School Accountability Report Card Reported for School Year 2002-2003
Notes regarding the source and currency of data:
School Information
District Information
School Name
Rancho-Starbuck Intermediate (
District Name
Lowell Joint
Principal
Kim Likert
Superintendent
Dr. Joe Gillentine
Street
16430 Woodbrier Dr.
11019 Valley Home Ave.
City, State, Zip
Whittier, CA 90604-4021
Whittier, CA 90603-3042
Phone Number
562-902-4261
562-943-0211
FAX Number
562-947-9911
562-947-3620
Web Site
www.ljsd.k-12.ca.us/rancho
www.ljsd.k-12.ca.us
E-mail Address
Klikert@lws.lacoe.edu
Jlaurich@lws.lacoe.edu
CDS Code
19-64766-6020218
SARC Contact
John Laurich
School Description and Mission Statement
Our ethnic profile is 61% White, 32% Hispanic, 4% Asian, 2% Black and 1% other. The staff at Rancho-Starbuck School currently has 39 teachers, 27 are fully credentialed teachers teaching in their subject area and eight are on waivers with a timeline to complete their credential in a year. We have two special day classes, three resource specialist classes, four part-time teachers which include a ELD specialist and speech therapist. There are three Administrators: a principal and two assistant principals. Additional support is provided by the office manager, school clerk, attendance clerk, a part time nurse, full-time librarian and computer tech aide, two SDC and three RSP aides, nine instructional aides, three custodians, a groundskeeper, and five noon duty aides.
Rancho-Starbuck Intermediate is known for its safe and orderly learning environment. The record of suspensions/expulsions is low at 8%, the instance of drugs on campus are nonexistent, and the school institutes a comprehensive school safety program which includes, a school resource officer and special trained police dogs. At the same time, the staff places a high priority in developing responsible citizens through our Character Education and REACH programs. REACH is an acronym for Responsibility * Effort * Attitude * Character * Honor. Through this program, we emphasize the importance of each of these themes and we recognize students for their achievement. In addition to Rancho-Starbucks strong academic program, we will continue to provide outstanding programs in technology, music, journalism, drama, photography, graphic design, art and athletics.
RANCHO-STARBUCK’S MISSION STATEMENT
It is the vision of the staff, parents, and students that we provide and promote a superior education for our students, and maintain our outstanding reputation.
MISSION STATEMENT
The mission of Rancho-Starbuck Intermediate School is to provide an excellent education grounded in traditional proven methods of instruction for our seventh and eighth grade students.
AIMS
To master basic skills
To emphasize Effort, Attitude, Character, and Honor
To expose students to current technology and research skills
creating informational literacy
To recognize students for their achievement
To prepare students for high school and to promote lifelong learning
To encourage students to make wise choices for good health
To engage students in activities that foster the development of their
optimal, physical, mental, social, and emotional well being.
Opportunities for Parental Involvement
Contact Person Name
Contact Person Phone Number
562-690-9826
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
Kindergarten
0
Grade 9
Grade 1
Grade 10
Grade 2
Grade 11
Grade 3
Grade 12
Grade 4
Ungraded Secondary
Grade 5
Grade 6
Grade 7
436
Grade 8
415
Ungraded Elementary
19
Total Enrollment
870
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
African-American
12
1.4
Hispanic or Latino
292
33.6
American Indian or Alaska Native
0.0
Pacific Islander
1
0.1
Asian
18
2.1
White (Not Hispanic)
510
58.6
Filipino
6
0.7
Multiple or No Response
31
3.6
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
November 2003
Date Last Discussed with Staff
January 2004
The campus is fully fenced to give protection from intruders. All visitors are asked to wear a visitor badge and sign in and out of the school. There is a daily presence of campus security officer to monitor after-school activities such as dances and evening events.
Rancho-Starbuck has monthly fire safety drill and quarterly earthquake drill. All staff members have been trained in CPR in the spring of 2002.
School Programs and Practices that Promote a Positive Learning Environment
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
Number of Suspensions
112
108
Rate of Suspensions
7.2%
8%
Number of Expulsions
Rate of Expulsions
School Facilities
Rancho-Starbuck Intermediate School is located in the unincorporated area of North Los Angeles County. We are part of the Lowell Joint School District and serve 870 students in the 7th and 8th grades. Rancho-Starbuck was constructed in 1958, and has a main building, which houses the administration offices, teachers lounge, a multi-use building and all of the food services. The classrooms are arranged into 6 wings with a total of 44 classrooms. The architectural design provides a large park-like quad in the center of the campus. Rancho-Starbuck has enjoyed continuous upgrades and maintenance over the years. Our school has recently upgraded the library and installed computer technology center with 50 computer stations for individual and classroom use.
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
State
English Language Arts
Proficient or Advanced
53
54
51
56
57
30
32
35
Not Tested
4
3
2
8
Mathematics
41
49
Science
27
History/Social Science
37
28
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.
African- American
White (not Hispanic)
61
9
83
39
25
45
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.
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
46
59
47
5
52
50
55
42
33
40
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
Reading
71
68
62
72
44
43
75
78
67
81
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
24
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
70
60
7
66
80
64
17
Local Assessment Data reported are the percent of students meeting or exceeding the district standard.
Language
K
75%
67%
74%
89%
77%
84%
94%
72%
79%
82%
92%
91%
78%
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.
Total
15.4
14.7
16.0
23.1
24.5
21.7
26.5
22.7
30.1
27.2
28.9
25.5
24.2
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
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
100
99
API Base Score
797
798
776
API Growth Score
805
804
773
Growth Target
Actual Growth
-3
Statewide Rank
Similar Schools Rank
10
API Subgroups - Racial/Ethnic Groups
742
729
700
732
722
717
-10
-7
820
826
812
834
842
800
#
A
14
16
-12
API Subgroups - Socioeconomically Disadvantaged
712
684
645
685
667
690
-27
-17
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.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
---
Applied for II/USP Funding
Received II/USP Funding
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
All Students
African American
N/A
Students with Disabilities
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. No data are available for this section 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.
Avg. Class Size
Number of Classrooms
1-22
23-32
33+
English
27.00
25.28
25.83
26.24
24.03
22
25.72