About this School Pine Crest School is located in Sebastopol, California, a town of 8,000 residents, seven miles west of Santa Rosa, in rural west Sonoma County. The area is historically an agricultural community that is currently transitioning from an economic base in apples to a grape-growing economy. With this transition comes an increased presence of wine production industries and additional tourist dollars. Pine Crest School serves students in Kindergarten through fifth grade in the Sebastopol Union School District, a district of approximately 800 students. K-5 students in this district attend either Park Side or Pine Crest Schools, and complete their K-8 education at Brook Haven Middle School (grades 6-8). There is also a district-dependent charter school, REACH, on the Brook Haven campus, that serves students in grades 4-8. At Pine Crest, excellence in the core subjects of Language Arts, Mathematics, Social Studies, and Science is a priority, while Art, Music, and Physical Education are also considered essential elements of a well-rounded curriculum. High standards are applied to student performance through a variety of assessment measures. The Pine Crest campus includes eight general education classrooms, a learning center, rooms for art and music, three special day class rooms which serve the West Sonoma County Special Education Consortium, and a spacious Multi-Use Room. A modern Library facility containing over 8,500 books also houses a computer lab, paid for with our Parcel Tax. Children play

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

Prepared in 2009-10

Pine Crest Elementary School 7285 Hayden Avenue, Sebastopol, CA 95472 • (707) 829-7411

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

Student Enrollment Number of students 207

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.

Executive Summary page 1 of 3 1/15/2010

daily on a large playground with a newly renovated field, an area of climbing structures, and a flat, paved area with swings and courts. A unique aspect of Pine Crest School is its commitment to Multi-Age Education. Every student at Pine Crest is a member of a multi-age homeroom. Kindergarten, first and second graders spend three years in the same community of learners, as do third, fourth and fifth graders. Students in third, fourth and fifth grade also spend time in grade-level-specific groups to receive instruction in core subjects during part of each day. Pine Crest’s participation in the research-based B.E.S.T. (Building an Effective School Together) program, with its emphasis on schoolwide positive behavior supports for all students, demonstrates the school’s commitment to teaching and modeling appropriate behavior. Additionally, the Toolbox Project curriculum (www.thetoolboxproject.org) teaches students how to employ the tools they have within themselves to reflect and self-manage. The Toolbox Project provides the entire school with a common vocabulary for addressing problems that promotes self-awareness, nonviolence, and empathy. The staff at Pine Crest is comprised of a dedicated group of teachers and experienced support personnel. Committed parent volunteers are a mainstay of the multi-age model, as is our involved and caring community. Pine Crest regularly holds collaborative events and activities that involve all members of our school community, and embody our inclusive spirit.

Student Performance

CST Test Subject Students Proficient or Above

English/Language Arts 65 %

Mathematics 52 %

Science 60 %

History/ Social Science n/a

Academic Progress Indicator Result

2009 Growth API Score (from 2009 Growth API Report) 809

Statewide Rank (from 2008 Base API Report) 7

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

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 %

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Before and after school care is provided on-site by CASTLE, (Children’s After School Transition Learning Environment.) CASTLE operates from 7:00am to 6:00pm every school day as well as during many holidays and vacation periods.

Teachers With Full Credential 13

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 $ 4,676

District $ 5,459

State $ 5,512 Unrestricted sources only

School Facilities Summary of Most Recent Site

Inspection Pine Crest Elementary School passed all areas of its most recent site inspection.

Repairs Needed and Corrective Actions Taken or Planned

Replaced lighting ballasts as necessary. Upgraded safety ground cover.

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About This School Pine Crest School is located in Sebastopol, California, a town of 8,000 residents, seven miles west of Santa Rosa, in rural west Sonoma County. The area is historically an agricultural community that is currently transitioning from an economic base in apples to a grape-growing economy. With this transition comes an increased presence of wine production industries and additional tourist dollars. Pine Crest School serves students in Kindergarten through fifth grade in the Sebastopol Union School District, a district of approximately 800 students. K-5 students in this district attend either Park Side or Pine Crest Schools, and complete their K-8 education at Brook Haven Middle School (grades 6-8). There is also a district-dependent charter school, REACH, on the Brook Haven campus, that serves students in grades 4-8. At Pine Crest, excellence in the core subjects of Language Arts, Mathematics, Social Studies, and Science is a priority, while Art, Music, and Physical Education are also considered essential elements of a well-rounded curriculum. High standards are applied to student performance through a variety of assessment measures. The Pine Crest campus includes eight general education classrooms, a learning center, rooms for art and music, three special day class rooms which serve the West Sonoma County Special Education Consortium, and a spacious Multi-Use Room. A modern Library facility containing over 8,500 books also houses a computer lab, paid for with our Parcel Tax. Children play daily on a large playground with a newly renovated field, an area of climbing structures, and a flat, paved area with swings and courts.

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

Pine Crest Elementary School

Pine Crest Elementary Grades K – 5 7285 Hayden Ave Sebastopol, CA 95472 (707) 829-7411 http://pinecrest.sebastopolschools.org/ CDS Code: 49-70938-6052237 Liz Schott, Principal lschott@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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A unique aspect of Pine Crest School is its commitment to Multi-Age Education. Every student at Pine Crest is a member of a multi-age homeroom. Kindergarten, first and second graders spend three years in the same community of learners, as do third, fourth and fifth graders. Students in third, fourth and fifth grade also spend time in grade-level-specific groups to receive instruction in core subjects during part of each day. Pine Crest’s participation in the research-based B.E.S.T. (Building an Effective School Together) program, with its emphasis on schoolwide positive behavior supports for all students, demonstrates the school’s commitment to teaching and modeling appropriate behavior. Additionally, the Toolbox Project curriculum (www.thetoolboxproject.org) teaches students how to employ the tools they have within themselves to reflect and self-manage. The Toolbox

Project provides the entire school with a common vocabulary for addressing problems that promotes self-awareness, nonviolence, and empathy. The staff at Pine Crest is comprised of a dedicated group of teachers and experienced support personnel. Committed parent volunteers are a mainstay of the multi-age model, as is our involved and

caring community. Pine Crest regularly holds collaborative events and activities that involve all members of our school community, and embody our inclusive spirit. Before and after school care is provided on-site by CASTLE, (Children’s After School Transition Learning Environment.) CASTLE operates from 7:00am to 6:00pm every school day as well as during many holidays and vacation periods.

The mission of Pine Crest School is to provide a safe, caring, stimulating, and positive school environment where each child can become a responsible, independent thinker and enjoy a high level of personal, academic, social, and physical success. Students at Pine Crest School are involved in numerous programs and activities that reinforce key educational values such as the love of learning, multiculturalism, stewardship of the environment, and the development of socially conscious behavior.

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Student Enrollment 2008-09 By Grade

Grade #

Students Kindergarten 21

Grade 1 41

Grade 2 22

Grade 3 32

Grade 4 41

Grade 5 50

Total 207 By Group

African American 3.86 %

American Indian or Alaska Native 2.90 %

Asian 2.42 %

Filipino 0

Hispanic or Latino 8.21 %

Pacific Islander 0

White (not Hispanic) 82.61 %

Multiple or No Response 0

Socio-Economically Disadvantaged 26 %

English Learners 6 %

Students with Disabilities 15 %

Opportunities for Parental Involvement

Contact Donna Fore

Phone 707-829-7411

Pine Crest 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 Educational Foundation (SEF) is also a vital part of Pine Crest’s parent participation program. Throughout the year, SEF’s volunteers work tirelessly, raising funds that support many activities and programs for the students and teachers at Pine Crest. The Parent Teacher Student Association (PTSA) is also invaluable in its ongoing support of Pine Crest. It sponsors a variety of family activities, coordinates fundraising, and provides additional support as needed and upon request. The volunteerism ethic is an indispensable component of our program. Our network of parent and community volunteers is greatly appreciated.

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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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 1 2

The school only had grades 3 through 5.

Students are in K-2 and 3-5 classrooms, therefore the class counts don’t accurately represent our class sizes.

3 19.5 2 21.5 1 1 19.0 1 4 28.5 2 25.3 3 24.0 1 5 28.5 2 27.5 2 28.0 1 6

K-3 20.0 1 3 20.8 1 3 3-4 19.0 2 4-8 28.5 2 33.0 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).

School Climate School Safety Plan 2008-09

The Safe School Plan is designed to positively affect the health and safety of our students and staff. Each year the School Site Council reviews the plan, assesses the progress made toward goals, and either revises existing goals or creates new ones based on various data sources. There is generally a goal having to do with people (staff, students, parents, community), and one having to do with facilities. The most recent Safe School Plan resulted in analyzing the parking area and driveways of the school; ensuring that we were comprehensively addressing any bullying issues at the school; and, continuing to address the need for door hardware that can be locked from the inside of the classroom.

Suspensions and Expulsions School District

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

Suspensions 9.3 % 10.5 % 6.3 % 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

Pine Crest is clean, safe, and well maintained. Regular maintenance and upkeep are routinely performed to keep the school in good working order. Each month, classes take turns being in charge of Campus Litter Patrols and maintenance of our Nature Garden as a community service project. In addition, students, staff, parents, and volunteers are regularly reminded and encouraged to take individual responsibility for the care and upkeep of our facility and equipment.

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 Replaced lighting ballasts as necessary.

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 Upgraded safety ground cover.

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 11 14 13 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

Library Media Teacher (Librarian) 0.375

Library Media Services Staff (paraprofessional)

Psychologist 0.20

Social Worker

Nurse 0.15

Speech/Language/ Hearing Specialist 0.40

Resource Specialist (non-teaching)

Other

Average Number of Students per Academic Counselor 200

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 $6,281 $1,605 $4,676 $53,319 District $5,459 $62,797 Percent Difference – School Site and District 14 % 15 % State $5,512 $56,284 Percent Difference – School Site and State 1 % 11.5 %

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

State and federal funding is utilized to ensure small class sizes in the primary grades, and to provide Instructional Assistants in each classroom for a portion of the day. There is also a part-time reading specialist whose role is to remediate readers whose skills are below grade-level expectations. Pine Crest School is very fortunate to be the recipient of additional funding granted by the Sebastopol Educational Foundation (SEF), the Parent/Teacher/Student Association (PTSA), our Parcel Tax, and donations from our community that support many enrichment programs for our students. We are able to provide art, P.E. and music instruction delivered by credentialed teachers to all students in grades 3-5. Pine Crest also offers counseling services through its Rainbow Connection program.

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 1.9 17.3 78.8

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 59 63 65 56 56 60 43 46 50 Mathematics 44 56 52 49 48 54 40 43 46 Science 33 55 60 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 54 46 * White (not Hispanic) 67 53 65

Male 64 57 67 Female 66 47 56

Economically Disadvantaged 47 46 53 English Learners * * * Students with Disabilities 39 35 * 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 7

Similar Schools 2 2 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 -3 9 10 809

African American * * * * American Indian or Alaska Native

* * * *

Asian * * * * Hispanic or Latino * * * * White (Not Hispanic) -16 -6 20 823

Socio-economically Disadvantaged

* * * *

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 Yes 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 Staff development efforts in recent years have focused on: the BEST and Peaceful Playground programs; behavioral and academic interventions including Response to Intervention; improving the Student Study Team process; and emergency planning and response.

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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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