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We commit to providing innovative public education environments for students, their parents and teachers by empowering them to collaboratively create learning opportunities which will develop responsible and contributing members of society.

 

School Accountability Report Card Reported for School Year 2008-09 Published During 2009-10

Executive Summary School Accountability Report Card, 2008-09

Sky Mountain Charter School

Address: 

1166 Broadway, Ste.9 , Placerville   CA  95667-5729 

Phone: 

530-295-3566 

Principal: 

Susan  Clark 

Grade Span: 

K - 12 

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 2008-09 school year, except the School Finances and School Completion data that are reported for the 2007-08 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. 

About This School 

Sky Mountain Charter School opened the fall of the 2007-2008 school year.  Sky Mountain values the role of the parent in the education of their children. We believe in programs that offer individual learning plans for each student. Sky Mountain is an independent study charter schools that models these principles.

Sky Mountain is sponsored by Lucerne Valley School District in San Bernardino County and is an independent charter school At Sky Mountain, the Educational Specialist (ES) works closely with the families  to serve the assigned student's educational needs as determined by a written student agreement between the parent and the ES to do a complete job for each student from the list of duties below, to meet the major deadlines on the yearly paperwork timetable as well as the deadlines for paperwork for each student, to serve their share of required proctor duties each school year; and to attend required professional growth trainings. Every ES must possess and maintain a valid teaching credential for every day they serve a student.

Student Enrollment 

Group 

Percent 

African American 

3.07 % 

American Indian or Alaska Native 

1.10 % 

Asian 

3.18 % 

Filipino 

1.65 % 

Hispanic or Latino 

19.10 % 

Pacific Islander 

0.11 % 

White (not Hispanic) 

69.26 % 

Multiple or No Response 

2.52 % 

Socioeconomically Disadvantaged 

18.00 % 

English Learners 

Students with Disabilities 

4.00 % 

Total Number of Students 

911 

Teachers 

Indicator 

Teachers 

Teachers with full credential 

44 

Teachers without full credential 

Teachers Teaching Outside Subject Area of Competence 

 

Misassignments of Teachers of English Learners 

 

Total Teacher Misassignments  

 

Student Performance 

Subject 

Students Proficient and Above on California Standards Tests 

English-Language Arts 

55.4%

Mathematics 

31.8%

Science 

 

History-Social Science 

 

Academic Progress 

Indicator 

Result 

2009 Growth API Score (from 2009 Growth API Report) 

731  

Statewide Rank (from 2008 Base API Report) 

3  

2009-10 Program Improvement Status (PI Year) 

 

School Facilities 

Summary of Most Recent Site Inspection 

Not applicable: Sky Mountain Charter operates as an independent study school

Repairs Needed 

Not applicable: Sky Mountain Charter operates as an independent study school

Corrective Actions Taken or Planned 

Not applicable: Sky Mountain Charter operates as an independent study school

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%

Visual and Performing Arts 

0%

Science Laboratory Equipment (grades 9-12) 

0%

School Finances 

Level 

Expenditures Per Pupil (Unrestricted Sources Only) 

School Site 

$5,710

District 

------------

State 

 $5,512

School Completion  

Indicator  

Result  

Graduation Rate 

88.9% 

Postsecondary Preparation 

Measures 

Percent 

Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma 

0%

Graduates Who Completed All Courses Required for University of California or California State University Admission 

0%

NAEP Reading, Grade 4 

Level 

Result 

Average Scale Score - State 

209 

Average Scale Score - National 

220 

Achievement Level - Basic 

 30%

Achievement Level - Proficient 

 18%

Achievement Level - Advanced 

 5%

NAEP Reading, Grade 8 

Level 

Result 

Average Scale Score - State 

251 

Average Scale Score - National 

261 

Achievement Level - Basic 

 41%

Achievement Level - Proficient 

 20%

Achievement Level - Advanced 

 2%

NAEP Mathematics, Grade 4 

Level 

Result 

Average Scale Score - State 

232 

Average Scale Score - National 

239 

Achievement Level - Basic 

 41%

Achievement Level - Proficient 

 25%

Achievement Level - Advanced 

 5%

NAEP Mathematics, Grade 8 

Level 

Result 

Average Scale Score - State 

270 

Average Scale Score - National 

282 

Achievement Level - Basic 

 36%

Achievement Level - Proficient 

 18%

Achievement Level - Advanced 

 5%


School Accountability Report Card Reported for School Year 2008-09 Published During 2009-10

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 on the California Department of Education (CDE) SARC Web page. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access 

DataQuest 

DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners). 

Internet Access 

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.  

II. About This School 

Contact Information (School Year 2009-10) 

This section provides the schools contact information. 

School 

District 

School Name 

Sky Mountain Charter  

District Name 

Lucerne Valley Unified  

Street 

1166 Broadway, Ste.9  

Phone Number 

760-248-6108 

City, State, Zip 

Placerville  , CA  95667-5729 

Web Site 

www.lvsd.k12.ca.us 

Phone Number 

530-295-3566 

Superintendent 

Michael  Noga 

Principal 

Shana Fisk 

E-mail Address 

micheal_noga@lvsd.k12.ca.us 

E-mail Address 

sfisk@ieminc.org 

CDS Code

36- 75051- 0115089 

School Description and Mission Statement (School Year 2008-09) 

School Description and Mission Statement (School Year 2008-09) 

We believe in educating each of our students for the 21st century by providing individualized learning opportunities that incorporate parental participation, choice and involvement in curricula offered in personalized learning environments.

Opportunities for Parental Involvement (School Year 2008-09) 

Opportunities for Parental Involvement (School Year 2008-09) 

Parents receive emails from a parent list serve that provides resources such as Group Educational Activities (GEA’s).  On a GEA students go to local museums, zoos, aquariums…etc.  Students have the opportunity to learn cooperatively in a hands-on environment and complete pre and post learning activities that coincide with the activity.

ES’s help parents connect with other parents to form cooperative learning groups in which students can learn with their peers in a group setting and learn valuable social skills.

The parent team with their ES’s to select vendors that provide physical education classes (such as dance lessons, nutrition classes, swimming lessons…etc.).  Parents and ES’s work together when necessary to select vendors who will provide group learning experiences (such as small group tutoring or classes).

Sky Mountain also has a parent council which meets two times per year. The parents are elected

to the council to serve as a member and they serve a two year terms.  Each member

helps make decisions about the school and its policies. The parents also serve on sub

committees that help serve the needs of the school and its students. The role of the parent                   council member is to:

• Uphold the mission of school

• Develop/approve short and long term goals

• Monitor school’s performance and review financial reports

• Monitor own board’s performance

• Be involved in the WASC accreditation process

• Serve for a two year term, as long as their children remain enrolled at SMCS

• Plan to attend all council meetings, in person or by phone conference

• Make suggestions to improve the school

• Establish and/or chair parent sub-committees for a variety of purposes, such as graduation planning, developing a school yearbook, planning group educational activities, grant application, volunteer coordination, etc.

• Be true to school's mission, not a personal agenda

• Be positive!

 

Student Enrollment by Grade Level (School Year 2008-09) 

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

Grade Level 

Number of Students 

Kindergarten 

107 

Grade 1 

100 

Grade 2 

111 

Grade 3 

108 

Grade 4 

98 

Grade 5 

77 

Grade 6 

67 

Grade 7 

86 

Grade 8 

67 

Ungraded Elementary 

Grade 9 

30 

Grade 10 

30 

Grade 11 

19 

Grade 12 

11 

Ungraded Secondary 

Total Enrollment 

911 

Student Enrollment by Group (School Year 2008-09) 

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 

African American 

3.07 % 

American Indian or Alaska Native 

1.10 % 

Asian 

3.18 % 

Filipino 

1.65 % 

Hispanic or Latino 

19.10 % 

Pacific Islander 

0.11 % 

White (not Hispanic) 

69.26 % 

Multiple or No Response 

2.52 % 

Socioeconomically Disadvantaged 

18.00 % 

English Learners 

Students with Disabilities 

4.00 % 

Average Class Size and Class Size Distribution (Secondary) 

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). 

Subject 

2006-07 

2007-08 

2008-09 

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 

 

 

 

 

 

 

 

 

4.8 

 

Mathematics 

 

 

 

 

 

 

 

 

4.3 

 

 

Science 

 

 

 

 

 

 

 

 

 

 

 

 

Social Science 

 

 

 

 

 

 

 

 

 

 

 

 

III. School Climate 

School Safety Plan (School Year 2008-09) 

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

Not applicable: Sky Mountain Charter school operates as an independent study school.

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 

2006-07 

2007-08 

2008-09 

2006-07 

2007-08 

2008-09 

Suspensions 

  

  

  

4.5  

20.8  

6.1  

Expulsions 

  

  

  

2.1  

0.2  

0.3  

IV. School Facilities 

School Facility Conditions and Planned Improvements (School Year 2009-10) 

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. 

Not applicable: Sky Mountain Charter school operates as an independent study school.

School Facility Good Repair Status (School Year 2009-10) 

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status. 

System Inspected 

Repair Status 

Repair Needed and Action Taken or Planned 

Exemplary 

Good 

Fair 

Poor 

Systems:Gas Leaks, Mechanical/HVAC, Sewer 

N/A

     

N/A

Interior:Interior Surfaces 

N/A

     

N/A

Cleanliness:Overall Cleanliness, Pest/ Vermin Infestation 

N/A

     

N/A

Electrical:Electrical 

N/A

     

N/A

Restrooms/Fountains:Restrooms, Sinks/ Fountains 

N/A

     

N/A

Safety:Fire Safety, Hazardous Materials 

N/A

     

N/A

Structural:Structural Damage, Roofs 

N/A

     

N/A

External:Playground/School Grounds, Windows/ Doors/Gates/Fences 

N/A

     

N/A

Overall Rating 

LEA Provided

N/A

V. 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 on the CDE DataQuest Web page. 

Teachers 

School 

District 

2006-07 

2007-08 

2008-09 

2008-09 

With Full Credential 

 

27 

44 

98 

Without Full Credential 

 

Teaching Outside Subject Area of Competence 

N/A

0

0

N/A 

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 

2007-08 

2008-09 

2009-10 

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 No Child Left Behind Compliant Teachers (School Year 2008-09) 

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers in the school, in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. High poverty schools are defined as those schools with student participation of approximately 75 percent or more in the free and reduced price meals program. Low poverty schools are those with student participation of approximately 25 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page. 

Location of Classes 

Percent of Classes In Core Academic Subjects 

Taught by NCLB Compliant Teachers 

Taught by Non-NCLB Compliant Teachers 

This School  

100.0 

0.0 

All Schools in District  

89.7 

10.3 

High-Poverty Schools in District 

100.0 

0.0 

Low-Poverty Schools in District 

 

 

VI. Support Staff 

Academic Counselors and Other Support Staff (School Year 2008-09) 

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 

0.5 

1822 

Library Media Teacher (Librarian) 

 

N/A 

Psychologist 

 

N/A 

Social Worker 

 

N/A 

Nurse 

 

N/A 

Speech/Language/Hearing Specialist 

 

N/A 

Resource Specialist (non-teaching) 

 

N/A 

Other 

 

 

VII. Curriculum and Instructional Materials 

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2009-10) 

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 

New Textbooks and Materials available each year for each student

0

Mathematics 

LEA Provided New Textbooks and Materials available each year for each student

0

Science 

New Textbooks and Materials available each year for each student

0

History-Social Science 

New Textbooks and Materials available each year for each student

0

Foreign Language 

New Textbooks and Materials available each year for each student

0

Health 

New Textbooks and Materials available each year for each student

0

Visual and Performing Arts 

New Textbooks and Materials available each year for each student

0

Science Laboratory Equipment (grades 9-12) 

New Textbooks and Materials available each year for each student

0

VIII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2007-08)  

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 school expenditures can be found on the CDE Current Expense of Education & Per-pupil Spending Web page and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page. 

Level 

Total Expenditures Per Pupil 

Expenditures Per Pupil (Supplemental / Restricted) 

Expenditures Per Pupil (Basic / Unrestricted) 

Average Teacher Salary 

School Site 

$5704

N/A

$5704

$43841

District 

N/A 

N/A 

$7048

$63,617 

Percent Difference – School Site and District 

N/A 

N/A 

19.0%

32.0%

State 

N/A 

N/A 

$5,512 

$56,376 

Percent Difference – School Site and State 

N/A 

N/A 

7%

21%

Types of Services Funded (Fiscal Year 2008-09) 

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources. 

Sky Mountain Charter School received Title 2 funding for the 2008-09 school year. This funding was used to help teachers

Stay complaint with the Highly Qualified Teacher requirements.

Teacher and Administrative Salaries (Fiscal Year 2007-08)

This table displays district salaries 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 based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries & Benefits Web page.

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$35,000

$38,000 

Mid-Range Teacher Salary

$62,900 

$55,721 

Highest Teacher Salary

$80,900 

$71,548 

Average Principal Salary (Elementary)

$103,291 

$85,858 

Average Principal Salary (Middle)

 

$91,479 

Average Principal Salary (High)

$107,449 

$93,937 

Superintendent Salary

$125,000 

$115,980 

Percent of Budget for Teacher Salaries

36.30 % 

34.80 % 

Percent of Budget for Administrative Salaries

10.10 % 

6.50 % 

IX. Student Performance 

Standardized Testing and Reporting Program  

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The CSTs show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and ten through eleven. The CAPA includes ELA, mathematics, and science in grades two through eleven, and for science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA includes ELA and mathematics for grades three through eight and science in grade five and is an alternate assessment that is based on modifiedachievement standards. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. Student scores are reported as performance levels. Detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site. Program information regarding the STAR Program can be found in the Explaining 2008 STAR Program Summary Results to the Public guide. 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 statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student. 

Standardized Testing and Reporting 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 

2006-07 

2007-08 

2008-09 

2006-07 

2007-08 

2008-09 

2006-07 

2007-08 

2008-09 

English-Language Arts 

 

52 

55 

 

38 

44 

 

46 

50 

Mathematics 

 

30 

29 

 

30 

32 

 

43 

46 

Science 

 

44 

42 

 

36 

41 

 

46 

50 

History-Social Science 

 

35 

40 

 

24 

32 

 

36 

41 

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Standardized Testing and Reporting Results by Student Group (School Year 2008-09) 

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 

English-Language Arts 

Mathematics 

Science 

History-Social Science 

African American 

48 

29 

American Indian or Alaska Native 

 

 

Asian 

72 

45 

Filipino 

69 

46 

Hispanic or Latino 

49 

16 

27 

50 

Pacific Islander 

 

 

White (not Hispanic) 

55 

30 

47 

38 

Male 

54 

33 

46 

49 

Female 

55 

25 

39 

33 

Economically Disadvantaged 

42 

17 

26 

22 

English Learners 

 

 

Students with Disabilities 

23 

28 

Students Receiving Migrant Education Services 

 

 

 

 

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California High School Exit Examination Results by Performance Level for Student Groups – Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics for the most recent testing period. 

Group  

English  

Mathematics  

Not Proficient  

Proficient  

Advanced  

Not Proficient  

Proficient  

Advanced  

All Students  

33.3 

25.0 

41.7 

66.7 

25.0 

8.3 

Male 

Female 

African American 

American Indian or Alaska Native 

Asian 

Filipino 

Hispanic or Latino 

Pacific Islander 

White (not Hispanic) 

English Learners 

Socioeconomically Disadvantaged  

Students Receiving Migrant Education Services 

Students with Disabilities 

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California Physical Fitness Test Results (School Year 2008-09) 

The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing (PFT) Web page. Note: Scores are not shown when the number of students tested is ten or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.  

Grade Level 

Percent of Students Meeting Healthy Fitness Zones 

Four of Six Standards 

Five of Six Standards 

Six of Six Standards 

 

 

 

 

 

 

 

 

 

X. 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 on the CDE Academic Performance Index (API) Web page. 

Academic Performance Index Ranks – Three-Year Comparison 

This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from one to ten. A statewide rank of one means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of ten means that the school has an API score in the highest ten 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 one means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of ten means that the school’s academic performance is better than at least 90 of the 100 similar schools. 

API Rank 

2006 

2007 

2008 

Statewide 

 

 

3  

Similar Schools 

 

 

1  

"N/A"

meansa number is not applicable or not available due to missing data.

"B"

meansthis is either an LEA or an Alternative Schools Accountability Model (ASAM) school. Schools participating in the ASAM do not currently receive growth, target information, or statewide or similar schools rankings on this report in recognition of their markedly different educational missions and populations served. ASAM schools are covered under the Alternative Accountability system as required by Education Code Section 52052 and not the API accountability system. However, API information is needed to comply with the federal No Child Left Behind (NCLB) law. Growth, target and rank information are not applicable to LEAs.

"C"

meansthis is a special education school. Statewide and similar schools ranks are not applicable to special education schools.

" * "

meansthis API is calculated for a small school or a small LEA, defined as having between 11 and 99 valid STAR Program test scores included in the API. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted. Similar schools ranks are not calculated for small schools.

   
   
   
   
   
   
   

Academic Performance Index Growth 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 

Growth API Score 

2006-07 

2007-08 

2008-09 

2009 

All Students at the School 

N/A  

B  

3  

731  

African American 

N/A  

 

 

 

American Indian or Alaska Native 

N/A  

 

 

 

Asian 

N/A  

 

 

 

Filipino 

N/A  

 

 

 

Hispanic or Latino 

N/A  

 

-21  

690  

Pacific Islander 

N/A  

 

 

 

White (not Hispanic) 

N/A  

 

11  

738  

Socioeconomically Disadvantaged 

N/A  

 

-35  

687  

English Learners 

N/A  

 

 

 

Students with Disabilities 

N/A  

 

 

 

 

"N/A"

meansa number is not applicable or not available due to missing data.

"*"

meansthis API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2008 or 2009. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.

   
   
   
   

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 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 on the CDE Adequate Yearly Progress (AYP) Web page

Adequate Yearly Progress Overall and by Criteria (School Year 2008-09) 

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 

No  

No  

API 

Yes  

Yes  

Graduation Rate 

Yes  

Yes  

"Yes"

Met 2009 AYP Criteria

"No"

Did not Meet 2009 AYP Criteria

Federal Intervention Program (School Year 2009-10)

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 (ELA 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 on the CDE Adequate Yearly Progress (AYP) Web page. 

Indicator 

School 

District 

Program Improvement Status 

 

Not In PI  

First Year of Program Improvement 

 

 

Year in Program Improvement 

 

 

Number of Schools Currently in Program Improvement 

N/A 

Percent of Schools Currently in Program Improvement 

N/A 

25.0 

XI. School Completion and Postsecondary Preparation 

Admission Requirements for California Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state's high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the General Admissions Information Web page (Outside Source).

California State University

Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the Undergraduate Admission & Requirements Web page (Outside Source).

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout and graduation rates for the most recent three-year period for which data are available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the CDE DataQuest Web page. 

Indicator 

School 

District 

State 

2005-06 

2006-07 

2007-08 

2005-06 

2006-07 

2007-08 

2005-06 

2006-07 

2007-08 

Dropout Rate (1-year) 

 

 

12.3 

 

 

 

3.5 

4.4 

3.9 

Graduation Rate 

 

 

88.9 

 

 

 

83.4 

80.6 

80.2 

Completion of High School Graduation Requirements 

Students in California public schools must pass both the ELA and mathematics portions of the CAHSEE to receive a high school diploma. For students who began the 2008-09 school year in grade twelve this table displays by student group the percent who met all state and local graduation requirements for grade twelve completion. 

Group 

Graduating Class of 2009 

School 

District 

State 

All Students 

LEA Provided

LEA Provided

N/A

African American 

LEA Provided

LEA Provided

N/A

American Indian or Alaska Native 

LEA Provided

LEA Provided

N/A

Asian 

LEA Provided

LEA Provided

N/A

Filipino 

LEA Provided

LEA Provided

N/A

Hispanic or Latino 

LEA Provided

LEA Provided

N/A

Pacific Islander 

LEA Provided

LEA Provided

N/A

White (not Hispanic) 

LEA Provided

LEA Provided

N/A

Socioeconomically Disadvantaged 

LEA Provided

LEA Provided

N/A

English Learners 

LEA Provided

LEA Provided

N/A

Students with Disabilities 

LEA Provided

LEA Provided

N/A

Career Technical Education Programs (School Year 2008-09) 

This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school. 

Not applicable: Sky Mountain Charter operates as an independent study school.

Career Technical Education Participation (School Year 2008-09) 

This table displays information about participation in the school’s CTE programs. 

Measure 

CTE Program Participation 

Number of the school’s pupils participating in CTE 

0

Percent of the school's pupils completing a CTE program and earning a high school diploma 

0

Percent of school's CTE courses sequenced or articulated between the school and institutions of postsecondary education 

0

Courses for University of California and/or California State University Admission (School Year 2007-08) 

This table displays, for the most recent year, two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in, and completion, of courses required for UC/CSU admission can be found on the CDE DataQuest Web page. 

UC/CSU Course Measure 

Percent 

Students Enrolled in Courses Required for UC/CSU Admission 

0.6 

Graduates Who Completed All Courses Required for UC/CSU Admission 

 

XII. Instructional Planning and Scheduling  

Professional Development 

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.  

New Educational Specialists go through initial training that covers all aspects of the job including administrative reporting and procedures, educational philosophies, all assessments required of students and how to select curriculum that fits the needs of all their students.  The Educational Specialist demonstrate their knowledge and understanding of these topics by completing training tests within the required time and by passing with 85% or better on the tests.

 

An advisor is assigned to each Educational Specialist to interact with them as a mentor or coach.  The advisor explains the procedures and requirements in further detail and oversees their paperwork and that they are following set policies and procedures correctly.

 

There are monthly meetings that serve as professional development for the Educational Specialists. Each meeting has a set agenda that informs them of important information, reviews procedures and policies, train in curriculum choices, teaching strategies and techniques and conflict resolution and allows for networking time.  There are two all day professional development days that are mandatory for the Educational Specialists to attend.  In addition, we provide trainings that are specific to policies, procedures and that deal with curriculum, and high school issues.  The Education Specialists are encouraged to attend these trainings which are presented over a web based media.

XIII. National Assessment of Educational Progress 

National Assessment of Educational Progress 

The National Assessment of Educational Progress (NAEP) is a nationally representative assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., basic, proficient, and advanced) and the participation of students with disabilities and English language learners is reported based on three levels (identified, excluded, and assessed). Detailed information regarding the NAEP results for each grade, performance level, and participation rate can be found on the National Assessment of Educational Progress Web page (Outside Source). 

Note: Only a sample group of California's schools and districts participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. The NAEP reflects state test results and is not reflective of either the LEA or the individual school. Comparisons of student performance on the NAEP and student performance on the Standardized Testing and Reporting (STAR) Program assessments cannot be made without an understanding of the key differences between the two assessment programs. For example, the NAEP only assesses grades four, eight and twelve and for long-term trends assesses grades nine, thirteen, and seventeen. Additionally, the NAEP only provides state test results for grades four and eight. The California Standards Tests (CSTs) are based on a different set of standards than the NAEP assessments. For example, the NAEP is not aligned with California academic content and achievement standards and, therefore, does not necessarily reflect the curriculum and instruction to which students are exposed in the classroom. The NAEP assesses reading and writing separately, while the CSTs assess English-language arts (ELA), encompassing reading as well as writing conventions, spelling, and grammar. Scores on the CSTs and other assessments are not directly comparable to those on NAEP. The averages and percentages presented are estimates based on samples of students rather than on entire populations. Finally, the questions students respond to are only a sample of the knowledge and skills covered by the NAEP frameworks. Information on the differences between NAEP and CST can be found on the CDE National Assessment of Educational Progress (NAEP) Web page. 

National Assessment of Educational Progress Reading and Mathematics Results by Grade Level – Aggregated 

This table displays the scale scores and achievement levels on the National Assessment of Educational Progress Results for reading (2007) and mathematics (2009) for grades four and eight 

Subject and Grade Level 

Average Scale Score 

State Percent at Achievement Level 

State 

National 

Basic 

Proficient 

Advanced 

Reading 2007, Grade 4 

209 

220 

30 

18 

Reading 2007, Grade 8 

251 

261 

41 

20 

Mathematics 2009, Grade 4 

232 

239 

41 

25 

Mathematics 2009, Grade 8 

270 

282 

36 

18 

National Assessment of Educational Progress Reading and Mathematics Results for Students with Disabilities and/or English Language Learners by Grade Level – Aggregated 

This table displays the state and national participation rates on the National Assessment of Educational Progress for reading (2007) and mathematics (2009) for students with disabilities and/or English language learners for grades four and eight. 

Subject and Grade Level 

State Participation Rate 

National Participation Rate 

Students With Disabilities 

English Language Learners 

Students With Disabilities 

English Language Learners 

Reading 2007, Grade 4 

74 

93 

65 

80 

Reading 2007, Grade 8 

78 

92 

66 

77 

Mathematics 2009, Grade 4 

79 

96 

84 

94 

Mathematics 2009, Grade 8 

85 

96 

78 

92 

 

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Phone 800-979-4436 
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