John F. Cruikshank, Jr. - sjcoe.org 2012-13 Cruikshank... · Janine Cuaresma Principal, John F. Cruikshank, Jr. Cruikshank serves adjudicated youth, and children who have been temporarily

John F. Cruikshank, Jr.

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Janine CuaresmaPrincipal, John F. Cruikshank, Jr.

Cruikshank serves adjudicated youth, and children who have been temporarily placed at Mary Graham Children's Shelter. Students in these programs stay an average length of sixteen days. Our curriculum is designed to help students developan appreciat ion for self and others, in an environment that is balanced between state standards and individual needs. We focus on problem solving, crit ical thinking and successful transit ion skills.

Mark Yost, Director

2707 Transworld Dr. Stockton, CA95206-3948

Phone: 209-468-9265E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

https://maps.google.com/maps?q=2707+Transworld+Dr.%2cStockton%2cCA&t=m&z=16

mailto:[email protected]

Data and AccessEvery 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 aboutthe condit ion and performance of each California public school.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page.For addit ional information about the school, parents and community members should contact the school principal or the district office.

DataQuest

Internet Access

Additional Information

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic PerformanceIndex [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regardingEnglish learners.

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

For further information regarding the data elements and terms used in the SARC see the 2012-13 Academic Performance Index Reports Information Guidelocated on the CDE API Web page.

2012-13 SARC - John F. Cruikshank, Jr.

Page 2 of 31

http://www.cde.ca.gov/ta/ac/sa/

http://dq.cde.ca.gov/dataquest/

http://www.cde.ca.gov/ta/ac/ap/

Last updated: 1/30/2014

About This School

Contact Information (School Year 2012-13)Contact Information (School Year 2012-13)

School

School Name John F. Cruikshank, Jr.

Street 2707 Transworld Dr.

City, State, Zip Stockton, Ca, 95206-3948

Phone Number 209-468-9265

Principal Janine Cuaresma

E-mail Address [email protected]

County-District-School (CDS) Code

39103973930195

District

District Name San Joaquin County Office of Educat ion

Phone Number (209) 468-4800

Web Site http://www.sjcoe.org

SuperintendentFirst Name

Mick

SuperintendentLast Name

Founts

E-mail Address [email protected]

School Description and Mission Statement (School Year 2012-13)School Description and Mission Statement (School Year 2012-13)

One.Mission

We ensure that all students attain the skills and confidence to make a posit ive difference and thrive in our ever-changing world.

One.Vision

We maintain high expectat ions, and an academic focus that is rigorous, relevant, and founded on relat ionships. We inspire and empower our students to betomorrow 's leaders. They are innovat ive thinkers who transcend boundaries to achieve the extraordinary. They are resilient and self aware, able to overcome allobstacles in their pursuit of excellence. Our students have a strong sense of self-worth and value working w ith others to make miracles occur.

The San Joaquin County Court School program serves K-12 youth at Peterson Juvenile Hall, The Camp and Dorothy Biddick School. Peterson Juvenile Hall and TheCamp are located at the county juvenile just ice center. Dorothy Biddick is located at the Mary Graham Children’s Shelter.

The average length of stay in these programs was 16 days for the 2011-12 school year. The high student mobility and transit ion rate present challenges inmeeting NCLB targets.

The San Joaquin County Court School program uses an integrated, thematic approach to instruct ion. Lessons, assignments, and projects are centered onquarterly themes that bring cont inuity to the learning experience. Students complete grade appropriate, standards-based academic courses and work on basicskills to complete requirements or earn high school credits. Educat ional strategies are highly interact ive, and are both process and product oriented in theclassroom.

Students develop an appreciat ion of self and others, individual talents, crit ical thinking and problem solving skills, workforce readiness, and complete a course ofstudy result ing in a high school diploma, Cert ificate of Complet ion, CHSPE or GED. The program offers relevant instruct ion, geared toward assist ing students to


Page 3 of 31


http://www.sjcoe.org




become product ive members of the community.

Students who have been ident ified as needing special educat ion services are provided those services by credent ialed special educat ion teachersand paraeducators using an inclusion model, instruct ion in a 1:1 or small group sett ing. Parents of Special Educat ion students are act ive part icipants in the IEPteam meetingsfor their child.

Opportunities for Parental Involvement (School Year 2012-13)Opportunities for Parental Involvement (School Year 2012-13)

Peterson Juvenile Hall and Camp students are incarcerated and have limited visitat ion rights w ith their parents. Dorothy Biddick students have been removed fromabusive home environments and placed in protect ive care at the children’s shelter.

Parents of student w ith special needs are involved in the IEP team meetings for his/her child.

Each site provides agency support staff including counselors, probat ion staff, therapist and other personnel to deal w ith the educat ion rights and social/emotionalneeds of the students.

Parents are recruited for and sit on school site council, and other academic committees.


Page 4 of 31

Student Performance

Standardized Testing and Reporting Program

The Standardized Test ing and Report ing (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, andnine 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 designedto assess those students whose disabilit ies preclude them from achieving grade-level proficiency on an assessment of the California content standards w ith orw ithout accommodations.Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. TheCAPA is given to those students w ith significant cognit ive disabilit ies whose disabilit ies prevent them from taking either the CSTs w ith accommodations ormodificat ions or the CMA w ith accommodations.

The assessments under the STAR Program show how well students are doing in relat ion to the state content standards. On each of these assessments, student scoresare 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 STARResults Web site.

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 stat ist icalaccuracy or to protect student privacy.

Standardized Testing and Reporting Results for All Students - Three-YearStandardized Testing and Reporting Results for All Students - Three-Year

ComparisonComparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 2% 2% 3% 24% 24% 28% 54% 56% 55%

Mathematics N/A 7% N/A 18% 18% 18% 49% 50% 50%

Science N/A 3% 8% 18% 18% 21% 57% 60% 59%

History-Social Science % 2% 6% 11% 10% 14% 48% 49% 49%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2010-11 2011-12 2012-13

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

Math Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0

1

2

3

4

5

6

7

8


Page 5 of 31

http://star.cde.ca.gov




Science Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0

1

2

3

4

5

6

7

8

9

History Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0

1

2

3

4

5

6

7

Standardized Testing and Reporting Results by Student Group – Most Recent YearStandardized 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 28% 18% 23% 14%

All Students at the School 3% N/A 8% 6%

Male 1% N/A 4% 6%

Female N/A N/A N/A N/A

Black or African American 5% N/A N/A N/A

American Indian or Alaska Nat ive N/A N/A N/A N/A

Asian N/A N/A N/A N/A

Filipino N/A N/A N/A N/A

Hispanic or Lat ino 2% N/A 15% 5%

Native Hawaiian or Pacific Islander N/A N/A N/A N/A

White N/A N/A N/A N/A

Two or More Races N/A N/A N/A N/A

Socioeconomically Disadvantaged 2% N/A 11% 4%

English Learners 7% N/A N/A N/A

Students w ith Disabilit ies N/A N/A N/A N/A

Students Receiving Migrant Educat ion Services N/A N/A N/A N/A


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The California High School Exit Examinat ion (CAHSEE) is primarily used as a graduat ion requirement. However, the grade ten results of this exam are also used to establishthe percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designat ions required by thefederal ESEA, also known as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.


California High School Exit Examination Results for All Grade Ten Students –California High School Exit Examination Results for All Grade Ten Students –

Three-Year ComparisonThree-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 7% 13% 5% 19% 19% 28% 59% 56% 57%

Mathematics 5% 6% 5% 13% 17% 28% 56% 58% 60%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2010-11 2011-12 2012-13

0.0

2.5

5.0

7.5

10.0

12.5

15.0

Mathematics Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0

1

2

3

4

5

6

7


Page 7 of 31



California High School Exit Examination Grade Ten Results by Student GroupCalifornia High School Exit Examination Grade Ten Results by Student Group

Group

English-Language Arts Mathematics

Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All Students in the LEA 72% 14% 14% 72% 20% 8%

All Students at the School 95% 5% N/A 95% N/A 5%

Male 95% 5% N/A 94% N/A 6%

Female N/A N/A N/A N/A N/A N/A

Black or African American N/A N/A N/A N/A N/A N/A

American Indian or Alaska Nat ive N/A N/A N/A N/A N/A N/A

Asian N/A N/A N/A N/A N/A N/A

Filipino N/A N/A N/A N/A N/A N/A

Hispanic or Lat ino 100% N/A N/A 100% N/A N/A

Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A

White N/A N/A N/A N/A N/A N/A

Two or More Races N/A N/A N/A N/A N/A N/A

Socioeconomically Disadvantaged 100% N/A N/A 100% N/A N/A

English Learners N/A N/A N/A N/A N/A N/A

Students w ith Disabilit ies N/A N/A N/A N/A N/A N/A

Students Receiving Migrant Educat ion Services N/A N/A N/A N/A N/A N/A


Page 8 of 31


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 studentsmeeting the fitness standards for the most recent test ing period. For detailed information regarding this test, and comparisons of a school’s test results to the district andstate, see the CDE PFT Web page.


California Physical Fitness Test Results (School Year 2012-13)California Physical Fitness Test Results (School Year 2012-13)

Grade level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

5 N/A N/A N/A

7 N/A N/A N/A

9 23.1% 15.4% 23.1%


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http://www.cde.ca.gov/ta/tg/pf/



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,w ith a statew ide target of 800. For detailed information about the API, see the CDE API Web page.

This table displays the school’s statew ide and similar schools’ API ranks. The statew ide API rank ranges from 1 to 10. A statew ide rank of 1 means that the school has anAPI score in the lowest ten percent of all schools in the state, while a statew ide rank of 10 means that the school has an API score in the highest ten percent of allschools in the state. The similar schools API rank reflects how a school compares to 100 stat ist ically matched “similar schools.” A similar schools rank of 1 means that the school’s academicperformance 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 academicperformance is better than at least 90 of the 100 similar schools.

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 targetinformation. “C” means the school had significant demographic changes and there is no Growth or target information.

Academic Performance Index Ranks – Three-Year ComparisonAcademic Performance Index Ranks – Three-Year Comparison

API Rank 2010-11 2011-12 2012-13

Statew ide 1 1

Similar Schools

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

Group Actual API Change 2010-11 Actual API Change 2011-12 Actual API Change 2012-13

All Students at the School B 80 78

Black or African American

American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students w ith Disabilit ies


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http://www.cde.ca.gov/ta/ac/ap/



This table displays, by student group, the number of students included in the API and the Growth API at the school, LEA, and state level.

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

• Part icipat ion 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 addit ional indicator• Graduat ion rate (for secondary schools)

For detailed information about AYP, including part icipat ion rates and percent proficient results by student group, see the CDE AYP Web page.

Academic Performance Index Growth by Student Group – 2012-13 Growth APIAcademic Performance Index Growth by Student Group – 2012-13 Growth API

ComparisonComparison

Group Number of Students School Number of Students LEA Number of Students State

All Students at the School 16 558 408 481 4,655,989 790

Black or African American 2 76 432 296,463 708

American Indian or Alaska Nat ive 0 7 30,394 743

Asian 1 19 470 406,527 906

Filipino 0 4 121,054 867

Hispanic or Lat ino 11 566 225 469 2,438,951 744

Native Hawaiian or Pacific Islander 0 5 25,351 774

White 0 48 576 1,200,127 853

Two or More Races 2 24 554 125,025 824

Socioeconomically Disadvantaged 8 331 469 2,774,640 743

English Learners 5 91 438 1,482,316 721

Students w ith Disabilit ies 0 29 500 527,476 615

Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)

AYP Criteria School District

Made AYP Overall No No

Met Part icipat ion Rate - English-Language Arts Yes No

Met Part icipat ion Rate - Mathematics Yes No

Met Percent Proficient - English-Language Arts Yes No

Met Percent Proficient - Mathematics Yes No

Met API Criteria N/A No

Met Graduat ion Rate No No


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http://www.cde.ca.gov/ta/ac/ay/


Schools and districts receiving federal T it le I funding enter Program Improvement (PI) if they do not make AYP for two consecut ive years in the same content area (ELAor mathematics) or on the same indicator (API or graduat ion rate). After entering PI, schools and districts advance to the next level of intervent ion w ith each addit ionalyear that they do not make AYP. For detailed information about PI ident ificat ion, see the CDE PI Status Determinat ions Web page .

Note: Cells shaded in black or w ith N/A values do not require data.

Federal Intervention Program (School Year 2013-14)Federal Intervention Program (School Year 2013-14)

Indicator School District

Program Improvement Status

First Year of Program Improvement

Year in Program Improvement

Number of Schools Current ly in Program Improvement N/A

Percent of Schools Current ly in Program Improvement N/A %


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http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp



School Climate

Student Enrollment by Grade Level (School Year 2012-13)Student Enrollment by Grade Level (School Year 2012-13)

Grade Level Number of Students

Grade 4 2

Grade 5 1

Grade 7 3

Grade 8 3

Grade 9 8

Grade 10 21

Grade 11 47

Grade 12 37

Total Enrollment 122

Grade 4 Grade 5 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 120

10

20

30

40

50

Student Enrollment by Student Group (School Year 2012-13)Student Enrollment by Student Group (School Year 2012-13)

Group Percent of Total Enrollment

Black or African American 29.5

American Indian or Alaska Nat ive 0.8

Asian 4.9

Filipino 0.0

Hispanic or Lat ino 53.3

Native Hawaiian or Pacific Islander 0.0

White 9.0

Two or More Races 2.5

Socioeconomically Disadvantaged 65.6

English Learners 18.0

Students w ith Disabilit ies 7.4

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

30%

4%

55%

9%2%


Page 13 of 31



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

* 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 isreported by subject area rather than grade level.

Average Class Size and Class Size Distribution (Elementary)Average Class Size and Class Size Distribution (Elementary)

2010-11 2011-12 2012-13

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K

1

2

3

4

5

6 0

Other 15.0 1 0 0 15.0 1 0 0 15.0 1 0

Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2010-11 2011-12 2012-13

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English 17.0 12 0 0 20.0 11 0 0 20.0 10 0 0

Mathematics 17.0 12 0 0 20.0 9 0 0 20.0 8 0 0

Science 17.0 12 0 0 20.0 7 0 0 20.0 8 0 0

Social Science 17.0 12 0 0 20.0 13 0 0 20.0 7 0 0

School Safety Plan (School Year 2012-13)School Safety Plan (School Year 2012-13)

All COSP school sites have a comprehensive school safety plan in accordance w ith the Safe Schools policy, which includes a specific emergency operat ions plan. Incompliance w ith SB 187, the plan is reviewed and revised annually for each school site. Site safety plans are aligned w ith the Nat ional Incident ManagementSystem (NIMS) and California Standardized Emergency Management Systems (SEMS) ut ilizing Incident Command System (ICS). Each document is prepared for theuse of employees at a specific school site in the event of an emergency, disaster, or crisis situat ion.

At the beginning of each school year, COSP school site staff update their site specific Emergency Plan. The site specific Emergency plan includes the site safetyplan, San Joaquin County Office of Educat ion's Disaster Plan, updated site maps/evacuat ion routes, and Emergency Medical Services Authority,EMSA emergency first aid guidelines of California Schools. Schools are issued first aid kits and “grab and go” emergency packs in the event of an evacuat ion. Theschool nurse collaborates w ith parents/guardians of students w ith special needs in order to provide medical emergency kits in accordance w ith their IndividualizedSchool Health Plan, ISHP. A copy of the Emergency Plan binder is housed at the school site and the COSP Director's office and is available for parent/guardianreview.


Page 14 of 31


The counseling staff creates a crisis file for every teacher in the program. Community school teachers are given the file at the beginning of the year, along w ithinstruct ions on how they are to be ut ilized. The information is reviewed and updated as needed throughout the year. The follow ing information is displayed ateach site and is also included in the crisis file:

- Direct ions to follow in case of an emergency, crisis or injury

- COSP Emergency Hotline phone number

- A bomb threat checklist

- List ing of emergency phone numbers

- T ips for de-escalat ing a conflict

- Suicide intervent ion information, suicide hot line and San Joaquin County Mental Health contact information

- Resource numbers (Runaway hot line, shelter and “safe house” contact numbers, Public Health immunizat ion and HIV/AIDS information)

- Child abuse prevent ion information

- CPS report ing form

- State laws pertaining to unlawful conduct and sexual intercourse w ith a minor

- Smoking cessat ion resource list

- Community Resources


Page 15 of 31


Suspensions and Expulsions

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

School District

Rate * 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Suspensions 0.79 0.51 0.32 0.68 0.39 0.46

Expulsions 0.00 0.00 0.00 0.01 0.00 0.00

Suspensions

2010-11 2011-12 2012-13-1.0

-0.5

0.0

0.5

1.0School Suspensions

District Suspensions

Expulsions

2010-11 2011-12 2012-13-1.0

-0.5

0.0

0.5

1.0School Expulsions

District Expulsions


Page 16 of 31


School Facilities

School Facility Conditions and Planned Improvements (School Year 2013-14)School Facility Conditions and Planned Improvements (School Year 2013-14)

NA

Cruikshank schools are located in facilit ies operated by the county of San Joaaquin (not the County Office of Educat ion.)


Page 17 of 31



Teachers

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2010-11

2011-12

2012-13

2012-13

With Full Credent ial 12 12 12 191

Without Full Credent ial 0 0 0 22

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0 3

2010-11 2011-12 2012-130

2

4

6

8

10

12

14Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2011-

122012-

132013-

14

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2011-12 2012-13 2013-14-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


Page 18 of 31


The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, anappropriate California teaching credent ial, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and PrincipalQuality Web page.

Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 39 62

All Schools in District 64 36

High-Poverty Schoolsin District

70 30

Low-Poverty Schoolsin District

39 62


Page 19 of 31

http://www.cde.ca.gov/nclb/sr/tq/


Support Staff


* One Full-T ime Equivalent (FTE) equals one staff member working full-t ime; one FTE could also represent two staff members who each work 50 percent of full-t ime.

Academic Counselors and Other Support Staff (School Year 2012-13)Academic Counselors and Other Support Staff (School Year 2012-13)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor

Counselor (Social/Behavioral or Career Development) 0.5 N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) N/A

Psychologist N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist (non-teaching) 1.0 N/A

Other 1.0 N/A


Page 20 of 31

Curriculum and Instructional Materials

This sect ion describes whether the textbooks and instruct ional materials used at the school are from the most recent adopt ion; whether there are sufficient textbooksand instruct ion materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instruct ional materials.

Year and month in which data were collected: December 2013

Quality, Currency, Availability of Textbooks and Instructional Materials (FiscalQuality, Currency, Availability of Textbooks and Instructional Materials (Fiscal

Year 2013-14)Year 2013-14)

Core Curriculum Area Textbooks and instructional materialsFrom most recent

adoption?Percent students lacking own

assigned copy

Reading/Language Arts

Core: Glencoe Literature: California Treasures and Reader's Choice,

PublisherMcGraw-Hill Companies, Inc.

Supplemental: Holt Literature and Language Arts 9

Supplemental: Houghton Mifflin Reading/Language Arts (Grades K - 6)

Supplemental: PLATO (Grades 9 - 12), Edmentum Publishers

Supplemental: Integrated Thematic Curriculum

Yes 0.0

Mathematics

Scott Foresman-AddisonWesley enVision Math Common Core (Grades K - 6), Publisher

Pearson Educat ionInc.

Glencoe -Algebra Readiness (Grades 6 - 8)

Holt - AlgebraI (Grades 8 - 12)

PLATO, Edmentum

Yes 0.0

Science

GlencoeBiology: They Dynamics of Life (Grades 9 - 12)

GlencoePhysical/Earth Science (Grades 9 - 12)

Glencoe LifeScience (Grades 9 - 12)

Fearon Biology

No 0.0


Page 21 of 31


(Grades 3 - 6)

IntegratedThematic Curdriculum

PLATO, Edmentum

History-Social Science

Glencoe: The American Jouney

Glelncoe WorldHistory; Modern T imes

Supplemental: D.C. Heath World History

Supplemental: Globe Fearon World Geography and Cultures

Supplemental: Integrated Thematic Curriculum

PLATO, Edmentum

No 0.0

Foreign LanguageNA

0.0

Health

IntegratedThematic Curriculum

PLATO, Edmentum

No 0.0

Visual and Performing Arts

IntegratedThematic Curriculum

PLATO, Edmentum

0.0

Science Laboratory Equipment(grades 9-12) NA/ No "Wet Lab"

equipment used

0.0


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School Finances


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 orgoverning board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by adonor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Educat ion & Per-pupil Spending Web page. For information onteacher salaries for all districts in California, see the CDE Cert ificated Salaries & Benefits Web page. To look up expenditures and salaries for a specific school district , seethe Ed-Data Web site.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)

LevelTotal Expenditures

Per PupilExpenditures Per Pupil (Supplemental

/ Restricted)Expenditures Per Pupil (Basic /

Unrestricted)Average Teacher

Salary

School Site $7,733 $7,733 N/A $59,328

District N/A N/A $7,733 $59,328

Percent Difference – School Siteand District

N/A N/A 0.00% 0.00%

State N/A N/A $5,537 $66,920

Percent Difference – School Siteand State

N/A N/A 0.40% -0.13%

Types of Services Funded (Fiscal Year 2012-13)Types of Services Funded (Fiscal Year 2012-13)

CAHSEE Tutoring

CAHSEE Writ ing Prep

Foster Youth Tutoring

MAP Test ing tw ice per year

PWA Test ing tw ice per year

PLATO (individualized onling learing)

Teacher and Administrative Salaries (Fiscal Year 2011-12)Teacher and Administrative Salaries (Fiscal Year 2011-12)

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


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http://www.cde.ca.gov/ds/fd/ec/

http://www.cde.ca.gov/ds/fd/cs/

http://www.ed-data.org


For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page.

Average Principal Salary (High) N/A N/A

Superintendent Salary $255,680 N/A

Percent of Budget for Teacher Salaries 0.1% %

Percent of Budget for Administrat ive Salaries 0.1% %

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

-1.0

-0.5

0.0

0.5

1.0


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http://www.cde.ca.gov/ds/fd/cs/


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 highschool graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. Theserequirements 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.

California State University

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

Specific high school coursesGrades in specified courses and test scoresGraduat ion from high school

Some campuses have higher standards for part icular majors or students who live outside the local campus area. Because of the number of students who apply, a fewcampuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students whograduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, applicat ion, and fee information see the CSUWeb page.

Dropout Rate and Graduation RateDropout Rate and Graduation Rate

Indicator


2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12

Dropout Rate 22.4 18.7 15.4 22.4 18.7 15.4 16.6 14.7 13.1

Graduat ion Rate 70.79 74.28 76.18 70.79 74.28 76.18 74.72 77.14 78.73

Dropout/Graduation Rate Chart

2009-10 2010-11 2011-1210

20

30

40

50

60

70

80Dropout Rate (1 year)

Graduation Rate


Page 25 of 31

http://www.universityofcalifornia.edu/admissions/

http://www.calstate.edu/admission/admission.shtml




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 recentgraduat ing class, meeting all state and local graduat ion requirements for grade twelve complet ion, including having passed both the ELA and mathematics port ions of theCAHSEE or received a local waiver or state exemption.

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

Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Group

Graduating Class of 2012


All Students 4 300 418,598

Black or African American 41 28,078

American Indian or Alaska Nat ive 5 3,123

Asian 2 12 41,700

Filipino 3 12,745

Hispanic or Lat ino 2 148 193,516

Native Hawaiian or Pacific Islander 2 2,585

White 79 127,801

Two or More Races 9 6,790

Socioeconomically Disadvantaged 3 231 217,915

English Learners 2 46 93,297

Students w ith Disabilit ies 14 31,683

Career Technical Education Programs (School Year 2012-13)Career Technical Education Programs (School Year 2012-13)

Cruikshank Court Schools serve adjudicated youth, who have access to the "Small Business Administrat ion" CTE program.

Career Technical Education Participation (School Year 2012-13)Career Technical Education Participation (School Year 2012-13)

Measure CTE Program Participation

Number of pupils part icipat ing in CTE 273

Percent of pupils complet ing a CTE program and earning a high school diploma 0.0

Percent of CTE courses sequenced or art iculated between the school and inst itut ions of postsecondary educat ion 0.0

Courses for University of California and/or California State University AdmissionCourses for University of California and/or California State University Admission

UC/CSU Course Measure Percent


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2012-13 Students Enrolled in Courses Required for UC/CSU Admission 0.0

2011-12 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0


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*Where there are student course enrollments.

Advanced Placement Courses (School Year 2012-13)Advanced Placement Courses (School Year 2012-13)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 0 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 0 N/A

All Courses 0 0.0


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Instructional Planning and Scheduling

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

Professional DevelopmentProfessional Development

San Joaquin County Court Schools share the professional development plan w ith SJ Community Schools. We devote 4 full school days, 4 half days and 34 oneand a half to two hour sessions to professional development. A comprehensive professional development plan is in place, which includes the follow ing elements:

· Quarterly review and training inDistrict Adopted Curriculum

· Monthly meetings to support teachersw ith Subject Matter Competency and becoming Highly Qualified Teachers (HQT),through a partnership w ith Professional Development Department of the SanJoaquin County Office of Educat ion to provide subject matter competency for allteachers through the Verificat ion Process for Special Sett ings (VPSS). These subject matter consultants provide training to teachers once a month inthe core content areas of mathematics, English/language arts, social studiesand science. The consultants may observe individual teachers in the classroomand teach model lessons to provide peer-to-peer coaching that focuses onsubject matter competency and engaging instruct ional strategies. Common CoreTraining is included in these trainings.

· Monthly Region Meetings where data,program issues and site concerns are ident ified and discussed.

· Rigor, Relevance and Relat ionships(RRR) training began in 2008. Consultants from the Internat ionalCenter for Leadership in Educat ion were brought in to train the teachingstaff and administrators. The RRR focus was supported through monthlymeetings led first by teams of administrators and teachers, then throughteacher leaders and cont inues w ith teacher leaders and our curriculumcoordinator. The teachers have yearly professional goals that are t ied toRRR.

· Monthly English Learner trainingthrough the San Joaquin County Office of Educat ion Mult i-lingual Department isembedded into subject matter presentat ions. These trainings have includedStructures and Strategies, along w ith A Look At Learning (ALL). Teachers were init ially trained in the concepts of Structures andStrategies. The follow ing year, the strategies were woven into ourcurriculum and lessons were modeled at the monthly meetings. In addit ion,the consultants work w ith individual teaching using a coaching strategy. Teachers part icipate in CAHSEE WRITE training, and creat ion of curriculum,pacing guides and assessments for English Learners through the leadership ofour consultants.

· On Site Collaborat ion t ime isprovided to teachers to review curriculum and site goals w ith their teams.


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· Teacher part icipat ion in textbookadoptions, which includes review, pilot and subsequent program alignmenttraining to ensure effect iveness of implementat ion.

· Site Data Team discussions occur the3rd Tuesday of each month. A data team leader, who is trainedin extract ing, examining and draw ing conclusions, facilitates themeetings. These trainings occur monthly. The sites examine bestpract ice using mult iple measures to ensure student achievement. Goals areset and reviewed at each meeting.

· Professional development for teachersand administrators through Leadership Cadres sponsored by San Joaquin CountyOffice of Educat ion. We current ly have aReading and Writ ing Leadership Team, a Math Leadership Team, A Data LeadershipGroup, An Administrators Training in the Common Core and an English LearnerLeadership Team.

· Various workshops, conferences andtraining which include, but are not limited to:

· Great Valley Writ ing Project

· Northwestern Evaluat ion Assessment

· PLATO Online Learning Solut ions

· CTAP Regional Workshops

· CA Science TeachersAssociat ion’s Annual Conference

· CUE Conferences

· 2012 Accountability Leadership


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Inst itute for English Learners and Immigrant Students

· Bully Proof your Classroom andSchool Safety Conferences

· GLAD Training

· Geogebra Training

· Common Core Trainings


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Documents

John F. Cruikshank, Jr. - sjcoe.org 2012-13 Cruikshank... · Janine Cuaresma Principal, John F. Cruikshank, Jr. Cruikshank serves adjudicated youth, and children who have been temporarily