As Superintendent/Principal, I have the privilege of introducing you to the Annual School Accountability Report Card for San Lucas Elementary. In accordance with Proposition 98, every school in California is required to issue an annual report to the community. We are pleased to take this opportunity to inform you about our school programs, our vision and goals, and the progress we are making toward attaining that vision.

School Description

Our school is in Southern Monterey County in a rural, agricultural area. The school is located approximately 39 miles north of Paso Robles and 10 miles south of King City. The district was established in 1900, and the main building was constructed in the mid-1930s, with other additions completed in the mid-to-late- 1950s. The main building was modernized in 1992-1993, with the last building project taking place in 2000.

The current school facilities include a main building, which consists of two classrooms, a computer lab, a library media center, multipurpose room, kitchen and school office; seven portable classrooms which house additional classrooms and a county headstart program.

Message From Principal

It was my distinct honor to join the school as Superintendent/Principal in the middle of the 2004-2005 school year. I welcome the opportunity and to inform the community about our school programs, our vision and goals, and the progress we are making toward attaining that vision.

At San Lucas School, our goal is to provide each student with a challenging and rigorous curriculum appropriate to his/her academic level. We believe that every child can achieve success. To this end, every child is provided with quality instructional experiences that recognize, support and maintain high expectations for all students.

Our staff has a commitment to meet not only the academic needs of our students, but the social and emotional needs as well. The purpose of the San Lucas staff is to enable children to acquire the knowledge and skills necessary for lifelong learning and to educate them to become confident, capable, and responsible citizens who contribute to society.

The cooperation, collaboration, and active involvement of teachers, support staff, and parents are the foundational base of our exceptional learning environment for our students. With parents and the school staff working together as a team, toward the same goal, every child will succeed. We encourage positive communication and appreciate the active involvement of our parent community.

We are involved with integrating modern technology into the educational program as we provide a balanced, quality education to all our students. We continue to explore research based educational trends in our efforts to continuously improve our effectiveness with children.

As Superintendent/Principal of San Lucas School, it is my priority to ensure that each child is challenged, nurtured, and provided with a safe and stimulating learning experience. If you wish to visit the campus, meet with a teacher, or become more involved with school activities, please call the office for an appointment.

Mission Statement

The San Lucas Union Elementary School District's highly trained and effective staff, in partnership with our students, their parents, and the community, will provide each student with the most appropriate educational opportunities in a safe, secure environment so that all students can achieve their full potential as contributing members of society both locally and globally.

District Mission Statement

The San Lucas Union Elementary School District's highly trained and effective staff, in partnership with our students, their parents, and the community, will provide each student with the most appropriate educational opportunities in a safe, secure environment so that all students can achieve their full potential as contributing members of society both locally and globally.

Opportunities for Parental Involvement

Parents are encouraged to participate in school events. The School Site Council is a formal means of involvement which meets regularly to address the goals and needs of the school.

For additional information about opportunities for parent involvement, please contact Theresa Rouse, Superintendent/Principal at (831)382-4426.

For additional information about organized opportunities for parent involvement at San Lucas Elementary, please contact Theresa Rouse at 831-382-4426.

Student Enrollment by Grade Level

The total 2004/2005 enrollment at San Lucas Elementary was 125.

Student Enrollment by Ethnic Group

The percentage of students is the number in a racial/ethnic category divided by the school's 2006/2005 California Basic Educational Data Systems (CBEDS) total enrollment.

School Safety Plan

San Lucas Elementary is committed to the safety and security of each student. To maintain these conditions which contribute to the best possible learning environment, the School Safety Plan includes the following elements:

1. Child Abuses Reporting: Teachers and other school employees are required by law to report any cases of suspected child abuse or child neglect. Reports are investigated by the Department of Social Services to determine if any follow-up on the report is necessary.

2. Disaster Procedures: The Safety Plan addresses all disaster procedures in order to ensure the safety of students and school personnel. Emergency drills are held once a month and evaluated for effectiveness.

3. School Discipline: San Lucas Elementary has created a schoolwide discipline plan outlined in the Student Handbook, that communicates high standards and expectations and holds students accountable for their behavior. Every student receives a copy and it is reviewed in student assemblies or classroom presentations. Staff members consistently enforce the schoolwide standards.

4. Procedures to Notify Teachers of Dangerous Pupils: If a student is deemed dangerous because of behavior at school or behavior outside of school which has been dealt with by county juvenile authorities, the teacher(s) of the student will be promptly notified of the status of the student.

5. Sexual Harassment Policy: San Lucas Elementary strictly adheres to district policies which prohibit sexual harassment or discrimination of any kind. The sexual harassment policy is outlined in the Student Handbook at the beginning of the school year. Employees are advised of their duty to take prompt action if they become aware of any incidents of sexual harassment.

6. Schoolwide Dress Code: San Lucas Elementary believes that a clearly defined dress code contributes to a positive school environment. The primary standards for student dress and grooming include: the student should be neat and clean at school, and the student should not wear clothing that compromises safety or modesty or that is disruptive to the educational process.

7. Safe and Orderly Environment: San Lucas Elementary believes a safe and orderly environment is necessary to ensure a positive learning experience for all students. Regular supervision of students is the core of creating and maintaining a safe and orderly environment. Teachers, administrators, campus supervisors and parent volunteers consistently supervise and interact with students to reinforce behavioral expectations and safety standards.

Date of Last Review/Update: 10/14/05
Date Last Reviewed with Staff: 10/14/05

School Programs and Practices that Promote a Positive Learning Environment

San Lucas Elementary has developed an effective behavior support program designed to provide consistency, safety and a positive climate throughout the school. Students are taught to be respectful, be responsible, and be ready, aware and there. Students are shown what these expectations look like in all settings around the school. A Student Handbook is sent home each year, containing information on these expectations. Families are asked to read the handbook over together to learn valuable information about procedures, rules and expectations. Parents and children sign and return a slip indicating that they have read and agree to follow the rules.

Suspension and Expulsions

Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted 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.

School Facility Conditions - General Information

San Lucas Elementary offers a safe and secure campus where students, staff, and visitors are free from physical and psychological harm. The school provides nice facilities and adequate space for students and staff. San Lucas Elementary is comprised of eight classrooms including one Special Education classroom, a large multipurpose room including a stage area, computer lab, and a library media center. The school also enjoys a spacious playground with swings, a slide and play bars, as well as a playing field. A scheduled maintenance program is administered by the San Lucas Elementary to ensure that all classrooms and facilities are maintained to a degree of adequacy.

School Facility Conditions - Results of Inspection and Evaluation

Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

Standardized Testing and Reporting (STAR) Explanation

Through the California Standardized Testing and Reporting (STAR) program, students in grades 2-8 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 2-8, science in grade 5, and history/social science in grade 8. The NRT tests reading, language, spelling, and mathematics in grades 3 and 7.

California Standards Test (CST) Explanation

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 standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area. Detailed information regarding results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

The following data is the percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard).

The following data is the percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard).

CST - All Students

CST - Other Subgroups

CST - Racial Subgroups

Norm-Referenced Test (NRT) Explanation

Reading and mathematics results from the California Achievement 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. Beginning with the 2005 testing, only students in grades 3 and 7 were tested using the CAT-6. Therefore, the numbers appear to be much less than in previous years. 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 Reading (all students)

NRT Reading (subgroups)

NRT Reading (racial/ethnic)

NRT Mathematics (all students)

NRT Mathematics (subgroups)

NRT Mathematics (racial/ethnic)

California Fitness Test

Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE 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.

Academic Performance Index (API) Explanation

The Academic Performance Index (API) is a index 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 that schools should strive to meet.
Growth Targets: The annual growth target for a school is 5% of the difference between the school's base API and 800. The growth target for a school at or above 800 is to remain at or above 8080. Actual growth is the number of API points a school gained between its base and growth reporting periods.
Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. 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 identified as having met its target.
Percentage Tested: Elementary and middle schools are required to have at least 95% of their students in grades 2-8 tested in STAR.
Statewide Rank: Schools receiving an API 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: This is a comparison of each school with 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API 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. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education website at http://api.cde.ca.gov/ or by speaking with the school principal.

School Wide API

API - Racial and Ethnic Subgroups

API Subgroups - Socioeconomically Disadvantaged

API-Based Awards 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.

Adequate Yearly Progress (AYP)

The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:

- Requirement 1: Participation rate on the state's standards-based assessments
- Requirement 2: Percent proficient on the state's standards-based assessments
- Requirement 3: API as an additional indicator
- Requirement 4: Graduation rate (for secondary schools)

Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

AYP All Criteria - Schoolwide

Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.

AYP Participation Rates and Proficiency Levels - Schoolwide and Subgroups

Federal Intervention Program

Schools and Schools receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and 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 and Schools, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the School office or speaking with the school principal.

Average Class Size and Class Size Distribution

Class size and class size distribution is the average class size and the number of classrooms for each range of students, by grade level as reported by CBEDS.

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.

Core Academic Courses Taught by NCLB Compliant Teachers

For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects 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. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.

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 counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.

Teacher Misassignments

Data reported are the number of placements of a certificated employee in a teaching or services position, including positions that involve teaching English learners, 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. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, the most currently available data are reported.

Teacher Education Level

Data reported are the percent of teachers by education level, as reported by CBEDS.

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.

Teacher Evaluations

A constructive evaluation process has been established to promote quality instruction and is a fundamental element in a sound educational program. Evaluations and formal observations are designed to encourage common goals and to comply with the State's evaluation criteria and District policies. Temporary and probationary teachers are evaluated annually and tenured teachers are evaluated every other year. The school principal, who has been trained and certified for competency to perform teacher evaluations, conducts each evaluation based on specific criteria.
Evaluation Criteria consist of the following: Engaging and Supporting all Students in Learning, Understanding and Organizing Subject Matter for Student Learning, Assessing Student Learning, Creating and Maintaining Effective Environments for Student Learning, Planning Instruction, Designing Learning Experiences for all Students, and Developing as a Professional Educator.
Staff members build teaching skills and concepts by participating in many conferences and workshops throughout the year and then sharing their experiences and knowledge with their colleagues. The District offers staff development days annually where teachers are offered a broad based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies.

Academic Counselors

Reported data are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% of full time. Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollment as reported in the most recent California Basic Educational Data System (CBEDS) data collection divided by the number of academic counselors.

Substitute Teachers

San Lucas Union Elementary School District draws from a local pool of qualified, reliable substitutes. In the unlikely event that a substitute is not available, the principal will fill in for the absent teacher.

Counselors and Other Staff Support

The counselors and other staff support reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE.

School Instruction and Leadership

The instructional program at San Lucas Elementary has California State Frameworks and local school district goals and objectives at its core. The aims and intentions contained in state and local documents guide the teachers and set the direction for most all of the instructional program. Responsible for setting local directions are the school principal and the School Site Council. The principal sets the tone for the kind of instruction that is offered and the strategies that are used. She also works to provide the kind of materials and equipment needed to present learning in the most exciting and positive of styles. The School Site Council, composed of teachers and community members, works on school improvement programs and extra-curricular activities. The School Site Council helps to plan the expenditure of SIP funds, directing most of them into areas of school improvement, development and equipment or materials purchases. Assisting with instructional delivery is the Student Study Team. This group meets to discuss specific students having difficulty and recommends strategies to teachers and parents. The school's Resource Specialist Program is available for students with identified learning disabilities, and specialists on the staff handle a full load of student assessments. School staff meetings are held each month at which information for teachers is provided and discussions of issues takes place. Often there is a staff training element in these weekly staff meetings as well.

Professional Development

San Lucas Elementary provides extensive staff development for Kindergarten through Grade Eight teachers. The staff development programs address major school district priorities related to the core curriculum, instructional strategies and classroom management with an emphasis on reading instruction and mathematics. Newly-hired teachers participate in a beginning teacher assessment and support program. This program partners each new teacher with an experienced teacher who serves as a mentor and coach. Participants receive ongoing training for two years. Current training was provided on standards, assessment and English Language Development. Additionally, many teachers and administrators are released from duty to attend workshops or conferences conducted throughout the year.

Quality and Currency of Textbooks and Instructional Materials

Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school 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. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.

Availability of Sufficient Textbooks and Instructional Materials

Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) 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, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. If an insufficiency exists, the percent of pupils who lack sufficient textbooks and instructional materials.

Instructional Minutes

The California Education Code establishes a required number of instructional minutes per year for each grade level. The data presented here compares the number of instructional minutes offered at the school to the state requirement for each grade.

Minimum Days in School Year

Information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.

For the current school year, San Lucas Elementary provided 180 days of instruction, comprised of 171 regular days and 9 minimum days. Minimum days are used by school staff for curriculum development, instructional planning, coordination between teachers, parent conferences, and professional in-services.

Types of Services Funded

Currently the district spends $8,075 per student. Seventy cents of every dollar went directly to the classroom, twenty-five cents was spent for classroom support, and five cents for district support.

70% direct to classrooms includes teachers, instructional assistants, books, materials, supplies, and equipment.

25% for classroom support includes the principal, office, student support staff, curriculum support, transportation, maintenance and operations of school buildings, and grounds maintenance.

5% for district support includes the board of education, superintendent, and district departments.

Teacher and Administrative Salaries (Fiscal Year (2003-2004))

Data reported are the district salaries 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. Data are also reported for teacher and administrative salaries as a percent of a district's budget. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.

District Expenditures (Fiscal Year 2003-2004)

Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.

School Site Teacher Salaries

This information is intended to provide a comparison of the average teacher salary at a school site with the average teacher salaries at the district and state levels.

Data reported are to reflect actual salaries paid to certificated instructional personnel at the school site. The CDE will begin calculating district and state average teacher salaries, using 2004-05 data, for report cards published in the 2006-07 school year.

Expenditures Per Pupil (Fiscal Year 2003-2004)

This information is intended to provide a comparison of a school's per pupil funding from unrestricted sources with other schools in the district and throughout the state. Data reported are to include actual salaries of personnel assigned to the school site.