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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.

Executive Summary

School Accountability Report Card, 2009-2010

Sky Mountain Charter School

Sky Mountain Charter School

Address: 

4535 Missouri Flat Road, Suite 1A Placerville CA  95667 

Phone: 530-295-3566

 

Director: 

Shana Fisk sfisk@ieminc.org

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 2009-2010 school year, except the School Finances and School Completion data that are reported for the 2008-2009 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 (SMCS) opened in Fall of the 2007-2008 school year. Sky Mountain values the role of the parent in the education of their children. SMCS believes in programs that offer individual learning plans for each student, and takes pride in modeling these principles. SMCS is an independent Charter School sponsored by the Lucerne Valley School District in San Bernardino County. SMCS Educational Specialists (ESs) work 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. The parent and ES work together toward student accomplishment and completion toward individual growth and state standards. They also work diligently to meet the major deadlines on the yearly paperwork timetable, as well as the paperwork deadlines for each student. ESs serve their share of required proctor duties each school year, and attend required professional growth trainings. Every ES must possess and maintain a valid teaching credential for every day they serve a student.

Student Enrollment

Grade Level 

Number of Students 

Kindergarten 

153 

Grade 1 

156 

Grade 2 

159

Grade 3 

153

Grade 4 

164

Grade 5 

143

Grade 6 

110

Grade 7 

92

Grade 8 

95

Ungraded Elementary 

0

Grade 9 

56

Grade 10 

44

Grade 11 

27

Grade 12 

21

Ungraded Secondary 

Total Enrollment 

1373

Teachers 

Indicator 

Teachers 

Teachers with full credential 

77 

Teachers without full credential 

 0 

Teachers Teaching Outside Subject Area of Competence 

 0 

Misassignments of Teachers of English Learners 

0

Total Teacher Misassignments  

0

Student Performance 

Subject 

Students Proficient and Above on California Standards Tests 

English-Language Arts 

55%

Mathematics 

35%

Science 

45%

History-Social Science 

45%

Academic Progress 

Indicator 

Result 

2010 Growth API Score (from 2010 Growth API Report) 

740

Statewide Rank (from 2009 Base API Report) 

  3

Met All 2010 AYP Requirements

No 

Number of AYP Criteria Met Out of the Total Number of Criteria Possible

12/17

2010-2011 Program Improvement Status (PI Year) 

N/A

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 Completion  

Indicator  

Result  

Graduation Rate 

100% 

 

School Accountability Report Card Reported
Reported Using Data from 2009-2010 School Year
Published During 2010-2011

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) SARCWeb page 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.

I. Data and Access 

DataQuest 

DataQuestis an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/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., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school 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 may 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 2010-2011)

This section provides the schools contact information.

School

District

School Name

Sky Mountain Charter School

District Name

Lucerne Valley Unified

Street

4535 Missouri Flat Road, Suite 1A  

Phone Number

760-248-6108

City, State, Zip

Placerville, CA  95667

Web Site

www.lvsd.k12.ca.us

Phone Number

530-295-3566

Superintendent

Michael Noga

Director

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 2009-2010) 

This section provides information about the school, its programs, and its goals.

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 2009-2010) 

This section provides information about opportunities for parents to become involved with school activities,
including contact information pertaining to organized opportunities for parental involvement. 

SMCS Parents receive emails from a parent listserv that provides resources such as Group Educational Activities (GEAs). 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.

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

SMCS parents and ESs work together to select vendors that provide physical education classes (such as dance lessons, nutrition classes, swimming lessons…etc.). They also work together to select vendors who will provide group learning experiences (such as small group tutoring or classes).

SMCS’s Parent Council members meet via teleconference twice per year. The parents are elected to the council and serve as a member for a two year term. Each member of the Parent Council is involved with decisions about the school and its policies. Parent Council members serve on a subcommittee to promote school and student needs. The role of the parent council member is to:

  1. Uphold the mission of the school
  2. Serve for a 2 year term
  3. Be a parent of a SMCS student
  4. Monitor school’s performance
  5. Monitor own performance
  6. Make suggestions to improve school
  7. Attend 2 teleconference meetings per year and any special meetings that arise
  8. Serve on a subcommittee
  9. Be involved in the WASC accreditation process
  10. Do not have a personal agenda
  11. Be positive!

 

 

 

Student Enrollment by Grade Level (School Year 2009-2010) 

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

Grade Level 

Number of Students 

Kindergarten 

153 

Grade 1 

156 

Grade 2 

159

Grade 3 

153

Grade 4 

164

Grade 5 

143

Grade 6 

110

Grade 7 

92

Grade 8 

95

Ungraded Elementary 

0

Grade 9 

56

Grade 10 

44

Grade 11 

27

Grade 12 

21

Ungraded Secondary 

Total Enrollment 

1373

 

 

Student Enrollment by Group (School Year 2009-2010) 

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 

Black or African American 

3% 

American Indian or Alaska Native 

1% 

Asian 

3% 

Filipino 

1% 

Hispanic or Latino 

20% 

Native Hawiian/Pacific Islander 

1% 

White

68% 

Two or More Races 

1% 

Socioeconomically Disadvantaged 

17% 

English Learners 

0% 

Students with Disabilities 

5% 

 

Average Class Size and Class Distribution (Elementary)

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

 

Average Class Size and Class Size Distribution (Secondary)

 

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

III. School Climate 

School Safety Plan (School Year 2009-2010) 

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

2007–08

2008–09

2009–10

2007–08

2008–09

2009–10

Suspensions

0

0

0

20.8

6.1

265

Expulsions

0

0

0

2.0

0.3

16

IV. School Facilities 

School Facility Conditions and Planned Improvements (School Year 2010-2011) 

This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most recent data available, 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 2010-2011) 

 

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

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 at http://dq.cde.ca.gov/dataquest/.

Teachers

School

District

2007–08

2008–09

2009–10

2009–10

With Full Credential

27

44

77

46

Without Full Credential

0

0

0

0

Teaching Outside Subject Area of Competence

0

0

0

4

 

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

2008–09

2009–10

2010–11

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 Highly Qualified Teachers (School Year 2009-2010)

This table displays the percent of classes in core academic subjects taught by Highly Qualified Teachers as defined in the Elementary and Secondary Education Act (ESEA), in a 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 eligibility of approximately 40 percent or more in the free and reduced price meals program. Low poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program. More information on teacher qualifications required under the ESEA can be found on the CDE Improving Teacher and Principal Quality Web page at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes

Percent of Classes In Core Academic Subjects

Taught by
Highly Qualified Teachers

Not Taught by
Highly Qualified Teachers

This School 

100%

0

All Schools in District

82%

18%

High-Poverty Schools in District

 

 

Low-Poverty Schools in District

 

 

VI. Support Staff 

Academic Counselors and Other Support Staff (School Year 2009-2010) 

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

5

327

Counselor (Social/Behavioral or Career Development)

N/A

N/A

Library Media Teacher (librarian)

N/A

N/A

Library Media Services Staff (paraprofessional)

N/A

N/A

Psychologist

Assessments as needed-vendor

N/A

Social Worker

N/A

N/A

Nurse

N/A

N/A

Speech/Language/Hearing Specialist

Hourly Vendors

N/A

Resource Specialist (non-teaching)

N/A

N/A

Other

N/A

N/A

 

VII. Curriculum and Instructional Materials 

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2010-2011)

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school; whether the textbooks and instructional materials are from the most recent adoption (yes/no); 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/or Instructional Materials

Reading/Language Arts

New Textbooks and Materials available each year for each student

0

Mathematics

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 2008-2009)

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 at http://www.cde.ca.gov/ds/fd/ec/and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

  

Level 

Total Expenditures Per Pupil 

Expenditures Per Pupil (Supplemental / Restricted) 

Expenditures Per Pupil (Basic / Unrestricted) 

Average Teacher Salary 

School Site 

$5,658.68

   

$47,206.66

District 

9008

N/A 

 

$68,213 

Percent Difference – School Site and District 

N/A 

N/A 

 

32.0%

State 

8736

N/A 

$5,681

$56,953 

Percent Difference – School Site and State 

N/A 

N/A 

   

Types of Services Funded (Fiscal Year 2009-2010)

This section provides information about the programs and supplemental services (e.g., information about supplemental educational services related to the school’s federal Program Improvement status) that are provided at the school through either categorical funds or other sources. 

Sky Mountain Charter School received Title 2 funding for the 2009-2010 school year. This funding was used to help teachers stay complaint with the Highly Qualified Teacher requirements.

Teacher and Administrative Salaries (Fiscal Year 2008-2009)

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

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$38,900

$38,591 

Mid-Range Teacher Salary

$62,900 

$55,764 

Highest Teacher Salary

$80,900 

$72,219

Average Principal Salary (Elementary)

$96,358

$86,327 

Average Principal Salary (Middle)

 

$91,511

Average Principal Salary (High)

$96,633

$94,411 

Superintendent Salary

$115,00 

$116,768

Percent of Budget for Teacher Salaries

39.3% 

34.80% 

Percent of Budget for Administrative Salaries

6.6% 

6.4% 

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 assessments under the STAR program 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 nine through eleven. The CAPA includes ELA and mathematics in grades two through eleven, and 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 is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through seven and Algebra I and science in grades five, eight, and ten. 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. On each of these assessments, 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 at http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf.

 

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

2007–08

2008–09

2009–10

2007–08

2008–09

2009–10

2007–08

2008–09

2009–10

English-Language Arts

52

55

55

38

46

46

46

50

52

Mathematics

30

35

35

30

33

33

43

46

48

Science

44

45

45

36

44

44

46

50

54

History-Social Science

35

45

45

24

38

38

36

41

44

 

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- 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

English-Language Arts

Mathematics

Science

History-Social Science

All Students in the LEA

46

33

44

38

All Students at the School

55

35

45

45

Male

54

39

52

54

Female

56

31

41

40

Black or African American

42

10

*

*

American Indian or Alaska Native

62

31

*

*

Asian

71

59

*

*

Filipino

71

47

*

*

Hispanic or Latino

49

26

39

47

Native Hawaiian or Pacific Islander

*

*

*

 

White 

57

37

46

43

Two or More Races

41

29

*

 

Socioeconomically Disadvantaged

47

28

40

27

English Learners

*

*

 

 

Students with Disabilities

26

29

8

*

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

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics in order to compute AYP designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found on the CDE California High School Exit Examination (CAHSEE) Web site at http://cahsee.cde.ca.gov/.

California High School Exit Examination Results for All Grade Ten Students- Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in ELA and mathematics.

Subject

School

District

State

2007–08

2008–09

2009–10

2007–08

2008–09

2009–10

2007–08

2008–09

2009–10

English-Language Arts

66.7%

63%

55.9%

43.8%

48.8%

38.8%

52.9%

52%

54%

Mathematics

33.3%

48.1%

33.3%

38.9%

56.3%

47.8%

51.3%

53.3%

53.4%

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.

California High School Exit Examination Grade Ten Results by Student Group- Most Recent Year

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

Group

English-Language Arts

Mathematics

Not Proficient

Proficient

Advanced

Not
Proficient

Proficient

Advanced

All Students in the LEA

 

 

 

 

 

 

All Students at the School

45.7%

20.0%

34.3%

67.6%

18.9%

13.5%

Male

53.3%

20%

26.7%

70.6%

11.8%

17.6%

Female

40%

20%

40%

65%

25%

10%

Black or African American

*

*

*

*

*

*

American Indian or Alaska Native

*

*

*

*

*

*

Asian

*

*

*

*

*

*

Filipino

*

*

*

*

*

*

Hispanic or Latino

50%

21.4%

28.6%

64.3%

21.4%

14.3%

Native Hawaiian/Pacific Islander

*

*

*

*

*

*

White

40%

20%

40%

68.2%

18.2%

13.6%

Two or More Races

*

*

*

*

*

*

Socioeconomically Disadvantaged

*

*

*

*

*

*

English Learners

*

*

*

*

*

*

Students with Disabilities

*

*

*

*

*

*

Students Receiving Migrant Education Services

*

*

*

*

*

*

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 2009-2010) 

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 the 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 Web page at http://www.cde.ca.gov/ta/tg/pf/.

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards

Five of Six Standards

Six of Six Standards

5

 

 

 

7

 

 

 

9

 

 

 

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.

X. Accountability 

Academic Performance Index

The Academic Performance Index (API) is an annual measure of state 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 at http://www.cde.ca.gov/ta/ac/ap/.

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 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 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 1 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 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. 

API Rank 

2007

2008 

2009 

Statewide 

 

 3

3  

Similar Schools 

 

 1

1  

   
   
   
   
   
   
   
   
   
   
   

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. Note: "N/A" means that the student group is not numerically significant or data were not available.

Group

Actual API Change

2007–08

2008–09

2009–10

All Students at the School

B

3

9

Black or African American

 

 

 

American Indian or Alaska Native

 

 

 

Asian

 

 

 

Filipino

 

 

 

Hispanic or Latino

 

-21

25

Native Hawaiian/Pacific Islander

 

 

 

White

 

11

8

Two or More Races

N/A

N/A

 

Socioeconomically Disadvantaged

 

-35

12

English Learners

 

 

 

Students with Disabilities

 

 

 

Academic Performance Index Growth by Student- 2010 Growth API Comparison

This table displays, by student group, the 2010 Growth API at the school, LEA, and state level.

Group

2010 Growth API

School

LEA

State

All Students at the School

740

687

767

Black or African American

 

 

686

American Indian or Alaska Native

 

 

728

Asian

 

 

890

Filipino

 

 

851

Hispanic or Latino

714

661

715

Native Hawaiian/Pacific Islander

 

 

753

White

746

704

838

Two or More Races

 

 

808

Socioeconomically Disadvantaged

699

663

712

English Learners

 

 

692

Students with Disabilities

 

554

580

 
   
   
   
   
   
   

Adequate Yearly Progress 

The federal Elementary and Secondary Education 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 at http://www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Overall and by Criteria (School Year 2009-2010)

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 six AYP criteria described above. 

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 

N/A  

No  

Federal Intervention Program (School Year 2010-2011)

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 at http://www.cde.ca.gov/ta/ac/ay/.

Indicator

School

District

Program Improvement Status

N/A

Not in PI

First Year of Program Improvement

N/A

 

Year in Program Improvement

N/A

 

Number of Schools Currently in Program Improvement

N/A

2

Percent of Schools Currently in Program Improvement

N/A

28.6

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 course 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 at http://www.universityofcalifornia.edu/admissions/general.html. (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 California State University Web page at http://www.calstate.edu/SAS/admreq.shtml. (Outside Source)

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout rates 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 at http://dq.cde.ca.gov/dataquest/.

Indicator

School

District

State

2006–07

2007–08

2008–09

2006–07

2007–08

2008–09

2006–07

2007–08

2008–09

Dropout Rate
(1-year)

 

12.33

5.56

 

7.43

4.16

 

4.88

5.69

Graduation Rate

 

88.89

91.67

 

82.76

70.41

80.61

80.21

78.59

Completion of High School Graduation Requirements

This table displays, by student group, the percent of students who began the 2009–10 school year in grade twelve and were a part of the school’s most recent graduating class who met all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.

 

   

 

   

Group

Graduating Class of 2010

 

School

District

State

 

All Students

100%

88%

94.50%

 

Black or African American

0

3%

89.70%

 

American Indian or Alaska Native

0

3%

95.30%

 

Asian

0

2%

97.40%

 

Filipino

0

0

98.20%

 

Hispanic or Latino

5.55%

29%

91.60%

 

Native Hawaiian/Pacific Islander

0

0

95.20%

 

White

94.45%

48%

98.10%

 

Two or More Races

0

0

N/A

 

Socioeconomically Disadvantaged

22.22%

62%

91.30%

 

English Learners

0

12%

98.50%

 

Students with Disabilities

11.11%

10%

53.40%

 

Career Technical Education Programs (School Year 2009-2010) 

This section provides information about the Career Technical Education (CTE) programs and lists programs offered by the school district that are aligned to the model curriculum standards. The list should identify courses conducted by regional occupational centers or programs and those conducted directly by the school district. This section provides a listing of the primary representative of the career technical advisory committee of the school district and industries represented.

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

Career Technical Education Participation (School Year 2009-2010) 

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

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

Courses for University of California and/or California State University Admission (School Year 2008-2009)

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 at http://dq.cde.ca.gov/dataquest/.

UC/CSU Course Measure

Percent

Students Enrolled in Courses Required for UC/CSU Admission

21

Graduates Who Completed All Courses Required for UC/CSU Admission

0

Advanced Placement Courses (School Year 2009-2010) 

This table displays, for the most recent year, the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

Subject

Number of AP Courses Offered

Percent of Students In AP Courses

Computer Science

N/A

N/A

English

N/A

N/A

Fine and Performing Arts

N/A

N/A

Foreign Language

N/A

N/A

Mathematics

N/A

N/A

Science

N/A

N/A

Social Science

N/A

N/A

All courses

N/A

N/A

 

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 (ESs) go through initial training which 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 individual needs of their students.  The ESs demonstrate their knowledge and understanding of these topics by completing training tests within the required time, and by passing those tests with 85% or better.

 

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 the ESs of important information, reviews procedures and policies, trains in curriculum choices, teaching strategies and techniques, and conflict resolution, the agenda also 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 curriculum, and high school issues.  The Education Specialists are encouraged to attend these trainings which are presented over a web based media.

 

 

 

4535 Missouri Flat Road, Suite 1A  Placerville, CA 95667
Phone 800-979-4436 
Fax 530-295-3583

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