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

Executive Summary School Accountability Report Card, 2005-06

For Hope Elementary School

Address:	613 West Teapot Dome Ave., Porterville CA 93257-9465	Phone Number:	(559) 784-1064
Principal:	Georgia Goode	Grade Span:	K-8

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

Student Enrollment
Group	Enrollment
Number of Students	144
African American	1.4 %
American Indian or Alaska Native	0.7 %
Asian	0.7 %
Filipino	0.7 %
Hispanic or Latino	54.9 %
Pacific Islander	0.0 %
White (Not Hispanic)	41.7 %
Multiple or No Response	0.0 %
Socioeconomically Disadvantaged	54.0 %
English Learners	30.0 %
Students with Disabilities	1.0 %

Teachers
Indicators	Teachers
Teachers With Full Credential	5
Teachers Without Full Credential	1
Teachers Teaching Outside Subject Area of Competence	0
Misassignments of Teachers of English Learners	0
Total Teacher Misassignments	0

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

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

Student Performance
Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	29
Mathematics	37
Science	19
History-Social Science	28

Academic Progress
Indicator	Result
2006 API Growth Score (from 2006 API Growth Report)	685
Statewide Rank (from 2005 API Base Report)	3
2006-07 Program Improvement Status	Not in PI

School Completion

Indicator

Result

Graduation Rate

Postsecondary Preparation
Measures	Percent of Graduates
Completed a Career Technical Education Program
Completed All Courses Required for University of California California State University Admission

School Accountability Report Card
Reported for School Year 2005-06
Published During 2006-07

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

I. About This School

Contact Information
This section provides the school's contact information.

School		District
School Name	Hope Elementary	District Name	Hope Elementary
Street	613 West Teapot Dome Ave.	Phone Number	559 784 1064
City, State, Zip	Porterville, CA 93257-9465	Web Site	http://www.vip.ocsnet.net/~hopeschool/
Phone Number	559 784 1064	Superintendent	-
Principal	Georgia Goode	E-mail Address	-
E-mail Address	hopeschool@ocsnet.net	---	---

School Description and Mission Statement

Hope Elementary School is located in southeastern Tulare County near Porterville, with 6 teachers employed to serve 144 students in Kindergarten through eighth grade. Although the school is located in an agricultural setting, less than half the families are employed in agriculture.

The purpose of education here is to provide a system of educational opportunities through involvement, relevance and thinking skills. Students are equipped to become lifelong learners, self motivated and successful. Our small size provides a family atmosphere between students and staff, with a climate of care and concern carried throughout the Hope School experience.

Grades 3 through 8 are in combination classrooms with two grades per room, a teacher and an Instructional Aide. Because many students spend more than a year in a class with a teacher, staff members are able to form long term successful learning relationships with each child.

Opportunities for Parental Involvement

Parent Club provides an opportunity for parents to become involved at school. It meets at 6:00 p.m. on the first Tuesday of each month. They are an active group, busy supporting students through holiday party refreshments, Open House, Halloween Carnival, Thanksgiving dinner, Book Fairs and Christmas Boutiques. They also provide an end of year swim party and barbeque. All activities are published on the calendar sent home monthly.

School Site Council is made up of teachers, other school employees, the Principal and parents. With Board approval, this committee determines how categorical funding is spent each year and provides input and guidance for programs at the school.

The ELAC Committee provides an opportunity for parents of English Learners to be involved in the English Language development program.

Twice each year Parent Teacher Conferences are held to provide families an opportunity to communicate with teachers privately, visit classrooms and discuss Report Cards. More than 98% of our families attend these conferences.

Teachers send home regular Progress Reports and classroom newsletters to keep families informed and encourage participation. Parents must monitor and sign homework on a weekly basis. We depend on parents to chaperone field trips, sports events and volunteer in classrooms, making each activity as successful as possible.

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	19	Grade 8	19
Grade 1	15	Ungraded Elementary	0
Grade 2	17	Grade 9	0
Grade 3	16	Grade 10	0
Grade 4	13	Grade 11	0
Grade 5	14	Grade 12	0
Grade 6	19	Ungraded Secondary	0
Grade 7	12	Total Enrollment	144

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	1.4	White (not Hispanic)	41.7
American Indian or Alaska Native	0.7	Multiple or No Response	0.0
Asian	0.7	Socioeconomically Disadvantaged	54.0
Filipino	0.7	English Learners	30.0
Hispanic or Latino	54.9	Students with Disabilities	1.0
Pacific Islander	0.0	---	---

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

Grade Level	2003-04				2004-05				2005-06
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+
K	19.0	1			13.0	1			19.0	1
1					20.0	1			15.0	1
2					15.0	1			17.0	1
3
4
5
6
K-3	28.0		1
3-4	29.0		1		30.0		1		29.0		1
4-8	29.0		2		28.0		2		30.0		2
Other

Participation in the Class Size Reduction Program
This table displays the percent of students in kindergarten trough grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program.

Grade Level	Percent of Students Participating
Grade Level	2003-04	2004-05	2005-06
K	0	100%	100%
1	0	100%	100%
2	0	100%	100%
3	0	0	0

II. School Climate

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

The School Safety Plan includes disaster procedures, discipline policy and assignment of basic responsibilities in an emergency and is reviewed annually.

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.

Suspensions and Expulsions
This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School			District
Rate	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06
Suspensions	0	0	0	0	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.

Hope is a well kept school with 6 classrooms, an administration office, kitchen, Band/Afterschool room, staff restrooms and picnic area. Its buildings and grounds are clean and neat. This is due to the cooperation of students, faculty and a regular maintenance program. Improvements are made each summer as needed. Safety is important. Safety rules on the use of all playground equipment are stressed from the first day of school. Students do not leave campus during the day without parental permission. A card for each student is kept on file in the office designating who is permitted to pick up the child. Fire drills are held once each month and earthquake drills are practiced each semester. The school district purchases student insurance for each child through the Myers Stevens program. School injuries are covered as well as injuries incurred on school trips during the day.

School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

Item Inspected	Facility in Good Repair		Repair Needed and Action Taken or Planned
Item Inspected	Yes	No	Repair Needed and Action Taken or Planned
Gas Leaks	x
Mechanical Systems	x
Windows/Doors/Gates (interior and exterior)	x
Interior Surfaces (walls, floors, and ceilings)	x
Hazardous Materials (interior and exterior)	x
Structural Damage	x
Fire Safety	x
Electrical (interior and exterior)	x
Pest/Vermin Infestation	x
Drinking Fountains (inside and outside)	x
Restrooms	x
Sewer	x
Playground/School Grounds	x
Other	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	2003-04	2004-05	2005-06	2005-06
With Full Credential	5	5	5	5
Without Full Credential	0	1	1	1
Teaching Outside Subject Area of Competence	0	0	0	0

Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator	2004-05	2005-06	2006-07
Misassignments of Teachers of English Learners	0	0	0
Total Teacher Misassignments	0	0	0
Vacant Teacher Positions	0	0	0

Core Academic Classes Taught by NCLB 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 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.

Substitute teachers are obtained from the Tulare County Office of Education qualified substitute list. Substitute teachers follow specific lesson plans prepared by the regular classroom teacher.

Teacher Evaluation Process
This section provides information about the procedures and the criteria for teacher evaluations.

The Principal observes and evaluates each teacher in writing at least once each year in accordance with California Education Code and Hope Elementary School teacher contract. Teachers employed for 3 years or less shall be formally evaluated at least twice each school year. Evaluations include procedures for improving the quality of education and evidence of administrator/teacher cooperation in areas needing attention.

V. Support Staff

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

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

VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area	Quality, Currency, and Availability of Textbooks and Instructional Materials	Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
Reading/Language Arts	Houghton Mifflin grades K-8 2003	0
Mathematics	Houghton Mifflin grades K-5 2004 Glencoe grades 6-8 2004	0
Science	Harcourt Brace grades K-8 2000	0
History-Social Science	Harcourt Brace grades K-8 2005	0

VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
This table displays a comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding 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			$4,956.45	$53,359
District	---	---	$4,956.45	$53,359
Percent Difference - School Site and District	---	---	5%	2%
State	---	---	$4,743	$52,375
Percent Difference - School Site and State	---	---	5%	2%

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.

Tulare County Office of Education provides psychological, nurse, speech therapist, Friday Night Live, audio visual and resource specialist services on our campus. Categorical funds provide funding for Title I, Title II, Title IV, Title VI, School Improvement, Peer Assistance and Review, Economic Impact Aid. These monies assist in the funding for instructional aides in all classrooms and supplementary instructional materials and equipment including computers.

Teacher and Administrative Salaries (Fiscal Year 2004-05)
This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$32,896	$35,546
Mid-Range Teacher Salary	$41,723	$51,472
Highest Teacher Salary	$64.410	$62,511
Average Principal Salary (Elementary)	$`10,078	$78,512
Average Principal Salary (Middle)	-	$82,123
Average Principal Salary (High)	-	$64,642
Superintendent Salary	-	$94,827
Percent of Budget for Teacher Salaries	48.2	38.9
Percent of Budget for Administrative Salaries	2.3	6.4

VIII. Student Performance

California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST Results for All Students -- Three-Year Comparison
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
Subject	2004	2005	2006	2004	2005	2006	2004	2005	2006
English-Language Arts	22	32	29	22	32	29	36	40	42
Mathematics	23	37	37	23	37	37	34	38	40
Science	*	15	19	*	15	19	25	27	35
History-Social Science	7	*	28	7	*	28	29	32	33

CST Results by Student Group - Most Recent Year
This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
Group	English- Language Arts	Mathematics	Science	History- Social Science
African American	*	*
American Indian or Alaska Native	*	*	*
Asian	*	*
Filipino	*	*
Hispanic or Latino	25	30	12	*
Pacific Islander
White (Not Hispanic)	34	45	31	*
Male	28	37	31	36
Female	30	37	7	*
Economically Disadvantaged	24	31	12	*
English Learners	20	23	*	*
Students with Disabilities	*	*
Students Receiving Migrant Education Services

Norm-Referenced Test (NRT)
The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT Results for All Students -- Three Year Comparison
This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.

Subject	School			District			State
Subject	2004	2005	2006	2004	2005	2006	2004	2005	2006
Reading	36	35	59	36	35	59	43	41	42
Mathematics	39	38	52	39	38	52	51	52	53

NRT Results by Student Group -- Most Recent Year
This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.

Group	Percent of Students Scoring at or Above the National Average
Group	Reading	Mathematics
African American	*	*
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino	50	42
Pacific Islander
White (not Hispanic)	71	64
Male	50	43
Female	69	62
Economically Disadvantaged	47	40
English Learners	*	*
Students with Disabilities	*	*
Students Receiving Migrant Education Services

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 the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Grade Level	Percent of Students Meeting Fitness Standards
5
7
9

IX. Accountability

Academic Performance Index

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

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

API Rank	2003-04	2004-05	2005-06
Statewide	3	2	3
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	2003-04	2004-05	2005-06	2006
All Students at the School	-7	34	3	685
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino	-16		20	659
Pacific Islander
White (not Hispanic)	7
Socioeconomically Disadvantaged		8	8	650
English Learners	--	--
Students with Disabilities	--	--

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	No	No
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	No	No
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 Implementation
Year in Program Improvement
Number of Schools Currently in Program Improvement	---	0
Percent of Schools Currently in Program Improvement	---	0.0

X. Instructional Planning and Scheduling

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

Hope Elementary School has a 3 person Board of Trustees and a teacher/administrator who work closely together to provide the best education possible. Teachers collaborate on curriculum development and learning programs, stressing California Content Standards. School Site Council and Parent Club also fill a crucial leadership role, enhancing the school experience for every student. Parents and community are informed about the school and its services through meetings, monthly calendars and newsletter mailings. The Principal is also a classroom teacher, playing an active role in coordinating and directing all activities of the school.

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

Hope Elementary School teachers attend 3 Staff Development days before school begins in August. Those days include orientation for new employees, STAR test result review, curriculum development, activity planning and emergency procedures. The Board of Trustees supports staff development by providing time and funding for at least one professional educational conference per teacher each year. In addition, we take advantage of professional development activities provided by Tulare County Office of Education as they become available.

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

Grade Level	Instructional Minutes
Grade Level	Offered	State Requirement
K	43,200	36,000
1	53,550	50,400
2	53,550	50,400
3	53,550	50,400
4	58,950	54,000
5	58,950	54,000
6	58,950	54,000
7	58,950	54,000
8	58,950	54,000
9	-	64,800
10	-	64,800
11	-	64,800
12	-	64,800

Minimum Days in School Year
This section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.

Minimum days are held twice each school year to provide time for Parent Teacher Conferences, for a total of 10 days. In addition, the day before Winter Break, the day of eighth grade graduation and the last day of school are also minimum days.