School Accountability Report Card


Reported Using Data from the 2010–11 School Year


Published During 2011–12

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school.

I. Data and Access

Ed-Data Partnership Web Site

Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

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

II. About This School

Contact Information (School Year 2011–12)

School District
School Name Jacoby Creek Charter District Name Jacoby Creek Elementary
Street 1617 Old Arcata Rd. Phone Number (707) 822-4896
City, State, Zip Bayside, CA, 95524 Web Site http://www.humboldt.k12.ca.us/jacobycreekschool
Phone Number (707) 822-4896 Superintendent Catherine Stone
Principal Catherine Stone, Superintendent/Principal E-mail Address cstone@humboldt.k12.ca.us
E-mail Address cstone@humboldt.k12.ca.us CDS Code 12628936007959

School Description and Mission Statement (School Year 2010–11)

Jacoby Creek Charter School District includes students from kindergarten through eighth grade. We are a one-school district serving the community of Humboldt County. Our school enjoys a strong local and statewide reputation for academic excellence which accounts for the fact that approximately 60% of our students attend from outside our school district. School enrollment for the 2011-2012 school year is 440. Jacoby Creek School has an outstanding staff consisting of eighteen regular education teachers, one speech/language specialist, one counselor, one special education teacher, one librarian, one administrator, one technology aide and five special program teachers including: remedial reading, vocal music, instrumental music, Spanish, and drama.

The mission of Jacoby Creek School District, in partnership with the parents and the community, is to provide in a structured, safe and supportive atmosphere, a high quality program of academic instruction which meets the needs of all students and equips them with the skills necessary for success in the homes, workplaces, and communities of today and tomorrow.

The district also strives to develop the qualities of good character, self-discipline, and responsible citizenship in our students. We encourage them to pursue excellence and embrace new challenges without fear of failure. Finally, we nurture and encourage each student's respect of self and the needs and rights of others.

Opportunities for Parental Involvement (School Year 2010–11)

As a community school, we appreciate our parent and community volunteers who enable us to provide students with more individual attention, special study programs, special equipment and supplies.

During the 2010-2011 school year we had over 200 parents volunteer in the following ways: School Site Council, Jacoby Creek Children's Education Foundation, Parent Teacher Organization, library program helpers, special event helpers, after school sports volunteers, classroom volunteers, and playground volunteers.

Student Enrollment by Grade Level (School Year 2010–11)

Grade Level Number of Students Grade Level Number of Students
Kindergarten 45 Grade 8 48
Grade 1 47 Ungraded Elementary 0
Grade 2 48 Grade 9 0
Grade 3 44 Grade 10 0
Grade 4 52 Grade 11 0
Grade 5 50 Grade 12 0
Grade 6 53 Ungraded Secondary 0
Grade 7 52 Total Enrollment 439

Student Enrollment by Subgroup (School Year 2010–11)

Group Percent of Total Enrollment
Black or African American 2.7%
American Indian or Alaska Native 4.1%
Asian 6.6%
Filipino 1.1%
Hispanic or Latino 10.5%
Native Hawaiian or Pacific Islander 0.2%
White 68.3%
Two or More Races 6.4%
Socioeconomically Disadvantaged 18.0%
English Learners 1.1%
Students with Disabilities 12.1%

Average Class Size and Class Size Distribution (Elementary)

Grade Level Avg. Class Size 2008–09 Number of Classes* Avg. Class Size 2009–10 Number of Classes* Avg. Class Size 2010–11 Number of Classes*
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K 21.5 0 2 0 22.5 0 2 0 22.5 1 1 0
1 19.5 2 0 0 21.5 0 2 0 23.5 0 2 0
2 22 0 2 0 21 0 2 0 24.0 0 2 0
3 19 2 0 0 23.5 0 2 0 22.0 2 0 0
4 22.5 0 2 0 24 0 2 0 26.0 0 2 0
5 26 0 2 0 25.5 0 2 0 25.0 0 2 0
6 21.5 0 2 0 25.5 0 2 0 26.5 0 2 0
Other        
* Number of classes indicates how many classes fall into each size category (a range of total students per classroom).

Average Class Size and Class Size Distribution (Secondary)

Subject Avg. Class Size 2008–09 Number of Classes* Avg. Class Size 2009–10 Number of Classes* Avg. Class Size 2010–11 Number of Classes*
1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+
English 22.8 4 4 0 24.25 0 4 0
Mathematics 22.8 2 2 0 24.25 0 4 0
Science 22.8 2 2 0 24.25 0 4 0
Social Science 22.8 2 2 0 24.25 0 4 0
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

III. School Climate

School Safety Plan (School Year 2010–11)

Jacoby Creek School has policies and plans in place to assure the safety of our students. Our comprehensive school safety plan was updated this year and covers the details of all emergency responses. Each month we practice one emergency situation. We strive to ensure effective communication by equipping all classrooms with telephones and access to the Internet. Our office maintains a weather radio alert as well as a CB to cover emergency situations. Visitors are required to register in the school office and display a guest badge during their visit. Additionally, all staff has been trained in first aid and CPR. Student comfort and safety is a very high priority.

Suspensions and Expulsions

Rate* School 2008–09 School 2009–10 School 2010–11 District 2008–09 District 2009–10 District 2010–11
Suspensions 1.3 0.7 6 1.3 0.7 6
Expulsions 0 0 0 0 0 0
* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2011–12)

Jacoby Creek School is proud of the safe and clean environment we provide for our students. Our facilities are maintained by one full- time maintenance employee and a janitorial service contracted through Northern Humboldt Union High School District. During the 2005- 2006 school year our site received a million dollar grant from the state to perform a facilities upgrade consisting of new windows, siding, roofing, technology infrastructure and phone system. In 2010 we completed construction of 3 new energy-efficient classrooms for our 7th and 8th grade students. Additionally, five classrooms, the staff work room and the staff lounge were all modernized within the recent past. A fairly new play field with recreation equipment and a running track provide a very enjoyable play environment for our students.

School Facility Good Repair Status (School Year 2011–12)

System Inspected Repair Status Repair Needed and Action Taken or Planned
Exemplary Good Fair Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer X      
Interior: Interior Surfaces X      
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation X      
Electrical: 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      
Overall Rating   X    
Note: Cells shaded in black do not require data.

V. Teachers

Teacher Credentials

Teachers School 2008–09 School 2009–10 School 2010–11 District 2010–11
With Full Credential 21 21 22 22
Without Full Credential 1 0 0 0
Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2009–10 2010–11 2011–12
Misassignments of Teachers of English Learners  0 0 0
Total Teacher Misassignments* 0 0 0
Vacant Teacher Positions 0 0 0
Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

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

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2010–11)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/
Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers
This School  100.00% 0.00%
All Schools in District 100.00% 0.00%
High-Poverty Schools in District 0.00% 0.00%
Low-Poverty Schools in District 100.00% 0.00%
Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2010–11)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor
Academic Counselor 0 N/A
Counselor (Social/Behavioral or Career Development) 0.4
Library Media Teacher (librarian) 0
Library Media Services Staff (paraprofessional) 0.875
Psychologist 0.1
Social Worker 0
Nurse 0
Speech/Language/Hearing Specialist 0.6632
Resource Specialist (non-teaching) 0
Other 0
Note: Cells shaded in black do not require data.
* One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2011–12)

This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected: 08/2011
Core Curriculum Area Textbooks and instructional materials/year of adoption From most recent adoption? Percent students lacking own assigned copy
Reading/Language Arts The district meets both quality and currency standards Yes 0
Mathematics The district meets both quality and currency standards Yes 0
Science The district meets both quality and currency standards Yes 0
History-Social Science The district meets both quality and currency standards Yes 0
Foreign Language The district meets both quality and currency standards Yes 0
Health The district meets both quality and currency standards Yes 0
Visual and Performing Arts The district meets both quality and currency standards Yes 0
Science Laboratory Equipment (grades 9-12) The district meets both quality and currency standards Yes 0


VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2009–10)

Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic / Unrestricted) Average Teacher Salary
School Site $6,816 $1,090 $5,727 $56,149
District $5,727 $62,070
Percent Difference – School Site and District 0 0
State $5,455 $57,071
Percent Difference – School Site and State +5% (more) -2% (less)
Note: Cells shaded in black do not require data.

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

Types of Services Funded (Fiscal Year 2010–11)

In addition to our regular education program, the above funding sources also provide support for programs including: School Improvement, Special Education, Speech and Language, Reading Teacher, Counseling services, Gifted and Talented activities, Music and Spanish programs, a Nurse, and a School Psychologist.

Teacher and Administrative Salaries (Fiscal Year 2009–10)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $31,646 $38,744
Mid-Range Teacher Salary $56,869 $55,509
Highest Teacher Salary $68,505 $70,567
Average Principal Salary (Elementary) $0 $92,338
Average Principal Salary (Middle) $0 $96,427
Average Principal Salary (High) $0 $94,401
Superintendent Salary $115,000 $109,381
Percent of Budget for Teacher Salaries 47.00% 37.00%
Percent of Budget for Administrative Salaries 5.00% 7.00%
Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

IX. Student Performance

Standardized Testing and Reporting Program


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

The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

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

Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
School District State
2008–09 2009–10 2010–11 2008–09 2009–10 2010–11 2008–09 2009–10 2010–11
English-Language Arts 84% 83% 85% 84% 83% 85% 49% 52% 54%
Mathematics 80% 79% 78% 80% 79% 78% 46% 48% 50%
Science 88% 91% 85% 88% 91% 85% 50% 54% 57%
History-Social Science 72% 80% 80% 72% 80% 80% 41% 44% 48%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

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

Group Percent of Students Scoring at Proficient or Advanced
English- Language Arts Mathematics Science History- Social Science
All Students in the LEA 85% 78% 85% 80%
All Students at the School 85% 78% 85% 80%
Male 82% 81% 85% 81%
Female 88% 76% 84% 78%
Black or African American 0% 0% 0% 0%
American Indian or Alaska Native 67% 53% 0% 0%
Asian 91% 94% 91% 0%
Filipino 0% 0% 0% 0%
Hispanic or Latino 85% 80% 0% 0%
Native Hawaiian or Pacific Islander 0% 0% 0% 0%
White 86% 77% 88% 85%
Two or More Races
Socioeconomically Disadvantaged 73% 68% 79% 0%
English Learners 0% 0% 0% 0%
Students with Disabilities 70% 68% 0% 0%
Students Receiving Migrant Education Services
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2010–11)

The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/. /tbody>
Grade Level Percent of Students Meeting Fitness Standards
Four of Six Standards Five of Six Standards Six of Six Standards
5 8.00% 26.00% 64.00%
7 5.90% 15.70% 78.40%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

X. Accountability

Academic Performance Index

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

Academic Performance Index Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state.

The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.
API Rank 2008 2009 2010
Statewide 9 10 9
Similar Schools 8 10 9

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

Group Actual API Change 2008–09 Actual API Change 2009–10 Actual API Change 2010–11
All Students at the School 41 -11 0
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White 44 -7 5
Two or More Races N/D
Socioeconomically Disadvantaged -3
English Learners
Students with Disabilities
Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

Academic Performance Index Growth by Student Group – 2011 Growth API Comparison

This table displays, by student group, the number of students included in the API and the 2011 Growth API at the school, LEA, and state level.
Group 2011 Growth API
Number of Students School Number of Students LEA Number of Students State
All Students at the School 342 909 342 909 4,683,676 778
Black or African American 10 10 317,856 696
American Indian or Alaska Native 19 726 19 726 33,774 733
Asian 34 954 34 954 398,869 898
Filipino 4 4 123,245 859
Hispanic or Latino 38 896 38 896 2,406,749 729
Native Hawaiian or Pacific Islander 2 2 26,953 764
White 235 920 235 920 1,258,831 845
Two or More Races 0 0 76,766 836
Socioeconomically Disadvantaged 53 840 53 840 2,731,843 726
English Learners 2 2 1,521,844 707
Students with Disabilities 51 797 51 797 521,815 595

Adequate Yearly Progress

The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Overall and by Criteria (School Year 2010–11)

AYP Criteria School District
Made AYP Overall Yes Yes
Met Participation Rate - English-Language Arts Yes Yes
Met Participation Rate - Mathematics Yes Yes
Met Percent Proficient - English-Language Arts Yes Yes
Met Percent Proficient - Mathematics Yes Yes
Met API Criteria Yes Yes
Met Graduation Rate N/A N/A

Federal Intervention Program (School Year 2011–12)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Indicator School District
Program Improvement Status Not in PI Not In PI
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement 0
Percent of Schools Currently in Program Improvement 0.0%
Note: Cells shaded in black do not require data.

XI. School Completion and Postsecondary Preparation

This section is not applicable to Jacoby Creek Charter School.


XII. Instructional Planning and Scheduling

Professional Development

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.
For the past 2 years, Jacoby Creek School has provided 5 days of professional development for teachers. All training and curriculum development revolves around the State content and performance standards for kindergarten through eighth grade. Over the past years, staff members have been trained in effective methodologies for teaching reading and mathematics, prevention of bullying, response to intervention, embedding art in the curriculum, the new common core standards, transitional kindergarten, and grading practices. Classified staff also participates in professional development in their areas of responsibility.
 
Jacoby Creek Charter   School Accountability Report Card, 2010-2011
Jacoby Creek Elementary