SARC Report for John F. Cruikshank, Jr. - The SJCOE · 2017-12-01 · Integrated Thematic Curriculum Yes 0.0 Mathematics CORE: Scott Foresman-Addison Wesley envision Math Common Core

John F. Cruikshank, Jr.

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

View this SARC online at the school and/or LEA Web sites.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents and community members should contact the school principal or the district office.

California Department of Education

School Accountability Report CardReported Using Data from the 2013-14 School Year

Published During 2014-15

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Wendy Frink, Division DirectorPrincipal, John F. Cruikshank, Jr.

Cruikshank serves adjudicated youth, and children who have been temporarily placed at Mary Graham Children's Shelter. Students in these programs stay an average length of sixteen days. Our curriculum is designed to help students developan appreciat ion for self and others, in an environment that is balanced between state standards and individual needs. We focus on problem solving, crit ical thinking and successful transit ion skills.

Wendy Frink, Division Director

2707 Transworld Dr. Stockton, CA95206-3948

Phone: 209-468-4950E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/.

https://maps.google.com/maps?q=2707+Transworld+Dr.%2cStockton%2cCA&t=m&z=16

mailto:[email protected]

Last updated: 1/9/2015

About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

School

School Name John F. Cruikshank, Jr.

Street 2707 Transworld Dr.

City, State, Zip Stockton, Ca, 95206-3948

Phone Number 209-468-4950

Principal Wendy Frink, Division Director

E-mail Address [email protected]

Web Site www.sjcoe.org/cosp

County-District-School (CDS) Code

39103973930195

District

District Name San Joaquin County Office of Educat ion

Phone Number (209) 468-4800

Web Site http://www.sjcoe.org

SuperintendentFirst Name

Mr.

SuperintendentLast Name

James A. Mousalimas

E-mail Address [email protected]

School Description and Mission Statement (Most Recent Year)School Description and Mission Statement (Most Recent Year)

One.Mission

We ensure that all students attain the skills and confidence to make a posit ive difference and thrive in our ever-changing world.

One.Vision

We maintain high expectat ions, and an academic focus that is rigorous, relevant, and founded on relat ionships. We inspire and empower our students to betomorrow 's leaders. They are innovat ive thinkers who transcend boundaries to achieve the extraordinary. They are resilient and self aware, able to overcome allobstacles in their pursuit of excellence. Our students have a strong sense of self-worth and value working w ith others to make miracles occur.

The San Joaquin County Court School program serves K-12 youth at Peterson Juvenile Hall, The Camp and Dorothy Biddick School. Peterson Juvenile Hall and TheCamp are located at the county juvenile just ice center. Dorothy Biddick is located at the Mary Graham Children’s Shelter.

The average length of stay in these programs is approximately 16 days. The high student mobility and transit ion rate present challenges in meeting stateassessment targets.

The San Joaquin County Court School program uses an integrated, thematic approach to instruct ion. Lessons, assignments, and projects are centered onquarterly themes that bring cont inuity to the learning experience. Students complete grade appropriate, standards-based academic courses and work on basicskills to complete requirements or earn high school credits. Educat ional strategies are highly interact ive, and are both process and product oriented in theclassroom.

Students develop an appreciat ion of self and others, individual talents, crit ical thinking and problem solving skills, workforce readiness, and complete a course ofstudy result ing in a high school diploma, Cert ificate of Complet ion, CHSPE or GED. The program offers relevant instruct ion, geared toward assist ing students tobecome product ive members of the community.

2013-14 SARC - John F. Cruikshank, Jr.

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www.sjcoe.org/cosp

http://www.sjcoe.org



Students who have been ident ified as needing special educat ion services are provided those services by credent ialed special educat ion teachersand paraeducators using an inclusion model, instruct ion in a 1:1 or small group sett ing. Parents of Special Educat ion students are act ive part icipants in the IEPteam meetingsfor their child.


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Student Enrollment by Grade Level (School Year 2013-14)Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Grade 5 2

Grade 7 2

Grade 8 3

Grade 9 13

Grade 10 19

Grade 11 33

Grade 12 40

Total Enrollment 112

Grade 5 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 120

5

10

15

20

25

30

35

40

45

Student Enrollment by Student Group (School Year 2013-14)Student Enrollment by Student Group (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American 27.7

American Indian or Alaska Nat ive 2.7

Asian 3.6

Filipino 0.0

Hispanic or Lat ino 49.1

Native Hawaiian or Pacific Islander 0.0

White 11.6

Two or More Races 5.4

Socioeconomically Disadvantaged 58.0

English Learners 25.0

Students w ith Disabilit ies 19.6

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

27%

2%3%

49%

11%

5%


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the Basic State Priority (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair.

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2012-13

2013-14

2014-15

2014-15

With Full Credent ial 12 7 7 170

Without Full Credent ial 0 1 1 34

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0 1

2012-13 2013-14 2014-150

2

4

6

8

10

12

14Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2012-

132013-

142014-

15

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 1 1

Vacant Teacher Posit ions 0 1 0

2012-13 2013-14 2014-150.0

0.2

0.4

0.6

0.8

1.0

1.2Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: December 2013

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 68 32

All Schools in District 69 31

High-Poverty Schoolsin District

69 31

Low-Poverty Schoolsin District

68 32

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language Arts

Core: Glencoe Literature: California Treasures andReader’s Choice

Supplemental: Holt Literatureand Language Arts 9

HoughtonMifflin Reading/Language Arts (Grades K – 6)

PLATO(Grades 9 – 12) (Adopted 2010)

IntegratedThematic Curriculum

Yes 0.0

Mathematics

CORE: Scott Foresman-AddisonWesley envision Math Common Core (Grades K – 6)

Glencoe Algebra Readiness (Grades 6 – 8)

Holt Algebra (Grades 8 – 12)

PLATO

Yes 0.0

Science

Glencoe Biology: The Dynamics ofLife (Grades 9 – 12)

No 0.0


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Glencoe Physical /Earth Science (Grades 9 – 12)

Glencoe Life Science (Grades 9 – 12)

Fearon Biology (Grades 3 – 6)

Integrated Thematic Curriculum

PLATO (Continually updated)

History-Social Science

CORE: Glencoe: The AmericanJourney

Glencoe World History: Modern T imes

Supplemental: D.C. Heath WorldHistory

GlobeFearon World Geography and Cultures

IntegratedThematic Curriculum (Updated every year)

PLATO

Yes 0.0

Foreign LanguageNA

0.0

Health


PLATO

No 0.0

Visual and Performing Arts


PLATO

No 0.0

Science Laboratory Equipment(grades 9-12) NA

0.0


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Last updated: 1/22/20152013-14 SARC - John F. Cruikshank, Jr.

Page 8 of 26


School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

NA

Cruikshank schools are located in facilit ies operated by the county of San Joaaquin (not the County Office of Educat ion.)


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the Pupil Achievement State Priority (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Test ing and Report ing Program);The Academic Performance Index; andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for AllCalifornia Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All

Students in Science – Three-Year ComparisonStudents in Science – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Science (grades 5, 8, and 10) 3 8 5 19 23 22 60 59 60

California Assessment of Student Performance and Progress Results by Student Group in Science (School YearCalifornia Assessment of Student Performance and Progress Results by Student Group in Science (School Year

2013-14)2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 22

All Students at the School 5

Male 6

Female

Black or African American 9

American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino


White

Two or More Races

Socioeconomically Disadvantaged 8

English Learners

Students w ith Disabilit ies

Students Receiving Migrant Educat ion Services


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Note: STAR Program was last administered in 2012–13. Percentages are not calculated when the number of students tested is ten or less, either because the number ofstudents in this category is too small for stat ist ical accuracy or to protect student privacy.

Note: For 2014 and subsequent years, the statew ide and similar schools ranks w ill no longer be produced.

Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or targetinformation. “C” means the school had significant demographic changes and there is no Growth or target information.

Standardized Testing and Reporting Results for All Students - Three-Year ComparisonStandardized Testing and Reporting Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 2% 2% 3% 24% 24% 28% 54% 56% 55%

Mathematics N/A 7% N/A 18% 18% 18% 49% 50% 50%

History-Social Science % 2% 6% 11% 10% 14% 48% 49% 49%

Academic Performance Index Ranks – Three-Year ComparisonAcademic Performance Index Ranks – Three-Year Comparison

API Rank 2011 2012 2013

Statew ide 1 1 1

Similar Schools

Academic Performance Index Growth by Student Group – Three-Year ComparisonAcademic Performance Index Growth by Student Group – Three-Year Comparison

Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013

All Students at the School B 80 32

Black or African American

American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino


White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students w ith Disabilit ies


Page 11 of 26



Career Technical Education Programs (School Year 2013-14)Career Technical Education Programs (School Year 2013-14)

Several CAMP students were transported throughout the year to the Construct ion CTE site. Other CTE programs were not offered to Curikshank students atthis t ime. The nature of the program (students are adjudicated and usually do not complete a full semester or year) prohibits integrat ion into most of the CTEprograms offered to disstrict students.

Career Technical Education Participation (School Year 2013-14)Career Technical Education Participation (School Year 2013-14)

Measure CTE Program Participation

Number of pupils part icipat ing in CTE 5

Percent of pupils complet ing a CTE program and earning a high school diploma 0.0

Percent of CTE courses sequenced or art iculated between the school and inst itut ions of postsecondary educat ion 0.0

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

UC/CSU Course Measure Percent

2013-14 Students Enrolled in Courses Required for UC/CSU Admission 0.0

2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the Other Pupil Outcomes State Priority (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion.

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (ifCalifornia High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if

applicable)applicable)

Subject

Percent of Students Scoring at Proficient or Advanced


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

English-Language Arts 13% 5% 9% 19% 28% 27% 56% 57% 56%

Mathematics 6% 5% 15% 17% 28% 27% 58% 60% 62%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2011-12 2012-13 2013-14

0.0

2.5

5.0

7.5

10.0

12.5

15.0

Mathematics Percent of Students Scoring at Proficient or Advanced

2011-12 2012-13 2013-14

0.0

2.5

5.0

7.5

10.0

12.5

15.0

17.5


Page 13 of 26





California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (if

applicable)applicable)

Group

English-Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA 73% 17% 10% 73% 21% 6%

All Students at the School 91% 9% N/A 85% 15% N/A

Male 90% 10% N/A 84% 16% N/A

Female N/A N/A N/A N/A N/A N/A

Black or African American 100% N/A N/A 83% 17% N/A

American Indian or Alaska Nat ive N/A N/A N/A N/A N/A N/A

Asian N/A N/A N/A N/A N/A N/A

Filipino N/A N/A N/A N/A N/A N/A

Hispanic or Lat ino 88% 12% N/A 89% 11% N/A

Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A

White N/A N/A N/A N/A N/A N/A

Two or More Races N/A N/A N/A N/A N/A N/A

Socioeconomically Disadvantaged 96% 4% N/A 88% 13% N/A

English Learners N/A N/A N/A N/A N/A N/A

Students w ith Disabilit ies N/A N/A N/A N/A N/A N/A

Students Receiving Migrant Educat ionServices

N/A N/A N/A N/A N/A N/A

California Physical Fitness Test Results (School Year 2013-14)California Physical Fitness Test Results (School Year 2013-14)

Grade level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

9 27.3% 27.3% 9.1%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the Parental Involvement State Priority (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the Pupil Engagement State Priority (Priority 5):

High school dropout rates; andHigh school graduat ion rates.

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

Peterson Juvenile Hall and Camp students are incarcerated and have limited visitat ion rights w ith their parents. Dorothy Biddick students have been removed fromabusive home environments and placed in protect ive care at the children’s shelter.

Parents of student w ith special needs are involved in the IEP team meetings for his/her child.

Each site provides agency support staff including counselors, probat ion staff, therapist and other personnel to deal w ith the educat ion rights and social/emotionalneeds of the students.

Parents are recruited for and sit on school site council, and other academic committees.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Dropout Rate 18.7 15.3 12.0 18.7 15.3 12.0 14.7 13.1 11.4

Graduat ion Rate 74.28 76.18 80.3 74.28 76.18 80.3 77.14 78.87 80.44

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

90


Page 15 of 26

2010-11 2011-12 2012-1310

20

30

40

50

60

70

80

90Dropout Rate

Graduation Rate


Page 16 of 26



State Priority: School Climate

The SARC provides the follow ing information relevant to the School Climate State Priority (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety.

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Suspensions 22.10 18.90 11.30 16.90 14.10 4.20 5.70 5.10 4.40

Expulsions 0.00 0.00 0.00 0.00 0.00 0.10 0.10 0.10 0.10

Suspensions

2011-12 2012-13 2013-140

5

10

15

20

25School Suspensions

District Suspensions

State Suspensions

Expulsions

2011-12 2012-13 2013-140.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

School Safety Plan - Most Recent YearSchool Safety Plan - Most Recent Year

All COSP school sites have a comprehensive school safety plan in accordance w ith the Safe Schools policy, which includes a specific emergency operat ions plan. Incompliance w ith SB 187, the plan is reviewed and revised annually for each school site. Site safety plans are aligned w ith the Nat ional Incident ManagementSystem (NIMS) and California Standardized Emergency Management Systems (SEMS) ut ilizing Incident Command System (ICS). Each document is prepared for theuse of employees at a specific school site in the event of an emergency, disaster, or crisis situat ion.

In the spring and summer of 2014, ALICE training (Alert, Lockdown, Inform, Counter, Evacuate) was provided for all staff, w ith plans to provide for students inthe 2015-16 school year.

At the beginning of each school year, COSP school site staff update their site specific Emergency Plan. The site specific Emergency plan includes the site safetyplan, San Joaquin County Office of Educat ion's Disaster Plan, updated site maps/evacuat ion routes, and Emergency Medical Services Authority,EMSA emergency first aid guidelines of California Schools. Schools are issued first aid kits and “grab and go” emergency packs in the event of an evacuat ion. Theschool nurse collaborates w ith parents/guardians of students w ith special needs in order to provide medical emergency kits in accordance w ith their IndividualizedSchool Health Plan, ISHP. A copy of the Emergency Plan binder is housed at the school site and the COSP Director's office and is available for parent/guardianreview.

The counseling staff creates a crisis file for every teacher in the program. Community school teachers are given the file at the beginning of the year, along w ith


Page 17 of 26


instruct ions on how they are to be ut ilized. The information is reviewed and updated as needed throughout the year. The follow ing information is displayed ateach site and is also included in the crisis file:

- Direct ions to follow in case of an emergency, crisis or injury

- COSP Emergency Hotline phone number

- A bomb threat checklist

- List ing of emergency phone numbers

- T ips for de-escalat ing a conflict

- Suicide intervent ion information, suicide hot line and San Joaquin County Mental Health contact information

- Resource numbers (Runaway hot line, shelter and “safe house” contact numbers, Public Health immunizat ion and HIV/AIDS information)

- Child abuse prevent ion information

- CPS report ing form

- State laws pertaining to unlawful conduct and sexual intercourse w ith a minor

- Smoking cessat ion resource list

- Community Resources


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

* DW (determinat ion waiver) indicates that the PI status of the school was carried over from the prior year in accordance w ith the flexibility granted through the federalwaiver process.

Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)

AYP Criteria School District

Made AYP Overall No N/A

Met Part icipat ion Rate - English-Language Arts Yes N/A

Met Part icipat ion Rate - Mathematics Yes N/A

Met Percent Proficient - English-Language Arts No N/A

Met Percent Proficient - Mathematics No N/A

Met Graduat ion Rate Yes N/A

Federal Intervention Program (School Year 2014-15)Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2005-2006

Year in Program Improvement * Year 3

Number of Schools Current ly in Program Improvement N/A 1

Percent of Schools Current ly in Program Improvement N/A 100.0%


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* Number of classes indicates how many classes fall into each size category (a range of total students per class).

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information isreported by subject area rather than grade level.

Average Class Size and Class Size Distribution (Elementary)Average Class Size and Class Size Distribution (Elementary)

2011-12 2012-13 2013-14

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K

1

2

3

4

5

6

Other 7.0 1 0 0 15.0 1 7.0 1

Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2011-12 2012-13 2013-14

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English 20.0 11 20.0 10 20.0 10

Mathematics 20.0 9 20.0 8 20.0 10

Science 20.0 7 20.0 8 20.0 7

Social Science 20.0 13 20.0 7 20.0 5


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Note: Cells w ith N/A values do not require data.

* One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Academic Counselors and Other Support Staff (School Year 2013-14)Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor

Counselor (Social/Behavioral or Career Development) 0.5 N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) N/A

Psychologist N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist (non-teaching) 1.0 N/A

Other 1.0 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $7,877 $7,877 $00 $59,173

District N/A N/A $00 $59,173

Percent Difference – School Site andDistrict

N/A N/A 0.00% 0.00%

State N/A N/A $4,690 $69,435

Percent Difference – School Site and State N/A N/A 0.00% -0.17%


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2013-14)Types of Services Funded (Fiscal Year 2013-14)

CAHSEE Tutoring

CAHSEE Writ ing Prep

Foster Youth Tutoring

MAP Test ing tw ice per year

PWA Test ing tw ice per year

PLATO (individualized onling learing)

Teacher and Administrative Salaries (Fiscal Year 2012-13)Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $40,083 $31,438

Mid-Range Teacher Salary $58,997 $66,928

Highest Teacher Salary $77,910 $102,417

Average Principal Salary (Elementary) N/A N/A

Average Principal Salary (Middle) N/A N/A

Average Principal Salary (High) N/A N/A

Superintendent Salary $260,725 N/A

Percent of Budget for Teacher Salaries 10.9% %

Percent of Budget for Administrat ive Salaries 8.2% %

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

-1.0

-0.5

0.0

0.5

1.0


Page 22 of 26

http://www.cde.ca.gov/ds/fd/cs/


Page 23 of 26



*Where there are student course enrollments.

Advanced Placement Courses (School Year 2013-14)Advanced Placement Courses (School Year 2013-14)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 0 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 0 N/A

All Courses 0 0.0

Professional Development – Most Recent Three YearsProfessional Development – Most Recent Three Years

SanJoaquin County Community Schools devote 3 full school days 4 half days and37 one and a half to two hour sessions to professional development. Acomprehensive professional development plan is in place that was developed fromteacher feedback, state changes in curriculum and student achievementdata. The follow ing elements are included in the plan:

Bi-annualtraining in the district adopted curriculum·

Monthly meetingsto support teachers w ith Subject Matter Competency and becoming HighlyQualified Teachers (HQT), through a partnership w ith ProfessionalDevelopment Department of the San Joaquin County Office ofEducat ion. Subject matter competency for all teachers isprovided through the Verificat ion Process for Special Sett ings(VPSS). These subject matter consultants provide training toteachers once a month in

the core content areas of mathematics, English/language arts, socialstudies and science. The consultants may observe individual teachers inthe classroom and teach model lessons to provide peer-to-peer coachingthat focuses on subject matter competency and engaging instruct ionalstrategies. Common Core Training is included in these trainings.

Six RegionMeetings where data, program issues and site concerns are ident ified anddiscussed.

Rigor, Relevanceand Relat ionships (RRR) training began in 2008. Consultants from the


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and Relat ionships (RRR) training began in 2008. Consultants from theInternat ional Center for Leadership in Educat ion were brought in to trainthe teaching staff and administrators. The RRR focus was supported throughmonthly meetings led first by teams of administrators and teachers, thenthrough teacher leaders and cont inues w ith teacher leaders and ourcurriculum coordinator. The teachers have yearly professional goals thatare t ied to RRR. New teachers are trained in this prior to the newschool year.

English Learner(ELL) training is provided through the San Joaquin County Office ofEducat ion Mult i-lingual Department. Trainings include:Edge curriculum, Structures and Strategies, Consultant training,curriculum integrat ion, assessment and coaching.

One SiteCollaborat ion t ime is provided to teachers to review curriculum andsite goals w ith their teams.

Teacherpart icipat ion in textbook adopt ions, which includes review, pilot andsubsequent program alignment training to ensure effect iveness ofimplementat ion.

Site DataTeam discussions occur one Tuesday of each month. Data LeadershipTraining is provided to site data leaders. This training includestypes of data, how to read and use data and leadership skills.

Choice andVoice-Self-selected Professional Learning Communit ies based on teacherinterest. Teachers ident ify areas of need, set goals, and implementa plan.

Various workshops,conferences and training which include, but are not limited to:

- GreatValley Writ ing Project

- NorthwesternEvaluat ion Assessment

-PLATO Online Learning Solut ions


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-CA Science Teachers Associat ion’s Annual Conference

-CUE Conferences

-2013 Accountability Leadership Inst itute for English Learners and ImmigrantStudents

-Bully Proof your Classroom and School Safety Conferences

-GLAD Training

-Common Core Trainings

-Independent Study Conference


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Documents

SARC Report for John F. Cruikshank, Jr. - The SJCOE · 2017-12-01 · Integrated Thematic Curriculum Yes 0.0 Mathematics CORE: Scott Foresman-Addison Wesley envision Math Common Core