(Rev 3-07)

California Department of Education

School and District Accountability Division                                                                          (CDE use only)

No Child Left Behind Act of 2001

SINGLE SCHOOL DISTRICT PLAN

To meet the requirements of the

Local Educational Agency Plan and Single Plan for Student Achievement

mail original* and two copies to:   California Department of Education

                                                            School and District Accountability Division

                                                            1430 N Street, Suite 6208

                                                            Sacramento, California 95814-5901

(*subsequent amendments are approved by local board and kept on file; do not submit to CDE)

SSD Plan Information:

Name of Local Educational Agency (LEA): Burnt Ranch School

County/District Code: 5371662

Dates of Plan Duration (should be five-year plan): July 1, 2008 to June 30, 2013              

Date of Local Governing Board Approval:

District Superintendent: Sarah Supahan

Address: P.O. Box 39

City: Burnt Ranch                                                                                               Zip code: 95527

Phone: 530 629-2543                                                                                          Fax: 530 629-2479

Signatures (Signatures must be original. Please use blue ink.)

The superintendent and governing board of the LEA submitting the application sign on behalf of all participants included in the preparation of the plan.

Printed or typed name of Superintendent                Date                              Signature of Superintendent

Printed or typed name of Board President               Date                              Signature of Board President

TABLE OF CONTENTS

TOPIC                                                                                                                      PAGE

Part I – Background and Overview

Background………………………………………………...……………………………………5

Descriptions of the Consolidated Application, the Local Educational Agency

Plan, the Single Plan for Student Achievement, and the Categorical Program

Monitoring Process…………………….………………………………………………..……..6

Development Process for the Single School District (SSD) Plan……………...…………..9

Planning Checklist for SSD Plan Development……………………………………...……..13

Federal and State Programs Checklist………………………………...……………………14

District Budget for Federal Programs……………..……..…………………….…………....15

District Budget for State Programs…………………………………………………………..16

Part II – The Plan

Needs Assessments………………………………………………………………...………..21

Academic Achievement

Professional Development and Hiring

School Safety

Descriptions – Program Planning……………………………………………...…………….29

Local Measures of Student Performance

District Profile……………………………..……………………………………..……………..30

Performance Goal 1A………………………………………...…………………………….....35

Performance Goal 1B………………………………………………………………………....40

Performance Goal 2……………………………………………………………………….45-46

Performance Goal 3……………………………………………..…….…….…….…….……54

Performance Goal 4………………………………………………………….……………..…57

Performance Goal 5………………………………………………………….……….…….…71

Additional Mandatory Title I Descriptions…………………………….…………………......72

Part III – Assurances and Attachments

Assurances…………………………………………………………………………………..…82

Signatures………………….………………….………………………………….…………....90

School Site Council Recommendations and Assurances……………..………………..…91

Appendix

Appendix A: California’s NCLB Performance Goals and Performance Indicators…………………………………………………………………………….....92

Appendix B: Links to Data Web sites…………..…………………………...……….94

Part I

Background and Overview

Background…………………………………………………………………………..…page 5

Descriptions of the Consolidated Application, the Local Educational Agency

Plan, the Single Plan for Student Achievement, and the Categorical Program

Monitoring Process…………………………………………………………………... page 6

Development Process for the Single School District Plan……………………..…page 9

Single School District Plan Planning Checklist…………………………………...page 13

Federal and State Programs Checklist…………………………………………....page 14

District Budget for Federal and State Programs

PLANNING CHECKLIST

FOR SSD PLAN DEVELOPMENT

FEDERAL AND STATE PROGRAMS CHECKLIST

Check (√) all applicable programs operated by the LEA. In the “other” category, list any additional programs that are reflected in this Plan.

Title I, Part A “3010”

DISTRICT BUDGET FOR FEDERAL PROGRAMS

DISTRICT BUDGET FOR STATE PROGRAMS

REVISED FEBRUARY 2009

CATEGORICAL BUDGET DETAIL 2007-2008 (WITH CARRYOVER)

REVISED FEBRUARY 2009

The following state and federal categorical funds were allocated to this school through the Consolidated Application, Part II. Additional funds (listed under “Other”) may be allocated to the school in accordance with district policy.

State Programs

Economic Impact Aid/State Compensatory Education     $13,516 10,718

Purpose: Help educationally disadvantaged students succeed in

the regular program and improve overall achievement of all students.

Strategies: Provide Spanish Instruction to all students. Provide

para-educators to reduce the adult to student ration in providing

supplemental assistance. Provide supplemental learning opportunities

in core subjects.

Expenditures: Para-educators salaries/benefits                                  $12,502

Instructional Materials (supplemental to core)   $ 0

Centralized Services: Co-op fee 7.5%                                                          $ 1,014 $804

School and Library Improvement Program Block Grant                        $11,985

BLOCK GRANT – NOT THROUGH CON-AP

Purpose: Improve library and other school programs.

Strategies: Provide para-educators to reduce the adult to student

ratio for supplemental instruction and help all students reach grade

level standards.

Expenditures: Para-educator salaries/benefits                                   $11,985

Professional Development Block Grant                                        $ 5,986

BLOCK GRANT – NOT THROUGH CON-AP

Purpose: Promote school improvement through high quality

professional development for school staff.

Strategies: Focus professional development on areas related

to mastery of state standards in reading and math, use of

technology to improve student achievement, and assisting students

with disabilities. Teachers and pare-educators participate in

professional collaboration, articulation meetings, and high quality

in-service opportunities as they pertain to the reading, math, and

special education needs.

Expenditures: Teacher stipends/benefits                               $ 3,877

Lodging, meals, & mileage                               $ 1,925

Professional Development Trainings                 $ 184

PAR (admin/indirect costs limited to 5%)                                          $ 1,842 + $ 6,093 = $ 7,935

IN CON-AP, BUT DON’T GET ALLOCATION AMT

Purpose: Improve education in the school through identification of

and provision of assistance to veteran teachers who have received

unfavorable performance evaluations or who wish to strengthen their

teaching performance, and enhance the performance of beginning teachers.

Strategies: Provide professional development to beginning teachers.

Provide mentors for need teachers. Provide professional development

opportunities for all teachers in areas where they need to strengthen

performance.

Expenditures:

                        BTSA Support Provider stipends/benefits         $ 4,257

Teacher stipends/benefits                                $ 3,300

Indirect @ 5%                                                 $ 328

Centralized services: Co-op fee 2.5%                                             $ 50

School Safety                                                                                    $ 9,350 + c/o $5,037 = $14,387

                                                                                                            $10,000 + c/o $4,158 = $14,158

Purpose: Improve safety and prevent violence for all students and

staff by identifying safety concerns, developing a safety plan with

action plan, and providing supplemental student support.

Strategies: Improve on the school’s disaster response readiness

through monthly meetings with Safety Committee under the direction

of the Safety Coordinator. Supplemental student support is provided

through counseling, and student participation in supplemental violence

prevention & skill building education programs.

            Expenditures: Supplies                                                         $ 2,009

                                    Counseling contract with TCOE                                    $ 9,570                                   

Centralized services: Co-op fee 2.5%                                                          $ 180 200

                                    Other supplies                                                  $ 2,378

GATE                                                                                                  $ 2,432 + c/o $ 786 = $ 3,218

Purpose: Provide acceleration and enrichment for students within

the regular classroom.

Strategies: Provide GATE Coordinator to coordinate services and

meet with students periodically. Provide Technology Instructor to assist

GATE students with advanced digital technology projects. Provide Art

Instructor for students identified in the area of visual arts.

            Expenditures: GATE coordinator salary/benefits                    $ 2,415

                                    Supplies, instructional materials                                    $ 746

Indirect Cost: @ 5.13%                                                                                   $ 58

Tobacco Use Prevention Education, Grades 4-8                          $ 500

NOT THROUGH CON-AP; FROM TCOE

Purpose: Provide coordination for tobacco use prevention activities to

eliminate tobacco use.

Strategies: Fund TUPE coordinator to provide TUPE activities.

            Expenditures: Item: Coordinator stipend/wages-benefits       $ 500

Afterschool Education and Safety Program                                 $108,000

Purpose: Provide safe, constructive opportunities and educationally

enriching alternatives for all children during non-school hours.

Strategies: The program consists of two elements: 1)Provide tutoring

and/or homework assistance in language arts, mathematics, social

studies, science, and computers. 2)Provide enrichment activities in

recreation, fine arts, physical fitness, and prevention activities.

            Expenditures: Salaries/benefits

                                    Administrators Salaries/benefits

                                    Materials/Supplies

                                    Contract with TCOE for coordination

                                    Indirects @3.55%

Art and Music Grant                                                                         $ 4,000 + c/o $ 2,417 = $6,417           NOT THROUGH CON-AP

Purpose: Provide funding that supports standards-aligned arts (which

includes dance, theatre and visual arts) and music instruction.

Strategies: Provide dance instruction for all students. Provide

opportunities for students to perform in public.

            Expenditures: Music & visual arts specialists                          $ 500

                                    Coordinator stipend/benefits                            $ 558            

Costumes, props, microphone,                                     $ 5,359

music instruments, visual arts supplies

Federal Programs

Schoolwide Program                                                                       $41,699 $18,991 (Title IA)

(Title IA, Title IIA, Title VA, Title IVA, REAP)                                                   $ 4,453 (Title II, A)

                                                                                                                        $ 358 (Title IV, A NOTE: IV, A is DRUG FREE SCHOOLS                                                           $16,515 (REAP)

REAP – NOT THROUGH CON-AP

                                                                                                                        ________________

                                                                                                                                    $40,317

Purpose: Upgrade the entire education program of the school.

Strategies: Close the achievement gap by reducing teacher/student

ratios using instructional assistants in all classes. Provide supplemental

learning opportunities to students to support reaching grade level standards

in reading and math. Provide technology instruction for all grades K-8.

Promote parent and community involvement in the school. Provide services

to homeless students to promote equal access to school program.

            Expenditures: District Encroachment                                      $ 4,186

Part time para-educator salaries/benefits          $41,422

                                    Parent involvement activities                            $ 0

Centralized services: Co-op fee 7.5% on Title IA, IIA, IVA, VA                     $ 3,127

                                    Supplies                                                           $ 0

                                    Indirect                                                             $ 1,336

Targeted Instructional Improvement- Goes to School Based Coor. Program      $ 4,091

BLOCK GRANT – NOT THROUGH CON-AP

Indian Education Grant                                                                   $ 8,062

            Expenditures: Indirects @ 5.13%                                          $ 348

                                    Tutors & Coordinator stipend/benefits              $ 4,700           

                                    Conferences (include travel expenses)             $1,139

                                    Supplies                                                           $1,875

Garden Nutrition Grant                                                                   $ 2,500

Art/PE Block Grant                                                                           $ 2,142

            Expenditures: PE and art supplies – Carry over only

Children/Family First                                                                          $25,154 + c/o $3,320 = $28,474

            Expenditures: Coordinator & assistants salaries/benefits        $14,445

                                    Supplies                                                           $ 6,641

                                    Workshops, travel expenses                             $ 1,027

                                    Hall rental                                                         $ 3,260

                                    Telephone                                                       $ 600

                                    Indirect costs @ 5.13%                                                $ 1,504

Part II

The Plan

Needs Assessments

Academic Achievement

Professional Development and Hiring

School Safety

Descriptions – Program Planning

District Profile

Local Measures of Student Performance

Performance Goal 1

1A: All students will reach high standards, at a minimum, attaining

proficiency or better in reading by 2013-2014. (Page 31)

                        1B: All students will reach high standards, at a minimum, attaining

proficiency or better in mathematics by 2013-2014. (Page 36)

Performance Goal 2: All limited-English-proficient students will become proficient in

English and reach high academic standards, at a minimum

attaining proficiency or better in reading/language arts and

mathematics. (Page 41)

Performance Goal 3: By 2005-06, all students will be taught by highly qualified

teachers. (Page 50)

Performance Goal 4

Performance Goal 5

Additional Mandatory Title I Descriptions

Needs Assessment

Includes: Demographics, test results, and resources, Academic Performance, Teacher Quality, School Safety and Prevention (CHKS)

NEEDS UPDATING Current Data

Demographic Information 2006-2007

Student Enrollment by Grade Level

This table displays the number of students enrolled in each grade level at the school.

Student Enrollment by Group

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

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, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition(Stanford 9), which tests Reading, Language, mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only). Note: To protect student privacy, scored are not shown when the number of students tested is 10 or less.

California Standards Tests (CST)

The California Standards Tests 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 standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in the content area. 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).

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.

Norm-Referenced Test (NRT)

Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported as the percent of tested students scoring at or above the 50^th percentile (the national average). School results are compared to results at the district and state levels. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. 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/ of by speaking with the school principal.

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 50^th percentile) in reading and mathematics for the most recent testing period. Note: To protect student privacy, scores are not shown when the number of students tested in 10 or less.

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.

California Physical Fitness Test Results

Data reported are the percent of students meeting standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades, 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scored are not shown when the number of students tested is 10 or less.

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 school in California. On an interim basis, the stat 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 API Base 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 bas and growth years. Schools that reach their annual targets are eligible for awards.

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 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (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 scores from 1 (lowest) to 10 (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. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

API Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. The state API rank ranges from 1-10. 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 that at least 90 of the 100 similar schools.

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.

State Award and Intervention Programs

Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

Adequate Yearly Progress (AYP)

The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:

• Requirement 1: Participation rate on the state’s standards-based assessments

• Requirement 2: Percent proficient on the stat’s standards-based assessments

• Requirement 3: API as an additional indicator

• Requirement 4: Graduation rate (for secondary schools)

Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or “safe harbor” criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ of by speaking with the school principal.

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 Participation Rates and Proficiency Levels—Schoolwide and Subgroups

Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: “N/A” means that the student group is not numerically significant.

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/.

Descriptions – Program Planning

Local Measures of Student Performance

Three measures are to be used to evaluate student progress at each grade level. Students will meet grade level standards if the cut point for two of the three measures is met. Students in grades K-8 will meet or exceed the annual Academic Performance Index (API) growth targets as evidenced by the results of multiple measures of achievement or an increase of 5% or more.

For reading/language arts and mathematics, the following evaluation criteria will be utilized to determine levels of student performance.

K-1                  Houghton Mifflin Reading – Theme Tests and Summative Tests (current

State adoption)

                        Success with Math Coach – Standards Based Assessments (current State

adoption)

                        Classroom assessments, aligned with Standards (Results, Read Naturally,

Reading Counts and SRI)

                        Teacher created and gathered Standards Assessments

2^nd                   Houghton Mifflin Reading Program Theme Skills Tests, Selection Tests,

and California Summative tests (current adoption)

California Content Standards Math/Language Arts by Curriculum Assoc.

Daily Math and Language Review

Teacher created and gathered Standards Assessments

3^rd-4^th              Houghton Mifflin Reading Summative and theme tests (current State

adoption)

                        Rubrics from Steps Up to Writing

                        Math Steps Assessments (previous math adoption)

                        Teacher created and gathered Standard assessments

5^th-6^th              Houghton Mifflin Reading Theme Skills and California Cumulative Tests

(current State adoption)

                        Read Naturally – fluency

                        Success with Math Coach and Scott Foresman Math (current adoption)

                        Teacher created and gathered Standards Assessments

7^th-8^th              Prentice Hall Math Assessments (current State adoption)

                        McDougal Littell Language Arts Assessments (current State adoption)

                        Teacher created and gathered Standards Assessments

K-8^th    Assessment Rubic:

4          Advanced

Displays a complete and accurate understanding of the concepts or facts, providing new insight into some aspect of that information. Performs the concepts or skills in as efficient manner.

3          Proficient

                        Meets grade level standards. Displays a complete and accurate

understanding of the concepts or facts. Performs the concepts and skills

without significant error.

2          Basic

                        Displays an incomplete understanding of the concepts or facts with some

notable misconceptions. Performs the concepts or skills with a number of

errors.

1 Below Basic

Displays severe misconceptions about the concepts or facts. Makes many critical errors when performing the concepts or skills.

Special Education students will be assessed as follows: Performance goals for students with disabilities shall be consistent, to the maximum extent appropriate, with the goals and standards set by the State for all students. The majority of students receiving special education services will be assessed using results from STAR testing and students with severe disabilities will be assessed using the California Alternate Performance Assessment (CAPA). Student progress will also be evaluated by using the CDE Special Education Division’s process for determining educational benefit as delineated in the CCR Self-Review process.

Limited-English proficient (LEP) students will assessed as follows: LEP students will participate in CELT and within 90 days of enrollment using and appropriate test in their primary language. The rate of student redesignation to FEP will be measured annually through CELD (California English Learner Development Test).

District Profile

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

Burnt Ranch School is located in the Burnt Ranch School District in the town of Burnt Ranch in Trinity County. This is the only school in the district. The school serves 82 students in K-8^th grades. The Burnt Ranch School has an afterschool program for 1^st-3^rd graders to assist them with their homework. In addition, the students do craft projects and other activities when their work is done. The 4^th-8^th graders have tutoring during the week for those students that need additional assistance with skills. At Burnt Ranch School, parents play very important roles through their active participation and involvement in School Site Council, Parent Teacher Organization, various annual events and regular volunteering of their services in and out of the classrooms.

The school and community strive to work together to create programs that produce articulate, confident, and skilled students. There is a strong focus on a well-balanced education for every student with high standards aimed at excellence and student empowerment. The entire student body is involved in weekly classes in art, music, and drama.

The Burnt Ranch School opened in 1895 in its original site up Burnt Ranch School Road. The following site was the present Veterans’ Hall. The present building was completed in 1962. The multipurpose building along with the upper grade classroom was added in 1987. In 2004, our new office building was added. This building also houses a meeting room and staff workroom. Our school is a center for students, parents, and the community.

The Burnt Ranch School provides an Afterschool Education and Safety (ASES) Program for all Burnt Ranch students. This program is funded through a 2002 voter approved initiate, Proposition 49. The goal of this program is to improve assistance to students and broaden the base of support for education in a safe, constructive environment during non-school hours. The ASES Program provides educationally enriching alternatives which involves collaboration among parents, your, representatives from the school, and governmental agencies.

The ASES Program (Burnt Ranch Bear Den) includes an educational and literacy element and an educational enrichment element. The educational and literacy element includes tutoring and/or homework assistance designed to help students meet state standards. The educational enrichment element includes, but is not limited to, positive youth development strategies, recreation and prevention activities. Activities involve visual and performing arts, music, physical activity, health/nutrition, career awareness community service learning, self-esteem classes, foreign language, etc. A nutritious snack is provided daily to all students participating in the program.

Analysis of Current Instructional Program

The following statements are adapted from No Child Left Behind (NCLB), Title I, Part A and the California Essential Program Components (EPC). These statements are used to discuss and develop findings that characterize the instructional program at this school for students:

Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability

Yes     Use of state and local assessments to modify instruction/improve student

achievement (NCLB)

Yes     Use of data to monitor student progress on curriculum-embedded

assessments/modify instruction (EPC)

Staffing and Professional Development

Yes     Meet requirements for highly qualified staff (NCLB)

No       New administrators participate in Principals’ Assembly Bill (AB) 430 training on

State Board of Education (SBE) adopted instructional materials (EPC) (current

administrator has a Clear Administrative Credential)

Yes     Sufficiency of credentialed teachers and teacher professional development (e.g.,

access to BTSA training on SBE-adopted instructional materials)(EPC)

Yes     Alignment of staff development to content standards, assessed student

performance, and professional needs (NCLB)

Yes     Ongoing instructional assistance and support for teachers (e.g., use of content

experts and instructional coaches)(EPC)

Yes     Teacher collaboration be grade level (K-8) and department (9-12)(EPC)

Teaching and Learning

Yes     Alignment of curriculum, instruction, and materials to content and performance

standards (NCLB)

Yes     Adherence to recommended instructional minutes for reading/language arts and

mathematics (K-8)(EPC)

No       Lesson pacing schedule (K-8) and master schedule flexibility for sufficient

numbers of intervention courses (EPC)

Yes     Availability of standards-based instructional materials appropriate to all student

groups (NCLB)

Yes     Use of SBE-adopted and standards-aligned instructional materials, including

intervention materials, and for high school students, access to standards-aligned

core courses (EPC)

Opportunity and Equal Educational Access

Yes     Services provided by the regular program that enable underperforming students

to meet standards (NCLB)

*EL:                      Services provided by CELDT trained teacher.

*Poor:                         Services provided by regular classroom teacher through the

use of supplemental materials in state adopted programs.

*Sp Ed:                      Services provided through Trinity County Office of Education

*Underperforming: Services provided by regular classroom teacher through

state adopted intervention materials.

Yes     Research-based educational practices to raise student achievement at this

school (NCLB)

Involvement

Yes     Resources available from family, school, district, and community to assist under-

achieving students (NCLB)

Yes     Involvement of parents, community representatives, classroom teachers, other

school personnel, and students in secondary schools, in the planning,

implementation, and evaluation of consolidated application programs. (5 CCR

3932)

Funding

Yes     Services provided by categorical funds that enable underperforming students to

meet standards (NCLB)

Yes     Fiscal support

Professional Development/Qualified Teachers

Teacher Credential Information

Part-time teachers are counted as ‘1’. If a teacher works at two schools, he/she is only counted at one school.

Paraprofessional: All paraprofessionals have met federal criteria for NCLB compliance.

Administrators: The superintendent holds a Clear Administrative Credential.

Performance Goal 1A: All students will reach high standards, at a minimum, attaining proficiency or better in reading by 2013-2014.

Planned Improvement in Student Performance in Reading

Performance Goal 1B: All students will reach high standards, at a minimum, attaining proficiency or better in mathematics by 2013-2014.

Planned Improvement in Student Performance in Mathematics