sarc report for golden oak montessori of hayward...district name hayward unified phone number (510)...

Golden Oak Montessori of Hayward

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2014-15 School Year

Published During 2015-16

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, highschool graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Rick Ackerly/Deirdre FennessyPrincipal, Golden Oak Montessori of Hayward

Golden Oak Montessori Charter School of Hayward started in the 2009-10 school year w ith 105 students. By 2012-13, wehad 186 students in grades 1-8. In 2014-15, we had 209 students. As a Montessori school, each classroom has mixed agegroups: 1st through 3rd grades in Lower Elementary; 4th through 6th grades in Upper Elementary; and 7th through 8thin Middle School. We encourage intrinsic motivat ion, independent learning and community membership as the keystonesto cont inual growth.

Our students experience the world direct ly through hands-on classroom materials, field trips, community service, campingtrips, leadership act ivit ies, museum and library trips. We do not use text books, have grades, or cont inually test ourstudents. Nevertheless, our school's API scores have been in the 798-830 range each year. Our students love to come toschool every day ready to be engaged in their learning, make choices about their learning, work shoulder to shoulder w itheach other and their teachers, and problem solve ways to be make their classroom work for everyone in it .

Golden Oak Montessori School has a diverse populat ion of students w ith 34% Hispanic, 27% Caucasian, 29% Asian and9% African American. Our classrooms intent ionally look at history, culture and science from a global perspect ive toeducate our students to their responsibility as global cit izens whose task is to respect all beings and their right to thrive onthis planet we share.

Golden Oak Montessori of Hayward2652 Vergil Ct.Castro Valley, CA 94546-6402

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

Phone: 510-931-7868E-mail: [email protected]

2014-15 SARC - Golden Oak Montessori of Hayward

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mailto:[email protected]

Last updated: 3/11/2016


About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

District Contact Information - Most Recent Year

District Name Hayward Unified

Phone Number (510) 784-2600

Superintendent Stan Dobbs

E-mail Address [email protected]

Web Site www.husd.k12.ca.us

School Contact Information - Most Recent Year

School Name Golden Oak Montessori of Hayward

Street 2652 Vergil Ct.

City, State, Zip Castro Valley, Ca, 94546-6402

Phone Number 510-931-7868

Principal Rick Ackerly/Deirdre Fennessy

E-mail Address [email protected]

Web Site www.goldenoakmontessori.org

County-District-School (CDS) Code

01611920119248

School Description and Mission Statement - Most Recent YearSchool Description and Mission Statement - Most Recent Year

Mission of the School

The mission of GO is to provide students in grades one through eight in the Hayward area w ith the opportunity to acquire an educat ion based on the educat ionalphilosophy of Dr. Maria Montessori w ith an emphasis on independent learning; hands-on materials for a holist ic educat ion; and mixed-age classrooms to encouragelong-term educat ional relat ionships and character development. Our school w ill act ively recruit and serve a culturally, ethnically, and socio-economically diversegroup of students reflect ive of the Hayward district; promote an integrated mult i-subject teaching and learning curriculum; provide a Spanish-Enriched curriculumfor all students; and pursue an overarching aim of nurturing healthy community stewardship. Our goal is to educate children to be act ive, aware cit izens w ith theskills and knowledge to part icipate meaningfully in the diverse and challenging new century.


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www.husd.k12.ca.us


www.goldenoakmontessori.org



Student Enrollment by Grade Level (School Year 2014-15)Student Enrollment by Grade Level (School Year 2014-15)

Grade Level Number of Students

Grade 1 24

Grade 2 29

Grade 3 30

Grade 4 25

Grade 5 24

Grade 6 29

Grade 7 27

Grade 8 21

Total Enrollment 209

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 80

5

10

15

20

25

30

35

Student Enrollment by Student Group (School Year 2014-15)Student Enrollment by Student Group (School Year 2014-15)

Student Group Percent of Total Enrollment

Black or African American 5.0 %

American Indian or Alaska Nat ive 0.0 %

Asian 15.0 %

Filipino 16.0 %

Hispanic or Lat ino 26.0 %

Native Hawaiian or Pacific Islander 1.4 %

White 29.0 %

Two or More Races 7.2 %

Socioeconomically Disadvantaged 13.8 %

English Learners 9.0 %

Students w ith Disabilit ies 6.1 %

Foster Youth 0.0 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2013-14

2014-15

2015-16

2015-16

With Full Credent ial 7 8 8

W ithout Full Credent ial 2 2 2

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0

2013-14 2014-15 2015-160

1

2

3

4

5

6

7

8

9Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2013-

142014-

152015-

16

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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School Facility Good Repair Status - Most Recent YearYear and month in which data were collected: September 2015

Overall Facility Rate - Most Recent YearYear and month in which data were collected: September 2015

School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

We moved into the Laurel Center campus in Castro Valley in 2014. 9 out of the 12 classrooms were repainted; 1 out of the 12 classrooms had flooringreplaced; all chalk boards were removed and replaced w ith white boards. HUSD completed renovat ion of two bathrooms that had been planned previously. Everything is in good repair.

The students planted vegetable gardens in the interior courtyard and use compost from students' lunches for fert ilizer.

System Inspected RatingRepair Needed and Action Taken

or Planned

Systems: Gas Leaks,Mechanical/HVAC, Sewer

FairA second and third bathroom areplanned for renovat ion this summerby the HUSD district . The sewersystem needs to be updated.

Interior: Interior Surfaces GoodOne room needs re-flooring andpaint ing. Planned for end of year2016.

Cleanliness: OverallCleanliness, Pest/VerminInfestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains:Restrooms, Sinks/Fountains

GoodOne sink needs repair of trap.

Safety: Fire Safety, HazardousMaterials

Good

Structural: StructuralDamage, Roofs

Good

External: Playground/SchoolGrounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

English Language Arts / Literacy (grades 3-8 and 11) 54.0% 44.0% 44.0%

Mathematics (grades 3-8 and 11) 28.0% 33.0% 33.0%


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Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

CAASPP Assessment Results - English Language Arts (ELA) CAASPP Assessment Results - English Language Arts (ELA)

Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

ELA - Grade 3ELA - Grade 3

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 32 31 96.9% 13.0% 23.0% 45.0% 19.0%

Male 32 16 50.0% 19.0% 25.0% 31.0% 25.0%

Female 32 15 46.9% 7.0% 20.0% 60.0% 13.0%

Black or African American 32 3 9.4% -- -- -- --

American Indian or Alaska Nat ive 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 32 3 9.4% -- -- -- --

Filipino 32 5 15.6% -- -- -- --

Hispanic or Lat ino 32 7 21.9% -- -- -- --

Nat ive Hawaiian or Pacific Islander 32 1 3.1% -- -- -- --

White 32 7 21.9% -- -- -- --

Two or More Races 32 5 15.6% -- -- -- --

Socioeconomically Disadvantaged 32 5 15.6% -- -- -- --

English Learners 32 2 6.3% -- -- -- --

Students w ith Disabilit ies 32 2 6.3% -- -- -- --

Students Receiving MigrantEducat ion Services

0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 24 22 91.7% 36.0% 23.0% 41.0% 0.0%

Male 24 13 54.2% 38.0% 23.0% 38.0% 0.0%

Female 24 9 37.5% -- -- -- --

Black or African American 0 0 0.0% 0.0% 0.0% 0.0% 0.0%


Asian 24 3 12.5% -- -- -- --

Filipino 24 3 12.5% -- -- -- --


Nat ive Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

White 24 4 16.7% -- -- -- --

Two or More Races 24 3 12.5% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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ELA- ELA- Grade 6Grade 6

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 31 29 93.5% 28.0% 38.0% 10.0% 24.0%

Male 31 15 48.4% 33.0% 40.0% 7.0% 20.0%

Female 31 14 45.2% 21.0% 36.0% 14.0% 29.0%



Asian 31 4 12.9% -- -- -- --

Filipino 31 6 19.4% -- -- -- --



White 31 5 16.1% -- -- -- --

Two or More Races 31 2 6.5% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 27 26 96.3% 12.0% 23.0% 42.0% 23.0%

Male 27 15 55.6% 13.0% 27.0% 33.0% 27.0%

Female 27 11 40.7% 9.0% 18.0% 55.0% 18.0%



Asian 27 2 7.4% -- -- -- --

Filipino 27 3 11.1% -- -- -- --



White 27 7 25.9% -- -- -- --

Two or More Races 27 1 3.7% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 21 20 95.2% 10.0% 5.0% 60.0% 25.0%

Male 21 10 47.6% -- -- -- --

Female 21 10 47.6% -- -- -- --



Asian 21 1 4.8% -- -- -- --

Filipino 21 1 4.8% -- -- -- --



White 21 4 19.0% -- -- -- --

Two or More Races 21 1 4.8% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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CAASPP Assessment Results - Mathematics CAASPP Assessment Results - Mathematics

Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Mathematics - Grade 3Mathematics - Grade 3

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 32 31 96.9% 23.0% 23.0% 39.0% 16.0%

Male 32 16 50.0% 31.0% 19.0% 25.0% 25.0%

Female 32 15 46.9% 13.0% 27.0% 53.0% 7.0%



Asian 32 3 9.4% -- -- -- --

Filipino 32 5 15.6% -- -- -- --



White 32 7 21.9% -- -- -- --

Two or More Races 32 5 15.6% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 26 26 100.0% 54.0% 31.0% 12.0% 4.0%

Male 26 14 53.8% 50.0% 36.0% 14.0% 0.0%

Female 26 12 46.2% 58.0% 25.0% 8.0% 8.0%



Asian 26 1 3.8% -- -- -- --

Filipino 26 6 23.1% -- -- -- --



White 26 7 26.9% -- -- -- --

Two or More Races 26 1 3.8% -- -- -- --



Students w ith Disabilit ies 0 0 0.0% 0.0% 0.0% 0.0% 0.0%


0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 24 22 91.7% 55.0% 27.0% 14.0% 5.0%

Male 24 13 54.2% 54.0% 15.0% 23.0% 8.0%

Female 24 9 37.5% -- -- -- --

Black or African American 0 0 0.0% 0.0% 0.0% 0.0% 0.0%


Asian 24 3 12.5% -- -- -- --

Filipino 24 3 12.5% -- -- -- --



White 24 4 16.7% -- -- -- --

Two or More Races 24 3 12.5% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 31 29 93.5% 62.0% 21.0% 10.0% 7.0%

Male 31 15 48.4% 60.0% 27.0% 7.0% 7.0%

Female 31 14 45.2% 64.0% 14.0% 14.0% 7.0%



Asian 31 4 12.9% -- -- -- --

Filipino 31 6 19.4% -- -- -- --



White 31 5 16.1% -- -- -- --

Two or More Races 31 2 6.5% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 27 26 96.3% 27.0% 42.0% 19.0% 12.0%

Male 27 15 55.6% 27.0% 40.0% 13.0% 20.0%

Female 27 11 40.7% 27.0% 45.0% 27.0% 0.0%



Asian 27 2 7.4% -- -- -- --

Filipino 27 3 11.1% -- -- -- --



White 27 7 25.9% -- -- -- --

Two or More Races 27 1 3.7% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 21 20 95.2% 40.0% 30.0% 25.0% 5.0%

Male 21 10 47.6% -- -- -- --

Female 21 10 47.6% -- -- -- --



Asian 21 1 4.8% -- -- -- --

Filipino 21 1 4.8% -- -- -- --



White 21 4 19.0% -- -- -- --

Two or More Races 21 1 4.8% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests for All Students in Science – Three-Year ComparisonCalifornia Standards Tests for All Students in Science – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Science (grades 5, 8, and 10) 55.0% 50.0% 57.0% 43.0% 42.0% 39.0% 59.0% 60.0% 56.0%


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

After each Lottery, we welcome the family of each new student w ith a one-on-one meeting w ith the Head of School. She relays the important informationabout our Montessori Mission that different iates GO from other public schools. She answers each parent 's quest ions about how we teach our students and guidethem toward academic, social and emotional growth. We provide a mentor family for each new family in their first year and invite them both to our Internat ionalPot luck picnic in June to become acquainted.

We hope parents w ill volunteer on a regular basis to help in the classrooms w ith reading, providing snack, chaperoning and driving on field trips,cooking,assist ingw ith art projects, helping w ith fundraisers,making materials, and doing copying and laminat ing when needed. During the summer we need parents to help usclean all the classrooms, wash and wax the floors, trim the trees and bushes, do some touch-up paint ing,and help us do minor repairs. Each classroom has avolunteer class parent who regularly sends out newsletters to the parents in the classroom with notes from the teacher about projects they can help w ith,spelling tests, computer programs that can provide math and language skills pract ice, and ways parents can volunteer for specific projects. GO PLAN is the nameof our volunteer organizat ion and the coordinator is a Board member who makes her contact information available to all parents.


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan - Most Recent Year

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Suspensions 0.0 0.0 0.0 5.8 4.3 4.2 5.1 4.4 3.8

Expulsions 0.0 0.0 0.0 0.1 0.1 0.1 0.1 0.1 0.1

Suspensions

2012-13 2013-14 2014-150

1

2

3

4

5

6School Suspensions

District Suspensions

State Suspensions

Expulsions

2012-13 2013-14 2014-150.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

Golden Oak Montessori Charter School of Hayward reviews the safety plan every year. We have part icipated in the Great Shake-out, California's state -w ideearthquake drill, every year since our start. We have food, water and medical supplies for our total populat ion for three days in case of an emergency that keepsus at school. A Montessori sister school in Oregon has agreed to receive text calls from GO in the event of a disaster. Our families have that number and can callto get our status.

A fire drill and/or an earthquake drill is pract iced each month. Each classroom has lock- down procedures and necessary supplies for other kinds of emergenciesthat could occur. Our campus has one exit and entrance and is sandwiched between two streets. It is relat ively private and part ially hidden by trees andlandscaping. Each classroom has a speed dial number for 911 and local Police and Fire contacts. We have an intercom that connects all classrooms. All ourteachers have current first aid and CPR cert ificat ion.

The children part icipate in regular classroom meetings where they can each see each other and part icipate in problem solving issues that affect the smoothoperat ion of the classroom and/or the well-being of the students. Respect is the overarching behavior that is expected of each staff member, student, andparent. Golden Oak teachers and staff do not punish children for mistakes or infract ions. We use Posit ive Discipline which is all about problem solving a conflictsituat ion so that it does not occur again. Our teachers and staff model the behavior they want from the students. The staff abides by the same rules the childrendo. This overarching pract ice of respect on all levels provides a predictable, consistent atmosphere of calm and considerat ion for all.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Academic Counselors and Other Support Staff (School Year 2014-15)

Note: Cells w ith N/A values do not require data.

*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.

Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall No No

Met Part icipat ion Rate - English Language Arts Yes Yes

Met Part icipat ion Rate - Mathematics Yes Yes

Met Percent Proficient - English Language Arts N/A N/A

Met Percent Proficient - Mathematics N/A N/A

Met Attendance Rate Yes

Met Graduat ion Rate N/A No

Federal Intervention Program (School Year 2015-16)Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2006-2007

Year in Program Improvement Year 3

Number of Schools Current ly in Program Improvement N/A 16

Percent of Schools Current ly in Program Improvement N/A 80.0%

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor

Counselor (Social/Behavioral or Career Development) N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) N/A

Psychologist N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist (non-teaching) 1.0 N/A

Other N/A


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Professional Development – Most Recent Three Years

Types of Services Funded (Fiscal Year 2014-15)Types of Services Funded (Fiscal Year 2014-15)

A breakfast program was begun for all students. A reading specialist was funded through LCAP monies for students struggling w ith reading whether or not theyhad IEPs.

Golden Oak Montessori School's 9 Head teachers are required to be CA. State cert ified and Montessori cert ified for the age they are teaching. Most Montessoriteachers come out of the private school world. There are approximately 400 public Montessori schools in the US. Golden Oak's Montessori teachers are oftenworking on their state cert ificat ion when they first join us. Their professional development is geared toward that goal for their first 2-3 years at Golden OakMontessori School.

In addit ion, we have three Professional Development days per year when students are not present and the staff is working on school-w ide projects ofimprovement. In 2012-13, we used our professional development days to create "The Whole Child Reflect ion." The Whole Child Reflect ion consists of 10personal attributes of character that work in conjunct ion w ith a child's academic growth that we value as a school. The Whole Child Reflect ion is a new conceptto gauge a student 's educat ional progress by focusing on the attributes of character that affect learning. The ten attributes areempathy,independence/responsibility,acceptance of self and others,posit ive risk taking,integrity,problem solving,organizat ion,curiosity and init iat ive,crit icalthinking,and contribut ion. These attributes become the language teachers use to discuss how the attributes can assist and in some cases if there is a lack-of, canlimit a student 's growth.

Our upper school students w ill self-reflect on the attributes and how they affect their growth in academics and their social and emotional growth. Theirreflect ions w ill be shared at parent/teacher/student conferences tw ice during the school year. The younger students w ill discuss the attributes w ith theirteachers in their classroom meetings to become familiar w ith their definit ions and examples in their own lives.

The faculty and Head of School also ident ified the stages of development for each attribute. Over t ime, the teacher w ill be able to see a child's growth in each ofthis area's that affect their academic growth and their well-being as a contribut ing human being.

As a faculty and a Montessori school w ith no grades, we see that parents need more than standardized tests to gauge their child's growth and to understand thevalues we hold as part of our Mission. We see the attributes as qualit ies all people are developing throughout a lifet ime and something parents can easily see intheir child at home. The cross-over in attributes between home and school brings our educat ional program into the home where parents and child can worktogether.

Over t ime, our students w ill be able to recognize the pathway to full realizat ion of one's integrity or acceptance of self and others, for instance. They can thenmake choices, day to day, that further their growth. The attributes are not a possession, but an on-going journey to greater efficacy as a person.


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sarc report for golden oak montessori of hayward...district name hayward unified phone number (510)...

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