Jacoby Creek Charter School
Accountability Report Card
Reported for School Year 2008-09
Published During 2009-10
I. Data and Access
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page 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., Academic Performance Index [API], 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 (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 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 2009-10)
This section provides the schools contact information.
|
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://internet.humboldt.k12.ca.us/jacobycreekschool
|
|
Phone Number
|
707-822-4896
|
Superintendent
|
Eric
Grantz
|
|
Principal
|
Eric
Grantz
|
E-mail Address
|
egrantz@humboldt.k12.ca.us
|
|
E-mail Address
|
egrantz@humboldt.k12.ca.us
|
CDS Code
|
12-
62893-
6007959
|
School Description and Mission Statement (School Year 2008-09)
School Description and Mission Statement (School Year 2008-09)
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 2008-2009 school year is 400. Jacoby Creek School has an outstanding staff consisting of eighteen regular education teachers, ten classroom aides, one speech/language specialist, one counselor, one special education teacher, one librarian, one administrator, one technology aide and six special program teachers including: remedial reading, vocal music, instrumental music, Spanish, Gifted and Talented, and an art instructor.
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 2008-09)
Opportunities for Parental Involvement (School Year 2008-09)
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 2008-2009 school year we had over 200 parent volunteers in the following ways: School Site Council, Jacoby Creek Children's 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 2008-09)
This table displays the number of students enrolled in each grade level at the school.
|
Grade Level
|
Number of Students
|
|
Kindergarten
|
43
|
|
Grade 1
|
39
|
|
Grade 2
|
44
|
|
Grade 3
|
38
|
|
Grade 4
|
45
|
|
Grade 5
|
52
|
|
Grade 6
|
45
|
|
Grade 7
|
49
|
|
Grade 8
|
45
|
|
Ungraded Elementary
|
0
|
|
Grade 9
|
0
|
|
Grade 10
|
0
|
|
Grade 11
|
0
|
|
Grade 12
|
0
|
|
Ungraded Secondary
|
0
|
|
Total Enrollment
|
400 |
Student Enrollment by Group (School Year 2008-09)
This table displays the percent of students enrolled at the school who are identified as being in a particular group.
|
Group
|
Percent of Total Enrollment
|
|
African American
|
2.54 %
|
|
American Indian or Alaska Native
|
5.84 %
|
|
Asian
|
8.38 %
|
|
Filipino
|
0.25 %
|
|
Hispanic or Latino
|
8.88 %
|
|
Pacific Islander
|
0.51 %
|
|
White (not Hispanic)
|
73.60 %
|
|
Multiple or No Response
|
%
|
|
Socioeconomically Disadvantaged
|
12.00 %
|
|
English Learners
|
%
|
|
Students with Disabilities
|
13.00 %
|
Average Class Size and Class Size Distribution (Elementary)
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).
|
Grade Level
|
2006-07
|
2007-08
|
2008-09
|
|
Avg. Class Size
|
Number of Classrooms
|
Avg. Class Size
|
Number of Classrooms
|
Avg. Class Size
|
Number of Classrooms
|
|
1-20
|
21-32
|
33+
|
1-20
|
21-32
|
33+
|
1-20
|
21-32
|
33+
|
|
K
|
20.0
|
1
|
|
|
19.0
|
2
|
|
|
21.5
|
|
2
|
|
|
1
|
19.5
|
2
|
|
|
22.0
|
|
2
|
|
19.5
|
2
|
|
|
|
2
|
22.5
|
|
2
|
|
18.0
|
2
|
|
|
22.0
|
|
2
|
|
|
3
|
20.5
|
1
|
1
|
|
21.0
|
|
2
|
|
19.0
|
2
|
|
|
|
4
|
22.3
|
1
|
2
|
|
22.0
|
|
1
|
|
22.5
|
|
2
|
|
|
5
|
25.5
|
|
2
|
|
23.5
|
|
2
|
|
26.0
|
|
2
|
|
|
6
|
26.0
|
|
2
|
|
26.0
|
|
3
|
|
21.5
|
|
2
|
|
|
K-3
|
|
|
|
|
|
|
|
|
|
|
|
|
|
3-4
|
|
|
|
|
|
|
|
|
|
|
|
|
|
4-8
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Other
|
|
|
|
|
|
|
|
|
|
|
|
|
Average Class Size and Class Size Distribution (Secondary)
This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
|
Subject
|
2006-07
|
2007-08
|
2008-09
|
|
Avg. Class Size
|
Number of Classrooms
|
Avg. Class Size
|
Number of Classrooms
|
Avg. Class Size
|
Number of Classrooms
|
|
1-22
|
23-32
|
33+
|
1-22
|
23-32
|
33+
|
1-22
|
23-32
|
33+
|
|
English
|
25.3
|
|
9
|
|
23.3
|
|
8
|
|
23.3
|
4
|
6
|
|
|
Mathematics
|
25.3
|
|
4
|
|
23.3
|
|
4
|
|
22.8
|
2
|
2
|
|
|
Science
|
25.3
|
|
8
|
|
23.3
|
|
4
|
|
22.8
|
2
|
2
|
|
|
Social Science
|
24.8
|
|
4
|
|
23.3
|
|
4
|
|
22.8
|
2
|
2
|
|
III. School Climate
School Safety Plan (School Year 2008-09)
This section provides information about the school's comprehensive safety plan.
| 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
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.
|
Rate
|
School
|
District
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
Suspensions
|
2.2
|
0.0
|
1.3
|
2.2
|
0.0
|
1.3
|
|
Expulsions
|
0.0
|
0.0
|
0.0
|
0.0
|
0.0
|
0.0
|
IV. School Facilities
School Facility Conditions and Planned Improvements (School Year 2009-10)
This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.
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. 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 rubberized running track provide a very enjoyable play environment for our students.
Jacoby Creek School recently received a 1.7 million dollar state facility grant which was used to construct a new, highly energy-efficient Junior High wing of classrooms. |
School Facility Good Repair Status (School Year 2009-10)
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.
|
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 |
Good |
N/A |
V. Teachers
Teacher Credentials
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 on the CDE DataQuest Web page.
|
Teachers |
School |
District |
|
2006-07 |
2007-08 |
2008-09 |
2008-09 |
|
With Full Credential |
25 |
24 |
21 |
21 |
|
Without Full Credential |
0 |
0 |
1 |
1 |
|
Teaching Outside Subject Area of Competence |
0 |
0 |
0 |
N/A |
Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teacher misassignments (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 Misassignments includes the number of Misassignments of Teachers of English Learners.
|
Indicator |
2007-08 |
2008-09 |
2009-10 |
|
Misassignments of Teachers of English Learners |
0 |
0 |
0 |
|
Total Teacher Misassignments |
0 |
0 |
0 |
|
Vacant Teacher Positions |
0 |
0 |
0 |
Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2008-09)
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers in the school, in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. High poverty schools are defined as those schools with student participation of approximately 75 percent or more in the free and reduced price meals program. Low poverty schools are those with student participation of approximately 25 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page.
|
Location of Classes
|
Percent of Classes In Core Academic Subjects
|
|
Taught by NCLB Compliant Teachers
|
Taught by Non-NCLB Compliant Teachers
|
|
This School
|
100.0
|
0.0
|
|
All Schools in District
|
|
|
|
High-Poverty Schools in District
|
|
|
|
Low-Poverty Schools in District
|
100.0
|
0.0
|
VI. Support Staff
Academic Counselors and Other Support Staff (School Year 2008-09)
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.
|
Title |
Number of FTE Assigned to School |
Average Number of Students per Academic Counselor |
|
Academic Counselor |
0.5 |
1231 |
|
Library Media Teacher (Librarian) |
|
N/A |
|
Psychologist |
0.2 |
N/A |
|
Social Worker |
|
N/A |
|
Nurse |
|
N/A |
|
Speech/Language/Hearing Specialist |
0.7 |
N/A |
|
Resource Specialist (non-teaching) |
0.3 |
N/A |
|
Other |
|
|
VII. Curriculum and Instructional Materials
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2009-10)
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.
|
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 |
The district meets both quality and currency standards |
0 |
|
Mathematics |
The district meets both quality and currency
standards |
0 |
|
Science |
The district meets both quality and currency
standards |
0 |
|
History-Social Science |
The district meets both quality and currency
standards |
0 |
|
Foreign Language |
The district meets both quality and currency
standards |
0 |
|
Health |
The district meets both quality and currency
standards |
0 |
|
Visual and Performing Arts |
|
|
|
Science Laboratory Equipment (grades 9-12) |
The district meets both quality and currency
standards |
0 |
VIII. School Finances
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2007-08)
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 on the CDE Current Expense of Education & Per-pupil Spending Web page and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page.
|
Level |
Total Expenditures Per Pupil |
Expenditures Per Pupil (Supplemental / Restricted) |
Expenditures Per Pupil (Basic / Unrestricted) |
Average Teacher Salary |
|
School Site |
$7,618 |
$1,721 |
$5,999 |
$55,124 |
|
District |
N/A |
N/A |
|
$ |
|
Percent Difference - School Site and District |
N/A |
N/A |
|
|
|
State |
N/A |
N/A |
$5300 |
$54322 |
|
Percent Difference - School Site and State |
N/A |
N/A |
.12% |
.02% |
Types of Services Funded (Fiscal Year 2008-09)
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.
| 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 2007-08)
This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries & Benefits Web page.
|
Category |
District Amount |
State Average For Districts In Same Category |
|
Beginning Teacher Salary |
$39,590 |
$38,481 |
|
Mid-Range Teacher Salary |
$48,101 |
$55,789 |
|
Highest Teacher Salary |
$67,162 |
$70,849 |
|
Average Principal Salary (Elementary) |
N/A |
$88,862 |
|
Average Principal Salary (Middle) |
N/A |
$94,015 |
|
Average Principal Salary (High) |
N/A |
$97,594 |
|
Superintendent Salary |
$101,000 |
$110,994 |
|
Percent of Budget for Teacher Salaries |
44.1 % |
37.20 % |
|
Percent of Budget for Administrative Salaries |
3.9 % |
6.60 % |
IX. Student Performance
Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The CSTs show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and ten through eleven. The CAPA includes ELA, mathematics, and science in grades two through eleven, and for science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA includes ELA and mathematics for grades three through eight and science in grade five and is an alternate assessment that is based on modifiedachievement standards. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. Student scores are reported as performance levels. Detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site. Program information regarding the STAR Program can be found in the Explaining 2008 STAR Program Summary Results to the Public guide. 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. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.
Standardized Testing and Reporting Results for All Students - Three-Year Comparison
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
|
Subject
|
School
|
District
|
State
|
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
2006-07
|
2007-08
|
2008-09
|
|
English-Language Arts
|
77
|
79
|
84
|
77
|
79
|
84
|
43
|
46
|
50
|
|
Mathematics
|
77
|
72
|
80
|
77
|
72
|
80
|
40
|
43
|
46
|
|
Science
|
81
|
70
|
87
|
81
|
70
|
87
|
38
|
46
|
50
|
|
History-Social Science
|
90
|
72
|
72
|
90
|
72
|
72
|
33
|
36
|
41
|
|
Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.
|
Standardized Testing and Reporting Results by Student Group (School Year 2008-09)
This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
|
Group
|
Percent of Students Scoring at Proficient or Advanced
|
|
English-Language Arts
|
Mathematics
|
Science
|
History-Social Science
|
|
African American
|
*
|
*
|
*
|
|
|
American Indian or Alaska Native
|
74
|
74
|
*
|
*
|
|
Asian
|
100
|
90
|
100
|
*
|
|
Filipino
|
|
|
|
|
|
Hispanic or Latino
|
84
|
84
|
*
|
*
|
|
Pacific Islander
|
*
|
*
|
*
|
|
|
White (not Hispanic)
|
84
|
80
|
86
|
67
|
|
Male
|
84
|
82
|
95
|
85
|
|
Female
|
84
|
79
|
80
|
61
|
|
Economically Disadvantaged
|
69
|
62
|
83
|
*
|
|
English Learners
|
|
|
|
|
|
Students with Disabilities
|
68
|
72
|
*
|
*
|
|
Students Receiving Migrant Education Services
|
|
|
|
|
Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.
California Physical Fitness Test Results (School Year 2008-09)
The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school's test results to the district and state levels, may be found on the CDE Physical Fitness Testing (PFT) Web page. Note: Scores are not shown when the number of students tested is ten or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.
|
Grade Level
|
Percent of Students Meeting Healthy Fitness Zones
|
|
Four of Six Standards
|
Five of Six Standards
|
Six of Six Standards
|
|
5
|
12.2
|
34.7
|
53.1
|
|
7
|
6.4
|
25.5
|
66.0
|
|
9
|
0.0
|
0.0
|
0.0
|
X. Accountability
Academic Performance Index
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 can be found on the CDE Academic Performance Index (API) Web page.
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 one to ten. A statewide rank of one means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of ten 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 one 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 ten means that the school's academic performance is better than at least 90 of the 100 similar schools.
|
API Rank
|
2006
|
2007
|
2008
|
|
Statewide
|
10
|
10
|
9
|
|
Similar Schools
|
8
|
9
|
8
|
|
"N/A" |
means a number is not applicable or not available due to missing data. |
|
"B" |
means this is either an LEA or an Alternative Schools Accountability Model (ASAM) school. Schools participating in the ASAM do not currently receive growth, target information, or statewide or similar schools rankings on this report in recognition of their markedly different educational missions and populations served. ASAM schools are covered under the Alternative Accountability system as required by Education Code Section 52052 and not the API accountability system. However, API information is needed to comply with the federal No Child Left Behind (NCLB) law. Growth, target and rank information are not applicable to LEAs. |
|
"C" |
means this is a special education school. Statewide and similar schools ranks are not applicable to special education schools. |
|
" * " |
means this API is calculated for a small school or a small LEA, defined as having between 11 and 99 valid STAR Program test scores included in the API. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted. Similar schools ranks are not calculated for small schools. |
Academic Performance Index Growth by Student Group - Three-Year Comparison
This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.
|
Group
|
Actual API Change
|
Growth API Score
|
|
2006-07
|
2007-08
|
2008-09
|
2009
|
|
All Students at the School
|
0
|
-9
|
41
|
920
|
|
African American
|
|
|
|
|
|
American Indian or Alaska Native
|
|
|
|
|
|
Asian
|
|
|
|
|
|
Filipino
|
|
|
|
|
|
Hispanic or Latino
|
|
|
|
|
|
Pacific Islander
|
|
|
|
|
|
White (not Hispanic)
|
-1
|
-13
|
44
|
921
|
|
Socioeconomically Disadvantaged
|
|
|
|
|
|
English Learners
|
|
|
|
|
|
Students with Disabilities
|
|
|
|
|
|
|
|
"N/A" |
means a number is not applicable or not available due to missing data. |
|
"*" |
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. |
Adequate Yearly Progress
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 additional indicator
-
Graduation rate (for secondary schools)
Detailed information about AYP, including participation rates and percent proficient results by student group, can be found on the CDE Adequate Yearly Progress (AYP) Web page.
Adequate Yearly Progress Overall and by Criteria (School Year 2008-09)
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.
|
AYP Criteria
|
School
|
District
|
|
Overall
|
Yes
|
Yes
|
|
Participation Rate - English-Language Arts
|
Yes
|
Yes
|
|
Participation Rate - Mathematics
|
Yes
|
Yes
|
|
Percent Proficient - English-Language Arts
|
Yes
|
Yes
|
|
Percent Proficient - Mathematics
|
Yes
|
Yes
|
|
API
|
Yes
|
Yes
|
|
Graduation Rate
|
N/A
|
N/A
|
|
"Yes"
|
Met 2009 AYP Criteria
|
|
"No"
|
Did not Meet 2009 AYP Criteria
|
Federal Intervention Program (School Year 2009-10)
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. Detailed information about PI identification can be found on the CDE Adequate Yearly Progress (AYP) Web page.
|
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
|
N/A
|
|
|
Percent of Schools Currently in Program Improvement
|
N/A
|
|
XI. School Completion and Postsecondary Preparation
Dropout Rate and Graduation Rate
This table displays the school's one-year dropout and graduation rates for the most recent three-year period for which data are available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the CDE DataQuest Web page.
|
Indicator |
School |
District |
State |
|
2005-06 |
2006-07 |
2007-08 |
2005-06 |
2006-07 |
2007-08 |
2005-06 |
2006-07 |
2007-08 |
|
Dropout Rate (1-year) |
0 |
0 |
0 |
0 |
0 |
0 |
3.5 |
4.4 |
3.9 |
|
Graduation Rate |
100 |
100 |
100 |
100 |
100 |
100 |
83.4 |
80.6 |
80.2 |
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.
| As the State of California no longer provides professional development days for its schools, Jacoby Creek uses district funds to provide substitutes for teachers to participate in inservice opportunities provided by the Humboldt County Office of Education, as well as the many professional organizations throughout the state. All training and curriculum development revolves around the State content and performance standards for kindergarten through eighth grade. Over the past several years, staff members have been trained in effective methodologies for teaching reading and mathematics. Additionally, we have recently developed school-wide assessments to measure student's progress in reading, mathematics and writing. On average, our teachers attend four inservice days per year. |
XIII. National Assessment of Educational Progress
National Assessment of Educational Progress
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 and English language learners 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 (Outside Source).
Note: 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 can be found on the CDE National Assessment of Educational Progress (NAEP) Web page.
National Assessment of Educational Progress Reading and Mathematics Results by Grade Level - Aggregated
This table displays the scale scores and achievement levels on the National Assessment of Educational Progress Results for reading (2007) and mathematics (2009) for grades four and eight
|
Subject and Grade Level
|
Average Scale Score
|
State Percent at Achievement Level
|
|
State
|
National
|
Basic
|
Proficient
|
Advanced
|
|
Reading 2007, Grade 4
|
209
|
220
|
30
|
18
|
5
|
|
Reading 2007, Grade 8
|
251
|
261
|
41
|
20
|
2
|
|
Mathematics 2009, Grade 4
|
232
|
239
|
41
|
25
|
5
|
|
Mathematics 2009, Grade 8
|
270
|
282
|
36
|
18
|
5
|
National Assessment of Educational Progress Reading and Mathematics Results for Students with Disabilities and/or English Language Learners by Grade Level - Aggregated
This table displays the state and national participation rates on the National Assessment of Educational Progress for reading (2007) and mathematics (2009) for students with disabilities and/or English language learners for grades four and eight.
|
Subject and Grade Level
|
State Participation Rate
|
National Participation Rate
|
|
Students With Disabilities
|
English Language Learners
|
Students With Disabilities
|
English Language Learners
|
|
Reading 2007, Grade 4
|
74
|
93
|
65
|
80
|
|
Reading 2007, Grade 8
|
78
|
92
|
66
|
77
|
|
Mathematics 2009, Grade 4
|
79
|
96
|
84
|
94
|
|
Mathematics 2009, Grade 8
|
85
|
96
|
78
|
92
|