School Accountability Report Card    
  Reported for School Year 2004-05  

Published During 2005-06

 

Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) template are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp

Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available.

More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.


I. General Information

Contact Information
Information about school and district contacts.

School Information

District Information

 School Name

 Orick Elementary

 District Name

 Orick Elementary

 Principal

  John Sutter

 Superintendent

Bill Hawkins

 Street

 Hwy. 101

 Street

 Hwy. 101

 City, State, Zip

 Orick, CA    95555-0128

 City, State, Zip

 Orick, CA    95555-0128

 Phone Number

(707) 488-2821

 Phone Number

same

 FAX Number

(707) 488-2831 

 FAX Number

Same

 Web Site

humboldt.k12.ca.us

 Web Site

Same

 E-mail Address

Orick@humboldt.k12.ca.us

 E-mail Address

Same

 CDS Code

 12-62968-6008080

 SARC Contact

 John Sutter


School Description and Mission Statement
Information about the school, its programs, and its goals.

  The whole Orick School community creates an atmosphere where learners are involved and accountable for their academic, social, and emotional growth. Learners view the school as a place in their community that provides the resources, to prepare them for the challenges in their futures. Orick School is the educational hub of the community.


Opportunities for Parental Involvement
Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.

 Contact Person Name 

  Jeanie Daisy

 Contact Person Phone Number 

(707) 488-2821

   Orick School has a newly active Parent Club. The Parent Club meets monthly and holds several annual fund-raising events. Some events the Parent Club sponsors are the Fund Fair carnivals and Halloween Carnival. The money from these events to toward student enrichment, field trips, bringing in special events, or the purchase of equipment.


II. Demographic Information

Student Enrollment -- 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

 Grade Level

 Enrollment

 Kindergarten

 Grade 9

 Grade 1

 Grade 10

 Grade 2

 Grade 11

 Grade 3

 Grade 12

 Grade 4

10 

 Ungraded Secondary

 Grade 5

 

 

 Grade 6

 Grade 7

 Grade 8

 Ungraded Elementary

 Total Enrollment

52 


Student Enrollment -- Racial and Ethnic Subgroups
Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.

 Racial and Ethnic Subgroup

 Number
of
Students

 Percent
of
Students

 Racial and Ethnic Subgroup

 Number
of
Students

 Percent
of
Students

 African American

5.8 

 Hispanic or Latino

3.8 

 American Indian or Alaska Native

12 

23.1 

 Pacific Islander

0.0 

 Asian

0.0 

 White (Not Hispanic)

35 

67.3 

 Filipino

0.0 

 Multiple or No Response

0.0 


III. School Safety and Climate for Learning

School
Safety Plan

Information about the currency and contents of the school's comprehensive safety plan.

 Date of Last Review/Update 

  Aug. 05

 Date Last Discussed with Staff 

  Nov. 05

  Orick School has policies and plans in place to ensure the safety of our students. These cover emergencies such as fires, earthquakes, and disasters, and include policies regarding visitors to our campus, a safe school plan, transportation plan and a disaster/emergency plan.


School Programs and Practices That Promote a Positive Learning Environment
Information
about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.

 Orick School promotes a positive learning environment through supporting a child’s basic needs, maintaining flexible classroom placements and keeping our standards high. We pride ourselves in being a caring staff. Students can come to Orick School and know that their needs will be met including, special education, dental, physical and emotional needs. Having only 72 students is part of the reason staff can take time focus on individual children. Flexible classroom settings also add to student success. Because classes are multi-graded, placing a student in a grade up or down for some lessons causes no concern for the child and offers a more appropriate and ultimately successful learning environment. Finally, we have high standards. Orick students are asked to perform to the best of their abilities. If the staff feels a child is not performing we have a Student Study Team meeting (SST) for the child and also require that the child spend time in an extended day program called Academic Support Program (ASP). ASP provides tutoring by a teacher for homework three days a week until 4:00.


Suspensions and Expulsions
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

 2003

 2004

 2005

 2003

 2004

 2005

 Number of Suspensions

 Rate of Suspensions

 

 

 

 

 

 

 Number of Expulsions

 

 

 

 

 

 

 Rate of Expulsions

 

 

 

 

 

 


IV. School Facilities

School
Facility Conditions -- General Information

Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms.
Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

 The town of Orick was a lumber boom-town in the 40’s. When all eight mills were in operation, the school had about 250 students. With a mere 72 students today and one operating mill, our facilities are more than adequate. One wing of the school has been made over into a community center with a clinic, meeting room and community library. The classrooms are have tall ceilings and are light and airy. Our gym has a beautiful stage and our oak gym floor is the envy of visiting schools. The kitchen has been upgraded in the past to serve hot, nutritious lunches.


School Facility Conditions -- Results of Inspection and Evaluation
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 Actions
Taken or Planned

 Yes

 No

 Gas Leaks

 

 

 Mechanical Systems

X

 

 

 Windows/Doors/Gates (interior and exterior)

 

 

 Interior Surfaces (walls, floors, and ceilings)

 

 

 Hazardous Materials (interior and exterior)

 

 

 Structural Damage

 

 

 Fire Safety

 

 

 Electrical (interior and exterior)

 

 

 Pest/Vermin Infestation

 

 

 Drinking Fountains (inside and outside)

 

 

 Restrooms

 

 

 Sewer

 

 

 Playground/School Grounds

 

 

 Other

 

 


V. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 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 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. 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.

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 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

 School

 District

 State

 2003

 2004

 2005

 2003

 2004

 2005

 2003

 2004

 2005

 English-Language Arts

 21

 22

 30

 21

 22

 30

 35

 36

 40

 Mathematics

 18

 33

 32

 18

 33

 32

 35

 34

 38

 Science

 

 *

 *

 

 *

 *

 27

 25

 27

 History-Social Science

 

 *

 *

 

 *

 *

 28

 29

 32


CST -- Racial and Ethnic Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

 Subject

 African
American

 American
Indian or
Alaska
Native

 Asian

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 English-Language Arts

 *

 *

 

 

 *

 

 31

 Mathematics

 *

 *

 

 

 *

 

 38

 Science

 

 

 

 

 *

 

 *

 History-Social Science

 *

 *

 

 

 

 

 *


CST -- Other Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Subject

   Male  

 Female

 English
Learners

 Economically
Disadvantaged

 Students With
Disabilities

 Migrant
Education

 English-Language Arts

 23

 50

 

 36

 21

 

 Mathematics

 38

 31

 

 33

 21

 

 Science

 *

 *

 

 *

 *

 

 History-Social Science

 *

 *

 

 *

 *

 


Norm-Referenced Test (NRT)
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 -- All Students
Data reported are the percent of students scoring at or above the 50th percentile.

Subject

 School

 District

 State

 2003

 2004

 2005

 2003

 2004

 2005

 2003

 2004

 2005

 Reading

 30

 27

 *

 30

 27

 *

 43

 43

 41

 Mathematics

 34

 41

 *

 34

 41

 *

 50

 51

 52


NRT -- Racial and Ethnic Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.

Subject

 African
American

 American
Indian or
Alaska
Native

 Asian

 Filipino

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 Reading

 

 *

 

 

 

 

 *

 Mathematics

 

 *

 

 

 

 

 *


NRT -- Other Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.

Subject

   Male  

 Female

 English
Learners

 Economically
Disadvantaged

 Students With
Disabilities

 Migrant
Education

 Reading

 *

 *

 

 *

 *

 

 Mathematics

 *

 *

 

 *

 *

 


Local Assessment
Data reported are the percent of students meeting or exceeding the district standard.

 Grade
Level

 Reading

 Writing

 Mathematics

 2003

 2004

 2005

 2003

 2004

 2005

 2003

 2004

 2005

 K

 

 

 

 

 

 

 

 

 

 1

 

 

 

 

 

 

 

 

 

 2

 

 

 

 

 

 

 

 

 

 3

 

 

 

 

 

 

 

 

 

 4

 

 

 

 

 

 

 

 

 

 5

 

 

 

 

 

 

 

 

 

 6

 

 

 

 

 

 

 

 

 

 7

 

 

 

 

 

 

 

 

 

 8

 

 

 

 

 

 

 

 

 

 9

 

 

 

 

 

 

 

 

 

 10

 

 

 

 

 

 

 

 

 

 11

 

 

 

 

 

 

 

 

 

 12

 

 

 

 

 

 

 

 

 


California Physical Fitness Test (PFT)
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test 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.

       No data are available for this section

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 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. Schools that reach their annual targets are eligible for awards.

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 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (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 1 (lowest) to 10 (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. 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 -- Schoolwide
Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.

 API Base Data

 API Growth Data

 

 2002

 2003

 2004

 

From
2002
to 2003

From
2003
to 2004

From
2004
to 2005

 Percent Tested

 

 100

 100

 Percent Tested

 100

 100

 100

 API Base Score

 613

 638

 667

 API Growth Score

 678

 663

 643

 Growth Target

 9

 8

 7

 Actual Growth

 65

 25

 -24

 Statewide Rank

 3

 2

 3

 

 Similar Schools Rank

 N/A

 N/A

 N/A


API -- Racial and Ethnic Subgroups
Data reported are API Base and Growth scores and growth targets.

 API Base Data

 API Growth Data

 

 2002

 2003

 2004

 

From
2002
to 2003

From
2003
to 2004

From
2004
to 2005

 African American

 African American

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 American Indian or Alaska Native

 American Indian or Alaska Native

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Asian

 Asian

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Filipino

 Filipino

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Hispanic or Latino

 Hispanic or Latino

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 Pacific Islander

 Pacific Islander

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 

 White (Not Hispanic)

 White (Not Hispanic)

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 


API -- Socioeconomically Disadvantaged Subgroup
Data reported are API Base and Growth scores and growth targets.

 API Base Data

 API Growth Data

 

 2002

 2003

 2004

 

From
2002
to 2003

From
2003
to 2004

From
2004
to 2005

 API Base Score

 

 

 

 API Growth Score

 

 

 

 Growth Target

 

 

 

 Actual Growth

 

 

 


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.


Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:

  • Requirement 1: Participation rate on the state's standards-based assessments
  • Requirement 2: Percent proficient on the state's standards-based assessments
  • Requirement 3: API as an additional indicator
  • Requirement 4: Graduation rate (for secondary schools)

Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

AYP All Criteria -- Schoolwide
Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.

 Schoolwide

 School

 District

 2003

 2004

 2005

 2003

 2004

 2005

 All Students

 Yes

 Yes

 Yes

 Yes

 Yes

 Yes


AYP Participation Rates and Proficiency Levels -- Schoolwide and Subgroups
Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "n/a" means that the student group is not numerically significant.

 Schoolwide and Subgroups

 School

 District

 2003

 2004

 2005

 2003

 2004

 2005

 All Students

 Yes

 Yes

 Yes

 Yes

 Yes

 Yes

 African American

 N/A

 N/A

 Yes

 N/A

 N/A

 Yes

 American Indian or Alaska Native

 N/A

 N/A

 Yes

 N/A

 N/A

 Yes

 Asian

 N/A

 N/A

 Yes

 N/A

 N/A

 Yes

 Filipino

 N/A

 N/A

 Yes

 N/A

 N/A

 Yes

 Hispanic or Latino

 N/A

 N/A

 Yes

 N/A

 N/A

 Yes

 Pacific Islander

 N/A

 N/A

 Yes

 N/A

 N/A

 Yes

 White (not Hispanic)

 N/A

 N/A

 Yes

 N/A

 N/A

 Yes

 Socioeconomically Disadvantaged

 N/A

 N/A

 Yes

 N/A

 N/A

 Yes

 English Learners

 N/A

 N/A

 Yes

 N/A

 N/A

 Yes

 Students with Disabilities

 N/A

 N/A

 Yes

 N/A

 N/A

 Yes


Federal Intervention Program
Schools
and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and districts 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 and districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the district office or speaking with the school principal.

 

    School   

    District   

 First Year of Program Improvement Implementation 

 

 ---

 Year in Program Improvement (Implementation Level) 

 

 ---

 Year Exited Program Improvement 

 

 ---

 Number of Schools Currently in Program Improvement 

 ---

 0

 Percent of Schools Currently in Program Improvement 

 ---

 0.0


VI. School Completion (Secondary Schools)

California High School Exit Examination (CAHSEE)
Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Examination (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.

These data are not required to be reported until 2006, when they can be reported for the entire potential graduating class. At that time, the data are expected to be disaggregated by special education status, English learners, socioeconomically disadvantaged status, gender, and ethnic group.


Dropout Rate and Graduation Rate
Data reported regarding progress toward reducing dropout rates over the most recent three-year period include grade 9 through 12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9 through 12 dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The graduation rate, included as one of the requirements of California's definition of Adequate Yearly Progress as required by the federal No Child Left Behind (NCLB) Act, is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.

       No data are available for this section

VII. 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

 2003

 2004

 2005

 Avg.
Class
Size

Number of Classrooms

 Avg.
Class
Size

Number of Classrooms

 Avg.
Class
Size

Number of Classrooms

 1-20

 21-32

 33+

 1-20

 21-32

 33+

 1-20

 21-32

 33+

 K

 

 

 

 

 

 

 

 

 

 

 

 

 1

 

 

 

 

 

 

 

 

 

 

 

 

 2

 

 

 

 

 7.0

 2

 

 

 

 

 

 

 3

 

 

 

 

 

 

 

 

 

 

 

 

 4

 

 

 

 

 

 

 

 

 

 

 

 

 5

 

 

 

 

 

 

 

 

 

 

 

 

 6

 

 

 

 

 

 

 

 

 

 

 

 

 K-3

 16.0

 1

 

 

 14.0

 1

 

 

 14.0

 1

 

 

 3-4

 16.0

 1

 

 

 14.0

 1

 

 

 15.0

 1

 

 

 4-8

 18.0

 1

 

 

 12.0

 1

 

 

 23.0

 

 1

 

 Other

 

 

 

 

 

 

 

 

 

 

 

 


Average Teaching Load and Teaching Load 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 subject area, as reported by CBEDS.

       No data are available for this section

Class Size Reduction Participation
Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.

 Grade Level

 Percent of Students Participating

 2003

 2004

 2005

 K

 100%

 100%

 100%

 1

 100%

100% 

 100%

 2

 100%

 100%

100% 

 3

 100%

 100%

100% 


VIII. Teacher and Staff Information

Core Academic Courses Taught by NCLB Compliant Teachers
For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in 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/.

 

 Percent of Classes 
 In Core Academic Subjects 
 Taught by NCLB Compliant Teachers 

 This School 

 75.0

 All Schools in District 

 75.0

 High-Poverty Schools in District 

 0.0

 Low-Poverty Schools in District 

 0.0


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 counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.

 

   2003  

   2004  

   2005  

 Total Teachers
 

 6

 6

 5

 Teachers with Full Credential
 

 6

 6

 5

 Teachers Teaching Outside Subject Area
 (full credential teaching outside subject area)

 

 

 

 Teachers in Alternative Routes to Certification
 (district and university internship)

 0

 0

 0

 Pre-Internship
 

 0

 0

 0

 Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)

 0

 0

 0

 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)

 0

 0

 0


Teacher Misassignments
Data reported are the number of placements of a certificated employee in a teaching or services position, including positions that involve teaching English learners, 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. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, the most currently available data are reported.

 

   2004  

   2005  

   2006  

 Misassignments of Teachers of English Learners
 

 0

 0

 Total Teacher Misassignments
 

 0

 0

 0


Teacher Education Level
Data reported are the percent of teachers by education level, as reported by CBEDS.

 

   School  

   District  

 Doctorate

 0.0

 0.0

 Master's Degree plus 30 or more semester hours

 0.0

 0.0

 Master's Degree

 0.0

 0.0

 Bachelor's Degree plus 30 or more semester hours

 80.0

 80.0

 Bachelor's Degree

 20.0

 20.0

 Less than Bachelor's Degree

 0.0

 0.0


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. For the 2005-06 school year, the most currently available data are reported.

 

   2004  

   2005  

   2006  

 Vacant Teacher Positions
 

 0

 0


Teacher Evaluations
Information about the procedures and criteria for teacher evaluations.

 Teachers are evaluated once a year by the district superintendent.
 
 


Substitute Teachers
Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.

 Substitute teachers are occasionally difficult to obtain because of or distance from city centers, however some of our aides hold teaching credentials and we can ask them to cover a classroom in an emergency.


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

.30 

 Library Media Teacher (Librarian)

.20

 Psychologist

NA

 Social Worker

NA

 Nurse

NA

 Speech/Language/Hearing Specialist

.10

 Resource Specialist (non-teaching)

3.09

 Other

0


Academic Counselors
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. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.

 Number of Academic
Counselors (FTE)

 Ratio of Students Per
Academic Counselor

 0

 0


IX. Curriculum and Instruction

School
Instruction and Leadership

Information about the structure of the school's instructional program and the experience of the school leadership team.

 The curriculum at Orick School is based on the California State Standards. We have three multigraded Classrooms, k-1, 2-3 and 4-6 and 7-8th. Teachers use State adopted texts adapting and supplementing materials as they see fit for a multigrade classroom. Student needs are always at the top of the agenda at our weekly teacher meetings.

Although Orick School emphasizes the basics we also take time for extra-curricular activities including science field trips and an upper grade trip to Washington D.C. every other year.

Mr. Bill Hawkins is our Superintendent while John Sutter is the Principal/trainee. Administrative tasks are divided with Mr. Sutter taking care of most day-to-day issues and Mr. Hawkins providing District Leadership, School Board agendas, and coordinating school-wide goals.


Professional Development
Information about the program for training the school's teachers and other professional staff.

 The staff has a current goal to improve curriculum instruction in the Reading and Language Arts. The staff uses PAR funds to actively seek out trainings in these areas. The Teachers at Orick School have also divided the core curriculum (reading, writing and math) up between the three full time teaching staff. Each teacher takes the lead on developing some school-wide improvements in each core area. For example, John Sutter is developing a school-wide Accelerated Reader program in an effort to improve reading practice and comprehension.  


Quality and Currency of Textbooks and Instructional Materials
Orick School
has adopted Open Court Language Arts Curriculum for grades k-6th. In mathematics, we use Sadlier/Oxford texts

The Upper Grade is currently using Houghton Mifflin Language Arts Texts. Both of these texts are heavily subsidized with teacher-collected materials due to the multi-leveled nature of the classes.

 Core Curriculum Areas

 Quality and Currency of
Textbooks and Instructional Materials

 Reading/Language Arts

Open Court in the Primary and Intermediate and Houghton Mifflin in the Upper grades. Texts are subsidized with SRA kits, Mountain Language, and Accelerated Reader.

 Mathematics

 Houghton Mifflin in the Upper grades and Sadler/Oxford in the Primary and Intermediate rooms.

 Science

 Houghton Mifflin

 History-Social Science

 Houghton Mifflin


Availability of Sufficient Textbooks and Instructional Materials
Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.

 Core Curriculum Areas

 Availability of
Textbooks and Instructional Materials

 Reading/Language Arts

 Board certified as adequate

 Mathematics

 Board certified as adequate

 Science

 Board certified as adequate

 History-Social Science

 Board certified as adequate

 Foreign Language

 Board certified as adequate

 Health

 Board certified as adequate

 Science Laboratory Equipment (grades 9-12)

 NA


Instructional Minutes
Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.

 Grade
Level

 Instructional Minutes

 Offered

 State Requirement

 K

 

 36,000

 1

 

 50,400

 2

 

 50,400

 3

 

 50,400

 4

 

 54,000

 5

 

 54,000

 6

 

 54,000

 7

 

 54,000

 8

 

 54,000

 9

 

 64,800

 10

 

 64,800

 11

 

 64,800

 12

 

 64,800


Continuation School Instructional Days
Data reported are the number of instructional days offered at the school level compared to the state requirement for each grade.

 Grade
Level

 Instructional Days With At Least 180 Instructional Minutes

 Offered

 State Requirement

 9

 

 180 days

 10

 

 180 days

 11

 

 180 days

 12

 

 180 days


Minimum Days in School Year
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.

 A total of 38 minimum days are used for staff development, planning and parent conferences.
 
 


X. Postsecondary Preparation (Secondary Schools)

Advanced Placement and International Baccalaureate Courses
Data reported are the number of Advanced Placement (AP) and International Baccalaureate (IB) courses and classes offered, and the enrollment in various classes. The data for fine and performing arts include AP Art and AP Music, and the data for social science include IB Humanities.

       No data are available for this section

Student Enrollment in Courses Required for University of California (UC) and/or California State University (CSU) Admission
Data reported are the number and percent of student enrollment in courses required for University of California (UC) and/or California State University (CSU) admission. The percent of student enrollment is calculated by dividing the total student enrollment in courses required for UC and/or CSU admission by the total student enrollment in all courses. Note: Each student is counted in each course in which the student is enrolled. As a result of these duplicated counts, the student enrollment in all courses will, and the student enrollment in courses required for UC and/or CSU admission may, exceed the actual student enrollment figure for the school.

       No data are available for this section

Graduates Who Have Completed All Courses Required for University of California (UC) and/or California State University (CSU) Admission
Data reported are the number and percent of graduates who have completed all courses required for University of California (UC) and/or California State University (CSU) admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates.

       No data are available for this section

SAT Reasoning Test
Data reported are the average verbal and math scores for Grade 12 students at the school, district, and state level who voluntarily take the SAT Reasoning Test for college entrance. Data are also reported for total grade 12 enrollment and percent of grade 12 enrollment taking the test. Students may take the test more than once, but only the highest score is reported at the year of graduation. The test may or may not be available to students at a given school. Detailed information regarding SAT results may be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

       No data are available for this section

College Admission Test Preparation Course Program
Information about the school's college admission test preparation course program.

 
 NA
 


Workforce Preparation Programs
Information about the school's career technical education programs and classes.

Although Orick School does not offer vocational programs, we do coordinate with our feeder high school to promote vocational classes.
 


Career Technical Education (CTE) Programs
Data reported are enrollment and program completion from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2003-2004 (CDE 101 E-1). Data have been aggregated to the district level.

 CTE Participants 

 Grade 9-12 CTE Students

 Grade 12 CTE Students

 Total
Course
Enrollment

 Number
of
Concentrators

 Number
of
Completers

 Completion
Rate

 Number
of
Completers

 Number
Earning
Diploma

 Graduation
Rate

 

 

 

 

 

 

 


XI. Fiscal and Expenditure Data

Teacher and Administrative Salaries (Fiscal Year 2003-04)
Data reported are the district salaries 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. Data are also reported for teacher and administrative salaries as a percent of a district's budget. 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/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.

 Category

 District
Amount

 State Average
For Districts
In Same Category

 Beginning Teacher Salary

 $26,181

 $34,395

 Mid-Range Teacher Salary

 $42,324

 $50,164

 Highest Teacher Salary

 $48,567

 $60,406

 Average Principal Salary (Elementary)

 

 $78,686

 Average Principal Salary (Middle)

 

 $80,091

 Average Principal Salary (High)

 

 

 Superintendent Salary

 $57,000

 $101,695

 Percent of Budget for Teacher Salaries

 30.9

 41.5

 Percent of Budget for Administrative Salaries

 11.5

 6.1


District Expenditures (Fiscal Year 2003-04)
Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.

 District

 District

 State Average
For Districts
In Same Category

 State Average
All Districts

 Total Dollars
Expended

 Dollars Expended
Per Student (ADA)

 Dollars Expended
Per Student (ADA)

 Dollars Expended
Per Student (ADA)

 $568,305

 $12,805

 $6,643

 $6,919


Types of Services Funded
Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.