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Executive Summary School Accountability Report Card, 2006-07
Mattole Valley Charter School
Address: 210 Lindley Rd. Petrolia, CA 95558 Phone: (707)629-3634
Principal/Director: Richard Graey Grade Span: K through 12
This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2006-07 school year, except the School Finances and School Completion data that are reported for the 2005-06 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.
About This School
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Mattole Valley Charter School (MVCS) is a k through 12 dependent charter school of the Mattole Unified School District. MVCS opened on September 17, 1998 and presently has 940 students. MVCS serves students seeking a non traditional educational setting, students and families desiring a more flexible school schedule, students who are ore successful in small learning environments, and students who have been identified as having special educational needs, perhaps because they are highly gifted, have learning disabilities, emotional challenges or are academically low achieving. Mattole Valley Charter School is based on a well-developed educational program that provides for individually designed curricula, and may include; Independent Study programs, cooperative school programs and classes, apprenticeships, community-based educational programs, group seminars, distance learning utilizing current technology, and supplemental projects
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Student Enrollment
Group |
Enrollment |
Number of students |
941 |
African American |
1% |
American Indian or Alaska Native |
9% |
Asian |
2% |
Filipino |
% |
Hispanic or Latino |
4% |
Pacific Islander |
1% |
White (not Hispanic) |
78% |
Multiple or No Response |
5% |
Socioeconomically Disadvantaged |
% |
English Learners |
% |
Students with Disabilities |
% |
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Teachers
Indicator |
Teachers |
Teachers with full credential |
68 |
Teachers without full credential |
0 |
Teachers Teaching Outside
Subject Area of Competence |
|
Misassignments of Teachers
of English Learners |
1 |
Total Teacher Misassignments |
|
|
School Facilities
Summary of Most Recent Site Inspection |
Mattole Valley Charter School had site inspections, done by the JPA, between January and April 2006. Findings showed that all of our learning centers met regulations with minor adjustments. We had cabinets that needed to be secured to the walls and some fire extinguishers that needed to be inspected and re-charged. |
Repairs Needed |
Does not apply |
Corrective Actions Taken or Planned
|
All Learning centers that had cabinets or shelving to be attached to the wall are in the process of getting this done to be in compliance. The Fire Extinguishers have all been inspected and recharged. |
Curriculum and Instructional Materials
Core Curriculum Areas |
Pupils Who Lack
Textbooks and
Instructional
Materials |
Reading/Language Arts |
0% |
Mathematics |
0% |
Science |
0% |
History-Social Science |
0% |
Foreign Language |
0% |
Health |
0% |
Science Laboratory Equipment
(grades 9-12) |
0% |
|
|
School Finances
Level |
Expenditures
Per Pupil
(Unrestricted
Sources Only) |
School Site |
$6,444 |
District |
$ |
State |
$ |
|
Student Performance
Subject |
Students Proficient
and Above on
California
Standards Tests |
English-Language Arts |
38.7% |
Mathematics |
22.4% |
Science |
8% |
History-Social Science |
18.3% |
|
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Academic Progress
Indicator
|
Result
|
2007 API Growth Score
(from 2007 API Growth Report) |
650 |
Statewide Rank
(from 2007 API Base Report) |
2 |
2007-08 Program Improvement
Status (PI Year) |
2 |
|
School Completion
Indicator |
Result |
Graduation Rate |
98% |
|
|
Postsecondary Preparation
Measures |
Percent |
Pupils Who Completed a Career
Technical Education Program and
Earned a High School Diploma |
% |
Graduates Who Completed All
Courses Required for University of
California or California State
University Admission |
% |
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School Accountability Report Card
Reported for School Year 2006-07
Published During 2007-08 |
The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. Data-Quest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.
I. About This School
Contact Information
School |
District |
School Name |
Mattole Valley Charter School |
District Name |
Mattole Unified School District |
Street |
210 Lindley Rd |
Phone Number |
(707)629-3311 |
City, State, Zip |
Petrolia, Ca 95558 |
Web Site |
Mattolevalley.com |
Phone Number |
(707)629-3634 |
Superintendent |
Richard Graey |
Principal |
Richard Graey |
E-mail Address |
rgraey@hotmail.com |
E-mail Address |
rgraey@hotmail.com |
n/a |
n/a |
School Description and Mission Statement
Mattole Valley Charter School (MVCS) is a K through 12 dependent charter school of the Mattole Unified School District. MVCS opened on September 17, 1998 and presently has 940 students. MVCS serves students seeking a non traditional educational setting, students and families desiring a more flexible school schedule, students who are ore successful in small learning environments, and students who have been identified as having special educational needs, perhaps because they are highly gifted, have learning disabilities, emotional challenges or are academically low achieving. Mattole Valley Charter School is based on a well-developed educational program that provides for individually designed curricula, and may include; Independent Study programs, cooperative school programs and classes, apprenticeships, community-based educational programs, group seminars, distance learning utilizing current technology, and supplemental projects
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Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.
At Mattole Valley Charter School, parents are integral partners in the education of their children. They are involved in all curriculum decisions, and have an important role in carrying out the educational program. Our parents meet at least monthly with their education specialist to discuss progress and make modifications to their child’s program as needed. Parents have easy access to teachers, administrators, support staff and have access to a variety of educational resources. They are present at all meetings that involve any curriculum decisions that pertain to their child, and as such, contribute valuable information in the planning of an individualized student learning plan. We feel that this partnership enhances the overall educational program of our students. Parents are kept informed in a variety of formats: newsletters, emails, and the freedom to attend any meetings where charter business will be discussed, such as the Charter council.
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Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.
Grade Level |
Number of Students |
Grade Level |
Number of Students |
Kindergarten |
54 |
Grade 8 |
63 |
Grade 1 |
69 |
Ungraded Elementary |
0 |
Grade 2 |
57 |
Grade 9 |
54 |
Grade 3 |
58 |
Grade 10 |
72 |
Grade 4 |
71 |
Grade 11 |
79 |
Grade 5 |
53 |
Grade 12 |
128 |
Grade 6 |
49 |
Ungraded Secondary |
0 |
Grade 7 |
49 |
Total Enrollment |
856 |
Student Enrollment by Group
This table displays the percent of students enrolled at the school who are identified as being in a particular group.
Group |
Percent of
Total Enrollment |
Group |
Percent of
Total Enrollment |
African American |
.7% |
White (not Hispanic) |
78% |
American Indian or Alaska Native |
10% |
Multiple or No Response |
4.3% |
Asian |
2.8% |
Socio-economically Disadvantaged |
38% |
Filipino |
.4% |
English Learners |
.02% |
Hispanic or Latino |
3.7% |
Students with Disabilities |
16.4% |
Pacific Islander |
.3% |
n/a |
n/a |
Average Class Size and Class Size Distribution (Elementary)
This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
Grade
Level |
2004-05 |
2005-06 |
2006-07 |
Avg.
Class
Size |
Number of
Classrooms |
Avg.
Class
Size |
Number of
Classrooms |
Avg.
Class
Size |
Number of
Classrooms |
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
1-20 |
21-32 |
33+ |
K |
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1 |
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2 |
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3 |
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4 |
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5 |
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6 |
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K-3 |
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3-4 |
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4-8 |
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Other |
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Average Class Size and Class Size Distribution (Secondary)
This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
Subject |
2004-05 |
2005-06 |
2006-07 |
Avg.
Class
Size |
Number of Classrooms |
Avg.
Class
Size |
Number of Classrooms |
Avg.
Class
Size |
Number of Classrooms |
1-22 |
23-32 |
33+ |
1-22 |
23-32 |
33+ |
1-22 |
23-32 |
33+ |
English |
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Mathematics |
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Science |
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Social Science |
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Participation in the Class Size Reduction Program
This table displays the percent of students in kindergarten through grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program.
II. School Climate
School Safety Plan
This section provides information about the school's comprehensive safety plan.
Mattole Valley School Learning Centers have procedures and practices in place in the event of a fire, earthquake or bomb threat. All students participate in monthly drills that we require to be implemented at every facility where students attend on a regular basis. All learning centers are inspected by a third party every three years as a requirement of our membership to Northern California Relief and we also have the local Fire Departments inspect the learning centers once every year. Asbestos AHERA information is available at every one of our centers as well as yearly fire extinguisher checks.
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School Discipline Practices
This section provides information about the school's efforts to create and maintain a positive learning environment, including the school’s use of disciplinary strategies.
Mattole Valley Charter School uses the Discipline practices adopted by the Mattole Unified School Board of Trustees as well as having our own truancy policies in place that address the diversity of our school programs.
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Suspensions and Expulsions
This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.
Rate |
School |
District |
2004-05 |
2005-06 |
2006-07 |
2004-05 |
2005-06 |
2006-07 |
Suspensions |
|
3 |
0 |
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Expulsions |
|
0 |
0 |
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III. School Facilities
School Facility Conditions and Improvements
This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.
School Facility Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.
Item Inspected |
Repair Status |
Repair Needed and
Action Taken or Planned |
Good |
Fair |
Poor |
Gas Leaks |
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Does not apply |
Mechanical Systems |
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Windows/Doors/Gates (interior and exterior) |
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Interior Surfaces (walls, floors, and ceilings) |
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Hazardous Materials (interior and exterior) |
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Structural Damage |
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Fire Safety |
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Electrical (interior and exterior) |
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Pest/Vermin Infestation |
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Drinking Fountains (inside and outside) |
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Restrooms |
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Sewer |
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Playground/School Grounds |
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Roofs |
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Overall Cleanliness |
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Overall Summary of School Facility Good Repair Status
This table displays the overall summary of the results of the most recently completed school site inspection.
Item Inspected |
Facility Condition |
Exemplary |
Good |
Fair |
Poor |
Overall Summary |
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IV. Teachers
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/.
Teachers |
School |
District |
2004-05 |
2005-06 |
2006-07 |
2006-07 |
With Full Credential |
|
68 |
71 |
100% |
Without Full Credential |
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Teaching Outside Subject Area of Competence |
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n/a |
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.
Indicator |
2005-06 |
2006-07 |
2007-08 |
Misassignments of Teachers of English Learners |
0 |
1 |
0 |
Total Teacher Misassignments |
0 |
1 |
0 |
Vacant Teacher Positions |
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Core Academic Classes Taught by No Child Left Behind 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/.
Location of Classes |
Percent of Classes In Core Academic Subjects |
Taught by
NCLB Compliant Teachers |
Taught by
Non-NCLB Compliant Teachers |
This School |
68 |
0 |
All Schools in District |
76 |
0 |
High-Poverty Schools in District |
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Low-Poverty Schools in District |
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Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school’s instructional program.
It is the policy of Mattole Valley Charter school that if an Education Specialist who is employed at one of our learning centers need to be absent from their duties, that it is the responsibility of the center to arrange and budget fro any substitute teachers or staff needed throughout each calendar school year. It is also the responsibility of the learning center to ensure that each substitute teacher has been cleared through the district office for work.
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Teacher Evaluation Process
This section provides information about the procedures and the criteria used for teacher evaluations.
Teacher Evaluations are done once every two years except that all beginning teachers are evaluated every year for the first two years of their employment with Mattole Valley Charter School. Evaluations are conducted Between March 1, and the last teaching day of the school year. Evaluations are done by the Regional Directors. Evaluations are based on the following 4 areas:
1. Student progress toward charter, district and state standards.
2. Instructional techniques and strategies.
3. Adherence to curricular objectives and
4. Creating and maintaining a suitable learning environment
Education Specialists are observed on an announced and/or unannounced basis. After the education specialist has been observed, he/she receives a written observation summary; an observation conference is held at this time and the education specialist will receive their final evaluation prior to the end of the school year. |
V. Support Staff
Academic Counselors and Other Support Staff
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Title |
Number of FTE
Assigned to School |
Average Number of
Students per
Academic Counselor |
Academic Counselor |
|
1 |
Library Media Teacher (Librarian) |
|
1 |
Library Media Services Staff (paraprofessional) |
|
2 |
Psychologist |
|
1 |
Social Worker |
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n/a |
Nurse |
|
n/a |
Speech/Language/Hearing Specialist |
|
2 |
Resource Specialist (non-teaching) |
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n/a |
Other |
|
5 |
VI. Curriculum and Instructional Materials
Quality, Currency, and Availability of Textbooks and Instructional Materials
This table displays 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.
Core Curriculum Area |
Quality, Currency, and Availability of Textbooks and
Instructional Materials |
Percent of Pupils
Who Lack Their Own
Assigned Textbooks and
Instructional Materials |
Reading/Language Arts |
Very good |
0 |
Mathematics |
Very Good |
0 |
Science |
Very Good |
0 |
History-Social Science |
Very Good |
0 |
Foreign Language |
Very Good |
0 |
Health |
Very Good |
0 |
Science Laboratory Equipment (grades 9-12) |
Good |
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VII. School Finances
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2005-06)
This table displays 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/.
Level |
Total
Expenditures
Per Pupil |
Expenditures
Per Pupil
(Supplemental) |
Expenditures
Per Pupil
(Basic) |
Average
Teacher
Salary |
School Site |
$6,444 |
|
|
$33,188 |
District |
n/a |
n/a |
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Percent Difference – School Site and District |
n/a |
n/a |
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State |
n/a |
n/a |
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$51,000 |
Percent Difference – School Site and State |
n/a |
n/a |
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Types of Services Funded
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.
Mattole Valley Charter School receives Lottery Monies, CAHSEE grant Monies, Instructional Materials Block Grant, Teacher Recruitment and Title I funds.
Teacher and Administrative Salaries (Fiscal Year 2005-06)
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/.
Category |
District
Amount |
State Average
For Districts
In Same Category |
Beginning Teacher Salary |
$37,500 |
$33,023 |
Mid-Range Teacher Salary |
$40,000 |
$49,273 |
Highest Teacher Salary |
$50,710 |
$64,426 |
Average Principal Salary (Elementary) |
|
$77,267 |
Average Principal Salary (Middle) |
|
$80,130 |
Average Principal Salary (High) |
|
$82,721 |
Superintendent Salary |
$88,000 |
$99,982 |
Percent of Budget for Teacher Salaries |
30.2 |
36.1 |
Percent of Budget for Administrative Salaries |
6% |
6.5 |
VIII. Student Performance
California Standards Tests
The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 9, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.
CST Results for All Students – Three-Year Comparison
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject |
School |
District |
State |
2005 |
2006 |
2007 |
2005 |
2006 |
2007 |
2005 |
2006 |
2007 |
English-Language Arts |
37% |
38.8% |
38.2% |
38% |
38% |
38.2% |
40% |
42% |
|
Mathematics |
21.3% |
22.4% |
22.9% |
` |
22% |
22.9% |
38% |
40% |
|
Science |
|
|
15% |
20% |
27% |
15% |
27% |
35% |
|
History-Social Science |
19% |
30% |
27% |
19% |
18% |
27% |
32% |
33% |
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CST Results by Student Group – Most Recent Year
This table displays 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.
Group |
Percent of Students Scoring at Proficient or Advanced |
English-
Language Arts |
Mathematics |
Science |
History-
Social Science |
African American |
|
|
|
|
American Indian or Alaska Native |
0% |
4% |
|
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Asian |
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Filipino |
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Hispanic or Latino |
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Pacific Islander |
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White (not Hispanic) |
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|
Male |
37.7% |
24% |
31.5% |
|
Female |
38.1% |
18.3% |
13.5% |
|
Economically Disadvantaged |
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English Learners |
|
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Students with Disabilities |
8% |
0% |
|
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Students Receiving Migrant Education Services |
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Norm-Referenced Test
The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.
This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.
Subject |
School |
District |
State |
2005 |
2006 |
2007 |
2005 |
2006 |
2007 |
2005 |
2006 |
2007 |
Reading |
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Mathematics |
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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.
Group |
Percent of Students Scoring at or
Above the National Average |
Reading |
Mathematics |
African American |
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American Indian or Alaska Native |
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Asian |
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Filipino |
|
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Hispanic or Latino |
|
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Pacific Islander |
|
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White (not Hispanic) |
|
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Male |
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Female |
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Economically Disadvantaged |
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English Learners |
|
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Students with Disabilities |
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Students Receiving Migrant Education Services |
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Local Assessment Results
Districts may choose to administer their own academic assessments in reading, writing, and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard.
Grade Level |
Reading |
Writing |
Mathematics |
2005 |
2006 |
2007 |
2005 |
2006 |
2007 |
2005 |
2006 |
2007 |
K |
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1 |
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2 |
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3 |
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4 |
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5 |
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6 |
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7 |
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8 |
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9 |
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|
|
|
|
|
10 |
|
|
|
|
|
|
|
|
|
11 |
|
|
|
|
|
|
|
|
|
12 |
|
|
|
|
|
|
|
|
|
California High School Exit Examination
The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the federal No Child Left Behind (NCLB) law. The CAHSEE includes English-language arts and mathematics components. Student scores are reported as performance levels: Not Proficient, Proficient, and Advanced. Detailed information regarding CAHSEE results can be found at the CDE Web site at http://cahsee.cde.ca.gov/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.
CAHSEE Results for All Students – Three-Year Comparison
This table displays the percent of students achieving at the Proficient or Advanced level in English-language arts and mathematics.
Subject |
School |
District |
State |
2004-05 |
2005-06 |
2006-07 |
2004-05 |
2005-06 |
2006-07 |
2004-05 |
2005-06 |
2006-07 |
English-Language Arts |
75% |
67% |
69% |
75% |
67% |
69% |
|
|
|
Mathematics |
55% |
59% |
64% |
55% |
59% |
64% |
|
|
|
CAHSEE Results by Student Group – Most Recent Year
This table displays the percent of students, by group, achieving at each performance level in English-language arts and mathematics for the most recent testing period.
Group |
English-Language Arts |
Mathematics |
Not
Proficient |
Proficient |
Advanced |
Not
Proficient |
Proficient |
Advanced |
African American |
|
|
|
|
|
|
American Indian or Alaska Native |
|
|
|
|
|
|
Asian |
|
|
|
|
|
|
Filipino |
|
|
|
|
|
|
Hispanic or Latino |
|
|
|
|
|
|
Pacific Islander |
|
|
|
|
|
|
White (not Hispanic) |
|
|
|
|
|
|
Male |
|
|
|
|
|
|
Female |
|
|
|
|
|
|
Economically Disadvantaged |
|
|
|
|
|
|
English Learners |
|
|
|
|
|
|
Students with Disabilities |
|
|
|
|
|
|
Students Receiving Migrant Education Services |
|
|
|
|
|
|
California Physical Fitness Test Results
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: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.
Grade Level |
Percent of
Students Meeting
Fitness Standards |
5 |
68.7% |
7 |
55.4% |
9 |
57.7% |
IX. Accountability
Academic Performance Index
The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.
API Ranks – Three-Year Comparison
This table displays the school’s statewide and similar schools API ranks. 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 Rank |
2003-04 |
2004-05 |
2005-06 |
Statewide |
|
648 |
639 |
Similar Schools |
|
|
|
API Changes by Student Group – Three-Year Comparison
This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.
Group |
Actual API Change |
API Score |
2004-05 |
2005-06 |
2006-07 |
2007 |
All Students at the School |
|
|
|
|
African American |
|
|
|
|
American Indian or Alaska Native |
|
|
|
|
Asian |
|
|
|
|
Filipino |
|
|
|
|
Hispanic or Latino |
|
|
|
|
Pacific Islander |
|
|
|
|
White (not Hispanic) |
|
|
|
|
Socioeconomically Disadvantaged |
|
|
|
|
English Learners |
n/a |
n/a |
|
|
Students with Disabilities |
n/a |
n/a |
|
|
State Award and Intervention Programs
This section will contain information about the school’s participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report.
Adequate Yearly Progress
The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
- Participation rate on the state’s standards-based assessments in English-language arts (ELA) and mathematics
- Percent proficient on the state’s standards-based assessments in ELA and mathematics
- API as an additional indicator
- Graduation rate (for secondary schools)
Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.
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.
AYP Criteria |
School |
District |
Overall |
YES |
YES |
Participation Rate - English-Language Arts |
YES |
YES |
Participation Rate - Mathematics |
YES |
YES |
Percent Proficient - English-Language Arts |
YES |
YES |
Percent Proficient - Mathematics |
YES |
YES |
API |
YES |
YES |
Graduation Rate |
YES |
YES |
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/.
Indicator |
School |
District |
Program Improvement Status |
YES |
YES |
First Year of Program Improvement |
|
|
Year in Program Improvement |
2 |
2 |
Number of Schools Currently in Program Improvement |
1 |
1 |
Percent of Schools Currently in Program Improvement |
25% |
25% |
X. School Completion and Postsecondary Preparation
Dropout Rate and Graduation Rate
This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
Indicator |
School |
District |
State |
2003-04 |
2004-05 |
2005-06 |
2003-04 |
2004-05 |
2005-06 |
2003-04 |
2004-05 |
2005-06 |
Dropout Rate (1-year) |
|
|
|
|
|
|
|
|
|
Graduation Rate |
97.3% |
99% |
100% |
97.3% |
99% |
100% |
|
|
|
Completion of High School Graduation Requirements
Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2006-07 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.
Group |
Graduating Class of 2007 |
School |
District |
State |
All Students |
100% |
100% |
|
African American |
100% |
100% |
|
American Indian or Alaska Native |
100% |
100% |
|
Asian |
100% |
100% |
|
Filipino |
100% |
100% |
|
Hispanic or Latino |
100% |
100% |
|
Pacific Islander |
100% |
100% |
|
White (not Hispanic) |
100% |
100% |
|
Socioeconomically Disadvantaged |
100% |
100% |
|
English Learners |
100% |
100% |
|
Students with Disabilities |
100% |
100% |
|
Career Technical Education Programs
This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.
Narrative to be provided by LEA |
Career Technical Education Participation
This table displays information about participation in the school’s CTE programs.
Measure |
CTE Program Participation |
Number of pupils |
|
Percent of pupils completing a CTE program and earning a high school diploma |
|
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education |
|
Courses for University of California and/or California State University Admission
This table displays for the most recent year two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
Indicator |
Percent |
Students Enrolled in Courses Required for UC/CSU Admission |
13% |
Graduates Who Completed All Courses Required for UC/CSU Admission |
13% |
Advanced Placement Courses
This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
Subject |
Number of
AP Courses Offered |
Percent of Students
In AP Courses |
Computer Science |
|
n/a |
English |
|
n/a |
Fine and Performing Arts |
|
n/a |
Foreign Language |
|
n/a |
Mathematics |
|
n/a |
Science |
|
n/a |
Social Science |
|
n/a |
All courses |
|
|
College Admission Test Preparation Course Program
This section provides information about the school's college admission test preparation course program.
Narrative to be provided by LEA |
SAT Reasoning Test
This table displays the percent of the school’s 12th grade students who voluntarily take the SAT Reasoning Test for college entrance, and the average verbal, math, and writing scores of those students. Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: Scores are not shown when the number of students tested is 10 or less either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.
Indicator |
2005 |
2006 |
2007 |
Percent of Grade 12 Students Taking the Test |
6% |
5% |
2% |
Average Verbal Score |
581 |
530 |
460 |
Average Math Score |
561 |
467 |
470 |
Average Writing Score |
n/a |
477 |
515 |
XI. Instructional Planning and Scheduling
School Instruction and Leadership
This section provides information about the structure of the school's instructional program and the experience of the school’s leadership team.
Mattole Valley Charter School serves students seeking a non-traditional educational setting. Families can choose from a traditional home school model where parents provide most of the instruction with a credentialed teacher acting as an adviser, to an independent study model, in which students meet with credentialed teachers at least once a week and attend small group classes at learning centers to a model based on traditional classrooms, where the students attend classes at a site four days per week. |
Professional Development
This section provides information about the program for training the school's teachers and other professional staff.
Mattole Valley Charter School supports all of our teachers in different conferences, workshops, and trainings that they are interested in pursuing. In fall of 2005, we brought in a Math Consultant for a week long series in Math In-services that 20 certificated, classified and parents participated in. We also sent 3 of our certificated staff to Algebra Institute for Teacher of English Language Learners. Ten teachers went to the annual California Math Council’s conference and every year we have many of our teachers and staff go to the annual APlus+ conference. All teachers and staff are encouraged to attend trainings that will enhance their professional development and help them within the scope of their jobs. |
Instructional Minutes
This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.
Grade Level |
Instructional Minutes |
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
This table displays a comparison of the number of instructional days offered at the continuation school to the state requirement for each grade level.
Grade Level |
Instructional Days With At Least 180 Instructional Minutes |
Offered |
State Requirement |
9 |
|
180 days |
10 |
|
180 days |
11 |
|
180 days |
12 |
|
180 days |
Minimum Days in School Year
The section provides 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.
Mattole Valley Charter School
210 Lindley Road
Petrolia, California 95558
707-629-3634 (Admissions & Records)
707-445-2660 (Administration)
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