SARC Report

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Executive Summary  School Accountability Report Card, 2011–12

For Casa Ramona  Academy for Technology, Community, and Education

Address: 1524    West Seventh St., San    Bernardino, CA, 92411-2508 Phone: (909) 888-3132
Principal: Ms. Minerva, Clayton Grade Span: K-12

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.

About This School

CasaRamonaAcademy  for Technology, Community and Education (“CasaRamona    Academy”, “School”) was  founded in 2007 in partnership with Casa Ramona Inc., a registered non-profit  corporation that is dedicated to addressing the educational needs of Westside  San Bernardino and the surrounding communities. The School is governed by CasaRamona    Academy for Technology,  Community and Education Inc., a non-profit public benefit corporation. CasaRamona    Academy was established  as a response to the need for a community based K-12 school that would teach  students to be contributing members of society, encourage students to achieve  success for themselves and equip students with the ability to share that  encouragement and success with their family, neighbors and the greater world.

 

Imagine  a community that believes deeply and profoundly that its children and youth  are its future and prosperity.  Observe  how its families, officials, agencies, organizations, and businesses come  together to face the challenge and break the cycle of poverty and underachievement  among its youth that are most at risk.    Watch how the future unfolds as this community opens the doors to  opportunity and success.  This is the  education alternative CasaRamonaAcademy  for Technology, Community and Education proposes in the San Bernardino area as it works to build a  learning community for now and for the future.

 

The CasaRamona    Academy for Technology,  Community and Education commits itself to producing lifelong learning  opportunities for its students. They will achieve world class experiences,  and global understanding through academic and vocational accomplishments and  offerings. It is a school that encompasses the richness of its surroundings  that values its community, culture and educational origins. It is a safe  place where children learn, families grow and a community prospers.

 

Student Enrollment

Group  

Enrollment  

Number of students

342

Black or African American

1.5%

American Indian or Alaska  Native

0.0%

Asian

0.0%

Filipino

0.0%

Hispanic or Latino

97.1%

Native Hawaiian or Pacific Islander

0.0%

White

1.5%

Two or More Races

0.0%

Socioeconomically Disadvantaged

95.0%

English Learners

79.2%

Students with Disabilities

0.0%

Teachers

Indicator

Teachers

Teachers with full credential

all

Teachers without full credential

0

Teachers Teaching Outside Subject Area of Competence

0

Misassignments of  Teachers of English Learners

0

Total Teacher Misassignments

0

Student Performance

Subject  

Students  Proficient and Above on STAR* Program Results

English-Language Arts

26%

Mathematics

24%

Science

27%

History-Social Science

7%

*Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment.

Academic Progress*

Indicator  

Result  

2012 Growth API Score (from 2012 Growth API Report)

654

Statewide Rank (from 2011 Base API Report)

1

Met All 2012 AYP Requirements

no

Number of AYP Criteria Met Out of the Total Number of Criteria  Possible

Met 8  of 17

2012–13 Program Improvement Status (PI Year)

Year 3

*The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.

School Facilities

Summary of Most Recent Site Inspection

Narrative provided by the LEA.

Repairs Needed

Narrative provided by the LEA.

Corrective Actions Taken or Planned

Narrative provided by the LEA.

Curriculum and Instructional Materials

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

0

Science Laboratory Equipment (grades 9-12)

0

School Finances

Level

Expenditures  Per Pupil (Unrestricted Sources Only)

School Site

LEA  Provided

District

LEA  Provided

State

$5,455

School Completion

Indicator  

Result  

Graduation Rate (if applicable)

71.43

Postsecondary Preparation

Measure  

Percent  

Pupils Who Completed a Career Technical Education Program and  Earned a High School Diploma

0

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

91.7%

School Accountability Report Card

Reported Using Data from the 2011–12 School Year

Published During 2012–13

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.

<!–[if !supportLists]–>·         <!–[endif]–>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/.

<!–[if !supportLists]–>·         <!–[endif]–>For additional information about the school, parents and community members should contact the school principal or the district office.

 

I. Data and Access

Ed-Data Partnership Web Site

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

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

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.

II. About This School

Contact Information (School Year 2012–13)

School  

District  

School Name CasaRamonaAcademy for  Technology, Community, and Education District Name San    BernardinoCity  Unified
Street 1524    West Seventh St. Phone Number (909) 381-1100
City, State, Zip San    Bernardino, CA, 92411-2508 Web Site www.sbcusd.com
Phone Number (909) 888-3132 Superintendent Dale Marsden
Principal Ms. Esther Ramos  Estrada, Executive Director E-mail Address dale.marsden@sbcusd.k12.ca.us
E-mail Address allcasaramonasb@netzero.com CDS Code 36678760114405

School Description and Mission Statement (School Year 2011–12)

Mission

Casa Ramona Academy for  Technology, Community and Education’s mission is to break the cycle of  poverty and underachievement in our area by creating a community of around  500 learners of poor and modest means in grades K-12 who will demonstrate English language development, academic  and career development, technical education concepts, and the knowledge, concepts, attitudes, and  actions critical to achievement in the 21st Century.

 

<!–[if !supportLists]–>·           <!–[endif]–>Such a community will connect learners to the  high wage, high tech pathways of our global society.

<!–[if !supportLists]–>·           <!–[endif]–>It will continually research and implement the  most effective teaching and learning strategies within a world class,  standards-based curriculum.

<!–[if !supportLists]–>·           <!–[endif]–>It will use state-of-the-art technologies to  integrate academic knowledge and real-world applications within a  professional, work-like setting through its career and technical education  program.

<!–[if !supportLists]–>·           <!–[endif]–>It will connect all students to college and  university programs.

<!–[if !supportLists]–>·           <!–[endif]–>It will value diversity and nourish  intercultural understanding.

 

Vision

Casa   RamonaAcademy  for Technology, Community and Education’s vision is to “experience the dream”   of the educated person for the 21st Century in the San Bernardino  geographical area. Through our collective and individual efforts we see an  end to the cycle of poverty and underachievement, with education that opens  the doors to hope, opportunity and success for all that want to achieve  it.  We are  “creating the future” with a K-12 school  that is seamlessly connected to the community from K-6, middle school, high  school, to college and university for all learners. We integrate academics  with technology that is anchored in world-class standards.

 

.

Opportunities for Parental Involvement (School Year 2011–12)

Parents are encouraged to participate in the following school  committees and groups:  English Learner  Advisory Council (ELAC), School Site Council (SSC), Professional Learning  Communities (PLC) activities and workshops. CABE workshops and school based  learning opportunities. All parents are required to provide 20 hours of  community service at the school.    Activities include preparing holiday and cultural events at the  school; classroom aide, facilities maintenance and attending meetings as  school-home activities.

Student Enrollment by Grade Level (School Year 2011–12)

Grade  Level

Number  of Students

Grade  Level

Number  of Students

Kindergarten

27

Grade 8

46

Grade 1

29

Ungraded Elementary

0

Grade 2

24

Grade 9

20

Grade 3

26

Grade 10

14

Grade 4

23

Grade 11

15

Grade 5

37

Grade 12

0

Grade 6

38

Ungraded Secondary

0

Grade 7

43

Total Enrollment

342

Student Enrollment by Student Group (School Year 2011-12)

Group  

Percent  of Total Enrollment

Black or African American

1.5%

American Indian or Alaska  Native

0.0%

Asian

0.0%

Filipino

0.0%

Hispanic or Latino

97.1%

Native Hawaiian or Pacific Islander

0.0%

White

1.5%

Two or More Races

0.0%

Socioeconomically Disadvantaged

95.0%

English Learners

79.2%

Students with Disabilities

0.0%

Average Class Size and Class Size Distribution (Elementary)

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

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

21.0

1

1

0

22

1

1

0

1

LEA Provided

LEA  Provided

LEA  Provided

LEA  Provided

18.0

1

0

0

16

1

0

0

2

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

19.0

1

0

0

26

0

1

0

3

LEA  Provided

LEA  Provided

LEA  Provided

LEA Provided

25

0

1

0

4

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

25.0

0

1

0

21

0

1

0

5

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

27

0

1

1

6

LEA Provided

LEA  Provided

LEA  Provided

LEA  Provided

19.5

2

0

0

24

1

1

Other

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

0.0

0

0

0

* Number of classes indicates how many classes fall into each size category (a range of total students per classroom).

Average Class Size and Class Size Distribution (Secondary)

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+  

English

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

24.5

0

2

0

15.1

14

2

0

Mathematics

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

24.0

0

1

0

14.1

10

2

0

Science

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

0.0

0

0

0

19.3

5

2

0

Social Science

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

23.3

2

7

0

18.4

5

0

0

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

III.School Climate

School Safety Plan (School Year 2011–12)

 

CRA Safety Emergency Plan

Introduction

 

OBJECTIVES

The  objectives of Casa Ramona Academy Plan are twofold.  The first objective is to prepare students  and employees to react properly and thus survive in emergency  situations.  The plan also exists to  protect School District property.  The plan is developed to provide a uniform  course of action to minimize injuries and property should a disaster occur.

 

DISASTER SERVICE WORKERS

In a  declared emergency situation, all public employees are designated as disaster  service workers and are subject to service as may be assigned to them by  their superiors or by law (California Code, Chapter 8, Section  3100).  Should a disaster strike during  school hours, no employee of the School District  will leave his/her assignment unless officially released by the  Superintendent or his designee.

 

CONTINGENCIES  COVERED

The  information in the plan and in this Disaster Preparedness Checklist does not  cover all contingencies or give detailed emergency actions.  The plan contains suggested emergency  supplies and blank forms for building individual site plans.  The checklist is directed toward immediate  response to our most serious and immediate hazard, a major earthquake and  other hazardous events.  The checklist  procedures outline basic tasks and responsibilities that must be fulfilled in  order to cope with a major disaster.

 

STUDENT  RELEASE POLICY

The School District will not release students in an unsafe  situation.  District employees will  remain with and protect students until they are released to parents or  parent-designated individuals.  In an  emergency situation, if parents or their designated representatives are  unable to reach the schools, the School District  will provide care and shelter until students and their parents can be  reunited.  Please make sure that  students’ emergency information is updated.

 

CRA  COMMAND POST

In  the event of a major earthquake or other catastrophic event, the CRA Command  Post will be activated.  The CRA  Command Post, which is located in the School Police facility, is the central  clearing station for receiving situation reports from the sites and assigning  District resources in emergency situations.    Additionally, a CRA representative will be assigned to the Schools     EmergencyOperations     Center  to provide an emergency communication/coordination link with that  agency.  Should the need arise, the CRAEmergencyOperations   Center will establish contact and  coordination with the CountyEmergency     OperationsCenter.  This agency, under the direction of the  Sheriff’s Office, may further extend the coordination to involve the State  Office of Emergency Services.  Casa     RamonaAcademy  will have radio access to the District Command Post, which will have  independent power and two-way radio capability with all site command posts.

 

Site Emergency Operations Plan

 

School or Facility:  Casa Ramona     Academy

Address:  1524 West 7th Street,     San Bernardino, CA  92411

Main Phone #:   (909)  888-3132

Principal:  Minerva Clayton

Principal’s Home  #: (951) 271-0228

Principal’s Cell #:  (951)271-0228

Executive Director:  Esther Estrada

Executive Director Cell: (909)  380-6173

 

I.          School  and Special Assignments

 

Command  Post

 

                                    Name                                                             Duty

 

1.   Minerva Clayton               Communication Supervisor

<!–[if !supportLists]–>2.        <!–[endif]–>Esther Estrada       Communications/Assembly  Supervisor/Maintenance

<!–[if !supportLists]–>3.        <!–[endif]–>Marisol Burrola                 Radio/Communications/Records/Supervise  Student Release

<!–[if !supportLists]–>4.        <!–[endif]–>Emma Lechuga                 Verify  Authorization for Student Release

<!–[if !supportLists]–>5.        <!–[endif]–>Debi Gaborko

 

SITE  COMMAND POST

 

The  principal/site manager or his/her designee is the final authority at each  school.  He/She must be available for  all decisions, information, and authority for the time the sites are  isolated.  The principal/site manager  should be located in a central area in the front of the school and be  available to radio, emergency equipment, police, fire personnel, ambulance,  parents, and news media.  He/She will  assess the damage to buildings, casualties, fatalities, and report to the  superintendent’s staff at the Command Post.    The site Command Post may be staffed with as many persons as will be  helpful with assigned responsibilities.

 

Command Post  Preparation:

 

<!–[if !supportLists]–>1.                    <!–[endif]–>The command post should consist of at least the  following members:

<!–[if !supportLists]–>a.                     <!–[endif]–>Principal or  designee

<!–[if !supportLists]–>b.                    <!–[endif]–>Secretary with  attendance files; clerk with work site roster

<!–[if !supportLists]–>c.                     <!–[endif]–>Clerk to monitor radios and keep a detailed  log

<!–[if !supportLists]–>2.                    <!–[endif]–>In October, review and update site emergency plan

<!–[if !supportLists]–>3.                    <!–[endif]–>After annual school site review, advise new parents  of school plan – include site map and child pick up plan

<!–[if !supportLists]–>4.                    <!–[endif]–>Survey school and non-school sites on an annual basis  for hazards

<!–[if !supportLists]–>5.                    <!–[endif]–>Survey immediate neighborhood for availability of  possible emergency and/or other “Neighborhood Watch” activities; encourage  networking with business and/or professional organizations.

Emergency Action:

<!–[if !supportLists]–>1.                    <!–[endif]–>Activate emergency alarms (if power is on).

<!–[if !supportLists]–>2.                    <!–[endif]–>Activate all teams.

<!–[if !supportLists]–>3.                    <!–[endif]–>Coordinate with all members of the Command Post.

<!–[if !supportLists]–>4.                    <!–[endif]–>Organize student location system in school sites.

<!–[if !supportLists]–>5.                    <!–[endif]–>Report site status of District Command Post as soon  as situations allow.

 

 

 

 

Suspensions and Expulsions

Rate*  

School  2009–10

School  2010–11

School  2011–12

District  2009–10

District  2010–11

District  2011–12

Suspensions

LEA  provided

LEA  provided

30

LEA  provided

LEA  provided

LEA  provided

Expulsions

LEA  provided

LEA  provided

1

LEA  provided

LEA  provided

LEA  provided

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

IV.School Facilities

School Facility Conditions and Planned Improvements (School Year 2012–13)

Narrative provided by the LEA.

School Facility Good Repair Status (School Year 2012–13)

System  Inspected

Repair  Status

Repair  Needed and Action Taken or Planned

Exemplary

Good

Fair

Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

LEA  Provided

LEA Provided

LEA  Provided

LEA  Provided

Interior: Interior Surfaces

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

LEA  Provided

LEA  Provided

LEA  Provided

LEA Provided

Electrical: Electrical

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

Restrooms/Fountains: Restrooms, Sinks/ Fountains

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

Safety: Fire Safety, Hazardous Materials

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

Structural: Structural Damage, Roofs

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

Overall Rating

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

Note: Cells shaded in black do not require data.

V. Teachers

Teacher Credentials

 

Teachers  

School  2009–10

School  2010–11

School  2011–12

District  2011–12

With Full Credential

LEA  Provided

LEA  Provided

18

LEA  Provided

Without Full Credential

LEA  Provided

LEA  Provided

0

LEA  Provided

Teaching Outside Subject Area of Competence (with full  credential)

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

Teacher Misassignments and Vacant Teacher Positions

 

Indicator  

2010–11  

2011–12  

2012–13  

Misassignments of Teachers  of English 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

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011–12)

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 
All Schools in District
High-Poverty Schools in District
Low-Poverty Schools in District

Note: High-poverty schools are defined as those schools with student eligibility of approximately 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.

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2011–12)

Title

Number  of FTE* Assigned to School

Average  Number of Students per Academic Counselor

Academic Counselor

1

LEA Provided

Counselor (Social/Behavioral or Career Development)

1

Library Media Teacher (librarian)

LEA  Provided

Library Media Services Staff (paraprofessional)

LEA  Provided

Psychologist

LEA  Provided

Social Worker

LEA  Provided

Nurse

LEA  Provided

Speech/Language/Hearing Specialist

LEA  Provided

Resource Specialist (non-teaching)

LEA  Provided

Other

LEA  Provided

Note: Cells shaded in black do not require data. * One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012–13)

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: ___December 11, 2012_________________

Core  Curriculum Area

Textbooks  and instructional materials/year of adoption

From  most recent adoption?

Percent  students lacking own assigned copy

Reading/Language Arts

Houghton  Mifflin, 2003 Lectura K-6, ELD Moving Into English  Elementary

McDougal  Little,2008,Language Network, 2001, Bridges to Literature, 2008 MS/HSchool

ELD High Point

2007

0

 Mathematics

MacMillan  McGraw Hill, 2009, Elementary

McDougal Littel, 2007, MS/HSchool

2007

0

Science

Houghton  Mifflin, 2007, Elementary

Holt,  Rinehart, McDougal Little, MS/HSchool

2007

0

History-Social Science

Houghton  Mifflin,2007, Elementary McDougal Little, 2006 MS/HS

2007

0

Foreign Language

Pearson,  Prentice Hall, Realidades, Vista  Higher Learning – Imagina

2007

0

Health

Various

2007

0

Visual and Performing Arts

Various

2007

0

Science Laboratory Equipment (grades 9-12)

Holt,  Rinehart, McDougal,  HSchool

2007

0

 

VIII.School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010–11)

Level

Total  Expenditures Per Pupil

Expenditures  Per Pupil (Supplemental / Restricted)

Expenditures  Per Pupil (Basic / Unrestricted)

Average  Teacher Salary

School Site

LEA  Provided

LEA  Provided

LEA  Provided

LEA  Provided

District

LEA  Provided

$67,016

Percent Difference – School Site and District

LEA  Provided

LEA  Provided

State

$5,455

$68,835

Percent Difference – School Site and State

LEA  Provided

LEA  Provided

Note: Cells shaded in black do not require data.
Supplemental/Restricted 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.
For detailed information on school expenditures for all districts in California, see the CDE Current 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.

Types of Services Funded (Fiscal Year 2011–12)

Narrative provided by the LEA.

Teacher and Administrative Salaries (Fiscal Year 2010–11)

Category

District Amount

State Average  For Districts In Same Category

Beginning Teacher Salary

$43,696

$41,455

Mid-Range Teacher Salary

$67,714

$66,043

Highest Teacher Salary

$83,722

$85,397

Average Principal Salary (Elementary)

$108,677

$106,714

Average Principal Salary (Middle)

$110,753

$111,101

Average Principal Salary (High)

$119,112

$121,754

Superintendent Salary

$201,049

$223,357

Percent of Budget for Teacher Salaries

39.00%

39.00%

Percent of Budget for Administrative Salaries

5.00%

5.00%

Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

IX. Student Performance

Standardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consists of several key components, including:

<!–[if !supportLists]–>·         <!–[endif]–>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.

<!–[if !supportLists]–>·         <!–[endif]–>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.

<!–[if !supportLists]–>·         <!–[endif]–>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.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison

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

23%

29%

26%

35%

37%

39%

52%

54%

56%

Mathematics

33%

35%

24%

35%

37%

39%

48%

50%

51%

Science

24%

31%

27%

36%

39%

44%

54%

57%

60%

History-Social Science

13%

21%

7%

25%

29%

32%

44%

48%

49%

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 or to protect student privacy.

Standardized Testing and Reporting Results by Student Group – Most Recent Year

Group  

Percent  of Students Scoring at Proficient or Advanced

English-  Language Arts

Mathematics  

Science  

History-  Social Science

All Students in the LEA

39%

39%

44%

32%

All Students at the School

26%

24%

27%

7%

Male

25%

28%

23%

9%

Female

26%

21%

31%

5%

Black or African American

0%

0%

0%

0%

American Indian or Alaska  Native
Asian
Filipino
Hispanic or Latino

26%

24%

27%

7%

Native Hawaiian or Pacific Islander
White

0%

0%

0%

0%

Two or More Races
Socioeconomically Disadvantaged

26%

24%

27%

7%

English Learners

15%

20%

24%

4%

Students with Disabilities

36%

29%

0%

0%

Students Receiving Migrant Education Services

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 or to protect student privacy.

CaliforniaHigh  School Exit Examination

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/.

CaliforniaHigh  School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if applicable)

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

41%

53%

35%

36%

41%

39%

54%

59%

56%

Mathematics

48%

53%

29%

35%

38%

42%

54%

56%

58%

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 or to protect student privacy.

California High School Exit Examination Grade Ten Results by Student Group – Most Recent Year (if applicable)

Group  

English-Language  Arts

Mathematics  

Not  Proficient

Proficient  

Advanced  

Not  Proficient

Proficient  

Advanced  

All Students in the LEA

61%

21%

17%

58%

31%

12%

All Students at the School

65%

29%

6%

71%

29%

0%

Male
Female
Black or African American
American Indian or Alaska  Native
Asian
Filipino
Hispanic or Latino

65%

29%

6%

71%

29%

0%

Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged

65%

29%

6%

71%

29%

0%

English Learners
Students with Disabilities
Students Receiving Migrant Education Services

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 or to protect student privacy.

California Physical Fitness Test Results (School Year 2011–12)

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

16.70%

13.90%

5.60%

7

11.60%

20.90%

16.30%

9

28.60%

14.30%

23.80%

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 or to protect student privacy.

X. Accountability

Academic Performance Index

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/.

Academic Performance Index Ranks – Three-Year Comparison

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

1

1

Similar Schools

4

6

Academic Performance Index Growth by Student Group – Three-Year Comparison

Group

Actual  API Change 2009–10

Actual  API Change 2010–11

Actual  API Change 2011–12

All Students at the School

B

-62

Black or African American
American Indian or Alaska  Native
Asian
Filipino
Hispanic or Latino

-59

Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged

-60

English Learners

-50

Students with Disabilities

Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not 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.

Academic Performance Index Growth by Student Group – 2012 Growth API Comparison

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

253

654

35,248

726

4,664,264

788

Black or African American

1

4,845

688

313,201

710

American Indian or Alaska  Native

0

191

712

31,606

742

Asian

0

608

832

404,670

905

Filipino

0

163

846

124,824

869

Hispanic or Latino

251

656

25,660

723

2,425,230

740

Native Hawaiian or Pacific Islander

0

187

726

26,563

775

White

1

3,022

789

1,221,860

853

Two or More Races

0

227

720

88,428

849

Socioeconomically Disadvantaged

253

654

35,006

725

2,779,680

737

English Learners

191

628

15,728

701

1,530,297

716

Students with Disabilities

13

526

3,511

549

530,935

607

Adequate Yearly Progress

The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

<!–[if !supportLists]–>·         <!–[endif]–>Participation rate on the state’s standards-based assessments in ELA and mathematics

<!–[if !supportLists]–>·         <!–[endif]–>Percent proficient on the state’s standards-based assessments in ELA and mathematics

<!–[if !supportLists]–>·         <!–[endif]–>API as an additional indicator

<!–[if !supportLists]–>·         <!–[endif]–>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/.

Adequate Yearly Progress Overall and by Criteria (School Year 2011–12)

AYP  Criteria

School  

District  

Made AYP Overall

No

No

Met Participation Rate – English-Language Arts

Yes

Yes

Met Participation Rate – Mathematics

Yes

Yes

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

Federal Intervention Program (School Year 2012–13)

Schools and districts receiving federal 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

In PI

First Year of Program Improvement

2010-2011

2004-2005

Year in Program Improvement

Year 3

Year 3

Number of Schools Currently in Program Improvement

57

Percent of Schools Currently in Program Improvement

73.1%

Note: Cells shaded in black do not require data.

XI.School Completion and Postsecondary Preparation

Admission Requirements for California’s Public Universities

University of California

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)

CaliforniaState  University

Eligibility for admission to the California State University (CSU) is determined by three factors:

<!–[if !supportLists]–>·         <!–[endif]–>Specific high school courses

<!–[if !supportLists]–>·         <!–[endif]–>Grades in specified courses and test scores

<!–[if !supportLists]–>·         <!–[endif]–>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)

Dropout Rate and Graduation Rate

Indicator  

School  

District  

State  

2008–09  

2009–10  

2010–11  

2008–09  

2009–10  

2010–11  

2008–09  

2009–10  

2010–11  

Dropout Rate

40.0

23.8

27.6

20.1

16.6

14.4

Graduation Rate

60.00

71.43

62.16

68.22

74.72

76.26

Note: Cells shaded in black do not require data.

Completion of High School Graduation Requirements

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

none

LEA  Provided

N/D
Black or African American

LEA  Provided

LEA  Provided

N/D
American Indian or Alaska  Native

LEA  Provided

LEA  Provided

N/D
Asian

LEA  Provided

LEA  Provided

N/D
Filipino

LEA  Provided

LEA  Provided

N/D
Hispanic or Latino

LEA  Provided

LEA  Provided

N/D
Native Hawaiian or Pacific Islander

LEA  Provided

LEA  Provided

N/D
White

LEA  Provided

LEA  Provided

N/D
Two or More Races

LEA  Provided

LEA  Provided

N/D
Socioeconomically Disadvantaged

LEA  Provided

LEA  Provided

N/D
English Learners

LEA  Provided

LEA  Provided

N/D
Students with Disabilities

LEA  Provided

LEA  Provided

N/D

Note: “N/D” means that no data were available to the CDE or LEA to report.

Career Technical Education Programs (School Year 2011–12)

CRA provides career, computer application courses, community  service and TA assistance as electives.

Career Technical Education Participation (School Year 2011–12)

Measure  

CTE  Program Participation

Number of pupils participating in CTE

LEA Provided

Percent of pupils completing a CTE program and earning a high  school diploma

LEA  Provided

Percent of CTE courses sequenced or articulated between the  school and institutions of postsecondary education

LEA  Provided

Courses for University of California and/or California  StateUniversity Admission

UC/CSU  Course Measure

Percent

2011-12 Students Enrolled in Courses Required for UC/CSU  Admission

69.9%

2010-11 Graduates Who Completed All Courses Required for UC/CSU  Admission

91.7%

Advanced Placement Courses (School Year 2011–12)

Subject

Number of AP  Courses Offered*

Percent of  Students In AP Courses

Computer Science

0

English

0

Fine and Performing Arts

0

Foreign Language

0

Mathematics

0

Science

0

Social Science

0

All courses

0

0.0%

Note: Cells shaded in black do not require data. *Where there are student course enrollments.

XII. Instructional Planning and Scheduling

Professional Development

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.

Professional Development in classroom management, English Learner  Strategies, RTI, and Data Analysis is offered annually. BTSA training for  beginning teachers is offered.

 

CasaRamonaAcademy for Technology, Community, and Education

School  Accountability Report Card, 2011-2012

San    BernardinoCity Unified

Provided  by the Ed-Data Partnership

For  more information visit www.ed-data.org

 

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