School Accountability Report Card Reported for School Year 2007-08 Published During 2008-09

Connecting Waters Charter School Accountability Report Card
Reported for School Year 2007-08 Published During 2008-09

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available on the SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office.

Data and Access

DataQuest

DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP], test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

I) About This School

Contact Information

This section provides the schools contact information.

School		District
School Name	Connecting Waters Charter	District Name	Waterford Unified
Street	12420 Bentley St.	Phone Number	(209) 874-1119
City, State, Zip	Waterford , CA 95386-9150	Web Site	www.waterford.k12.ca.us
Phone Number	(209) 874-9463	Superintendent	Howard Cohen
Principal	Sherri Nelson	E-mail Address
E-mail Address	snelson@connectingwaters.org	CDS Code	50-75572-5030317

School Description and Mission Statement

This section provides information about the school’s goals and programs.

The mission of CWCS is to:

Empower a community of parents, students, and teachers to create learning opportunities which will develop accountable, responsible, and contributing members of society who are independent, life-long learners.

Our school operates within Stanislaus, Alameda, Calaveras, Mariposa, Merced, San Joaquin, Santa Clara, and Tuolumne counties. The cornerstone of our school philosophy is parental involvement, providing ample learning programs and opportunities for all learning styles, and supporting an individualized curriculum approach to learning

Opportunities for Parental Involvement

This section provides information about opportunities for parents to become involved with school activities.

Imagine a public school that supports greater parent involvement! Connecting Waters Charter School provides parents, in cooperation with a credentialed teacher, the opportunity to:

• Design and oversee the course of their child’s education

• Teach lessons and subjects directly

• Choose qualified local community instructors for a wide variety of subjects

• Network with other parents and students

Connecting Waters Charter School provides support to parents through our parent support department which gives up to date information in the form of newsletters, list serve communications, letters sent to the home, information given through their Education Specialists, and meetings throughout the year. Parent Support personnel are available to answer frequently asked questions and give out information on many aspects of the school. A Parent Monthly Curriculum Training is provided for parents and teachers on a wide range of educational subjects. Most years we have a curriculum fair to provide exposure to the many vendors and materials that are available to support our educational efforts.

School Facilities

School Facility Good Repair Status (School Year 2008-09)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected	Repair Status			Repair Needed and Action Taken or Planned
Item Inspected	Good	Fair	Poor	Repair Needed and Action Taken or Planned
Gas Leaks	None
Mechanical Systems	X			New AC/Heater Unit 2008
Windows/Doors/Gates (interior and exterior)	X
Interior Surfaces (walls, floors, and ceilings)	X
Hazardous Materials (interior and exterior)	None
Structural Damage	None
Fire Safety	X
Electrical (interior and exterior)	X
Pest/Vermin Infestation	X
Drinking Fountains (inside and outside)	None
Restrooms	X
Sewer	X
Playground/School Grounds	None
Roofs	X
Overall Cleanliness	X

Overall Summary of School Facility Good Repair Status (School Year 2008-09)

This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected	Facility Condition
Item Inspected	Exemplary	Good	Fair	Poor
Overall Summary		X

II) Student Enrollment by Grade Level (School Year 2007-08)

This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students
Kindergarten	100
Grade 1	90
Grade 2	110
Grade 3	125
Grade 4	100
Grade 5	107
Grade 6	114
Grade 7	130
Grade 8	139
Ungraded Elementary	0
Grade 9	161
Grade 10	184
Grade 11	234
Grade 12	176
Ungraded Secondary	0
Total Enrollment	1770

Student Enrollment by Group (School Year 2007-08)

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment
African American	4.46 %
American Indian or Alaska Native	1.81 %
Asian	4.58 %
Filipino	1.53 %
Hispanic or Latino	17.8 %
Pacific Islander	0.34 %
White (not Hispanic)	59.83 %
Multiple or No Response	9.66 %
Socioeconomically Disadvantaged	27 %
English Learners	2 %
Students with Disabilities	4 %

III. School Climate

School Safety Plan (School Year 2007-08)

This section provides information about the school's comprehensive safety plan.

CWCS shall comply with all of the requirements of Education Code section 44237 to ensure the safety of employees and students. CWCS will comply with all applicable laws, including the Family Education Rights and Privacy Act, concerning immunization, health and safety, first aid, child abuse reporting and related issues for both employees and students. All employees of CWCS will furnish criminal record summaries in accordance with Education Code section 44237.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School			District
Rate	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Suspensions				4.8	10.9	9.8
Expulsions				0.3	0.6	0.6

IV) Teachers

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the DataQuest Web site.

Teachers	School			District
Teachers	2005-06	2006-07	2007-08	2007-08
With Full Credential	73	86	89	184
Without Full Credential	4	4	1	10
Teaching Outside Subject Area of Competence	LEA Provided	LEA Provided	LEA Provided	N/A

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2007-08)

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the NCLB Web site.

Location of Classes	Percent of Classes In Core Academic Subjects
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	100.0	0.0
All Schools in District	95.8	4.2

V) Support Staff

Academic Counselors and Other Support Staff (School Year 2007-08)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title	Number of FTE Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor	1.5	1180
Library Media Teacher (Librarian)		N/A
Library Media Services Staff (paraprofessional)		N/A
Psychologist	.20 FTE and 2 hourly	N/A
Social Worker		N/A
Nurse	.20 FTE	N/A
Speech/Language/Hearing Specialist	1.0 FTE and 4 hourly	N/A
Resource Specialist (non-teaching)	2.20 FTE and 2 hourly	N/A
Other	1 hourly occupational therapist and 1 part time special ed director	N/A

VI) Curriculum and Instructional Materials

Curriculum is purchased individually for each student enrolled at the time of enrollment, and each year they continue with the school. As stated in our charter, curricula and materials shall adhere to the California State Frameworks and Content Standards in accordance with the California Public Schools Accountability Act.

VII) School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page and teacher salaries can be found on the Certificated Salaries and Benefits Web page.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	N/A	N/A	N/A	52,877.79
District	N/A	N/A	N/A	$58408
State	N/A	N/A	$5300	$59271

Teacher and Administrative Salaries (Fiscal Year 2006-07)

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found on the Certificated Salaries and Benefits Web page.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$40678	$37916
Mid-Range Teacher Salary	$62422	$58151
Highest Teacher Salary	$79463	$75396
Average Principal Salary (Elementary)	$92868	$91086
Average Principal Salary (Middle)	$92868	$95220
Average Principal Salary (High)	$99685	$101661
Superintendent Salary	$151702	$136091
Percent of Budget for Teacher Salaries	33.9 %	38.5 %
Percent of Budget for Administrative Salaries	5.7 %	5.8 %

VIII) Student Performance

California Standards Tests

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page.

CST Results for All Students - Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
Subject	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English-Language Arts	31	40	43	34	38	43	42	43	46
Mathematics	19	23	25	28	28	33	40	40	43
Science	13	21	33	24	29	42	35	38	46
History-Social Science	11	14	20	24	24	33	33	33	36

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CST Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
Group	English-Language Arts	Mathematics	Science	History-Social Science
African American	36	19	12	19
American Indian or Alaska Native	30	14	*	*
Asian	50	42	47	22
Filipino	57	57	*	*
Hispanic or Latino	25	11	11	9
Pacific Islander	*	*		*
White (not Hispanic)	48	29	41	26
Male	42	29	40	22
Female	43	21	29	19
Economically Disadvantaged	26	15	17
English Learners	6	5	0	0
Students with Disabilities	21	19	7
Students Receiving Migrant Education Services

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade 10 results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics in order to compute Adequate Yearly Progress (AYP) designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found at the CAHSEE Web site.

CAHSEE Results by Performance Level for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in English-Language Arts and mathematics.

Subject	School			District			State
Subject	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English			50.3			63.1			52.9
Mathematics			35.9			64.0			51.3

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CAHSEE Results by Performance Level for Student Groups – Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics for the most recent testing period.

Group	English			Mathematics
Group	Not Proficient	Proficient	Advanced	Not Proficient	Proficient	Advanced
All Students	49.7	35.8	14.6	64.1	24.2	11.8
Male	57.1	33.9	8.9	71.9	19.3	8.8
Female	45.3	36.8	17.9	59.4	27.1	13.5
African American	*	*	*	*	*	*
American Indian or Alaska Native	*	*	*	*	*	*
Asian	*	*	*	*	*	*
Filipino	*	*	*	*	*	*
Hispanic or Latino	61.8	35.3	2.9	83.3	11.1	5.6
Pacific Islander	*	*	*	*	*	*
White (not Hispanic)	44.7	39.4	16.0	55.3	31.9	12.8
English Learners	*	*	*	*	*	*
Socioeconomically Disadvantaged	71.4	21.4	7.1	78.9	15.8	5.3
Students Receiving Migrant Education Services	*	*	*	*	*	*
Students with Disabilities	*	*	*	*	*	*

California Physical Fitness Test Results (School Year 2007-08)

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting the healthy fitness zone on all six fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the Physical Fitness Testing Web page.

Grade Level	Percent of Students Meeting Healthy Fitness Zones
5	8.0
7	8.5
9	5.0

IX) Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the API Web page.

API Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank	2005	2006	2007
Statewide	2	2	4
Similar Schools	1	1	1

API Changes by Student Group – Three-Year Comparison

This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group	Actual API Change			Growth API Score
Group	2005-06	2006-07	2007-08	2008
All Students at the School	10	45	18	688
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino	34	54	4	602
Pacific Islander
White (not Hispanic)	12	43	16	715
Socioeconomically Disadvantaged		59	21	593
English Learners
Students with Disabilities

Adequate Yearly Progress

The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics
Percent proficient on the state's standards-based assessments in ELA and mathematics
API as an additional indicator
Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the AYP Web page.

AYP Overall and by Criteria (School Year 2007-08)

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	No	Yes
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	No	Yes
Percent Proficient - Mathematics	No	Yes
API	Yes	Yes
Graduation Rate	No	Yes

Federal Intervention Program (School Year 2008-09)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the AYP Web page.

Indicator	School	District
Program Improvement Status		Not In PI
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement	N/A	2
Percent of Schools Currently in Program Improvement	N/A	40.0

X) School Completion and Postsecondary Preparation

Admission Requirements for California Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state's high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the University of California Web site.

California State University

Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the California State University Web site.

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the DataQuest Web site.

Indicator	School			District			State
Indicator	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07
Dropout Rate (1-year)	3.6	19.8	12.6	2.6	12.0	8.2	3.1	3.5	4.4
Graduation Rate	95.7	77.5	69.1	97.9	85.8	83.0	85.0	83.0	79.5

Completion of High School Graduation Requirements

Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2007-08 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CAHSEE Web page. Note: "N/A" means that the student group is not numerically significant.

Group	Graduating Class of 2008
Group	School	District	State
All Students	189/176= 90.3%	LEA Provided	N/A
African American	7/8= 87.5	LEA Provided	N/A
American Indian or Alaska Native	6/7= 85.7	LEA Provided	N/A
Asian	2/4=50	LEA Provided	N/A
Filipino	3/3=100	LEA Provided	N/A
Hispanic or Latino	51/57=89.47	LEA Provided	N/A
Pacific Islander	1/1 = 100	LEA Provided	N/A
White (not Hispanic)	79/85 = 92.9	LEA Provided	N/A
Socioeconomically Disadvantaged	54/64 = 84.375	LEA Provided	N/A
English Learners	9/14 = 64.3%	LEA Provided	N/A
Students with Disabilities	4/4 = 100	LEA Provided	N/A

Career Technical Education Programs (School Year 2007-08)

This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.

New courses were piloted in the 2007-08 school year called Education and Career Planning and Education and Career Planning with Internship Students are also encouraged to take ROP courses.

Career Technical Education Participation (School Year 2007-08)

This table displays information about participation in the school’s CTE programs.

Measure	CTE Program Participation
Number of the school’s pupils participating in CTE	25
Percent of the school's pupils completing a CTE program and earning a high school diploma	100%
Percent of school's CTE courses sequenced or articulated between the school and institutions of postsecondary education	0

Courses for University of California and/or California State University Admission (School Year 2007-08)

This table displays, for the most recent year, two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment, in and completion of, courses required for UC/CSU admission can be found at the DataQuest Web site.

UC/CSU Course Measure	Percent
Students Enrolled in Courses Required for UC/CSU Admission	20.5
Graduates Who Completed All Courses Required for UC/CSU Admission	5

XI) Instructional Planning and Scheduling

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.

Professional Development
05/06	06/07	07/08
32 hours	40 hours	40 hours