Executive Summary School Accountability Report Card, 2005-06

 

For Mary Collins School at Cherry Valley School   

 

 Address:

 1001 Cherry St., Petaluma CA 94952-2065   

 Phone Number:

 (707)778-4740 

 Principal:

   Ms. Karen W. McGahey

 Grade Span:

 K-8   

 

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2005-06 school year, except the School Finances and School Completion data that are reported for the 2004-05 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

 

About This School

Mary Collins Charter School at Cherry Valley is a K-8 conversion charter in the Petaluma City Schools District.  The school operates on the same modified 45/15 year-round schedule that has been its practice for over 30 years.  MCS converted to a charter in 2003-04 and was organized around two educational hubs, Visual/Performing Arts and Environmental Education.  The two learning hubs provide students with authentic experiences in integrated core curriculum.  The basis of all instruction is teaching for understanding so that when students leave this school, they will carry with them the habits of mind and heart that will sustain them in all they endeavor in their lives.

 

Learning at Mary Collins Charter School is community-based.  Life inside our school is 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.  The curriculum teachers California State Standards in multi-age classes.  Students learn skills that facilitate social and academic learning working in cross-age groups.  These skills are essential for creating a safe and harmonious community.

 

Whenever possible, students have two consecutive years with the same teacher.  All students have different internal learning clocks. When students are able to spend more than one year with the same teacher, they are less likely to repeat a grade and more likely to become confident learners.

 

The transmediation of learning is a key to interdisciplinary curriculum.  Transmediation theory holds that knowledge is better understood and retained when learning in one setting is displayed in another; for example, students receive formal instruction on fractions in the classroom, and then use this information in cooking, gardening, and other school projects. Watching a performance of Taiko drumming is transformed into a book of poems and block prints.  Learning is carefully designed to make sure this happens for all students, allowing them to show their knowledge of one discipline through an activity in another.

 

The curriculum is interdisciplinary, rigorous and engaging.  Under the guidance of highly skilled teachers, students work independently and in collaborative groups to investigate, explore, question, imagine, synthesize, and evaluate in order to learn.  They are challenged to be creative in their thinking and the expression of their learning.

 

Instructional pedagogy is grounded in constructivist practice and whole language philosophy.  We believe that students learn to love reading by being immersed in a literature rich environment.  It recognizes that students learn the sub-systems of language (phonics, syntax, punctuation) as they use language in meaningful contexts.  It is while the students are using language that the teacher can observe the students’ control of the sub-systems, the needs they may have, and plan appropriate strategies to assist them.  In whole language the focus is on meaning.  As educators we recognize that an individual learner’s knowledge is “constructed” through reflection, as well as interaction, collaboration and transactions with others.  When students are engaged in authentic language use, three things happen simultaneously:   they learn language, they use language to learn, and they learn about language.  In whole language instruction listening, speaking, reading, and writing as integrated, not separate domains.

 

The guiding principles of “constructivist thinking” are predicated in the belief that learning consists of individuals’ constructed meanings.  It is an active process in which the learner uses sensory input and constructs meaning out of it, stressing that learning is not the passive acceptance of knowledge which exists “out there” but that learning involves the learner’s engaging with the world. Physical actions, hands-on experience may be necessary, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands.  Because we believe that learning is a social activity, our students are actively engaged with other human beings, their teachers, their peers, their families and other casual acquaintances.  Because we know that learning is not instantaneous, we believe that children need a significant amount of time to revisit ideas, ponder them, play with them and use them, so we allow for longer periods of time for children to contemplate a single idea before moving on.   We believe that when children learn in this way, they are motivated to learn more, and motivation is a key component of learning.

 

Student Enrollment
 

 Group 

 Enrollment 

 Number of Students

338    

 African American   

1.5 % 

 American Indian or Alaska Native   

0.6 % 

 Asian   

3.3 % 

 Filipino   

1.8 % 

 Hispanic or Latino   

6.8 %  

 Pacific Islander   

1.5 % 

 White (Not Hispanic)   

84.3 % 

 Multiple or No Response   

0.3 % 

 Socioeconomically Disadvantaged   

16.6 % 

 English Learners   

5.0 % 

 Students with Disabilities   

15.0 % 

 

Teachers
 

 Indicators 

 Teachers 

 Teachers With Full Credential   

17 

 Teachers Without Full Credential   

0 

 Teachers Teaching Outside   
   Subject Area of Competence

                 0

 

 Misassignments of Teachers   
   of English Learners

0 

 Total Teacher Misassignments   

0 


 School Facilities
 

Summary of Most Recent Site Inspection

As per a deferred maintenance walk-through with the district’s Deputy Superintendent for Business Services, the district’s Director of Grounds and Maintenance, and the district’s architect, MCS is due for the final phase of modernization to re-roof the school and replace the shingle siding.  All classrooms have HVAC.  All asbestos has been removed from the building.

 

Repairs Needed

  1. Replace roofing
  2. Replace shingle siding
  3. Make restroom on playground handicap accessible
  4. Field and track drainage need to be corrected

 

 

Corrective Actions Taken or Planned

All of this will be taken care of with the final phase of modernization slated for summer ’07.



Curriculum and Instructional Materials
 

 
 
 
 Core Curriculum Areas

 Pupils Who Lack
Textbooks and
Instructional
Materials

 Reading/Language Arts

0  %  

 Mathematics

0  %  

 Science

0  %  

 History-Social Science

0  %  

 Foreign Language

NA  

 Health

0% 

 Science Laboratory Equipment   
   (grades 9-12)

NA  

 

School Finances
 

 
 
 
 Level

 Expenditures
Per Pupil
(Unrestricted
Sources Only)

 School Site         

  $  

 District

  $  

 State 

             $4,743

 

Student Performance
 

 
 
 
 Subject

 Students Proficient
and Above on
California
Standards Tests

 English-Language Arts   

59

 Mathematics   

46

 Science   

52

 History-Social Science   

54

 

Academic Progress
 

 
 
 
 Indicator

 
 
 
    Result    

 2006 API Growth Score   
   (from 2006 API Growth Report)

 

 Statewide Rank   
   (from 2005 API Base Report)   

 

 2006-07 Program Improvement Status   

 Not in PI

 

School Completion
 

 
 Indicator 

 
 Result 

 Graduation Rate   

NA

 

Postsecondary Preparation
 

 
 Measures

 
 Percent 

 Pupils Who Completed a Career 
   Technical Education Program and 
   Earned a High School Diploma   

NA

 Graduates Who Completed All Courses 
   Required for University of California 
   and/or California State University 
   Admission   

 

 

    School Accountability Report Card    
  Reported for School Year 2005-06  
Published During 2006-07

 

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.


I. About This School

Contact Information
This section provides the school's contact information.

School

District

 School Name

 Mary Collins School at Cherry Valley

 District Name

 Petaluma Joint Union High

 Street

 1001 Cherry St.

 Phone Number

  (707)778-4604

 City, State, Zip

 Petaluma, CA    94952-2065

 Web Site

  www.petalumacityschools.org

 Phone Number

  (707)778-4740

 Superintendent

  Dr. Greta Viguie

 Principal

  Karen W. McGahey

 E-mail Address

  GViguie@pet.k12.ca.us

 E-mail Address

  karenm@pet.k12.ca.us

 ---

 ---


School Description and Mission Statement
This section provides information about the school's goals and programs.

 The mission of Mary Collins Charter School at Cherry Valley is best expressed in the words of the school’s former principal and namesake Mary Collins:

 

 “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 about 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 continue to satisfy their curiosity and to be willing to be responsible for others within society to make it better for all.”

 

This view of education continues to guide Mary Collins Charter School’s learning community.  Mary Collins Charter School prepares K-8 students from the Petaluma City Schools District to become fully participating citizens in a dynamic and ever-changing world.  Mary Collins Charter School students

 

  • Challenge themselves to reach for high standards and persevere to achieve them.
  • Resolve conflicts peacefully and live in harmony with others.
  • Pose probing questions and know how to find answers and solutions.
  • Read, write, speak, and use language with imagination and precision.
  • Take pleasure in their learning and pride in their accomplishments.
  • Honor imagination and creativity.
     
     


Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.

 Mary Collins school is a unique public school in that it is a partnership forged between a highly skilled professional community of teachers and support staff and an energetic and talented group of parents deeply committed to their children’s education.  Together they provide a diverse community of talents, skills and opportunities to expand students’ learning inside and outside of school.  Their work creates a carefully designed tapestry of learning weaving students into the fabric of the school.  All students feel acknowledged, valued and respected.  Some of the many ways that parents can be involved include but are not limited to:

  1. Membership/Officer of the PTA
  2. Membership on the Advisory Council
  3. Membership in Friends of the Cherry Valley Library
  4. Membership on the Mary Collins Charter School Education Foundation
  5. Classroom volunteer
  6. Garden Volunteer
  7. Nature Trail Volunteer
  8. Landscape volunteer
  9. Regular weekend workdays
  10. Salad Bar Volunteer
  11. Participant in the Annual Open Forum
  12. Celebrate Reading Day
  13. Art in the Park
  14. Annual School Carnival
  15. Basketball Tournament
  16. Art Docent Program
     
     


Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.

 Grade Level

 Number of Students

 Grade Level

 Number of Students

 Kindergarten

39 

 Grade 8

20 

 Grade 1

37 

 Ungraded Elementary

0 

 Grade 2

52 

 Grade 9

0 

 Grade 3

46 

 Grade 10

0 

 Grade 4

43 

 Grade 11

0 

 Grade 5

34 

 Grade 12

0 

 Grade 6

46 

 Ungraded Secondary

0 

 Grade 7

21 

 Total Enrollment

338 


Student Enrollment by Group
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

 Group

 Percent of
Total Enrollment

 African American

1.5 

 White (not Hispanic)

84.3 

 American Indian or Alaska Native

0.6 

 Multiple or No Response

0.3 

 Asian

3.3 

 Socioeconomically Disadvantaged

16.6 

 Filipino

1.8 

 English Learners

5.0 

 Hispanic or Latino

6.8 

 Students with Disabilities

15.0 

 Pacific Islander

1.5 

 ---

 ---


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

 2003-04

 2004-05

 2005-06

 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

 19.3

 4

 

 

 19.7

 3

 

 

 19.7

 3

 

 

 1

 

 

 

 

 

 

 

 

 

 

 

 

 2

 

 

 

 

 

 

 

 

 

 

 

 

 3

 11.0

 1

 

 

 20.0

 1

 

 

 18.5

 2

 

 

 4

 28.0

 

 1

 

 

 

 

 

 

 

 

 

 5

 

 

 

 

 

 

 

 

 

 

 

 

 6

 

 

 

 

 30.0

 

 1

 

 23.0

 

 2

 

 K-3

 18.8

 6

 

 

 19.4

 7

 

 

 19.6

 5

 

 

 3-4

 20.0

 1

 

 

 

 

 

 

 

 

 

 

 4-8

 28.0

 

 2

 

 27.7

 

 3

 

 24.3

 1

 3

 

 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).
 
NA

Participation in the Class Size Reduction Program
This table displays the percent of students in kindergarten trough grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program.

 Grade Level

 Percent of Students Participating

 2003-04

 2004-05

 2005-06

 K

100% 

100% 

100%

 1

100% 

100%

100%

 2

100%