|
Address: |
PO Box 213030,
Stockton, CA, 95213-9030 |
Phone: |
(209) 468-9279 |
|
Principal: |
Brandie Brunni,
Division Director |
Grade Span: |
Preschool- Young Adult |
This executive summary of the School
Accountability Report Card (SARC) is intended to provide
parents and community members
with a quick snapshot of information related to individual public
schools. Most data presented in
this report are reported for the 2011–12 school year. School
finances and school completion
data are reported for the 2010–11 school year. Contact information,
facilities, curriculum and
instructional materials, and select teacher data are reported for the 2012–13
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.
|
San Joaquin County Special Education Programs serves severely
handicapped students from birth to 22 years of age in two special centers and
41 classrooms integrated on public school sites. An Early Start Program is provided for
children birth to 3 years of age in which services are provided in the
natural environment of the home. Young adult students (18-22 years) are
served at community-based locations.
Handicapped conditions include autism, mental retardation, deaf/hard
of hearing, severe emotional disturbance, orthopedic impairment, severe
language impairment and other health impaired. Guided by students’ Individual Education
Plans, classes focus on a functional skills curriculum particularly in areas
of communication, academics, independent living, social/adaptive skills and
vocational training. |
|
Group
|
Enrollment
|
|
Number of students |
495* |
|
Black or African
American |
9.9% |
|
American Indian or
Alaska Native |
1.2% |
|
Asian |
7.7% |
|
Filipino |
2.2% |
|
Hispanic or Latino |
41.8% |
|
Native Hawaiian or
Pacific Islander |
1.0% |
|
White |
31.1% |
|
Two or More Races |
4.8% |
|
Socioeconomically
Disadvantaged |
54.1% |
|
English Learners |
21.2% |
|
Students with
Disabilities |
98.2% |
|
Indicator |
Teachers |
|
Teachers with full
credential |
60 |
|
Teachers without full
credential |
9 |
|
Teachers Teaching
Outside Subject Area of Competence |
0 |
|
Misassignments of Teachers of English Learners |
0 |
|
Total Teacher Misassignments |
0 |
|
Subject
|
Students
Proficient and Above on STAR* Program Results |
|
English-Language Arts |
42% |
|
Mathematics |
28% |
|
Science |
0% |
|
History-Social Science
|
5% |
California Standards Tests, the California Modified Assessment,
and the California Alternate Performance
Assessment.
|
Indicator
|
Result
|
|
2012 Growth API Score
(from 2012 Growth API Report) |
634 |
|
Statewide Rank (from
2011 Base API Report) |
C |
|
Met All 2012 AYP
Requirements |
no |
|
Number of AYP Criteria
Met Out of the Total Number of Criteria Possible |
Met 1 of 25 |
|
2012–13 Program
Improvement Status (PI Year) |
5+ |
|
The San Joaquin County Office of Education Special Education Programs
provides services at 28 locations throughout the area. Most of the classrooms are co-located on
regular or alternative education school campuses. SJCOE Special Education Programs also
operates two special education centers:
|
|
No areas of major
repair were noted in any inspections |
|
In an effort to address areas of improvement and to maintain facilities
in good repair deferred maintenance projects are routinely scheduled. |
|
Core
Curriculum Area |
Pupils Who
Lack Textbooks and Instructional Materials |
|
Reading/Language Arts |
0% |
|
Mathematics |
0% |
|
Science |
0% |
|
History-Social Science
|
0% |
|
Foreign Language |
0% |
|
Health |
0% |
|
Visual and Performing
Arts |
n/a |
|
Science Laboratory
Equipment (grades 9-12) |
0% |
|
Level |
Expenditures
Per Pupil (Unrestricted Sources Only) |
|
School Site |
LEA Provided |
|
District |
LEA Provided |
|
State |
$5,455 |
|
Indicator |
Result
|
|
Graduation Rate (if
applicable) |
|
Measure
|
Percent
|
|
Pupils Who Completed a
Career Technical Education Program and Earned a High School Diploma |
LEA Provided |
|
Graduates Who
Completed All Courses Required for University of California or California
State University Admission |
0.0% |
Every
school in California is required by state law to publish a School
Accountability Report Card (SARC), by February 1 of each year. The SARC contains
information about the condition and performance of each California public
school.
·
For more information about SARC requirements,
see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.
·
For additional information about the school,
parents and community members should contact the school principal or the
district office.
Ed-Data
is a partnership of the CDE, EdSource, and the Fiscal
Crisis and Management Assistance Team (FCMAT) that provides extensive
financial, demographic, and performance information about California’s public
kindergarten through grade twelve school districts and schools.
DataQuest is an online data tool
located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/
that contains additional information about this school and comparisons of the
school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for
accountability (e.g., state Academic Performance Index [API], federal Adequate
Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts,
course enrollments, staffing, and data regarding English learners.
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 may 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.
|
School
|
District
|
||
|
School Name |
San Joaquin County
Special Education |
District Name |
San Joaquin County
Office of Education |
|
Street |
PO Box 213030 |
Phone Number |
(209) 468-4800 |
|
City, State, Zip |
Stockton, CA,
95213-9030 |
Web Site |
www.sjcoe.org |
|
Phone Number |
(209) 468-4925 |
Superintendent |
Mick Founts |
|
Principal |
Brandie Brunni,
Division Director |
E-mail Address |
mfounts@sjcoe.net |
|
E-mail Address |
bbrunni@sjcoe.net |
CDS Code |
39-10397-6069215 |
|
The San Joaquin County Office of Education Special Education
Programs supports every student’s right to an education designed to meet
individual needs. It is essential to
provide experiences that will enable students to (1) attain their ultimate
functioning level, (2) learn in a normalized, comfortable, secure environment
that is not limited by physical barriers, and (3) develop those critical
skills and attitudes necessary to adapt and function in everyday life,
ultimately, we believe in the “whole individual”. All students are active learners and have
potential for growth. It is our goal
to protect and nurture personal dignity, ensure health and safety, and
promote understanding of the individual. |
|
Parents play a vital role in the education of their
children. Opportunities for parents to
participate in their child’s education include assisting in classrooms,
attending workshops established for Early Start parents and parent training
groups for children with autism. On the first Monday of each month the
Community Advisory Committee meets to address issues in special education,
establish a workshop agenda with topics for parents and establish a network
of support. The |
|
Grade
Level |
Number
of Students |
Grade
Level |
Number
of Students |
|
Kindergarten |
42 |
Grade 8 |
29 |
|
Grade 1 |
40 |
Ungraded Elementary |
0 |
|
Grade 2 |
44 |
Grade 9 |
32 |
|
Grade 3 |
34 |
Grade 10 |
22 |
|
Grade 4 |
43 |
Grade 11 |
22 |
|
Grade 5 |
30 |
Grade 12 |
19 |
|
Grade 6 |
23 |
Ungraded Secondary |
71 |
|
Grade 7 |
44 |
Total Enrollment |
495 |
|
Group
|
Percent
of Total Enrollment |
|
Black or African
American |
9.9% |
|
American Indian or
Alaska Native |
1.2% |
|
Asian |
7.7% |
|
Filipino |
2.2% |
|
Hispanic or Latino |
41.8% |
|
Native Hawaiian or
Pacific Islander |
1.0% |
|
White |
31.1% |
|
Two or More Races |
4.8% |
|
Socioeconomically
Disadvantaged |
54.1% |
|
English Learners |
21.2% |
|
Students with
Disabilities |
98.2% |
|
Grade
Level |
Avg.
Class Size |
2009–10
Number of Classes* |
Avg.
Class Size |
2010–11
Number of Classes* |
Avg.
Class Size |
2011–12
Number of Classes* |
||||||
|
1-20
|
21-32
|
33+
|
1-20
|
21-32
|
33+
|
1-20
|
21-32
|
33+
|
||||
|
K -
3 |
12 |
x |
12 |
x |
12 |
x |
||||||
|
3-4 |
12 |
x |
12 |
x |
12 |
x |
||||||
|
4-8 |
12 |
x |
12 |
x |
12 |
x |
||||||
|
Other |
||||||||||||
|
Subject
|
Avg.
Class Size |
2009–10
Number of Classes* |
Avg.
Class Size |
2010–11
Number of Classes* |
Avg.
Class Size |
2011–12
Number of Classes* |
||||||
|
1-22
|
23-32
|
33+
|
1-22
|
23-32
|
33+
|
1-22
|
23-32
|
33+
|
||||
|
SH Self- Contained |
10 |
x |
10 |
x |
10 |
x |
||||||
|
Young Adult |
15 |
x |
15 |
x |
15 |
x |
||||||
per
classroom). At the secondary school level, this information is reported by
subject area rather than
grade level.
|
All sites have a comprehensive safety plan that is reviewed
annually by a committee of administrators, teachers, nurses, maintenance, and
parents. An “Emergency Handbook”, kept
in the offices outlines the plan of action for emergencies such as
earthquakes, fires, floods, and chemical spills. Monthly fire drills as well as safety
inspections are held on a regular basis.
Medical response is heightened with communication with the local fire
department and emergency agencies regarding the special needs of our
students. |
|
Rate*
|
School
2009–10 |
School
2010–11 |
School
2011–12 |
District
2009–10 |
District
2010–11 |
District
2011–12 |
|
Suspensions |
8.46% |
5.39% |
0.2% |
53.23% |
68.10% |
39.0% |
|
Expulsions |
0.0% |
0.0% |
0.0% |
0.15% |
0.34% |
.035% |
total enrollment.
|
All the facilities owned and utilized by the San Joaquin County
Office of Education are reviewed on a regular schedule by the maintenance
staff. They are on the school campuses
daily for our center-based programs and visit each satellite class once a
week to make sure all facilities are safe and in good condition. The restrooms and classes are cleaned daily
and a high standard of classroom hygiene procedures has been adopted. Our two centers, John McFall and
Redwood School completed “modernization at the beginning of the 2005-2006
school year. Deferred maintenance projects were
completed during the 2009-2010 school year. For the 2010-2011 year two new
classes were added to expand our autism preschool programs. |
|
System
Inspected |
Repair
Status |
Repair
Needed and Action Taken or Planned |
|||
|
Exemplary |
Good |
Fair |
Poor |
||
|
Systems: Gas Leaks, Mechanical/HVAC, Sewer |
x |
None Needed |
|||
|
Interior: Interior Surfaces |
x |
None Needed |
|||
|
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation |
x |
None Needed |
|||
|
Electrical: Electrical |
x |
None Needed |
|||
|
Restrooms/Fountains: Restrooms, Sinks/ Fountains |
x |
None Needed |
|||
|
Safety: Fire Safety, Hazardous Materials |
x |
None Needed |
|||
|
Structural: Structural Damage, Roofs |
x |
None Needed |
|||
|
External: Playground/School Grounds, Windows/
Doors/Gates/Fences |
x |
None Needed |
|||
|
Overall Rating |
x |
||||
|
Teachers |
School 2009–10 |
School 2010–11 |
School 2011–12 |
District 2011–12 |
|
With Full Credential |
65 |
66 |
60 |
180 |
|
Without Full
Credential |
2 |
3 |
9 |
13 |
|
Teaching Outside
Subject Area of Competence (with full credential) |
0 |
0 |
0 |
0 |
|
Indicator
|
2010–11
|
2011–12
|
2012–13
|
|
Misassignments of Teachers of English Learners |
0 |
0 |
0 |
|
Total Teacher Misassignments* |
0 |
0 |
0 |
|
Vacant Teacher
Positions |
0 |
0 |
1 |
to teach that grade level,
subject area, student group, etc.
The Federal Elementary and Secondary Education
Act (ESEA), also known as No Child Left Behind
(NCLB), requires that core academic subjects be taught by Highly
Qualified Teachers, defined as
having at least a bachelor’s
degree, an appropriate California teaching credential, and demonstrated
core academic subject area
competence. For more information, see the CDE Improving Teacher
and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/
|
Location of
Classes |
Percent of
Classes In Core Academic Subjects Taught by Highly Qualified Teachers |
Percent of
Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers |
|
This School |
93% |
7% |
|
All Schools in
District |
73% |
27% |
|
High-Poverty Schools
in District |
n/a |
n/a |
|
Low-Poverty Schools in
District |
n/a |
n/a |
40 percent or more in the free and reduced price
meals program. Low-poverty schools are those
with
student eligibility of approximately 25 percent or less in the free and reduced
price meals program.
|
Title |
Number
of FTE* Assigned to School |
Average
Number of Students per Academic Counselor |
|
Academic Counselor |
n/a |
|
|
Counselor
(Social/Behavioral or Career Development) |
n/a |
|
|
Library Media Teacher
(librarian) |
n/a |
|
|
Library Media Services
Staff (paraprofessional) |
n/a |
|
|
Psychologist |
6.0 |
|
|
Social Worker |
1.0 |
|
|
Nurse |
2.0 |
|
|
Speech/Language/Hearing
Specialist |
13.5 |
|
|
Resource Specialist
(non-teaching) |
n/a |
|
|
Other |
two
staff members who each work 50 percent of full-time.
This section describes whether the textbooks and
instructional materials used at the school are
from the most recent
adoption; whether there are sufficient textbooks and instruction materials
for each student; and
information about the school’s use of any supplemental curriculum or
non-adopted textbooks or
instructional materials.
Year and month in which data were collected: ____October 2010________________
|
Core
Curriculum Area |
Textbooks
and instructional materials/year of adoption |
From
most recent adoption? |
Percent
students lacking own assigned copy |
|
Reading/Language Arts |
2010 |
Yes |
0% |
|
Mathematics |
2001 |
Yes |
0% |
|
Science |
2007 |
Yes |
0% |
|
History-Social Science
|
2008 |
Yes |
0% |
|
Foreign Language |
n/a |
0% |
|
|
Health |
2005 |
Yes |
0% |
|
Visual and Performing
Arts |
n/a |
0% |
|
|
Science Laboratory
Equipment (grades 9-12) |
n/a |
0% |
|
Level |
Total
Expenditures Per Pupil |
Expenditures
Per Pupil (Supplemental / Restricted) |
Expenditures
Per Pupil (Basic / Unrestricted) |
Average
Teacher Salary |
|
School Site |
||||
|
District |
||||
|
Percent Difference – School
Site and District |
||||
|
State |
$5,455 |
|||
|
Percent Difference –
School Site and State |
expenditures come from
money whose use is controlled by law or by a donor.
Money that is designated
for specific purposes by the district or governing board is not considered
restricted.
Basic/unrestricted expenditures are from money whose use, except
for general guidelines, is not controlled
by law or by a donor.
Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/.
For information on teacher salaries for all districts in
California, see the CDE Certificated Salaries & Benefits Web
page
at http://www.cde.ca.gov/ds/fd/cs/.
To look up expenditures and salaries for a specific school district,
see the Ed-Data Web site
at: http://www.ed-data.org/.
|
Services are provided in accordance with student Individualized Education Plans. |
|
Category |
District Amount |
State Average
For Districts In Same Category |
|
Beginning Teacher
Salary |
$40,308 |
$31,438 |
|
Mid-Range Teacher
Salary |
$59,328 |
$66,920 |
|
Highest Teacher Salary
|
$78,348 |
$102,402 |
|
Average Principal
Salary (Elementary) |
n/a |
n/a |
|
Average Principal
Salary (Middle) |
n/a |
n/a |
|
Average Principal
Salary (High) |
n/a |
n/a |
|
Superintendent Salary |
$235,052 |
|
|
Percent of Budget for Teacher
Salaries |
9.87% |
|
|
Percent of Budget for
Administrative Salaries |
7.32% |
http://www.cde.ca.gov/ds/fd/cs/.
The Standardized Testing and Reporting (STAR)
Program consists of several key components, including:
·
California Standards Tests (CSTs), which 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 nine through eleven.
·
California Modified Assessment (CMA), an alternate
assessment that is based on modified achievement standards in ELA for grades
three through eleven; mathematics for grades three through seven, Algebra I,
and Geometry; and science in grades five and eight, and Life Science in grade
ten. 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.
·
California Alternate Performance Assessment
(CAPA), includes ELA and
mathematics in grades two through eleven, and 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 with
accommodations or modifications or the CMA with accommodations.
The assessments under the STAR Program show how
well students are doing in relation to the state content standards. On each of
these assessments, student scores are reported as performance levels.
For detailed information regarding the STAR
Program results for each grade and performance level, including the percent of
students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov/.
|
Subject
|
Percent
of Students Scoring at Proficient or Advanced (meeting or exceeding the state
standards) |
||||||||
|
School
|
District
|
State
|
|||||||
|
2009–10
|
2010–11
|
2011–12
|
2009–10
|
2010–11
|
2011–12
|
2009–10
|
2010–11
|
2011–12
|
|
|
English-Language Arts |
48% |
47% |
42% |
22% |
24% |
24% |
52% |
54% |
56% |
|
Mathematics |
30% |
33% |
28% |
16% |
18% |
18% |
48% |
50% |
51% |
|
Science |
0% |
0% |
0% |
12% |
18% |
18% |
54% |
57% |
60% |
|
History-Social Science
|
0% |
0% |
5% |
9% |
11% |
10% |
44% |
48% |
49% |
number of students in this
category is too small for statistical accuracy or to protect student privacy.
|
Group
|
Percent
of Students Scoring at Proficient or Advanced |
|||
|
English-
Language Arts |
Mathematics
|
Science
|
History-
Social Science |
|
|
All Students in the
LEA |
24% |
18% |
18% |
10% |
|
All Students at the
School |
42% |
28% |
0% |
5% |
|
Male |
43% |
27% |
0% |
7% |
|
Female |
40% |
29% |
0% |
0% |
|
Black or African
American |
52% |
34% |
0% |
0% |
|
American Indian or
Alaska Native |
0% |
0% |
0% |
0% |
|
Asian |
38% |
21% |
0% |
0% |
|
Filipino |
33% |
42% |
0% |
0% |
|
Hispanic or Latino |
39% |
23% |
0% |
0% |
|
Native Hawaiian or
Pacific Islander |
0% |
0% |
0% |
0% |
|
White |
45% |
30% |
0% |
0% |
|
Two or More Races |
0% |
0% |
0% |
0% |
|
Socioeconomically
Disadvantaged |
37% |
25% |
0% |
0% |
|
English Learners |
37% |
19% |
0% |
0% |
|
Students with
Disabilities |
42% |
28% |
0% |
5% |
|
Students Receiving
Migrant Education Services |
||||
The California High School Exit Examination
(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 and
mathematics to compute AYP designations required by the federal ESEA, also
known as NCLB.
For detailed information regarding CAHSEE
results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.
|
Subject
|
Percent
of Students Scoring at Proficient or Advanced |
||||||||
|
School
|
District
|
State
|
|||||||
|
2009–10
|
2010–11
|
2011–12
|
2009–10
|
2010–11
|
2011–12
|
2009–10
|
2010–11
|
2011–12
|
|
|
English-Language Arts |
* |
* |
* |
21% |
19% |
19% |
54% |
59% |
56% |
|
Mathematics |
* |
* |
* |
19% |
13% |
17% |
54% |
56% |
58% |
number of students in this
category is too small for statistical accuracy or to protect student privacy.
|
Group
|
English-Language
Arts |
Mathematics
|
||||
|
Not
Proficient |
Proficient
|
Advanced
|
Not
Proficient |
Proficient
|
Advanced
|
|
|
All Students in the
LEA |
81% |
11% |
8% |
83% |
14% |
3% |
|
All Students at the
School |
* |
* |
* |
* |
* |
* |
|
Male |
||||||
|
Female |
||||||
|
Black or African
American |
||||||
|
American Indian or
Alaska Native |
||||||
|
Asian |
||||||
|
Filipino |
||||||
|
Hispanic or Latino |
||||||
|
Native Hawaiian or
Pacific Islander |
||||||
|
White |
||||||
|
Two or More Races |
||||||
|
Socioeconomically
Disadvantaged |
||||||
|
English Learners |
||||||
|
Students with
Disabilities |
||||||
|
Students Receiving
Migrant Education Services |
||||||
number of students in this
category is too small for statistical accuracy or to protect student privacy.
The California Physical Fitness Test (PFT) is
administered to students in grades five, seven, and nine only. This table
displays by grade level the percent of students meeting the fitness standards
for the most recent testing period. For detailed information regarding this
test, and comparisons of a school’s test results to the district and state, see
the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.
|
Grade
Level |
Percent
of Students Meeting Fitness Standards |
||
|
Four
of Six Standards |
Five
of Six Standards |
Six
of Six Standards |
|
|
5 |
6.50% |
3.20% |
0.00% |
|
7 |
2.50% |
0.00% |
0.00% |
|
9 |
7.10% |
0.00% |
0.00% |
number of students in this
category is too small for statistical accuracy or to protect student privacy.
The Academic Performance Index (API) is an
annual measure of state academic performance
and progress of schools in
California. API scores range from 200 to 1,000, with a statewide target
of 800. For detailed
information about the API, see the CDE API Web page at
http://www.cde.ca.gov/ta/ac/ap/.
This table displays the school’s statewide and
similar schools’ API ranks. The statewide API rank
ranges from 1 to 10. A
statewide rank of 1 means that the school has an API score in the lowest
ten
percent of all schools in the state, while a statewide rank of 10 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 similar schools rank
of 1 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 10 means that
the school’s academic performance is better than at least 90
of the 100 similar
schools.
|
API Rank |
2009 |
2010 |
2011 |
|
Statewide |
C |
C |
C |
|
Similar Schools |
C |
C |
C |
|
Group |
Actual
API Change 2009–10 |
Actual
API Change 2010–11 |
Actual
API Change 2011–12 |
|
All Students at the
School |
-10 |
22 |
-28 |
|
Black or African
American |
|||
|
American Indian or
Alaska Native |
|||
|
Asian |
|||
|
Filipino |
|||
|
Hispanic or Latino |
|||
|
Native Hawaiian or
Pacific Islander |
|||
|
White |
|||
|
Two or More Races |
|||
|
Socioeconomically
Disadvantaged |
|||
|
English Learners |
|||
|
Students with
Disabilities |
have
a valid API Base and there is no Growth or target information. “C” means the
school had significant
demographic changes and there is no
Growth or target information.
This table displays, by student group, the
number of students included in the API and the 2012
Growth API at the school, LEA, and state level.
|
Group |
2012 Growth
API |
|||||
|
Number of
Students |
School |
Number of
Students |
LEA |
Number of
Students |
State |
|
|
All Students at the
School |
265 |
634 |
416 |
489 |
4,664,264 |
788 |
|
Black or African
American |
29 |
674 |
95 |
449 |
313,201 |
710 |
|
American Indian or
Alaska Native |
1 |
8 |
31,606 |
742 |
||
|
Asian |
27 |
565 |
25 |
490 |
404,670 |
905 |
|
Filipino |
11 |
642 |
2 |
124,824 |
869 |
|
|
Hispanic or Latino |
107 |
627 |
217 |
471 |
2,425,230 |
740 |
|
Native Hawaiian or
Pacific Islander |
2 |
4 |
26,563 |
775 |
||
|
White |
80 |
652 |
57 |
598 |
1,221,860 |
853 |
|
Two or More Races |
0 |
2 |
88,428 |
849 |
||
|
Socioeconomically
Disadvantaged |
187 |
617 |
394 |
479 |
2,779,680 |
737 |
|
English Learners |
74 |
634 |
85 |
427 |
1,530,297 |
716 |
|
Students with
Disabilities |
265 |
636 |
36 |
440 |
530,935 |
607 |
The federal ESEA requires that all schools and
districts meet the following Adequate Yearly Progress
(AYP) criteria:
·
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)
For detailed information about AYP, including
participation rates and percent proficient results by
student
group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.
|
AYP
Criteria |
School
|
District
|
|
Made AYP Overall |
No |
No |
|
Met Participation Rate
- English-Language Arts |
No |
No |
|
Met Participation Rate
- Mathematics |
No |
No |
|
Met Percent Proficient
- English-Language Arts |
No |
No |
|
Met Percent Proficient
- Mathematics |
No |
No |
|
Met API Criteria |
No |
Yes |
|
Met Graduation Rate |
N/A |
No |
Schools and districts receiving federal Title I
funding (SJCOE Programs do not
receive 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 same indicator (API or graduation rate). After entering
PI, schools and districts advance to the next level of
intervention with each additional year that they
do not make AYP. For detailed information about PI identification, see the
CDE
PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
|
Indicator
|
School
|
District
|
|
Program Improvement
Status |
In PI |
|
|
First Year of Program
Improvement |
2005-2006 |
|
|
Year in Program
Improvement |
Year 3 |
|
|
Number of Schools
Currently in Program Improvement |
1 |
|
|
Percent of Schools
Currently in Program Improvement |
14.3% |
Admission requirements for the University 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 well
as those transfer
students
who have successfully completed specified college course work, be eligible for
admission to
the UC. These requirements
are designed to ensure that all eligible students are adequately prepared
for University-level work. For
general admissions requirements, please visit the UC Admissions Information
Web page at http://www.universityofcalifornia.edu/admissions/. (Outside source)
Eligibility for admission to the California
State University (CSU) is determined by three factors:
·
Specific high school courses
·
Grades in specified courses and test scores
·
Graduation from high school
Some campuses have higher standards for
particular 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 have local admission
guarantee policies for students
who graduate or transfer from high schools and colleges that are
historically served by a CSU campus
in that region. For admission, application, and fee information
see the CSU Web
page at http://www.calstate.edu/admission/admission.shtml. (Outside
source)
|
Indicator
|
School
|
District
|
State
|
||||||
|
2008–09
|
2009–10
|
2010–11
|
2008–09
|
2009–10
|
2010–11
|
2008–09
|
2009–10
|
2010–11
|
|
|
Dropout Rate |
n/a |
n/a |
22.4 |
19.7 |
16.6 |
14.4 |
|||
|
Graduation Rate |
n/a |
n/a |
70.79 |
72.59 |
74.72 |
76.26 |
|||
This table displays, by student group, the percent of students who
began the 2011–12 school year
in grade twelve and were a
part of the school’s most recent graduating class, meeting all state
and local graduation
requirements for grade twelve completion, including having passed both the
ELA and mathematics portions of the CAHSEE or received a local waiver
or state exemption.
|
Group
|
Graduating
Class of 2012 |
||
|
School
|
District
|
State
|
|
|
All Students |
N/D |
||
|
Black or African
American |
N/D |
||
|
American Indian or
Alaska Native |
N/D |
||
|
Asian |
N/D |
||
|
Filipino |
N/D |
||
|
Hispanic or Latino |
N/D |
||
|
Native Hawaiian or
Pacific Islander |
N/D |
||
|
White |
N/Dspan style='font-size:9.0pt'> |
||
|
Two or More Races |
N/D |
||
|
Socioeconomically
Disadvantaged |
N/D |
||
|
English Learners |
N/D |
||
|
Students with Disabilities
|
N/D |
||
|
Not applicable to this population. |
|
Measure
|
CTE
Program Participation |
|
Number of pupils
participating in CTE |
n/a |
|
Percent of pupils
completing a CTE program and earning a high school diploma |
n/a |
|
Percent of CTE courses
sequenced or articulated between the school and institutions of postsecondary
education |
n/a |
|
UC/CSU Course Measure |
Percent |
|
2011-12 Students
Enrolled in Courses Required for UC/CSU Admission |
0.0% |
|
2010-11 Graduates Who
Completed All Courses Required for UC/CSU Admission |
0.0% |
|
Subject |
Number of AP
Courses Offered* |
Percent of
Students In AP Courses |
|
Computer Science |
Not Applicable |
|
|
English |
Not Applicable |
|
|
Fine and Performing
Arts |
Not Applicable |
|
|
Foreign Language |
Not Applicable |
|
|
Mathematics |
Not Applicable |
|
|
Science |
Not Applicable |
|
|
Social Science |
Not Applicable |
|
|
All courses |
Not Applicable |
0.0% |
This section provides information on the annual
number of school days dedicated to staff
development for the most recent
three-year period.
|
Staff development is
provided monthly throughout the year.
. |
|
|
|
|
|
|
|
|
|
|
|
|