About this School At Park Side Elementary, we celebrate excellence in education, and have for nearly 70 years. Our school has inspired a love of life-long learning to generations of families in Sebastopol since 1938. Located in the heart of wine country in Sonoma County, the school continues to grow and expand its programs to meet the needs of its students, families, and community. Park Side has recently become an International Baccalaureate (IB) Candidate School offering the Primary Years Program for student s in Kindergarten through 5th grade. Instruction is provided in primarily single-graded classrooms and reflects the curriculum and instructional strategies promoted by the International Baccalaureate Organization (IBO) designed to develop students who are “Internationally-minded.” Rigorous academic standards provide the framework for curriculum content at all grade levels. Student achievement is monitored through frequently administered common and formative assessments as well as the annual STAR tests administered to all students in grades 2 through 5. The development of academic English is measured annually through the CELDT and monitored by teachers through formative assessments.

Executive Summary 2008-09 School Accountability Report Card (SARC)

Prepared in 2009-10

Park Side School 7450 Bodega Ave, Sebastopol, CA 95472 • (707) 829-7400

Grades K – 5 http://parkside.sebastopolschools.org/

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2008-09 school year, except the School Finances and School Completion data that are reported for the 2007-08 school year. For additional information about this school, please review the entire SARC or contact the school or district office.

Student Enrollment Number of students 304

Executive Summary page 1 of 3 2/1/2010

We welcome and encourage parent volunteers in the classroom, and participation through an active PTSA, School Site Council and the Sebastopol Education Foundation (SEF). The Park Side School Library is used by students in all grades for both reading enrichment and research. All grades participate in a Physical Education program that meets California standards. The academic program is enriched through Art, Music and Spanish Language classes. Students in grades 3, 4 and 5 are eligible for testing for the district’s Gifted and Talented (GATE) program. The needs of all students are complemented through services provided by our Resource Specialist Program, Speech and Language specialists and the West County Consortium of which the Sebastopol District is a member. Park Side promotes a positive school climate through the BEST ( Building Effective Schools Together) Program in which all students learn to be safe, be responsible and be respectful. BEST standards form the basis of our student behavior policy, and are taught in conjunction with the traits that comprise the IB Learner Profile. The CASTLE program offers on-site pre-school, as well as before- and after-school care.

Student Performance

CST Test Subject Students Proficient or Above

English/Language Arts 51 %

Mathematics 56 %

Science 34 %

History/ Social Science n/a

Academic Progress Indicator Result

2009 Growth API Score (from 2009 Growth API Report) 781

Statewide Rank (from 2008 Base API Report) 5

2009-10 Program Improvement (PI) Status Not in PI

Curriculum & Instruction Materials

Percentage of Students Lacking Textbooks and Instructional Materials Reading/Language Arts 0%

Mathematics 0%

Science 0%

History/Social Science 0%

Foreign Language n/a

Health n/a

Visual & Performing Arts n/a

Science Laboratory Equipment (grades 9-12)

n/a

Executive Summary page 2 of 3 2/1/2010

NAEP Results Average Scale Score State Percent Achievement Level

State National Basic Proficient Advanced Reading Grade 4 209 220 30 % 18 % 5 %

Mathematics, Grade 4 232 239 41 % 25 % 5 %

Teachers With Full Credential 17

Without Full Credential 0

Teaching Outside Subject Area of Competence 0

Mis-assignment of Teachers of English Learners

0

Total Teacher Mis-assignments

0

School Finances

Level Expenditures

per Pupil School Site $ 6,588

District $ 5,459

State $ 5,512

Unrestricted sources only

School Facilities Summary of Most Recent Site

Inspection

A school inspection revealed no safety issues to be addressed. The school maintenance and custodial staff monitor and maintain all buildings and school grounds.

Repairs Needed Corrective Actions Taken or Planned

None needed.

Executive Summary page 3 of 3 2/1/2010

About This School The Park Side School Vision … Our school’s goal is to provide an environment where a shared commitment (by staff, students, parents and community) to learning, cooperation, tolerance and self-discipline will enable our students to become lifelong learners and responsible participants in our culturally diverse, democratic society. In 70 years of existence, Sebastopol’s Park Side elementary has maintained an unwavering commitment to providing students with a firm, wide-ranging academic foundation on which to build successful futures. At Park Side, excellence in the core subjects of Language Arts and Mathematics is highly valued, while Social Science, Natural Science, Physical Education, Art and Music are viewed as essential elements of a well-rounded curriculum. Rigorous standards are applied to student academic performance through a variety of performance measures. These standards are articulated across grade levels. Currently, our core curriculum includes the Houghton-Mifflin Reading and Mathematics Programs and the recent additions of MacMillan/McGraw-Hill for Science, and Scott-Foresman for History and Social Studies. Based on scientific research and adopted on all grade levels K-5, these programs have demonstrated proven success in students’ academic skills acquisition. Park Side is distinguished by its recent acceptance as an International Baccalaureate (IB) Candidate School. Park Side offers a curriculum and instructional practices designed to develop International-mindedness in all students. This is accomplished through focusing on the

2008-09 School Accountability Report Card (SARC) Prepared in 2009-10

Park Side Elementary School

Park Side Elementary Grades K – 5 7450 Bodega Ave Sebastopol, CA 95472 (707) 829-7400 http://parkside.sebastopolschools.org/ CDS Code: 49-70938-6052229 Laurie Whiteside, Principal lwhiteside@sebusd.org Sebastopol USD David Wheeler, Superintendent (707) 829-4570 dwheeler@sebusd.org http://www.sebusd.org The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the conditions and performance of each California public school. More information about SARC requirements is available on 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.

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education of the whole person, emphasizing intellectual, personal, emotional and social growth. The IB Program has identified ten traits that comprise the Learner Profile it seeks to engender in all students so that they become: Thinkers, Inquirers, Risk-takers, Principled, Caring, Open-minded, Balanced, Knowledgeable, Communicators and Reflective. Through the dynamic combination of knowledge-building, teaching of higher order thinking skills, a commitment toward the development of a global perspective, we nurture the qualities that enable our students to leave Park Side as life-long learners who have the skills and confidence to pursue a life of active, responsible citizenship. Park Side pro-actively promotes a positive and safe school climate through its participation in the Building Effective Schools Together (BEST) program that is designed to maintain a healthy school-wide atmosphere with effective management practices. In addition, Park Side implements a social/emotional curriculum called Tool Box that is designed to build community and citizenship through a common language based on personal and social awareness. Park Side supports the emotional needs of children through its long-standing, highly effective Rainbow House program. Here at Park Side, we believe that all students have the ability to learn and succeed, and we are committed to providing programs and conditions that ensure their success. Curriculum and instruction are consistent with

state standards and reflect current research on ‘best practices’ for effective instruction. Fine arts and technology enhance our instruction. We offer PE, Art, Music and Spanish through Sspecialists in those areas. We strive to maintain strong collaborative partnerships with parents, community groups, and civic organizations that support and promote each child's social endeavors, personal growth and superior academic goals. At Park Side, a dedicated teaching faculty is supported by an experienced instructional support staff, committed parent volunteers and a supportive community. Park Side regularly

Student Enrollment 2008-09 By Grade

Grade #

Students Kindergarten 61

Grade 1 57

Grade 2 44

Grade 3 40

Grade 4 61

Grade 5 41

Total 304 By Group

African American 3.29 %

American Indian or Alaska Native

2.63 %

Asian 1.32 %

Filipino 0

Hispanic or Latino 27.96 %

Pacific Islander 0.99 %

White (not Hispanic) 63.82 %

Multiple or No Response 0

Socio-Economically Disadvantaged

44 %

English Learners 20 %

Students with Disabilities 23 %

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hosts collaborative events and sponsors on-going activities that involve parent volunteers, civic organizations, police and safety agencies and educational specialists. Such collaborations demonstrate Park Side’s community-minded spirit. Park Side is committed to providing a happy and supportive educational environment that addresses children’s individual needs while challenging all students to realize their full potential. We support the building of self-esteem, self-worth and a positive self-image. It is the mission of the Sebastopol School District to provide exemplary services to the students of the Sebastopol community. The District is committed to providing the following:.

1. A comprehensive educational program that meets the needs of all students through diverse instructional options;

2. A curriculum of rigorous standards that are articulated through the grade levels and measured by multiple accountability systems.

3. Services to students that promote character development, citizenship, positive personal relationships and healthy life styles.

4. A ‘state-of-the-art’ facility that encourages pride among its stakeholders, supports the educational program, and ensures the safety of its students.

5. A genuine partnership with its parents, support organizations and thee business community.

6. A highly trained collaborative, and committed staff.

7. Effective leadership among the Board of trustees and Administration that is representative of the community and empowers the excellent work of its staff.

All classroom teachers are fully credentialed, and many have advanced degrees. The school principal and all staff members are dedicated to nurturing the whole child through a high quality core curriculum. Students with special needs have full access to the core curriculum. This curriculum is updated to align with the California State Frameworks in each subject area.

Opportunities for Parental Involvement

Contact Laurie Whiteside

Phone (707) 829-7400 Park Side School is supported on a continual basis by a network of parent volunteers who assist teachers and staff in and out of the classroom. The Sebastopol Education Foundation, (SEF), is also a vital part of Park Side’s parent participation program. Throughout the year SEF’s volunteers work tirelessly, raising funds to sponsor many activities and programs for Park Side School. The PTSA is invaluable for their on-going support to Park Side School, organizing the distribution of the School’s bi-monthly Newsletter, as well as organizing family activities; fundraising and any form of School support that is needed or requested. Park Side always welcomes and appreciates our community of parent volunteers.

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Average Class Size and Class Size Distribution Elementary

2006-07 2007-08 2008-09 Number of

Classrooms Number of

Classrooms Number of

Classrooms

Grade Level

Avg. Class Size 1-20 21-32 33+

Avg. Class Size 1-20 21-32 33+

Avg. Class Size 1-20 21-32 33+

K 17.5 2 19.3 3 20.3 2 1

1 17.0 3 16.8 4 19.0 3

2 19.8 5 19.5 2 16.5 2

3 19.5 2 20.0 4 18.0 2

4 28.0 1 25.0 1

5 28.0 1 28.0 1

6

K-3 18.7 6 16.0 1 15.0 1

3-4 25.0 1

4-8 26.0 1

Other This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Data Quest 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 (eg: Academic Performance Index [PI], Adequate Yearly Progress [AYP], test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access Internet access is available at public libraries and other locations that are publicly accessible (eg: the California State library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-serve basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

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School Climate School Safety Plan 2008-09

Park Side’s School Safety Plan is designed to positively affect the health and safety of school employees, students and community. The Safety Plan is designed to serve as a quick reference manual to help all employees become familiar with the proper procedures, telephone numbers and forms to deal with all types of emergencies. The plan is reviewed yearly, and training is provided to all the certificated and classified staff in order to prepare for emergency response to medical emergencies, bomb threats, natural disasters and crisis procedures. The Safety Committee, which oversees implementation of the Plan, will hold quarterly safety committee meetings, provide safety in service opportunities, conduct annual safety survey of staff, conduct annual site inspections, review safety suggestions, review hazard reporting, report to School Board annually on committee activities, recommend distribution of RESIG Arson/Intrusion and Safety Credit funds, assists District on all compliance issues, and serves as role models for students and staff. Park Side adheres closely to all State and Federal regulations that relate to student and employee health and safety issues.

Suspensions and Expulsions School District

Rate 2006-07 2007-08 2008-09 2006-07 2007-08 2008-09

Suspensions 0.7 % 1.0% 3.9 % 3.4 % 3.8 % 8.8 %

Expulsions 0 % 0 % 0 % 0 % 0 % 0 %

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

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School Facilities School Facility Conditions and Planned Improvements in 2009-10

A full facility inspection was made in late 2007 and again in August prior to the beginning of the school year. For purposes of the inspection, close examination was given to the doors, walls, floors, ceilings, carpets, windows and working hardware. All areas of each classroom were inspected, including the closets and storage areas, ceilings, vents and water fountains. We looked for evidence of leaks, discolored walls or ceiling tiles. Ventilation and heating filters were replaced. All the school bathrooms were inspected, examining the pipes and hardware, walls, windows and floors. The tiled walls were sound, as were the partitions and plumbing. The school inspections included the Library, Multi-Purpose Room/cafeteria, and the storage sheds used to house playground equipment. All of the outside facilities were inspected, including thee perimeter fences, gates and locks. In addition, each roof was inspected, swept clean of debris and accumulated branches and leaves, then checked closely for cracks and wear.

1. Classroom ceilings continue to be monitored for evidence of leaking. Tiles were replaced, and painted.

2. The raised beds in the school garden were inspected for damage and rot. They were reinforced and replaced as needed.

3. The walkways outside the Kindergarten classrooms need replacing. An outside contractor was brought in and the loose planking was replaced, secured and painted.

The facility grounds needed general cleanup, mowing and maintenance after a warm summer season. General facility grounds maintenance was completed prior to the beginning of school.

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School Facilities Good Repair Status 2009-10

Repair Status Item Inspected

Good Fair Poor Repair Needed and

Action Taken or Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer X

Interior InteriorSurfaces X

Cleanliness: Overall Cleanliness, Pest/Vermin Infestation

X

Electrical X

Restrooms/Fountains: Restrooms, sinks, fountains X

Safety: Fire Safety, Hazardous Materials X

Structural: Structural Damage, Roofs X

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

X

Raised beds in the school garden were inspected, repaired and replaced as needed. The walkways outside the Kindergarten classrooms needed replacing. An outside contractor will be brought for repairs. Exemplary Good Fair Poor Overall Summary of Facility Good Repair Status x

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

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Teachers Teacher Credentials

School District Teachers 2006-07 2007-08 2008-09 2008-09

With Full Credential 21 18 17 67

Without Full Credential 0 0 0 1

Teaching Outside Subject Area of Competence 0 0 0 n/a This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Teacher Mis-assignments and Vacant Teacher Positions Indicator 2007-08 2008-09 2009-10 Mis-assignments of Teachers of English Learners 0 0 0

Total Teacher Mis-assignments 0 0 0

Vacant Teacher Positions 0 0 0 This table displays the number of teacher mis-assignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Mis-assignments includes the number of Mis-assignments of Teachers of English Learners.

Core Academic Classes Taught by No Child Left Behind Compliant Teachers 2008-09

Percent of Classes In Core Academic Subjects Location of Classes Taught by

NCLB Compliant Teachers Taught by

Non-NCLB Compliant Teachers

This School 100 % 0 %

All Schools in District 100 % 0 %

High-Poverty Schools in District n/a n/a

Low-Poverty Schools in District 100 % 0 % This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.

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Support Staff Academic Counselors and Other Support Staff 2008-09

Title FTE Assigned to School Academic Counselor 0.5

Library Media Teacher (Librarian) 0.5

Library Media Services Staff (paraprofessional) 0

Psychologist 0.2

Social Worker 0

Nurse 0.2

Speech/Language/ Hearing Specialist 0.5

Resource Specialist (non-teaching)

Other

Average Number of Students per Academic Counselor 299

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

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Curriculum and Instructional Materials Quality, Currency, and Availability

of Textbooks and Instructional Materials 2009-10

Core Curriculum

Area

Quality, Currency, and Availability of Textbooks and

Instructional Materials

Percent of Pupils Who Lack Their Own Assigned Textbooks

and Instructional Materials

Reading/ Language Arts Houghton-Mifflin 0%

Mathematics

Houghton-Mifflin 0%

Science

McGraw Hill 0%

History- Social Science Scott Foresman 0%

Foreign Language n/a n/a

Health

n/a n/a

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

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School Finances Expenditures Per Pupil and School Site Teacher Salaries

Fiscal Year 2007-08

Level Total Supplemental Basic Average

Teacher Salary School Site $6,588 $1,358 $5,230 $72,960 District $5,459 $62,797 Percent Difference – School Site and District State $5,512 $56,284 Percent Difference – School Site and State

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the Certificated Salaries and Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Teacher and Administrative Salaries Fiscal Year 2007-08

Category

District Amount

State Average For Districts

In Same Category Teacher Salaries Beginning Teacher Salary $35,974 $38,481 Mid-Range Teacher Salary $57,814 $55,789 Highest Teacher Salary $71,255 $70,849 Administrator Salaries Average Elementary Principal $90,775 $88,862 Average Middle School Principal $79,504 $94,015

Average High School Principal n/a $97,594 Superintendent Salary $119,532 $110,994 Percent of Budget for Teacher Salaries 45.70 % 37.20 % Administrative Salaries 6.70 % 6.60 % Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.

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Types of Services Funded -- Fiscal Year 2008-09

Park Side Elementary School is very fortunate to be the recipient of additional educational funding through grants provided by SEF, (Sebastopol Education Foundation), Parcel Tax dollars, and PTSA fundraising as well as ongoing donations from our community in support of our enrichment programs. Park Side offers student counseling and intervention services through its counseling staff, Rainbow House and Rainbow Connection, and in collaboration with West Sonoma County Community Services. Music programs such as after school piano and choral instruction have proven to be highly successful and well received by both students and parents. The library at Park Side is an excellent resource for students to obtain reference materials for class assignments as well as books for their reading enjoyment. Our school librarian ensures that the most current materials are available to our students. The Park Side Nature Garden provides opportunities for environmental education and to study the relationship between agriculture and community that distinguishes this area. Park Side School is also equipped with a regulation baseball field, which is also used after-school throughout the year by community sports organizations. Park Side students may be referred to the district’s Gifted and Talented Program where they participate in academically challenging activities that have, in past years, included participation in competitions at district and state levels. At the State level, the goal of the Gifted and Talented Program includes training to all teachers in differentiating the curriculum in order to provide a wider range of academic challenges to all students in the classroom.

California Physical Fitness Test Results 2008-09 Percent of Students Meeting Fitness Standards

Grade Four of Six Standards

Five of Six Standards

All Six Standards

5 7.9 26.3 63.2

The CA Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays the percent of students meeting four, five, or six out of six standards for the most recent testing period. Detailed information about this test is at http://www.cde.ca.gov/ta/tg/pf// Scores are not shown when fewer than ten students were tested.

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Student Performance Standardized Testing and Reporting (STAR) Program Details on STAR results, including results by grade and performance levels, including the percentage of students not tested, are available on the CDE web site http://star.cde.ca.gov. Program information on the STAR Program is available at http://www.cde.ca.gov/ta/sr/documents/starpkt5intrpts.pdf.

CST Results for All Students – Three-Year Comparison School District State Subject

06-07 07-08 08-09 06-07 07-08 08-09 06-07 07-08 08-09 English-Language Arts 54 48 51 56 56 60 43 46 50 Mathematics 72 51 56 49 48 54 40 43 46 Science 0 44 34 48 56 56 38 46 50 History-Social Science n/a n/a n/a 51 50 55 33 36 41

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

CST Results by Student Group – Most Recent Year Percent of Students Scoring at Proficient or Advanced

Group English- Language Arts Mathematics Science History-

Social Science African American * * * American Indian or Alaska Native * *

Asian * * * Hispanic or Latino 23 30 8 Pacific Islander * * * White (not Hispanic) 63 69 52

Male 46 65 37 Female 58 44 32

Economically Disadvantaged 33 40 11 English Learners 22 33 * Students with Disabilities 22 24 15 Students Receiving Migrant Education Services * * *

* Scores are not shown when fewer than ten students were tested, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

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Accountability

Academic Performance Index

Academic Performance Index Ranks – Three-Year Comparison

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API is at http://www.cde.ca.gov/ta/ac/ap/.

API Rank 2006 2007 2008 Statewide 7 7 5

Similar Schools 4 4 1

The Statewide API ranks range from 1 to 10, with 1 being in the lowest 10 percent of all schools in the state, and 10 being the API score is in the highest 10 percent of all schools in the state.

The Similar Schools Rank reflects how it compares to 100 statistically similar schools, with a rank of 1 meaning that the school performance was comparable to the lowest-performing 10 out of 100 similar schools; A rank of 10 means that the school’s academic performance is better than at least 90 of 100 similar schools.

Academic Performance Index Growth by Student Group Three Year Comparison

Actual API Change Growth API Score

Group

2006-07 2007-08 2008-09 2009 All Students at School 15 -44 19 781

African American American Indian or Alaska Native

Asian Hispanic or Latino Pacific Islander White (Not Hispanic) 39 -56 31 838

Socio-economically Disadvantaged

-45 43 697

English Learners Students w/Disabilities Actual API changes in points added or lost for the past three years, and the most recent API score. NA means that the group was not statistically significant * means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and

Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2008 or 2009. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.

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Adequate Yearly Progress

Adequate Yearly Progress Overall and by Criteria (2008-09 School Year) The federal NCLB Act 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 indicator • Graduation rate (for secondary schools only)

Detailed information on AYP is available at http://www.cde.ca.gov/ta/ac/ay/

AYP Criteria School District Overall Yes No

ELA Yes No Participation Rate

Mathematics Yes Yes

ELA No No Percent Proficient

Mathematics Yes No

API Yes Yes

Graduation Rate n/a n/a

Federal Intervention Program – 2009-10 Schools and districts receiving Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or Math) or 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. Detailed information about PI identification can be found at http://www.cde.ca.gov/ta/ac/ay/.

Indicator School District Program Improvement (PI) Status Not in PI Not in PI

First Year in Program Improvement n/a

Year in PI n/a

Number of Schools Currently in PI 1

Percent of Schools Currently in PI

25.0

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Instructional Planning and Scheduling

Professional Development

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National Assessment of Educational Progress (NAEP) The National Assessment of Educational Progress (NAEP) is a nationally representative assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., basic, proficient, and advanced) and the participation of students with disabilities (SD) and English language learners (ELL) is reported based on three levels (identified, excluded, and assessed). Detailed information regarding the NAEP results for each grade, performance level, and participation rate can be found on the National Assessment of Educational Progress Web page at http://nces.ed.gov/nationsreportcard/.

National Assessment of Educational Progress (NAEP) Reading and Mathematics Results – All Students

This table displays the scale scores and achievement levels on the National Assessment of Educational Progress (NAEP) Results for Reading in 2007 and Mathematics in 2009 for grades four and eight.

Average Scale Score Percent Achievement Level Subject and Grade Level State National Basic Proficient Advanced

Reading 2007, Grade 4 209 220 30 18 5

Mathematics 2009, Grade 4 232 239 41 25 5

National Assessment of Educational Progress (NAEP) Reading and Mathematics Results for Students with Disabilities and/or

English Language Learners

State Participation Rate National Participation Rate Subject and Grade Level Students with

Disabilities

English Learners

Students with Disabilities

English

Learners

Reading 2007, Grade 4 74 93 65 80

Mathematics 2009, Grade 4 79 96 84 94 Notes about NAEP and CST: Only a sample group of California's schools and districts participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. The NAEP reflects state test results and is not reflective of either the LEA or the individual school. Comparisons of student performance on the NAEP and student performance on the Standardized Testing and Reporting (STAR) Program assessments cannot be made without an understanding of the key differences between the two assessment programs. For example, the NAEP only assesses grades four, eight and twelve and for long-term trends assesses grades nine, thirteen, and seventeen. Additionally, the NAEP only provides state test results for grades four and eight. The California Standards Tests (CSTs) are based on a different set of standards than the NAEP assessments. For example, the NAEP is not aligned with California academic content and achievement standards and, therefore, does not necessarily reflect the curriculum and instruction to which students are exposed in the classroom. The NAEP assesses reading and writing separately, while the CSTs assess English-language arts (ELA), encompassing reading as well as writing conventions, spelling, and grammar. Scores on the CSTs and other assessments are not directly comparable to those on NAEP. The averages and percentages presented are estimates based on samples of students rather than on entire populations. Finally, the questions students respond to are only a sample of the knowledge and skills covered by the NAEP frameworks. Information on the differences between NAEP and CST is at http://www.cde.ca.gov/ta/tg/nr.

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