School Accountability Report Card    
  Reported for School Year 2002-2003  

Published During 2003-2004

 

Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/datasources.asp. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02.

 

School Information

District Information

 School Name

 Sun Valley Charter

 District Name

 Ramona City Unified

 Principal

 David A. Tarr

 Superintendent

  Peter Schiff

 Street

 2102 Main St

 Street

 720 Ninth St.

 City, State, Zip

 Ramona, CA    92065-

 City, State, Zip

 Ramona, CA    92065-2348

 Phone Number

  760-788-8008

 Phone Number

  760-787-2007

 FAX Number

  760-788-8616

 FAX Number

760-789-9168

 Web Site

  sunvalleycharter.org

 Web Site

  www.ramona.k12.ca.us

 E-mail Address

 [email protected]

 E-mail Address

  [email protected]

 CDS Code

 37-68304-3731544

 SARC Contact

  David A. Tarr


School Description and Mission Statement

The mission of Sun Valley Charter School is to inform, inspire, and empower students, ages thirteen through adult, living in the rural community of Ramona, utilizing creative instructors, a comprehensive curriculum, an integrated educational philosophy, and an innovative learning environment. Through Sun Valley Charter School, students will cultivate academic excellence, achieve technological proficiency, and develop practical skills; they will understand our diverse society from a perspective that comprises world, national, and family history; they will become self-motivated, competent, lifelong learners, and they will kindle a lifelong desire for personal enrichment, strong family relationships, and community involvement.


Opportunities for Parental Involvement

 Contact Person Name

  David A. Tarr

 Contact Person Phone Number

  760-788-8008

Involvement through PTSA- finance field trips, provide teacher supplies, chaperone events, volunteer coordination.

Direct parent involvement- building remodel and repair, computer installation, facility maintenance, drivers for field trips, supervise after school activities and organizations, fundraising events and activities.

Service on Governing Board committees- personnel selection, curriculum development, policy making, budget.


I. Demographic Information

Student Enrollment, by Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).

 Grade Level

 Enrollment

 Grade Level

 Enrollment

 Kindergarten

 Grade 9

60

 Grade 1

 Grade 10

 Grade 2

 Grade 11

 Grade 3

 Grade 12

 Grade 4

 Ungraded Secondary

 Grade 5

 

 

 Grade 6

 Grade 7

 Grade 8

 Ungraded Elementary

 Total Enrollment

60 


Student Enrollment, by Ethnic Group
Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.

 Racial/Ethnic Category

 Number
of
Students

 Percent
of
Students

 Racial/Ethnic Category

 Number
of
Students

 Percent
of
Students

 African-American

1.7 

 Hispanic or Latino

8.3 

 American Indian or Alaska Native

1.7 

 Pacific Islander

0.0 

 Asian

0.0 

 White (Not Hispanic)

50 

83.3 

 Filipino

0.0 

 Multiple or No Response

5.0 


II. School Safety and Climate for Learning

School Safety Plan

 Date of Last Review/Update

 Fall 2003

 Date Last Discussed with Staff

 Fall 2003

Visitor access is available only through the main entrance lobs which is separated from the school proper by a secure door controlled at the desk of the receptionist. All visitors must identify themselves and sign it. 
Evacuation drills are scheduled two times a year.


School Programs and Practices that Promote a Positive Learning Environment

Small classes with individualized attention.

Varied instructional techniques

Hands-on projects

Access to technology

A positive discipline plan which is clearly stated to all students and parents.  It is consistently and fairly enforced.

Open and regular communication with parents (by Email and telephone).


Suspensions and Expulsions
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.

 

 School

 District

 2001

 2002

 2003

 2001

 2002

 2003

 Number of Suspensions

 

 

6

 

 

 

 Rate of Suspensions

 

 

.10

 

 

 

 Number of Expulsions

 

 

0

 

 

 

 Rate of Expulsions

 

 

0

 

 

 


School Facilities

Sun Valley Charter High School is located in an 11,000 square foot steel reinforced concrete block commercial building.  During the 2002-2003 school year there were four classrooms, one assembly hall, restrooms, administrative offices and a teacher work room.

Excess parking area is able to be used for a basketball court and lunch area


III. Academic Data

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, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11.

California Standards Tests (CST)
The California Standards Tests (CST) 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 state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level and the percent of students not tested can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST - All Students
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).

 Subject

 School

 District

 State

 2001

 2002

 2003

 2001

 2002

 2003

 2001

 2002

 2003

 English Language Arts

 

 

 50

 44

 44

 44

 30

 32

 35

 Mathematics

 

 

 24

 

 42

 43

 

 31

 35

 Science

 

 

 30

 

 38

 33

 

 30

 27

 History/Social Science

 

 

 

 

 33

 34

 

 28

 28


CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).

 Subject

 African-
American

 American
Indian or
Alaska
Native

 Asian

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 English Language Arts

 

 

 

 

 

 

 57

 Mathematics

 

 

 

 

 

 

 26

 Science

 

 

 

 

 

 

 32

 History/Social Science

 

 

 

 

 

 

 


CST - Subgroups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).

Subject

 Male 

Female

English
Learners

Socioeconomically
Disadvantaged

Students With
Disabilities

Migrant
Education
Services

Yes

No

Yes

No

 English Language Arts

 59

 42

 

 

 50

 

 53

 

 Mathematics

 22

 26

 

 

 24

 

 26

 

 Science

 44

 16

 

 

 30

 

 32

 

 History/Social Science

 

 

 

 

 

 

 

 


Norm-Referenced Test (NRT)
Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. 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/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT - All Students
Data reported are the percent of students scoring at or above the 50th percentile.

Subject

 School

 District

 State

 2001

 2002

 2003

 2001

 2002

 2003

 2001

 2002

 2003

 Reading

 

 

 64

 63

 61

 58

 44

 45

 43

 Mathematics

 

 

 49

 70

 69

 61

 53

 55

 50


NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.

Subject

 African-
American

 American
Indian or
Alaska
Native

 Asian

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 Reading

 

 

 

 

 

 

 63

 Mathematics

 

 

 

 

 

 

 45


NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.

Subject

   Male  

 Female

 English
Learners

Socioeconomically
Disadvantaged

 Students With
Disabilities

 Migrant
Education
Services

 Yes

 No

 Yes

 No

 Reading

 65

 63

 

 

 64

 

 68

 

 Mathematics

 50

 47

 

 

 49

 

 53

 


Local Assessment
Data reported are the percent of students meeting or exceeding the district standard.

 Grade
Level

 Reading

 Writing

 Mathematics

 2001

 2002

 2003

 2001

 2002

 2003

 2001

 2002

 2003

 K

 

 

 

 

 

 

 

 

 

 1

 

 

 

 

 

 

 

 

 

 2

 

 

 

 

 

 

 

 

 

 3

 

 

 

 

 

 

 

 

 

 4

 

 

 

 

 

 

 

 

 

 5

 

 

 

 

 

 

 

 

 

 6

 

 

 

 

 

 

 

 

 

 7

 

 

 

 

 

 

 

 

 

 8

 

 

 

 

 

 

 

 

 

 9

 

 

 

 

 

 

 

 

 

 10

 

 

 

 

 

 

 

 

 

 11

 

 

 

 

 

 

 

 

 

 12

 

 

 

 

 

 

 

 

 


California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education 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.

       No data are available for this section

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 schools in California. On an interim basis, the state 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 Base API 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 base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003.

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 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR.

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

Schoolwide API

 API Base Data

 API Growth Data

 

 2000

 2001

 2002

 

From
2000
to 2001

From
2001
to 2002

From
2002
to 2003

 Percent Tested

 

 

 

 Percent Tested

 

 

 97

 API Base Score

 

 

 

 API Growth Score

 

 

 643

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Statewide Rank

 

 

 

 

 Similar Schools Rank

 

 

 


API Subgroups - Racial/Ethnic Groups

 API Base Data

 API Growth Data

 

 2000

 2001

 2002

 

From
2000
to 2001

From
2001
to 2002

From
2002
to 2003

 African-American

 African-American

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 American Indian or Alaska Native

 American Indian or Alaska Native

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Asian

 Asian

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Filipino

 Filipino

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Hispanic or Latino

 Hispanic or Latino

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Pacific Islander

 Pacific Islander

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 White (Not Hispanic)

 White (Not Hispanic)

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 


API Subgroups - Socioeconomically Disadvantaged

 API Base Data

 API Growth Data

 

 2000

 2001

 2002

 

From
2000
to 2001

From
2001
to 2002

From
2002
to 2003

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 


Awards and Intervention Programs
Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year.
The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.

 School

 District

 Federal Programs

 2001

 2002

 2003

 Federal Programs

 2001

 2002

 2003

 Recognition for
 Achievement (Title 1)

 No

 No

 No

 Number of Schools Identified
 for Program Improvement

 0

 0

 0

 Identified for Program
 Improvement (Title 1)

 No

 No

 No

 Percent of Schools Identified
 for Program Improvement

 0.0

 0.0

 0.0

 Exited Title 1 Program
 Improvement

 No

 No

 No

 

 Years Identified for
 Program Improvement

 

 

 

 California Programs

 2001

 2002

 2003

 Eligible for Governor's
 Performance Award

 N/A

 N/A

 N/A

 
 Eligible for II/USP

 n/a

 ---

 ---

 
 Applied for II/USP Funding

 n/a

 ---

 ---

 
 Received II/USP Funding

 n/a

 ---

 ---


Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

       No data are available for this section

IV. School Completion (Secondary Schools)

California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.

These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.


Dropout Rate and Graduation Rate
Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (Grades 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.

V. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS.

       No data are available for this section

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area as reported by CBEDS.

 Subject

 2001

 2002

 2003

 Avg.
Class
Size

Number of Classrooms

 Avg.
Class
Size

Number of Classrooms

 Avg.
Class
Size

Number of Classrooms

 1-22

 23-32

 33+

 1-22

 23-32

 33+

 1-22

 23-32

 33+

 English

 

 

 

 

 

 

 

 

 15 

 4

 

 

 Mathematics

 

 

 

 

 

 

 

 

15

 4

 

 

 Science

 

 

 

 

 

 

 

 

15

 

 

 

 Social Science

 

 

 

 

 

 

 

 

 15 

 4

 

 


Class Size Reduction Participation
California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.

 Grade Level

 Percent of Students Participating

 2001

 2002

 2003

 K

 

 

 

 1

 

 

 

 2

 

 

 

 3

 

 

 


VI. Teacher and Staff Information

Teacher Credentials
Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.

 

   2001  

   2002  

   2003  

 Total Teachers
 

 

 

 4

 Teachers with Full Credential
 (full credential and teaching in subject area)

 

 

 3

 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)

 

 

 

 Teachers with Emergency Credential
 (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)

 

 

 1

 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)

 

 

 


Highly Qualified Teachers
The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers. Therefore, the requirement that LEAs include these data will not apply to reports published during the 2003-04 school year.

The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year.


Professional Qualifications of Teachers

All teachers are appropriately credentialed with 75% holding Masters Degrees.  


Teacher Evaluations

The teacher evaluation process includes goal setting, formal classroom observations, and post observations conferences.

The California Standards for the Teaching Profession are used as criteria for the written evaluation.

New teachers are evaluated twice a year; returning teachers once a year.


Substitute Teachers

 A pool of certificated teachers is used as daily substitutes for regular teachers as needed.


Counselors and Other Support Staff
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE.

       No data are available for this section

VII. Curriculum and Instruction

School Instruction and Leadership

 Many unique features set Sun Valley Charter High School apart from other public schools. Our curriculum is fully integrated. We believe that, if we tell the grand story, the details will also be remembered. We have gone beyond merely connecting English and humanities. Our curriculum ties together history, geography, English, science, math, art, music, philosophy, and self-reliance. Our teachers work as a team-not by subject matter, but by grade level. We knit the fabric together with a combination of high-tech and low-tech projects. Our students learn how to put together PowerPoint presentations and develop graphs and figures from spreadsheets, but they also learn how to put together wooden plows and sow grain.

We provide a varied learning environment, because students learn in different ways. Students participate in four different types of classes: 1) They have the opportunity to attend college-style lectures, employing modern technology; 2) They work in classrooms, with computers available to each student, to learn how to apply technology to education; 3) They also meet in a regular classroom setting to discuss concepts and ideas with their teachers in greater detail; 4) They work on projects independently in the computer lab and at home.

             Technology plays a large role in our school, as it does in the 21st century world. From the first day, students are expected to work on the computer, learning the basic skills they need to compete in the modern work force. Students go beyond merely learning how to use computer programs-they learn how to use those programs to develop finished products. Each student will develop a web page to showcase his/her work. Students are given access to an electronic library that enables them to research projects from home as well as at school, and web sites are used to supplement instruction and research. Our math program operates entirely in the math lab, with each student working on an individualized program. 


Professional Development

Individual teachers pursued activities related to their credential requirements.

On-site group instruction was provided in first aid, safety, and the use of technology. 


Quality and Currency of Textbooks and Other Instructional Materials

Access to the use of electronic resources (i.e. interactive math, Questia library, college websites, Library of Congress)

Reference and literature books.
Web research using primary sources. 


Instructional Minutes
The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.

 Grade
Level

 Instructional Minutes

 Offered

 State Requirement

 K

 

 36,000

 1

 

 50,400

 2

 

 50,400

 3

 

 50,400

 4

 

 54,000

 5

 

 54,000

 6

 

 54,000

 7

 

 54,000

 8

 

 54,000

 9

65,086 

 64,800

 10

 NA

 64,800

 11

 NA

 64,800

 12

 NA

 64,800


Continuation School Instructional Days
Data reported are the number of instructional days offered at the school level compared to the state requirement for each grade.

 Grade
Level

 Instructional Days With At Least 180 Instructional Minutes

 Offered

 State Requirement

 9

 NA

 180 days

 10

 NA

 180 days

 11

 NA

 180 days

 12

 NA

 180 days


Total Number of Minimum Days

 0


VIII. Postsecondary Preparation (Secondary Schools)

Advanced Placement/International Baccalaureate Courses Offered
The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. Data reported are the number of courses and classes offered, and the enrollment in various AP and IB classes. The data for Fine and Performing Arts include AP Art and AP Music, and the data for Social Science include IB Humanities.

       No data are available for this section

Students Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission
Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission by the total number of students enrolled in all courses.

 Number of Students
Enrolled in All Courses

 Number of Students
Enrolled In Courses Required
For UC and/or CSU Admission

 Percent of Students
Enrolled In Courses Required
For UC and/or CSU Admission

 360

 196

 54.4


Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission
Data reported are the number and percent of graduates who have completed all courses required for UC and/or CSU admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates.

       No data are available for this section

SAT I Reasoning Test
Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation. Detailed information regarding SAT results may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/sp/ai/.

       No data are available for this section

College Admission Test Preparation Course Program

 NA 9th grade only, 2002-03


Degree to Which Students are Prepared to Enter Workforce

  NA 9th grade only, 2002-03


Enrollment and Program Completion in Career/Technical Education (CTE) Programs
Data reported are from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2001-2002 (CDE 101 E-1). Data have been aggregated to the district level.

 CTE Participants 

 Secondary CTE Students

 Grade 12 CTE Students

 Total
Course
Enrollment

 Number
of
Concentrators

 Number
of
Completers

 Completion
Rate

 Number
of
Completers

 Number
Earning
Diploma

 Graduation
Rate

NA 9th grade only, 2002-03 

 

 

 

 

 

 


IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 2001-2002)
Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.

 Category

 District
Amount

 State Average
For Districts
In Same Category

 Beginning Teacher Salary

 35153

 35344

 Mid-Range Teacher Salary

 60265

 55581

 Highest Teacher Salary

 76297

 69990

 Average Principal Salary (Elementary)

 95251

 86279

 Average Principal Salary (Middle)

 99328

 Average Principal Salary (High)

 108895

 Superintendent Salary

 131716

 131273

 Percent of Budget for Teacher Salaries

 44.69

 42.90

 Percent of Budget for Administrative Salaries

 5.03

 5.64


Expenditures (Fiscal Year 2001-2002)
Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/.

 District

 District

 State Average
For Districts
In Same Category

 State Average
All Districts

 Total Dollars

 Dollars per Student
(ADA)

 Dollars per Student
(ADA)

 Dollars per Student
(ADA)

 $45382791

 $6395

 $6770

 $6719


Types of Services Funded

The school’s educational program is funded through ADA apportionments and a block grant from the State of California.  We participate in Special Education through a contract with the Ramona Unified School District.

Voluntary contributions from parents, community members and businesses are used to supplement state funding.