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Petaluma City Schools
Report to the Community District Achievements
February, 2007
Our District Vision:Petaluma City Schools will have a strong local, state, and national, reputation as a district where:
All students reach high levels of achievement in a rigorous and relevant curriculum.
• All students graduate prepared for success in work, advanced study, and in the community.
• Students learn in a caring and safe environment where they are motivated to do their best work.
• Diversity is seen as an asset that strengthens and enriches our learning community.
Our vision continues:
Parents and caregivers are recognized and engaged as partners.
The community supports the educational program and is engaged as a resource for learning and expanded student experiences.
All district employees are dedicated to student success and operate as a high-performing team sharing resources, knowledge, and skills toward common goals.
Shared decision-making is valued with active participation from all stakeholders.
Petaluma School Districts (common administration)
Petaluma Joint Union High:
Grades 7-12; 2 junior highs (7-8);
(7th gr = 865) Crossroads School (7-9); 2 comprehensive highs; 3 alternative highs; Valley Oaks ISP; + 1 charter.
Petaluma City Elementary:
6 sitesValley Oaks ISP;
(6th gr. = 271)+ 1 charter.
K-6 Feeder Districts
(6th gr. = 560)
Enrollment - 2005-06
Total district enrollment: 8061
Petaluma City Elementary2144 students
ELL: 27.7% (594 students) Special Ed: 14.1% (304
students, incl. speech)
NSLP: 27.5%
White (not Hisp.): 64.1% Hispanic: 29.4% Asian: 2.1%
Petaluma Joint Union High5917 students
ELL: 12.7% (751students) Special Ed: 11.9% (707 students,
incl. speech)
NSLP: 21.7%
White (not Hisp.) 72.4% Hispanic: 18.8% Asian: 4.0%
** Title 1 Schoolwide
API information Base
2005Growth2006
Change
Grant 870 892 22
McDowell** 640 648 8
McKinley** 660 672 12
McNear 855 855 -
Penngrove 788 811 23
Valley Vista 809 828 19
Mary Collins Charter* *K-8 776 777 1
*** Title 1 Targeted program
API Secondary SchoolsBase2005
Growth2006
Change
Pet. Junior High*** 770 788 18
Kenilworth*** 766 774 10
Casa Grande 739 741 2
Petaluma High 756 735 -21
Crossroads n 481 ASAM
Sonoma Mtn. 578 674 ASAM
Carpe Diem 620 651 ASAM
San Antonio 551 496 ASAM
Valley Oaks 679 681 ASAM
District API for Petaluma City Schools 2004-2006
2004 2005 04-05 2005 2006 05-06
API results
Base Growth change Base Growth change
All Students 729 748 19 748 753 5
Ethnic/Racial Base Growth change Base Growth change
Asian 823 831 8 831 830 -1
Hispanic or Latino 590 608 18 608 620 12
White (not of Hispanic origin) 762 785 23 785 792 7
Socioeconomically Disadvantaged 588 615 27 615 627 12
English Language Learners 596 610 14
Students with disabilities 517 552 35
API by site 2004-06 Petaluma City Schools
0
100
200
300
400
500
600
700
800
900
1000
Grant McDowell McKinley McNear Penngrove Valley Vista Mary CollinsCharter
Pet. JuniorHigh
Kenilworth CasaGrande
PetalumaHigh
All student API, base 2004 rev. 2005 Growth API 8/05 2006 Growth API, Aug 06
Subgroup API for PCS 2005 and 2006
0
100
200
300
400
500
600
700
800
900
2005 615 608 596 517 785 831 748
2006 628 620 610 551 792 830 753
Soc Disadvantaged
Hispanic ELLStudents with
disabilitiesWhite (not Hispanic)
Asian ALL
API ethnic subgroups 2004, 2005, 2006 Petaluma City Schools
0
100
200
300
400
500
600
700
800
900
2004 base API 823 590 762 588 729
2005 growth API 1/06 831 608 785 615 748
2006 growth API 830 620 792 628 753
Asian Hispanic White Soc Disad ALL
Average API Growth score 2006
Compared to county average.
Sonoma County elementary schools802
Petaluma City elementary schools (mean)784
Sonoma County middle schools774
Petaluma junior highs (mean)781
Sonoma County high schools727
Petaluma high schools (mean)738
* the statewide goal for all schools is to have an API that exceeds 800.
Reasons for gains include: (started in 04-05)
Literacy focus Reading specialists return to elementary schools with
parcel tax approval. High school literacy teams review data and plan for
support with West Ed Secondary Literacy Network. Testing conditions reviewed
Attention to time and place for STAR. Emphasis on special population participation and
accommodations. Further alignment of instruction to standards. Use of data management tool (Edusoft) to identify
focus areas and students..
Reasons for gains include: (new in 05-06)
Implemented Language! for ELLs, special ed, and others. Regrouped for ELA instruction K-6 – 2-5 times a week.
Daily regrouping had highest gains. Offered additional instruction within the day in phonics
intervention, newcomer class, Title 1 sections in each team, Teachers in specific professional development including
AB466, Language!, Houghton Mifflen overview, Assessment system changes – DIBELS plus phonics survey,
SAMS, grade level Houghton Mifflen assessments, New ELD program implemented – double periods,
regrouping, English Now and High Point. New math program of EL students at JH, extended day for
5th/6th grade math., Collaborative Algebra, CAHSEE support classes during tutorial and after school.
AYP: District performance targets were met for the following numerically significant groups:
o All students o Asian students o Hispanic students o White students o Socioeconomically disadvantaged
students o English learners
How many Petaluma students are working at or above grade-level proficiency level according to state and district standards?
These students scored at “proficient” or “advanced” levels on the California Standards
Test for their grade level.
2006 ELA results on CST % proficient or advanced
Grade Level
All Students
English Learners Socioeconomically Disadvantaged
Special Education Services
2006 2005 2006% 2005 2006% 2005 2006%
2 53% 15% 27 18% 30 41% 27
3 53% 8% 16 10% 19 5% 26
4 56% 20% 26 25% 27 24% 24
5 49% 14% 19 30% 26 21% 14
6 59% 7% 14 14% 26 10% 29
7 61% 16% 22 26% 32 11% 17
8 55% 5% 7 19% 31 13% 11
9 51% 10% 6 23% 29 11% 16
10 42% 8% 4 17% 15 12% 6
11 45% 3% 3 15% 22 11% 18
2006 Math 2nd–7th results on CST % proficient or advanced
Grade Level
All English Learners Socioeconomically Disadvantaged
Special Education Services
2006 2005 2006% 2005 2006% 2005 2006%
2 61% 25 34 29 35 40 40
3 66% 20 38 24 36 18 50
4 59% 41 46 40 42 18 22
5 43% 11 30 19 27 12 16
6 50% 21 22 24 26 14 13
7 53% 11 21 19 27 5 10
2006 Algebra results on CST
% proficient or advanced
Grade All students ELL Socio-ec disad Special Ed
2005 2006 2005 2006 2005 2006 2005 2006
8 70 72 n N n 71 0 0
9 19 18 7 10 14 13 10 4
10 8 6 1 6 5 2 0 5
11 3 8 0 0 0 3 0 5
Whole course
26 24 3 8 10 13 5 6
CAHSEE
Most Petaluma students pass the CAHSEE on the first attempt.
Calfornia High School Exit Exam –
results of first grade 10 assessmentData have been aggregated to the district level.
Year10th gr.
enrollment
Number tested ELA
NumberPassing
ELA
PassingRateELA
Number tested math
NumberPassing
Math
Passing RateMath
2002-03 939 810 721 89% 818 602 74%
2003-04 1027 866 765 88% 875 757 87%
2004-05 1099 921 819 89% 904 771 85%
2005-06 1045 974 851 87% 972 816 84%
Increasing number of Graduates Have Passed Course Requirements for University of California (UC) and California State University (CSU) Admission
Number of Graduates
Number of Graduates Who Have Passed Course
Requirements for UC and/or CSU Admission
Percentage of Graduates Who Have Passed Course
Requirements for UC and/or CSU Admission
2003 ALL = 748 251 33.6%
HISPANIC = 104 10 9.6%
WHITE (NOT-HISPANIC) = 605
225 37.2%
2005 ALL = 732 328 44.8%
HISPANIC = 91 27 29.7%
WHITE (NOT-HISPANIC) = 587
274 46.7%
2006 ALL = 701 359 51.2%
HISPANIC = 109 39 35.8%
WHITE (NOT-HISPANIC) = 542
295 54.4%
Subject Courses Sites Average Score
Fine and Performing Arts
Art Drawing, Art 2D, Art 3D Design,
Casa Grande andPetaluma High
2.99
EnglishEnglish lang.& comp.
English literatureCasa Grande and
PHS 3.42
Foreign Language
Spanish lang. Span. lit.
French lang;French lit.
Casa Grande and PHS
3.28
MathematicsCalculus A/B
StatisticsCasa Grande and
PHS2.69
ScienceChemistry, Physics AB
Casa Grande and PHS
3.21
Social Science
US History, Econ Mac,
Psychology, Govt. and Politics US,
Casa Grande and PHS
2.77
Advanced Placement Results
SAT scores commendable – 12/06
PHS and Casa Grande students exceed national and state averages in SAT taken by 2006 graduates.
Average score out of 800
Total % tested
Verbal Math Writing
PHS 1632 44.7%
548 536 548
Casa 1580 56.6%
523 539 518
CA 1520 40.5%
501 518 501
USA 1518 na 503 518 497
Curriculum Board-adopted standards based on State
Standards in ELA, Math, Social Studies, Science, and ELD.
Human Interaction curriculum K-12; including research-based curriculum for S&DATE
Additional grade-level and graduation requirements met by Board-adopted courses.
Power Standards identified for ELA and Math (K-12) and Social Studies and Science (7-12) in 2006.
Instructional Core Materials adopted K-12 (Standards-Based)
K-8: District committees formed with site representatives.
9-12: Sites recommend adoptions to meet their student needs in collaboration with each other;
K-8 adoptions are off the state matrix. 9-12 adoptions are Board-approved as related to
Standards; All sites have standards-aligned materials for all
students. Social studies materials purchased in 2006-07.
Targeted intervention programs are provided K-12
Staff matches results of assessments and other evidence to grade-level expectations in order to determine appropriate interventions to address the needs of individual students.
Intervention and remediation programs include:
Extended day (hourly programs) K-8; Extended year (summer programs) K-12; Support classes in the school day, 7-12; Zero period support classes, 7-8; Tutorial access daily, 9-12; Parent strategies, esp. reading support, K-6; Bilingual assistant support, K-12; Title 1 targeted support, spec. sites; Mentor and tutor programs, K-12 Asset development strategies, K-12.
Migrant Education
Provides seamless support for families and students. Helps enroll families into health programs. Provides total care management (the whole family). MEAP program at both comprehensive high schools. Provides Summer Leadership Conferences for High
School Students (CSUS or Stanford) with academies during the school year.
Shares support for summer school transportation and assistants.
Youth Development Conceptual Model
Youth Needs
• Safety
• Love
• Belonging
• Respect
• Mastery
• Challenge
• Power
• Meaning
School
• Caring Adult Relationships
• High Expectations
• Meaningful Participation
Community• Caring Adult Relationships
• High Expectations
• Meaningful Participation
External Assets
Internal Assets
• Cooperation & Communication• Empathy• Problem Solving• Self-Efficacy• Self awareness• Goals & aspirations
Peers
• Caring Relationships
• High Expectations
Home
• Meaningful Participation
• High Expectations
• Caring Adult Relationships
ImprovedHealth
Social andAcademic
Performance
Professional Development
District professional development plan reviewed annually.
K-12 Staff Development Committee determines annual focus and directs use of common staff development time.
Three teacher-contract days utilized annually.
Monthly District Study Group Sessions on shortened Wednesdays.Support for AB466 summer institutes, AB75, and Subject Matter Project involvement.Site professional development plans and individual professional development plans align with District plan.
Focus for District PD and Study Groups
All District and Study Group Focus Areas in recent years: 2002-03: Differentiation 2003-04: added Instructional Strategies and
Content Area Collaboration 2004-05: added Analyzing Student Work 2005-06: added Literacy 2006-07: added goal of Articulation
Staff, Parent and Community Partnerships include:
Trust Agreements with PFT. DELAC and ELACS. GATE Advisory groups Site Councils at every school. District Advisory (DAC) and Site Advisory Committees for Title
1. Supt. Advisory Committee and Supt. Lay Advisory Committee CS2 (Community and Schools for Career Success) Program. Petaluma Education Foundation. Mentor Me Petaluma SHAKE Petaluma Youth Network Variety of task forces and committees that meet to provide
information and make recommendations.