School Accountability Report Card (SARC)

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School Accountability Report Card Reported for School Year 2008-09 Published During 2009-10

ExecutiveSummarySchool Accountability Report Card, 2008-09

WoodlakeCommunityDay School

Address: / 36220 Millwood Dr. , WoodlakeCA93286 / Phone: / 559-564-0437
Principal: / Richard Villanueva / Grade Span: / 7- 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 2008-09 school year, except the School Finances and School Completion data that are reported for the 2007-08 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

Woodlake Community Day School (WCDS) is located in Woodlake, California, a small, isolated agricultural community in TulareCounty, on the district’s school farm. The school serves approximately 16 currently enrolled seventh through twelfth grade students. The student population 94% Hispanic and 6% Anglo. The Limited English proficiency level is 31 %. One hundred percent (100%) of the students are eligible for free or reduced lunch. WCDS utilizes a three trimester schedule that involves three 12-week terms per school year. Students are required to attend seven periods per day to meet the state required 360 instructional minutes for community day schools. Other programs available to students during the required instructional day include but are not limited to Special Education, counseling, mental and physical health referral assistance, and career exploration.

Student Enrollment

Group / Percent
African American / %
American Indian or Alaska Native / %
Asian / %
Filipino / %
Hispanic or Latino / 84.62 %
Pacific Islander / %
White (not Hispanic) / 15.38 %
Multiple or No Response / %
Socioeconomically Disadvantaged / 100.00 %
English Learners / 63.00 %
Students with Disabilities / 13.00 %
Total Number of Students / 13

Teachers

Indicator / Teachers
Teachers with full credential / 1
Teachers without full credential / 0
Teachers Teaching Outside Subject Area of Competence
Misassignments of Teachers of English Learners
Total Teacher Misassignments

Student Performance

Subject / Students Proficient and Above on California Standards Tests
English-Language Arts / 0%
Mathematics / 0%
Science / 0%
History-Social Science / 0%

Academic Progress

Indicator / Result
2009 Growth API Score (from 2009 Growth API Report)
Statewide Rank (from 2008 Base API Report)
2009-10 Program Improvement Status (PI Year) / Not in PI

School Facilities

Summary of Most Recent Site Inspection

Repairs Needed

The counseling trailer infrastructure is old. The heating and air conditioning systems are either inadequate or non-existent. This trailer needs to be replaced.

Corrective Actions Taken or Planned

Portable heating and air fans are used to mitigate the temperature extremes in summer heat and winter cold, but eventually the plan is to replace the counseling trailer.

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%
Health / 0%
Science Laboratory Equipment (grades 9-12) / 0%

School Finances

Level / Expenditures Per Pupil (Unrestricted Sources Only)
School Site / $8,702.85
District / $8,702.85
State / $5,512

School Completion

Indicator / Result
Graduation Rate / 80%

Postsecondary Preparation

Measures / Percent
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma / N/A
Graduates Who Completed All Courses Required for University of California or CaliforniaStateUniversity Admission / N/A

NAEP Reading, Grade 8

Level / Result
Average Scale Score - State / 251
Average Scale Score - National / 261
Achievement Level - Basic / 41%
Achievement Level - Proficient / 20%
Achievement Level - Advanced / 2%

NAEP Mathematics, Grade 8

Level / Result
Average Scale Score - State / 270
Average Scale Score - National / 282
Achievement Level - Basic / 59%
Achievement Level - Proficient / 23%
Achievement Level - Advanced / 5%

School Accountability Report Card Reported for School Year 2008-09 Published During 2009-10

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 on the California Department of Education (CDE) SARC Web page. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access

DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

Contact Information (School Year 2009-10)

This section provides the schools contact information.

School / District
School Name / Woodlake Community Day / District Name / Woodlake Union High
Street / 36220 Millwood Dr. / Phone Number / 559-564-8081
City, State, Zip / Woodlake, CA93286 / Web Site /
Phone Number / 559-564-0437 / Superintendent / Tim Hire
Principal / Richard Villanueva / E-mail Address /
E-mail Address / / CDS Code / 54- 72280- 5430285

School Description and Mission Statement (School Year 2008-09)

Woodlake Community Day School (WCDS) is located in Woodlake, California, a small, isolated agricultural community in TulareCounty, on the district’s school farm. The school serves approximately 16 currently enrolled seventh through twelfth grade students. The student population 94% Hispanic and 6% Anglo. The Limited English proficiency level is 31 %. One hundred percent (100%) of the students are eligible for free or reduced lunch. WCDS utilizes a three trimester schedule that involves three 12-week terms per school year. Students are required to attend seven periods per day to meet the state required 360 instructional minutes for community day schools. Other programs available to students during the required instructional day include but are not limited to Special Education, counseling, mental and physical health referral assistance, and career exploration.

VISION STATEMENT

WOODLAKECOMMUNITYDAY SCHOOL
A structured and safe learning environment that meets the educational needs of each student while developing self-esteem, social skills and civic responsibility.

MISSION STATEMENT

The mission of the WoodlakeCommunityDay School program is to assess the educational needs of each student; to provide an individualized course of instruction for completion; to utilize all available resources to provide opportunities for academic and social success; and to teach our students to accept personal responsibility for their present and future actions.

Opportunities for Parental Involvement (School Year 2008-09)

Upon a students's enrollment in an EOP program, including WCDS, the secretary/registrar conducts an induction/orientation during which student and parent complete registration forms, the parent compact, emergency health forms, Internet Use Agreement, and sign any other pertinent documents. Parents are informed of the daily schedule, Youth Service Learning requirements and opportunities, the nutrition program, and transportation.
Once this induction/orientation is completed, parents meet directly with the Director-Principal of Educational Options for an orientation about the program their son/daughter is entering. Where appropriate and if available, lead teachers are present and at that time, any questions or concerns are addressed, including questions regarding the teaching/learning process, instructional materials, technology, a student's credit profile, graduation status, CAHSEE test completion, extra credit options and the availablity of tutoring opportunities. A student's school history is discussed, focusing on behavioral,academic, and career goals. At this time, exit requirements and expectations for return to either the high school or the middle school (WCDS students only) are discussed. Parents are provided a Parent/Student Handbook which includes guidelines regarding these exit requirements, vision/mission statements, student behavioral and academic expectations and the ESLRs. Both parent and student are informed of the academic and behavioral expectations of the appropriate EOP program. Parents are encouraged to ask any questions about the program, to address any concerns they may have about their student, and are encouraged to visit or call anytime they would like to discuss any concerns, to check on their child's attendance, to request a conference with a teacher or the director-principal, or to request a progress report.
Parents are informed of and invited to the EOP School Site Council (SSC)- Parent Leadership Team (PLT) meetings which are scheduled every month on the BLHS campus. The focus of the SSC-PLT is to invite parent input and feedback on how best to serve students in our EOP programs. Parents are informed in depth of each EOP program, the ESLRs, the EOP Curriculum and Instruction Guide, credit profile procedures, school policies and district policies. In addition, parents often share and request assistance on concerns regarding their student's behavior/attitude and academic progress. This is a welcoming and inviting environment for parents who avail themselves of the opportunity to assist EOP in program improvement. Other parent involvement strategies include, but are not limited to phone contacts as needed, parent conferences as requested and needed, newsletters, mailings and notifications, SSTs, parent/student contracts, independent study Master Contracts, E-chalk web site, progress reports and report cards.

Student Enrollment by Grade Level (School Year 2008-09)

This table displays the number of students enrolled in each grade level at the school.

Grade Level / Number of Students
Grade 9 / 4
Grade 10 / 5
Grade 11 / 2
Grade 12 / 2
Ungraded Secondary / 0
Total Enrollment / 13

Student Enrollment by Group (School Year 2008-09)

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
African American / %
American Indian or Alaska Native / %
Asian / %
Filipino / %
Hispanic or Latino / 84.62 %
Pacific Islander / %
White (not Hispanic) / 15.38 %
Multiple or No Response / %
Socioeconomically Disadvantaged / 100.00 %
English Learners / 63.00 %
Students with Disabilities / 13.00 %

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 / 2006-07 / 2007-08 / 2008-09
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+
Other / 2.0 / 5 / 3.3 / 4

III.School Climate

School Safety Plan (School Year 2008-09)

This section provides information about the school's comprehensive safety plan.

The WoodlakeUnionHighSchool District partners with the City of Woodlake and its Police Department in providing safety services for all students and staff. A full-time Youth Development Officer stationed at the high school campus also teams with site administrators in proactive efforts to keep our schools safe. Each site works with the district staff to annually review and update its School Safety Plan for compliance with state mandates. Circle of Support, a student support activity, is conducted bi-weekly at both sites and has served to build resiliency and capacity in students. The WCDS campus is considered safe, welcoming, and highly conducive to learning.

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
2006-07 / 2007-08 / 2008-09 / 2006-07 / 2007-08 / 2008-09
Suspensions / 0.0 / 0.0 / 72 / 0.0 / 0.0 / 0.0
Expulsions / 14.3 / 60.0 / 5 / 2.0 / 0.9 / 0.0

IV.School Facilities

School Facility Conditions and Planned Improvements (School Year 2009-10)

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.

At WCDS, a concerted effort has been made to improve the appearance of the school grounds. There was extensive cleaning and painting completed during summer 2009. Gravel has been poured on all extended driveway areas to minimize warm weather dusty conditions and wet weather muddy conditions. The school farm fences have been painted and refurbished. New classroom furniture has been purchased for both student and teacher use. An existing storage shed has been refurbished with paint and a locking metal door. Two sea trains have been added for secure storage of school property. Custodial crews maintain classroom and meeting space daily. As a result, the site maintains a clean and appealing appearance both inside and out.
The counseling trailer infrastructure is old. The heating and air conditioning systems are either inadequate or non-existent. This trailer needs to be replaced.
Portable heating and air fans are used to mitigate the temperature extremes in summer heat and winter cold, but eventually the plan is to replace the counseling trailer.

School Facility Good Repair Status (School Year 2009-10)

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
Exemplary / Good / Fair / Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer / X / Heating and air conditioning units in counseling trailer need replacing.
Interior: Interior Surfaces / X / N/A
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation / X / N/A
Electrical: Electrical / X / N/A
Restrooms/Fountains: Restrooms, Sinks/ Fountains / X / N/A
Safety: Fire Safety, Hazardous Materials / X / N/A
Structural: Structural Damage, Roofs / X / N/A
External: Playground/School Grounds, Windows/ Doors/Gates/Fences / X / N/A
Overall Rating / GOOD

V. 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 on the CDE DataQuest Web page.

Teachers / School / District
2006-07 / 2007-08 / 2008-09 / 2008-09
With Full Credential / 1 / 1 / 1 / 29
Without Full Credential / 0 / 0 / 0 / 8
Teaching Outside Subject Area of Competence / 0 / 0 / 0 / 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 / 2007-08 / 2008-09 / 2009-10
Misassignments of Teachers of English Learners / 0 / 0 / 0
Total Teacher Misassignments / 0 / 0 / 0
Vacant Teacher Positions / 0 / 0 / 0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2008-09)

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers in the school, in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. High poverty schools are defined as those schools with student participation of approximately 75 percent or more in the free and reduced price meals program. Low poverty schools are those with student participation of approximately 25 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page.

Location of Classes / Percent of Classes In Core Academic Subjects
Taught by NCLB Compliant Teachers / Taught by Non-NCLB Compliant Teachers
This School / 100.0 / 0.0
All Schools in District / 89.2 / 10.8
High-Poverty Schools in District / 100.0 / 0.0
Low-Poverty Schools in District

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2008-09)

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 / 0 / N/A
Library Media Teacher (Librarian) / 0 / N/A
Psychologist / 0 / N/A
Social Worker / 0 / N/A
Nurse / 0 / N/A
Speech/Language/Hearing Specialist / 0 / N/A
Resource Specialist (non-teaching) / 0 / N/A
Other

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2009-10)