Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) template are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp

Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available.

More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.

I. General Information

Contact Information
Information about school and district contacts.

School Information		District Information
School Name	Hanna Ranch Elementary	District Name	West Contra Costa Unified
Principal	Anita Hayward	Superintendent	Dr. Cynthia LeBlanc (Interim)
Street	2482 Refugio Valley Rd.	Street	1108 Bissell Ave.
City, State, Zip	Hercules, CA 94547-1299	City, State, Zip	Richmond, CA 94801-3135
Phone Number	(510) 245-9902	Phone Number	(510) 231-1100
FAX Number	(510) 799-5795	FAX Number	(510) 236-6784
Web Site	http://www.hannaranch.com/	Web Site	http://www.wccusd.k12.ca.us
E-mail Address	Anita.Hayward@gw.wccusd.k12.ca.us	E-mail Address	Michael.Jung@gw.wccusd.k12.ca.us
CDS Code	07-61796-6112015	SARC Contact	Mike Jung

School Description and Mission Statement
Information about the school, its programs, and its goals.

Hanna Ranch is located at 2480 Refugio Valley Road, Hercules, CA 94547. It opened in the Winter of 1996. It is a well-maintained facility built around a central courtyard. There are five classroom buildings each with three classrooms built around a shared small instructional space, three portable classrooms, a library, a computer lab, a multipurpose room with professional stage and adjacent performing arts room. The site is currently undergoing a bond funded landscape improvement project that includes the construction of an outdoor classroom. The school serves its immediate community. We provide academic intervention programs within the K-3 classroom instructional programs and through a Learning Center for grades 3-5. The SI funded computer lab and literacy workshop support our school-wide focus areas of reading comprehension, inquiry and writing. Our vision is to ensure that all our students are served according to their strengths and needs. All students will be given the support they need to achieve grade level standards. We will accomplish this vision through a professional cycle of inquiry driven by student standardized and formative assessment data. Staff and community member drafted our mission statement at our first Strategic Planning Retreat. It serves as the criteria for all our decision making, planning and resource acquisition. We will provide all of our students with the highest quality education by: Addressing all curriculum area and diverse learning needs; Utilizing effective teaching strategies. We will maintain a safe, respectful, interdependent and responsible community environment to give our students the tools to become independent, contributing and responsible citizens of our community and of the world.

Opportunities for Parental Involvement
Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.

Contact Person Name	Kathy Tegg	Contact Person Phone Number	(510) 245-9902
Our PTA is a well-informed parent group that works with our staff and community to ensure that our teachers and students have all the support and resources necessary to engage successfully in our core curriculum. The newsletter they publish is a highly effective means of keeping our community well informed on the key issues and events of the school. SCHOOL SITE COUNCIL: Every elementary school must have a School Site Council composed of five parents or community members, the principal, three classroom teachers, and one other staff member (Education Code Section 52852). Our SSC and PTA coordinate our parent involvement program. Our SSC meetings provide parents with information about the school plan/programs and student progress. The PTA provides our community with a variety of parent involvement venues: Program and parenting informational meetings; Family Science Night; Pioneer Night; Potlucks; Classroom volunteer opportunities.

II. Demographic Information

Student Enrollment -- Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).

Grade Level	Enrollment	Grade Level	Enrollment
Kindergarten	80	Grade 9	0
Grade 1	80	Grade 10	0
Grade 2	79	Grade 11	0
Grade 3	79	Grade 12	0
Grade 4	79	Ungraded Secondary	0
Grade 5	83
Grade 6	0
Grade 7	0
Grade 8	0
Ungraded Elementary	0	Total Enrollment	480

Student Enrollment -- Racial and Ethnic Subgroups
Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.

Racial and Ethnic Subgroup	# of Students	% of Students	Racial and Ethnic Subgroup	# of Students	% of Students
African American	84	17.5	Hispanic or Latino	70	14.6
American Indian or Alaska Native	0	0.0	Pacific Islander	0	0.0
Asian	83	17.3	White (Not Hispanic)	64	13.3
Filipino	101	21.0	Multiple or No Response	78	16.3

III. School Safety and Climate for Learning

School Safety Plan
Information about the currency and contents of the school's comprehensive safety plan.

Date of Last Review/Update	9/06	Date Last Discussed with Staff	5/23/06
Hanna Ranch has a completely articulated and ready Comprehensive School Safety Plan driven by a trained and drilled Chain of Command/Team Organizational Chart. All staff is trained in disaster preparedness, is organized into teams and has practiced communication protocols, evacuation/shelter, and search and rescue procedures. The Hanna Ranch School Community participated in the City of Hercules All City Disaster Drill. The staff and community members’ performance was well reviewed by the team of outside evaluators. Community members and staff collaborated to "build" disaster kits for all classrooms and refresh supplies for each student. Staff: We begin each school year with a review of our Safety Plan. New staff members are assigned to teams. Safety Issues are discussed at Faculty Meetings as necessary. Staff participated in SEMS training in May, 2006. Students: We will hold monthly fire and duck and cover drills. Students will participate in yearly evacuation and shelter-in-place drills. . Community: Disaster emergency contact information is collected from all families during September. An overview of the school safety procedures is included in the School Handbook. Parents will be reminded of key safety procedures through the PTA sponsored newsletter. Each family will be given a list to guide their outfitting of a safety backpack for each of their children. Logistics: The staff room has been equipped with whiteboards and an outside phone line to serve as a command center. Student contact information is organized portable file box and stored with the plan and other key information in our office. The PTA provided funding for six new walkie-talkies and for all major safety equipment and supplies. The school’s search and rescue team carts, triage/medical, evacuation/shelter and individual student supplies are stored in a container located across the playground from the rear of the school. A member of the City of Hercules Safety Team is also a member of our SSC. Crime/Violence Prevention: Our PTA is working with our SSC and with the WCCUSD to develop and equip site safety surveillance plans. New gates were installed to enable us to close our courtyard at night and during an emergency. Skateboard inhibitors were installed to protect our curbs.

School Programs and Practices That Promote a Positive Learning Environment
Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.

ACADEMIC PROGRAMS Technology: Our SI funded technology program is explicitly aligned with our literacy and math strategies. Students participate in a weekly lab and/or mobile lab program to: develop word processing, desktop publishing and presentation skills; do research; engage in integrated reading and writing for information activities; complete graphic organizers; complete reports; develop and apply their math problem-solving strategies.

Suspensions 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			District
	2003	2004	2005	2003	2004	2005
Number of Suspensions	11	10		12903	15339
Rate of Suspensions	2%			37%	45%
Number of Expulsions	0	0	0	38	53	42
Rate of Expulsions	0	0	0	0.11%	.16%	.13%

IV. School Facilities

School Facility Conditions -- General Information
Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

Staff members monitor the school grounds ten minutes before the start of school and immediately after dismissals. Parent volunteers maintain a safe and efficient traffic flow during morning drop-off times. Visitors are required to check in at the office and wear visitor badges while on campus. Additional safety lighting was installed in our parking lot and along the playground. Each building houses three classrooms built around a shared space that is available for small group learning and teacher collaboration. We added three portable classrooms. Each classroom has a phone and access to a multi-media system. We offer students a fully automated library, including three computers with Internet access. Our updated computer lab has twenty-seven Dell Optiplex GX 240 computers and six Dell C610 laptops with airport cards. Laptops are available as a "mobile lab" for use in the classrooms. The PTA is in the process of equipping our 1-5 classrooms, including our NSH classroom and Learning Center, with new Dell computers. Hanna Ranch was built in 1995. The site is currently undergoing a bond funded landscape improvement project that includes the construction of an outdoor classroom. The school serves its immediate community. School facilities are cleaned daily. For repairs, safety concerns are given the highest priority, followed by work that impacts the educational program.

V. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade.

California Standards Tests (CST)
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

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

Subject	School			District			State
	2003	2004	2005	2003	2004	2005	2003	2004	2005
English-Language Arts	52	53	53	24	25	30	35	36	40
Mathematics	62	62	62	23	23	28	35	34	38
Science		39	41	17	14	17	27	25	27
History-Social Science				17	17	22	28	29	32

CST -- Racial and Ethnic Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Subject	African American	Asian	Filipino	Hispanic or Latino	White (not Hispanic)
English-Language Arts	28	65	57	46	67
Mathematics	35	84	75	44	71
Science	20	50	56	31	*

CST -- Other Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Subject	Male	Female	English Learners	Economically Disadvantaged	Students With Disabilities
English-Language Arts	50	57	37	44	36
Mathematics	64	59	49	51	29
Science	40	41	7	35	*

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported 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. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

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

Subject	School			District			State
	2003	2004	2005	2003	2004	2005	2003	2004	2005
Reading	50	56	45	33	32	31	43	43	41
Mathematics	67	69	70	37	38	41	50	51	52

NRT -- Racial and Ethnic Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.

Subject	African American	Asian	Filipino	Hispanic or Latino	White (not Hispanic)
Reading	23	75	56	*	50
Mathematics	46	92	78	*	75

NRT -- Other Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.

Subject	Male	Female	English Learners	Economically Disadvantaged	Students With Disabilities
Reading	44	47	*	42	*
Mathematics	72	67	*	69	*

California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) 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.

Grade Level	School			District			State
	Total	Female	Male	Total	Female	Male	Total	Female	Male
5	21.5	25.7	18.2	13.5	14.0	13.1	24.5	26.7	22.3

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its API Base and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (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. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

API -- Schoolwide
Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.

API Base Data				API Growth Data
	2002	2003	2004		From 2002 to 2003	From 2003 to 2004	From 2004 to 2005
Percent Tested	100	99	100	Percent Tested	99	100	99
API Base Score	804	793	811	API Growth Score	795	813	808
Growth Target	A	1	A	Actual Growth	-9	20	-3
Statewide Rank	9	8	8
Similar Schools Rank	6	3	8

API -- Racial and Ethnic Subgroups
Data reported are API Base and Growth scores and growth targets.

API Base Data				API Growth Data
	2002	2003	2004		From 2002 to 2003	From 2003 to 2004	From 2004 to 2005
African American				African American
API Base Score	677	667	663	API Growth Score	681	671
Growth Target	1	1	1	Actual Growth	4	4
Asian				Asian
API Base Score	838	850	868	API Growth Score	846	871	882
Growth Target	A	A	A	Actual Growth	8	21	14
Filipino				Filipino
API Base Score	850	832	846	API Growth Score	829	855	853
Growth Target	A	A	A	Actual Growth	-21	23	7
White (Not Hispanic)				White (Not Hispanic)
API Base Score		816		API Growth Score	817
Growth Target		A		Actual Growth

API -- Socioeconomically Disadvantaged Subgroup
Data reported are API Base and Growth scores and growth targets.

API Base Data				API Growth Data
	2002	2003	2004		From 2002 to 2003	From 2003 to 2004	From 2004 to 2005
API Base Score	693	644	709	API Growth Score	654	703	718
Growth Target	1	1	1	Actual Growth	-39	59	9

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.

Schoolwide	School			District
	2003	2004	2005	2003	2004	2005
All Students	Yes	Yes	Yes	No	No	No

AYP Participation Rates and Proficiency Levels -- Schoolwide and Subgroups
Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "N/A" means that the student group is not numerically significant.

Schoolwide and Subgroups	School			District
	2003	2004	2005	2003	2004	2005
All Students	Yes	Yes	Yes	Yes	Yes	Yes
African American	Yes	Yes	Yes	Yes	Yes	No
Asian	Yes	Yes	Yes	Yes	Yes	Yes
Filipino	Yes	Yes	Yes	Yes	Yes	Yes
Hispanic or Latino	N/A	N/A	N/A	Yes	Yes	No
Pacific Islander	N/A	N/A	N/A	Yes	Yes	Yes
White (not Hispanic)	N/A	N/A	N/A	Yes	Yes	Yes
Socioeconomically Disadvantaged	Yes	Yes	Yes	Yes	Yes	Yes
English Learners	Yes	N/A	N/A	Yes	Yes	No
Students with Disabilities	N/A	N/A	N/A	No	No	No

Federal Intervention Program
Schools and districts 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 districts 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 districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the district office or speaking with the school principal.

	School	District
1st Year of Program Improvement Implementation	2004-2005	2004-2005
Year in Program Improvement (Implementation Level)	Year 1	Year 1
Number of Schools Currently in Program Improvement	---	24
Percent of Schools Currently in Program Improvement	---	38.7

VII. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the # of Classrooms that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS.

Grade	2003				2004				2005
	Avg. Class Size	# of Classrooms			Avg. Class Size	# of Classrooms			Avg. Class Size	# of Classrooms
		1-20	21-32	33+		1-20	21-32	33+		1-20	21-32	33+
K	19.8	4			20.0	3			20.0	4
1	19.5	4			20.0	4			20.0	6
2	18.5	4			19.8	4			19.8	4
3	19.7	6			20.0	5			19.8	4
4	33.0			1	28.7		2	1	32.0		1	1
5	33.0			2	25.7	1	1	1	32.3		2	1
3-4	20.0	1
4-8	33.0			1					33.0			1

Class Size Reduction Participation
Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.

Grade Level	% of Students Participating
	2003	2004	2005
K	100	100	100
1	100	100	100
2	100	100	100
3	100	100	100

VIII. Teacher and Staff Information

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/.

	% of Classes in Core Academic Subjects Taught by NCLB Compliant Teachers
This School	14.3
All Schools in District	16.0
High-Poverty Schools in District	13.1
Low-Poverty Schools in District	18.5

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.

	2003	2004	2005
Total Teachers	25	23	25
Teachers with Full Credential	23	22	24
Teachers in Alternative Routes to Certification (district and university internship)	1	1	1
Pre-Internship	0	0	0
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)	1	0	1
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)	0	0	1

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

	School	District
Doctorate	0.0	2.1
Master's Degree + 30 or more semester hours	20.0	13.6
Master's Degree	0.0	15.8
Bachelor's Degree + 30 or more semester hours	56.0	45.0
Bachelor's Degree	24.0	23.4
Less than Bachelor's Degree	0.0	0.1

Teacher Evaluations
Information about the procedures and criteria for teacher evaluations.

The teacher evaluation system provides a standards-based assessment system designed to promote significant professional growth for certificated staff and success for students. The California Standards for the Teaching Profession (CSTP) is the foundation for all teachers in this evaluation process. An ideal evaluation process includes and encourages the teacher's participation in a meaningful way. The CSTP provides both the tool for self-analysis and reflection as well as the standards by which a teacher's practice may be objectively measured, thereby connecting the teacher with his or her evaluator in a process, which fosters meaningful professional growth and development. As outlined in the contract between the District and United Teachers of Richmond, temporary and probationary teachers are evaluated at least once each school year. Permanent teachers are formerly evaluated every other year. Additionally, Unit members with permanent status who have been employed at least 10 years with the school district, and are highly qualified as required by state and federal law, and whose previous evaluation rated the employee as satisfactory, shall be evaluated up to every five years if the unit member and current evaluator consent to this schedule. The teacher or evaluator may withdraw their consent and return to the two year cycle.

Substitute Teachers
Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.

Teachers and other personnel report absences using an automated phone system called SubFinder. Teachers contact the SubFinder system to locate a substitute. We are usually able to find substitute teachers when needed. Occasionally there are not enough substitutes to fill all positions, and the administrators and teachers at the school assume the responsibilities of the absent staff member.

IX. Curriculum and Instruction

School Instruction and Leadership
Information about the structure of the school's instructional program and the experience of the school leadership team.

The site administrator brings extensive teaching, curriculum and professional development experience to her principalship. School leadership is distributed among staff and community members. Our community uses its equity-based mission statement to guide decision-making and program planning. The Instructional Leadership Team (consisting of a teacher from each grade level) facilitates the staff's professional cycle of inquiry and promotes communication among the grade levels. This ongoing improvement cycle guides analysis of student need, and planning and implementation of data-driven, standards-based core curriculum. Teachers use this cycle to inform continuing modification and refinement of our school program. The team also reports to our School Site Council, plans the staff retreat, and assists with the annual revision of our school plan. Informed by our cycle of inquiry and parent input, the staff identified reading, expository reading strategies, comprehension and writing strategies as their instructional focus areas. Students develop and extend essential reading and writing strategies. The core curriculum is based on district standards and uses research-based teaching strategies. All students have equal access to the core curriculum. Teachers meet as grade level data teams to discuss students' needs and plan instruction, coaching and guided practice. They use a variety of teaching learning and grouping strategies to provide students with differentiated instruction. K-1 teachers collaborate to plan and implement an appropriately leveled, flexibly grouped intervention program to assist students at risk. Grades 2-5 teachers collaborate with the Resource Specialist to plan and implement a Learning Center, which provides short-termed academic interventions for students with Individual Learning Plans. Intermediate teachers provide challenging, differentiated instruction that allows students to work beyond the core curriculum. The teachers of English Language Learners meet regularly to discuss instructional strategies, assessment and student progress. English learners receive standards-based ELD instruction. Students with learning disabilities receive targeted support coordinated by an Individual Learning Plan. Classroom teachers collaborate and consult with our Resource Specialist on how best to address their learning needs and styles. Teachers monitor student progress through the analysis of student work, observation and classroom and district benchmark assessments. They share student progress data at a fall Parent Teacher Conference, and they use the newly adopted standards-based report card to detail grade level achievement benchmarks and keep parents informed of their child's progress.

Professional Development
Information about the program for training the school's teachers and other professional staff.

Quality instruction and instructional leadership are at the heart of the district's achievement efforts. To ensure this, the Academic Support Division engages teachers, administrators and other personnel in ongoing professional development focused on improving teaching and learning. Training is provided to principals and other administrators to improve their ability to provide strong instructional leadership and guide teaching and learning at school sites. The principals, in turn, provide support to teachers through staff conferences, opportunities for collaborative study and planning, and individual coaching based on ongoing classroom observations. Teachers and other staff are provided with both on and off-site professional development in all standards based curriculum content areas. Beyond the content areas, professional development is provided in English Language Development, Gifted and Talented Education (GATE), differentiated instruction, academic language development (ALD) and educational technology. In addition, training is made available in classroom management, the effective use of assessment data and using teacher data teams to meet the needs of all students. A primary goal of the professional development program is ensuring that all students are served by skilled, highly qualified teachers and that teachers are supported by strong, knowledgeable instructional leaders.

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.

Core Curriculum Areas	Quality and Currency of Textbooks and Instructional Materials
Reading/Language Arts	The core program for students in grades K-5 is Open Court Reading and for all other graders, Hampton Brown and Highpoint. Every classroom will deliver the literacy program aligned to WCCUSD content standards and California State Standards. Each grade level will have a POD leader to monitor grade level consistency.
Mathematics	Harcourt School Publishers, Harcourt Math (Grades K-6)
Science	Foss Kits (Grades K-3); Harcourt Brace School Publishers, Harcourt Science (Grades 4-5)
History-Social Science	SRA, Open Court (Grades K-3); Harcourt Brace School Publishers, Harcourt Brace Social Studies (Grades K-6)

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.

Core Curriculum Areas	Availability of Textbooks and Instructional Materials
Reading/Language Arts	sufficient for all students
Mathematics	sufficient for all students
Science	sufficient for all students
History-Social Science	sufficient for all students

Instructional Minutes
Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.

Grade Level	Instructional Minutes
	Offered	State Requirement
K	36,000	36,000
1	50,455	50,400
2	50,455	50,400
3	50,455	50,400
4	54,035	54,000
5	54,035	54,000
6	54,035	54,000

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.

12

X. Postsecondary Preparation (Secondary Schools)

There are no data available for this section.

XI. Fiscal and Expenditure Data

Teacher and Administrative Salaries (Fiscal Year 2003-04)
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.

Category	District Amount	State Average for Districts in Same Category
Beginning Teacher Salary	$33,772	$37,061
Mid-Range Teacher Salary	$49,513	$58,294
Highest Teacher Salary	$65,019	$72,876
Average Principal Salary (Elementary)	$78,735	$94,471
Average Principal Salary (Middle)	$82,671	$98,940
Average Principal Salary (High)	$93,212	$107,418
Superintendent Salary	$191,922	$179,061
Percent of Budget for Teacher Salaries	38.1	41.4
Percent of Budget for Administrative Salaries	5.1	5.1

District Expenditures (Fiscal Year 2003-04)
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.

District	District	State Average for Districts in Same Category	State Average, All Districts
Total Dollars Expended	Dollars Expended Per Student (ADA)	Dollars Expended Per Student (ADA)	Dollars Expended Per Student (ADA)
$234,678,271	$7,399	$6,987	$6,919

Types of Services Funded
Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.