Academic Progress
|
Indicator
|
Result
|
|
2009
Growth API Score (from 2009 Growth API Report)
|
827
|
|
Statewide
Rank (from 2008 Base API Report)
|
7
|
|
2009-10
Program Improvement Status (PI Year)
|
N/A
|
School Facilities
Summary of Most Recent Site Inspection&nb=
sp;
|
Pine Grove Elementary School received a rating of 90.94% on the m=
ost
recent site inspection using the State of California Facility Inspection
Tool. This indicates an ove=
rall
rating of GOOD. A GOOD rati=
ng
indicates 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
|
The district Maintenance and=
Operations
Department continuously utilizes its resources to keep up with vandalism =
and
all repairs to ensure the health and safety of our students.
|
Corrective Actions Taken or Planned =
|
School buildings and classro=
oms
are cleaned and maintained on a regular basis by the school's custodians =
and the
district maintenance department. The custodians and Principal walk through
the restrooms during the day to assure that they are sanitary and in prop=
er
working condition. The Principal walks the site daily to look for hazards
and, if found, they are addressed immediately.
|
Curriculum and Instructional Materials&nb=
sp;
|
Core Curricul=
um
Areas
|
Pupils Who Lack Textbooks and Instructional Materials=
|
|
Mathematics
|
0%
|
|
Science
|
0%
|
|
Foreign
Language
|
0%
|
|
Health
|
0%
|
|
Visual
and Performing Arts
|
0%
|
|
Science
Laboratory Equipment (grades 9-12)
|
0%
|
School Finances
|
Level
|
Expenditures Per Pupil (Unrestricted Sources Only)&nb=
sp;
|
|
School
Site
|
$6,170
|
|
District
|
$
5,917
|
|
State
|
$5,512
|
NAEP Reading, Grade 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%
|
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 comparisons=
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 work=
station
may be used (depending on availability), the types of software programs
available on a workstation, and the ability to print documents. &nbs=
p;
II. About This School=
Contact Information (School Year 2009-10)=
This section provides the schools con=
tact
information.
|
School
|
District =
|
|
School Name
|
Pine Grove Elementary
|
District Name
|
Amador County Unified
|
|
Street
|
20101 State Highway 88
|
Phone Number
|
209-223-1750
|
|
City, State, Zip
|
Jackson ,
CA 9=
5642-2020
|
Web Site
|
www.amadorcoe.org
|
|
Phone Number
|
209-296-2800
|
Superintendent
|
Dick
Glock
|
|
Principal
|
Thomas
Reed
|
E-mail Address
|
dglock@amadorcoe.k12.ca.us
|
|
E-mail Address
|
treed@amadorcoe.k12.ca.us
|
CDS Code
|
03=
- 73981- 6002844 =
|
School Description and Mission Statement (School=
Year
2008-09)
School Des=
cription
and Mission Statement (School Year 2008-09)
|
Pine Grove Eleme=
ntary
School is committed to advancing the abilities of all students by providi=
ng
broad educational experiences. We encourage “personal best=
221;
with positive attitudes which reflect strong character both at school and
within the community.
|
Opportunities for Parental Involvement (School Y=
ear
2008-09)
Opportunit=
ies for
Parental Involvement (School Year 2008-09)
|
Our
parent group, WAFKA, raises funds to support our school. It has provided
student scholarships,
helped subsidize the cost of aides’ salaries and class=
room
supplies, and paid for such campus improvements as the new, safer recycled
rubber chips for the playground. The Spring Carnival is a major fund-rais=
ing
activity.
The
School Site Council meets monthly and continuously re-evaluates the School
Site Plan, including its goals and budget.
We welcome parental help in =
the
classrooms. Please contact the school principal.
|
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
|
46
|
|
Grade
1
|
45
|
|
Grade
2
|
39
|
|
Grade
3
|
34
|
|
Grade
4
|
34
|
|
Grade
5
|
45
|
|
Grade
6
|
43
|
|
Grade
7
|
0
|
|
Grade
8
|
0
|
|
Ungraded
Elementary
|
0
|
|
Grade
9
|
0
|
|
Grade
10
|
0
|
|
Grade
11
|
0
|
|
Grade
12
|
0
|
|
Ungraded
Secondary
|
0
|
|
Total
Enrollment
|
286
|
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
|
1.05
%
|
|
American
Indian or Alaska Native
|
0.70
%
|
|
Asian
|
0.70
%
|
|
Filipino
|
%
|
|
Hispanic
or Latino
|
4.90
%
|
|
Pacific
Islander
|
0.35
%
|
|
White
(not Hispanic)
|
77.97
%
|
|
Multiple
or No Response
|
14.34
%
|
|
Socioeconomically
Disadvantaged
|
23.00
%
|
|
English
Learners
|
1.00
%
|
|
Students
with Disabilities
|
10.00
%
|
Average Class Size and Class Size Distribution
(Elementary)
This table
displays by grade level the average class size and the number of classrooms=
that
fall into each size category (a range of total students per classroom).
|
Grade Level
|
2006-07
|
2007-08
|
2008-09
|
|
Avg. Class Size <=
/span>
|
Number of Classrooms
|
Avg. Class Size <=
/span>
|
Number of Classrooms
|
Avg. Class Size <=
/span>
|
Number of Classrooms
|
|
1-20 <=
/p>
|
21-32 =
|
33+
|
1-20 <=
/p>
|
21-32 =
|
33+
|
1-20 <=
/p>
|
21-32 =
|
33+
|
|
K
|
16.0
|
2
|
|
|
19.0
|
2
|
1
|
|
19.5
|
2
|
|
|
|
1
|
16.0
|
2
|
|
|
20.0
|
2
|
|
|
18.0
|
2
|
|
|
|
2
|
19.0
|
1
|
|
|
19.0
|
2
|
|
|
19.5
|
2
|
|
|
|
3
|
17.0
|
2
|
|
|
20.0
|
1
|
|
|
20.0
|
1
|
|
|
|
4
|
31.0
|
|
1
|
|
32.0
|
|
1
|
|
28.0
|
|
1
|
|
|
5
|
32.0
|
|
1
|
|
33.0
|
|
|
1
|
31.0
|
|
2
|
|
|
6
|
32.0
|
|
1
|
|
30.0
|
|
1
|
|
30.0
|
|
1
|
|
|
K-3
|
20.0
|
1
|
|
|
|
|
|
|
16.0
|
1
|
|
|
|
3-4
|
|
|
|
|
26.0
|
|
1
|
|
20.0
|
1
|
|
|
|
4-8
|
21.5
|
1
|
1
|
|
12.0
|
1
|
|
|
27.0
|
|
1
|
|
|
Other
|
|
|
|
|
|
|
|
|
|
|
|
|
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
require visitors to sign in at the office and wear a visitor’s badge
while on campus. We supervise students before school, during recesses, and
after school. Teachers and instructional aides monitor the campus during
regular school hours.
We
revise our safety plan every August, just before the beginning of the sch=
ool
year.
The
key elements of our safety plan are the explanation of the Standardized
Emergency
Management
System responsibilities and the procedures for fire, earthquakes, and wind
storms. All staff receives refresher training at the beginning of each sc=
hool
year, and safety is always the first item discussed at every staff meetin=
g.
As required by law, our scho=
ol
conducts a fire drill every month, an earthquake drill every quarter, and
some type of disaster drill at least once per year.
|
Suspensions and Expulsions
This tabl=
e displays
the rate of suspensions and expulsions (the total number of incidents divid=
ed
by the total enrollment) at the school and district levels for the most rec=
ent
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">
13.5
|
<=
span
id=3D"SchSuspens0708_IIC">
7.0
|
<=
span
id=3D"SchSuspens0809_IIC">
11.2
|
=
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.
|
School buildings and classro=
oms
are cleaned and maintained on a regular basis by the school's custodians =
and the
district maintenance department. The custodians and Principal walk through
the restrooms during the day to assure that they are sanitary and in prop=
er
working condition. The Principal walks the site daily to look for hazards=
and,
if found, they are addressed immediately.
|
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>
|
|
![](3D"PineGrove_files/image002.gif")
|
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:
|
27
|
27
|
23
|
21
|
25
|
27
|
23
|
2
|
17
|
26
|
26
|
27
|
27
|
26
|
27
|
|
Number of "D"s:
|
0
|
0
|
0
|
6
|
2
|
0
|
4
|
1
|
4
|
1
|
1
|
0
|
0
|
1
|
0
|
|
27
|
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
|
4
|
0
|
0
|
0
|
0
|
24
|
6
|
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%
|
77.78%
|
92.59%
|
100.00%
|
85.19%
|
66.67%
|
80.95%
|
96.30%
|
96.30%
|
100.00%
|
100.00%
|
96.30%
|
100.00%
|
|
Total Percent per Category
(average of above)*
|
100.00%
|
77.78%
|
96.30%
|
85.19%
|
73.81%
|
96.30%
|
100.00%
|
98.15%
|
|
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:
|
![](3D"PineGrove_files/image003.gif")
|
DETERMINE
AVERAGE PERCENTAGE OF 8 CATEGORIES ABOVE
|
<=
o:p>
|
90.94%
|
![](3D"PineGrove_files/image004.gif")
<=
o:p>
|
Good
|
<=
o:p>
|
|
|
**For School Rating, apply th=
e Percentage
Range below to the average percentage determined above, taking into accou=
nt
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">
13
|
<=
span
id=3D"SFullCred0708_IVA">
13
|
<=
span
id=3D"SFullCred0809_IVA">
14
|
=
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
|
LEA
Provided
|
LEA
Provided
|
LEA
Provided
|
|
Total
Teacher Misassignments
|
LEA
Provided
|
LEA
Provided
|
LEA
Provided
|
|
Vacant
Teacher Positions
|
LEA
Provided
|
LEA
Provided
|
LEA
Provided
|
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
|
100.0
|
0.0
|
|
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 a=
verage
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
|
|
|
|
Library
Media Teacher (Librarian)
|
|
N/A
|
|
Psychologist
|
.15
|
N/A
|
|
Social
Worker
|
|
N/A
|
|
Nurse
|
.15
|
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 Assi=
gned
Textbooks and Instructional Materials =
|
|
Reading/Language
Arts
|
Houghton
Mifflin Medallions
|
0%
|
|
Mathematics
|
Macmillan/McGraw Hill: Califo=
rnia
Mathematics=
Grad=
es K -
6
|
0%
|
|
Science
|
Macmillan/McGraw Hill: Califo=
rnia
Science
Grad=
es K -
6
|
0%
|
|
History-Social
Science
|
Harcourt: Reflections
Grades K – 5=
TCI: History Alive=
Grad=
e 6
|
0%
|
|
Foreign
Language
|
N/A
|
N/A
|
|
Health
|
N/A
|
N/A
|
|
Visual
and Performing Arts
|
N/A
|
N/A
|
|
Science
Laboratory Equipment (grades 9-12)
|
N/A
|
N/A
|
<=
span
style=3D'font-size:14.5pt'>VIII. School Finances
Expenditures Per Pupi=
l and
School Site Teacher Salaries (Fiscal Year 2007-08) =
This tab=
le
displays a comparison of the school’s per pupil expenditures from unr=
estricted
(basic) sources with other schools in the district and throughout the state,
and a comparison of the average teacher salary at the school site with aver=
age
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 Services 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 district funding. The district receives funds for basic
operations such as salaries, books, school supplies, copiers, and repairs
based on school attendance figures. Student absences, regardless of the r=
eason,
seriously affect our school budget.
Additionally, the recent State budget crisis and the categorical f=
unds
sweep that followed devastated some essential and all extra programs.
|
Teacher and Administrative Salaries (Fiscal Year
2007-08)
This tab=
le displays
district salaries for teachers, principals, and superintendents, and compar=
es
these figures to the state averages for districts of the same type and size.
The table also displays teacher and administrative salaries as a percent of=
a
district's budget, and compares these figures to the state averages for
districts of the same type and size 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
|
58
|
52
|
63
|
49
|
52
|
54
|
43
|
46
|
50
|
|
Mathematics
|
62
|
53
|
65
|
40
|
43
|
45
|
40
|
43
|
46
|
|
Science
|
55
|
70
|
48
|
46
|
58
|
53
|
38
|
46
|
50
|
|
History-Social
Science
|
0
|
0
|
0
|
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
|
62
|
54
|
*
|
|
|
Pacific
Islander
|
*
|
*
|
*
|
|
|
White
(not Hispanic)
|
64
|
65
|
51
|
|
| <=
span
id=3D"P_VIIIB">
Male
|
61
|
66
|
52
|
|
|
Economically
Disadvantaged
|
46
|
54
|
25
|
|
|
English
Learners
|
*
|
*
|
|
|
|
Students
with Disabilities
|
26
|
37
|
*
|
|
|
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 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 grade level the percent of students meeting fitness standards f=
or
the most recent testing period. Detailed information regarding this test, a=
nd
comparisons of a school’s test results to the district and state leve=
ls,
may be found on the CDE Physical
Fitness Testing (PFT) Web page. Note: Scores are not shown when the num=
ber
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 inadverte=
ntly
make public the score or performance of any individual student. &nbs=
p;
|
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
|
28.9
|
15.6
|
24.4
|
|
7
|
0.0
|
0.0
|
0.0
|
|
9
|
0.0
|
0.0
|
0.0
|
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 ten. A statewide rank of one means that the school has an API score in t=
he
lowest ten percent of all schools in the state, while a statewide rank of t=
en
means that 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 simi=
lar
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.&n=
bsp;
|
API Rank
|
2006
|
2007
|
2008
|
|
Statewide
|
7
|
8
|
7
|
|
Similar
Schools
|
4
|
5
|
3
|
|
"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 report in
recognition of their markedly different educational missions and populati=
ons
served. ASAM schools are covered under the Alternative Accountability sys=
tem
as required by Education Code Section 52052 and not the API accountability
system. However, API information is needed to comply with 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
|
21
|
-7
|
20
|
827
|
|
African
American
|
|
|
|
|
|
American
Indian or Alaska Native
|
|
|
|
|
| =
Asian
|
|
|
|
|
|
Filipino
|
|
|
|
|
|
Hispanic
or Latino
|
|
|
|
|
|
Pacific
Islander
|
|
|
|
|
|
White
(not Hispanic)
|
22
|
-13
|
19
|
829
|
|
Socioeconomically
Disadvantaged
|
25
|
|
|
|
|
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
included 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 a=
nd
therefore 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"*"](3D"PineGrove_files/image001.gif")
Participation rate on the state’s standards-based
assessments in ELA and mathematics
Percent proficient on the state’s standards-based
assessments in ELA and mathematics
API as an additional indicator
Graduation rate (for secondary schools)
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
|
Yes
|
No
|
|
Participation
Rate - English-Language Arts
|
Yes
|
Yes
|
|
Participation
Rate - Mathematics
|
Yes
|
Yes
|
|
Percent
Proficient - English-Language Arts
|
Yes
|
No
|
|
Percent
Proficient - Mathematics
|
Yes
|
No
|
|
API
|
Yes
|
Yes
|
|
Graduation
Rate
|
N/A
|
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
requires that the top one-eighth of the state's high school graduates, as w=
ell
as those 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-le=
vel
work. 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=
Undergraduate Admission &=
amp;
Requirements Web page (Outside Source).
XII.
Instructional Planning and Scheduling
This section provides information on =
the
annual number of school days dedicated to staff development for the most re=
cent
three-year period.
|
2008-2009 3 days
2007-2008
20 days
2006-2007
12 days
2005-2006
7 days
In order to build our learni=
ng
environment, we continue to expand our knowledge and use of technology. P=
ine
Grove Elementary School annually has three days funded by the state for s=
taff
training in curriculum and instructional strategies. The school and distr=
ict
provide funds for attendance at conferences. The curriculum office provid=
es
additional in-service opportunities. We receive teaching assistance throu=
gh
the district’s PAR program. Our teachers also attend grade-level
meetings to talk and plan together.
|
XIII.
National Assessment of Educational Progress
National Assessment of Educational Progress
Note: Only a sample group of Californ=
ia's
schools and districts participate in the NAEP testing cycle. Therefore,
students in any particular school or district may not be included in these
results. The NAEP reflects state test results and is not reflective of eith=
er
the LEA or the individual school. Comparisons of student performance on the
NAEP and student performance on the Standardized Testing and Reporting (STA=
R)
Program assessments cannot be made without an understanding of the key
differences between the two assessment programs. For example, the NAEP only
assesses grades four, eight and twelve and for long-term trends assesses gr=
ades
nine, thirteen, and seventeen. Additionally, the NAEP only provides state t=
est
results for grades four and eight. The California Standards Tests (CSTs) are based on a different set of standards than =
the
NAEP assessments. For example, the NAEP is not aligned with California acad=
emic
content and achievement standards and, therefore, does not necessarily refl=
ect
the curriculum and instruction to which students are exposed in the classro=
om.
The NAEP assesses reading and writing separately, while the CSTs
assess English-language arts (ELA), encompassing reading as well as writing
conventions, spelling, and grammar. Scores on the CSTs=
and other assessments are not directly comparable to those on NAEP. The
averages and percentages presented are estimates based on samples of studen=
ts
rather than on entire populations. Finally, the questions students respond =
to
are only a sample of the knowledge and skills covered by the NAEP framework=
s.
Information on the differences between NAEP and CST can be found on the CDE=
National Assessment of Educational
Progress (NAEP) Web page.
National Assessment of Educational Progress Read=
ing
and Mathematics Results by Grade Level – Aggregated =
This table displays the scale scores =
and
achievement levels on the National Assessment of Educational Progress Resul=
ts
for reading (2007) and mathematics (2009) for grades four and eight&=
nbsp;
|
Subject
and Grade Level
|
Average Scale Score <=
/o:p>
|
State Percent at Achievement Level
|
|
State
|
National
|
Basic
|
Proficient
|
Advanced
|
|
Reading
2007, Grade 4
|
209
|
220
|
30
|
18
|
5
|
|
Reading
2007, Grade 8
|
251
|
261
|
41
|
20
|
2
|
|
Mathematics
2009, Grade 4
|
232
|
239
|
41
|
25
|
5
|
|
Mathematics
2009, Grade 8
|
270
|
282
|
36
|
18
|
5
|
National
Assessment of Educational Progress Reading and Mathematics Results for Stud=
ents
with Disabilities and/or English Language Learners by Grade Level –
Aggregated
This table displays the state and nat=
ional
participation rates on the National Assessment of Educational Progress for
reading (2007) and mathematics (2009) for students with disabilities and/or
English language learners for grades four and eight.
|
Subject
and Grade Level
|
State Participation Rate <=
o:p>
|
National Participation Rate =
;
|
|
Students With Disabilities =
|
English Language Learners =
|
Students With Disabilities =
|
English Language Learners =
|
|
Reading
2007, Grade 4
|
74
|
93
|
65
|
80
|
|
Reading
2007, Grade 8
|
78
|
92
|
66
|
77
|
|
Mathematics
2009, Grade 4
|
79
|
96
|
84
|
94
|
|
Mathematics
2009, Grade 8
|
85
|
96
|
78
|
92
|
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