2005-06 SARC Template (in Word) - School Accountability Report Card (CA Dept of Education)

Executive Summary School Accountability Report Card, 2005-2006
For Mount Shasta Elementary School

Address: 501 Cedar Street Phone: 530-926-3434

Principal: Roger Wilder Grade Span: K-3

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2005-06 school year, except the School Finances and School Completion data that are reported for the 2004-05 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

Mount Shasta Elementary School is a beautifully maintained older school. It is a K-3 school with 270 students. The portable multipurpose room has been converted for the music program. In 2000 the facility was expanded to include a kitchen, cafeteria and library/media center. In 2002, with the funding from the state deferred maintenance hardship funding, the siding on the entire school was replaced.

Student Enrollment

Group	Enrollment
Number of students	207
African American	3.0%
American Indian or Alaska Native	.4%
Asian	4.1%
Filipino	1.5%
Hispanic or Latino	7.,8%
Pacific Islander	1.5%
White (not Hispanic)	80.4%
Multiple or No Response	1.5%
Socioeconomically Disadvantaged	22.9%
English Learners	7.0%
Students with Disabilities	3.0%

Teachers

Indicator	Teachers
Teachers with full credential	17
Teachers without full credential	0
Teachers Teaching Outside Subject Area of Competence	0
Misassignments of Teachers of English Learners	0
Total Teacher Misassignments	0

School Facilities

Summary of Most Recent Site Inspection

Repairs are addressed on a regular basis.

Repairs Needed

A clipboard is located in the staff room for employees to list needed repairs or maintenance items and these items are addressed as soon as possible.

Corrective Actions Taken or Planned

Repairs or made in a timely manner. Summer maintenance items are scheduled well in advance to insure completion prior to the start of the new school year.

Curriculum and Instructional Materials

Core Curriculum Areas	Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts	0%
Mathematics	0%
Science	0%
History-Social Science	0%
Foreign Language	N/A
Health	0%
Science Laboratory Equipment (grades 9-12)	N/A

Student Performance

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	58%
Mathematics	74%
Science	%
History-Social Science	%

School Completion

Indicator	Result
Graduation Rate	N/A

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$5,191
District	$5,901
State	$4,743

Academic Progress

Indicator	Result
2006 API Growth Score (from 2005 API Growth Report)	847
Statewide Rank (from 2005 API Base Report)	7
2006-07 Program Improvement Status	N/A

Postsecondary Preparation

Measures	Percent
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma	N/A
Graduates Who Completed All Courses Required for University of California or California State University Admission	N/A

School Accountability Report Card

Reported for School Year 2005-06

Published During 2006-07

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.

I. About This School
Contact Information

This section provides the school’s contact information.

School		District
School Name	Mount Shasta Elementary	District Name	Mount Shasta Union Elementary
Street	501 Cedar Street	Phone Number	530-926-6007
City, State, Zip	Mount Shasta, CA 96067	Web Site	http://sisnet.ssku.k12.ca.us/~msusdftp/index.html
Phone Number	530-926-3434	Superintendent	Steven G. Mitrovich
Principal	Roger Wilder	E-mail Address	ctuttle@sisnet.ssku.k12.ca.us
E-mail Address	mhaistings@sisnet.ssku.k12.ca.us	---	---

School Description and Mission Statement

This section provides information about the school’s goals and programs.

Mount Shasta Elementary School is a beautifully maintained older school. It is a K-3 school with 270 students (10/05). The portable multipurpose room has been converted for the music program. In 2000 the facility was expanded to include a kitchen, cafeteria and library/media center. In 2002, with the funding from the state deferred maintenance hardship funding, the siding on the entire school was replaced. In 2005 a grant from California Integrated Waste Management Board, Ford Foundation and District funding provided a new playground srtucture and matting from recycled tires.

Mission Statement — In partnership with students, family and community, the mission of the Mount Shasta Union School District is to promote academic excellence, self-worth, tolerance, citizenship, aesthetic values and healthy lifestyles by providing students the knowledge and skills to be lifelong learners and productive citizens.

Opportunities for Parental Involvement

This section provides information about opportunities for parents to become involved with school activities.

Parents are active partners in our educational community. Their contributions and participation are multifaceted. There is a blended School Site Council that meets monthly and combines representatives of both the K-3 MSE and the 4-8 Sisson School sites to act as a single district unit. Partners in Education (PIE) is a district-wide fund raising body and a project-oriented group of parents who meet monthly to continually seek ways to provide support for the school and its goals. Our parents’ talents are used in the classrooms on an ongoing basis as presenters, tutors, buddies and mentors. Some of our curriculum committees include parent members. Many of our parents and community members provide connections to the classrooms through their businesses or professions.

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	66	Grade 8
Grade 1	83	Ungraded Elementary
Grade 2	64	Grade 9
Grade 3	57	Grade 10
Grade 4		Grade 11
Grade 5		Grade 12
Grade 6		Ungraded Secondary
Grade 7		Total Enrollment	270

Student Enrollment by Group

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment	Group	Percent of Total Enrollment
African American	3	White (not Hispanic)	80.4
American Indian or Alaska Native	.4	Multiple or No Response	1.5
Asian	4.1	Socioeconomically Disadvantaged	22.9
Filipino	1.5	English Learners	7
Hispanic or Latino	7.8	Students with Disabilities	3
Pacific Islander	1.5	---	---

Average Class Size and Class Size Distribution (Elementary)

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Grade Level	2003-04				2004-05				2005-06
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	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	20.3	2	1		18.3	4			19	3
1	20	3			19	4			20	3
2	20.3	3	1		19	2			19.7	3
3	18.3	3			19.5	4			18.7	3
4
5
6
K-3					20	2			19.5	2
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.

Class

Size

Number of Classrooms

Avg.

Class

Size

Number of Classrooms

Avg.

Class

Size

Number of Classrooms

1-22

23-32

33+

1-22

23-32

33+

1-22

23-32

33+

English

Mathematics

Science

Social Science

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
Grade Level	2003-04	2004-05	2005-06
K	100	100	100
1	100	100	100
2	100	100	100
3	100	100	100

II. School Climate
School Safety Plan

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

The Safety Committee meets regularly to identify any areas of concern district-wide.

Date of last review/updated: September 2005 Date last reviewed with staff: September 2005

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.

Mount Shasta Elementary School strives to provide a clam, respectful, supportive environment for learning. We work as a team to provide consistency in the classroom and on the playground. We believe that a healthy school climate promotes academic success. The classroom is our primary focus for discipline. Teachers have a well-defined discipline policy for their students through classroom management. We provide positive discipline through praise and recognition. Keeping class sizes low has allowed teachers more individual time with students and lowered student referrals. We have had a very low safety crime rate. Direct communication with parents has been an effective method of addressing negative behavior. Programs offered throughout the school year such as counseling, Second Step, Peaceful Playground and Foster Grandparents have all contributed to student success. Disciplinary actions are designed to hold students accountable for their actions and to promote positive behavior changes.

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
Rate	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06
Suspensions	0	0	0	52	82	61
Expulsions	0	0	0	0	0	0

III. School Facilities
School Facility Conditions and Improvements

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

Mount Shasta Elementary School and grounds are well maintained and are inspected monthly by the maintenance staff and annually by the liability insurance carrier. Students and staff take great pride in the appearance of the school.

School Facility Good Repair Status

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected	Facility in Good Repair		Repair Needed and Action Taken or Planned
Item Inspected	Yes	No	Repair Needed and Action Taken or Planned
Gas Leaks	x
Mechanical Systems	x
Windows/Doors/Gates (interior and exterior)	x
Interior Surfaces (walls, floors, and ceilings)	x
Hazardous Materials (interior and exterior)	x
Structural Damage	x
Fire Safety	x
Electrical (interior and exterior)	x
Pest/Vermin Infestation	x
Drinking Fountains (inside and outside)	x
Restrooms	x
Sewer	x
Playground/School Grounds	x
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	16	16	17		40
Without Full Credential	0	0	0		0
Teaching Outside Subject Area of Competence	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	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 No Child Left Behind 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 the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes	Percent of Classes In Core Academic Subjects
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	100	0
All Schools in District	100	0
High-Poverty Schools in District	N/a	N/a
Low-Poverty Schools in District	N/a	N/a

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 district has a sufficient number of qualified, substitute teachers to cover teacher absences.

Teacher Evaluation Process

This section provides information about the procedures and the criteria used for teacher evaluations.

Probationary teachers are evaluated annually and tenured teachers are evaluated every other year. Ongoing informal observations are part of this process.

V. Support Staff

Academic Counselors and Other Support Staff

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title	Number of FTE Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor	0
Library Media Teacher (Librarian)	0	---
Library Media Services Staff (paraprofessional)	0	---
Psychologist	0	---
Social Worker	0	---
Nurse	0	---
Speech/Language/Hearing Specialist	0	---
Resource Specialist (non-teaching)	0	---
Other	0	---

VI. Curriculum and Instructional Materials
Quality, Currency, and Availability of Textbooks and Instructional Materials

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area	Quality, Currency, and Availability of Textbooks and Instructional Materials	Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
Reading/Language Arts	State Adopted/Materials Current	0
Mathematics	State Adopted/Materials Current	0
Science	State Adopted/Materials Current	0
History-Social Science	State Adopted/Materials Current	0
Foreign Language	N/A	N/A
Health	Materials Current	0
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 school expenditures and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$6,481	$1,290	$5,191	$57,184
District	---	---	$7,831	$54,303
Percent Difference — School Site and District	---	---	40%	5%
State	---	---	$4,743	$52,375
Percent Difference — School Site and State	---	---	9%	8%

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.

Currently the district spends $7,831 per student. Seventy cents of every dollar goes directly to the classroom. Twenty-five cents was spent for classroom support and five cents for district support. 70% direct to classroom includes teachers, instructional aides, books, materials, supplies and equipment. 25% for classroom support includes the principal, school office, student support staff, curriculum support, transportation, maintenance and operations of school buildings and grounds maintenance. 5% for district support includes the board of education, superintendent and district office.

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 may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$35,360	$35,546
Mid-Range Teacher Salary	$50,312	$51,472
Highest Teacher Salary	$57,735	$62,511
Average Principal Salary (Elementary)	$72,000	$78,512
Average Principal Salary (Middle)	$71,997	$82,123
Average Principal Salary (High)	N/a	N/a
Superintendent Salary	$100,392	$94,827
Percent of Budget for Teacher Salaries	42%	38.9%
Percent of Budget for Administrative Salaries	4%	6.4%

VIII. Student Performance
California Standards Tests

The California Standards Tests (CSTs) 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 performance 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
Subject	2004	2005	2006	2004	2005	2006	2004	2005	2006
English-Language Arts	46	49	58	50	55	67	36	40	42
Mathematics	51	63	74	46	45	62	34	38	40
Science				43	51	63	25	27	35
History-Social Science				30	28	60	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
Group	English- Language Arts	Mathematics	Science	History- Social Science
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)	58	75
Male	58	77
Female	58	72
Economically Disadvantaged	50	73
English Learners
Students with Disabilities
Students Receiving Migrant Education Services

Norm-Referenced Test

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
Subject	2004	2005	2006	2004	2005	2006	2004	2005	2006
Reading	68	63	79	70	73	80	43	41	42
Mathematics	75	72	87	67	70	79	51	52	53

NRT Results by Student Group — Most Recent Year

This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.

Group	Percent of Students Scoring at or Above the National Average
Group	Reading	Mathematics
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)	80	89
80	80	80
Female	78	91
Economically Disadvantaged	82	100
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 Level	Reading			Writing			Mathematics
Grade Level	2004	2005	2006	2004	2005	2006	2004	2005	2006
K
1
2
3
4
5
6
7
8
9
10
11
12

California Physical Fitness Test Results

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

Grade Level	Percent of Students Meeting Fitness Standards
5
7
9

IX. Accountability
Academic Performance Index

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

API Ranks — Three-Year Comparison

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

API Rank	2003-04	2004-05	2005-06
Statewide	8	8	7
Similar Schools	4	4	1

API Changes by Student Group — Three-Year Comparison

This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group	Actual API Change			API Score
Group	2003-04	2004-05	2005-06	2006
All Students at the School	-3	-13	49	847
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)	-10	-12	46	849
Socioeconomically Disadvantaged
English Learners	---	---
Students with Disabilities	---	---

State Award and Intervention Programs

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

Adequate Yearly Progress

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

Participation rate on the state’s standards-based assessments in English-language arts (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 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
Year in Program Improvement
Number of Schools Currently in Program Improvement	---	0
Percent of Schools Currently in Program Improvement	---	0

X. School Completion and Postsecondary Preparation
Dropout Rate and Graduation Rate

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

Indicator	School			District			State
Indicator	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05
Dropout Rate (1-year)
Graduation Rate

Completion of High School Graduation Requirements

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

Group	Graduating Class of 2006
Group	School	District	State
All Students
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Socioeconomically Disadvantaged
English Learners
Students with Disabilities

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 and earning a high school diploma
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education

Courses for University of California and/or California State University Admission

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

Indicator	Percent
Students Enrolled in Courses Required for UC/CSU Admission
Graduates Who Completed All Courses Required for UC/CSU Admission

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/.

Subject	Number of AP Courses Offered	Percent of Students In AP Courses
Computer Science		---
English		---
Fine and Performing Arts		---
Foreign Language		---
Mathematics		---
Science		---
Social Science		---
All courses

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.

Indicator	2004	2005	2006
Percent of Grade 12 Students Taking the Test
Average Verbal Score
Average Math Score
Average Writing Score	---	---

XI. Instructional Planning and Scheduling
School Instruction and Leadership

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

All Mount Shasta Elementary staff members are involved in the school decision-making process. Our dedicated staff and parents work closely together to create the excellent instructional program of which we are proud. Mount Shasta Elementary has an active group of parents, teachers, staff and administrators who work with the School Improvement Program budget. This group receives input from other staff and/or community members in order to effectively act as advisors in supporting curricular decisions. In addition, teachers, specialists, administrators and parents, meet regularly to design appropriate regular and/or Special Education interventions for at-risk students. Our goal is to ensure that every child receives an education suited to his or her individual needs. Another area of outstanding involvement is the Partners In Education (PIE). A large number of volunteers provide outstanding support for our school. They contribute considerable funds, service, time, energy and love. Teachers serve on a number of committees for the ongoing evaluation and improvement of the instructional program at Mount Shasta Elementary, including Literacy, Technology and Safety.

Professional Development

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

Mount Shasta Union Elementary School District provides extensive staff development for kindergarten through Grade 8 teachers. The staff development programs address major school district priorities related to the core curriculum, instructional strategies and classroom management with an emphasis on reading instruction. Newly hired teachers participate in the Beginning Teacher Assessment and Support Program (BTSA). This program partners each new teacher with an experienced teacher who serves as a mentor and coach. Participants receive ongoing training for two years. Current training was provided on standards and assessment. Additionally, many teachers and administrators are released from duty to attend workshops or conferences conducted throughout the year.

Instructional Minutes

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

Grade Level	Instructional Minutes
Grade Level	Offered	State Requirement
K	54,300	36,000
1	50,850	50,400
2	50,850	50,400
3	50,850	50,400
4
5
6
7
8
9
10
11
12

Continuation School Instructional Days

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

Grade Level	Instructional Days With At Least 180 Instructional Minutes
Grade Level	Offered	State Requirement
9		180 days
10		180 days
11		180 days
12		180 days

Minimum Days in School Year

The 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 15 minimum days during the 2005-2006 school year. There were 7 days for parent conferences, 5 days the first week of school, 1 day prior to winter break, 1 day prior to spring break and 1 day the last day of school.