|
2005-2006 Executive Summary School Accountability Report Card |
Montair Elementary (K-5)
Matt Hermann, Principal
300 Quinterra Lane
Danville, CA 94526-3239
925 855-5100
|
This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2005-06 school year, except the School Finances and School Completion data that are reported for the 2004-05 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office. About Montair Elementary Montair Elementary School, established in 1958, is located in a beautiful, park-like setting in the heart of Danville on the west side of the San Ramon Valley. This is a predominately affluent community in which families hold very high expectations for student achievement and play a very active role in the daily life of our school. We are fortunate to have such an active partnership with all stakeholders in our school community.
Summary of Most Recent Site Inspection District staff has reviewed the school facilities and determined everything to be in good order. Repairs Needed There are no repairs needed at Montair Elementary. All areas of the school site have been determined to be in good repair. Corrective Action Taken or Planned There are no repairs needed at Montair Elementary. All areas of the school site have been determined to be in good repair.
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MONTAIR ELEMENTARY
Together We Can
Matt Hermann, Principal
mherman@srvusd.net
300 Quinterra Lane
Danville, CA 94526-3239
925 855-5100 FAX: 925 820-6713
www.mes.srvusd.k12.ca.us
San Ramon Valley Unified
699 Old Orchard Drive
Danville, CA Danville
(925) 552-2933
FAX: (925) 838-3147
http://www.srvusd.net
Board of Trustees
Board President - Paul Gardner
email: PaulWGardner@sbcglobal.net
P.O. Box 837, Diablo, CA 94528
(925) 820-5279
Board Vice-President - Greg Marvel
email: gmarvel@pacbell.net
125 Clover Hill Court, Danville, CA 94526
(925) 837-9443
Board Clerk - Joan Buchanan
email: bu4567@aol.com
19 Mott Drive, Alamo, CA 94507
(925) 831-1925
Bill Clarkson, Board Member
email: bill@billclarkson.com
2966 Ascot Drive, San Ramon, CA 94583
(925) 829-5554
Rachel Hurd, Board Member
email: rmshurd@sbcglobal.net
9474 Broadmoor Drive, San Ramon, CA 94583
(925) 833-9455
Robert Kessler, Superintendent
|
Table of Contents |
Site Information |
California public schools annually
provide information about themselves to the community allowing the public to
evaluate and compare schools for student achievement, environment, resources
and demographics.
~
We are extremely proud of our schools in the San Ramon Valley Unified School
District! SRVUSD ranks among the top 5% of all school districts in California,
and the top 2% of all unified districts in the state (California Academic
Performance Index, 2005). Over 94% of the graduating seniors attend college or
university, and district students are accepted into the University of
California and the California State University systems at rates far exceeding
the state averages. Furthermore, the district has been recognized for its
excellence through such honors as the coveted State Department of Education's
Distinguished Schools Award (schools in the district have received this honor
50 times, more than any other district in northern California), and through
recognition by the U.S. Department of Education as National Blue Ribbon
Schools.
~
The School Accountability Report Cards have been prepared by the San Ramon
Valley Unified School District Community Relations Office according to the
requirements of the California Department of Education (CDE). Most data presented
in this report were collected from the 2004-2005 school year. Statewide reports
and a full list of schools by county is available on the CDE website:
www.cde.ca.gov.
|
|
School Description | Message From Principal | Mission Statement | District Mission Statement | Opportunities for Parental Involvement | Student Enrollment by Grade Level | Student Enrollment by Ethnic Group | Average Class Size and Class Size Distribution | Class Size Reduction Participation
Montair Elementary School, established in 1958, is located in a beautiful, park-like setting in the heart of Danville on the west side of the San Ramon Valley. This is a predominately affluent community in which families hold very high expectations for student achievement and play a very active role in the daily life of our school. We are fortunate to have such an active partnership with all stakeholders in our school community.
It is my pleasure to provide this introduction to Montair
School through our annual School Accountability Report Card. This has been a
very exciting year for us; in 2006, Montair was named a California
Distinguished School. We are very proud of this achievement, and we feel it
reflects the outstanding instruction provided by our staff and the tremendous
support provided by our parent community.
Here a just some of the highlights of our school program:
· Outstanding student achievement – Montair has earned a ranking of 10 every
year on the Academic Performance Index and this year has an API score of 945.
· A rigorous, standards-based curriculum with CDE adopted texts and
research-based supplemental instructional materials, supported by library and
technology resources
· Use of assessment data to determine the learning needs of each child and
differentiated instruction tailored to move all children including English
Learners and students with disabilities to proficient or advanced levels on
state and district standards
· A standards-based report card and fall and spring student-involved
conferences in which teachers and families review student work samples, analyze
achievement, and set goals
· Intervention and enrichment programs (including daily paraprofessional
support in every classroom) to support the academic, social, emotional, and
physical needs of our students
· Highly skilled, dedicated, and caring staff – Eight Montair teachers have
been named Outstanding Educators by the Prudential Foundation in the past six
years, the most of any school in our district
· High quality professional development training with leading organizations
such as the Consortium on Reading Excellence and Columbia Teachers College
Reading and Writing Project, supported by ongoing modeling, practice, and
coaching
· Four Special Day Classes - a flow-through program providing a sequenced and
coordinated instructional program for preschool-5th grade students with
moderate-severe learning disabilities
· An active and supportive parent community – Our PTA and Foundation have over
38 program committees (with 78 chairs), and on average over 30 parents
volunteer each day to support instructional activities in our classrooms and
supervise our playgrounds
· A partnership with San Ramon Valley High School that brings 30 high school
teaching assistants to work in our classrooms four days a week
· A vibrant visual and performing arts program providing experiences for
students at every grade level in art, music, and drama
· Social/Emotional skills programs including Cooperative Adventures, Recess Roadrunners,
conflict resolution, Rainbow, and Discovery Center counseling
· A caring and supportive learning environment that teaches all children to be
safe, kind, and productive
Thank you for your interest in Montair School. We look forward to working with
you as a member of our school community.
Matt Hermann
Principal
At Montair School we are dedicated to providing:
· rigorous standards-based curriculum and instruction responsive to the unique
learning needs of every child
· opportunities for all students to discover and cultivate their own
intellectual, artistic, and athletic interests and talents
· a physically and emotionally safe school environment that fosters trust,
respect, and a sense of personal and civic responsibility
· a collaborative school community that draws on the strengths of all
stakeholders to support our students and celebrate learning
Our mission in the San Ramon Valley
Unified School District is to prepare all our students, in a safe and
educationally rich environment, to flourish as responsible, ethical, and
productive citizens in an ever-changing world.
ANNUAL GOALS
2006-2007
1.
Through
standards-based practices, sustain the academic growth of high performing
students and increase the achievement of lower performing students to narrow
the achievement gap.
2.Evaluate
operations and procedures and adjust as needed, so that students, staff,
parents, and community regard the district as welcoming and responsive.
3.Continue
improving programs for special education and other special needs students
through improved communication, increased operational effectiveness, and
professional development.
4.Continue
to implement strategies that foster a safe environment in which staff and
students respect the uniqueness of individuals and their differences.
“Together We Can Make A Difference.”
Opportunities for Parental Involvement
The Montair community provides outstanding support for our school. Parents are an integral part of the school program, active in dozens of school programs coordinated by our Parent-Teacher Association. Parents also serve on our School Site Council and Gifted and Talented Education Advisory Committee. Parents make daily connections at Montair by volunteering in our classrooms, the computer lab, on field trips, and running the Art Docent program. Parent volunteers run a copy and laminating center. Parents also support the school through their active participation in curriculum information nights, our school carnival, our Winter and Spring Concerts, the Book Fair, the Reflections Program, and the annual dinner dance and auction. The Montair Foundation, a non-profit corporation established by Montair parents, raises tens of thousands of dollars each year to support a range of enrichment and intervention programs including classroom paraprofessional aides, library, computer technology, drama, vocal music and physical education. Community organizations including Girl and Boy Scout troops and soccer and baseball teams meet at school. Events such as our school carnival, movie and bingo nights, and sock-hops serve the entire school community. The school has involved local businesses and corporations through donations and adopt-a-school projects. Local high school students offer one-to-one and small group tutoring on a daily basis through our partnership with the San Ramon Valley High School Careers in Education program. A bi-weekly newsletter, The Montair Connection, is sent home along with classroom newsletters and an annual school directory.
For additional information about organized opportunities for parent involvement at Montair Elementary, please contact Debora Pulver at 925 831-3928.
Student Enrollment by Grade Level
School districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Most importantly, students who attend school on a regular basis and are on time are more likely to be academically successful. Attendance and punctuality are emphasized so that the continuity of the educational program can be maintained. Our staff carefully monitors student attendance to identify those students exhibiting excessive absences and offers assistance when necessary.
The total 2005/2006 enrollment at Montair Elementary was 466.
|
Grade K |
84 |
|
Grade 1 |
62 |
|
Grade 2 |
84 |
|
Grade 3 |
62 |
|
Grade 4 |
83 |
|
Grade 5 |
91 |
Student Enrollment by Ethnic Group
The percentage of students is the number in a racial/ethnic category divided by the school's 2007/2006 California Basic Educational Data Systems (CBEDS) total enrollment.
|
African American or Black |
1.3 (1.3%) |
|
American Indian or Alaskan Native |
0.2 (0.2%) |
|
Asian |
2.8 (2.8%) |
|
Filipino |
0.6 (0.6%) |
|
Hispanic or Latino |
4.7 (4.7%) |
|
Pacific Islander |
0.9 (0.9%) |
|
White (Not Hispanic) |
88.4 (88.4%) |
|
Multiple or No Response |
(%) |
|
Socioeconomically Disadvantaged |
2.5 (2.5%) |
|
English Learners |
2.0 (2.0%) |
|
Students With Disabilities |
22.0 (22.0%) |
Average Class Size and Class Size Distribution
Class size and class size distribution is the average class size and the number of classrooms for each range of students, by grade level as reported by CBEDS.
|
Grade |
2006 |
2005 |
2004 |
|||||||||
|
Avg. |
Number of Classrooms |
Avg. |
Number of Classrooms |
Avg. |
Number of Classrooms |
|||||||
|
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
||||
|
K |
15.3 |
8 |
--- |
--- |
24.5 |
3 |
--- |
1 |
20.0 |
4 |
--- |
--- |
|
1 |
20.0 |
2 |
--- |
--- |
20.0 |
4 |
--- |
--- |
19.7 |
3 |
--- |
--- |
|
2 |
19.6 |
5 |
--- |
--- |
19.7 |
3 |
--- |
--- |
19.8 |
4 |
--- |
--- |
|
3 |
19.7 |
3 |
--- |
--- |
20.2 |
5 |
1 |
--- |
19.2 |
5 |
--- |
--- |
|
4 |
26.7 |
--- |
3 |
--- |
30.7 |
--- |
3 |
--- |
31.0 |
--- |
2 |
--- |
|
5 |
30.5 |
--- |
4 |
--- |
29.3 |
--- |
3 |
--- |
29.5 |
--- |
2 |
--- |
|
6 |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
|
K-3 |
7.0 |
1 |
--- |
--- |
--- |
--- |
--- |
--- |
19.5 |
2 |
--- |
--- |
|
3-4 |
5.0 |
1 |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
|
4-8 |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
49.0 |
--- |
--- |
1 |
|
Other |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
Class Size Reduction Participation
California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher.
|
|
% of Pupils |
||
|
|
2006 |
2005 |
2004 |
|
Grade K |
100 |
100 |
100 |
|
Grade 1 |
100 |
100 |
100 |
|
Grade 2 |
100 |
100 |
100 |
|
Grade 3 |
100 |
100 |
100 |
|
|
School Safety Plan | School Discipline Practices | Suspension and Expulsions
The Montair School Safety Plan addresses the physical, social, and emotional safety of those in our school community. Through the development of clear, concise emergency procedures, along with ongoing training, our staff and students prepare for a range of emergency situations. We conduct monthly emergency drills to practice evacuation procedures for fire and/or earthquake disaster preparedness. With the assistance of our PTA, we also conducted a full school-wide evacuation drill in the spring of 2006. Our drill was planned and evaluated in conjunction with professionals from our local police and fire department. Our school-wide conflict resolution training, as well as support services provided through our Rainbow and Discovery Center programs, help to meet the social and emotional needs of our students. Our School Safety Plan is updated annually and reviewed by both staff members and our School Site Council.
Date of Last Review/Update: March 2006
Date Last Reviewed with Staff: March 2006
At Montair, we expect all members of our school community to
be “safe, kind, and productive.” These simple rules are important for
maintaining a school climate that promotes academic excellence and a safe
learning environment. Our school rules are posted prominently in every
classroom and in our common areas. All classroom teachers and the principal
review our behavioral expectations with students in August and periodically
over the course of the school year. School rules are reinforced through ongoing
instructional programs including Second Step, Cooperative Adventures, “Talk It
Out” conflict resolution strategies, and class meetings.
Discipline is a responsibility shared by the classroom teacher, principal,
support staff, and parents. Consequences for inappropriate behavior at school
will be administered in a manner that encourages positive behavior and
addresses the individual needs and differences of our students. A teacher or
other staff member may issue a referral slip when a child’s behavior interferes
with a positive and safe learning and recreational environment. To determine
appropriate disciplinary action, we use a consequence ladder that takes into
account the severity and frequency of the misbehavior and the age of the child
involved. Actions may include any of the following:
1.Verbal
warning
2.Phone
call / parent-teacher conference
3.Special
work assignment
4.Loss
of recess or other school activity
5.Referral
to principal
6.Suspension
from school
For discipline to be effective, it is imperative that good communication exists
between home and school. If you have any concerns about a behavioral or
disciplinary issue at Montair, we encourage you to contact your child’s teacher
or the principal right away. Together we can work to resolve any disciplinary
issues. Thank you for your support in helping us to keep Montair a safe, kind,
and productive place to learn and grow.
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year.
|
|
School |
District |
||||
|
|
2006 |
2005 |
2004 |
2006 |
2005 |
2004 |
|
Rate of Suspensions |
0.43 |
1.5 |
0.65 |
4.5 |
5.27 |
5.22 |
|
Rate of Expulsions |
0 |
0 |
0 |
0.02 |
0.04 |
0.11 |
|
|
School Facility Conditions and Improvements | School Facility Good Repair Status
School Facility Conditions and Improvements
In 2004, we completed a seven million dollar modernization of our school facilities, the first since Montair School was built in 1958. The quality of our facility now matches the quality of our instruction. School improvements include full ADA and safety compliance, new roofs, HVAC, lighting, plumbing, carpeting, and casework, and installation of a new data system (including VOIP phones and T1 internet connections in all rooms) and alarms. The project, funded by local and state bonds, also provided new furniture and computers for every room. A joint planning process with site, district, and community members, enabled us to make some adjustments to the existing structure to create regulation classrooms, common rooms, and small learning spaces for intervention programs. Our staff and community take great pride in this new facility. Student work is displayed in classrooms, in common areas, and the school office. Our dedicated custodians and caring student body keep Montair gleaming. A school beautification committee composed of parents, staff and district personnel are making long-range plans for our property. The district provides regular landscaping and maintenance service. Three distinct playgrounds (pre-K/K, 1-2 and 3-5) and the adjacent park provide safe and stimulating play spaces. Garden boxes for every class provide students with hands-on science learning and beautify our campus.
School Facility Good Repair Status
Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
|
Interim Evaluation Instrument Part |
Facility in Good Repair |
Deficiency and
Remedial |
|
|
Yes |
No |
||
|
Gas Leaks |
X |
|
|
|
Mechanical Systems |
X |
|
|
|
Windows/Doors/Gates (interior and exterior) |
X |
|
|
|
Interior Surfaces (walls, floors, and ceilings) |
X |
|
|
|
Hazardous Materials (interior and exterior) |
X |
|
|
|
Structural Damage |
X |
|
|
|
Fire Safety |
X |
|
|
|
Electrical (interior and exterior) |
X |
|
|
|
Pest/Vermin Infestation |
X |
|
|
|
Drinking Fountains (inside and outside) |
X |
|
|
|
Restrooms |
X |
|
|
|
Sewer |
X |
|
|
|
Playground/School Grounds |
X |
|
|
|
Other |
X |
|
|
|
|
Teacher Credentials | Teacher Misassignments and Vacant Teacher Positions | Core Academic Courses Taught by NCLB Compliant Teachers | Substitute Teacher Availability | Teacher Evaluation Process
Data reported are the number of Teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1." If a teacher works at two schools, he/she is counted at one school only. Data for Teachers with a full credential and teaching outside his/her subject area are provided by the LEA.
|
Teachers |
School |
District |
||
|
2006 |
2005 |
2004 |
2006 |
|
|
Teachers with Full Credential |
29 |
26 |
25 |
1174 |
|
Without Full Credential |
0 |
0 |
0 |
41 |
|
Teaching Outside Subject Area of Competence |
0 |
3 |
0 |
17 |
Teacher Misassignments and Vacant Teacher Positions
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.
|
|
2007 |
2006 |
2005 |
|
Misassignments of Teachers of English Learners |
0 |
1 |
0 |
|
Total Teacher Misassignments |
0 |
1 |
0 |
|
Vacant Teacher Positions |
0 |
.2 |
--- |
Core Academic Courses Taught by NCLB Compliant Teachers
The percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.
|
Location of Classes |
Percent of Classes In Core Academic Subjects |
|
|
Taught by NCLB Compliant Teachers |
Taught by Non-NCLB Compliant Teachers |
|
|
This School |
75.0 |
25.0 |
|
All Schools in District |
43.0 |
57.0 |
|
High-Poverty Schools |
0.0 |
0.0 |
|
Low-Poverty Schools in District |
43.0 |
57.0 |
Substitute Teacher Availability
Classroom teachers are responsible for contacting the District substitute service when they will be absent from the classroom. Each teacher provides our substitute teachers with lesson plans and a handbook of school policies and procedures. The District maintains a list of qualified substitute teachers, and our teachers regularly share the names of substitute teachers who are familiar with our students and school. Many of our substitute teachers work at Montair on a regular basis and are considered an important part of our staff.
The principal evaluates beginning teachers annually until they are granted permanent status. Thereafter, every teacher is evaluated every other year. Objectives and observations with pre and post conferences are part of this process. A remediation plan and reevaluation process may be developed if necessary to reinforce quality instruction. Evaluations follow district guidelines and the California Standards for the Teaching Profession.
|
|
Counselors and Other Staff Support
The counselors and other staff support reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE.
|
|
Number of FTE Assigned to School |
|
Academic Counselor |
|
|
Library Media Teacher (Librarian) |
|
|
Library Media Services (paraprofessional) |
0.66 |
|
Psychologist |
0.6 |
|
Social Worker |
|
|
Nurse |
0.1 |
|
Speech/Language/Hearing Specialist |
1.0 |
|
Resource Specialist (non-teaching) |
2.88 |
|
Resource Teacher (Certificated) |
1.0 |
|
|
Quality, Currency, and Availability of Textbooks and Instructional Materials
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 Areas |
Quality, Currency, and Availability of Textbooks and Instructional Materials |
Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials |
|
Reading/Language Arts |
Standards-aligned and Board of Education-approved textbooks and instructional materials are available to all students including English learners to use in the classroom and to take home to complete required homework assignments. SRVUSD curriculum adoptions are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the following areas: reading/language arts; mathematics; science, including grades 9-12 science laboratory equipment; history/social science; and world languages. Health curriculum was adopted in June, 2006. |
0 |
|
Mathematics |
Standards-aligned and Board of Education-approved textbooks and instructional materials are available to all students including English learners to use in the classroom and to take home to complete required homework assignments. SRVUSD curriculum adoptions are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the following areas: reading/language arts; mathematics; science, including grades 9-12 science laboratory equipment; history/social science; and world languages. Health curriculum was adopted in June, 2006. |
0 |
|
Science |
Standards-aligned and Board of Education-approved textbooks and instructional materials are available to all students including English learners to use in the classroom and to take home to complete required homework assignments. SRVUSD curriculum adoptions are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the following areas: reading/language arts; mathematics; science, including grades 9-12 science laboratory equipment; history/social science; and world languages. Health curriculum was adopted in June, 2006. |
0 |
|
History/Social Science |
Standards-aligned and Board of Education-approved textbooks and instructional materials are available to all students including English learners to use in the classroom and to take home to complete required homework assignments. SRVUSD curriculum adoptions are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the following areas: reading/language arts; mathematics; science, including grades 9-12 science laboratory equipment; history/social science; and world languages. Health curriculum was reviewed and adopted in June, 2006. |
0 |
|
Foreign Language |
Standards-aligned and Board of Education-approved textbooks and instructional materials are available to all students including English learners to use in the classroom and to take home to complete required homework assignments. SRVUSD curriculum adoptions are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the following areas: reading/language arts; mathematics; science, including grades 9-12 science laboratory equipment; history/social science; and world languages. Health curriculum was adopted in June, 2006. |
0 |
|
Health |
Standards-aligned and Board of Education-approved textbooks and instructional materials are available to all students including English learners to use in the classroom and to take home to complete required homework assignments. SRVUSD curriculum adoptions are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the following areas: reading/language arts; mathematics; science, including grades 9-12 science laboratory equipment; history/social science; and world languages. Health curriculum was adopted in June, 2006. |
0 |
|
|
|
|
|
|
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-2005) | Types of Services Funded | Teacher and Administrative Salaries (Fiscal Year (2004-2005))
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-2005)
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 and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.
|
|
Total Expenditures Per Pupil |
Expenditures Per Pupil (Supplemental) |
Expenditures Per Pupil (Basic) |
Average Teacher Salary |
|
School Site |
$6,648 |
$1,107 |
$5,541 |
$60,616 |
|
District |
--- |
--- |
$4,492 |
$59,123 |
|
Percent Difference – School Site and District |
--- |
--- |
18.9% |
2.5% |
|
State |
--- |
--- |
$5,021 |
$57,560 |
|
Percent Difference – School Site and State |
--- |
--- |
9.4% |
5% |
In 2004-05, the most recent year for which data is
available from the state, California spent an estimated $7,815^ per student,
which was far below the national average of $8,618^. In 2005-06, our district
spent approximately $7,261 per student based on total expenditures of
$167,647,176. Classroom Educations costs accounted for 68% of this money;
School Maintenance, Utilities & Operations 10%; Special Education 13%;
Auxiliary Services 2%; District Administration/Business Operations 6% and
Facilities 0%. Our district of 23,815* students spends less than the state
average because we are a “low wealth” district, as defined by the state’s
complex funding formula for schools.
* 05-06 CBEDS ^ NEA Ed Stats
Teacher and Administrative Salaries (Fiscal Year (2004-2005))
This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.
|
|
District Amount |
State Average For Districts In Same Category |
|
Beginning Teacher Salary |
$36,796 |
$37,540 |
|
Mid-Range Teacher Salary |
$57,928 |
$59,426 |
|
Highest Teacher Salary |
$72,165 |
$73,925 |
|
Average Principal Salary (Elementary) |
$95,218 |
$96,377 |
|
Average Principal Salary (Middle) |
$98,092 |
$100,144 |
|
Average Principal Salary (High) |
$102,227 |
$109,130 |
|
Superintendent Salary |
$185,000 |
$185,251 |
|
Percent of Budget for Teacher Salaries |
44.0% |
40.9% |
|
Percent of Budget for Administrative Salaries |
5.3% |
5.3% |
|
|
California Standards Test (CST) Explanation | CST Results for All Students – Three-Year Comparison | CST Results by Student Group – Most Recent Year | Norm-Referenced Test (NRT) Explanation | NRT Results for All Students – Three-Year Comparison | NRT Results by Student Group – Most Recent Year | Local Assessment Explanation | Local Assessment | California Fitness Test
California Standards Test (CST) Explanation
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
The following data is the percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard).
CST Results for All Students – Three-Year Comparison
The percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
|
|
School |
District |
State |
||||||
|
|
2006 |
2005 |
2004 |
2006 |
2005 |
2004 |
2006 |
2005 |
2004 |
|
English Language Arts |
87 |
81 |
75 |
79 |
77 |
73 |
42 |
40 |
36 |
|
Mathematics |
88 |
88 |
85 |
72 |
72 |
68 |
40 |
38 |
34 |
|
Science |
90 |
78 |
72 |
74 |
63 |
60 |
35 |
27 |
25 |
CST Results by Student Group – Most Recent Year
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.
|
|
English Language Arts |
Mathematics |
Science |
History - Social Science |
|
African American |
* |
* |
|
|
|
American Indian or Alaska Native |
|
|
|
|
|
Asian |
92 |
85 |
* |
|
|
Filipino |
* |
* |
|
|
|
Hispanic or Latino |
82 |
77 |
* |
|
|
Pacific Islander |
* |
* |
* |
|
|
White (not Hispanic) |
88 |
91 |
92 |
|
|
Male |
83 |
89 |
92 |
|
|
Female |
92 |
88 |
88 |
|
|
Economically Disadvantaged |
* |
* |
* |
|
|
English Learners |
* |
* |
* |
|
|
Students with Disabilities |
73 |
77 |
93 |
|
|
Students Receiving Migrant Education Services |
|
|
|
|
Norm-Referenced Test (NRT) Explanation
Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
NRT Results for All Students – Three-Year Comparison
The percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.
|
|
School |
District |
State |
||||||
|
|
2006 |
2005 |
2004 |
2006 |
2005 |
2004 |
2006 |
2005 |
2004 |
|
Reading |
85 |
78 |
76 |
78 |
76 |
77 |
42 |
41 |
43 |
|
Mathematics |
90 |
87 |
86 |
87 |
85 |
82 |
53 |
52 |
51 |
NRT Results by Student Group – Most Recent Year
This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.
|
|
Reading |
Mathematics |
|
African American |
|
|
|
American Indian or Alaska Native |
|
|
|
Asian |
* |
* |
|
Filipino |
* |
* |
|
Hispanic or Latino |
* |
* |
|
Pacific Islander |
|
|
|
White (not Hispanic) |
88 |
92 |
|
Male |
88 |
92 |
|
Female |
83 |
89 |
|
Economically Disadvantaged |
* |
* |
|
English Learners |
* |
* |
|
Students with Disabilities |
* |
* |
|
Students Receiving Migrant Education Services |
|
|
Local assessments include a Fall and Spring write for every
grade level district wide. Students are given the same prompt to write to at
each grade level. Teachers score the papers together to increase consistency of
expectations. Students in grades K-5 use some common literacy assessments to
continually monitor student progress. Some common assessments exist in the math
area in middle and high schools.
Elementary schools use a standards-based report card that reflects the skills
and expectations in the California State Standards that the district has
adopted. Parents get specific feedback about the strengths and needs of their
students on this report card.
|
|
Reading |
Writing |
||||
|
|
2006 |
2005 |
2004 |
2006 |
2005 |
2004 |
|
Grade K |
--- |
--- |
--- |
--- |
--- |
95 |
|
Grade 1 |
--- |
--- |
86 |
--- |
84 |
85 |
|
Grade 2 |
--- |
--- |
85 |
--- |
78 |
83 |
|
Grade 3 |
--- |
84 |
72 |
80 |
73 |
74 |
|
Grade 4 |
--- |
92 |
82 |
--- |
--- |
--- |
|
Grade 5 |
--- |
84 |
73 |
--- |
77 |
73 |
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
|
|
Percent of Students Meeting Fitness Standards |
|
Grade 5 |
50.0 |
|
|
Academic Performance Index (API) Explanation | API Ranks – Three-Year Comparison | API Changes by Student Group – Three-Year Comparison | State Award and Intervention Programs | AYP Overall and by Criteria | Federal Intervention Program
Academic Performance Index (API) Explanation
The Academic Performance Index (API) is a score on a scale
of 200 to 1000 that annually measures the academic performance and progress of
individual schools in California based on state testing. The state has set 800
as the API score that schools should strive to meet.
Growth Targets: The annual growth target for a school is 5 percent of the
distance between its API Base and 800. The growth target for a school at or
above 800 is to remain at or above 800. Actual growth is the number of API
points a school gained between its base and growth years.
Subgroup APIs and Targets: In addition to a schoolwide API, schools also
receive API scores for each numerically significant subgroup in the school
(i.e., racial/ethnic subgroups, English Learners, and socioeconomically
disadvantaged students). Growth targets must be met by subgroups as well as the
school API.
Percent Tested: An additional target in accountability and assessment statewide
and for No Child Left Behind is the percent of students tested on the STAR test
and the CAHSEE for high school. Each school must test 95% of their population
on these tests in order to meet their AYP for No Child Left Behind and receive
an API score.
Statewide Rank: Schools receiving an API Base score are ranked in ten
categories of equal size (deciles) from 1 (lowest) to 10 (highest), according
to type of school (elementary, middle, or high school).
API criteria are subject to change as new legislation is enacted into law.
Detailed information about the API and the Public Schools Accountability Act
(PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or
by speaking with the school principal.
API Ranks – Three-Year Comparison
The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools." A similar schools rank of 1 means that the school's academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.
|
|
2005 |
2004 |
2003 |
|
Statewide |
10 |
10 |
10 |
|
Similar Schools |
10 |
6 |
4 |
API Changes by Student Group – Three-Year Comparison
A 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.
|
|
API Score |
Actual API Change |
||
|
|
2006 |
2006 |
2005 |
2004 |
|
All Students at the School |
945 |
20 |
26 |
22 |
|
African American |
|
|
|
|
|
American Indian or Alaska Native |
|
|
|
|
|
Asian |
|
|
|
|
|
Filipino |
|
|
|
|
|
Hispanic or Latino |
|
|
|
|
|
Pacific Islander |
|
|
|
|
|
White (not Hispanic) |
954 |
25 |
30 |
30 |
|
Socioeconomically Disadvantaged |
|
|
|
|
|
English Learners |
|
|
|
|
|
Students with Disabilities |
|
|
|
|
State Award and Intervention Programs
None of the schools in the San Ramon Valley Unified School District have been targeted to participate in the state intervention program this year.
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.
|
|
School |
District |
|
Overall |
Yes |
Yes |
|
Participation Rate - English-Language Arts |
Yes |
Yes |
|
Participation Rate - Mathematics |
Yes |
Yes |
|
Percent Proficient - English-Language Arts |
Yes |
Yes |
|
Percent Proficient - Mathematics |
Yes |
Yes |
|
API |
|
Yes |
|
Graduation Rate |
N/A |
Yes |
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.
|
|
School |
District |
|
Program Improvement Status |
n/a |
n/a |
|
First Year of Program Improvement |
n/a |
n/a |
|
Year in Program Improvement |
n/a |
n/a |
|
Number of Schools Currently in Program Improvement |
0 |
|
|
Percent of Schools Currently in Program Improvement |
0.00 |
|
|
|
School Instruction and Leadership | Professional Development | Instructional Minutes | Minimum Days in School Year
School Instruction and Leadership
We provide a standards-aligned
comprehensive core curriculum for all students in every curricular area. ELA,
math, science, and social studies are all taught by credentialed classroom
teachers using State Board of Education adopted instructional texts and research-based
supplementary materials. SBE adopted texts are selected for each subject area
in a collaborative process involving teachers, administrators, parents, and
students from representative sites throughout the district. Montair teachers
always serve on these committees; they read and discuss relevant research
materials, pilot potential selections in their classrooms, and report back
their findings to colleagues and to our parent community. Ultimately, all
teachers vote to select the text that best serves the learning needs of our
students. This process led to our adoption of HM ELA text and the Harcourt
Mathematics, Science, and Social Studies series. Our ELA textbooks are
supplemented with district adopted picture books, non-fiction text and novels including
multicultural titles that reflect the diversity of California’s population.
All Montair students receive differentiated classroom instruction based upon
individual students’ assessment results. This enables them to reach the highest
performance standards. In 2006, 87.1% of our students scored at the proficient
or advanced level on the ELA CST up from 70% in 2003. In math, 89.35% of our
students were proficient or advanced last year compared to 72.8% in 2003. In
ELA, our balanced standards-aligned literacy program is based on the latest
research and our ongoing assessment of student progress. Our program reflects
best practices from organizations like the Consortium on Reading Excellence
(CORE), which has provided training for all of our teachers. Montair students
receive explicit instruction in decoding and word attack skills through the use
of our Houghton-Mifflin text and additional practice in literacy centers. For
reading comprehension, we draw on the research and practices of leading experts
- Lucy Calkins, Ellin Keene, Stephanie Harvey, Nancy Atwell, Irene Fountas, and
Gay Su Pinnel - to implement reading/writing workshops model with independent
reading books from our leveled classroom libraries. This model effectively
differentiates English Language Arts instruction for every student. Reading
strategies are explicitly linked to writing. For example, when students examine
setting in their reading, they will also practice adding setting to their
compositions. Students practice the writing process daily spelling
pre-assessments are used to individualize weekly tests.
Our math program provides daily practice in computation, problem solving, and
conceptual understanding. Our adoption of the Harcourt math program offers
systematic instruction of the standards for each grade level. The Harcourt
program is supplemented with research-based programs like Marilyn Burns’ Math
Solutions and Kathy Richardson’s Developing Number Concepts. Teachers assess
student understanding on an ongoing basis to modify instruction and provide
appropriate homework. For example, K/1 teachers individualize instruction by
assessing number sense. As children master each number, they move on to the
next using both symbolic and manipulative tasks; this assures that they are constantly
working at their appropriate instructional level.
Montair teachers use a range of instructional strategies to address the
different learning styles, needs, and interests of all students. These
strategies include a combination of direct instruction (explicit phonics/math
algorithms), cooperative group activities (partner reading/ school plays),
student-directed work (social studies research projects/writing workshop
compositions), inquiry-based assignments (exploration of geometric attributes
with manipulatives and origami/science lab experiments), and independent
learning activities. Service learning, field trips, and career-awareness
projects tie curriculum to the “real world.” Differentiated homework
assignments provide opportunities to practice and extend skills and concepts
learned in class and to develop good study habits. Our schoolwide expectation
is that all students read just-right books independently every night.
Our students’ success is due in large part to the outstanding work of our exceptional
teaching staff. The Prudential Education Foundation has honored eight of our
teachers as “Outstanding Educators” in the past six years, the most in our
district. We have a remarkably dedicated and gifted team here, and we learn
much from one another. At Montair, our staff members have many opportunities to
collaborate, learn, and grow professionally. All teachers participate in
high-quality professional development activities. Strong grade level teams and
the BTSA program support our beginning teachers. Veteran teachers continue to
grow in their practice through weekly collaboration, ongoing training, and
opportunities to teach and mentor their colleagues. Teachers visit one
another’s classrooms both on site and at other schools to view standards-based
lessons and share instructional strategies. Our classrooms are used as
demonstration classrooms for follow up district training in both ELA and
mathematics. The most powerful learning experience for a teacher is watching
real kids in a real classroom at work. Members of our staff serve on committees
both at the district and site level, researching and sharing best practices.
All staff members are an essential part of our school team. We believe it is an
honor to work and learn at Montair.
Effective professional development follows the principles of
effective teaching: instruction must be tailored to the needs of the individual
learner, modeled, and rehearsed through guided practice and coaching. This is
the model we use at Montair. Our staff and faculty council, in consultation
with our site council, plan professional development collaboratively, using
evidence from student assessment data and our school survey to identify how
best to improve our practice to support student achievement. Our continued
schoolwide focus on implementing a balanced literacy program has led our
district to provide training in use of the Houghton-Mifflin text series
(including differentiation strategies) and research-based reading instruction
through the Consortium on Reading Excellence (CORE). 100% of our classroom
teachers have attended this training. 75% of our teachers have attended
weeklong summer institutes with the Columbia Teachers College Reading and
Writing Project. The skills developed in these trainings (and others with
literacy experts including Ellin Keene, Stephanie Harvey, and Nancy Atwell) are
supported with follow-up demonstrations both at Montair and at other district
sites. Teachers have deepened their knowledge of reading/writing workshops
through observations in classrooms, sharing and analysis of lesson plans and
corresponding student work, and the development and implementation of various
assessment tools to monitor student use of comprehension strategies. Teachers
who have not been able to attend the summer workshops have been able to improve
practice because of this collaborative coaching. Use of a reading workshop
model with leveled books differentiates instruction for all learners.
We have also pursued professional development training to support our
implementation of a balanced and rigorous math program that addresses
computation, problem solving and conceptual understanding. All of our teachers
received training in the use of the Harcourt math text. Additionally, all of
our primary teachers have been trained in Kathy Richardson’s program on number
sense, and all upper grade teachers have been trained in the Hands-on Equations
program and have studied with math expert Rachel McAnallan on problem solving,
geometry, and algebraic thinking.
Our professional development addresses climate issues as well. Our Cooperative
Adventures program provides valuable life-skill training to students at all
grade levels. This program builds a common vocabulary for our students and
staff and provides ongoing professional development training for teachers,
paras and other support staff on building safe, kind, and productive learning
environments. This learning continues during collaborative Wednesdays,
grade-level common preps, lunches, grade-level/cross-grade-level retreats and
staff meetings. Supervision and evaluation provide an opportunity for
professional growth. Teaching practice is evaluated in accordance with the
California Standards for the Teaching Profession, and the principal’s performance
is evaluated according to the California Professional Standards for Educational
Leaders. These tools guide our conversations on best practices.
Professional development opportunities are also provided through district
committees such as our math and literacy leadership groups. Montair teachers
serve on these committees and report back to our staff on decisions and best
practices. Both certificated and classified staff members attend job-alike
meetings (special education, library, science, technology, PE, nurses,
nutrition staff, office managers, etc.) District level administrators
coordinate these meetings; agendas and training are determined in a
collaborative process. Professional development is part of our daily routine.
Grade level teams plan lessons together, meet to share student work samples,
and evaluate progress relative to standards-based rubrics. Twice annually,
grade levels use retreat time to read, discuss and assess a common writing
prompt given to every student in the district. Math problem solving tasks are
examined in the same way, and teachers use this information to guide further
instruction and pinpoint areas for increased support and attention. Our
paraprofessionals receive training each fall from teachers in the use of
assessment tools and strategies they’ll be using with students, as well as
participating on the school Climate Committee. All Montair teachers are “highly
qualified” according to NCLB and CLAD certificated or pursuing CLAD
certification.
The California Education Code establishes a required number of instructional minutes per year for each grade level. The data presented here compares the number of instructional minutes offered at the school to the state requirement for each grade.
|
|
Instructional Minutes |
|
|
|
Offered |
State Requirement |
|
Grade K |
36110 |
36,000 |
|
Grade 1 |
53810 |
50,400 |
|
Grade 2 |
53810 |
50,400 |
|
Grade 3 |
53810 |
50,400 |
|
Grade 4 |
54360 |
54,000 |
|
Grade 5 |
54360 |
54,000 |
Information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.
The elementary (K-5) schools in the San Ramon Valley Unified
School District had 12 minimum days in the 2005-06 school year: the first day
and last day of school, plus 5 conference days each in the fall and spring of
the year.
Middle schools (grades 6-8) had 10 minimum days: first and last days of school,
5 fall conference days and 3 spring conference days. The high schools had
either 7 or 8 minimum days as part of their semester final exams schedules.
This document was last updated on Tuesday, June 19, 2007,12:48:31 PM