2010 - Blue Ribbon Schools Program
Type of School: (Check all that apply) / []Charter / [X]Title I / []Magnet / []Choice
Name of Principal: Ms. Teresa Stetler
Official School Name: Carl Harvey Elementary School
School Mailing Address:
1635 South Center Stree
Santa Ana, CA 92704-4111
County: Orange State School Code Number*: 30-66670-6030225
Telephone: (714) 430-6200 Fax: (714) 430-6299
Web site/URL: sausd.usE-mail:
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge all information is accurate.
Date
(Principal‘s Signature)
Name of Superintendent*: Ms. Jane Russo,
District Name: Santa Ana Unified School District Tel: (714) 558-5501
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
Date
(Superintendent‘s Signature)
Name of School Board President/Chairperson: Ms. Audrey Yamagata-Noji
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
Date
(School Board President‘s/Chairperson‘s Signature)
*Private Schools: If the information requested is not applicable, write N/A in the space.
The original signed cover sheet only should be converted to a PDF file and emailed to Aba Kumi, Blue Ribbon Schools Project Manager () or mailed by expedited mail or a courier mail service (such as Express Mail, FedEx or UPS) to Aba Kumi, Director, Blue Ribbon Schools Program, Office of Communications and Outreach, U.S. Department of Education, 400 Maryland Ave., SW, Room 5E103, Washington, DC 20202-8173
The signatures on the first page of this application certify that each of the statements below concerning the school‘s eligibility and compliance with U.S. Department of Education, Office for Civil Rights (OCR) requirements is true and correct.
1. The school has some configuration that includes one or more of grades K-12. (Schools on the same campus with one principal, even K-12 schools, must apply as an entire school.)
2. The school has made adequate yearly progress each year for the past two years and has not been identified by the state as “persistently dangerous” within the last two years.
3. To meet final eligibility, the school must meet the state’s Adequate Yearly Progress (AYP) requirement in the 2009-2010 school year. AYP must be certified by the state and all appeals resolved at least two weeks before the awards ceremony for the school to receive the award.
4. If the school includes grades 7 or higher, the school must have foreign language as a part of its curriculum and a significant number of students in grades 7 and higher must take the course.
5. The school has been in existence for five full years, that is, from at least September 2004.
6. The nominated school has not received the Blue Ribbon Schools award in the past five years, 2005, 2006, 2007, 2008 or 2009.
7. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a district-wide compliance review.
8. OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if OCR has accepted a corrective action plan from the district to remedy the violation.
9. The U.S. Department of Justice does not have a pending suit alleging that the nominated school or the school district as a whole has violated one or more of the civil rights statutes or the Constitution‘s equal protection clause.
10. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings.
PART II - DEMOGRAPHIC DATAAll data are the most recent year available.
DISTRICT (Questions 1-2 not applicable to private schools)
1. Number of schools in the district: (per district designation) / 36 / Elementary schools (includes K-8)9 / Middle/Junior high schools
10 / High schools
K-12 schools
55 / TOTAL
2. District Per Pupil Expenditure: 5355
SCHOOL (To be completed by all schools)
3. Category that best describes the area where the school is located:
[ X ] Urban or large central city
[ ] Suburban school with characteristics typical of an urban area
[ ] Suburban
[ ] Small city or town in a rural area
[ ] Rural
4. 5 Number of years the principal has been in her/his position at this school.
5. Number of students as of October 1 enrolled at each grade level or its equivalent in applying school only:
Grade / # of Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalPreK / 0 / 0 / 0 / 6 / 0
K / 50 / 40 / 90 / 7 / 0
1 / 38 / 32 / 70 / 8 / 0
2 / 37 / 34 / 71 / 9 / 0
3 / 42 / 36 / 78 / 10 / 0
4 / 32 / 35 / 67 / 11 / 0
5 / 31 / 35 / 66 / 12 / 0
TOTAL STUDENTS IN THE APPLYING SCHOOL / 442
6. Racial/ethnic composition of the school: / 0 / % American Indian or Alaska Native
1 / % Asian
0 / % Black or African American
98 / % Hispanic or Latino
0 / % Native Hawaiian or Other Pacific Islander
1 / % White
0 / % Two or more races
100 / % Total
Only the seven standard categories should be used in reporting the racial/ethnic composition of your school. The final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic data to the U.S. Department of Education published in the October 19, 2007 Federal Register provides definitions for each of the seven categories.
7. Student turnover, or mobility rate, during the past year: 12%
This rate is calculated using the grid below. The answer to (6) is the mobility rate.
(1) / Number of students who transferred to the school after October 1 until theend of the year. / 24
(2) / Number of students who transferred from the school after October 1 until the end of the year. / 28
(3) / Total of all transferred students [sum of rows (1) and (2)]. / 52
(4) / Total number of students in the school as of October 1. / 435
(5) / Total transferred students in row (3)
divided by total students in row (4). / 0.120
(6) / Amount in row (5) multiplied by 100. / 11.954
8. Limited English proficient students in the school: 81%
Total number limited English proficient 359
Number of languages represented: 2
Specify languages:
Spanish and Vietnamese.
9. Students eligible for free/reduced-priced meals: 90%
Total number students who qualify: 399
If this method does not produce an accurate estimate of the percentage of students from low-income families, or the school does not participate in the free and reduced-price school meals program, specify a more accurate estimate, tell why the school chose it, and explain how it arrived at this estimate.
10. Students receiving special education services: 12%
Total Number of Students Served: 53
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories.
1 / Autism / 7 / Orthopedic Impairment0 / Deafness / 1 / Other Health Impaired
0 / Deaf-Blindness / 19 / Specific Learning Disability
1 / Emotional Disturbance / 20 / Speech or Language Impairment
0 / Hearing Impairment / 0 / Traumatic Brain Injury
4 / Mental Retardation / 0 / Visual Impairment Including Blindness
0 / Multiple Disabilities / 0 / Developmentally Delayed
11. Indicate number of full-time and part-time staff members in each of the categories below:
Number of StaffFull-Time / Part-Time
Administrator(s) / 1 / 0
Classroom teachers / 15 / 0
Special resource teachers/specialists / 3 / 0
Paraprofessionals / 0 / 0
Support staff / 2 / 0
Total number / 21 / 0
12. Average school student-classroom teacher ratio, that is, the number of students in the school divided by the Full Time Equivalent of classroom teachers, e.g., 22:1 29 :1
13. Show the attendance patterns of teachers and students as a percentage. Only middle and high schools need to supply dropout rates. Briefly explain in the Notes section any attendance rates under 95%, teacher turnover rates over 12%, or student dropout rates over 5%.
2008-2009 / 2007-2008 / 2006-2007 / 2005-2006 / 2004-2005Daily student attendance / 97% / 97% / 97% / 97% / 97%
Daily teacher attendance / 97% / 97% / 96% / 96% / 96%
Teacher turnover rate / 1% / 1% / 1% / 1% / 1%
Student dropout rate / % / 0% / 0% / 0% / 0%
Please provide all explanations below.
14. For schools ending in grade 12 (high schools).
Show what the students who graduated in Spring 2009 are doing as of the Fall 2009.
Graduating class size / 0Enrolled in a 4-year college or university / 0 / %
Enrolled in a community college / 0 / %
Enrolled in vocational training / 0 / %
Found employment / 0 / %
Military service / 0 / %
Other (travel, staying home, etc.) / 0 / %
Unknown / 0 / %
Total / %
PART III - SUMMARY
Located in the heart of Santa Ana, Carl Harvey Elementary is a neighborhood school devoted to creating a safe and welcoming educational environment for its students and a unifying center of enrichment and extended learning opportunities for the diverse community surrounding it.Its staff is wholly dedicated to empowering its students to become confident, productive citizens, independent thinkers and creative problem solvers.The overarching vision is that all students at Carl Harvey will achieve academic success and become life-long learners through the school’s mission to:
· Promote
· Resourcefulness
· Intellectual
· Development and
· Empowerment
Collaborative leadership has been the keystone in building the educational program which has supported the school’s vision and mission.It begins with a clear understanding of the students as well as a careful sensitivity to the community the school serves.At Carl Harvey, 93% of all students receive Title I services, and 84% of all students are English learners. Teachers, parents, and administrators work together as a team to prioritize effective instructional strategies that promote academic success for all students. Recognizing the diverse academic and English language learning needs of their students, teachers work diligently to ensure success for their entire pupil population.Their goal is to provide instruction which is both challenging and engaging for every student and accommodates the variety of academic achievement and English proficiency levels present in the school’s population in an educational environment which values and respects each student as an individual.
Parents play an integral role in the success of the collaborative leadership model employed at Carl Harvey.They participate in monthly parent meetings, parent staff organization (PSO) and parent trainings. They preside at English Learner Advisory Council (ELAC) meetings and hold office in School Site Council (SSC) meetings where their voices influence the creation of the Single Plan for Student Achievement (SPSA); a document which directs the expenditure of categorical funds to improve student achievement.Parent trainings focus on leadership skills, good parenting and strategies to help their child succeed in school.Teachers truly value the contributions of parents and consider them as partners in the success of all students.In turn, the parents recognize the critical influence and impact their involvement has on their child’s academic success.
Carl Harvey Elementary is renowned for its proud tradition of celebrating academic success and achievement.At the beginning of the year, the much anticipated “Red Carpet” CST ceremony celebrates the success of students who have moved up a performance band or have scored at the proficient or advanced levels on the most recent California Standards Test.At this assembly, students earn certificates and medals for their academic achievement.With his or her medal proudly worn, each student’s picture is taken and the photographs distinguish the school’s halls as a daily reminder of the rewards, both intrinsic and extrinsic, of academic success.In addition, each trimester students receive special recognition for outstanding citizenship and academic achievement at a special assembly attended by parents and classmates.Recognition and celebration of individual academic achievement is now permanently woven into the cultural climate of Harvey and contributes to the continued success of its students.
PART IV - INDICATORS OF ACADEMIC SUCCESS1. Assessment Results:
Carl Harvey Elementary School is justifiably proud of the success it has achieved on meeting the annual targets on the federal Adequate Yearly Progress (AYP) and state of California’s Academic Performance Index (API) and the hard work behind that success. California’s AYP and API are state accountability systems used to measure student, school and district achievement. The California State Standards Test (CST) in English language arts and mathematics is given each year to students in grades 2 – 12 and measures students’ individual progress as well as schools’ and districts’ progress towards achieving NCLB, AYP and API goals.Achievement on the CST is recorded in one of five performance levels with the following ranges: