school accountability report card · school accountability report card data from the 2006-2007...

School Accountability Report Card Data From the 2006-2007 School Year Published During 2007-2008

Superintendent’s Message

Special Education Programs

The Sonoma County Office of Education’s Special Education Division serves adults and children with special needs in the Sonoma County Special Education Area. SCOE provides services to over 1,200 students, from infants aged two with autism, up to developmentally delayed adults in their nineties at the Sonoma Development Center.

All of our employees strive to provide a rich and caring educational experience in the least restrictive setting possible. SCOE’s Special Education department has approxi-mately 335 employees providing services in homes and on 45 school and community sites within Sonoma County. Services provided include special day classes, speech and language therapy, occupational and physical therapy, services to the visually impaired, deaf and hard of hearing, orientation and mobility, vocational training, counseling, and assessments.

The Sonoma County Office of Education strives to provide each student with a stan-dards-based, high quality, educational experience, preparing students for a success-ful transition to the highest possible level of independence for each individual.

Alternative Education Programs

Sonoma County Office of Education (SCOE) Alternative Education Programs provides K-12 education for students who are seriously at risk of school and/or societal failure. The four programs are the following: Court Schools, Community Schools, Home and Independent Study, and Cal-SAFE (California School Age Families Education). These programs provide academic instruction for students who are detained or referred, who self-select, or who benefit from a program based on alternative instructional strategies. The programs are more fully described below.

Court Schools provide educational services to children and youth who are wards of the court including incarcerated youth and minors under the protection of the court because of parental neglect or abuse. De Forest Hamilton School has classrooms located within Juvenile Hall to serve girls and boys, ages 12 to 19, who have been arrested and booked on criminal charges and who are awaiting disposition by the court. The Probation Youth Camp classroom, located in Forestville, serves 16 to 18 year-old males and focuses on vocational school to career instruction. In July 2006 Sierra Youth Center was converted to a camp for girls ages 12 to 19. Glass Mountain Ranch was opened in October 2006 to serve up to 18 emotionally disturbed youth ranging in age from 12 to 17 years who the court has determined would be better served in a more therapeutic setting. Valley of the Moon’s two classrooms provide educational services to 5 to 18 year-old abused and neglected girls and boys who are placed in the Children’s Home by social service and law enforcement agencies.

Community Schools provide an alternative learning environment for 12 to 18 year-old students who are experiencing difficulties in a traditional school setting or who are exhibiting negative behavior patterns in school or in the community. The pro-gram serves students who have been expelled from school, identified as habitually truant, placed on probation by the court, or otherwise referred by a school district, probation, or social service agency. Community Schools are located in Windsor, Santa Rosa, Rohnert Park, and Petaluma. The emphasis of the program is to reestab-lish the educational direction of students and to transition them to a regular school setting or other learning environment that meets their needs. Counseling and other support services are provided by public and community agencies.

Continued on page 2

Sonoma County Special Education Programs Serving Ages 6-22 5340 Skylane Boulevard Santa Rosa, CA 95403 Phone: (707) 524-2710 Fax: (707) 578-3156

Sonoma County

Website

www.scoe.org

Board of Trustees

Karen Bosworth, Member

Pat Hummel, Member

Jill Kaufman, Member

Kathleen Willbanks, Member

John Musilli, Member

Ray Peterson, Member

David B. Wolf, Ph.D., Member

Dr. Carl Wong Superintendent

Gary Moe

Assistant Superintendent

Jerry Lapinski, Ed. D. Director, Youth Development

Support & Leadership

Sonoma County Alternative Education Programs Serving Grades K-12 5340 Skylane Boulevard Santa Rosa, CA 95403 Phone: (707) 524-2876 Fax: (707) 524-2877

Sonoma County Office of Education

2006-2007 School Accountability Report Card Sonoma County Special & Alternative Education Programs Sonoma COE

Mission Statement

The mission of the Sonoma County Office of Education (SCOE) is to foster student suc-cess through service to stu-dents, schools, and the commu-nity.

Parental Involvement


The Sonoma County Office of Education ensures parental in-volvement through the Individ-ual Education Program (IEP) meeting process. Parents par-ticipate in at least one IEP meeting per year with their child’s full educational team. The Preschool program provides parent educational meetings and home visits monthly. In addition, each school site and/or program provides opportunities for parents to participate in back to school night and school open house activities annually. Parents in SCOE’s programs are also invited to participate in the Sonoma County Special Educa-tion Local Plan’s Community Advisory Committee. There are also opportunities for parents to participate in the site-specific activities and governance groups at each campus where a SCOE program or class is housed.

For more information on how to become involved, contact Gary Moe, Assistant Superintendent, at (707) 524-2710.

Continued on page 4

Superintendent’s Message

Continued from page 1

The two Clean and Sober classrooms within Community Schools provide a safe and sup-portive environment for students who are struggling with recovery from drug and alco-hol abuse and who need to change their environment to be successful. Requirements include a commitment to sobriety, on-site counseling, random drug testing and parental involvement in counseling.

Independent Study is another option available to Community School students who have specific educational needs, work interests, personal issues and/or family obligations that preclude success in a daily classroom setting.

Home Study is a voluntary program that provides alternative K-12 public education for families who prefer, for many diverse reasons, home schooling as a means of meeting the academic needs of their children. The program is built around an independent study model authorized by the California Department of Education and was awarded a Pro-gram Excellence Award in May 2003.

Cal-SAFE (California School Age Families Education) provides education and support services assisting pregnant and parenting students in graduating from high school. Sup-port services include preparation for childbirth and parenting, infant/toddler develop-ment, food and nutrition, transportation, vocational guidance, and bilingual child care as well as referrals for other services.

SCOE’s Alternative Education Programs have been WASC accredited and provide stan-dards-based curriculum in the core subject areas of English/language arts, mathematics, history/social science, and science. The program's intent is for students to change be-haviors necessary for successful reintegration into district schools, earn credit towards graduation, and pass the California High School Exit Exam.

African American

6%

American Indian or Alaska Native

2%

Asian2%

Filipino< 1%

Hispanic or Latino21%

Pacific Islander< 1%

White69%

Multiple or No Response

< 1%

African American

4%


5%

Asian1%

Hispanic or Latino47%

Pacific Islander

< 1%

White39%Multiple or No

Response 4%

Enrollment and Demographics

Alternative Education Programs The total enrollment for the Alternative Education Programs was 378 students for the 2006-07 school year.

Special Education Programs The total enrollment for the Special Education Programs was 478 students for the 2006-07 school year.

Sonoma COE Sonoma County Special & Alternative Education Programs 2006-2007 School Accountability Report Card


Textbooks and Instructional Materials


The Special Education Depart-ment has a variety of classroom and instructional settings with students who access the cur-riculum in both traditional and non-traditional ways. SCOE stu-dents who are diploma-bound are assigned textbooks pur-chased from State approved lists that are aligned with state standards in the following core curricular areas: reading /language arts, math, science, history/social science, foreign language, and health. Each stu-dent has access to an individual text, aligned to the state stan-dards and at the appropriate grade level. Textbooks are pur-chased on a schedule aligned with the State’s adoption cycle. SCOE’s library houses Braille, large print, audio tape text, fiction, and provides access for VI students to check out inter-est-based materials.

Many of our students do not access the curriculum through the use of traditional textbooks and are not on track to receive a diploma. These students ac-cess the core curriculum by following the Curriculum Guide for Students with Mild to Moder-ately Severe Disabilities. For these students alternate materi-als are required to access the core curriculum. The Sonoma County Board of Education an-nually approves a local wavier permitting the purchase of ma-terials needed for these stu-dents to access the core cur-riculum.

Special Education Programs: All classes are self contained Spe-cial Day Classes visual and per-forming arts are incorporated into the daily schedule.

Quality and Availability of Textbooks - Special Education Programs

Subject Textbook Adopted

English-Reading Edmark Reading Program 2004-05

English-Reading Character Based Literacy Program novels-

added by unit 2002-03

English-Reading Educators Publishing – Reading in Different

Genres 2004-05

English-Reading Globe Fearon – Be a Better Reader 2004-05

English-Language Arts Great Source – All Write; Write Ahead;

Reading and Writing Sourcebook 2004-05

English-Language Arts Houghton Mifflin Literary Readers;

English Textbook; Invitation to Literacy 2001-02

History-Social Science Harcourt – Call to Freedom 2004-05

History-Social Science Joy Hakim - A History of US 2004-05

History-Social Science Glencoe - World History Human Heritage 2004-05

Other Second Step - Anger Management Curriculum 2004-05

Other Arnold Goldstein - Prepare Curriculum 2004-05

Science Steck Vaughn - Human Body, Earth & Beyond 2004-05

Science Prentice Hal - Focus on Life Science 2001-02

Science Glencoe - Integrated Science 2001-02

Mathematics Globe Fearon -

Math That Counts; Invitation to Mathematics 2004-05

Mathematics Open Court - Real Math 2004-05

Mathematics Saxon – Math Levels 54, 65, 76, 87 2001-02

Mathematics Prentice Hall - Algebra I Workbook 2001-02

Mathematics McDougal, Littell & Co. – Math Concepts & Skills 2001-02

Physical Science Earth Science: Geology, the Environment and

the Universe (Glencoe) 2006


Note: This data was most recently collected and verified in September, 2007.

Subject Percentage of Pupils Who Lack Their Own

Assigned Textbook and Instructional Materials

Reading/Language Arts 0%

Mathematics 0%

Science 0%

History-Social Science 0%

Health 0%

Foreign Language Taken through concurrent enrollment at SRJC

Science Laboratory Equipment

Visual & Performing Arts

Not applicable.



Quality and Availability of Textbooks - Alternative Education Programs

Subject Textbook Adopted

English-Reading Character Based Literacy Program novels-

added by unit 2002-03

English-Reading Timeless Voices, Timeless Themes,

Prentice Hall 2002-03

English-Reading All Write and Write Ahead, Write Source 2004-05

History-Social Science A History of US, Oxford 2002-03

History-Social Science Call to Freedom, 1865 to Present,

Hold Rinehart Winston 2002-03

History-Social Science World History Connections To Today

The Modern Era, Prentice Hall 2002-03

Mathematics Algebra, Structure and method, Book I,

McDougal Littell 2002-03

Mathematics Algebra 1/2, Saxon 2002-03

Mathematics Algebra II and Trigonometry, Structure and

method, Book 2, McDougal Littell 2002-03

Mathematics Access To Math series, Globe Fearon 2001-02

Mathematics Progress In Mathematics, Sadlier-Oxford 2002-03

Mathematics Geometry, McDougal Littell 2002-03

Mathematics Middle Grades Math, Tools for Success,

Course 2, Prentice Hall 2002-03

Mathematics Pre-Algebra, Prentice Hall 2002-03

Mathematics Practical Math for Consumers, Globe Fearon 1999-2000

Mathematics Success In Math, Globe Fearon 1999-2000

Science Life Science and Physical Science, Prentice Hall 1999-2000

Physical Science Earth Science: Geology, the Environment and

the Universe (Glencoe) 2006



The Curriculum Committee reviews the quality of textbooks and instructional materials according to state and local educational standards. New purchases are standards-aligned and selected based on the guidelines for Instructional Materials Funds. Each classroom also includes up-to-date technology.

Note: This data was most recently collected and verified in September, 2007.

Parental Involvement



After a student is referred to Alternative Education programs, parents are required to attend a one-hour registration meeting with their students. An adminis-trator uses a PowerPoint pres-entation to give parents an overview of the program and answers any questions they may have. The enrollment packet includes school informa-tion and resources and forms are available in Spanish. A translator is provided as neces-sary. At the beginning of the school year, Back To School Nights are held in all classes. Parent letters are sent home throughout the year to keep parents informed about testing and other upcoming school events. Parents are encouraged to participate in Alternative Edu-cation programs through ELAC (English Learner Advisory Com-mittee), Clean & Sober parent meetings, Home Study, the Community School Advisory Committee’s quarterly meet-ings, and the Reading Is Funda-mental Literacy Program. Par-enting support is offered through referrals to Drug Abuse Alternatives Center and pro-grams of other community based organizations and public agencies.

The principals are the contacts for parent involvement and can be contacted at (707) 524-2876.

Not applicable.

Subject Percentage of Pupils Who Lack Their Own

Assigned Textbook and Instructional Materials

Reading/Language Arts 0%

Mathematics 0%

Science 0%

History-Social Science 0%

Health 0%

Foreign Language Taken through concurrent enrollment at SRJC

Science Laboratory Equipment

Visual & Performing Arts Taken through concurrent enrollment at SRJC



Class Size

Due to the specialized curricu-lum at the Sonoma County Of-fice of Education Special Educa-tion Programs and Alternative Education Programs, no infor-mation is available for class size averages.

School Facility Conditions and Improvements

Item Inspected Repair Status Repair Needed and

Action Taken or Planned

Good Fair Poor

Gas Leaks

Mechanical Systems

Windows/Doors/Gates (interior and exterior)

Interior Surfaces (walls, floors, and ceilings)

Hazardous Materials (interior and exterior)

Structural Damage

Fire Safety

Electrical (interior and exterior)

Pest/Vermin Infestation

Drinking Fountains (inside and outside)

Restrooms

Sewer

Playground/School Grounds

Roofs

Overall Cleanliness

School Facility Good Repair Status


SCOE owns and leases classrooms on campuses in school districts all across Sonoma County. In addition, SCOE rents space in community settings to provide specialty pro-grams in the community and SCOE uses space provided by the State of California at the Sonoma Development Center.

Our safety officer and principals, to ensure compliance with all applicable health and safety codes, inspect all SCOE classrooms annually. In addition, teachers and principals are required and trained to report in writing any hazardous condition or safety violation in writing. Administrative staff addresses all reports immediately and the SCOE Safety Committee reviews written reports of the action taken.

SCOE has been in a major building program for the last six years, adding fourteen new buildings with 18 new classrooms specially designed for the programmatic needs of our students. New housing has been provided at Altimira Middle School, Sonoma Valley High School, Rancho Cotati High School, Creekside Middle School, Matanzas Elementary School, Petaluma Junior High School, McKinley Elementary School, Meadow School, and Bernard Eldridge Elementary School, San Miguel Elementary School, Olivet Elementary School, and Petaluma High School.

Below are the results of the school's most recently completed inspection, using the Fa-cilities Inspection Tool (FIT) or equivalent school form. This inspection determines the school facility's good repair status.

Item Inspected Exemplary Good Fair Poor

Overall Summary

Overall Summary of Facility Condition

Note: The most recent school site inspection occurred in November, 2007, and the inspection form was most recently completed in November, 2007.

School Safety


The Special Education Depart-ment is committed to providing a safe and secure campus for all students. The SCOE Safety Plan is updated annually and pro-vides procedures to address a variety of emergency situations. Each individual SCOE classroom is also covered by a site-specific safety plan developed by the District and site that hosts each SCOE class. Those plans are comprehensive, include coordi-nation with all countywide gov-ernment agencies, and ensure that SCOE students on each campus will be provided with the support and services needed in an emergency. Annual train-ing in CPR, and first aid are available to staff. Safety policy and procedures are reviewed at the start of each school year. Each site is required as a part of their plan to practice and log, fire, duck and cover, and evacuation drills.

Continued on page 6



School Facility Conditions and Improvements

Item Inspected Repair Status Repair Needed and

Action Taken or Planned

Good Fair Poor

Gas Leaks

Mechanical Systems

Windows/Doors/Gates (interior and exterior)

Interior Surfaces (walls, floors, and ceilings)

Hazardous Materials (interior and exterior)

Structural Damage

Fire Safety

Electrical (interior and exterior)

Pest/Vermin Infestation

Drinking Fountains (inside and outside)

Restrooms

Sewer

Playground/School Grounds

Roofs

Overall Cleanliness

School Facility Good Repair Status


Alternative Education programs are classrooms located in the community and in residen-tial court programs. Each classroom functions as a “one-room school house.” Over the past several years, classrooms have been clustered to provide improved facilities and safety. Every effort is made to keep them well-maintained. Groundbreakings were held in October and November 2003 for the first SCOE-owned community school sites to be built with school facilities funds. Contact Jerry Lapinski for more information.

Below are the results of the school's most recently completed inspection, using the Fa-cilities Inspection Tool (FIT) or equivalent school form. This inspection determines the school facility's good repair status.

Item Inspected Exemplary Good Fair Poor

Overall Summary

Overall Summary of Facility Condition

Note: The most recent school site inspection occurred in October, 2007, and the inspection form was most recently completed in October, 2007.

School Safety



Alternative Education is commit-ted to providing a safe and se-cure campus for all students. The school safety plan includes procedures for a variety of emergency situations, is up-dated yearly and is based upon the Safe Schools Plan template provided by Sonoma County Office of Education’s Safe Schools Director. It includes the ability to communicate with the school office, site administrators and outside agencies for ongo-ing support services in the event of an emergency. The school enjoys strong a relation-ship with city and county law enforcement agencies and So-noma County Probation. Quar-terly emergency drills are con-ducted to prepare for fire, disas-ter, and shelter in place emer-gencies. Contact Principal Geor-gia Ioakimedes for more infor-mation.

The School Safety Plan was re-viewed with the Leadership Team, Community Advisory Board and Probation March 2007. It was available for pub-lic comment in March 2007 be-fore being approved by the Board of Education in April 2007.



The science portion of the CST was not given to students at Sonoma County Alternative Education Programs.

California Standards Tests Results

California Standards Tests

The multiple-choice California Standards Tests (CST) are part of the Standardized Testing and Reporting (STAR) and are ad-ministered only to students in California public schools. These tests determine students’ achievement of the California Academic Content Standards and provide feedback on their success given what they are expected to know in each grade level and subject.

For the 2007 STAR exam, students in grades 2-11 took an English-language arts and mathematics test. Students in grades 4 and 7 also participated in an essay writing test. History-social science tests were given to students in grades 8 and 11, and students in grades 5, 8, and 10 took a science test. Students in grades 9-11 who completed a Standards-based science course and/or history-social science course were given additional exams.

Because tests are meant to measure how well students achieve standards rather than how well they do compared to other students, the results are reported as performance levels. The five performance levels are:

• Advanced (exceeds State Standards)

• Proficient (meets Standards) • Basic • Below basic • Far below basic

Students scoring at the Profi-cient or Advanced level meet State Standards in that content area.

The adjacent tables show the percentage of students that scored at Proficient or Advanced levels in English-language arts, mathematics, science, and history-social science. For a complete report on all subgroups and their scores by grade level, please visit http://star.cde.ca.gov/.

Percentage of Students Scoring At Proficient or Advanced Levels

Special

Education Programs Alterative

Education Programs

04-05 05-06 06-07 04-05 05-06 06-07

English-Language Arts 17% 16% 17% 5% 12% 6%

Mathematics 6% 5% 5% 1% 6% 2%

Science 6% 9% 0% 0% 4%

History-Social Science 6% 5% 0% 3% 5% 3%

Sonoma COE California

04-05 05-06 06-07 04-05 05-06 06-07

English-Language Arts 10% 13% 9% 40% 42% 43%

Mathematics 4% 5% 4% 38% 40% 40%

Science 6% 4% 3% 27% 35% 38%

History-Social Science 4% 4% 3% 32% 33% 33%

CST Subgroup Results: English-Language Arts, Mathematics, Science, and History-Social Science

Percentage of Students Scoring At Proficient or Advanced Levels - Special Education Programs

Subgroup English-

Language Arts

Mathematics Science History-Social

Science

Male 17% 3% 0%

Female

Economically Disadvantaged 22% 0%

English Learners

Students with Disabilities 17% 5% 0% 0%

Migrant Education Services

African American


Asian

Filipino

Hispanic or Latino

Pacific Islander

White 14% 0%

Spring 2007 Results

Scores are not shown when the number of students tested is 10 or less, either because the number of

students tested in this category is too small for statistical accuracy or to protect student privacy.



CST Subgroup Results: English-Language Arts, Mathematics, Science, and History-Social Science

Percentage of Students Scoring At Proficient or Advanced Levels - Alternative Education Programs

Subgroup English-

Language Arts

Mathematics Science History-Social

Science

Male 5% 1% 2% 4%

Female 8% 7% 8% 0%

Economically Disadvantaged 5% 1% 3% 4%

English Learners 4% 0% 0% 0%

Students with Disabilities 0% 0% 0% 0%


African American 0%


7% 0%

Asian

Filipino

Hispanic or Latino 6% 2% 3% 0%

Pacific Islander

White 8% 3% 7% 8%

Spring 2007 Results

California Physical Fitness Test

Each spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test (PFT). The test measures six key fitness areas:

1. Aerobic Capacity 2. Body Composition 3. Abdominal Strength 4. Trunk Extension Strength 5. Upper Body Strength 6. Flexibility

To meet fitness standards, stu-dents must score in the Healthy Fitness Zone (HFZ) on all six fitness tests. For 2006-07, in the Sonoma County Special Education Programs, 0.0% of students in the 5th grade, 0.0% in the seventh grade, and 8.6% in the ninth grade scored in the HFZ. In the Sonoma County Alternative Education Programs, 6.7% of students in the seventh grade and 7.5% in the ninth grade scored in the HFZ. To protect student privacy, scores are not shown when the number of students tested is 10 or less. Therefore, scores are not shown for the fifth graders of the So-noma County Alternative Educa-tion Programs. For more infor-mation on the California PFT, please visit www.cde.ca.gov/ta/tg/pf/.

Norm Referenced Test Results

Norm referenced tests (NRT) are nationally administered multiple-choice achievement tests that provide statistical feedback on a national level. The purpose of these tests is to determine how well California students are achieving academically compared to stu-dents nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The current NRT adopted by the State Board of Education is the California Achievement Test, Sixth Edition, or CAT/6. To protect student privacy, scores are not shown when the number of students tested is 10 or less. Therefore, no subgroup information is available for the Special Education Programs. For a complete report on all subgroups and their scores by grade level, please visit http://star.cde.ca.gov/.

The table below shows the percentage of students that scored at or above the 50th per-centile (national average) in reading and math.





Percentage of Students Scoring At or Above the 50th Percentile

Mathematics

04-05 05-06 06-07 04-05 05-06 06-07


24% 17% 17% 9% 9%

Sonoma COE 21% 14% 13% 15% 7% 9%

California 41% 42% 42% 52% 53% 53%

Reading



Professional Development Days


For the previous three school years, we had two days each year dedicated to staff and pro-fessional development.


For the previous three school years, we had four full days and two hours each week dedi-cated to staff and professional development.

Adequate Yearly Progress Criteria

Special

Education Programs Alternative

Education Programs Sonoma COE

Met Overall AYP

Yes No No

AYP Criteria English-

Language Arts

Math English-

Language Arts

Math English-

Language Arts

Math

Participation Rate

Yes Yes No No No No

Percent Proficient

Yes Yes No Yes No No

API Yes No No

Graduation Rate

Yes Yes Yes

Adequate Yearly Progress Adequate Yearly Progress

NCLB requires that all schools and districts meet Adequate Yearly Progress (AYP) require-ments. To meet these stan-dards, California public schools and districts must meet or ex-ceed criteria in four target ar-eas:

1. Participation rate on statewide assessments

2. Percent of students scoring proficient on statewide assessments

3. API scores

4. Graduation rate for high schools

For a detailed report on Adequate Yearly Progress, please visit www.cde.ca.gov/ta/ac/ay/.

Number of Academic Counselors (FTE)

Ratio of Students Per Academic Counselor

0 0.0

Academic Counselors

Special Education and Alternative Education Programs

School Support Staff

The table below shows the support staff for each program and their full-time equivalent FTE):

School Support Staff

Library Media Teacher (Librarian) 1.0

Library Media Services Staff (paraprofessional) 0.0

Psychologist 6.0

Social Worker 0.0

Nurse 3.8

Speech/Language/Hearing Specialist 7.2

Resource Specialist (non-teaching) 1.0

Other 6.7

0.0

0.0

1.0

0.0

0.2

0.2

3.6

2.0

Special

Education Programs




Academic Performance Index

API Ranks — Three Year Comparison

Special

03-04 04-05 05-06 03-04 04-05 05-06

Statewide API Rank 2

Similar Schools API Rank

Alternative

Academic Performance Index

The Academic Performance In-dex (API) is an annual measure of the academic performance and progress of schools in Cali-fornia. The API is a score on a scale of 200 to 1,000, with 800 set as the statewide target. Schools are ranked in ten cate-gories of equal size from 1 (lowest) to 10 (highest). A similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” The adjacent tables show the school’s three-year data for API rank and API growth. For more detailed information, please visit www.cde.ca.gov/ta/ac/ap.

API Growth by Student Group — Three Year Comparison SEP

Group Actual API Change

2004-05 2005-06 2006-07

All Students at the School -25 35 622

African American


Asian

Filipino

Hispanic or Latino -15 654

Pacific Islander

White -26 603

Socioeconomically Disadvantaged 6 635

English Learners

Students with Disabilities -23 622

2006-07 API

Score

API scores for English learners and students with disabilities were first reported in the 05-06 API cycle.

API Growth by Student Group — Three Year Comparison AEP

Group Actual API Change

2004-05 2005-06 2006-07

All Students at the School 32 -18 460

African American


Asian

Filipino

Hispanic or Latino 433

Pacific Islander

White

Socioeconomically Disadvantaged 452

English Learners

Students with Disabilities

2006-07 API

Score



Information not available.

Data are reported only for numerically significant subgroups.

Testing Note: Assessment data are reported only for numerically significant subgroups. Data may not appear if ethnic/racial, socio-economically disadvantaged, or other subgroups (1) contain less than 100 students with valid test scores OR (2) comprise less than 15% of the school population tested and contain less than 50 students with valid scores.



Teacher Credential Information

Sonoma

COE Special Education

Programs

Teachers 2006-07 04-05 05-06 06-07 04-05 05-06 06-07

With Full Credential

102 102 79 82 19 15 13

Without Full Credential

17 12 16 17 0 0 0

Teaching Outside Subject Area of Competence

1 0 0 0 0 0

05-06 06-07 07-08* 05-06 06-07 07-08*

Teacher Misassignments of English Learners—English Lan-guage Learner (ELL) teachers without ELL certification

1 0 0 0 0 0

Total Teacher Misassignments

1 0 0 0 0 0

Vacant Teacher Positions—teacher in a position that was vacant at the beginning of the year for a full year or an entire semester

0 1 0 0 0 0


Teacher Qualifications

The adjacent table shows information about teacher credentials and teacher qualifications. More information can be found by visiting http://data1.cde.ca.gov/dataquest/.

Teacher Qualifications

No Child Left Behind Compliant Teachers

No Child Left Behind (NCLB) requires that all teachers of core academic subject areas be “highly qualified.” In general, for a teacher to be considered highly qualified, they must have a bachelor’s degree, an appropriate California teaching credential, and have demonstrated competence for each core subject he or she teaches. For more information on teacher qualifications related to NCLB, please visit www.cde.ca.gov/nclb/sr/tq.

% of Classes Taught by NCLB Compliant

Teachers

% of Classes Taught by Non-NCLB

Compliant Teachers

Special Education Programs 98.9% 1.1%

All Schools in District 99.1% 0.9%

High-Poverty Schools in District 100.0% 0.0%

Low-Poverty Schools in District 98.9% 1.1%

Core Academic Courses Taught by NCLB Compliant Teachers

Alternative Education Programs 100.0% 0.0%

No Child Left Behind Compliant Teachers

Suspensions and Expulsions

Suspensions and Expulsions

The adjacent table shows the rate of suspensions and expul-sions (the total number of inci-dents divided by the school’s total enrollment) for the most recent three-year period.

Suspension and Expulsion Rates

Special


Education Programs

04-05 05-06 06-07 04-05 05-06 06-07 04-05 05-06 06-07

Suspension Rate

0.275 0.205 0.450 0.401* 0.430 1.312 0.327 0.231 0.831

Expulsion Rate

0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Sonoma COE

* Rates are based on the total number of long-term students enrolled during the school year.

* Most current data.



Course Enrollment for UC/CSU Admission

The table below displays two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission for the most recent year. For more information, visit http://dq.cde.ca.gov/dataquest/.

University of California and California State University Admission - Special Education & Alternative Education Programs

UC/CSU Course Measure 2006-07

Percentage of Students Enrolled in Courses Required for UC/CSU Admission

Percentage of Graduates Who Completed All Courses Required for UC/CSU Admission

* Electives must be chosen from approved academic courses in history, English, advanced mathematics, lab science, foreign language, social science, or fine arts.

Courses Required for UC/CSU Admission

Courses Required for CSU Admission

HS Subject Area CSU Requirements for Freshman Admissions

English 4 years of approved courses

Mathematics 3 years, including algebra, geometry, and intermediate algebra

Social Science

2 years, including 1 year of U.S. history or U.S. history and government and 1 year of other approved social science

Science 2 years, including 1 year of biological and 1 year of physical science with lab

Foreign Language

2 years in same language required


1 year of visual and performing arts chosen from the following: dance, drama/theater, music, or visual art

Electives 1 year*

Total 15

Courses Required for UC Admission

HS Subject Area UC Requirements for Freshman Admissions

English 4 years of approved courses

Mathematics 3 years, including algebra, geometry, and intermediate algebra (4 years recommended)

Social Science

2 years of history/social science, including 1 year of U.S. history or 1/2 year of U.S. history and 1/2 year of civics or American government; and 1 year of world history, cultures, and geography

Science 2 years with lab required, chosen from biology, chemistry, and physics (3 years recommended)

Foreign Language

2 years in same language required (3 years recommended)


1 year of visual and performing arts chosen from the following: dance, drama/theater, music, or visual art

Electives 1 year*

Total 15 (7 in the last 2 years)

Courses Required for UC/CSU Admission

The adjacent chart provides information on the minimum requirements for University of California (UC) and California State University (CSU) admission. For more information, please visit www.cde.ca.gov/ci/gs/hs/hsgrtable.asp.

For UC admission, students must complete the minimum course requirements listed on the chart and meet one of three eligibility standards:

• Eligibility in the Statewide Context

• Eligibility in the Local Context

• Eligibility by Examination Alone

For CSU admission, students must complete the minimum course requirements on the chart, as well as have certain grades in specified courses and test scores.

For more detailed information on both UC and CSU admission, please visit www.californiacolleges.edu/admissions/admissions.asp.

Advanced Placement Courses

Due to the specialized curricu-lum at Sonoma County Special Education Programs and Alter-native Education Programs, no information is available for Ad-vanced Placement Courses.




Percentage of Students Scoring At Proficient or Advanced Levels

Mathematics

04-05 05-06 06-07 04-05 05-06 06-07


13.0% 16.7% 12.9% 4.3% 7.1% 6.7%

Sonoma COE 17.7% 18.2% 13.9% 10.3% 11.5% 7.2%

California 49.0% 51.1% 48.6% 45.2% 46.8% 49.9%

English-Language Arts


22.6% 22.0% 13.9% 13.5% 13.2% 11.4%

California High School Exit Exam Results

CAHSEE Results by Student Group: English Language Arts

This table below displays the percentage of students, by group, achieving at each per-formance level in English-language arts for the most recent testing period.

Percentage of Students Achieving At Each Performance Level

Special

Education Programs

Subgroup Not Proficient

Proficient Advanced Not

Proficient Proficient Advanced

All Students 87.1% 9.7% 3.2% 86.1% 11.1% 2.8%

Male 90.9% 4.5% 4.5% 95.0% 5.0% 0.0%

Female 75.0% 18.8% 6.2%

Socioeconomically Disadvantaged

86.2% 10.3% 3.4% 88.8% 8.0% 4.0%

English Learners


87.1% 9.7% 3.2%


African American


Asian

Filipino

Hispanic or Latino 92.3% 7.7% 0.0%

Pacific Islander

White 92.0% 8.0% 0.0% 81.2% 18.8% 0.0%


California High School Exit Exam Results

The California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement in California, but the results of this exam are also used to determine AYP for high schools, as required by the federal NCLB law. The CAHSEE has an English-language arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. Please note the score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. The adjacent table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period.





Public Internet Access

Computers with Internet access are available at the county of-fice Instructional Resource Cen-ter (IRC); for information on usage of the IRC, please call (707) 524-2600. For informa-tion on usage of Sonoma County public libraries, including public of use of computers with Internet access, please call (707) 545-0831 or visit www.sonoma.lib.ca.us.

Individuals without home Inter-net access can use computers with Internet connections at public libraries within Sonoma County to download and view School Accountability Report Cards. See below for library contact information for your community.

• Central Santa Rosa (707) 545-0831

• Cloverdale (707) 894-5271

• Guerneville (707) 869-9004

• Healdsburg (707) 433-3772

• Northwest Santa Rosa (707) 546-2265

• Petaluma (707) 763-9801

• Rincon Valley (707) 537-0162

• Rohnert Park-Cotati (707) 584-9121

• Sebastopol (707) 823-7691

• Sonoma (707) 996-5127

• Windsor (707) 838-1020

Graduates and Dropouts

The adjacent table displays the one-year dropout and gradua-tion rates for the school, dis-trict, and state for the most recent three-year period for which data is available.



Special


Education Programs

03-04 04-05 05-06 03-04 04-05 05-06

Graduation Rate 94.7% 96.3% 86.0% 100.0% 100.0% 100.0%

Dropout Rate 1.4% 0.9%

Sonoma COE California

03-04 04-05 05-06 03-04 04-05 05-06

Graduation Rate 88.1% 96.3% 86.0% 85.3% 85.0% 83.0%

Dropout Rate 0.4% 0.3% 3.5% 3.2% 3.1% 3.5%


CAHSEE Results by Student Group: Mathematics

This table below displays the percentage of students, by group, achieving at each per-formance level in mathematics for the most recent testing period.



Percentage of Students Achieving At Each Performance Level

Special

Education Programs

Subgroup Not Proficient

Proficient Advanced Not Proficient

Proficient Advanced

All Students 93.3% 6.7% 0.0% 88.6% 11.4% 0.0%

Male 95.2% 4.8% 0.0% 85.0% 15.0% 0.0%

Female 93.3% 6.7% 0.0%

Socioeconomically Disadvantaged

92.9% 7.1% 0.0% 84.0% 16.0% 0.0%

English Learners


93.3% 6.7% 0.0%


African American


Asian

Filipino

Hispanic or Latino 92.3% 7.7% 0.0%

Pacific Islander

White 91.7% 8.%3 0.0% 87.5% 12.5% 0.0%




Completion of High School Graduation Requirements

The adjacent table shows the percentage of students (that began the 2006-07 school year in the 12th grade) who met all state and local graduation re-quirements for grade 12 com-pletion or received a local waiver or state exemption. To receive a high school diploma, students must pass both the English-language arts and mathematics portions of the CAHSEE. Please note state re-sults are not available. For more detailed information, please visit www.cde.ca.gov/ta/tg/hs.


Group

Graduating Class of 2007


Sonoma COE

All Students

Economically Disadvantaged

English Learners


African American


Asian

Filipino

Hispanic or Latino

Pacific Islander

White


89%

84%

80%

50%

82%

100%


Federal Intervention Program

Schools that receive Title I funding can enter Program Im-provement (PI) if they don’t reach AYP over two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). With each additional year that they don’t meet AYP, they advance to the next level of intervention. For more information, please visit www.cde.ca.gov/ta/ac/ay.

# of Pupils Participating in CTE 67

% of Pupils Who Complete a CTE Program and Earn a High School Diploma

85%

% of CTE Courses That Are Sequenced or Articulated Between a School and Institutions of Postsecondary Education

0%

Career Technical Education Data


Career Technical Education Participation

The table below displays information about participation in the school’s Career Technical Education (CTE) programs.

Career Technical Education Programs

Alternative Education Programs did not offer CTE programs or sequences aligned to the model curriculum standards in 2006-07 nor were courses conducted by ROP.

Federal Intervention Program Federal Intervention Program

Special

Education Programs

Sonoma COE

Program Improvement Status Not In PI Not In PI

First Year of Program Improvement

Year in Program Improvement

Number of Schools Identified for Program Improvement 0

Percent of Schools Identified for Program Improvement 0.0%


Not In PI

Not applicable.


students tested in this category is too small for statistical accuracy or to protect student privacy. Information not available.



Financial Information

The data displayed is from the 2005-06 school year because the most current fiscal information available provided by the state is always two years behind the current school year, and one year behind most other data included in this report.

District Salary Information — Does not include benefits

Range Sonoma

COE Similar Sized

District

Beginning Teacher Salary $37,085

Mid-Range Teacher Salary $52,980

Highest Teacher Salary $70,639

Average Principal Salary $102,415

Superintendent Salary $167,000

Financial Data

Total

Expenditures Per Pupil

Expenditures Per Pupil From

Restricted Sources

Expenditures Per Pupil From Unrestricted

Sources

Average Teacher Salary


$33,931 $33,831 $100 $59,177

Sonoma COE

California $4,943

% Difference Between School and District

-1,316.3% % Difference Between School and California

Types of Services Funded


Special Education does not use categorical funds to provide supplemental programs and services. Special Education funds are used to provide all required interventions and ser-vices as specified by our stu-dents Individual Education Pro-grams.


Alternative Education Program either through categorical funds or other sources:

• Title I Neglected & Delinquent (Court only)

• National School Lunch Program

• CAHSEE Tutoring

• Pupil Retention Block Grant pays for community service caseworker

• Counseling services are paid for by Lottery funds

P U B L I S H E D B Y

www.sia-us.com 800.487.9234

SARC—The information contained herein is provided by the California Department of Education: Enrollment and Demo-graphics, Class Size, Counselors and Support Staff, CST, NRT, API, PI, AYP, California PFT, Graduate And Dropout Rates, Course Enrollment and Courses Required for UC/CSU Admissions, AP Classes, CAHSEE Results, Teacher Qualifications, and some Financial Information. For additional information on facts about California schools and districts, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English Learners.

All other information is provided by the school and the district office.

All data accurate as of March 13, 2008.



Range Alternative Education Programs

Similar Sized

District

% of Budget for Teacher Salaries 38.56%

% of Budget for Administrative Salaries 6.24%


34.73%

3.97%

Total

Expenditures Per Pupil

Expenditures Per Pupil From

Restricted Sources

Expenditures Per Pupil From Unrestricted

Sources

Average Teacher Salary


$11,890 $11,659 $231 $49,631

Sonoma COE

California $4,943

% Difference Between School and District

-2,039.8% % Difference Between School and California

school accountability report card · school accountability report card data from the 2006-2007...

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