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For |
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Address: |
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Phone Number: |
(408) 463-0618 |
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Principal: |
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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. |
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About This School |
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Narrative to be provided by LEA |
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School Facilities Summary of Most Recent Site Inspection |
Facilities Report
This
report was completed on 05/31/2007 by Anessa Pasillas - Supervisor
of Maintenance at
This Information
about facilities is one small part of
an annual report about our school. You can find that full report, which contains additional Information about teachers, students,
test scores and resources on our website. This portion of the report is
also one part of our response to the 2004 Williams legislation.
1. GAS LEAKS
No
apparent gas leaks
2.
MECHANICAL PROBLEMS (HEATING, VENTILATION AND AIR CONDITIONING)
No apparent
mechanical problems.
3.
WINDOWS/DOORS/GATES (INTERIOR AND EXTERIOR)
No apparent problems
with windows, doors and gates.
4.
INTERIOR SURFACES (WALLS, FLOORS AND CEILINGS)
No
apparent problems with Interior surfaces. Repairs to roof completed February
2007.
5.
HAZARDOUS MATERIALS (LEAD PAINT, ASBESTOS, MOLD, FLAMMABLES, ETC)
No apparent problems with hazardous materials.
6.
STRUCTURAL DAMAGE (CRACKS IN WALLS AND FOUNDATIONS, CEILINGS SLOPING,
POSTS OR BEAMS MISSING)
No apparent problems
with building structure.
7.
FIRE SAFETY (SPRINKLER SYSTEMS, ALARMS, EXTINGUISHERS)
No apparent problems
with fire safety equipment. Annual Fire Alarm tests and Fire Extinguisher
recharge/replacement.
6. ELECTRICAL SYSTEMS AND LIGHTING
No apparent
problems with electrical systems and lighting.
9.
No
apparent problems with pests or vermin.
10.
DRINKING FOUNTAINS (INSIDE AND
OUT)
No apparent problems with drinking fountains.
11.
BATHROOMS
No apparent problems with bathrooms. Installation of additional restroom
facilities Summer 2007.
12.SEWER SYSTEM
No apparent problems with Sewer
system.
13. PLAYGROUNDS
No apparent Playground problems.
14. OTHER
DEFICIENCIES
No
other apparent Deficiencies, Additional portable classrooms will
be Installed Summer 2007.
INSPECTORS AND ADVISORS
There were no
other inspectors used in the completion of this form
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School Accountability Report Card |
|
The School Accountability Report
Card (SARC), which is required by law to be published annually, contains
information about the condition and performance of each |
I. About This
School
Contact Information
This section provides the
school's contact information.
|
School |
District |
||
|
School Name |
Charter
|
District Name |
|
|
Street |
|
Phone Number |
408-201-6000 |
|
City, State, Zip |
|
Web Site |
http://www.mhu.k12.ca.us/whats_new.html |
|
Phone Number |
408-463-0618 |
Superintendent |
Dr. Alan
Nishino |
|
Principal |
|
E-mail Address |
|
|
E-mail Address |
principal@csmh.org |
--- |
--- |
School Description and
This section provides
information about the school's goals and programs.
|
Through strong family involvement, community interaction and project-based learning, the Charter School of Morgan Hill will develop lifelong learners prepared to be innovative participants in the global community. The school is committed to:
|
Opportunities for Parental Involvement
This section provides
information about opportunities for parents to become involved with school
activities.
|
One of
the major components of the |
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 |
53 |
Grade 8 |
35 |
|
Grade 1 |
55 |
Ungraded Elementary |
0 |
|
Grade 2 |
41 |
Grade 9 |
0 |
|
Grade 3 |
40 |
Grade 10 |
0 |
|
Grade 4 |
48 |
Grade 11 |
0 |
|
Grade 5 |
52 |
Grade 12 |
0 |
|
Grade 6 |
56 |
Ungraded Secondary |
0 |
|
Grade 7 |
49 |
Total Enrollment |
429 |
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 |
Group |
Percent of |
|
African American |
0.7 |
White (not Hispanic) |
68.3 |
|
American Indian or |
1.4 |
Multiple or No Response |
7.9 |
|
Asian |
8.6 |
Socioeconomically Disadvantaged |
5.7 |
|
Filipino |
0.7 |
English Learners |
2.0 |
|
Hispanic or Latino |
11.7 |
Students with Disabilities |
7.0 |
|
Pacific Islander |
0.7 |
--- |
--- |
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 |
2003-04 |
2004-05 |
2005-06 |
|||||||||
|
Avg. |
Number of |
Avg. |
Number of |
Avg. |
Number of |
|||||||
|
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
||||
|
K |
20.0 |
2 |
|
|
20.0 |
2 |
|
|
17.5 |
3 |
|
|
|
1 |
20.0 |
2 |
|
|
20.0 |
2 |
|
|
18.3 |
3 |
|
|
|
2 |
20.0 |
2 |
|
|
20.0 |
2 |
|
|
20.0 |
2 |
|
|
|
3 |
20.0 |
2 |
|
|
20.5 |
1 |
1 |
|
20.0 |
2 |
|
|
|
4 |
23.5 |
|
2 |
|
26.0 |
|
2 |
|
24.0 |
|
2 |
|
|
5 |
25.0 |
|
2 |
|
26.0 |
|
2 |
|
21.0 |
|
2 |
|
|
6 |
|
|
2 |
|
27.0 |
|
2 |
|
28.0 |
|
2 |
|
|
K-3 |
|
|
|
|
|
|
|
|
|
|
|
|
|
3-4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
4-8 |
|
|
|
|
|
|
|
|
|
|
|
|
|
Other |
|
|
|
|
|
|
|
|
|
|
|
|
Average Class Size and Class Size
Distribution (Secondary)
This table displays by subject
area the average class size and the number of classrooms that fall into each
size category (a range of total students per classroom).
|
Subject |
2003-04 |
2004-05 |
2005-06 |
|||||||||
|
Avg. |
Number of |
Avg. |
Number of |
Avg. |
Number of |
|||||||
|
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
||||
|
English |
23.0 |
1 |
1 |
|
17.3 |
4 |
|
|
31.7 |
|
4 |
2 |
|
Mathematics |
23.0 |
1 |
1 |
|
20.4 |
2 |
3 |
|
29.0 |
|
4 |
1 |
|
Science |
23.0 |
1 |
1 |
|
16.3 |
3 |
|
|
41.5 |
|
4 |
2 |
|
Social Science |
23.0 |
1 |
1 |
|
16.3 |
3 |
|
|
42.0 |
|
4 |
2 |
Participation in the Class Size Reduction
Program
This table displays the
percent of students in kindergarten through 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.
This section provides
information about the school's comprehensive safety plan.
|
The
Charter School of Morgan Hill is currently in the process of updating their
school safety plan. The school also
has its site plan and safety information online through the Retrieveronline
service. |
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 has worked with Project Cornerstone to help build the 41 developmental
assets in children. The Charter School
of Morgan Hill has implemented a school wide conflict resolution/peer
mediation program that is now being implemented in classrooms. The school community has defined six
important values so that the staff, students and families can use common
language when discussing our expectations.
These values are: being respectful of ourselves, others and our
environment; taking responsibility for our actions; being an active listener;
doing our personal best; being prepared to learn; and being resourceful
problem solvers. |
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 |
|
8 |
|
|
|
|
|
Expulsions |
|
0 |
|
|
|
|
III.
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.
|
The |
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 |
Repair Needed and |
|
|
Yes |
No |
||
|
Gas Leaks |
X |
|
|
|
Mechanical Systems |
|
X |
In the process of working with the District to update facility |
|
Windows/Doors/Gates (interior and exterior) |
X |
|
|
|
Interior Surfaces (walls, floors, and ceilings) |
|
X |
In the process of working with the District to update facility |
|
Hazardous Materials (interior and exterior) |
X |
|
|
|
Structural Damage |
|
X |
In the process of working with the District to update facility |
|
Fire Safety |
X |
|
|
|
Electrical (interior and exterior) |
X |
|
|
|
Pest/Vermin Infestation |
X |
|
|
|
Drinking Fountains (inside and outside) |
X |
|
|
|
Restrooms |
|
X |
In the process of working with the District to update facility |
|
Sewer |
X |
|
|
|
Playground/School Grounds |
|
X |
In the process of working with the District to update facility |
|
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 |
13 |
21 |
23 |
432 |
|
Without Full Credential |
6 |
2 |
11 |
22 |
|
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 |
0 |
0 |
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 |
Taught by |
|
|
This School |
86.5 |
13.5 |
|
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.
|
The
school has a qualified substitute pool. |
Teacher Evaluation Process
This section provides
information about the procedures and the criteria for teacher evaluations.
|
Teachers
at the Charter School of Morgan Hill are on a performance based pay
system. All employees of the school
are on at-will contracts. |
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 |
Average Number of |
|
Academic Counselor |
0 |
|
|
Library Media Teacher (Librarian) |
0 |
--- |
|
Library Media Services Staff (paraprofessional) |
0 |
--- |
|
Psychologist |
.2 |
--- |
|
Social Worker |
0 |
--- |
|
Nurse |
0 |
--- |
|
Speech/Language/Hearing Specialist |
.4 |
--- |
|
Resource Specialist (non-teaching) |
.5 |
--- |
|
Other |
1 |
--- |
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 |
Percent of Pupils |
|
Reading/Language Arts |
N/A |
N/A |
|
Mathematics |
N/A |
N/A |
|
Science |
N/A |
N/A |
|
History-Social Science |
N/A |
N/A |
|
Foreign Language |
N/A |
N/A |
|
Health |
N/A |
N/A |
|
Science Laboratory Equipment (grades 9-12) |
N/A |
N/A |
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 |
Expenditures |
Average |
|
School Site |
$6,776 |
|
|
|
|
District |
--- |
--- |
|
$58,504 |
|
Percent Difference - School Site and District |
--- |
--- |
|
|
|
State |
--- |
--- |
$4,743 |
$57,067 |
|
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.
|
In
addition to traditional core classes, students in grades K-8 participate in
the following additional classes: Students
in grades Kindergarten-2 ·
P.E. - 35 minutes, 3 times/week ·
Spanish – 35 minutes, 3 times/week ·
Art – 40 minutes/week ·
Music - 40 minutes/week ·
Agricultural Science - Grades
K-2: once/week 45 minutes, 1 semester;
Grade 2: 45 minutes a week Students
in grades 3-6 ·
P.E. - 40 minutes, 3 times/week ·
Spanish - 40 minutes, 3 times/week ·
Art - 40 minutes, once/week ·
Music - 40 minutes, once/week ·
Agricultural Science - Grades 3-5:
45 minutes, 2 times/week, 1 semester; Grade 6: 45 minutes, 2
times/week, all year ·
Intramural lunch sports program - 3 times/week Middle
school students (grades 7-8) ·
P.E. - 45 minutes, 3 times/week ·
Spanish - 45 minutes daily ·
Nutrition/ Life Skills - 45 minutes daily, 1 semester ·
Technology - 45 minutes daily, 1 semester ·
Electives - 45 minutes daily, 1 semester - include: o
Agricultural Science o
Art o
World of Work (includes job interview and résumé training and
culminates in a work experience located in the business community – for
8th grade students) o
Marketing o
Yearbook o
Music Ensemble o
Newspaper o
Animal Care o
Nutrition o
Life Skills o
Study Skills o
Technology Middle
school students have an opportunity to participate in after-school sports programs
through the San Benito Athletic League.
|
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 |
State Average |
|
Beginning Teacher Salary |
$40,000 |
$37,730 |
|
Mid-Range Teacher Salary |
$48,700 |
$59,397 |
|
Highest Teacher Salary |
$75,000 |
$72,979 |
|
Average Principal Salary (Elementary) |
$90,000 |
$90,266 |
|
Average Principal Salary (Middle) |
$100,621 |
$95,759 |
|
Average Principal Salary (High) |
$117,911 |
$103,395 |
|
Superintendent Salary |
$132,600 |
$143,489 |
|
Percent of Budget for Teacher Salaries |
54.3 |
41.5 |
|
Percent of Budget for Administrative Salaries |
4.0 |
5.6 |
VIII. Student
Performance
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 |
60 |
65 |
73 |
45 |
49 |
50 |
36 |
40 |
42 |
|
Mathematics |
54 |
56 |
62 |
41 |
44 |
44 |
34 |
38 |
40 |
|
Science |
38 |
45 |
69 |
38 |
34 |
43 |
25 |
27 |
35 |
|
History-Social Science |
46 |
29 |
44 |
34 |
42 |
43 |
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- |
Mathematics |
Science |
History- |
|
|
African American |
* |
* |
* |
* |
|
American Indian or |
* |
* |
* |
|
|
Asian |
93 |
86 |
* |
* |
|
Filipino |
* |
* |
* |
* |
|
Hispanic or Latino |
51 |
33 |
46 |
* |
|
Pacific Islander |
* |
* |
|
|
|
White (Not Hispanic) |
76 |
65 |
77 |
58 |
|
Male |
71 |
65 |
66 |
25 |
|
Female |
75 |
59 |
73 |
61 |
|
Economically Disadvantaged |
22 |
29 |
* |
* |
|
English Learners |
* |
* |
* |
* |
|
Students with Disabilities |
32 |
37 |
* |
* |
|
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 |
|
|
|
67 |
67 |
80 |
54 |
52 |
50 |
43 |
41 |
42 |
|
Mathematics |
67 |
65 |
82 |
60 |
60 |
61 |
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 |
|
|
|
Mathematics |
|
|
African American |
|
|
|
American
Indian or |
* |
* |
|
Asian |
* |
* |
|
Filipino |
|
|
|
Hispanic or Latino |
* |
* |
|
Pacific Islander |
|
|
|
White (not Hispanic) |
85 |
87 |
|
Male |
72 |
77 |
|
Female |
88 |
88 |
|
Economically Disadvantaged |
* |
* |
|
English Learners |
|
|
|
Students with Disabilities |
* |
* |
|
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 |
|
Writing |
Mathematics |
||||||
|
2004 |
2005 |
2006 |
2004 |
2005 |
2006 |
2004 |
2005 |
2006 |
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K |
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1 |
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3 |
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4 |
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5 |
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6 |
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7 |
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8 |
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9 |
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10 |
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11 |
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12 |
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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 |
|
5 |
|
|
7 |
|
|
9 |
N/A |
IX.
Accountability
Academic Performance Index
The Academic Performance Index
(API) is an annual measure of the academic performance and progress of schools
in
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 |
9 |
8 |
8 |
|
Similar Schools |
10 |
5 |
6 |
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 |
12 |
37 |
868 |
|
African American |
|
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American
Indian or |
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Asian |
|
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Filipino |
|
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|
Hispanic or Latino |
0 |
|
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|
|
Pacific Islander |
|
|
|
|
|
White (not Hispanic) |
-17 |
6 |
29 |
885 |
|
Socioeconomically Disadvantaged |
|
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|
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 |
Yes |
|
Participation Rate - English-Language Arts |
Yes |
Yes |
|
Participation Rate - Mathematics |
Yes |
Yes |
|
Percent Proficient - English-Language Arts |
Yes |
Yes |
|
Percent Proficient - Mathematics |
Yes |
Yes |
|
API |
Yes |
Yes |
|
Graduation Rate |
N/A |
Yes |
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 |
|
|
|
First Year of Program Improvement Implementation |
|
|
|
Year in Program Improvement |
|
|
|
Number of Schools Currently in Program Improvement |
--- |
3 |
|
Percent of Schools Currently in Program Improvement |
--- |
21.4 |
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/.
No data are available for
this section
Completion of High School Graduation
Requirements
Beginning with the graduating
class of 2006, students in
No data are available for
this section
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.
|
N/A |
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 |
N/A |
|
Percent
of CTE courses sequenced or |
N/A |
Courses for
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/.
No data are available for
this section
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/.
No data are available for
this section
College Admission Test Preparation Course
Program
This section provides
information about the school's college admission test preparation course
program.
|
N/A |
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.
No data are available for
this section
X.
Instructional Planning and
This section provides
information about the structure of the school's instructional program and the
experience of the school's leadership team.
|
Project
based learning (PBL) is an important component of the school’s mission. Project Based Learning (PBL) is a
teaching methodology based on the theory that people create knowledge for
themselves based on their experiences.
This is the learning, for example, when students actively engage in
solving real life problems. They use
what they know to explore, interpret, and create meaning from this
experience. Then they reflect upon and
share their knowledge with others. The
learning process is as important as the end product. PBL is a philosophy designed to maximize
each student’s potential to meet the standards. Teachers develop authentic projects that
push students to use higher level thinking skills and include technology to
support student learning. One product
of our PBL projects is the acquisition of appropriate grade level knowledge
as defined by the California State Educational Standards. A Board
of Directors consisting of seven members governs Charter School of Morgan
Hill. The Board’s composition
includes: ·
two parents - elected by the parent members of the School ·
two staff members - one elected by the faculty members and one the
administrative representative (with limits on voting in such areas as salary,
benefits, negotiations, arbitration) ·
three community representatives - elected by all members ·
one Charter
schools are governed by boards, not by individual board members. While understanding their separate roles,
the Board and Principal work together as a governance team. The governance team assumes collective
responsibility for building unity and creating a positive organizational
culture in order to govern effectively |
Professional Development
This section provides
information about the program for training the school's teachers and other
professional staff.
|
The
staff development plan is an ongoing process in which teachers receive both
training and follow-up support. The
various levels in the School’s performance based pay program encourage
teachers to grow professionally and to become better educators. Because a cohesive staff development
program that includes both individual and whole school program support is
critical to CSMH’s success, a full-time staff position has been
dedicated to support teachers and the vision of the School. This position is currently in the form of a
Curriculum and Instruction Coordinator. Professional development and teacher collaboration are scheduled
on a regular and ongoing basis to support teachers at varying career
levels. New teachers are assigned a
grade level partner and/or mentor.
CSMH has ensured grade level collaborative planning time during the
school day for teachers to design curriculum and projects, discuss
instructional strategies and student assessment, and in general, provide
mentoring and collegial support.
|
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 |
Instructional Minutes |
|
|
Offered |
State Requirement |
|
|
K |
38,085 |
36,000 |
|
1 |
59,340 |
50,400 |
|
2 |
59,340 |
50,400 |
|
3 |
59,340 |
50,400 |
|
4 |
59,340 |
54,000 |
|
5 |
59,340 |
54,000 |
|
6 |
59,340 |
54,000 |
|
7 |
59,340 |
54,000 |
|
8 |
59,340 |
54,000 |
|
9 |
|
64,800 |
|
10 |
|
64,800 |
|
11 |
|
64,800 |
|
12 |
|
64,800 |
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 |
Instructional Days With At
Least 180 Instructional Minutes |
|
|
Offered |
State Requirement |
|
|
9 |
N/A |
180 days |
|
10 |
N/A |
180 days |
|
11 |
N/A |
180 days |
|
12 |
N/A |
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.
|
There
were a total of 23 minimum days at the Charter School of Morgan Hill. 12 minimum days were designated to using
the later half of the day for staff development. 11 minimum days were used for
conferences. |