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Executive Summary School Accountability Report Card, 200910

St. HOPE Public School 7 (PS7)2010 California Distinguished School2010 Title I Academic Achievement Award2008 & 2009 California Business for Education Excellence Honor Roll

Address: 5201 Strawberry Lane, Sacramento CA 95820-4815Phone: (916) 649-7850Principal: Jim ScheibleGrade Span: K-8

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quicksnapshot of information related to individual public schools. The data presented in this report are reported for the 200910 school year, except theSchool Finances and School Completion data that are reported for the 200809 school year. For additional information about the school, parentsand community members should review the entire SARC or contact the school principal or the district office.

About This School

Public School 7 (PS7) is a K-8, modified year-round charter school committed to providing students the skills andtraining necessary to become contributing members of their school, family, and community. PS7 is a learningenvironment where students, faculty and parents embrace a standard of excellence in academic achievement, ethics,and citizenship. Students participate in a college preparatory program with low student-teacher ratios during anextended instructional schedule.

PS7s goal is to graduate self-motivated, industrious, critically-thinking students who are passionate about learningand committed to service. PS7 students will be well-prepared for high school, higher education, employment andacceptance of their rights and responsibilities as citizens in a democratic society.

PS7 is a public charter school founded on 5 pillars: High Expectations Choice and Commitment

More Time Focus on Results Power to Lead

Student Enrollment

Group Enrollment

Number of students 378

Black or African American 77.8%

American Indian or Alaska Native 0.3%

Asian 1.6%Filipino 1.1%

Hispanic or Latino 8.2%

Native Hawaiian/Pacific Islander 0.0%

White (not of Hispanic origin) 3.4%

Two or More Races 2.4%

Not Reported 5.3%

Socioeconomically Disadvantaged 63.1%

English Learners 2.9%

Students with Disabilities 0.7%

Teachers

Indicator Teachers

Teachers with full credential 17

Teachers without full credential 1

Teachers Teaching OutsideSubject Area of Competence

1

Misassignments of Teachersof English Learners

0

Total Teacher Misassignments 0


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Student Performance

Subject

Students Proficientand Above on

STAR1

ProgramResults

English-Language Arts 73.6%

Mathematics 87.9%Science 91.2%

History-Social Science 77.3%

Academic Progress2

Indicator Result

2010 Growth API Score(from 2010 Growth API Report)

913

Statewide Rank

(from 2009 Base API Report)9

Met All 2010 AYP Requirements Yes

Number of AYP Criteria Met Out ofthe Total Number of Criteria Possible

Met 13 of 13

201011 Program ImprovementStatus (PI Year)

na

School Facilities

Summary of Most Recent Site Inspection Repairs needed

The Strawberry Lane campus is owned and maintained by the Sacramento City Unified School District (SCUSD). The

last site inspection by SCUSD was conducted in October 2010. The school is in need of major and minor repairsincluding: heating/AC repairs, plumbing problems (variety) in student bathrooms, door/window repairs, removal of oldwiring systems (not in use).

Corrective Actions Taken or Planned

After the site inspection in October 2010, SCUSD addressed immediate safety concerns in a timely manner. Inaddition SCUSD has removed potentially dangerous trees, fixed broken pipes, repaired leaky roofs, removed exposedwires from a variety of outdated equipment, replaced damaged doors, and made other minor repairs. The school iscurrently waiting for test results regarding the composition of the paint used in the school, as well as to assess theeffects of past water damage.

Curriculum and Instructional Materials

Core Curriculum Area

Pupils Who LackTextbooks andInstructional

Materials

Reading/Language Arts 0%

Mathematics 0%

Science 0%

History-Social Science 0%

Foreign Language 0%

Health 0%

Visual and Performing Arts 0%

Science Laboratory Equipment(grades 9-12)

0%

School Finances

Level

ExpendituresPer Pupil

(UnrestrictedSources Only)

School Site $7,185.77

District na

State $5,681na school and district are the same (independent charter school)

1 Standardized Testing and Reporting Program assessments include the California Standards Tests, the California ModifiedAssessment, and the California Alternate Performance Assessment.

2 The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.


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The School Accountability Report Card (SARC), which is required by law to be published by February 1 of each year,contains information about the condition and performance of each California public school. More information aboutSARC requirements is available on the California Department of Education (CDE) SARC Web page athttp://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members shouldcontact the school principal or the district office.

I. Data and Access

DataQuest

DataQuestis an online data tool located on the CDE DataQuestWeb page at http://dq.cde.ca.gov/dataquest/thatcontains additional information about this school and comparisons of the school to the district, the county, and thestate. Specifically, DataQuestis a dynamic system that provides reports for accountability (e.g., state Academic

Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school 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 StateLibrary). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis.Other use restrictions may 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 printdocuments.

II. About This School

Contact Information (School Year 201011)

This section provides the schools contact information.

School Chartering District

School Name St. HOPE Public School 7 (PS7) District Sacramento City Unified

Address5201 Strawberry Lane, SacramentoCA 95820

Address5735 47th Avenue, Sacramento, CA95824

Phone Number (916) 649-7850 Phone Number (916) 643-7400

Principal Jim Scheible Superintendent Jonathan Raymond

E-mail Address [email protected] E-mail Address [email protected]

Web Sitewww.ps7.orgwww.sthopepublicschools.org

Web Site www.scusd.edu

CDS Code 34 67439 0101048

School Accountability Report CardReported Using Data from 200910 School Year

Published During 201011


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School Description and Mission Statement (School Year 200910)

This section provides information about the school, its programs, and its goals.

St. HOPE Public School 7 (PS7) teachers, staff, and administrators have one goal for their students; to possess theskills and training necessary to become contributing members of their family, community and society as a whole. St.HOPEs mission is to graduate self-motivated, industrious, critically thinking student leaders who are prepared toattend a four-year college, committed to serving others and passionate about lifelong learning. Underlying thismission are the principles guiding the day to day instruction at PS7, referred to as the 5 Pillars: High Expectations,Choice and Commitment, More Time, Focus on Results, and Power to Lead.

PS7s goals are: The school and all significant subgroups will meet or exceed Annual Measurable Objectives (AMOs). Beyond state and federal requirements (including AMOs), 80% of students will be proficient/advanced in all subject

areas (as measures by California Standards Tests (CSTs) 100% of parents will complete 40 hours of community service for the school each year All students will be educated in a learning environment that is safe, drug-free, and conducive to learning.

The learning also extends beyond the indexes and scores that represent what is happening in the academic arena.PS7s service-learning curriculum provides hands-on experience in community building and focus on revitalization ofthe surrounding Oak Park community. And our civic minded focus does not stop with our students. Parents arerequired to contribute 40 hours of service to the school yearly. Teachers also exemplify this aspect of PS7. PS7teachers go above and beyond in the classroom with their students, but also in their own professional developmentand dedication to their task. Through a cycle of data analysis and feedback from administrators and other teachers,the teaching staff identifies the focus areas for the weekly professional development.

Students, parents, teachers, staff and administrators have created a culture in which achievement and success can berealized by all.

Opportunities for Parental Involvement (School Year 200910)

This section provides information about opportunities for parents to become involved with school activities, includingcontact information pertaining to organized opportunities for parental involvement.

At PS7, each parent is required to give 40 hours of service to the school yearly. This service comes in many formsranging from field trip chaperones, to classroom aides, to tutoring students. PS7 believes strongly that parentalservice in the school strengthens the school community. Parents not only add time, skill and talent to the education ofstudents at PS7, but they also become more invested in the success of the school and the success of their child(ren).At PS7, the role of parents is integral to our success.

The school has active Parenthood group that meets monthly. This group is the home for various parent led committees(i.e., field day and, fundraising). Visit http://www.ps7.org/parents/for more information.

The schools School Site Council meets bi-monthly to address specific Title I/No Child Left Behindissues andrequirements. Visit http://www.ps7.org/about-ps7/governnance/for more information.

Both groups are open to the public and value public input.


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Student Enrollment by Grade Level (School Year 200910)

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

Grade Level Number of Students

Kindergarten 44

Grade 1 42

Grade 2 40

Grade 3 51

Grade 4 43

Grade 5 37

Grade 6 32

Grade 7 66

Grade 8 23

Total Enrollment 378

Student Enrollment by Group (School Year 200910)

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

GroupPercent of

TotalEnrollment

GroupPercent of

TotalEnrollment

Black or African American 77.8% White 3.4%

American Indian / Alaska Native 0.3% Two or More Races 2.4%

Asian 1.6% Not Reported 5.3%

Filipino 1.1% Socioeconomically Disadvantaged* 63.1%

Hispanic or Latino 8.2% English Learners* 2.9%

Native Hawaiian/Pacific Islander 0.0% Students with Disabilities* 0.7%* As per SARC Data Elements and Definitions(November 2010), the percentages for these student groups is derived from the 2010 API Report;racial/ethnic subgroup data are derived from the California Basic Educational Data System (CBEDS) report.

Average Class Size and Class Size Distribution (Elementary)

This table displays, by grade level, the average class size and the number of classrooms that fall into each sizecategory (a range of total students per classroom).

GradeLevel

200708 200809 200910

Avg.ClassSize

Number ofClassrooms

Avg.ClassSize

Number ofClassrooms

Avg.ClassSize

Number ofClassrooms

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 18.5 2 14.3 3 19 2

1 19.5 2 17.5 2 20 2

2 19.0 2 22.0 2 19 2

3 19.0 2 20.5 1 1 19 2

4 21.5 2 23.5 2 22 2

5 22.0 2 18.5 2 22 26 19.5 2 24.5 2 20 2


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III. School Climate

School Safety Plan (School Year 200910)

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

PS7 is designed to support a safe and secure campus where all students can focus on learning. PS7 has acomprehensive safety plan as required by Education Code and recent legislation. The safety plan is disseminated tostaff yearly and monthly drills are conducted. The plan includes:

child abuse reporting procedures, disaster procedures, fire drills, earthquake emergency procedures, lock downs, flood and evacuation of site, polices on suspension, expulsions, and mandatory expulsions, the schoolwide dress code, rules and procedures concerning school discipline.

Suspensions and Expulsions

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

RateSchool - grades 0-8 District (SCUSD) all grades

200708 200809 200910 200708 200809 200910

Suspensions 22.8 9.3 10.6 16.6 19.7 16.9

Expulsions 0.0 0.0 0.0 0.0 0.0 0.0

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 201011)

This section provides information about the condition of the schools grounds, buildings, and restrooms based on themost recent data available, and a description of any planned or recently completed facility improvements.

The Strawberry Lane campus is owned and maintained by the Sacramento City Unified School District (SCUSD). Thelast site inspection by SCUSD was conducted in October 2010. The school is in need of major and minor repairs.After the inspection, SCUSD removed potentially dangerous trees, fixed broken pipes, repaired leaky roofs, removedexposed wires from a variety of outdated equipment, replaced damaged doors, and fixed some other minor repairs.The school is currently waiting for test results regarding the composition of the paint used in the school, as well as anassessment of past water damage.

In addition to minor repairs, the school has a number of major repairs that SCUSD is aware of and is in the process offixing. This includes: heating/AC repairs, plumbing problems (variety) in student bathrooms, door/window repairs,removal of old wiring systems (not in use).


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School Facility Good Repair Status (School Year 201011)

This table displays the results of the most recently completed school site inspection to determine the school facilitysgood repair status.

System InspectedRepair Status Repair Needed and

Action Taken or PlannedExemplary Good Fair Poor

Systems: Gas Leaks,Mechanical/HVAC, Sewer

n/a XThe school currently needs a new heating/ACsystem.

Interior: Interior Surfaces n/a XThe school is awaiting test results for paintcomposition as well as to assess water damageto walls and ceiling.

Cleanliness: OverallCleanliness, Pest/ VerminInfestation

n/a X

Electrical: Electrical n/a XExposed wiring has been mostly repaired, butstill exists.

Restrooms/Fountains:Restrooms, Sinks/ Fountains

n/a X

Safety: Fire Safety,Hazardous Materials

n/a X

Structural: StructuralDamage, Roofs

n/a X Some leaks have been addressed; however,other leaks may have caused additionalproblems to the ceilings.

External: Playground/SchoolGrounds, Windows/Doors/Gates/Fences

n/a X

Overall Rating X n/a

V. Teachers

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, andthose teaching outside of their subject area of competence. Detailed information about teacher qualifications can befound on the CDE DataQuestWeb page at http://dq.cde.ca.gov/dataquest/.

TeachersSchool

200708 200809 200910

With Full Credential 17 19 17

Without Full Credential 2 1 1

Teaching Outside Subject Area of Competence 0 0 1

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and

the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course atthe beginning of the school year or semester). Note: Total Teacher Misassignmentsincludes the number ofMisassignments of Teachers of English Learners.

Indicator 200809 200910 201011

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments 0 1 1

Vacant Teacher Positions 0 0 0


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Core Academic Classes Taught by Highly Qualified Teachers (School Year 200910)

This table displays the percent of classes in core academic subjects taught by Highly Qualified Teachers as defined inthe Elementary and Secondary Education Act (ESEA), in a school, in all schools in the district, in high-poverty schoolsin the district, and in low-poverty schools in the district. High poverty schools are defined as those schools with studenteligibility of approximately 40 percent or more in the free and reduced price meals program. Low poverty schools arethose with student eligibility of approximately 25 percent or less in the free and reduced price meals program. Moreinformation on teacher qualifications required under the ESEA can be found on the CDE Improving Teacher andPrincipal Quality Web page at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes

Percent of Classes In Core Academic Subjects

Taught byHighly Qualified Teachers

Not Taught byHighly Qualified Teachers

School 88% 12%

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 200910)

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 onestaff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

TitleNumber of FTE

Assigned to School

Average Number ofStudents per

Academic Counselor

Academic Counselor 0 n/a

Counselor (Social/Behavioral or CareerDevelopment)

0 n/a

Library Media Teacher (librarian) 0 n/a

Library Media Services Staff (paraprofessional) 0 n/a

Psychologist 0 n/a

Social Worker 0 n/a

Nurse 0 n/a

Speech/Language/Hearing Specialist 0 n/a

Resource Specialist (non-teaching) 0 n/a

Other 0 n/a


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VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 201011)

This table displays information about the quality, currency, and availability of the standards-aligned textbooks andother instructional materials used at the school; whether the textbooks and instructional materials are from the mostrecent adoption (yes/no); and information about the schools use of any supplemental curriculum or non-adoptedtextbooks or instructional materials.

Core Curriculum Area

Quality, Currency, andAvailability ofTextbooks and

Instructional Materials

Percent of PupilsWho Lack Their OwnAssigned Textbooks

and/orInstructional Materials

Most Recent SBE orLocal Governing

Agency ApprovedTextbooks and

Instructional Materials

Reading/Language Arts sufficient 0%adopted most recent SBEtexts (09-10)

Mathematics sufficient0% adopted most recent SBE

texts (08-09)

Science sufficient0% adopted most recent for all

grades (varies by grade)

History-Social Science sufficient0% adopted most recent for all

grades (varies by grade)Foreign Language na na na

Health na na na

Visual and Performing Arts na na na

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 200809)

This table displays a comparison of the schools per pupil expenditures from unrestricted (basic) sources with otherschools in the district and throughout the state, and a comparison of the average teacher salary at the school site withaverage teacher salaries at the district and state levels. Detailed information regarding school expenditures can be

found on the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page athttp://www.cde.ca.gov/ds/fd/cs/.

LevelTotal



(Supplemental /Restricted)

ExpendituresPer Pupil(Basic /

Unrestricted)

School Site $7,970.10 $784.33 $7,185.77

District (SCUSD) n/a n/a n/a

Percent Difference School Site and District n/a n/a n/a

State n/a n/a $5,681

Percent Difference School Site and State n/a n/a +21%n/a school and district are the same (independent charter school)


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Types of Services Funded (Fiscal Year 200910)

This section provides information about the programs and supplemental services (e.g., information about supplementaleducational services related to the schools federal Program Improvement status) that are provided at the schoolthrough either categorical funds or other sources.

PS7 provides schoolwide supplemental services to assist all students in reaching grade level proficiency or above andmastering grade level content standards. These services include: extended day, extended school year, summersession, intersession programs and enrichment during all breaks, and resource support and special education

services.

Teacher and Administrative Salaries (Fiscal Year 200809)

This table displays district salaries for teachers, principals, and superintendents, and compares these figures to thestate averages for districts of the same type and size. The table also displays teacher and administrative salaries as apercent of a district's budget, and compares these figures to the state averages for districts of the same type and sizebased on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries& Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

CategoryDistrict (SCUSD)

Amount

State AverageFor Districts

In Same CategoryBeginning Teacher Salary $39,885 $42,377

Mid-Range Teacher Salary $52,419 $67,667

Highest Teacher Salary $86,028 $87,102

Average Principal Salary (Elementary) $98,946 $108,894

Average Principal Salary (Middle) $101,101 $113,713

Average Principal Salary (High) $116,489 $124,531

Superintendent Salary $218,225 $223,323

Percent of Budget for Teacher Salaries 35.6% 40.2%

Percent of Budget for Administrative Salaries 5.5% 5.5%

IX. Student PerformanceStandardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the CaliforniaStandards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate PerformanceAssessment (CAPA). The assessments under the STAR program show how well students are doing in relation to thestate content standards. The CSTs include English-language arts (ELA) and mathematics in grades two througheleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and ninethrough eleven. The CAPA includes ELA and mathematics in grades two through eleven, and science for grades five,eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities preventthem from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMAis an alternate assessment that is based on modified achievement standards in ELA for grades three through nine,mathematics for grades three through seven and Algebra I and science in grades five, eight, and ten. The CMA is

designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on anassessment of the California content standards with or without accommodations. On each of these assessments,student scores are reported as performance levels. Detailed information regarding the STAR Program results for eachgrade and performance level, including the percent of students not tested, can be found on the CDE StandardizedTesting and Reporting (STAR) Results Web site at http://star.cde.ca.gov. Program information regarding the STARProgram can be found in the Explaining 2009 STAR Program Summary Results to the Public guide athttp://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf.

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


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Standardized Testing and Reporting Results for All Students Three-Year Comparison

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

SubjectSchool District (SCUSD) State

200708 200809 200910 200708 200809 200910 200708 200809 200910

English-Language Arts

51.2% 64.2% 73.6% 42.7% 46.7% 48.7% 45.7% 49.9% 52.3%

Mathematics 55.4% 77.1% 87.9% 41.9% 45.1% 46.5% 42.7% 45.8% 48.1%

Science (grades5,8, 10)

61.4% 70.1% 91.2% 39.2% 42.2% 45.5% 46.2% 49.5% 53.6%

History-SocialScience

32.1% 63.6% 77.3% 32.5% 38.4% 46.5% 35.7% 41.0% 44.4%

Standardized Testing and Reporting Results by Student Group Most Recent Year

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

Group

Percent of Students Scoring at Proficient or Advanced

English-Language Arts

Mathematics Science History-Social Science

All Students - District (SCUSD) 48.7% 46.5% 45.5% 46.5%

All Students - School 73.6% 87.9% 91.2% 77.3%

Male 76% 92% 96% 100%

Female 72% 85% 87% 55%

Black or African American 73% 87% 91% 75%

Amer Indian/Alaska Native n/a n/a n/a n/a

Asian n/a n/a n/a n/a

Filipino n/a n/a n/a n/a

Hispanic or Latino 78% 96% n/a n/a

Native Hawaiian/Pac Isl n/a n/a n/a n/a

White 73% 82% n/a n/a

Two or More Races n/a n/a n/a n/a

Socioeconomically Disadvantaged 69% 85% 87% 69%

English Learners n/a n/a n/a n/a

Students with Disabilities n/a n/a n/a n/a

Students Receiving Migrant EdServices

n/a n/a n/a n/a

California Physical Fitness Test Results (School Year 200910)

The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This tabledisplays by grade level the percent of students meeting the fitness standards for the most recent testing period.

Detailed information regarding this test, and comparisons of a schools test results to the district and state levels, maybe found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/.

Grade Level

Percent of Students Meeting Fitness Standards

Four of SixStandards

Five of SixStandards

Six of SixStandards

5 32.4% 17.6% 8.8%

7 22.1% 27.9% 33.8%


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X. Accountability

Academic Performance IndexThe Academic Performance Index (API) is an annual measure of state academic performance and progress of schoolsin California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the APIcan be found on the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/.

Academic Performance Index Ranks Three-Year Comparison

The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in thelowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score inthe highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100statistically matched similar schools. A similar schools rank of 1 means that the schools academic performance iscomparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 meansthat the schools academic performance is better than at least 90 of the 100 similar schools.

API Rank 2007 2008 2009

Statewide 5 7 9

Similar Schools 9 10 10

Academic Performance Index Growth 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. Note:"N/A" means that the student group is not numerically significant or data were not available.

GroupActual API Change

200708 200809 200910

All Students at the School 53 69 40

Black or African American 57 72 34

American Indian or Alaska Native n/a n/a n/a

Asian n/a n/a n/a

Filipino n/a n/a n/a

Hispanic or Latino n/a n/a n/a

Native Hawaiian/Pacific Islander n/a n/a n/a

White n/a n/a n/a

Two or More Races n/a n/a n/a

Socioeconomically Disadvantaged 67 78 36

English Learners n/a n/a n/a

Students with Disabilities n/a n/a n/a


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Academic Performance Index Growth by Student Group 2010 Growth API Comparison

This table displays, by student group, the 2010 Growth API at the school, district, and state level.

Group2010 Growth API

School District (SCUSD) State

All Students at the School 913 753 767

Black or African American 908 668 685

American Indian or Alaska Native n/a 705 728Asian n/a 796 889

Filipino n/a 833 851

Hispanic or Latino n/a 719 715

Native Hawaiian/Pacific Islander n/a 709 754

White n/a 829 838

Two or More Races n/a 784 807

Socioeconomically Disadvantaged 900 718 712

English Learners n/a 707 691

Students with Disabilities n/a 564 580

Adequate Yearly ProgressThe federal Elementary and Secondary Education Act requires that all schools and districts meet the followingAdequate Yearly Progress (AYP) criteria: Participation rate on the states standards-based assessments in ELA and mathematics Percent proficient on the states standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools)

Detailed information about AYP, can be found at http://www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Overall and by Criteria (School Year 200910)

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 six AYP criteria described above.

AYP Criteria School District (SCUSD)

Overall Made AYP: 13 of 13 Not met: 32 of 50

Participation Rate - English-Language Arts 100% 99%

Participation Rate - Mathematics 100% 99%

Percent Proficient - English-Language Arts 74.2% not met: 50.7%

Percent Proficient - Mathematics 87.8% not met: 56.3%

API 913 753

Federal Intervention Program (School Year 201011)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 (ELA 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 donot make AYP. Detailed information about PI identification can be found on the CDE Adequate Yearly Progress (AYP)Web page at http://www.cde.ca.gov/ta/ac/ay/.

Indicator School District (SCUSD)

Program Improvement Status Not in PI In PI

First Year of Program Improvement n/a 2008-09

Year in Program Improvement n/a Year 3

Number of Schools Currently in Program Improvement n/a 43

Percent of Schools Currently in Program Improvement n/a 50.1%


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XI. School Completion and Postsecondary Preparation

NA

XII. Instructional Planning and Scheduling

Professional Development

This section provides information on the annual number of school days dedicated to staff development for the most receyear period.

Professional development summary:2 weeks onsite (prior to beginning of school year)Bi-monthly schoolwide PDBi-weekly grade level PD and data analysisWeekly analysis/reflection on student data by each teacher with feedback from lead teachers/principalMonthly observationsOngoing mentoring and co-teachingOther as necessary (i.e., SCOE, Charter Schools Association)

PS7 prepares and supports its teachers in a number of ways. Every summer, new and returning teachers spend two

weeks in staff development discussing school culture, environment, expectations, and instruction.

Throughout the year, schoolwide PD occurs every bi-monthly. Topics for PD are generally generated by teachers andinclude instructional delivery strategies, maintaining strong classroom and school culture, and sharing best practices.PS7 teachers also work in grade level teams bi-weekly to analyze achievement data and student work to developinstruction.

Each week, teachers submit weekly reflections on student data collected that week. The principal and lead teachersprovide feedback on re-teaching strategies for students who have not demonstrated mastery of the targeted standards.This interchange between administration and teachers is a key to ensuring that students immediate needs are beingserved.

Although most teachers come to PS7 with at least two years of teaching experience, PS7 also hires teachers who are

new to the profession. To ensure the novice teachers smooth transition into the profession and into the St. HOPEculture, co-planning and co-teaching take place during summer intersession and during the 1st

trimester of the schoolyear. Though the co-teaching model stretches the schools resources and staff in the first few weeks of school, it hastremendous benefits in allowing new teachers to start the year strong.

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