School Accountability Report Card
Reported for School Year 2002-2003
Published During 2003-2004

Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.

School Information		District Information
School Name	Macy Elementary	District Name	Lowell Joint
Principal	Tara K. Ryan	Superintendent	Dr. Joe Gullentine
Street	2301 W. Russell St.	Street	11019 Valley Home Ave.
City, State, Zip	La Habra, CA 90631-2473	City, State, Zip	Whittier, CA 90603-3042
Phone Number	562-902-2-4231	Phone Number	562-943-0211
FAX Number	562-690-8989	FAX Number	562-947-3620
Web Site	www.ljsd.k12.ca.us/macy	Web Site	www.ljsd.k12.ca.us
E-mail Address	tryan@lws.lacoe.edu	E-mail Address	jlaurich@lws.lacoe.edu
CDS Code	19-64766-6020176	SARC Contact	John Laurich

School Description and Mission Statement

Macy School Profile

Macy is located at the base of La Habra Heights and is one mile from the most northern end of Beach Blvd. in the city of La Habra. Macy is one of five elementary schools in Lowell Joint School District. All Lowell Joint schools feed into Rancho-Starbuck Intermediate School.

The student make-up at Macy School shows the following percentages to be represented on our campus: 61% Caucasian, 34% Hispanic, 3% Asian American, and 2% Other. Macy has an average enrollment of 500 students and is currently operating 18 self-contained classrooms that span kindergarten through sixth grade. All classes in first through second grade are 20:1 in student to teacher ratio and both the kindergarten and first grade run split or "staggered" sessions of Early Bird and Late Bird student groups.

The campus has two learning centers which serve all qualifying students with special needs. Every student at Macy participates in weekly visits to the library, which boosts a ratio of 20:1 library books per child, and first through sixth graders receive computer lab instruction once a week in a fully equipped lab. Teachers provide weekly music instruction to every class, and once a quarter a trained art specialist gives art instruction to designated classes on our campus.

Our campus provides categorical services for qualifying students in the Gifted and Talented Program. Other students who qualify may also receive intervention services through the Reading Assistance Program (funded by categorical school improvement monies). Macy’s population of English Language Learners is ‘small and scattered’. Although Macy does not receive categorical monies for English Language Learner students on campus, the district supports us with a part-time English Language Learner aide who sees qualifying students each week to help them develop their English skills.

Macy is proud to offer a well-established and highly respected Character Education Program that involves both home and school components. Teachers in kindergarten through sixth grade connect monthly themes and parents are encouraged to use the ideas found in their parent handbook on Character Education. At the end of every month, students are recognized at the SOM/VIP awards ceremony for making character count. Student names of Character Education recipients are posted in the monthly PTA newsletter The Eagle Eye and in the school display cases.

Every teacher implements the lessons found in the Patriotic Guide where the values of social responsibility and good citizenship are emphasized daily. While fostering a strong appreciation of the great heritage of America, students also become aware that they are part of a diverse global community, rich with cultural variety. The purpose of the guide is to instill in our children the richness of our American heritage in an ongoing and monthly format. Even the current events of September 11^th are now addressed with honor and reverence in a Hero’s Assembly at the beginning of the school year.

The strong and effective staff at Macy School is valued as knowledgeable and energetic individuals who continue to excel in their professional requirements. The teachers work under an umbrella of collaboration and share ideas and strategies with enthusiasm. The teachers are mandated to meet once a week in grade level teams so that the core curriculum is consistent between classrooms. However, on any given day (including weekends), a visitor to Macy will find the teachers meeting and discussing grade level planning. Teachers at Macy are sensitive to the whole child and provide an optimum learning environment that is warm and nurturing, well organized and managed, stimulating and exciting.

Aware that the school is a microcosm of the larger community, the Macy staff and families conscientiously strive toward building lasting school-community relations. Among other local businesses, Macy has an ongoing an active partnership with: The La Habra Police Department, The Whittier Police Department, The La Habra Fire Department, The La Habra Heights Fire Department, The La Habra Mayor’s Task Force, The Daughters of the American Revolution, Albertson’s Supermarket, The Credit Union of Southern California, and Island’s restaurant. Community members share their expertise, time, and talents as volunteers while students participate in various community-based activities. This interaction emphasizes the public’s responsibility for education, while reinforcing in students their role in American society.

Macy Mission Statement

Macy Elementary School is a Kindergarten through Sixth Grade learning center where the administration, faculty, students, parents, and the surrounding community share in the exciting challenge of preparing our youth for their paths of tomorrow.

Macy is rooted in the stable traditions of American educational philosophies and ideologies. Our Macy family reaches toward the future with a determination to produce capable, confident, and innovative citizens for the new century. We meet this goal by providing every student with the opportunity, resources, and skills they need to be successful. The Macy staff and parent community work together everyday to see that all children are developing to their fullest academic, intellectual, physical, personal, and social-emotional potentials.

At Macy Elementary School We Believe That …

Students will be held accountable for their learning; teachers will be held accountable for their instruction; administrators will be held accountable for protecting and safeguarding the students and staff, the core curriculum, and the structural integrity of the campus facilities

All students will make positive contributions to the learning process

All students are capable of being self-starters and independent learners

Upon mastery of the core curriculum, all students shall take risks and meet new challenges head-on by applying what they have learned in their studies

100% of students will demonstrate proficiency on the California standards by the state target date of 2014

All students shall be provided a broad range of opportunities to be leaders among their peers

Social and moral responsibilities are demonstrated through good citizenship and strong character and students must possess these characteristics everyday

All students shall develop an awareness of the diverse global community of which they are a part

The Macy faculty works best when they collaborate and share ideas on all instructional, structural, and humanistic components of school programming

The Macy faculty shall practice life-long learning and become proficient in all domains of learning and curriculum

Teachers must provide a safe and inviting classroom environment that promotes the optimum learning experience

Parents and family support systems are critical to our success and the partnership between home and school will only thrive in an ‘open-campus environment’

Macy is a microcosm of the larger community and as such, it is our duty to strive for stronger school-community relations

Sound management and flexibility are keys to forward progress

Education is an on-going process

Opportunities for Parental Involvement

Contact Person Name	Tara K. Ryan	Contact Person Phone Number	562-902-4231
Macy School relies heavily on the home-school component of our campus life. At Macy, parents and extended relations of our students are actively recruited to help on campus. It is these volunteer hands which help to sustain the programs and activities of our school. Families at Macy School understand that it is the partnership between home and school that creates a strong and positive learning environment. It is the groundwork that begins at home that most capably augments the expertise and caring of the teacher at school. For this reason, the PTA Executive Board works closely with the principal all year long to set and meet the goals of programming at Macy. Parents participate in any number of committees and/or chair positions. Parents also take positions as active, contributing members of the Macy School Site Council. Parent liaisons accompany the principal to district level informational meetings where their feedback is held in high regard when discussing programming and school activities. On any given day, a visitor to Macy will find numerous volunteers from PTA working in the classroom and on campus to help us accomplish our goals for the week, the month, and the year. Among other things, the Macy PTA runs the following events and programs during the year: Bike Rodeo, Red Ribbon Week and Monthly ‘Wear Red’ Days, Reflection’s Program, Creative Art, Yearbook, Macy Awesome Readers, Operation Santa (feeding, clothing, and providing toys for local families in need), Angel Night, Duck Night, Movie Night, Kindergarten Picnic, Two Annual Bookfairs, Valentine’s/Holiday/End of the Year Parties, Senior Friend’s Day, Honorary Service Award, Eagle Eye Newsletter, Ongoing Fundraisers, Assemblies, and Field Trips. The PTA Membership Committee also boosts over 100% PTA membership every year. This is accomplished by providing membership to involved individuals who may not have children at Macy. Parents are also important members of the school support programs such as Noon Duty Aide supervision.

I. Demographic Information

Student Enrollment, by Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).

Grade Level	Enrollment	Grade Level	Enrollment
Kindergarten	60	Grade 9	0
Grade 1	57	Grade 10	0
Grade 2	63	Grade 11	0
Grade 3	66	Grade 12	0
Grade 4	75	Ungraded Secondary	0
Grade 5	86
Grade 6	83
Grade 7	0
Grade 8	0
Ungraded Elementary	0	Total Enrollment	490

Student Enrollment, by Ethnic Group
Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.

Racial/Ethnic Category	Number of Students	Percent of Students	Racial/Ethnic Category	Number of Students	Percent of Students
African-American	21	4.3	Hispanic or Latino	159	32.4
American Indian or Alaska Native	1	0.2	Pacific Islander	4	0.8
Asian	19	3.9	White (Not Hispanic)	284	58.0
Filipino	1	0.2	Multiple or No Response	1	0.2

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update	September 2003	Date Last Discussed with Staff	November 13, 2003
A school must first and foremost be a safe haven for the children and personnel that enter the halls every year. Macy is a ‘Closed Campus’ for use of facilities and playgrounds. All groups who plan to use our facilities must first gain written permission and show proof of insurance. Although we strongly encourage parental and community involvement in the daily running of the school, we are vigilant to access of the campus to only persons with known business on our campus. At Macy we take a proactive approach to school safety by strictly monitoring and updating the policies and standards of the schoolwide discipline program as well as the maintenance of our facilities. Every student and teacher is expected to protect welfare of all individuals at school during the week. By taking an active role in supervision and detection of concerns that can be handled before they become a real problem, Macy is able to resolve many potential problems to student and staff safety early on. Macy School regularly updates its Discipline Plan that is sent home to parents in the First Day Packet materials and reviewed again with the families at Back to School Night two weeks into the school year. Among other aspects of the Discipline Plan, the dress code is strictly enforced so as to promote order and lessen distractions among the student body. Ongoing messages regarding campus rules and policies are set home each month via the The Eagle Eye. Coordinated discipline is found across the board from kindergarten to sixth grade so the students know exactly what is expected of them from year to year. The principal’s discipline process works in conjunction with the plans of the classroom teacher, the noon supervisors, and the office staff. Adults at Macy enforce the same rules for conduct and discipline to all students. The La Habra Police Department provides a half-year course in DARE training for every fifth grader on campus. This course is taught by a trained police officer and their teachers supervise the children. The course offers awareness and resistance strategies for students as they are exposed to the dangers of tobacco, alcohol, and drugs. A certificated teacher coordinates, trains, and oversees our school Safety Patrol Team. These students are responsible for directing the flow of traffic, answering questions, and ensuring a smooth arrival and dismissal of the student body before and after school. The Safety Coordinator recognizes these students at the beginning of every year at an installation and pinning ceremony. The Safety Patrol will look for students who are following the safety rules and then rewards them with prizes and certificates. At Macy we practice emergency drills for fires, earthquakes, and potential lock down scenarios. Primary and secondary crew members from the district maintenance department are assigned to individual schools in the event of an emergency. Certificated and classified personnel make-up a ‘first-response’ team and are prepared to assist in all safety concerns of campus life. Students practice daily entrance and exit procedures to and from class, to and from recess and lunch, and to and from assemblies. The students are expected to be on their best behavior and follow line rules at all times. The entire student body can be dismissed (as an individual class) from an event in less than 3 minutes without any talking or disruptions. The Macy staff and students are very proud of their entrance and exit procedures and the orderly fashion in which lunches are run. Time out of class is strictly monitored and the time in class is strictly protected. Campus and classroom distractions are kept to a minimum every day, week, and month of the year. Absences are verified on a daily basis. The school follows strict guidelines when submitting the School Crime Assessment Report, the Suspension/Expulsion Report, adhering to the Sexual Harassment Policy, and reporting child abuse.

School Programs and Practices that Promote a Positive Learning Environment

The following represents the on-site programs and partnerships that a visitor will find at Macy:

Assistance Room (with ‘Student Choice’ options) – Students are able to finish work, study for tests, work on projects, etc. in a classroom which is supervised by a trained Noon Duty Aide at lunch recess.

Rocking Rollin’ Library – (currently looking for volunteer staffing) - Students are encouraged to go to the Rocking Rollin’ Library prior to the start of school. This is a supervised mobile library that is run out of a classroom every day for all students. Very popular with the primary students, the children select high interest books for reading to themselves, to a buddy, or to a group. For every book they read or investigate they are given a Dragon Dollar which they love to save and redeem for toys every two months in the Dragon Dollar Store.

Open Computer Lab (at lunch) – Like the Assistance Room, under the supervision of the computer lab technician, students are able to go into the computer lab at lunch recess and work on any project, paper, or skill they choose.

Homework Club – Students meet with the principal and are given verbal and written reminders for parents to sign and return when homework is not completed on time or at all.

Monthly/End of Year Awards – Connected with the Character Education Program, students are recognized as Student of the Month and Very Important Persons. They receive certificates of achievement, buttons, and coupons for free kid’s items at local restaurants. At the award ceremonies during the year, students are also recognized and/or installed for: perfect attendance, Principal’s Class Award, Reflections Awards, Book Club, Presidential Academic Fitness Award, Student Council, and Safety Patrol.

Safety Committee - A certificated teacher coordinates, trains, and oversees our school Safety Patrol Team. These students are responsible for directing the flow of traffic, answering questions, and ensuring a smooth arrival and dismissal of the student body before and after school. The Safety Coordinator recognizes these students at the beginning of every year in and installation and pinning ceremony. The Safety Patrol will look for students who are following the safety rules and then rewards them with prizes and certificates.

Student Council – Two certificated upper grade teachers coordinate, train, and oversee the Macy Student Council which consists of an Executive Board and classroom representatives for grades three through six.

School and PTA Core-Related Assemblies and Programs – PTA supports Macy students and teachers by providing core-related assemblies and programs all year round.

RAP – The Reading Assistance Room provides intense reading instruction year round (by trained instructional aides) to students who qualify for extra reading support.

MARS – Macy Awesome Reading Stars is a program that asks students to read for a minimum of 20 minutes a night over a three-month period. If students read all their minutes they are rewarded with individual, classroom, and schoolwide incentives.

Schoolwide and Classroom Recognitions – Teachers, Noon Duty Aides, special ed. staff, custodians, support staff, aides, the Safety Patrol, the Student Council, and the principal all take an active role in handing out positive incentives and recognizing students day in and day out for a job well done. Stickers, pencils, ice cream coupons, extra time, notes home, stamps, card punches, etc. are used every day on campus for a variety of positive incentives.

Suspensions and Expulsions
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.

	School			District
	2001	2002	2003	2001	2002	2003
Number of Suspensions	8	2	8	169	51	249
Rate of Suspensions	.02	.004	.02	.05	.02
Number of Expulsions	0	0	0	0	0	0
Rate of Expulsions	0	0	0	0	0	0

School Facilities

Built in 1957, Macy Elementary School has five main wings of classrooms first through sixth grade, which also includes the library, the computer lab, the media lab, the Assistance Room/Rocking Rolling Library, two Learning Centers, and the RAP/EL classroom. The Macy kindergartens are connected to the main office building and the teachers’ lounge but is designed to have its own privacy and kindergarten play area. Five separate bungalows make-up the remainder of the classes that are not attached to the main wings. A newly built, permanent, three-room bungalow now houses the school psychologist and the Macy Conference Room. Macy has a full-functioning kitchen with an attached multi-purpose room that converts to a meeting hall or cafeteria with little effort.

The office building consists of rooms for: the health office, the office manager, the school nurse, and the principal. Inside this building there is small room for making private phone calls as well as a teacher work area, a teacher supply area, and a teacher lounge.

The fields of Macy are broken into primary and upper grade playground areas. There is concrete and grass available on both playgrounds and this is true of the kindergarten play area as well. Multiple types of play equipment can be found on all three playgrounds, including basketball hoops. All playfields are enclosed and protected by metal wire fencing.

The Lowell Joint School District’s Maintenance Department is stellar and has refined campus improvement to that of maintenance and preemptive action only. All major facility projects have been completed including, exterior and interior painting. The outside of the school was repainted in two-tone blue and ivory. Work orders given to the maintenance department are handle quickly and effectively, within same day to one week turn-around.

III. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11.

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

CST - All Students
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.

Performance Level	School			District			State
Performance Level	2001	2002	2003	2001	2002	2003	2001	2002	2003
English Language Arts
Proficient or Advanced	72	68	65	56	57	58	30	32	36
Not Tested	1	5	0	2	3	0	6	8	1
Mathematics
Proficient or Advanced		66	63		54	54		31	35
Not Tested		4	0		3	0		10	4
Science
Proficient or Advanced								30	28
Not Tested			100			100		57	84
History/Social Science
Proficient or Advanced						37		28	29
Not Tested			100			84		11	73

CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.

Performance Level	African- American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
English Language Arts
Proficient or Advanced					56		70
Not Tested					0		0
Mathematics
Proficient or Advanced			64		57		66
Not Tested			0		0		0
Science
Proficient or Advanced
Not Tested			100		100		100
History/Social Science
Proficient or Advanced
Not Tested			100		100		100

CST - Subgroups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.

Performance Level	Male	Female	English Learners	Socioeconomically Disadvantaged		Students With Disabilities		Migrant Education Services
Performance Level	Male	Female	English Learners	Yes	No	Yes	No	Migrant Education Services
English Language Arts
Proficient or Advanced	61	69		64	65	24	69
Not Tested	0	1		0	0	3	0
Mathematics
Proficient or Advanced	61	65		68	61	35	66
Not Tested	0	0		0	0	0	0
Science
Proficient or Advanced
Not Tested	100	100		100	100	100	100
History/Social Science
Proficient or Advanced
Not Tested	100	100		100	100	100	100

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

NRT - All Students
Data reported are the percent of students scoring at or above the 50th percentile.

Subject	School			District			State
Subject	2001	2002	2003	2001	2002	2003	2001	2002	2003
Reading	87	82	67	72	72	61	44	45	44
Mathematics	92	88	77	81	83	69	53	55	51

NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.

Subject	African- American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
Reading			64		54		74
Mathematics				71		68

NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.

Subject	Male	Female	English Learners	Socioeconomically Disadvantaged		Students With Disabilities		Migrant Education Services
Subject	Male	Female	English Learners	Yes	No	Yes	No	Migrant Education Services
Reading	63	70		71	65	21	71
Mathematics	74	79		82	74	41	80

Local Assessment
Data reported are the percent of students meeting or exceeding the district standard.

Grade Level	Reading			Language			Mathematics
Grade Level	2001	2002	2003	2001	2002	2003	2001	2002	2003
K	99	95	99	99	95	99	93	87	87
1	93	97	93	93	95	89	87	97	85
2	100	98	88	86	97	86	97	100	86
3	98	98	86	95	94	84	95	99	89
4	92	90	84	79	81	86	84	77	81
5	97	94	74	89	72	77	90	89	78
6	92	86	83	84	84	82	69	82	81
7
8
9
10
11
12

California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Grade Level	School			District			State
Grade Level	Total	Female	Male	Total	Female	Male	Total	Female	Male
5	22.0	26.7	17.4	15.4	14.7	16.0	23.1	24.5	21.7
7				26.5	22.7	30.1	27.2	28.9	25.5
9							24.2	22.7	25.7

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR.

Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/psaa/api/ or by speaking with the school principal.

Schoolwide API

API Base Data				API Growth Data
	2000	2001	2002		From 2000 to 2001	From 2001 to 2002	From 2002 to 2003
Percent Tested	100	100	100	Percent Tested	100	100	99
API Base Score	878	886	866	API Growth Score	898	884	850
Growth Target	#	A	A	Actual Growth	20	-2	-16
Statewide Rank	10	10	10
Similar Schools Rank	10	10	8

API Subgroups - Racial/Ethnic Groups

API Base Data				API Growth Data
	2000	2001	2002		From 2000 to 2001	From 2001 to 2002	From 2002 to 2003
African-American				African-American
API Base Score				API Growth Score
Growth Target				Actual Growth
American Indian or Alaska Native				American Indian or Alaska Native
API Base Score				API Growth Score
Growth Target				Actual Growth
Asian				Asian
API Base Score				API Growth Score
Growth Target				Actual Growth
Filipino				Filipino
API Base Score				API Growth Score
Growth Target				Actual Growth
Hispanic or Latino				Hispanic or Latino
API Base Score	861	863	840	API Growth Score	871	868	811
Growth Target	#	A	A	Actual Growth	10	5	-29
Pacific Islander				Pacific Islander
API Base Score				API Growth Score
Growth Target				Actual Growth
White (Not Hispanic)				White (Not Hispanic)
API Base Score	884	894	880	API Growth Score	906	896	870
Growth Target	#	A	A	Actual Growth	22	2	-10

API Subgroups - Socioeconomically Disadvantaged – Not numerically significant

API Base Data				API Growth Data
	2000	2001	2002		From 2000 to 2001	From 2001 to 2002	From 2002 to 2003
API Base Score				API Growth Score
Growth Target				Actual Growth

Awards and Intervention Programs
Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year.
The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.

School				District
Federal Programs	2001	2002	2003	Federal Programs	2001	2002	2003
Recognition for Achievement (Title 1)	No	No	No	Number of Schools Identified for Program Improvement	0	0	0
Identified for Program Improvement (Title 1)	No	No	No	Percent of Schools Identified for Program Improvement	0.0	0.0	0.0
Exited Title 1 Program Improvement	No	No	No
Years Identified for Program Improvement
California Programs	2001	2002	2003
Eligible for Governor's Performance Award	Yes	No	No
Eligible for II/USP	No	---	---
Applied for II/USP Funding	No	---	---
Received II/USP Funding	No	---	---

Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.

Groups	School			District
Groups	2001	2002	2003	2001	2002	2003
All Students	---	---	Yes	---	---	Yes
African American	---	---	N/A	---	---	N/A
American Indian or Alaska Native	---	---	N/A	---	---	N/A
Asian	---	---	N/A	---	---	N/A
Filipino	---	---	N/A	---	---	N/A
Hispanic or Latino	---	---	Yes	---	---	Yes
Pacific Islander	---	---	N/A	---	---	N/A
White (not Hispanic)	---	---	Yes	---	---	Yes
Socioeconomically Disadvantaged	---	---	N/A	---	---	Yes
English Learners	---	---	N/A	---	---	Yes
Students with Disabilities	---	---	N/A	---	---	No

IV. School Completion (Secondary Schools)

California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.

These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.

Dropout Rate and Graduation Rate
Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (Grades 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.
V. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS.

Grade	2001				2002				2003
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+
K	30.50		2		29.50		2		30.00		2
1	19.33	3			16.50	4			19.00	3
2	17.67	3			19.67	3			19.00	3
3	18.50	4			16.50	4			18.00	3
4	30.00		2		31.50		2		30.00		2
5	31.00		2		27.50		2		33.00			2
6	27.67		3		27.00		3		27.00		3
K-3									18.00	1
3-4
4-8	26.00		1		24.00		1		28.00		1
Other	20.00	1			13.00	1

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area as reported by CBEDS.

No data are available for this section

Class Size Reduction Participation
California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.

Grade Level

From 2002 to 2003

From
2002
to 2003