materials

0

Mathematics 

Algebra 1 – Prentice Hal= l

CPM Algebra<= /o:p>

Geometry – Prentice Hall

CPM Geometry=

Algebra II - Pren= tice Hall

CPM Algebra II

Pre-Calc/Trig = 211; Houghton Mifflin

CPM Analysis=

Calculus – Houghton Mifflin Calculus/

Single Variable

AP Calculus Hough= ton Mifflin Calculus/

Sin= gle Variable

All students have textbooks and instructional materials

0

Science 

Biology & Ag Biology – Glencoe:

Science Biology California Ed.

Physics – Glencoe: Science Physics

Principles & Problems

Chemistry – Science Chemistry Matter &

Change=

Life Science R= 11; Holt: Biology California

Edition

AP Biology – Pearson: AP Edition

Biology

Anatomy & Physiology: Mosby:

Anthony’s Textbook of Anatomy &

Physiology

 

All students have textbooks and instructional materials

0

History-Social Science 

Glencoe: World Geography 2005

Prentice Hall: Wo= rld History: The

Modern World 2007=

AP EURO: Western Civilization

AP U.S.: The Amer= ican Pageant

Government: McGraw Hill: Government:

Democracy in Acti= on

AP Government: Glencoe/McGraw Hill Government in America

Eco= nomics: New Ways of Thinking

 

All students have textbooks and instructional materials

0

Foreign Language 

Holt, Rinehart and Winston: Allez, Viens McDougal, Littell: En Es= panol!

 

All students have textbooks and instructional materials

0

Health 

West Educational Publishing: Health

Making Life Choices

 

All students have textbooks and instructional materials

0

Visual and Performing Arts 

Prentice Hall = 211; Art History

Meriwether Publis= hing – Everything

About Theatre

 

All students have textbooks and instructional materials

0

Science Laboratory Equipment (grades 9-12) 

All students have textbooks and instructional materials

Adequate

School Finances=  

Level 

Expenditures Per Pupil (Unrestricted Sources Only)&nb= sp;

School Site 

$6,170

District 

$5,917

State 

 $5,512

School Completion  

Indicator   <= o:p>

Result  

Graduation Rate 

87.1 % 

Postsecondary Preparation 

Measures 

Percent  <= /o:p>

Pupils Who Completed a Career Technical Education Program and Earned a High Scho= ol Diploma 

11%

Graduates Who Completed All Courses Required for University of California or Califo= rnia State University Admission 

4%

Level 

Result  =

Average Scale Score - State 

209 

Average Scale Score - National 

220 

Achievement Level - Basic 

 30%

Achievement Level - Proficient 

 18%

Achievement Level - Advanced 

 5%

NAEP Reading, Grade 8 

Level 

Result  =

Average Scale Score - State 

251 

Average Scale Score - National 

261 

Achievement Level - Basic 

 41%

Achievement Level - Proficient 

 20%

Achievement Level - Advanced 

 2%

NAEP Mathematics, Grade 4 

Level 

Result  =

Average Scale Score - State 

232 

Average Scale Score - National 

239 

Achievement Level - Basic 

 41%

Achievement Level - Proficient 

 25%

Achievement Level - Advanced 

 5%

NAEP Mathematics, Grade 8 

Level 

Result  =

Average Scale Score - State 

270 

Average Scale Score - National 

282 

Achievement Level - Basic 

 36%

Achievement Level - Proficient 

 18%

Achievement Level - Advanced 

 5%


School Accountability Report Card Reported for School Year 2008-09 Published During 2009-10

The School Accountability Report Card (SARC), which is required by law to be published annually, contains informa= tion about the condition and performance of each California public school. More information about SARC requirements is available on the California Departme= nt of Education (CDE) SARC Web= page. 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 located on th= e CDE DataQuest Web page that contains additional information about this school and compari= sons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports f= or 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 2009-10)=  

This section provides the schools con= tact information. 

School 

District  =

School Name 

North Star Independent Study  

District Name 

Amador County Unified  

Street 

525 Independence Dr.  

Phone Number 

209-223-1750 

City, State, Zip 

Sutter Creek  , CA  95685  

Web Site 

www.amadorcoe.org 

Phone Number 

209-257-5150 

Superintendent 

Dick  Glock 

Principal 

Peggy  Gardner  =

E-mail Address 

dglock@amadorcoe.k12.ca.us 

E-mail Address 

pgardner@amadorcoe.k12.ca.us 

CDS Code

03= - 73981- 0330050  =

School Description and Mission Statement (School= Year 2008-09) 

School Des= cription and Mission Statement (School Year 2008-09) 

The mission of North Star Independent Study School is to instill in its stude= nts the ability to think independently, to work autonomously or in a group, to utilize higher order thinking skills and to be able to fully realize their potential as productive and responsible adults in today’s society.<= o:p>

 

The school offers a standards-based kindergarten through twelfth grade curriculum leading to attainment of an accredited high school diploma. The delivery of instruct= ion is designed to meet the special requirements of students and families who= may have circumstances or needs that cannot be met in a regular school settin= g. Students receive individual attention from credentialed, highly qualified teachers in an instructional program designed to meet each student’s particular requirements. Teachers and parents work together to support students in achievement of educational goals.

Opportunities for Parental Involvement (School Y= ear 2008-09) 

Opportunit= ies for Parental Involvement (School Year 2008-09) 

North Star welcomes and enco= urages parent involvement, and we know that the partnership between family and school is an integral part of the success of the program. Parents serve on our School Site Council and participate in the decisions that affect our school. Parents are closely involved with students and teachers so that t= he learning process can continue throughout the week in a smooth and coherent manner.

Student Enrollment by Grade Level (School Year 2008-09) 

This table displays the number of students enrolled in each grade level at the school.=  

Grade Level 

Number of Students 

Kindergarten 

0 

Grade 1 

0 

Grade 2 

0 

Grade 3 

0 

Grade 4 

0 

Grade 5 

1 

Grade 6 

1 

Grade 7 

4 

Grade 8 

3 

Ungraded Elementary 

0 

Grade 9 

6 

Grade 10 

12 

Grade 11 

23 

Grade 12 

25 

Ungraded Secondary 

0 

Total Enrollment 

75 

Student Enrollment by Group (School Year 2008-09= ) 

This table displays the percent of students enrolled at the school who are identified = as being in a particular group. 

Group  <= /p>

Percent of Total Enrollment  <= o:p>

African American 

% 

American Indian or Alaska Native 

2.67 % 

Asian 

1.33 % 

Filipino 

% 

Hispanic or Latino 

5.33 % 

Pacific Islander 

% 

White (not Hispanic) 

74.67 % 

Multiple or No Response 

16.00 % 

Socioeconomically Disadvantaged 

20.00 % 

English Learners 

% 

Students with Disabilities 

10.00 % 

Average Class Size and Class Size Distribution (Secondary) 

Subject 

2006-07 

2007-08 

2008-09 

Avg. Class Size 

Number of Clas= srooms 

Avg. Class Size 

Number of Clas= srooms 

Avg. Class Size 

Number of Clas= srooms 

1-22  <= /span>

23-32 

33+ 

1-22  <= /span>

23-32 

33+ 

1-22  <= /span>

23-32 

33+ 

English 

24.0 

4 

0 

2 

 

<= /span>

 

0 

 

 

<= /span>

 

0 

 

Mathematics 

60.0 

<= /span>

 

 

1 

9.3 

9 

2 

 

8.8 

5 

1 

 

Science 

12.0 

4 

 

 

 

<= /span>

 

 

 

 

<= /span>

 

 

 

Social Science 

33.0 

1 

1 

3 

1.0 

1 

 

 

 

<= /span>

 

 

 

III. School Climate 

School Safety Plan (School Year 2008-09)&= nbsp;

This sect= ion provides information about the school's comprehensive safety plan.&n= bsp;

We review and correct all reported safety hazards immediately. We schedule t= ime during each staff meeting to discuss safety issues. We have developed a School Safety Plan that includes procedures and information for emergency situations. We have also formed a school Crisis Team for emergencies; all staff members have assignments on this team. We conduct safety drills routinely and review the School Safety Plan annually.

 

All visitors and volunteers = must sign in at the main office. Staff members will approach and question any person on campus who is not known or identified.

Suspensions and Expulsions 

This table displays the rate of suspensions and expulsions (the total number of incide= nts divided by the total enrollment) at the school and district levels for the = most recent three-year period. 

Rate  <= /span>

School 

District 

2006-07  =

2007-08  =

2008-09  =

2006-07  =

2007-08  =

2008-09  =

Suspensions 

<= span id=3D"SchSuspens0607_IIC">

0.0  

<= span id=3D"SchSuspens0708_IIC">

1.3  

<= span id=3D"SchSuspens0809_IIC">

0.0  

=

17.6  

=

11.4  

=

33.1  

Expulsions 

<= span id=3D"SchExpel0607_IIC">

0.0  

<= span id=3D"SchExpel0708_IIC">

0.0  

<= span id=3D"SchExpel0809_IIC">

0.0  

=

0.9  

=

0.3  

=

0.5  

School Facility Conditions and Planned Improveme= nts (School Year 2009-10) 

This sec= tion provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements. This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements. 

North Star School received a rating of 96.25% on the most recent = site inspection using the State of California Facility Inspection Tool.  This indicates an overall rating= of GOOD.  A GOOD rating indicat= es that a school is maintained in good repair with a number of non-critical deficiencies noted.  These deficiencies are isolated and may result from minor wear and tear and are= in the process of being mitigated.

School Facility= Good Repair Status (School Year 2009-10) 

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

<= o:p> 

PART III:  CATEGORY TOTALS AND RANKING (= round all calculations to two decimal places)

<= o:p>

TOTAL NUMBER OF AREAS EVALU= ATED

 

 

<= o:p>

CATEGORY TOTALS

A. SYSTEMS<= /b>

B. INTERIOR=

C. CLEANLINESS

D. ELECTRICAL

E. RESTROOMS/FOUNTAINS

F. SAFETY

G. STRUCTURAL

H. EXTERNAL=

GAS LEAKS

MECH/HVAC

SEWER

INTERIOR SURFACES<= /span>

OVERALL
CLEANLINESS

PEST/VERMIN INFESTATION<= /o:p>

ELECTRICAL<= /p>

RESTROOMS

SINKS/
FOUNTAINS

FIRE SAFETY=

HAZARDOUS
MATERIALS

STRUCTURAL
DAMAGE

ROOFS

PLAYGROUND/ SCHOOL GROUNDS

WINDOWS/DOORS/
GATES/FENCES

Number of "ü"s:

10

10

7

9

9

9

9

4

7

10

10

10

10

10

10

Number of "D"s:

0

0

0

1

1

1

1

0

0

0

0

0

0

0

0

10

Number of "X"s:

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Number of N/As:

0

0

3

0

0

0

0

6

3

0

0

0

0

0

0

Percent of System in Good Repair     Number of "ü"s divided by       &nbs= p;     (Total Areas - "NA"s)*<= /o:p>

100.00%

100.00%

100.00%

90.00%

90.00%

90.00%

90.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

Total Percent per Category
(average of above)*

100.00%

90.00%

90.00%

90.00%

100.00%

100.00%

100.00%

100.00%

Rank (Circle one)
GOOD =3D 90%= -100%
FAIR =3D 75%-89.99%
POOR =3D 0%-74.99%

GOOD
FAIR
POOR

GOOD
FAIR
POOR

GOOD
FAIR
POOR

GOOD
FAIR
POOR

GOOD
FAIR
POOR

GOOD
FAIR
POOR

GOOD
FAIR
POOR

GOOD
FAIR
POOR

 *Note: An extreme deficiency in a= ny area automatically results in a "poor" ranking for that category and a zero for "Total Percent per Category".<= /p>

OVERALL RATING:

DETERMINE AVERAGE PERCENTAGE OF 8 CATEGORIES ABOVE

<= o:p>

96.25%

SCHOOL RATING**

<= o:p>

Good

<= o:p> 
 

**For School Rating, apply the Percentage Range below to the average percentage determined above, taking into account the rating Description below.

 <= o:p> 

PERCENTAGE<= /b>

DESCRIPTION=

RATING<= /p>

99%-100%

Th= e school meets most or all standards of good repair. Deficiencies noted, if any, are not significant and/or impact a very s= mall area of the school.

EXEMPLARY

90%-98.99%<= /p>

Th= e school is maintained in good repair with a number of non-critical deficiencies noted. These deficiencies are isolated, and/or resulting from minor wear = and tear, and/or in the process of being mitigated.

GOOD

75.%-89.99%=

Th= e school is not in good repair. Some deficiencies noted are critical and/or widespread. Repairs and/or additional maintenance are necessary in several areas of the school site.

FAIR

0%-74.99%

Th= e school facilities are in poor condition. Deficiencies of various degrees have be= en noted throughout the site. Major repairs and maintenance are necessary throughout the campus.

POOR

V. Teachers 

Teacher Credentials 

This table displays the number of teachers assigned to the school with a full credenti= al, without a full credential, and those teaching outside of their subject area= of competence. Detailed information about teacher qualifications can be found = on the CDE Da= taQuest Web page. 

Teachers  <= /b>

School 

District  <= /b>

2006-07 

2007-08 

2008-09 

2008-09 

With Full Credential 

<= span id=3D"SFullCred0607_IVA">

5 

<= span id=3D"SFullCred0708_IVA">

6 

<= span id=3D"SFullCred0809_IVA">

5 

=

194 

Without Full Credential 

<= span id=3D"SNoCred0607_IVA">

0 

<= span id=3D"SNoCred0708_IVA">

0 

<= span id=3D"SNoCred0809_IVA">

0 

=

1 

Teaching Outside Subject Area of Competence 

LEA Provided

LEA Provided

LEA Provided

=

N/A 

Teacher Misassignments and Vacant Teacher Positions 

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of va= cant teacher positions (not filled by a single designated teacher assigned to te= ach the entire course at the beginning of the school year or semester). Note: T= otal Teacher Misassignments includes the number of <= span class=3DSpellE>Misassignments of Teachers of English Learners. 

Indicator  =

2007-08 

2008-09 

2009-10 

Misassignments of Teachers of E= nglish Learners  

0

0

0

Total Teacher Misassignments  

0

0

0

Vacant Teacher Positions 

0

0

0

Core Academic Classes Taught by No Child Left Be= hind Compliant Teachers (School Year 2008-09) 

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers in the school,= in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. High poverty schools are defined as th= ose schools with student participation of approximately 75 percent or more in t= he free and reduced price meals program. Low poverty schools are those with student participation of approximately 25 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page. 

Location of Classes 

Percent of Classes In Core Academic Subje= cts 

Taught by NCLB Compliant Teachers&= nbsp;

Taught by Non-NCLB Compliant Teachers 

This School  

95.0 

5.0 

All Schools in District  

98.0 

2.0 

High-Poverty Schools in District 

100 

0%

Low-Poverty Schools in District 

97.5 

2.5 

VI. Support Staff 

Academic Counselors and Other Support Staff (Sch= ool Year 2008-09) 

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  <= /p>

Number of FTE Assigned to School&nb= sp;

Average Number of Students per Academic Co= unselor 

Academic Counselor 

0.3 

300 

Library Media Teacher (Librarian) 

 

N/A 

Psychologist 

 

N/A 

Social Worker 

 

N/A 

Nurse 

 

N/A 

Speech/Language/Hearing Specialist 

 

N/A 

Resource Specialist (non-teaching) 

 

N/A 

Other 

 

 

VII. Curriculum and Instructional Materials 

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2009-10) 

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 

Language of Literature 2002 – 9th grade:

McDougal Littell

Language of Literature 2002 – 10th

grade: McDougal Littell

Language of Literature 2002 – American

Literature – McDougal Littell

Language of 2002 – British Literature-

McDougal Littell

All students have textbooks and instructional materials

0

Mathematics 

Algebra 1 – Prentice Hal= l

CPM Algebra

Geometry – Prentice Hall

CPM Geometry

Algebra II - Prentice Hall

CPM Algebra II

Pre-Calc/Trig – Houghton Mifflin

CPM Analysis

Calculus – Houghton Mifflin Calculus/

Single Variable

AP Calculus Houghton Mifflin Calculus/

Sin= gle Variable

All students have textbooks and instructional materials

0

Science 

Biology & Ag Biology – Glencoe:

Science Biology California Ed.

Physics – Glencoe: Science Physics

Principles & Problems

Chemistry – Science Chemistry Matter &

Change

Life Science – Holt: Biology California

Edition

AP Biology – Pearson: AP Edition

Biology

Anatomy & Physiology: Mosby:

Anthony’s Textbook of Anatomy &

Physiology

 

All students have textbooks and instructional materials

0

History-Social Science 

Glencoe: World Geography 2005

Prentice Hall: World History: The

Modern World 2007

AP EURO: Western Civilization

AP U.S.: The American Pageant

Government: McGraw Hill: Government:

Democracy in Action

AP Government: Glencoe/McGraw Hill Government in America

Eco= nomics: New Ways of Thinking

 

All students have textbooks and instructional materials

0

Foreign Language 

Holt, Rinehart and Winston: Allez, Viens McDougal, Littell: En Es= panol!

 

All students have textbooks and instructional materials

0

Health 

West Educational Publishing: Health

Making Life Choices

 

All students have textbooks and instructional materials

0

Visual and Performing Arts 

Prentice Hall – Art History

Meriwether Publishing – Everything

About Theatre

 

All students have textbooks and instructional materials

0

Science Laboratory Equipment (grades 9-12) 

All students have textbooks and instructional materials

Adequate

<= span style=3D'font-size:14.5pt'>VIII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2007-08)  

This tab= le displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and through= out 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 on the CDE Current Expense of Education & Per-pupil Spending Web page and teacher salaries can be found on the CD= E Certificated Salaries & Benefi= ts Web page. 

Level 

Total Expenditures Per Pupil 

Expenditures Per Pupil (Supplemental / Restricted) 

Expenditures Per Pupil (Basic / Unrestricted) 

Average Teacher Salary 

School Site 

$6170

$451

$4,291

$59,200

District 

$6170

$451

$5,917

$60,590 

Percent Difference – School Site and District 

0

0

12%

3%

State 

N/A 

N/A 

$5,512 

$60,994 

Percent Difference – School Site and State 

N/A 

N/A 

12%

3%

Types of Servic= es Funded (Fiscal Year 2008-09) 

This sec= tion provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sour= ces. 

The state of California is t= he primary source of funding for the Amador County Unified Schools. The dist= rict receives general funds for basic operation based on average daily attenda= nce figures. All student absences, regardless of the reason, result in lost funding to the district and, therefore, to the individual school site. Excessive absences can seriously affect school site budgets. General fund expenditure include salaries, benefits, books, supplies, equipment purcha= ses, maintenance and repair of facilities and equipment, transportation costs,= and utilities. The principal and school staff decides on how best to use a portion of the general fund money for site-specific purposes. State and federal programs sometimes designate certain funds for specific purposes.=

Teacher and Administrative Salaries (Fiscal Year 2007-08)

This tab= le displays district salaries for teachers, principals, and superintendents, a= nd 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 perc= ent of a district's budget, and compares these figures to the state averages for districts of the same type and size based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries & Benefi= ts Web page.

Category

District Amount

State Average For Districts In Same Cate= gory

Beginning Teacher Salary

$39,832

$38,941 

Mid-Range Teacher Salary

$57,405 

$59,686 

Highest Teacher Salary

$75,618 

$77,828 

Average Principal Salary (Elementary)

$81,394 

$94,258 

Average Principal Salary (Middle)

$83,853 

$98,271 

Average Principal Salary (High)

$91,587 

$104,869 

Superintendent Salary

$133,000 

$142,247 

Percent of Budget for Teacher Salaries

38.70 % 

38.20 % 

Percent of Budget for Administrative Salaries

6.20 % 

5.90 % 

Standardized Testing and Reporting Program  

The Standardized Testing and Reporting (STAR) Program consis= ts of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and = the California Alternate Performance Assessment (CAPA). The 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 two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and ten through eleven. The CAPA includes ELA, mathematics, and science in grades t= wo through eleven, and for science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs<= /span> with accommodations or modifications or the CMA with accommodations. The CMA includes ELA and mathematics for grades three through eight and science in grade five and is an alternate assessment that is based on modifiedachievement standards. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. Student scores= are reported as performance levels. Detailed information regarding the STAR Pro= gram results for each grade and performance level, including the percent of stud= ents not tested, can be found on the CDE Sta= ndardized Testing and Reporting (STAR) Results Web site. Program information regarding the STAR Program can be found in the Expla= ining 2008 STAR Program Summary Results to the Public guide. Note: Scores are= not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy o= r to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of= any individual student. 

Standardized Testing and Reporting Results for All Students – Three-Year Compariso= n 

This ta= ble displays the percent of students achieving at the Proficient or Advanced le= vel (meeting or exceeding the state standards). 

Subject  =

School  <= /b>

District 

State 

2006-07 

2007-08 

2008-09 

2006-07 

2007-08 

2008-09 

2006-07 

2007-08 

2008-09 

English-Language Arts 

33 

37 

30 

49 

52 

54 

43 

46 

50 

Mathematics 

4 

14 

7 

40 

43 

45 

40 

43 

46 

Science 

32 

23 

21 

46 

58 

53 

38 

46 

50 

History-Social Science 

13 

25 

13 

33 

43 

43 

33 

36 

41 

 

Note: Scores are not shown when the number of students teste= d is 10 or less because the number of students in this category is too small f= or statistical accuracy or privacy protection. In no case shall any group score be repor= ted that would deliberately or inadvertently make public the score or perform= ance of any individual student.

Standardized Testing and Reporting Results by St= udent Group (School Year 2008-09) 

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.&n= bsp;

Group 

= Percent of Students Scoring at Proficient or Advanced 

English-Lan= guage Arts 

Mathematics&nb= sp;

Science 

History-So= cial Science 

African American 

 

 

 

 

American Indian or Alaska Native 

* 

* 

* 

* 

=

Asian 

 

 

 

 

Filipino 

 

 

 

 

Hispanic or Latino 

* 

* 

* 

* 

Pacific Islander 

 

 

 

 

White (not Hispanic) 

29 

8 

24 

13 

<= span id=3D"P_VIIIB">

Male 

26 

15 

9 

20 

Economically Disadvantaged 

14 

0 

* 

6 

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.

California High School Exit Examination Results

The California High School Exit Exami= nation (CAHSEE) is primarily used as a graduation requirement. However, the grade = ten results of this exam are also used to establish the percentages of students= at three proficiency levels (not proficient, proficient, or advanced) in ELA a= nd mathematics in order to compute Adequate Yearly Progress (AYP) designations= as required by the federal NCLB Act of 2001. Detailed information regarding CA= HSEE results can be found at the CDE Calif= ornia High School Exit Examination (CAHSEE) Web site. Note: Scores are not sh= own when the number of students tested is ten or less, either because the numbe= r of students in this category is too small for statistical accuracy, or to prot= ect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California High School Exit Examination Results for All Students – Three-Year Comparison

This table displays the percent of st= udents achieving at the Proficient or Advanced level in ELA and mathematics.

Subject  

School   =

District   <= o:p>

State  

2006-07   =

2007-08  <= o:p>

2008-09  <= o:p>

2006-07  =

2007-08  =

2008-09  =

2006-07   <= o:p>

2007-08 

2008-09 

<= span id=3D"L_VIIIG">

English-Language Arts 

 

30.8 

* 

<= span id=3D"Dist_ELA_0607_VIIIG">

 

<= span id=3D"Dist_ELA_0708_VIIIG">

58.6 

<= span id=3D"Dist_ELA_0809_VIIIG">

60.6 

 

52.9 

52.0 

Mathematics  

 

25.0 

* 

<= span id=3D"Dist_Math_0607_VIIIG">

 

<= span id=3D"Dist_Math_0708_VIIIG">

55.8 

<= span id=3D"Dist_Math_0809_VIIIG">

55.6 

 

51.3 

53.3 

Note= : Scores are not shown when the number of students tested is 10 or less, either beca= use the number of students in this category is too small for statistical accura= cy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performan= ce of any individual student.

California High School Exit Examination Results = by Performance Level for Student Groups – Most Recent Year <= /o:p>

This table displays the percent of students, by group, achie= ving at each performance level in English language-arts and mathematics for the = most recent testing period. 

Group  

English  

Mathematics &n= bsp;

Not Proficient  

Proficient &nb= sp;

Advanced   =

Not Proficient  

Proficient &nb= sp;

Advanced   =

All Students  

* 

* 

* 

* 

* 

* 

Male 

* 

* 

* 

* 

* 

* 

Female 

* 

* 

* 

* 

* 

* 

African American 

* 

* 

* 

* 

* 

* 

American Indian or Alaska Native 

* 

* 

* 

* 

* 

* 

Asian 

* 

* 

* 

* 

* 

* 

Filipino 

* 

* 

* 

* 

* 

* 

Hispanic or Latino 

* 

* 

* 

* 

* 

* 

Pacific Islander 

* 

* 

* 

* 

* 

* 

=

White (not Hispanic) 

* 

* 

* 

* 

* 

* 

English Learners 

* 

* 

* 

* 

* 

* 

Socioeconomically Disadvantaged  

* 

* 

* 

* 

* 

* 

Students Receiving Migrant Education Services 

* 

* 

* 

* 

* 

* 

Students with Disabilities 

* 

* 

* 

* 

* 

* 

Note= : Scores are not shown when the number of students tested is 10 or less, either beca= use the number of students in this category is too small for statistical accura= cy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performan= ce of any individual student.

California Physical Fitness Test Results (School= Year 2008-09) 

<= span style=3D'font-size:9.0pt;color:black'>The California Physical Fitness Test = is administered to students in grades five, seven, and nine only. This table displays by gr= ade level the percent of students meeting fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons o= f a school’s test results to the district and state levels, may be found = on the CDE Physical Fitness Testing (PFT) Web page. Note: Scores are not shown when the number of students tested is ten 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.  

Grade Level&nb= sp;

Percent of Students Meeting Healthy Fitness Zones&n= bsp;

Four of Six Standards&nb= sp;

Five of Six Standards 

Six of Six Standards  =

5 

* 

* 

* 

7 

* 

* 

* 

9 

* 

* 

* 

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 on the CDE Academic Performance Index (API) Web page. 

Academic Performance Index Ranks – Three-Y= ear Comparison 

This table displays the school’= s statewide and similar schools API ranks. The statewide API rank ranges from one to te= n. A statewide rank of one means that the school has an API score in the lowest = ten percent of all schools in the state, while a statewide rank of ten means th= at the school has an API score in the highest ten 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 one means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of ten means that the school’s academic performance is better than at least 90 of the 100 similar schools. =

API Rank 

2006 

2007 

2008 

Statewide 

3 *  

3 *  

2 *  

Similar Schools 

N/A  

N/A  

N/A  

 

"N/A"

means a number is not applicable or not available due to missing data. <= o:p>

"B"

means this is either an LEA or an Alternative Schools Accountability Model (ASA= M) school. Schools participating in the ASAM do not currently receive growth, target information, or statewide or similar schools rankings on this repo= rt in recognition of their markedly different educational missions and populations served. ASAM schools are covered under the Alternative Accountability system as required by Education Code Section 52052 and not= the API accountability system. However, API information is needed to comply w= ith the federal No Child Left Behind (NCLB) law. Growth, target and rank information are not applicable to LEAs.

"C"

means this is a special education school. Statewide and similar schools ranks a= re not applicable to special education schools.

" * "

means this API is calculated for a small school or a small LEA, defined as havi= ng between 11 and 99 valid STAR Program test scores included in the API. APIs based on small numbers of students are less reliable and therefore should= be carefully interpreted. Similar schools ranks are not calculated for small schools.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Academic Performance Index Growth by Student Gro= up – 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&n= bsp;

2006-07  <= /o:p>

2007-08  <= o:p>

2008-09  <= /o:p>

2009  <= /span>

All Students at the School 

2  

-3  

-25  

610 * 

African American 

 

 

 

 

American Indian or Alaska Native 

 

 

 

 

=

Asian 

 

 

 

 

Filipino 

 

 

 

 

Hispanic or Latino 

 

 

 

 

Pacific Islander 

 

 

 

 

White (not Hispanic) 

 

 

 

 

Socioeconomically Disadvantaged 

 

 

 

 

English Learners 

 

 

 

 

Students with Disabilities 

 

 

 

 

 

 

"N/A"

means a number is not applicable or not available due to missing data. <= o:p>

"*"

means this API is calculated for a small school, defined as having between 11 a= nd 99 valid Standardized Testing and Reporting (STAR) Program test scores inclu= ded in the API. The API is asterisked if the school was small either in 2008 = or 2009. APIs based on small numbers of students are less reliable and there= fore should be carefully interpreted.

 

 

 

 

 

 

 

 

<= span style=3D'font-size:9.0pt;color:black'>The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: 

3D"*"     Participation rate on the state’s standards-based assessments in ELA and mathematics

3D"*"     Percent proficient on the state’s standards-based assessments in ELA and mathematics

3D"*"     API as an additional indicator

3D"*"     Graduation rate (for secondary schools)

Detailed information about AYP, inclu= ding participation rates and percent proficient results by student group, can be found on the = CDE Adequate Yearly Progress (AYP) Web= page. 

Adequate Yearly Progress Overall and by Criteria (School Year 2008-09) 

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&nb= sp;

School 

District 

Overall 

No  

No  

Participation Rate - English-Language Arts 

Yes  

Yes  

Participation Rate - Mathematics 

Yes  

Yes  

Percent Proficient - English-Language Arts 

Yes  

No  

Percent Proficient - Mathematics 

No  

No  

API 

No  

Yes  

Graduation Rate 

Yes  

Yes  

 

"Yes"

Met 2009 AYP Criteria

"No"

Did not Meet 2009 AYP Criteria

Federal Intervention Program (School Year 2009-1= 0)

Schools and districts receiving feder= al Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the s= ame indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that th= ey do not make AYP. Detailed information about PI identification can be found = on the CDE Adequate Yearly Progress (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 

 

XI. School Completion and Postsecondary Preparat= ion 

Admission Requirements for California Public Universities

University of California

Admission requirements for the Univer= sity of California (UC) follow guidelines set forth in the Master Plan, which requi= res that the top one-eighth of the state's high school graduates, as well as th= ose transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level wor= k. For general admissions requirements please visit the Gene= ral Admissions Information Web page (Outside Source).

California State University

Admission requirements for the Califo= rnia State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; = and graduation from high school. Some campuses have higher standards for partic= ular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a C= SU campus in that region. For general admissions requirements please visit the=