School Accountability Report Card
Reported for School Year 2003-2004
Published During 2004-2005

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 http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.

School Information		District Information
School Name	Guerneville Elementary	District Name	Guerneville Elementary
Principal	Elaine Carlson	Superintendent	Mike Panas
Street	14630 Armstrong Woods Rd.	Street	14630 Armstrong Woods Rd.
City, State, Zip	Guerneville, CA 95446-9559	City, State, Zip	Guerneville, CA 95446-
Phone Number	707-869-2864	Phone Number	707-869-2864
FAX Number	707-869-3149	FAX Number	707-869-3149
Web Site	guernevilleschool.org	Web Site	guernevilleschool.org
E-mail Address	ecarlson@guernevilleschool.org	E-mail Address	ecarlson@guernevilleschool.org
CDS Code	49-70722-6051767	SARC Contact	Elaine Carlson

School Description and Mission Statement

SCHOOL DESCRIPTION

Guerneville School is located in the Russian River area of Sonoma County and educates students in grades K-8. In 2003-2004, 376 students were enrolled in the school, coming from a variety of socio-economic and ethnic backgrounds.

Guerneville School is proud to offer a variety of educational programs and assistance for their students. In addition to the traditional educational program, Guerneville also provides a GATE program, a Resource Specialist program, and a Special Day Class program for learning handicapped students in grades 3-7, a Special Day class for severely handicapped students in grades K-4, a vocal music program (GLO) for students in grades K-5, instrumental music/band program for grades 5-8, a Miller-Unruh Reading program for grades 1-3, and an after school tutoring/homework program for students in grades 1-8.

In May 2001 Guerneville School received official recognition as a Title I Achieving School. To receive this distinguished honor, students had to make significant academic growth over a three-year period as measured by STAR testing. Guerneville was one of ten schools receiving this recognition out of a possible 4,500 Title I schools throughout the State of California! The success and recognition by the state is due to an outstanding staff that focuses on curriculum and a staff that establishes high expectations for their students.

MISSION STATEMENT

Guerneville School District is recognized as a leader in education, serving as a model of excellence and innovation. It is a united community of students, parents and staff that are committed to high quality education, excellence in teaching, and life-long learning.

We achieve this through a campus that is friendly, safe and welcoming; a district that accepts and is committed to diversity; and an educational environment that promotes unity of staff on both professional and community levels.

We prepare out students to be respectful and responsible members of their community by teaching to the whole student, addressing both physical and mental well-being.

We are in partnership with the larger community in achieving our vision and in imparting a sense of active citizenship to students of the Guerneville School District.

Opportunities for Parental Involvement

Contact Person Name	Musette Payton-Kelm	Contact Person Phone Number	707-869-2864
Parents are always welcome and invited to participate in a variety of ways. They can help by volunteering assistance as a tutor in the after school program, helping in the classrooms, or in coordinating and conducting school activities such as honor roll assemblies and health day. We have a very active parent group that has helped with our Halloween Carnival and a chili dinner at our Winter Concert.

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	Grade Level	Enrollment
Kindergarten	29	Grade 9	0
Grade 1	41	Grade 10	0
Grade 2	33	Grade 11	0
Grade 3	36	Grade 12	0
Grade 4	41	Ungraded Secondary	0
Grade 5	46
Grade 6	45
Grade 7	51
Grade 8	49
Ungraded Elementary	0	Total Enrollment	371

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	Racial/Ethnic Category	Number of Students	Percent of Students
African-American	8	2.2	Hispanic or Latino	43	11.6
American Indian or Alaska Native	12	3.2	Pacific Islander	0	0.0
Asian	4	1.1	White (Not Hispanic)	286	77.1
Filipino	0	0.0	Multiple or No Response	18	4.9

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update

Date Last Discussed with Staff

Equipment and grounds are inspected regularly for any potential hazards by the head custodian. Supervision of students on the grounds and in the cafeteria is done by yard supervisors. Fires and/or disaster drills occur monthly and a complete school site disaster plan has been developed and is in place.

In the spring and summer of 2002, the Safe School Committee met and completely revised the Safe School Plan for both the elementary and community day school sites. The plan is geared toward creating a positive school environment where students, staff and community pride in the schools prevents negative behaviors. Coming in the 04/05 school year is a step further in developing a school plan that included more positive recognition as in focus behaviors, Gator Grams, and the VIP program.

School Programs and Practices that Promote a Positive Learning Environment

Guerneville School District recognizes that a positive learning environment is essential to a quality education. Special activities are planned throughout the year to promote school spirit, respect and tolerance, and a positive learning environment. In the 2001-2002 school year 6th, 7th and 8th grade students continued to participate in peer mediation training. These students then conducted peer mediation for others who were involved in conflict.

Disciplinary procedures range from counseling to detention to suspension. All attempts are made to handle discipline at the lowest levels before problems have the opportunity to escalate.

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
	2002	2003	2004	2002	2003	2004
Number of Suspensions	129	25	34	129	35	34
Rate of Suspensions	29%	.06%	10%	29%	.06%	10%
Number of Expulsions	8	1	1	8	1	1
Rate of Expulsions	2%	.002%	.002%	2%	.002%	.002%

School Facilities
Safety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure good repair. Description of the condition and cleanliness of the school grounds, buildings, and restrooms.

Safety, cleanliness and maintenance of facilities are a high priority at Guerneville School. The district has three full-time custodians. In addition, the school contracts with a landscaping company to mow and maintain the grounds on a weekly basis. RESIG, the district's insurance group, inspects the facilities, grounds and play structures at least once a year for any safety concerns. If they are identified, they are taken care of immediately.

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) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. The NRT 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. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST - All Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
Subject	2002	2003	2004	2002	2003	2004	2002	2003	2004
English-Language Arts	39	41	38	39	40	38	32	35	36
Mathematics	35	45	47	34	45	46	31	35	34
Science			36			36	30	27	25
History-Social Science		30	31		28	31	28	28	29

CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	African- American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
English-Language Arts					28		39
Mathematics					41		48
Science							37
History-Social Science							26

CST - Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	Male	Female	English Learners	Economically Disadvantaged		Students With Disabilities		Migrant Education Services
Subject	Male	Female	English Learners	Yes	No	Yes	No	Migrant Education Services
English-Language Arts	34	42	38	29	45	4	41
Mathematics	46	48	46	35	58	0	52
Science	30	42		22	59		35
History-Social Science	27	37		20	38		36

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Schievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, 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. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT - All Students
Data reported are the percent of students scoring at or above the 50th percentile.

Subject	School			District			State
Subject	2002	2003	2004	2002	2003	2004	2002	2003	2004
Reading	---	53	52	---	52	52	---	43	43
Mathematics	---	58	65	---	58	64	---	50	51

NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.

Subject	African- American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
Reading					41		54
Mathematics					64		66

NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.

Subject	Male	Female	English Learners	Economically Disadvantaged		Students With Disabilities		Migrant Education Services
Subject	Male	Female	English Learners	Yes	No	Yes	No	Migrant Education Services
Reading	50	55	54	43	61	18	56
Mathematics	63	67	62	53	75	17	70

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

Grade Level	Reading			Writing			Mathematics
Grade Level	2002	2003	2004	2002	2003	2004	2002	2003	2004
K
1
2
3
4
5
6
7
8
9
10
11
12

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/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Grade Level	School			District			State
Grade Level	Total	Female	Male	Total	Female	Male	Total	Female	Male
5	11.4	11.5	11.1	11.4	11.5	11.1	24.8	26.7	22.9
7	43.5	44.4	42.9	43.5	44.4	42.9	29.1	31.3	27.0
9							26.3	25.3	27.2

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/ta/ac/ap/ or by speaking with the school principal.

Schoolwide API

API Base Data				API Growth Data
	2001	2002	2003		From 2001 to 2002	From 2002 to 2003	From 2003 to 2004
Percent Tested	99	100	99	Percent Tested	100	99	99
API Base Score	734	724	753	API Growth Score	740	751	740
Growth Target	3	4	2	Actual Growth	6	27	-13
Statewide Rank	7	6	6
Similar Schools Rank	9	6	8

API Subgroups - Racial/Ethnic Groups

API Base Data				API Growth Data
	2001	2002	2003		From 2001 to 2002	From 2002 to 2003	From 2003 to 2004
African-American				African-American
API Base Score				API Growth Score
Growth Target				Actual Growth
American Indian or Alaska Native				American Indian or Alaska Native
API Base Score				API Growth Score
Growth Target				Actual Growth
Asian				Asian
API Base Score				API Growth Score
Growth Target				Actual Growth
Filipino				Filipino
API Base Score				API Growth Score
Growth Target				Actual Growth
Hispanic or Latino				Hispanic or Latino
API Base Score				API Growth Score
Growth Target				Actual Growth
Pacific Islander				Pacific Islander
API Base Score				API Growth Score
Growth Target				Actual Growth
White (Not Hispanic)				White (Not Hispanic)
API Base Score	751	734	769	API Growth Score	748	767	750
Growth Target	2	3	2	Actual Growth	-3	33	-19

API Subgroups - Socioeconomically Disadvantaged

API Base Data				API Growth Data
	2001	2002	2003		From 2001 to 2002	From 2002 to 2003	From 2003 to 2004
API Base Score	667	652	686	API Growth Score	655	686	673
Growth Target	2	3	2	Actual Growth	-12	34	-13

State Award and Intervention Programs

Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

Federal Intervention Programs
Schools receiving Title I funding enter federal Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools, can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

	School	District
Year Identified for Program Improvement		---
Year in Program Improvement		---
Year Exited Program Improvement		---
Number of Schools Currently in Program Improvement	---	0
Percent of Schools Identified for Program Improvement	---	0.0

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. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AYP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measurable objectives for the percent proficient or above and the participation rate required under AYP. Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

Overall	School			District
Overall	2002	2003	2004	2002	2003	2004
All Students	---	No	Yes	---	No	Yes

Subgroups	School			District
Subgroups	2002	2003	2004	2002	2003	2004
All Students	---	Yes	Yes	---	Yes	Yes
African American	---	n/a	n/a	---	n/a	n/a
American Indian or 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	---	n/a	n/a	---	n/a	n/a
Pacific Islander	---	n/a	n/a	---	n/a	n/a
White (not Hispanic)	---	Yes	Yes	---	Yes	Yes
Socioeconomically Disadvantaged	---	Yes	Yes	---	Yes	Yes
English Learners	---	n/a	n/a	---	n/a	n/a
Students with Disabilities	---	No	n/a	---	No	n/a

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 size category (i.e., number of students), by grade level, as reported by CBEDS.

Grade	2002				2003				2004
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+
K	14.5	2			20.0	2			14.7	3
1	21.0		2		16.5	2			20.5	1	1
2	18.5	2			18.0	2			22.0		1
3	19.5	2			20.0	2			27.0		1
4	22.3		3		27.0		1		30.0		1
5	24.0		2		27.0		1		31.0		1
6	28.5		2		30.0		1
K-3									20.0	1
3-4
4-8	25.0		2		25.3		3		29.0		2
Other

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS.

Subject	2002				2003				2004
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-22	23-32	33+	Avg. Class Size	1-22	23-32	33+	Avg. Class Size	1-22	23-32	33+
English	21.4	4	3		24.7	1	2		25.5		4
Mathematics	22.4	2	3		24.0	2	2		31.3		2	1
Science	22.4	2	3		25.5		2		31.6		2	3
Social Science	24.2	1	4		26.8		4		31.3		2	1

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.

Grade Level	Percent of Students Participating
Grade Level	2002	2003	2004
K	100%	100%	100%
1	100%	100%	100%
2	100%	100%	100%
3	100%	0%	0%

VI. Teacher and Staff Information

Core Academic Courses Not Taught by NCLB Compliant Teachers
The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be "highly qualified" not later than the end of the 2005-06 school year. In general, NCLB requires that each teacher must have: (1) a bachelor's degree, (2) a state credential or an Intern Certificate/Credential for no more than three years, and (3) demonstrated subject matter competence for each core subject to be taught by the teacher. More information on teacher qualifications required under NCLB can be found at the California Department of Education's Web site at http://www.cde.ca.gov/nclb/sr/tq/.

For a school, the data reported are the percent of a school's classes in core content areas not taught by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areas not taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district.

	School	District
This School	6.3	---
All Schools in District	---	5.9
High-Poverty Schools in District	---	0.0
Low-Poverty Schools in District	---	0.0

Teacher Credentials
Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1". If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.

	2002	2003	2004
Total Teachers	27	25	20
Teachers with Full Credential	27	25	20
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers in Alternative Routes to Certification (district and university internship)	0	0	0
Pre-Internship	0	0	0
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)	0	0	0
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)	1	1	0

Teacher Misassignments
Data reported are the number of placements of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.

	2002	2003	2004
Misassignments of Teachers of English Learners	---	---
Total Teacher Misassignments	---	---

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

	School	District
Doctorate	0.0	0.0
Master's Degree plus 30 or more semester hours	5.0	4.8
Master's Degree	5.0	9.5
Bachelor's Degree plus 30 or more semester hours	85.0	81.0
Bachelor's Degree	5.0	4.8
Less than Bachelor's Degree	0.0	0.0

Vacant Teacher Positions
Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.

	2002	2003	2004
Vacant Teacher Positions	---	---

Teacher Evaluations

All teachers at Guerneville School are credentialed by the State of California and are certified to teach the grade level assigned. During the 2001-2002 school year one teacher held an emergency credential to teach in the Resource Specialist Program. This teacher maintains a standard teaching credential issued by the State of California.

With the exception of first year teachers who are evaluated twice in the first year, all other certificated staff is evaluated at least once every other year. The district is current in their evaluation process.

Substitute Teachers

Minimum qualifications required of all substitute teachers include a Bachelor's Degree and a passing score on the California Basic Education Skills Test (CBEST). Periodically, substitutes were in short supply, but the basic education program was maintained through the use of District personnel and site administrators.

Counselors and Other Support Staff
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.

Title	FTE
Counselor	.40
Librarian	.50
Psychologist	.20
Social Worker	.80
Nurse	.20
Speech/Language/Hearing Specialist	1.0
Resource Specialist (non-teaching)	0
Other	0

Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.

Number of Academic Counselors (FTE)	Ratio of Students Per Academic Counselor
N/A	N/A

VII. Curriculum and Instruction

School Instruction and Leadership

Effective School Research clearly emphasizes the need for strong instructional leadership as an essential component of an effective school. The District recognizes this by providing a program of inservice for site administrators as well as inservices for certificated staff.

In an effort to insure quality educational programs that meet the needs of all students, Guerneville staff participates in one day of staff development analyzing and disaggregating STAR test results. The staff identifies program strengths as well as weaknesses. By the end of the day the staff has developed a plan for program improvement that is implemented throughout the year. Also coming in the 04/05 school year is a committee that will closely look at our STAR scores and help teachers identify strengths and weaknesses to continually strengthen their curriculum.

Professional Development

Guerneville School is proud of its commitment to continued staff development and curriculum improvement involving all staff members in a variety of programs. The staff participated in three days of staff development buy-back days where professional skills were developed and enhanced. Areas of focus for curriculum development included updating the reading/language arts program to match state standards, adopting a new reading/language arts curriculum, and selecting a new math textbook for 8th grade. In addition, several staff members attended conferences during the normal work day to continue professional growth and development.

Quality and Currency of Textbooks and Other Instructional Materials

Guerneville School District is committed to ensuring that there are sufficient textbooks to support the instructional program. Adoptions are usually conducted on a seven-year cycle by subject area, ensuring that textbooks are always current.

During the 2001-2002 school year, Houghton Mifflin was selected for grades K-6 and will be fully implemented during the 2002-2003 school year. In 2001-2002, a new science text that is aligned to the California State Standards was selected and purchased for grades K-8. We are currently looking at both a Health curriculum and a new Social Studies curriculum.

Availability of Sufficient Standards-Aligned Textbooks and Other Instructional Materials
The availability of sufficient standards-aligned textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science; foreign language and health; and science laboratory equipment for grades 9 to 12, inclusive, as appropriate.

We make sure all students are able to have a textbook in class and, if necessary, the ability to check out a book from the library to complete assignments at home. To study for test, students can take a textbook home, and also use notes provided in class from lectures and assignments. Our textbooks are adopted on the standards based list from the State.

Instructional Minutes
The California Education Code establishes a 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.

Grade Level	Instructional Minutes
Grade Level	Offered	State Requirement
K		36,000
1		50,400
2		50,400
3		50,400
4		54,000
5		54,000
6		54,000
7		54,000
8		54,000
9		64,800
10		64,800
11		64,800
12		64,800

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

Grade Level	Instructional Days With At Least 180 Instructional Minutes
Grade Level	Offered	State Requirement
9		180 days
10		180 days
11		180 days
12		180 days

Total Number of Minimum Days

Students attended 180 instructional days. Of these, fifteen days were minimum days allowing for parent-teacher conferences. Three minimum days were offered just before an extended vacation such as the last day before winter break and the last day before spring break.

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 (a duplicated count) by the total number of students enrolled in all courses (also a duplicated count).

Number of Students Enrolled in All Courses	Number of Students Enrolled In Courses Required For UC and/or CSU Admission	Percent of Students Enrolled In Courses Required For UC and/or CSU Admission
220	0	0.0

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/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

No data are available for this section

College Admission Test Preparation Course Program

Degree to Which Students are Prepared to Enter Workforce

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 2002-2003 (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 of Completers	Number Earning Diploma	Graduation Rate

IX. Fiscal and Expenditure Data

County offices of education are not required to report average salaries and expenditures. The California Department of Education's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.

Average Salaries (Fiscal Year 2002-2003)
Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Detailed information regarding salaries may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0203.asp.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$34,680	$34,480
Mid-Range Teacher Salary	$47,945	$50,405
Highest Teacher Salary	$61,041	$60,239
Average Principal Salary (Elementary)		$77,276
Average Principal Salary (Middle)		$80,315
Average Principal Salary (High)
Superintendent Salary		$101,078
Percent of Budget for Teacher Salaries	44.5	39.1
Percent of Budget for Administrative Salaries	1.9	6.2

Expenditures (Fiscal Year 2002-2003)
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/ds/fd/ec/.

District	District	State Average For Districts In Same Category	State Average All Districts
Total Dollars	Dollars per Student (ADA)	Dollars per Student (ADA)	Dollars per Student (ADA)
$2,897,323	$7,331	$6,542	$6,822

Types of Services Funded

When we see Guerneville Students have a need we are able to help in the classrooms with an Instructional Aide, funded through Title 1, and we also are able to use the McKinney Grant which aids our Homework Club, both with teachers and transportation home.