School Accountability Report Card Reported for School Year 2002-2003 Published During 2003-2004
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 at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
School Information
District Information
School Name
Connecting Waters Charter
District Name
Waterford Unified
School Director
Sherri Nelson
Superintendent
Frank Cranley
Street
219 North Reinway
12420 Bentley St.
City, State, Zip
Waterford, CA 95386-9194
Waterford, CA 95386-9158
Phone Number
(209)874-9463
(209) 874-1809
FAX Number
(209)874-9531
(209) 874-3109
Web Site
http://www.connectingwaters.org/
http://www.waterford.k12.ca.us/
E-mail Address
cwcs@connectingwaters.org
clinder@waterford.k12.ca.us
CDS Code
50-75572-5030317
SARC Contact
Janet E. Marsh
School Description and Mission Statement
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
Contact Person Name
Marsha Silva
Contact Person Phone Number
(800) 762-1888
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 is 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.
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
48
Grade 9
97
Grade 1
56
Grade 10
132
Grade 2
63
Grade 11
111
Grade 3
57
Grade 12
147
Grade 4
70
Ungraded Secondary
0
Grade 5
68
Grade 6
88
Grade 7
Grade 8
95
Ungraded Elementary
Total Enrollment
1120
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
66
5.9
Hispanic or Latino
155
13.8
American Indian or Alaska Native
20
1.8
Pacific Islander
2
0.2
Asian
10
0.9
White (Not Hispanic)
716
63.9
Filipino
11
1.0
Multiple or No Response
140
12.5
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
Date Last Discussed with Staff
N/A
School Programs and Practices that Promote a Positive Learning Environment
CWCS’s Education Specialists are California certified teachers employed by our school, whose educational expertise guide parents in choosing the right combination of learning programs that best meet each student’s educational needs.
Together with the ES, parents help create learning opportunities by:
• Choosing home-based instruction, independent study, or a combination of learning formats
• Assisting students and parents with educational guidance
• Individualizing curriculum to meet students’ needs
• Providing materials, resources and supportive instruction
• Allowing flexibility in both teaching styles and learning styles
• Promoting real-life context-based learning
• Challenging students to achieve mastery of academic standards
• Selecting individualized tutoring
Our school also has learning centers which serve as an ideal meeting place for students and teachers, classes, resource libraries, open houses, welcome events, and other training or learning activities.
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. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2001
2002
2003
Number of Suspensions
Rate of Suspensions
Number of Expulsions
Rate of Expulsions
School Facilities
Our school office is located in Waterford, Ca. We operate 2 learning centers, located in Ceres/Modesto and in Manteca. We offer a small K-12 site school located in Riverbank, Ca.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. 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. Detailed information regarding 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 standard) and percent not tested.
Performance Level
State
English Language Arts
Proficient or Advanced
30
18
19
26
32
36
Not Tested
4
12
8
6
1
Mathematics
17
22
31
35
16
Science
14
23
28
87
69
84
History/Social Science
29
73
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
African- American
White (not Hispanic)
25
15
34
5
3
78
82
90
67
53
72
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
24
41
7
21
9
13
86
91
100
65
76
64
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), 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. 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
Reading
40
44
45
39
42
55
51
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
27
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
43
49
50
Local Assessment Data reported are the percent of students meeting or exceeding the district standard.
Writing
K
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/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
27.9
25.0
29.6
2.8
0.0
6.6
23.1
24.5
21.7
28.6
18.8
38.7
16.4
14.1
18.1
27.2
28.9
25.5
28.8
27.6
30.0
19.7
16.9
22.4
24.2
22.7
25.7
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/psaa/api/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
81
API Base Score
API Growth Score
623
Growth Target
Actual Growth
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
526
652
API Subgroups - Socioeconomically Disadvantaged
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
n/a
---
Applied for II/USP Funding
Received II/USP Funding
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. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
Groups
All Students
African American
Students with Disabilities
IV. School Completion (Secondary Schools) California High School Exit Exam (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (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. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic 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 9-12 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 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), 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. V. 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 category (i.e., number of students), by grade level, as reported by CBEDS. No data are available for this section 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 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
VI. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). 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 (full credential and teaching in subject area)
58
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Highly Qualified Teachers The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers. Therefore, the requirement that LEAs include these data will not apply to reports published during the 2003-04 school year.
The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year.
Professional Qualifications of Teachers
Teacher Evaluations
Substitute Teachers
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 equals one FTE. No data are available for this section VII. Curriculum and Instruction School Instruction and Leadership
Professional Development
We provide monthly required professional development training meetings for our teachers. Our Staff Development meetings are meant to be a time when the school communicates to the ES on issues regarding teaching strategies, classroom management, conflict resolution, and curriculum (as dictated by the staff development guidelines given by the state).In addition to our local training meetings, our teachers are also completing online courses offered by CTAP.
Quality and Currency of Textbooks and Other Instructional Materials
A wide variety of current textbooks are available/purchased for individual student needs on a yearly basis.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
36,000
50,400
54,000
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.
Instructional Days With At Least 180 Instructional Minutes
180 days
Total Number of Minimum Days
VIII. Postsecondary Preparation (Secondary Schools) Advanced Placement/International Baccalaureate Courses Offered The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. Data reported are the number of courses and classes offered, and the enrollment in various AP and IB 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 Students Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission by the total number of students enrolled in all courses. No data are available for this section Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of graduates who have completed all courses required for UC and/or 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 I Reasoning Test Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation. Detailed information regarding SAT results may be found at the California Department of Education Web site at http://www.cde.ca.gov/ope/research/sat/.
Grade 12 Enrollment
245
357789
365907
385181
Percent of Grade 12 Enrollment Taking Test
1.40
5.71
36.66
37.26
36.63
Average Verbal Score
445
399
492
490
494
Average Math Score
455
436
516
518
College Admission Test Preparation Course Program
Degree to Which Students are Prepared to Enter Workforce
We provide an opportunity for and encourage our students to participate in a wide variety of career exploration programs, apprenticeships, and ROP classes while enrolled at CWCS.
Enrollment and Program Completion in Career/Technical Education (CTE) Programs Data reported are from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2001-2002 (CDE 101 E-1). Data have been aggregated to the district level.
CTE Participants
Secondary CTE Students
Grade 12 CTE Students
Total Course Enrollment
Number of Concentrators
Number of Completers
Completion Rate
Number Earning Diploma
Graduation Rate
IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2001-2002) Data reported are the district average salary for teachers, principals, and superintendents, comapred to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
36420
33904
Mid-Range Teacher Salary
54792
51643
Highest Teacher Salary
64447
66015
Average Principal Salary (Elementary)
85739
81560
Average Principal Salary (Middle)
Average Principal Salary (High)
92033
Superintendent Salary
112585
110173
Percent of Budget for Teacher Salaries
38.27
41.08
Percent of Budget for Administrative Salaries
7.31
5.88
Expenditures (Fiscal Year 2001-2002) 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/fiscal/financial/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$10,757,254
$6,682
$6,770
$6,719
Types of Services Funded