School Description

This California Charter School is located in an affluent neighborhood in Petaluma. The school first opened in 1967 as a K-6 school withing the Petaluma City Schools. The enrollment over the years has been about 300 student. In 2002 the school became a conversion charter school with the intention of adding grades 7 and 8. The maximum enrollment for this K-8 school is 360. The school was originally called Cherry Valley School, but in 1996 the name was changed to Mary Collins School at Cherry Valley, in honor of the deceased former principal, Mary Reiss Collins.

Message From Principal

Mary Collins School at Cherry Valley is a conversion charter school that serves students in grades kindergarten through eight. The philosophy of the school is greatly influenced by Mary Collins, who was the principal in the 70's and 80's. She had her Ph.D from UC Berkeley, and was a recognized trainer of teachers who was an expert on the learning theories of Piaget. The school philosophy endorses the concept of constructivist learning and individual learning styles. Students achieve by building upon their own knowledge and learning in context. The visual and performing arts and environmental education are considered "hubs" of learning, within the California Standards.

Mission Statement

The purpose of education is to help students develop the best that is in them. Part of that is an appreciation of who they are as well as a respect for differences and diversity. I hope that students will leave the process of education more curious than when they entered it. This curiosity aabout life would give students a sense of competence and confidence that comes from years of learning creative problem solving and thinking skills. This confidence would impel students to satisfy their curiosity to be willing to be responsible for others within the society to make it better for all. (Mary Collins, School Principal, 1974-1984.)

Parental Involvement

Parents are involved through the School Advisory Council, the PTA, the Friends of Cherry Valley Library, and classroom volunteering.

For additional information about organized opportunities for parent involvement at Mary Collins Elementary At Cherry Valley, please contact the school office at 778-4740.

Student Enrollment

The total enrollment at Mary Collins Elementary At Cherry Valley was 254.

Student Enrollment

The percentage of students is the number in a racial/ethnic category divided by the school's most recent California Basic Educational Data Systems (CBEDS) total enrollment.

School Safety Plan

Emergency evacuation drills have been completed. Students and staff are informed on our emergency plan. Staff has participated in district sponsored emergency drills. Training on bloodborne pathogens has taken place for the staff. On a daily basis, playground supervisors are on duty during recess and lunch. The rules of behavior are posted in each classroom. The Kaiser Permanente program, PEACE Signs, has been provided for teachers, students, and parents. This program provides information and coping skills on the elimination of bullying.

Date of Last Review/Update: October 23, 2002
Date Last Reviewed with Staff: April 21, 2004

School Programs

During the school day studnts in grades 4,5,and 6 are offered band or chorus taught by district music specialists. Gardening and environmental education is integrated into the regular instruction at all grades and supplemented by our Environmental Education Enrichment Specialist. Grades 1 through 8 are provided physical education by PE specialists. Outside of the school day grades 7 and 8 are offered Spanish. A Mentor Reading program is provided to grades 1,2,and 3. Upper grade students serve as mentors to the younger children. A Homework Club is provided to upper grade students by the regular teachers.

Suspension and Expulsions

The number of suspensions and expulsions is the total number of incidents that result in a suspension or expulsion. The rate of suspensions and expulsions is the total number of incidents divided by the school's California Basic Educational Data System (CBEDS) total enrollment for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading.

School Facilities

This school is established around 4 clusters. The kindergarten cluster has 2 classrooms, which have a folding door between. The other clusters have 4 classrooms, with a common space in the center. There is a multi-use room, which is called The Lodge, with a stage and a small meeting room off the stage. The school is built around a quadrangle, which is a green area. The school garden between The Lodge and the hard-top play area. There is also a soccer field surrounded by a track. There are 5 restrooms for girls, and 5 for boys. The grounds are maintained by the Petaluma District grounds staff, in cooperation with the parents and students. There is custodial service from 7:00 AM to 8:00 PM. The campus is attractive, clean, and functional.

STAR Explanation

Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English Language Arts and Mathematics in grades 2-11, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition (Stanford 9), which tests Reading, Language, Mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only). Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

California Standards Test Explanation

The California Standards Tests show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area. Detailed information regarding results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

The following data is the percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard).

CST - All Students

CST - Subgroups

CST - Racial/Ethnic Groups

Norm-Referenced Test (NRT) Explanation

Reading and mathematics results from the Norm-Referenced Test adopted by the State Board of Education (Stanford 9 test up until 2003, but was changed to the California Achievement Test for 2003) are reported for each grade level as the percentage of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT Reading (all students)

NRT Reading (subgroups)

NRT Reading (racial/ethnic)

NRT Mathematics (all students)

NRT Mathematics (subgroups)

NRT Mathematics (racial/ethnic)

Local Assessment Explanation

The students participate in the State STAR testing. Locally students in grades 4,5, and 6 do a writing sample. The results are individual, based on established rubrics, and are not reportable as a group. Other assessments include individual portfolios with student led parent conference, on-stage play performances, and teacher testing.

Local Assessment

California Fitness Test

Percentage of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards).

Academic Performance Index (API) Explanation

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.
Growth Targets: The annual growth target for a school is 5% of the distance between its base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for monetary awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement.
Subgroup APIs and Targets: In addit! ion to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target.
Percentage Tested: In order to be eligible for awards, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested.
Statewide Rank: Schools receiving an API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).
Similar Schools Rank: This is a comparison of each school with 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (! lowest) to ten (highest) to indicate how well the school performed com pared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education website at http://api.cde.ca.gov/ or by speaking with the school principal.

School Wide API

API Subgroups - Racial/Ethnic Groups

API-Based Awards and Intervention Programs

California program data is based on API growth data from the previous academic year.

***The II/USP Program was not funded for the year 2002 or 2003.

Adequate Yearly Progress (AYP)

The federal No Child Left Behind Act requires that all students perform at or above the proficient level on the State's standards based assessment by 2014. Prior to 2014, in order to achieve this goal and meet annual requirements for improved performance, districts and schools must improve each year according to set requirements. More detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.

Class Size Average & Distribution

Class size and class size distribution is the average class size and the number of classrooms for each range of students, by grade level as reported by CBEDS.

Class Size Reduction

California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher.

Teacher Credential Information

Part-time teachers are counted as 1 (one). If a teacher works at two schools, he/she is only counted at one school. Data is not avaliable for teachers with a full credential and teaching outside his/her subject area.

Teacher Evaluations

Temporary and probationary teachers are formally evaluated twice per year. Permanent teachers are evaluated at least once every 4 years with a formal evaluation. Evaluations are done by the school principal, and in accordance with Article XII of the collective bargaining agreement between Petaluma City Schools and the Petaluma Federation of Teachers.

Substitute Teachers

Qualified substitute teachers are hired through the district and county pool. Qualified substitute teachers are assigned to the classrooms whenever a teacher needs to be absent. Teachers and the principal do a narrative and check-list evaluation of substitute teachers, which is sent to the district office for the record.

Counselors and Other Staff Support

The counselors and other staff support reported are in units of full-tims equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE.

Academic Counselors

Reported data are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% of full time. Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollment as reported in the most recent California Basic Educational Data System (CBEDS) data collection divided by the number of academic counselors.

School Instruction and Leadership

The school is administered by a full-time principal. Administrative oversight is by the Petaluma City Schools District. The principal and all teachers are highly qualified by California standards. Learning at Mary Collins School is community based, with a respect for California standards and assessments. Life inside our school is a microcosm of life outside of school. Rather than staying in age-segregated groups, students work together across the curriculum, with students of all ages, with teachers, and with other adults. Students learn the skills that facilitate social and academic learning while working in cross-age group. Whenever possible students have two consecutive years with the same teacher.

Professional Development

Professional development for the staff is collegial, research based, on-going, and indepth. The focus is based on needs that are identified by the entire staff. In addition to the mandated staff development, this staff participates in reading groups and discussion groups on educational theory and practice. Each year the staff hires one or more recognized experts to work with them on such topics as the teaching of reading, mathematics, science, music, and physical education.

Quality and Currency of Textbooks and Other Instructional Materials

The textbooks that are purchased are from the State list of approved books. In addition to the textbooks, a variety of high quality instructional materials are used in each class. Funds for purchasing the needed and desired textbooks and instructional materials have been available.
Because of the constructivist approach to teaching and learning, as described in our charter, classroom instruction is focused upon student inquiry and project learning more than a step-by-step approach that is typically found in textbooks. The instuctional program honors and teaches the California State standards.

Instructional Minutes

The California Education Code establishes a required number of instructional minutes per year for each grade level. The data presented here compares the number of instructional minutes offered at the school to the state requirement for each grade.

Total Number of Minimum Days

In keeping with the Petaluma District elementary schools' calendar, there is one minimum day per school year. This is the last day of the year. On that day school is dismissed at 12:30.

Types of Services Funded

The school provides services for special education student according to their Individual Education Plans. Services are also provided to English Language Learners by qualified teachers and a Spanish language Bilingual Instructional Assistant. As a public school, funds come from the State. Funds come as general purpose, categorical block grant, and lottery. The expected total per student in grade K through 3 is $4820, students in grades 4 through 6 is $4891, and students in grades 7 and 8 is $4972. The school also wrote a successful implementation grant for federal funds, and will receive a total of $450,000 from 2002 to 2005. The PTA also raises funds to support enrichment programs. Their donation is about $25,000 per year.

Average Salaries (Fiscal Year 2001-2002)

Statewide data categories used for comparison are determined by type (Elementary, High and Unified) and enrollment, as defined in Management Bulletin 02-04. The statewide average for principals is aggregated by district. There is no statewide average calculated for Common Administration Districts.

Expenditures (Fiscal Year 2001-2002)