School Accountability Report Card School Year 2001-2002
School Information
District Information
School Name
Three R's Achievement Academy
District Name
Bakersfield City Elementary
Principal
Ida Randall
Superintendent
Dr. Jean Fuller
Street
1000 Potomac Ave.
1300 Baker St.
City, State, Zip
Bakersfield, CA 93307-
Bakersfield, CA 93305-4326
Phone Number
661.631.4761
661.631.4600
FAX Number
661.631.4643
661.326.1485
Web Site
N/A
www.bcsd.com
Email Address
randalli@bcsd.com
fullerj@bcsd.com
CDS Code
15-63321-6118293
SARC Contact
Dr. Marvin Jones
School Description and Mission Statement
This is the fourteenth year of the School Accountability Report Card that was established by Proposition 98, an initiative passed by California voters. As you read the 2001-02 Report Card, you will gain a better understanding of 3 R’s Academy as a school program with a record for improvement, a faculty that is professionally skilled and personally committed to meeting the learning needs of students and a student body which is enthusiastic and motivated to perform well.
Three R’s is a school designed program which provides an intervention opportunity for students recommended for retention and not retained in grades one and three. The program provides small group instruction, diagnostic assessments for student learning needs, use of technology, different strategies for teaching to students' learning styles, and additional support staff in the classrooms. The program operates at four school campuses for students in grades two and four. Students participate in after school enrichment and tutoring.
Our mission is to provide a positive and effective integrated learning environment. This will give students successful experiences that promote high achievement and will create respect and appreciation for self and others.
Opportunities for Parental Involvement
Contact Person Name
Contact Person Phone Number
Three R’s Academy operates at four different school campuses in the BCSD and uses the resources available at those sites.
I. Demographic Information Student Enrollment, by Grade Level
Grade Level
Enrollment
Grade 2
24
Grade 4
17
Total
41
Student Enrollment, by Ethnic Group The percentage of students is the number of students in a racial/ethnic category divided by the school's most recent California Basic Educational Data System (CBEDS) total enrollment.
Racial/Ethnic Category
Number of Students
Percentage of Students
African-American
8
19.5
Hispanic or Latino
28
68.3
American Indian or Alaska Native
0
0.0
Pacific Islander
Asian-American
White (Not Hispanic)
5
12.2
Filipino-American
Other
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
Date Last Discussed with Staff
Three R’s Academy operates at four different school campuses in the BCSD and uses the facilities at those sites.
School Programs and Practices that Promote a Positive Learning Environment
Suspensions and Expulsions The number of suspensions and expulsions is the total number of incidents that result in a suspension or expulsion. The rate of suspensions and expulsions is the total number of incidents divided by the school's California Basic Educational Data System (CBEDS) total enrollment for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2000
2001
2002
Suspensions (number)
2
3344
3127
3319
Suspensions (rate)
12
11
Expulsions (number)
205
127
140
Expulsions (rate)
1
School Facilities
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English Language Arts and Mathematics in grades 2-11, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition (Stanford 9), which tests Reading, Language, Mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only). Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. California Standards Tests (CST) The California Standards Tests 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 standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - English Language Arts Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
State
---
14
19
18
32
4
6
16
33
36
CST - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
43
25
22
37
CST - Subgroups - English Language Arts Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
Male
Female
English Learners
Not-English Learners
Socioeconomically Disadvantaged
Not Socioeconomically Disadvantaged
Migrant Education Services
7
CST - Subgroups - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
20
CST - Racial/Ethnic Groups - English Language Arts Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
African- American
Asian- American
Filipino- American
White (not Hispanic)
9
CST - Racial/Ethnic Groups - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
Stanford 9 (SAT 9) Reading and mathematics results from the Stanford 9 test are reported for each grade level as the percentage 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. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. SAT 9 - Reading Percentage of students scoring at or above the 50th percentile
53
48
39
38
49
51
44
29
45
47
SAT 9 - Mathematics Percentage of students scoring at or above the 50th percentile
50
57
58
62
35
54
SAT 9 - Subgroups - Reading Percentage of students scoring at or above the 50th percentile
59
13
SAT 9 - Subgroups - Mathematics Percentage of students scoring at or above the 50th percentile
31
SAT 9 - Racial/Ethnic Groups - Reading Percentage of students scoring at or above the 50th percentile
SAT 9 - Racial/Ethnic Groups - Mathematics Percentage of students scoring at or above the 50th percentile
Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5% of the distance between its base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for monetary awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target. Percentage Tested: In order to be eligible for awards, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested. Statewide Rank: Schools receiving an API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: This is a comparison of each school with 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education Web site at http://api.cde.ca.gov/ or by speaking with the school principal School Wide API
API Base Data
API Growth Data
1999
From 1999 to 2000
From 2000 to 2001
From 2001 to 2002
Percentage Tested
100
API Base Score
642
API Growth Score
Growth Target
Actual Growth
Statewide Rank
Similar Schools Rank
V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms for each range of students, by grade level, as reported by CBEDS.
Grade
Avg.
1-20
21-32
33+
9.00
12.00
17.00
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.
Percentage of Pupils Participating
100%
VI. Teacher and Staff Information Teacher Credential Information Part-time teachers are counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Number of Teachers
Full Credential (full credential and teaching in subject area)
Teaching Outside Subject Area (full credential but teaching outside subject area)
Emergency Credential (includes District Internship, University Internship, Pre-Interns and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Evaluations
Teacher evaluation procedures are defined in the collective bargaining agreement, evaluation documents utilized in the evaluation process, Board of Education policy, and communications prepared by Personnel Services. Teachers in permanent status are evaluated biennially, but may be evaluated annually. Teachers in any other status are evaluated annually. The criteria for evaluation is developed collaboratively between the school principal and teacher. The results of the evaluation are shared with the teacher with a copy placed in the teacher’s personnel file. The rating on the teacher evaluation checklist are: meets standards, needs improvement, and unsatisfactory.
Substitute Teachers
The District provides qualified substitutes when teachers are absent. If the District experiences difficulty in obtaining substitutes on a particular day due to a short supply and excessive demands, capable and qualified support personnel at our own school are available to substitute.
VII. Curriculum and Instruction School Instruction and Leadership
Professional Development
Professional Development Days are designed to provide continuous learning opportunities for administrators, teachers, and classified personnel. These days affirm the basic philosophy of education that learning is a lifelong process that contributes to the well being of the students, teachers, administrators, and community.
Three Professional Development Days for certificated staff were scheduled during the 2001-2002 school year. Two of the days were held prior to the opening of school. They focused on the California Academic Standards for Mathematics and the new textbook adoption, Houghton Mifflin Mathematics and McDougal Littell Mathematics. The third day was held on a Saturday and planned by the school site to enable each site to meet individual school needs. Additionally, professional development was provided for all classroom aides. All professional development days were scheduled outside of the regular school calendar.
Through reading grants and math grants awarded by the state, the district has been able to provide extensive training throughout the school year. Each of these sessions were held during the afternoon and on Saturdays, to support teachers in their implementation of a balanced reading/language arts and mathematics program. Each of these trainings was thirty hours in length. District program specialists were available to facilitate grade level meetings and provide follow-up coaching.
Teachers serving on the District Curriculum Commission selected new reading/language arts materials, developed a pacing calendar, set assessment dates, and aligned the standards, new materials and assessments. This alignment was published in the district Standards for Excellence in Reading Language/Arts and made available on line. Other Curriculum Commission members completed work on the district standards-based report card for Kindergarten through grade three, the district writing prompts and the district scoring guide to accompany the writing prompts.
New teachers received professional development through the Beginning Teacher Support and Assessment (BTSA) program. The focus of training was in the California Formative Assessment and Support System for Teachers (CFASST), California Standards for the Teaching Profession (CSTP) and the California Academic Content Standards. In addition, professional development was provided to meet induction requirements of SB 2042 leading to the California Clear Teaching Credential. Each beginning teacher was assigned a veteran teacher who served as a support provider. The support providers received on-going professional development in CFASST, coaching strategies, and instructional techniques. Professional development was provided through individual mentor, monthly meetings, and after-school or weekend workshops.
Pre-Intern and Intern teachers received professional development at monthly meetings focusing on the initial teaching skills of the CSTP including classroom management, lesson planning, assessment, and establishing a climate that is conducive to student achievement. Forty hours of professional development, entitled Initial Teaching Training, was made available to Pre-intern and Intern teachers prior to the beginning of the school session. Each Pre-intern and Intern was assigned a coach that provided day-to-day support in these areas as well as advisement toward meeting credential requirements.
Veteran teachers experiencing difficulty received individualized, on-going professional development based on the teacher’s needs. The principal and the teacher agreed that support is required and the teacher was assigned either a resource teacher or a Peer Assistance and Review (PAR) Consulting teacher. Classroom management, lesson design and implementation, and instruction utilizing the California Academic Content Standards were some of the topics of professional development provided.
Counseling, mentoring, videotaping was provided on an individual basis to teachers seeking certification through the National Board for Professional Teaching Standards (NBPTS). NBPTS candidates were encouraged to join the Kern County Superintendent of Schools cohort of teachers seeking certification for assistance in writing and documenting data for their portfolio.
Quality and Currency of Textbooks and Other Instructional Materials
All textbooks and instructional materials provided by the district are aligned with the California State Frameworks and State Academic Content Standards. District-wide committees of teachers, principals, and parents under the direction of the Director of Curriculum and Standards evaluate and select materials from the state list of approved materials. These identified materials meet the rigor of the California Academic Content Standards.
The following instructional materials are standards-based and adopted from the state list:
Content Area
Level
Publisher
Textbook
Adoption
Year
History/Social Science
K-6
Harcourt Brace
Houghton Mifflin
Glencoe/McGraw-Hill
Harcourt Social Science
Across the Centuries
The American Journey
1999-2000
Science
K-5
6-8
Holt, Rinehart and Winston
Harcourt Science
Holt Science and Technology
2000-2001
Mathematics
8*
McDougal Littell
Glencoe
Houghton Mifflin Mathematics and Matematicas (Spanish)
Mathematics Concepts and Skills and Algebra 1 Concepts and Skills
Mathematics Applications and Connections 3
2001-2002
Reading/Language Arts
Holt Rinehart Winston
Reading California
Lectura (Spanish)
Holt Literature and Language Arts
2002-2003
* The Glencoe Mathematics Program used by some 8th graders is not on the current adoption list but on the AB 2519 list. These materials are used to assist students in preparation for the high school exit exam and Algebra I.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
52,740
50,400
56,340
54,000
Total Number of Minimum Days
There are a total of eight minimum days during the school year. The minimum days are scheduled to allow time for parent conferences and other duties.
IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2000-2001) Statewide data categories used for comparison are determined by type (Elementary, High, and Unified) and enrollment, as defined in Management Bulletin 02-04. The statewide average for principles is aggregated by district. There is no statewide average calculated for Common Administration Districts.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$34,000
$35,222
Mid-Range Teacher Salary
$51,257
$57,707
Highest Teacher Salary
$66,086
$70,135
Average Principal Salary (Elementary)
$92,867
$89,033
Average Principal Salary (Middle)
$98,109
Superintendent Salary
$141,503
$129,527
Percentage of Budget for Teacher Salaries
43.38%
45.90%
Percentage of Budget for Administrative Salaries
3.95%
5.40%
Expenditures (Fiscal Year 2000-2001)
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$179,526,971
$6,784
$6,092
$6,360