Bostonia School Accountability Report Card Reported for School Year 2003-2004
Published During 2004-2005
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education web site http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.
School Information
District Information
School Name
Bostonia Elementary
District Name
Cajon Valley Union Elementary
Principal
Cindy Knight
Superintendent
Dr. Janice Cook
Street
1390 E. Broadway
189 Roanoke Rd.
City, State, Zip
El Cajon, CA 92021-5812
El Cajon, CA 92022-1007
Phone Number
(619) 588-3121
(619) 588-3005
FAX Number
(619) 579-4849
(619) 588-7653
Web Site
www.cajonvalley.net
E-mail Address
knightc@cajonvalley.net
cookj@cajonvalley.net
CDS Code
37-67991-6037576
SARC Contact
Keith Himaka
School Description and Mission Statement
We accept the challenge of educating our children to become responsible, productive citizens who develop moral values and contribute to our society. The Bostonia staff believes that all children can reach their full potential while maintaining their creativity and individualism. An atmosphere that is warm, child-centered, safe, and orderly will exist at Bostonia. Children will gain a positive self-concept and an awareness and sensitivity for individual differences.
Essential and ongoing communications between teachers, children, parents, and other staff members will occur. The Bostonia staff will accomplish this school mission through effective teachers and the principal's instructional leadership. High expectations, frequent monitoring of children's progress, coordinated curriculum, variety of teaching strategies, and maximum use of learning time will be emphasized. Children will be recognized and rewarded for their achievement.
Bostonia's annual report is an important document in which parents are provided specific information about school curriculum and policies. As a staff, our goal is to provide an open forum for communication with our parent community. We invite your comments about this report and any recommendations you might have for better serving our community. Please call us at 588-3121, if you have questions about this report.
Opportunities for Parental Involvement
Contact Person Name
Kelly Madden
Contact Person Phone Number
Parent Participation
The home-school partnership is highly valued in the Cajon Valley Union School District. One goal of the District Strategic Plan is to actively involve parents in their students' education. Communication between parents and teachers is important. Parent-teacher conferences are held in November, and parents and teachers are encouraged to remain in communication throughout the school year. Parents are asked to monitor daily work, review each trimester report card with their child, and contact the teacher with any questions.
The following District and site committees are designed to foster parent involvement:
Superintendent’s Citizen’s Advisory Council (SCAC) – This council includes a parent representative from each school and meets monthly with the superintendent to receive information and give input about activities at the schools.
Superintendent’s Budget Advisory Council (SBAC) – This council includes parents, staff, and community members who meet with the assistant superintendents to discuss budget priorities for the coming year that will later be presented to the Governing Board.
District Bilingual Advisory Committee/District English Learner Advisory Committee (DBAC/DELAC) – This committee meets monthly. The DBAC/DELAC provides opportunities for representatives from each school with a Bilingual Advisory Committee/English Learner Advisory Committee to learn about district and state programs for English learners, give input, and make suggestions.
GATE District Advisory Council – This council meets several times a year and includes a parent and teacher from each GATE (Gifted and Talented Education) school.
Community Based English Tutoring Program (CBET) – This program provides English language instruction free of charge to parents or other members of the community. Adult participants pledge to provide English language tutoring to district students. Parents in the CBET program also learn English using computers and receive instruction on effective tutoring through training sessions given by district consultants.
School Site Council (SSC) – Each school has a School Site Council that meets monthly and is comprised of parents, staff, and the principal. The School Site Council makes decisions for the school through the development and implementation of the Comprehensive School Plan for Student Achievement. The SSC approves categorical budget expenditures focused on improving student achievement.
Bilingual Advisory Committee (BAC)/English Learner Advisory Committee (ELAC) – This committee is comprised of parents of English learners that advise principals on the instructional program for students who are learning English.
School Events:
Each year parents are invited to Back to School Night, Spring Open House, Back to School Picnic, Holiday Shop, the Spring Fling, and Literacy Nights. In addition, our site involves parents through classroom volunteers, room parents, PTA, and our volunteer center.
I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
72
Grade 1
86
Grade 2
88
Grade 3
93
Grade 4
112
Grade 5
96
Grade 6
103
Total Enrollment
650
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
43
6.6
Hispanic or Latino
189
29.1
American Indian or Alaska Native
6
0.9
Pacific Islander
5
0.8
Asian
9
1.4
White (Not Hispanic)
393
60.5
Filipino
Multiple or No Response
0
0.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
October 8, 2003
Date Last Discussed with Staff
October 3, 2003
Bostonia School is focused on providing a positive, safe, and secure learning environment for students, staff, parents, and the community. A comprehensive Safe School Plan addresses safety concerns identified through a schoolwide planning process. The goals and objectives of this plan support a learning environment that allows staff to effectively teach and students to actively learn. The plan promotes campus safety and focuses on character building and the analysis of the school's physical, social, and cultural environments. Additional components include discipline and sexual harassment policies, safe travel to and from school, school crime data, child abuse reporting, disaster procedures, notifications to teachers of at‑risk students, and descriptions of strategies that help to develop a safe, positive environment. The site Safe School Plan is updated annually.
The school also has a site Emergency Operations Plan that aligns site emergency operations procedures with the District Emergency Operations Plan. This plan is updated annually.
School Programs and Practices that Promote a Positive Learning Environment
Bostonia School staff is committed to educational excellence and character development. The staff works together and utilizes best practices grounded in research and provides sustained, effective, and quality instruction that meets the needs of students. Our schoolwide character development program, Peace Builders, is directly taught every day during the principal's message portion of the Bobcat News. Teachers provide follow up lessons in the classroom and integrate tenets of the program in core curriculum discussions. A monthly reward system reinforces students who are "caught" using Peace Builder strategies. We emphasize basic skills, student discipline, responsibility, regular homework, high expectations, and parent involvement in school. Students who meet their "AR Reading Certification" receive recognition. A trimesterly writing contest provides incentive for students to achieve, as the first, second, and third place winners are invited to read their essays on the Bobcat News, and the first place winner at each grade level wins a field trip to the Naval Submarine Training Center. We place a high priority on teaching students with diverse learning styles, backgrounds, and abilities and work together to provide instructional, personal, and family support to maximize learning. Our staff is knowledgeable, caring, and dedicated, and demonstrates a passion for teaching, learning, and eliminating obstacles to student success. Our award winning volunteer center, led by Cajon Valley's Classified Employee of the Year, logs thousands of hours of volunteer assistance. In addition, parent-paid childcare is available from 6:00 a.m. to 6:00 p.m., Monday through Friday. The program operates during vacations and on non-school days, and provides a safe and secure bridge between home and school.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., 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 total enrollment as reported by CBEDS for the given year. The data reported for the District reflects total numbers from all school sites within the District, which includes both elementary and middle schools.
School
District
01−02
02−03
03−04
Number of Suspensions
30
13
10
1,132
848
1,111
Rate of Suspensions
3.99%
1.91%
1.54%
5.99%
4.55%
6.15%
Number of Expulsions
2
8
Rate of Expulsions
0.00%
0.03%
0.01%
0.04%
School Facilities
General The district takes great efforts to ensure that all schools are clean, safe, in good repair, and adequate. To assist in this effort, the district uses a facility survey instrument developed by the State of California Office of Public School Construction. Below is more specific information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment.
Facilities Description This school has 26 permanent classrooms, nine portable classrooms, a library with computer lab, a multipurpose room, and an administration building. The main campus was built in 1995. General Obligation Bond funds (Proposition X) were used in the 2002-03 school year to install additional restroom facilities for both students and staff. Special locks have been installed that allow staff to lock doors from the room’s interior, in case of emergency.
Maintenance and Repair District maintenance staff ensures that the necessary repairs are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. None of the eight emergency facilities needs, as specified in Education Code Section 117592.72 (c)(1), exist. All of the toilets are in good working order.
Cleaning Process and Schedule The school is cleaned every other night by a two-person cleaning crew. Work performed includes: sweeping, vacuuming, and mopping floors, emptying trash, cleaning sinks, filling dispensers, and dusting rooms, as scheduled. Grounds are maintained by a groundskeeping crew. There is one full-time day custodian. This day custodian is responsible for daily restroom cleaning, cleaning eating and food preparation areas, daily grounds clean up, minor facility repairs, and special emergency clean ups. Carpets are shampooed, and tile flooring is cleaned and refinished every winter, spring, and summer break. A thorough deep cleaning of all areas is done every summer.
Deferred Maintenance Budget The district participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. State funding for the deferred maintenance program for the 2003−2004 school year totaled $222,006.
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) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. The NRT tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. Note: The STAR data presented in this report, in the areas for “Groups and Subgroups,” are only reported for those groups and subgroups defined as “numerically significant” by the State of California. California Standards Tests (CST) 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. CST – All Students Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject
State
English-Language Arts
25
32
35
37
39
40
36
Mathematics
38
46
47
42
31
34
Science
27
CST – Numerically Significant Racial/Ethnic Groups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
African- American
White (not Hispanic)
22
41
51
CST – Numerically Significant Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Male
Female
English Learners
Economically Disadvantaged
Students With Disabilities
Yes
No
11
12
49
44
24
56
23
7
Norm-Referenced Test (NRT) Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, are reported for each grade level 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. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. 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 – All Students Data reported are the percent of students scoring at or above the 50th percentile.
Reading
45
57
58
54
55
50
NRT – Numerically Significant Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
62
NRT – Numerically Significant Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
21
52
19
60
64
33
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education 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.
Total
34.4
42.0
25.6
26.9
27.5
26.3
24.8
26.7
22.9
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 percent 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 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. There was no money allocated to the II/USP Program in 2002 or 2003. 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 and socioeconomically disadvantaged students). 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 eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base 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: Schools also receive a ranking that compares that school to 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. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2001
2002
2003
From 2001 to 2002
From 2002 to 2003
From 2003 to 2004
Percent Tested
99
100
API Base Score
688
702
723
API Growth Score
713
728
735
Growth Target
4
Actual Growth
26
Statewide Rank
Similar Schools Rank
API Numerically Significant Subgroups – Racial/Ethnic Groups
651
676
682
677
686
696
3
14
703
724
751
740
758
756
API Numerically Significant Subgroup – Socioeconomically Disadvantaged
672
695
681
701
714
29
State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.
Federal Intervention Programs Schools receiving Title I funding enter federal Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools, can be found at the California Department of Education web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
Year Identified for Program Improvement
Year in Program Improvement
Year Exited Program Improvement
Number of Schools Currently in Program Improvement
Percent of Schools Identified for Program Improvement
10.7
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. A "Yes" in the following table displaying overall AYP status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AYP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measurable objectives for the percent proficient or above and the participation rate required under AYP. Detailed information about AYP can be found at the California Department of Education web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
Overall
2004
All Students
Subgroups
African American
N/A
Socioeconomically Disadvantaged
Students with Disabilities
IV. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS.
Grade
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
K
19.8
19.5
32.0
1
19.2
19.6
19.3
19.0
20.0
31.3
33.0
30.0
33.7
34.0
31.0
K-3
4-6
30.5
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. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
Percent of Students Participating
100%
V. Teacher and Staff Information Core Academic Courses Not Taught by NCLB Compliant Teachers The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be "highly qualified" not later than the end of the 2005-06 school year. In general, NCLB requires that each teacher must have: (1) a bachelor's degree, (2) a state credential or an Intern Certificate/Credential for no more than three years, and (3) demonstrated subject matter competence for each core subject to be taught by the teacher. More information on teacher qualifications required under NCLB can be found at the California Department of Education's web site at http://www.cde.ca.gov/nclb/sr/tq/. For a school, the data reported are the percent of a school's classes in core content areas not taught by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areas not taught by NCLB compliant teachers in all schools in the district, including high-poverty schools and in low-poverty schools. Note: Each teacher of core academic subjects must have a Certificate of Compliance on file verifying subject matter competency in order to be considered NCLB compliant. The Cajon Valley Union School District began the process of verifying subject matter competency during the 2003-2004 school year. The percentages documented in the table below reflect those at the end of the 2003-2004 school year. It is anticipated that approximately 90% of the teachers of core academic subjects will be NCLB compliant by the completion of the 2004-2005 school year.
This School
85.2
All Schools in District
62.8
High-Poverty Schools in District
51.4
Low-Poverty Schools in District
64.1
Teacher Credentials 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 only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
Teachers with Full Credential
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers in Alternative Routes to Certification (district and university internship)
Pre-Internship
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Misassignments Data reported are the number of placements of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Teacher Education Level Data reported are the percent of teachers by education level.
Doctorate
0.5
Master's Degree plus 30 or more semester hours
48.3
35.2
Master's Degree
20.7
25.3
Bachelor's Degree plus 30 or more semester hours
Bachelor's Degree
5.4
Less than Bachelor's Degree
Vacant Teacher Positions Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.
Vacant Teacher Positions
Teacher Evaluations
The objective of the evaluation process is to maintain or improve the professional performance of teachers, thereby, increasing the quality of the education provided for students. Permanent teachers are evaluated by their principal/immediate supervisor, as required, in the following areas:
The principal/immediate supervisor conducts frequent walk-through and formal observations and communicates with all teachers regarding planning and instructional practices. Teachers being formally evaluated meet with the principal/immediate supervisor following lesson observations in a post-conference setting. The observed lessons are evaluated using the Certificated Appraisal Instrument that is based on the California Standards for the Teaching Profession. During the post-conference, positive elements of the lesson, areas for growth, and suggestions for improvement are provided to assist in developing the teacher’s instructional skills.
Substitute Teachers
When classroom teachers are absent due to illness or to participate in staff development activities, the Personnel Department makes arrangements for qualified substitute teachers. The classroom teacher prepares for the substitute to ensure that the daily schedule, detailed lesson plans, classroom management procedure information, and school policies are available.
Grade-level team members, support personnel, and the site principal provide support and assistance to the substitute teacher to make certain that the instructional program is maintained and that the school day runs smoothly. Substitute teachers are monitored by the principal. To ensure a seamless transition, the substitute teacher prepares a report on the progress of the class so that the classroom teacher will be well informed of the day’s events in their absence.
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.
Title
FTE
Counselor
Librarian
Psychologist
.40
Social Worker
Nurse
.20
Speech/Language/Hearing Specialist
1.0
Resource Specialist (non-teaching)
Other
VI. Curriculum and Instruction School Instruction and Leadership
The Cajon Valley Union School District is committed to offering a quality instructional program for all students. The Governing Board has approved standards-based textbooks and instructional materials that are provided to teachers and students. Teachers focus their lessons on the California content standards for language arts, mathematics, science, and history. Teachers are provided curriculum guides to assist them in planning their instructional program.
The principal, School Site Council, and staff collaborate to develop the Comprehensive School Plan for Student Achievement. The plan reflects district and site objectives for program improvement, analysis of student achievement data, School-Based Coordinated Program guidelines, implementation of special programs, learning support services, professional growth activities, parent and community involvement, and categorical budget approval.
As the instructional leader, the principal meets regularly with the site leadership team and grade-level teams. The site leadership team is made up of the principal, the Title I/bilingual facilitator, and grade level curriculum leaders. The principal observes classroom activities regularly and supports and guides teachers as they design their instructional program.
Teachers collaborate on lesson development and pacing. To improve student learning, each grade level develops trimester goals for language arts and mathematics. Student progress toward achieving proficiency on standards is monitored and indicated on each trimester report card.
During grade-level team meetings, student achievement is discussed, and students needing extra assistance are identified. The site provides additional instruction and support for students achieving below grade level. Students may receive additional support during the language arts period, after school, and at times that are pre-arranged by the teacher, student, and parent. Summer school is available during the month of July.
Students mastering the grade-level content are provided enrichment and extension activities.
Professional Development
Each year teachers and support staff participate in professional development as indicated in the Comprehensive School Plan for Student Achievement. Priorities are established for teacher and staff training using data from teacher surveys and student achievement. Teachers requiring additional certifications are enrolled in appropriate programs.
Staff participates in workshops offered within the district or sponsored by the San Diego County Office of Education. Others attend classes provided at local universities or through on-line trainings.
District sessions are designed to address priorities in the District Strategic Plan and site plans, address state standards, and help teachers to implement the adopted standards-based textbooks. A calendar is distributed that includes all the Cajon Valley Union School District and San Diego County Office of Education offerings for the year. Teachers who attend workshops during the year share curricular information and teaching techniques with other teachers.
Classroom teachers and classified staff members who work with students are eligible for State Professional Development Buy-Back. Teachers may receive up to three Buy-Back days to be used for professional development during non-duty time, and classified staff receive up to six hours of training. In addition to Buy-Back, schools and the district expend categorical funds for teacher professional development. Site categorical funds must be approved by the School Site Council.
Professional Development that teachers at Bostonia participated in includes:
· Houghton Mifflin District Training − Grades 3–5
· District Math Training, K–6
· Harcourt Science Training − Grade 5
· District Trimester Reading, Writing, and Math Circles (K–6)
· AB 466 Houghton Mifflin and Holt
· AB 466 High Point − Grades 4−6
· English Language Development Training (K–6)
· Focused Approach to Reading with Houghton Mifflin
· Getting Ready for Algebra, Grade 6 (2004–2005)
· Interactive Notebooks for Social Studies and Science, Grade 6
Quality and Currency of Textbooks and Other Instructional Materials
In the Cajon Valley Union School District, textbooks are adopted districtwide and distributed to all schools. The timeline for selection of textbooks is based on the adoption cycle established by the State Board of Education for each core content area. A textbook committee, comprised of teachers, parents, and administrators, make recommendations to the Governing Board for approval. Additional instructional materials aligned to content standards are purchased, as needed, to supplement the core adoption.
Listed below are the District-adopted core instructional materials from the California State Board of Education approved list.
Core Curriculum Areas
Availability of Textbooks/Materials
Reading/Language Arts
Houghton Mifflin, Reading (English and Spanish), Grades K−5 − Implemented 2003
Holt, Literature and Language Arts, Grade 6 – Implemented 2003
Hampton Brown High Point, Grades 4−6 − Implemented 2004
Sopris West Language!, Grades 4−6 − Implemented 2004
Harcourt Math, Grades K−5 − Implemented 2001
McDougal Littell, Mathematics Concepts and Skills, Grade 6 − Implemented 2001
Harcourt Science, Grades K−5 − Implemented 2003
Holt, Science and Technology, Grade 6 − Implemented 1999
History/Social Science
McGraw−Hill, Adventures in Time & Place Supplement, Grades K−2 − Implemented 2004
Houghton Mifflin Social Studies, Grades 3−6 − Implemented 2001
Glencoe, Grade 8 − Implemented 2000
Foreign Language
Prentice Hall, Realidades, Grade 6 − Implemented 2004
Availability of Sufficient Standards-Aligned Textbooks and Other Instructional Materials
As per Education Code, the Governing Board certifies by the eighth week of school that each pupil, including English learners, has a district adopted, standards-aligned textbook or instructional materials, or both, to use in the classroom and to take home, in the core subject areas of reading/language arts, mathematics, science, history/social science, and foreign language.
The District has assured that every student has access to standards-aligned textbooks through the District’s textbook accounting records maintained by the Instructional Media Services Department. Following a textbook adoption, materials are distributed to all schools through the Instructional Media Services Department. Each year, a textbook inventory is conducted. Sites submit a textbook order based on the needs for the coming school year. Materials are ordered and delivered to schools for the beginning of the upcoming school year.
As per Education Code, the Governing Board certifies yearly that each pupil has sufficient standards-aligned textbooks and supplemental materials for the core subject areas of reading/language arts, mathematics, science, history/social science, and foreign language.
Instructional Minutes The California Education Code establishes a 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
38,160
36,000
56,160
50,400
54,000
Total Number of Minimum Days
There was a total of nine minimum days at Bostonia for teacher/parent conferences during the 2003−2004 school year.
VII. Fiscal and Expenditure Data County offices of education are not required to report average salaries and expenditures. The California Department of Education's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education. Average Salaries (Fiscal Year 2002-2003) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Detailed information regarding salaries may be found at the California Department of Education web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0203.asp.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$33,884
$37,951
Mid-Range Teacher Salary
$58,994
$61,262
Highest Teacher Salary
$79,846
$74,414
Average Principal Salary (Elementary)
$95,706
$93,342
Average Principal Salary (Middle)
$95,946
Average Principal Salary (High)
Superintendent Salary
$151,648
$140,715
Percent of Budget for Teacher Salaries
45.1
44.6
Percent of Budget for Administrative Salaries
5.0
5.5
Expenditures (Fiscal Year 2002-2003) Data reported are total dollars expended in the district and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education web site at http://www.cde.ca.gov/ds/fd/ec/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$120,157,863
$6,558
$6,542
$6,822
Types of Services Funded
Expended for Bostonia
The dollar amounts listed include the site allocation plus a percentage of the districtwide program administrative costs.
Program
Con App Allocation
Classified Support
Certificated Support
Instructional Materials
Services and Equipment
Staff Development
Miscellaneous
Parent Involvement and Education
SIP
$91,904
0%
31%
53%
1%
15%
Title 1
$254,402
35%
49%
11%
3%
Allocation
# Students Served
$92,914
149
Employed three part-time bilingual translators and three part-time clerical aides to provide additional support