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% 

100%

100%

 3

100%

100%

100%


II. School Climate

School Safety Plan
This section provides information about the school's comprehensive safety plan.

 The School’s Comprehensive Safety Plan contains the following elements:

  1. A description of the school
  2. Assessment of current safety status
  3. Provisions, strategies, and programs for promoting a safe school environment
  4. Emergency procedures
  5. Suspension and expulsion policies
  6. Procedures to notify teachers of dangerous pupils
  7. Sexual harassment policy
  8. School-wide dress code
  9. Procedures for safe ingress and egress of pupils
  10. Rules and procedures for school discipline`
  11. Additional offerings for students and families
  12. Progress for evaluation and assessment
     
     


School Discipline Practices
This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies.

 The school participates in a uniform program of behavior expectations based on three fundamental rules:  Be safe; be respectful; be responsible.
 
 


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

 2003-04

 2004-05

 2005-06

 2003-04

 2004-05

 2005-06

 Suspensions

1%

5%

6%

 

 

 

 Expulsions

0%

0%

0%

 

 

 


III. School Facilities

School Facility Conditions and Improvements
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.

 Mary Collins Charter School at Cherry Valley has completed its first stage of modernization and is due for the final phase in summer, ’07.  The buildings are asbestos-free and all buildings have HVAC.  The kitchen in the staff room was remodeled in ’05-’06.  A new building to house the seventh and eighth grade students was completed in ’05.  A new portable building was added in ’05 to house the Resource Specialist Program.  The school community is actively engaged in the upkeep of the landscaping.  All restrooms are handicap-accessible with the exception of the one on the playground.  In the final phase of modernization in the summer of ’07, the shingle siding on all buildings will be replaced and the buildings will be re-roofed.  It is hoped that we can add some additional overhangs to existing buildings to provide shelter in inclement weather.
 
 


School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

 Item Inspected

 Facility in
Good Repair

 Repair Needed and
Action Taken or Planned

 Yes

 No

 Gas Leaks

x

 

 

 Mechanical Systems

x

 

 

 Windows/Doors/Gates (interior and exterior)

x

 

 

 Interior Surfaces (walls, floors, and ceilings)

x

 

 

 Hazardous Materials (interior and exterior)

x

 

 

 Structural Damage

x

 

 

 Fire Safety

x

 

 

 Electrical (interior and exterior)

x

 

 

 Pest/Vermin Infestation

x

 

 

 Drinking Fountains (inside and outside)

x

 

 

 Restrooms

x

 

 

 Sewer

x

 

 

 Playground/School Grounds

x

 

Drainage on field and track needs to be  improved in summer ’07.

 Other

 

 

 


IV. 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 at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

 Teachers

 School

 District

   2003-04  

   2004-05  

   2005-06  

   2005-06  

 With Full Credential

 17

 18

 17

 287

 Without Full Credential

 0

 0

 1

 7

 Teaching Outside Subject Area of Competence

 

 

 

 ---


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

   2004-05  

   2005-06  

   2006-07  

 Misassignments of Teachers of English Learners

 0

 0

 0

 Total Teacher Misassignments

 0

 0

 0

 Vacant Teacher Positions

 0

 .4 RSP

 .8 RSP


Core Academic Classes Taught by NCLB Compliant Teachers
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at http://www.cde.ca.gov/nclb/sr/tq/.

 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 

 0.0

 0.0

 High-Poverty Schools in District 

 0.0

 0.0

 Low-Poverty Schools in District 

 0.0

 0.0


Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.

 Mary Collins Charter School utilizes fully-qualified substitute teacher through Petaluma City Schools District and Sonoma County Schools.
 
 


Teacher Evaluation Process
This section provides information about the procedures and the criteria for teacher evaluations.

 Teachers are evaluated using the California Standards for Administrators.  As per PFT contract, teachers are evaluated every four years.
 
 


V. Support Staff

Academic Counselors and Other Support Staff
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

 

 

 Library Media Teacher (Librarian)

 

 ---

 Library Media Services Staff (paraprofessional)

 

 ---

 Psychologist

  0.4

 ---

 Social Worker

 

 ---

 Nurse

  0.6

 ---

 Speech/Language/Hearing Specialist

  0.6

 ---

 Resource Specialist (non-teaching)

 

 ---

 Other

  0.4

 ---


VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
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

A variety of instructional materials are used. 

  0%

 Mathematics

A variety of instructional materials are used.

0%

 Science

A variety of instructional materials are used.

0%

 History-Social Science

A variety of instructional materials are used.

0%

 Foreign Language

A variety of instructional materials are used.

0%

 Health

A variety of instructional materials are used.

0%

 Science Laboratory Equipment (grades 9-12)

 

 


VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
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 salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

 Level

 Total
 Expenditures
 Per Pupil

 Expenditures
 Per Pupil
 (Supplemental)

 Expenditures
 Per Pupil
 (Basic)

 Average
 Teacher
 Salary

 School Site

 

 

 

 

 District

 ---

 ---

 

 $55,999

 Percent Difference - School Site and District

 ---

 ---

 

0%

 State

 ---

 ---

 $4,743

 $64,608

 Percent Difference - School Site and State

 ---

 ---

 

 


Types of Services Funded
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

 With the use of Title I money, Mary Collins Charter School funds a .5 Reading Specialist and a .5 Math Intervention Specialist to serve students who are not meeting grade level standards in reading and mathematics.  In addition we use state intervention funds to pay for after school interventions in written language and intersession during our school breaks.  We use site funds to pay for a PE enrichment specialist and a garden coordinator.  With additional grant money we fund  our Salad Bar Coordinator.  With a combination of grant money from Friends of the Cherry Valley Library, Title I and site funds, we are able to have a fulltime library coordinator.  With a combination of site funds and Title I money, we have a counselor on site one full day a week.
 
 


Teacher and Administrative Salaries (Fiscal Year 2004-05)
This table displays district-level salary information 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. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.

 Category

 District
 Amount

 State Average
 For Districts
 In Same Category

 Beginning Teacher Salary

 $35,728

 

 Mid-Range Teacher Salary

 $56,102

 

 Highest Teacher Salary

 $68,546

 

 Average Principal Salary (Elementary)

 $85,762

 

 Average Principal Salary (Middle)

 $92,171

 

 Average Principal Salary (High)

 $93,256

 

 Superintendent Salary

 $132,067

 

 Percent of Budget for Teacher Salaries

 38.8

 0.0

 Percent of Budget for Administrative Salaries

 5.7

 0.0


VIII. Student Performance

California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST 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

 2004

 2005

 2006

 2004

 2005

 2006

 2004

 2005

 2006

 English-Language Arts

 47

 60

 59

 45

 51

 52

 36

 40

 42

 Mathematics

 35

 43

 46

 32

 33

 34

 34

 38

 40

 Science

 20

 45

 52

 31

 40

 48

 25

 27

 35

 History-Social Science

 

 42

 54

 40

 45

 42

 29

 32

 33


CST Results by Student Group - Most Recent Year
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

 *

 *

 

 

 Asian

 *

 *

 *

 

 Filipino

 *

 *

 *

 

 Hispanic or Latino

 39

 17

 *

 *

 Pacific Islander

 *

 *

 

 

 White (Not Hispanic)

 61

 48

 51

 60

 Male

 48

 52

 62

 *

 Female

 68

 42

 44

 69

 Economically Disadvantaged

 40

 27

 *

 *

 English Learners

 14

 15

 *

 *

 Students with Disabilities

 22

 25

 *

 *

 Students Receiving Migrant Education Services

 

 

 

 


Norm-Referenced Test (NRT)
The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT Results for All Students -- Three Year Comparison
This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.

Subject

 School

 District

 State

 2004

 2005

 2006

 2004

 2005

 2006

 2004

 2005

 2006

 Reading

 59

 68

 52

 60

 66

 67

 43

 41

 42

 Mathematics

 55

 50

 55

 61

 61

 67

 51

 52

 53


NRT Results by Student Group -- Most Recent Year
This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.

Group

 Percent of Students Scoring at or
Above the National Average

 Reading

 Mathematics

 African American

 *

 *

 American Indian or Alaska Native

 

 

 Asian

 *

 *

 Filipino

 *

 *

 Hispanic or Latino

 *

 *

 Pacific Islander

 *

 *

 White (not Hispanic)

 49

 51

 Male

 31

 50

 Female

 73

 61

 Economically Disadvantaged

 43

 50

 English Learners

 *

 *

 Students with Disabilities

 27

 45

 Students Receiving Migrant Education Services

 

 


Local Assessment Results
Districts may choose to administer their own academic assessments in reading, writing, and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard.

 Grade
Level

 Reading

 Writing

 Mathematics

 2004

 2005

 2006

 2004

 2005

 2006

 2004

 2005

 2006

 K

 

 

 

 

 

 

 

 

 

 1

 

 

 

 

 

 

 

 

 

 2

 

 

 

 

 

 

 

 

 

 3

 

 

 

 

 

 

 

 

 

 4

 

 

 

 

 

 

 

 

 

 5

 

 

 

 

 

 

 

 

 

 6

 

 

 

 

 

 

 

 

 

 7

 

 

 

 

 

 

 

 

 

 8

 

 

 

 

 

 

 

 

 

 9

 

 

 

 

 

 

 

 

 

 10

 

 

 

 

 

 

 

 

 

 11

 

 

 

 

 

 

 

 

 

 12

 

 

 

 

 

 

 

 

 


California Physical Fitness Test Results
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

 Grade Level

 Percent of
Students Meeting
Fitness Standards

 5

 42.4

 7

 30.0

 9

 


IX. 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 at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API 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 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 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 10 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

 2003-04

 2004-05

 2005-06

 Statewide

 6

 7

 7

 Similar Schools

 1

1 

 1


API Changes 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

 API Score

 2003-04

 2004-05

 2005-06

 2006

 All Students at the School

 7

29

 1

 777

 African American

 

 

 

 

 American Indian or Alaska Native

 

 

 

 

 Asian

 

 

 

 

 Filipino

 

 

 

 

 Hispanic or Latino

 

 

 

 

 Pacific Islander

 

 

 

 

 White (not Hispanic)

 5

27

 1

 

 Socioeconomically Disadvantaged

 

 

 

 

 English Learners

 --

 --

 

 

 Students with Disabilities

 --

 --

 

 


State Award and Intervention Programs
This section will contain information about the school's participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report.

 
 
 


Adequate Yearly Progress
The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria
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

 

 Participation Rate - English-Language Arts

 Yes

 

 Participation Rate - Mathematics

 Yes

 

 Percent Proficient - English-Language Arts

 Yes

 

 Percent Proficient - Mathematics

 Yes

 

 API

 Yes

 

 Graduation Rate

 N/A

 


Federal Intervention Program
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 (English-language arts 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 at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

 Indicator

    School   

    District   

 Program Improvement Status 

 Not in PI

 

 First Year of Program Improvement Implementation 

 

 

 Year in Program Improvement 

 

 

 Number of Schools Currently in Program Improvement 

 ---

 0

 Percent of Schools Currently in Program Improvement 

 ---

 0.0


X. School Completion and Postsecondary Preparation

Dropout Rate and Graduation Rate
This table displays the school's one-year dropout rates and graduation rates for the most recent three-year period. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 
NA

Completion of High School Graduation Requirements
Beginning with the graduating class of 2006, students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2005-06 school year in the 12th grade, this table displays by student group the percent of students who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Due to the state's collection schedule for high school completion data, state level data for this reporting element will not be available for report cards published in the 2006-07 school year. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.
 
  NA

Career Technical Education Programs
This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.

 NA
 
 


Career Technical Education Participation
This table displays information about participation in the school's CTE programs.

 Measure 

 CTE Program Participation

 Number of Pupils

 

 Percent of pupils completing a CTE program
 and earning a high school diploma

 

 Percent of CTE courses sequenced or
 articulated between the school and institutions
 of postsecondary education

 


Courses for University of California and/or California State University Admission
This table displays for the most recent year two measures related to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 
  NA

Advanced Placement Courses
This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school's students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 
  NA

College Admission Test Preparation Course Program
This section provides information about the school's college admission test preparation course program.

 NA
 
 


SAT Reasoning Test
This table displays the percent of the school's 12th grade students who voluntarily take the SAT Reasoning Test for college entrance, and the average verbal, math, and writing scores of those students. Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
 
NA

X. Instructional Planning and Scheduling

School Instruction and Leadership
This section provides information about the structure of the school's instructional program and the experience of the school's leadership team.

 
 
 


Professional Development
This section provides information about the program for training the school's teachers and other professional staff.

 The faculty of Mary Collins Charter School is committed to long-term on-going professional development.  During each school year the staff participates in 3 staff development days and hosts a Symposium with published educational experts.  The Symposium includes an evening for parents and two full days of staff development with the staff.  On an on-going basis the teachers participate in weekly grade level and grade cluster collaboration in which the focus is student work.  These collaborative times are designed to assist teachers to grow from one another’s expertise and plan for program improvement.
 
 


Instructional Minutes
This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.

 Grade
Level

 Instructional Minutes

 Offered

 State Requirement

 K

 36,000

 36,000

 1

50,445 

 50,400

 2

50,445

 50,400

 3

50,445

 50,400

 4

54,170 

 54,000

 5

54,170

 54,000

 6

54,170

 54,000

 7

54,170

 54,000

 8

54,170

 54,000

 9

 

 64,800

 10

 

 64,800

 11

 

 64,800

 12

 

 64,800


Continuation School Instructional Days
This table displays a comparison of the number of instructional days offered at the continuation school to the state requirement for each grade level.

 Grade
Level

 Instructional Days With At Least 180 Instructional Minutes

 Offered

 State Requirement

 9

 

 180 days

 10

 

 180 days

 11

 

 180 days

 12

 

 180 days


Minimum Days in School Year
This section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.

 Mary Collins Charter School has only one (1) minimum day on the last day of school.  We have twenty-four (24) shortened Wednesdays so that teacher have time for collaboration, and we have thirteen (13) shortened days for parent/teacher conferences.