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Education is the Foundation

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, 2011–12

 

For Sky Mountain Charter

Address:

4535 Missouri Flat Rd., Ste. 1A, Placerville, CA, 95667-5729

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 information related to individual public schools. Most data presented in this report are reported for the 2011–12 school year. School finances and school completion data are reported for the 2010–11 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2012–13 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 the 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. Sky Mountain Charter School was granted WASC accreditation in 2008 and the school received a six year renewal in 2012.

Student Enrollment

Group

Enrollment

Number of students

1,749

Black or African American

1.7%

American Indian or Alaska Native

0.9%

Asian

3.3%

Filipino

1.3%

Hispanic or Latino

22.9%

Native Hawaiian or Pacific Islander

0.3%

White

65.1%

Two or More Races

3.2%

Socioeconomically Disadvantaged

37.1%

English Learners

0.2%

Students with Disabilities

3.9%

Teachers

Indicator

Teachers

Teachers with full credential

96

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 STAR* Program Results

English-Language Arts

61%

Mathematics

40%

Science

55%

History-Social Science

55%

*Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment.

Academic Progress*

Indicator

Result

2012 Growth API Score (from 2012 Growth API Report)

775

Statewide Rank (from 2011 Base API Report)

3

Met All 2012 AYP Requirements

no

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

Met 10 of 17

2012–13 Program Improvement Status (PI Year)

no

*The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.

School Facilities

Summary of Most Recent Site Inspection

N/A-SMCS has no school owned facilities where students attend, as we are independent study, and do not operate any school learning centers.

Repairs Needed

N/A-SMCS has no school owned facilities where students attend, as we are independent study, and do not operate any school learning centers.

Corrective Actions Taken or Planned

N/A-SMCS has no school owned facilities where students attend, as we are independent study, and do not operate any school learning centers.

Curriculum and Instructional Materials

Core Curriculum Area

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

$5,812.52

District

$7,105.43

State

$5,455.00

School Completion

Indicator

Result

Graduation Rate (if applicable)

69.70

Postsecondary Preparation

Measure

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

8.0%

 

School Accountability Report Card

 

Reported Using Data from the 2011–12 School Year

 

Published During 2012–13

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school.

·         For more information about SARC requirements, see the California Department of Education (CDE) SARC Web 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

Ed-Data Partnership Web Site

Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

DataQuest

DataQuest is 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 2012–13)

School

District

School Name

Sky Mountain Charter

District Name

Lucerne Valley Unified

Street

4535 Missouri Flat Rd., Ste. 1A

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

Suzette Davis

Director

Shana Fisk

E-mail Address

suzette_davis@lvsd.k12.ca.us

E-mail Address

sfisk@ieminc.org

CDS Code

36750510115089

School Description and Mission Statement (School Year 2011–12)

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 2011–12)

SMCS parents receive emails from a parent listserv that provides resources such as classes in our various geographic areas, college scholarship opportunities and deadlines, and 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.

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, music, art, and core subject 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 2011–12)

Grade Level

Number of Students

Grade Level

Number of Students

Kindergarten

200

Grade 8

107

Grade 1

199

Ungraded Elementary

0

Grade 2

209

Grade 9

47

Grade 3

197

Grade 10

34

Grade 4

196

Grade 11

35

Grade 5

185

Grade 12

23

Grade 6

175

Ungraded Secondary

0

Grade 7

142

Total Enrollment

1,749

Student Enrollment by Student Group (School Year 2011-12)

Group

Percent of Total Enrollment

Black or African American

1.7%

American Indian or Alaska Native

0.9%

Asian

3.3%

Filipino

1.3%

Hispanic or Latino

22.9%

Native Hawaiian or Pacific Islander

0.3%

White

65.1%

Two or More Races

3.2%

Socioeconomically Disadvantaged

37.1%

English Learners

0.2%

Students with Disabilities

3.9%

Average Class Size and Class Size Distribution (Elementary)

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

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

Average Class Size and Class Size Distribution (Secondary)

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

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

III. School Climate

School Safety Plan (School Year 2011–12)

N/A-SMCS has no school owned facilities where students attend, as we are independent study, and do not operate any school learning centers.

Suspensions and Expulsions

Rate*

School 2009–10

School 2010–11

School 2011–12

District 2009–10

District 2010–11

District 2011–12

Suspensions

0

0

0

265

382

191

Expulsions

0

0

0

16

10

6

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2012–13)

N/A-SMCS has no school owned facilities where students attend, as we are independent study, and do not operate any school learning centers.

School Facility Good Repair Status (School Year 2012–13)

N/A-SMCS has no school owned facilities where students attend, as we are independent study, and do not operate any school learning centers.

V. Teachers

Teacher Credentials

 

 

Teachers

School 2009–10

School 2010–11

School 2011–12

District 2011–12

With Full Credential

77

84

96

46

Without Full Credential

0

0

0

0

Teaching Outside Subject Area of Competence (with full credential)

0

0

0

3

Teacher Misassignments and Vacant Teacher Positions

 

 

Indicator

2010–11

2011–12

2012–13

Misassignments of Teachers of English Learners 

0

0

0

Total Teacher Misassignments*

0

0

0

Vacant Teacher Positions

0

0

0

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

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

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011–12)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see 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

Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers

This School 

100.00%

0.00%

All Schools in District

   

High-Poverty Schools in District

   

Low-Poverty Schools in District

   

Note: 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.

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2011–12)

Title

Number of FTE* Assigned to School

Average Number of Students per Academic Counselor

Academic Counselor

5

382

Counselor (Social/Behavioral or Career Development)

NA

 

Library Media Teacher (librarian)

NA

 

Library Media Services Staff (paraprofessional)

NA

 

Psychologist

.4788

 

Social Worker

NA

 

Nurse

NA

 

Speech/Language/Hearing Specialist

1.90

 

Resource Specialist (non-teaching)

1.89

 

Other

NA

 

Note: Cells shaded in black do not require data.
* One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012–13)

This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected: ____________________

Core Curriculum Area

Textbooks and instructional materials/year of adoption

From most recent adoption?

Percent students lacking own assigned copy

Reading/Language Arts

New textbooks and materials available each year for each student

0

0%

Mathematics

New textbooks and materials available each year for each student

0

0%

Science

New textbooks and materials available each year for each student

0

0%

History-Social Science

New textbooks and materials available each year for each student

0

0%

Foreign Language

New textbooks and materials available each year for each student

0

0%

Health

New textbooks and materials available each year for each student

0

0%

Visual and Performing Arts

New textbooks and materials available each year for each student

0

0%

Science Laboratory Equipment (grades 9-12)

New textbooks and materials available each year for each student

0

0%

 

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010–11)

Level

Total Expenditures Per Pupil

Expenditures Per Pupil (Supplemental / Restricted)

Expenditures Per Pupil (Basic / Unrestricted)

Average Teacher Salary

School Site

$5,812.52

NA

$5,812.52

$49,285

District

   

$7,105.43

$60,806

Percent Difference – School Site and District

   

18%

19%

State

   

$5,455

$57,948

Percent Difference – School Site and State

   

6%

14%

Note: Cells shaded in black do not require data.

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

Types of Services Funded (Fiscal Year 2011–12)

Sky Mountain Charter School received Title 2 funding for the 2011/2012 school year. This funding was used to help teachers stay compliant with the Highly Qualified Teacher requirements and to provide professional development opportunities for teachers and staff to further their training.

Teacher and Administrative Salaries (Fiscal Year 2010–11)

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$35,671

$38,099

Mid-Range Teacher Salary

$57,679

$55,582

Highest Teacher Salary

$80,900

$71,884

Average Principal Salary (Elementary)

$81,628

$88,790

Average Principal Salary (Middle)

 

$93,519

Average Principal Salary (High)

$85,099

$95,671

Superintendent Salary

$105,583

$115,401

Percent of Budget for Teacher Salaries

32.00%

34.00%

Percent of Budget for Administrative Salaries

5.00%

7.00%

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

IX. Student Performance

Standardized Testing and Reporting Program


The Standardized Testing and Reporting (STAR) Program consists of several key components, including:

·         California Standards Tests (CSTs), which 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.

·         California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade 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.

·         California Alternate Performance Assessment (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 assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

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

Subject

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

School

District

State

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

English-Language Arts

55%

57%

61%

46%

49%

54%

52%

54%

56%

Mathematics

35%

37%

40%

33%

36%

38%

48%

50%

51%

Science

45%

61%

55%

44%

55%

50%

54%

57%

60%

History-Social Science

45%

48%

55%

38%

43%

50%

44%

48%

49%

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.

Standardized Testing and Reporting Results by Student Group – Most Recent Year

Group

Percent of Students Scoring at Proficient or Advanced

English- Language Arts

Mathematics

Science

History- Social Science

All Students in the LEA

54%

38%

50%

50%

All Students at the School

61%

40%

55%

55%

Male

55%

46%

60%

62%

Female

65%

35%

51%

50%

Black or African American

56%

33%

0%

0%

American Indian or Alaska Native

75%

33%

0%

0%

Asian

87%

71%

73%

0%

Filipino

68%

50%

50%

0%

Hispanic or Latino

52%

26%

45%

50%

Native Hawaiian or Pacific Islander

0%

0%

0%

0%

White

62%

43%

57%

56%

Two or More Races

62%

43%

0%

0%

Socioeconomically Disadvantaged

50%

27%

36%

48%

English Learners

       

Students with Disabilities

43%

36%

33%

0%

Students Receiving Migrant Education Services

       

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.

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 to compute AYP designations required by the federal ESEA, also known as NCLB.

For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.

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

Subject

Percent of Students Scoring at Proficient or Advanced

School

District

State

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

English-Language Arts

57%

88%

68%

44%

60%

49%

54%

59%

56%

Mathematics

37%

67%

43%

42%

40%

35%

54%

56%

58%

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.

California High School Exit Examination Grade Ten Results by Student Group – Most Recent Year (if applicable)

Group

English-Language Arts

Mathematics

Not Proficient

Proficient

Advanced

Not Proficient

Proficient

Advanced

All Students in the LEA

51%

23%

26%

65%

24%

11%

All Students at the School

32%

18%

50%

57%

31%

11%

Male

     

64%

36%

0%

Female

33%

8%

58%

54%

29%

17%

Black or African American

           

American Indian or Alaska Native

           

Asian

           

Filipino

           

Hispanic or Latino

           

Native Hawaiian or Pacific Islander

           

White

30%

17%

52%

54%

33%

13%

Two or More Races

           

Socioeconomically Disadvantaged

43%

14%

43%

71%

14%

14%

English Learners

           

Students with Disabilities

           

Students Receiving Migrant Education Services

           

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.

California Physical Fitness Test Results (School Year 2011–12)

The California Physical Fitness Test (PFT) 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. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT 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

16.30%

27.20%

34.20%

7

13.90%

32.10%

41.60%

9

8.10%

32.40%

40.50%

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.

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. For detailed information about the API, see the CDE 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

2009

2010

2011

Statewide

3

2

3

Similar Schools

1

1

1

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

Group

Actual API Change 2009–10

Actual API Change 2010–11

Actual API Change 2011–12

All Students at the School

9

23

12

Black or African American

     

American Indian or Alaska Native

     

Asian

     

Filipino

     

Hispanic or Latino

25

19

-12

Native Hawaiian or Pacific Islander

     

White

8

21

18

Two or More Races

     

Socioeconomically Disadvantaged

12

34

-19

English Learners

     

Students with Disabilities

     

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

Academic Performance Index Growth by Student Group – 2012 Growth API Comparison

This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, LEA, and state level.

Group

2012 Growth API

Number of Students

School

Number of Students

LEA

Number of Students

State

All Students at the School

1,243

775

566

728

4,664,264

788

Black or African American

25

726

14

695

313,201

710

American Indian or Alaska Native

12

800

7

 

31,606

742

Asian

47

913

8

 

404,670

905

Filipino

19

791

5

 

124,824

869

Hispanic or Latino

285

724

222

696

2,425,230

740

Native Hawaiian or Pacific Islander

4

 

6

 

26,563

775

White

815

785

302

749

1,221,860

853

Two or More Races

36

782

0

 

88,428

849

Socioeconomically Disadvantaged

360

714

457

708

2,779,680

737

English Learners

1

 

0

 

1,530,297

716

Students with Disabilities

69

645

105

640

530,935

607

Adequate Yearly Progress

The federal ESEA 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)


For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Overall and by Criteria (School Year 2011–12)

AYP Criteria

School

District

Made AYP Overall

No

No

Met Participation Rate - English-Language Arts

Yes

Yes

Met Participation Rate - Mathematics

Yes

Yes

Met Percent Proficient - English-Language Arts

No

Yes

Met Percent Proficient - Mathematics

No

No

Met API Criteria

Yes

Yes

Met Graduation Rate

N/A

Yes

Federal Intervention Program (School Year 2012–13)

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. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Indicator

School

District

Program Improvement Status

No

In PI

First Year of Program Improvement

NA

2011-2012

Year in Program Improvement

NA

Year 2

Number of Schools Currently in Program Improvement

 

3

Percent of Schools Currently in Program Improvement

 

50.0%

Note: Cells shaded in black do not require data.

XI. School Completion and Postsecondary Preparation

Admission Requirements for California’s 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 UC Admissions Information Web page at http://www.universityofcalifornia.edu/admissions/. (Outside source)

California State University

Eligibility for admission to the California State University (CSU) is determined by three factors:

·         Specific high school courses

·         Grades in specified courses and test scores

·         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 have 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 admission, application, and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside source)

Dropout Rate and Graduation Rate

Indicator

School

District

State

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

Dropout Rate

 

22.7

15.2

 

16.5

11.2

 

16.6

14.4

Graduation Rate

 

68.18

69.70

 

78.64

79.78

 

74.72

76.26

Note: Cells shaded in black do not require data.

Completion of High School Graduation Requirements

This table displays, by student group, the percent of students who began the 2011–12 school year in grade twelve and were a part of the school’s most recent graduating class, meeting 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 2012

School

District

State

All Students

18

47

N/D

Black or African American

0

1

N/D

American Indian or Alaska Native

0

1

N/D

Asian

0

0

N/D

Filipino

0

0

N/D

Hispanic or Latino

5

20

N/D

Native Hawaiian or Pacific Islander

0

0

N/D

White

13

25

N/D

Two or More Races

0

0

N/D

Socioeconomically Disadvantaged

12

32

N/D

English Learners

0

0

N/D

Students with Disabilities

0

3

N/D

Note: “N/D” means that no data were available to the CDE or LEA to report.

Career Technical Education Programs (School Year 2011–12)

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

Career Technical Education Participation (School Year 2011–12)

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

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

Advanced Placement Courses (School Year 2011–12)

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

Note: Cells shaded in black do not require data. *Where there are student course enrollments.

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) are guided through an initial training process 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 100% accuracy. The ES also attends in person trainings, individual one-on-one trainings with their advisor and observes veteran ESs at learning record meetings. 

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

Education Specialists attend required monthly professional development meetings with other ESs in their geographical area.  Each meeting has a set agenda that informs the ESs of important information, reviews procedures and policies, new and current curriculum choices, teaching strategies and techniques, high school training, and conflict resolution strategies. The agenda also allows for networking time amongst the group on a variety of topics and procedures.  There are two all day professional development days that are required for the ES to attend where further trainings on various aspects of the job are presented. Additional trainings are provided that are specific to policies, procedures, curriculum, and high school issues which are presented over a web based media.

 

Sky Mountain Charter

 

School Accountability Report Card, 2011-2012

Lucerne Valley Unified

 

Provided by the Ed-Data Partnership

 

 

For more information visit www.ed-data.org

 

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

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