School Accountability Report Card

Reported for School Year 2006-07

Published During 2007-08

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	Burnt Ranch Elementary	District Name	Burnt Ranch Elementary
Street	251 Burnt Ranch School Road	Phone Number	(530) 629-2543
City, State, Zip	Burnt Ranch, CA 95527	Web Site	www.burntranchschoolo.org
Phone Number	(530) 629-2543	Superintendent	Arnie Ziegler
Principal	Terry A. NaDeau	E-mail Address	Azeigler@aol.com
E-mail Address	sward@tcoek12.org	n/a	n/a

School Description and Mission Statement

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

Burnt Ranch School is committed to providing a balanced quality education in a safe learning environment for our students, staff, and community

Opportunities for Parental Involvement

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

PTO, School Sight Council, Classroom Volunteer, Basketball Coaches, School Board, Reading Is Fundamental (RIF), Field Trips

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	8	Grade 8	5
Grade 1	9	Ungraded Elementary	0
Grade 2	5	Grade 9	0
Grade 3	13	Grade 10	0
Grade 4	13	Grade 11	0
Grade 5	9	Grade 12	0
Grade 6	16	Ungraded Secondary	0
Grade 7	13	Total Enrollment	91

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	1	White (not Hispanic)	78
American Indian or Alaska Native	17	Multiple or No Response	1
Asian	0	Socioeconomically Disadvantaged	0
Filipino	0	English Learners	0
Hispanic or Latino	3	Students with Disabilities	0
Pacific Islander	0	n/a	n/a

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	2004-05				2005-06				2006-07
	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
1
2
3
4
5
6
K-3	19.5	1	1		16.0	3			18.0	3
3-4	26.0		1		22.0		1		20	1
4-8	23.0	1	1		21.5	1	1		26.0	1	1
Other

II. School Climate

School Safety Plan

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

K-8 students, staff, and parents responded to a safety survey in 2006-2007. The needs assessment information was gathered from the survey and the goals were set.

Students will continue to be trained in Conflict Resolution, and Character Education will continue each month in the classrooms and at assemblies.

The School Board is in the process of upgrading, along with law enforcement agencies in our area, our safety procedures in case of campus intruders.

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.

Burnt Ranch School uses Conflict Resolution with all students.

The BEST (Building Ethics in Students Today) Character Education is used .

For discipline issues, the Love and Logic approach is used.

Students at risk or below grade level are given extra tutoring.

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	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07
Suspensions	1	0	0	1	0	0
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.

Burnt Ranch School consists of three main buildings which house five classrooms, One multi-purpose room, school kitchen, small speech/conference room, and a library-media room. A fourth building houses the school/district office, superintendent’s office, staff meeting room, staff work room, staff break room, and an additional office. The rest-room in the office building is handicapped accessible. All buildings are inspected monthly and are inspected every two years by Dirk Duchscherer of NCSIG. The facility is in good shape, with no need of repair.

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	Repair Status			Repair Needed and Action Taken or Planned
Item Inspected	Good	Fair	Poor	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
Roofs	X
Overall Cleanliness	X

Overall Summary of School Facility Good Repair Status

This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected	Facility Condition
Item Inspected	Exemplary	Good	Fair	Poor
Overall Summary		X

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
Teachers	2004-05	2005-06	2006-07		2006-07
With Full Credential	7	7	7		7
Without Full Credential	0	0	0		0
Teaching Outside Subject Area of Competence	- - -	- - -	- - -		n/a

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	2005-06	2006-07	2007-08
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	0.0
All Schools in District	100.0	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.

Burnt Ranch School uses Substitute Teachers from a pool that have been approved by the Trinity County Office of Education Governing Board. The fact that Burnt Ranch School is forty (40) miles from the Trinity County Office of Education, our pool list is quite small. We usually have a small group of local substitutes with either credentials or emergency thirty-day credentials to draw from. We feel that our substitutes are well qualified to substitute at our school.

Teacher Evaluation Process

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

Teachers are evaluated by our superintendent who has an administrative credential. New teachers are evaluated annually for three years and then officially every two years thereafter. If the superintendent is unavailable, then this is contracted out to individuals with administrative credentials.

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	n/a
Library Media Teacher (Librarian)	0	n/a
Library Media Services Staff (paraprofessional)	0	n/a
Psychologist	0	n/a
Social Worker	0	n/a
Nurse	½ Day Per Month	n/a
Speech/Language/Hearing Specialist	1/5	n/a
Resource Specialist (non-teaching)	1/3	n/a
Other		n/a

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	(K-6) Houghton Mifflin Adopted 2005 (7-8) McDougal Littell	0
Mathematics	(K-6) Math Coach (2001) (K-6) Houghton Mifflin (2001) (7-8) Prentice Hall (2001)	0
Science	(K-5) Scotts Foresman (2007) (6-8) Prentice Hall (2007)	0
History-Social Science	(K-5) Houghton Mifflin (2006) (6-8) Holt /Rinehart/Winston (2006)	0
Foreign Language
Health	(6-8) Teen Health – Glenco (2007)
Science Laboratory Equipment (grades 9-12)	n/a	n/a

VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2005-06)

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
District	n/a	n/a
Percent Difference – School Site and District	n/a	n/a
State	n/a	n/a
Percent Difference – School Site and State	n/a	n/a

To be provided by LEA

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.

Burnt Ranch School participates in all programs and supplemental services that are available. All programs and services are part of the Burnt Ranch School Single District School Plan.

Teacher and Administrative Salaries (Fiscal Year 2007-08)

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/.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$39,186	$36,760
Mid-Range Teacher Salary	$52,013	$52,816
Highest Teacher Salary	$69,038	$64,666
Average Principal Salary (Elementary)	Teacher Salary + $4,000	$83,075
Average Principal Salary (Middle)	Teacher Salary + $4,000	$86,138
Average Principal Salary (High)	Teacher Salary + $4,000	$83,943
Superintendent Salary	$300 / Working Day	$98,053
Percent of Budget for Teacher Salaries		6.4%
Percent of Budget for Administrative Salaries		38.5%

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, 9, 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: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

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	2005	2006	2007	2005	2006	2007	2005	2006	2007
English-Language Arts	48	42	56	48	42	56	40	42	43
Mathematics	65	52	71	65	57	71	38	40	41
Science	*	50	74	*	42	74	27	35	38
History-Social Science	43		78	43	*	78	32	33	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)	50	42	*	*
Male	*	*	*	*
Female	*	*	*	*
Economically Disadvantaged	*	*	*	*
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: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

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	2005	2006	2007	2005	2006	2007	2005	2006	2007
Reading	44	63		44	63		41	42
Mathematics	62	79		62	79		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)
Male
Female
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 Level	Reading			Writing			Mathematics
Grade Level	2005	2006	2007	2005	2006	2007	2005	2006	2007
K		82	70		82	70		82	70
1		90	80		90	80		90	80
2		50	100		50	90		50	100
3		70	70		60	50		70	80
4		67	80		58	70		75	90
5		70	70		50	70		83	80
6		50	75		28	80		50	85
7		60	67		50	50		80	67
8		55	100		55	100		77	100
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: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

Grade Level	Percent of Students Meeting Fitness Standards
5	70
7	86
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 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	2004-05	2005-06	2006-07
Statewide	7	8	7
Similar Schools	n/a	n/a	n/a

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	2004-05	2005-06	2006-07	2007
All Students at the School	28	-9	55	854
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Socioeconomically Disadvantaged
English Learners	n/a	n/a	n/a	n/a
Students with Disabilities	n/a	n/a	n/a	n/a

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	n/a

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	Not In PI	Not In PI
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement	n/a	0
Percent of Schools Currently in Program Improvement	n/a	0.0

XI. Instructional Planning and Scheduling

Professional Development

This section provides information on the annual number of schooldays dedicated to staff development for the most recent three-year period.

Professional Development is on-going with emphasis given to goals listed in the Burnt Ranch School Plan. which are in the area of English/Language Arts and Mathematics. Other Staff Development has included Love and Logic Training, Technology, and Science.