Executive Summary School Accountability Report Card, 2009–10

For    Big Creek Elementary School

Address: 55190 Point Road, Big Creek, CA 93605                              Phone: 559 8933314

Principal: Judy J. Statler                                           Grade Span: Pre K – 8th

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. The data presented in this report are reported for the 2009–10 school year, except the School Finances and School Completion data that are reported for the 2008–09 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

Big Creek School district is a Pre K-8 single school district located in the central Sierra Nevada Mountains within Fresno County.  The district encompasses more than 650 square miles and includes many popular lakes, recreational sites, and a ski area.  Graduates attend Sierra High School in Tollhouse.  The student population comes from the town of Big Creek, the Huntington Lake area, and part of the town of Shaver Lake.  There are no areas of high poverty or street crime.  The district is governed by a three member Board of Trustees that hires a Superintendent/Principal  who is responsible for the delivery of the standards-based instructional program which is planned collaboratively through a site-based, shared decision-making process.

Student Enrollment Group Enrollment Number of students 38 Black or African American 0% American Indian or Alaska Native 3% Asian 7% Filipino 0% Hispanic or Latino 16% Native Hawaiian/Pacific Islander 0% White (not of Hispanic origin) 74% Two or More Races 0% Socioeconomically Disadvantaged 24% English Learners 2% Students with Disabilities 18%

Teachers Indicator Teachers Teachers with full credential 5 Teachers without full credential 0 Teachers Teaching Outside   Subject Area of Competence 0 Misassignments of Teachers   of English Learners 0 Total Teacher Misassignments 0

Student Performance Subject Students Proficient and Above on STAR[1] Program Results English-Language Arts 70% Mathematics 73% Science 75% History-Social Science 50%

Academic Progress[2] Indicator Result 2010 Growth API Score   (from 2010 Growth API Report) 51 Statewide Rank   (from 2009 Base API Report) N/A Met All 2010 AYP Requirements Yes Number of AYP Criteria Met Out of the Total Number of Criteria Possible  Met All Criteria 2010–11 Program Improvement   Status (PI Year) Not in PI

 

School Facilities

Summary of Most Recent Site Inspection

School site inspections are performed annually to determine safety, cleanliness, and adequacy of school facilities and needed maintenance to ensure good repair. The MOT and Superintendent inspect the entire facility and note any concerns or needs.  There is a five year deferred maintenance plan that is consistently followed to ensure our facility is up to date and properly maintained.

Repairs Needed

No repairs were needed.

Corrective Actions Taken or Planned

No corrective actions were taken or planned.

Curriculum and Instructional Materials Core Curriculum Area Pupils Who Lack Textbooks and Instructional Materials Reading/Language Arts 0% Mathematics 0% Science 0% History-Social Science 0% Foreign Language               N/A Health 0% Visual and Performing Arts 0% Science Laboratory Equipment   (grades 9-12)            N/A		School Finances Level Expenditures Per Pupil (Unrestricted Sources Only) School Site $447430 District $447430 State $

School Accountability Report Card Reported Using Data from 2009–10 School Year Published During 2010–11

The School Accountability Report Card (SARC), which is required by law to be published by February 1 of each year, contains information about the condition and performance of each California public school. More information about SARC requirements is available on the California Department of Education (CDE) SARC Web page 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.

I.     Data and Access

DataQuest

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

Internet Access

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

II. About This School

Contact Information (School Year 2010–11)

This section provides the school’s contact information.

School		District
School Name	Big Creek Elementary School 55190 Point Road Big Creek, CA 93605	District Name	Big Creek Elementary School District
Street		Phone Number	559 893-3314
City, State, Zip		Web Site
Phone Number	559 893-3314	Superintendent	Judy J. Statler
Principal	Judy J. Statler	E-mail Address
E-mail Address	jstatler@live.com	CDS Code	10 62026

 

 

 

 

 

 

School Description and Mission Statement (School Year 2009–10)

This section provides information about the school, its programs, and its goals.

Big Creek School strives to create lifelong and enthusiastic learners.  Student capabilities are expanded through a direct, rigorous instructional program.  Basic skills taught in a nurturing, caring and safe environment provide the foundations for problem solving and critical, independent thinking.  All students learn and practice social concern, responsibility, and life skills through: Understanding the responsibility of good citizenship, appreciation of the world’s diverse cultures and, the application of leadership skills.

Opportunities for Parental Involvement (School Year 2009–10)

This section provides information about opportunities for parents to become involved with school activities, including contact information pertaining to organized opportunities for parental involvement. 

Parents serve as volunteers in classrooms, the library, the office, and on advisory and parent groups.  Parent training is conducted as needed, and staff is trained in effective communication and conferencing strategies.  A newsletter is sent on a weekly basis.  Parents receive a handbook at the beginning of each school year outlining policies, procedures, and communications.  Parents are invited to attend quarterly student recognition events and special programs throughout the year.  Parents work to fundraise field trips to Washington D.C., Sierra Outdoor School at Five Mile Creek, and Sacramento/San Francisco.  Boosters support the instructional program through a variety of fundraising opportunities that encourage total community support and parent involvement.  Parent/Teacher/Student conferences are scheduled in the fall and spring.  Student Study Team meetings involve parents of struggling students in the desing and implementation of appropriate interventions and programming to address academic and social concerns.

 

Student Enrollment by Grade Level (School Year 2009–10)

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	7	Grade 8	5
Grade 1	4	Ungraded Elementary
Grade 2	0	Grade 9
Grade 3	3	Grade 10
Grade 4	4	Grade 11
Grade 5	5	Grade 12
Grade 6	1	Ungraded Secondary
Grade 7	7	Total Enrollment	36

III. School Climate

School Safety Plan (School Year 2009–10)

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

Big Creek School is committed to providing a safe and secure environment for students, employees, and visitors.  The Safe School Plan is designed to assist each student and staff member in preparing for emergencies, managing emergency response efforts, and maintaining a safe school environment.  It is reviewed and updated, as necessary.  A large portion of the staff is certified in First Aid and CPR.  The school does no have any serious violence concerns or problems with weapons, drugs, alcohol, or tobacco.  Big Creek School maintains a zero tolerance policy.

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
	2007–08	2008–09	2009–10	2007–08	2008–09	2009–10
Suspensions	0	0	5	0	0	5
Expulsions	0	0	0	0	0	0

 

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2010–11)

This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most recent data available, and a description of any planned or recently completed facility improvements.

Big Creek School demolished and reinstalled new entry steps with heating to the school during the summer of 2010.  During the fall of 2010 the old boiler system was removed and a new system that is state of the art and highly efficient was installed.  A new roof for the gym will be considered as well as heating in future years.

 

 

 

 

 

School Facility Good Repair Status (School Year 2010–11)

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	n/a	x
Interior: Interior Surfaces	n/a	x
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation	n/a	x
Electrical: Electrical	n/a	x
Restrooms/Fountains: Restrooms, Sinks/ Fountains	n/a	x
Safety: Fire Safety, Hazardous Materials	n/a	x
Structural: Structural Damage, Roofs	n/a	x
External: Playground/School Grounds, Windows/ Doors/Gates/Fences	n/a	x
Overall Rating		x

 

 

 

 

 

 

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 at http://dq.cde.ca.gov/dataquest/.

Teachers	School			District
	2007–08	2008–09	2009–10	2009–10
With Full Credential	5	5	5	5
Without Full Credential	0	0	0	0
Teaching Outside Subject Area of Competence	0	0	0	0

 

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	2008–09	2009–10	2010–11
Misassignments of Teachers of English Learners	0	0	0
Total Teacher Misassignments	0	0	0
Vacant Teacher Positions	0	0	0

 

Data provided by the LEA

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2009–10)

This table displays the percent of classes in core academic subjects taught by Highly Qualified Teachers as defined in the Elementary and Secondary Education Act (ESEA), in a 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 eligibility of approximately 40 percent or more in the free and reduced price meals program. Low poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program. More information on teacher qualifications required under the ESEA can be found on the CDE Improving Teacher and Principal Quality Web page at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes	Percent of Classes In Core Academic Subjects
	Taught by Highly Qualified Teachers	Not Taught by Highly Qualified Teachers
This School	4	0
All Schools in District	4	0
High-Poverty Schools in District	0	0
Low-Poverty Schools in District	0	0

 

 

 

 

 

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2009–10)

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
Counselor (Social/Behavioral or Career Development)	0	n/a
Library Media Teacher (librarian)	.10	n/a
Library Media Services Staff (paraprofessional)	0	n/a
Psychologist	.20	n/a
Social Worker	0	n/a
Nurse	On Contract	n/a
Speech/Language/Hearing Specialist	.10	n/a
Resource Specialist (non-teaching)	0	n/a
Other	0	n/a

 

 

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2010–11)

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school; whether the textbooks and instructional materials are from the most recent adoption (yes/no); 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/or Instructional Materials	Most Recent SBE or Local Governing Agency Approved Textbooks and Instructional Materials
Reading/Language Arts	yes	0
Mathematics	yes	0
Science	yes	0
History-Social Science	yes	0
Foreign Language	no	100%
Health	no	0	Quest
Visual and Performing Arts	no	0
Science Laboratory Equipment (grades 9-12)	N/A	N/A	Data provided by the LEA   N/A

 

 

 

 

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2008–09)

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 at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental / Restricted)	Expenditures Per Pupil (Basic / Unrestricted)	Average Teacher Salary
School Site
District	$21,954	$10443	$11511
Percent Difference – School Site and District	0	0
State	Unknown	Unknown	Unknown	Unknown
Percent Difference – School Site and State	n/a	n/a	n/a

To be provided by LEA

Types of Services Funded (Fiscal Year 2009–10)

This section provides information about the programs and supplemental services (e.g., information about supplemental educational services related to the school’s federal Program Improvement status) that are provided at the school through either categorical funds or other sources.

Big Creek School is not a Program Improvement school.

 

Teacher and Administrative Salaries (Fiscal Year 2008–09)

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 at http://www.cde.ca.gov/ds/fd/cs/.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$36040
Mid-Range Teacher Salary	$50861
Highest Teacher Salary	$68943
Average Principal Salary (Elementary)	n/a
Average Principal Salary (Middle)	n/a
Average Principal Salary (High)	n/a
Superintendent Salary	$29000 (PT)

 

 

 

 

 

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 assessments under the STAR program 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 nine through eleven. The CAPA includes ELA and mathematics in grades two through eleven, and 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 is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through seven and Algebra I and science in grades five, eight, and ten. 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. On each of these assessments, 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 at http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf.

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
	2007–08	2008–09	2009–10	2007–08	2008–09	2009–10	2007–08	2008–09	2009–10
English-Language Arts	75%	71%	70%	75%	71%	70%
Mathematics	57%	54%	73%	57%	54%	73%
Science	85%		75%	85%		75%
History-Social Science			50%			50%

 

 

 

 

 

 

 

 

 

 

Standardized Testing and Reporting 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
All Students in the LEA	70%	64%	75%	50%
All Students at the School	70%	64%	75%	50%
Male	43%	33%
Female	57%	67%
Black or African American
American Indian or Alaska Native	100%	0%
Asian	100%	100%
Filipino	100%	0%
Hispanic or Latino	50%	50%
Native Hawaiian or Pacific Islander
White	90%	94%
Two or More Races
Socioeconomically Disadvantaged
English Learners	100%	100%
Students with Disabilities
Students Receiving Migrant Education Services

This table displays the percent of students achieving at the Proficient or Advanced level in ELA and mathematics.

Subject	School			District			State
	2007–08	2008–09	2009–10	2007–08	2008–09	2009–10	2007–08	2008–09	2009–10
English-Language Arts	75	71	70%	75	71	70%
Mathematics	57	54	64%	57	54	64%

 

 

 

California Physical Fitness Test Results (School Year 2009–10)

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 the 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 Web page at http://www.cde.ca.gov/ta/tg/pf/. 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.

Grade Level	Percent of Students Meeting Fitness Standards
	Four of Six Standards	Five of Six Standards	Six of Six Standards
5
7
9

 

 

 

 

X. Accountability

Academic Performance Index

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

 

Academic Performance Index Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank	2007	2008	2009
Statewide	not	available	to district
Similar Schools	n/a	n/a	n/a

 

 

Adequate Yearly Progress

The federal Elementary and Secondary Education 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 at http://www.cde.ca.gov/ta/ac/ay/.

 

Adequate Yearly Progress Overall and by Criteria (School Year 2009–10)

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 six AYP criteria described above.

AYP Criteria	School	District
Overall	yes	yes
Participation Rate - English-Language Arts	100%	100%
Participation Rate - Mathematics	100%	100%
Percent Proficient - English-Language Arts	100%	100%
Percent Proficient - Mathematics	100%	100%
API	862	862
Graduation Rate	n/a	n/a

 

 

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.

Big Creek School does not dedicate school days for staff development.  All staff development is done after school hours, during recess periods, and during the summer.  Individual teachers request attendance at conferences, workshops, etc.and if granted, a substitute teacher is provided for the students in attendance.