As Superintendent, 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 become the school Principal in the middle of the 2006-2007 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 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 Catherine Reimer, Superintendent at (831)382-4426.

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

Student Enrollment by Grade Level

School enrollment for the San Lucas Union School District has significantly decreased over the past five years. High housing costs and the lack of a local grocery store and gas station are reasons cited for the recent decline.

The total 2006/2007 enrollment at San Lucas Elementary was 78.

Student Enrollment by Ethnic Group

The percentage of students is the number in a racial/ethnic category divided by the school's 2008/2007 California Basic Educational Data Systems (CBEDS) total enrollment.

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.

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: 8/21/07
Date Last Reviewed with Staff: 8/21/07

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 and Improvements

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 Good Repair Status

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.

Internet Access at Public Libraries

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.

Teacher Credentials

This table displays the number of Teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Courses Taught by NCLB Compliant Teachers

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at 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 Evaluation Process

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.

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.

Quality, Currency, and Availability of Textbooks and Instructional Materials

Information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2005-2006)

A comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

Types of Services Funded

Currently the district spends $11,178 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 (2005-2006))

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. 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/salaries0405.asp.

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 Results for All Students - Three-Year Comparison

The percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

CST Results by Student Group - Most Recent Year

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

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 Results for All Students - Three-Year Comparison

The percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.

NRT Results by Student Group - Most Recent Year

This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.

California Fitness Test

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test, and comparisons of a school's test results to the district and state levels, 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.

API Ranks - Three-Year Comparison

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

API Changes by Student Group - Three-Year Comparison

A displays by student group the Actual API Changes in points added or lost for the past three years, and the most recent API Score. Note: "N/A" means that the student group is not numerically significant.

State Award and Intervention Programs

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. He 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 instructional programs with the aim of improvement first in mind. The School Site Council helps to plan the expenditure of SIP funds and state awards, directing most of them into areas of staff development and equipment or materials purchases. The Site Council also helps guide the principal and staff on issues that are operational or for the overall good of the school. Assisting with instructional delivery is the Student Intervention 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. There is also a Faculty Council that meets with the principal regularly to discuss operational issues. 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 monthly meetings as well.

AYP Overall and by Criteria

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

Federal Intervention Program

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

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.