Cutten School Accountability Report Card

Cutten School 

2011-12 School Accountability Report Card — Published During the 2012-13 School Year 

4182 Walnut Drive Eureka, CA 95503 

Phone: (707) 441-3900 

Fax: (707) 441-3906 

GRADES 3-6 

www.humboldt.k12.ca.us/cuen_sd/cuen.php 

Principal’s Message 

Welcome to Cuen School! This report provides stascal informaon about our students, staff, 

resources, programs, and achievements. To gain a broader view of the Cuen School educaonal 

program, culture, and tradions please feel free to call us or to visit us at any me. Our doors are 

always open, and we’re eager to share informaon and answers to your quesons. 

Cuen School District is an elementary school district with students at two sites. Ridgewood School 

serves students in kindergarten through second grades and Cuen School serves students in third 

through sixth grades. The total enrollment in grades K-6 is 563 students. 

The District has provided excellence and stability in educang children for 122 years. Ridgewood 

and Cuen Schools were chosen as State Disnguished Schools in 1987, 1997, 2006 and in 2012. 

The two schools are joined by a common vision, a deep-seated commitment to the development 

of the whole child, and extremely strong parent support as shown by our award-winning PTA, the 

Cuen Ridgewood Student Foundaon, and the high number of parent volunteers found in the 

classrooms. As a result, the Cuen School District is considered one of the most desired school 

districts on the North Coast. 

Mission Statement 

Ridgewood and Cuen Schools, in partnership with our community, ensure that each student is empowered 

with the knowledge and skills necessary to meet the challenges in an increasingly complex, 

compeve world. 

We provide our students: 

• An opportunity to reach full academic potenal; 

• An appreciaon of the arts and humanies; 

• An opportunity to learn about themselves and the world around them; 

• An opportunity to grow as responsible cizens of our community and our country; 

• A respect for the rights of the individual in a democrac society; and, 

• A sense of their own unique value. 

Cutten School District 

Julie Osborne, 

Superintendent/Principal 

4182 Walnut Drive 

Eureka, CA 95503 

Phone: (707) 441-3900 

Fax: (707) 441-3906 

www.humboldt.k12.ca.us/ 

cuen_sd 

School Accountability 

Report Card 

In accordance with State 

and federal requirements, the 

School Accountability Report 

Card (SARC) is put forth annually 

by all public schools as a tool for 

parents and interested pares to 

stay informed of the school’s 

progress, test scores and 

achievements. 

CDS Code: 12627456007736 

Parental Involvement 

If you would like to become involved in PTA, the Cuen Ridgewood Student Foundaon, or as a 

classroom volunteer, we welcome you! Parent parcipaon in all aspects of the school program 

is a strength of our district. In addion, leadership opportunies for parents are available through 

our School Site Council, our award-winning Parent Teachers Associaon, and the Cuen Ridgewood 

Student Foundaon. We are also always open to parent and community comments and suggesons. 

Please feel free to contact Julie Osborne, Superintendent/Principal, at (707) 441-3900 for more 

informaon. 

Professional Development 

The teaching staff acvely parcipates in professional development classes and professional organizaons. 

Workshops are aended aer school, on Saturdays, during the summer, and through 

release me during the school day. Students do not miss school due to staff development; 180 

days of instrucon are provided. In addion, significant porons of our minimum day Wednesday 

meengs are dedicated to professional improvement. Prior to the start of the school year, two days 

each year are dedicated to staff and professional development. For the 2012-2013 school year, the 

professional development focus is on fostering and supporng staff collegiality and collaboraon 

with the over-arching goal to increase student engagement. 

“The District has provided excellence 

and stability in educating children for 122 years.” 

“We’re Building a Beer World… 

One Student at a Time!” 

Governing Board 2012-13 

Timothy Gallagher 

President 

Karen Suiker 

Clerk 

Doug Lanning 

Trustee 

Dennis Reinholtsen 

Trustee 

Wendy Wright 

Trustee

Cutten School • 2011-12 SARC 

Class Size 

Class Size Distribution — Average Class Size 

Three-Year Data Comparison 

09-10 10-11 11-12 

28 

26 27 27 28 28 28 

25 26 

27 

22 22 

23 

26 

Class Size 

2 

The bar graph displays the three-year 

data for average class size and the table 

displays the three-year data for the 

number of classrooms by size. 

3 4 5 6 3-4 Combo 5-6 Combo 

Class Size Distribution — Number of Classrooms by Size 


09-10 10-11 11-12 

Grade 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ 

2011-12 12 SARC 

3 3 3 3 

4 2 3 3 

5 3 2 2 

6 3 3 2 

3-4 (Combo) 1 

5-6 (Combo) 1 

Enrollment and Demographics 

The total enrollment at the school was 299 students for the 2011-12 school year.* 

Demographics 

White 

65% 

Black or African 

American 

1% 

Asian 

3% 

2011-12 School Year 

Two or More 

Races No Response 

13% 1% Hispanic or 

Latino 

12% 

American Indian 

or Alaska Native 

4% 

Native Hawaiian 

or Pacific 

Islander 

Filipino


3 

School Facility Items Inspected 

The tables show the results of the school’s most recent inspecon using the Facility Inspecon Tool 

(FIT) or equivalent school form. The following is a list of items inspected. 

• Systems: Gas Systems and Pipes, Sewer, 

Mechanical Systems (heang, venlaon, 

and air condioning) 

• Interior: Interior Surfaces (floors, 

ceilings, walls, and window casings) 

• Cleanliness: Pest/Vermin Control, Overall 

Cleanliness (school grounds, buildings, 

rooms, and common areas) 

• Electrical: Electrical Systems 

(interior and exterior) 

• Restrooms/Fountains: Restrooms, 

Sinks/Drinking Fountains (interior 

and exterior) 

• Safety: Fire Safety Equipment, 

Emergency Systems, Hazardous 

Materials (interior and exterior) 

• Structural: Structural Condion, 

Roofs 

• External: Windows/Doors/Gates/Fences, 

Playgrounds/School Grounds 

School Facility Good Repair Status 

This inspecon determines the school facility’s good repair status using rangs of good condion, 

fair condion, or poor condion. The overall summary of facility condions uses rangs of exemplary, 

good, fair, or poor condion. 

School Facility Good Repair Status 


Items Inspected Repair Status Items Inspected Repair Status 

Systems Good Restrooms/Fountains Good 

Interior Good Safety Good 

Cleanliness Good Structural Good 

Electrical Good External Good 

Public Internet Access 

Internet access is available at public 

libraries and other locaons that are 

publicly accessible (i.e., the California 

State Library). Access to the Internet 

at libraries and public locaons is 

generally provided on a first-come, 

first-served basis. Other use restricons 

include the hours of operaon, the 

length of me that a workstaon may 

be used (depending on availability), 

the types of soware programs available 

at a workstaon, and the ability 

to print documents. 

Overall Summary of Facility Condions 

Good 

Date of the Most Recent School Site Inspecon 12/17/2012 

Date of the Most Recent Compleon of the Inspecon Form 12/17/2012 

Deficiencies and Repairs 

The table lists the repairs required for all deficiencies found during the school site inspecon. Regardless 

of each item’s repair status, all deficiencies are listed. 

Deficiencies and Repairs 

Items Inspected 


Deficiencies, Acon Taken or Planned, and Date of Acon 

2011-12 12 SARC 

Systems Single classroom heater replaced 11/2012. 

School Facilities 

Cuen School provides a safe, clean, tobacco-free educaonal environment for students. One maintenance 

employee and two custodians ensure the good condion and cleanliness of our buildings, 

restrooms, and grounds. All classrooms and support services rooms are equipped with a telephone, 

an intercom system, and access to the Internet. A security system is present to protect every room. 

Visitors are welcomed at Cuen School and sign in at the school office. Due to the close-knit nature 

of our school, unfamiliar visitors on campus are very rare and are immediately greeted by school 

personnel. 

Cuen Elementary School was built in 1951. The school has eleven regular classrooms, a library, a 

computer lab, a mulpurpose room, a student support resource room, a tutoring center, a music 

room, and an aer-school program room. One relocatable classroom was purchased during the 

2005-06 school year to meet the needs of increased student enrollment. 

Connued on sidebar 

School Facilities 

Connued from boom le 

Another relocatable was added in 2007 

to house the speech/language and tutoring 

programs. Facilies also include 

two baseball fields, a mul-dimensional 

playground structure, three wall ball 

courts, and a large athlec field. 

Our Internet wiring infrastructure at 

Cuen was recently replaced and our 

electrical capacity was increased using 

Deferred Maintenance Funding. Addional 

computer “drops” were also 

added in all classrooms, allowing more 

convenient teacher/student access to 

the Internet.


4 

Textbooks and Instructional Materials 

The Cuen Elementary School District connually reviews and updates its textbooks and instruc- 

onal materials in order to ensure that they: 

1. Are available in sufficient numbers; 

2. Are consistent with the content and cycles of the State Curriculum Frameworks; 

3. Have been adopted by the State Board of Educaon; and, 

4. Are the best possible tools for supporng the curriculum. 

Teachers and administrators are all involved in the selecon process. Decisions are also reviewed by 

our School Site Council. The most recent public hearing held to adopt a resoluon on the sufficiency 

of instruconal materials was September 10, 2012. 

Textbooks and Instructional Materials List 


Subject Textbook Adopted 

English-Language Arts Houghton Mifflin 2002 

English-Language Arts Write Source 1999 

Mathemacs Sco Foresman 2008 

Science Full Opon Science System (FOSS) (3-5) 2007 

Science Sco Foresman (6) 2007 

History-Social Science Sco Foresman (3-5) 2006 

History-Social Science Teachers’ Curriculum Instute (6) 2006 

Availability of Textbooks and Instructional Materials 

The following lists the percentage of pupils who lack their own assigned textbooks and instruconal 

materials. 

Percentage of Students Lacking Materials by Subject 

Subject 


Cuen School 

Percent Lacking 

Reading/Language Arts 0% 

Mathemacs 0% 

Science 0% 

Quality of Textbooks 

The following table outlines the criteria 

required for choosing textbooks and 

instruconal materials. 

Quality of Textbooks 


Criteria 

Yes/No 

Are the textbooks adopted 

from the most recent 

state-approved or local No 

governing board approved 

list? 

Are the textbooks 

consistent with the 

content and cycles of the 

Yes 

curriculum frameworks 

adopted by the State 

Board of Educaon? 

Does every student, 

including English Learners, 

have access to their own 

Yes 

textbooks and instruconal 

materials to use in class 

and to take home? 

History-Social Science 0% 

Visual and Performing Arts 

 

2011-12 12 SARC 

Foreign Language 

Health 

 

 

Currency of Textbook Data 

This table displays the date when the textbook and instruconal materials informaon was collected 

and verified. 


Currency of Textbook Data 

Data Collecon Date 09/2012 

Not applicable. 

The Cuen School District did not purchase English/Language Arts materials at the 2008 adopon due 

to budget constraints; however all materials are consistent with current framework and state standards.


STAR Results for All Students 

The Standardized Tesng and Reporng (STAR) results are evaluated and compared to state standards 

using the following five performance levels: Advanced (exceeds state standards); Proficient 

(meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Proficient 

or Advanced level meet state standards in that content area. The tables show the percentage of 

students that scored at Proficient or Advanced levels in English-language arts, mathemacs, and 

science. 

Students Scoring at Proficient or Advanced Levels 

STAR Results by Student Group: 

English-Language Arts, Mathematics, and Science 

Students Scoring at Proficient or Advanced Levels 

Group 


(Grades 3-6) 

Cuen School District 

(Grades 2-6) 

English- 

Language Arts 


Mathemacs 

California 

Subject 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12 

English-Language Arts 63% 65% 72% 62% 66% 69% 52% 54% 56% 

Mathemacs 67% 72% 74% 69% 74% 72% 48% 50% 51% 

Science (Grade 5) 72% 74% 69% 72% 74% 69% 54% 57% 60% 

Spring 2012 Results 

Science 

(Grade 5) 

All Students in the District (Grades 2-6) 69% 72% 69% 

All Students at the School (Grades 3-6) 72% 74% 69% 

Male 74% 78% 83% 

Female 70% 70% 58% 

Black or African American 

American Indian or Alaska Nave 

Asian 

Filipino 

Hispanic or Lano 82% 76% 

5 

Standardized Testing and 

Reporting Program 

Based upon single point-in-me, mul- 

ple choice test. 

The Standardized Tesng and Reporting 

(STAR) Program aims to idenfy 

strengths and weaknesses to improve 

student learning. STAR consists of 

several key tests that are designed for 

the student’s age and individual needs. 

These tests include: the California 

Standards Test (CST), California Modified 

Assessment (CMA), and California 

Alternate Performance Assessment 

(CAPA). 

The CSTs are mulple choice tests in 

English-language arts, mathemacs, 

science, and history-social science 

for varying grade levels. The fourth 

grade parcipates in an essay wring 

test. The CSTs are used to determine 

students’ achievement of the California 

Academic Content Standards. These 

standards describe the knowledge and 

skills that students are expected to 

learn at each grade level and subject. 

The CMA is a modified assessment for 

students with disabilies who have an 

individualized educaon program (IEP). 

It is designed to assess those students 

whose disabilies prevent them from 

achieving grade-level proficiency on an 

assessment of the content standards 

with or without accommodaons. 

The CAPA is an alternate assessment 

for students with significant cognive 

disabilies who are unable to take the 

CST with accommodaons or modifica- 

ons or the CMA with accommoda- 

ons. 

For more informaon on the STAR 

program including tests, parcipaon, 

groups, and scores by grade level, 

please visit hp://star.cde.ca.gov/. 

Nave Hawaiian or Pacific Islander 

2011-12 12 SARC 

White 72% 76% 72% 

Two or More Races 70% 68% 58% 

Socioeconomically Disadvantaged 64% 66% 67% 

English Learners 

Students with Disabilies 36% 61% 

Students Receiving 

Migrant Educaon Services 

 

Scores are not shown when the number of students tested is 10 or less, or because the number of 

students tested in this category is too small for stascal accuracy or to protect student privacy.


Academic Performance Index 

The Academic Performance Index (API) is an annual measure of the academic performance and 

progress of the schools within California based solely upon the mulple choice STAR test scores. API 

is measured on a scale from 200 to 1,000. This score reflects the school, district or a student group’s 

performance level, based on the results of statewide tesng. The state has set an API score of 800 

as the statewide target. 

The annual API reporng cycle consists of the Base and Growth API. The Base API begins the reporting 

cycle and the results are released approximately a year aer tesng occurs (e.g. The 2011 Base 

API is calculated from results of statewide tesng in spring 2011, but the results are not released un- 

l May 2012). Growth API, calculates test results in the same fashion and with the same indicators 

as the Base API but from test results of the following year (e.g. The 2012 Growth API is calculated 

from results of statewide tesng in spring 2012 and released in September 2012). The year of the 

API corresponds to the year of tesng. Therefore, for the 2011-12 API reporng cycle, the 2011 Base 

indicator and 2012 Growth indicator are used. To represent how much a school’s API changed from 

2011-12 (known as the 2011-12 API Growth), the 2011 Base API is subtracted from the 2012 Growth 

API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes 

Growth API, growth achieved, and whether or not targets were met. 

To learn more about API, visit the API informaon guide at www.cde.ca.gov/ta/ac/ap/documents/infoguide12.pdf 

and the API overview guide at www.cde.ca.gov/ta/ac/ay/documents/overview12.pdf. 

API Ranks 

API Ranks 


2009 2010 2011 

Statewide API Rank 7 7 7 

Similar Schools API Rank 6 6 5 

API Testing 

6 

Assessment data is reported only for 

numerically significant groups. To be 

considered numerically significant for 

the API, the group must have either: 

(1) at least 50 students with valid STAR 

Program scores who make up at least 

15% of the total valid STAR Program 

scores, or (2) at least 100 students with 

valid STAR Program scores. 

API Ranks 

Schools are ranked in ten categories 

of equal size, called deciles, from 1 

(lowest) to 10 (highest) based on their 

API Base reports. A school’s “statewide 

API rank” compares its API to the APIs 

of all other schools statewide of the 

same type (elementary, middle, or 

high school). A “similar schools API 

rank” reflects how a school compares 

to 100 stascally matched similar 

schools. This table shows the school’s 

three-year data for statewide API rank 

and similar schools API rank, for which 

informaon is available. 

API Growth by Student Group 

This table displays, by student group, first, the 2012 Growth API at the school, district, and state level followed by the actual API change in points 

added or lost for the past three years at the school. 

2012 Growth API and Three-Year Data Comparison 

API Growth by Student Group 

Group 


(Grades 3-6) 

Number 

of Students 

Growth 

API 

2012 Growth API 


(Grades 2-6) 

Number Growth 

of Students API 

Number 

of Students 

California 

Growth 

API 

Cuen School – 

Actual API Change 

09-10 10-11 11-12 

All Students 284 878 365 867 4,664,264 788 +9 +9 +26 

Black or African American 3 5 313,201 710 • • • 

American Indian or Alaska Nave 9 12 777 31,606 742 • • • 

Asian 7 10 404,670 905 • • • 

Filipino 2 2 124,824 869 • • • 

2011-12 12 SARC 

Hispanic or Lano 32 882 37 872 2,425,230 740 • • • 

Nave Hawaiian or Pacific Islander 0 0 26,563 775 • • • 

White 186 884 237 876 1,221,860 853 +2 +11 +26 

Two or More Races 40 884 54 872 88,428 849 • • • 

Socioeconomically Disadvantaged 113 842 149 827 2,779,680 737 +6 +20 +32 

English Learners 3 7 1,530,297 716 • • • 

Students with Disabilies 39 767 52 737 530,935 607 • • • 

•Data are reported only for numerically significant groups. 

Scores are not shown when the number of students tested is 10 or less, or because the number of students tested in this category is too small for stascal 

accuracy or to protect student privacy.


Adequate Yearly Progress 

The Federal No Child Le Behind (NCLB) Act requires that all schools and districts meet Adequate 

Yearly Progress (AYP) requirements. California public schools and districts are required to meet or 

exceed criteria in these four target areas: 

1. Parcipaon rate on statewide assessments in English-language arts and mathemacs 

2. Percentage of students scoring proficient on statewide assessments in English-language arts 

and mathemacs 

3. API scores 

4. Graduaon rate for high schools 

The table displays whether or not the school and district met each of the AYP criteria and made 

overall AYP for 2011-12. For more informaon, visit www.cde.ca.gov/ta/ac/ay/. 

Adequate Yearly Progress Criteria 


Cuen School (Grades 3-6) Cuen School District (Grades 2-6) 

Met Overall AYP Yes No 

AYP Criteria 

English- 

Language Arts 

Mathemacs 

English- 

Language Arts 

Mathemacs 

Parcipaon Rate Yes Yes Yes Yes 

Percent Proficient Yes Yes Yes No 

API Yes Yes 

Graduaon Rate 

Federal Intervention Program 

Districts and schools receiving Title I funding that fail to meet AYP over two consecuve years in the 

same content area (English-language arts or mathemacs) or on the same indicator (API or gradua- 

on rate) can enter into Program Improvement (PI). Each addional year that the district or schools 

do not meet AYP results in advancement to the next level of intervenon. This table displays the 

2012-13 Program Improvement status for the school and district. For more informaon, please visit 

www.cde.ca.gov/ta/ac/ay/. 

Types of Services Funded 

7 

In the Cuen Elementary School District, 

in addion to regular classroom 

instrucon, we parcipate in the following 

programs: 

• Aer School Child Care 

• Class Size Reducon 

• Computer Educaon 

• Counseling 

• Drug Free School 

• Economic Impact Aid (EIA) 

• English Learners 

• Gied and Talented Educaon 

(GATE) 

• Improving Teacher Quality 

• Library 

• Loery – Instruconal Materials 

• Music 

• Speech and Language Pathologist 

• Rural Educaon Achievement 

• School Improvement 

• Title I (Basic Grants – Low Income) 

• Title II (Enhance Educaon 

Through Technology) 

• Title V (Innovave Educaonal 

Strategies) 

• Transportaon – Home to School 

Federal Intervention Program 



(Grades 3-6) 


(Grades 2-6) 

Program Improvement Status Not In PI Not In PI 

First Year of Program Improvement 

Year in Program Improvement 

2011-12 12 SARC 

Number of Schools Idenfied for Program Improvement 0 

Percent of Schools Idenfied for Program Improvement 0.00% 

Not applicable. The graduaon rate for AYP criteria applies to high schools. 

Not applicable. 

“Parent participation in all aspects of 

the school program is a strength of our district.” 

School Safety 

The Comprehensive School Safety Plan 

is undergoing a complete review and 

revision during the 2012-13 school 

year. Key elements of the plan, including 

monthly fire drills, earthquake 

evacuaon procedures, and lockdown 

policies are reviewed in early October 

each year, and are in effect throughout 

the year.


Teacher Qualifications 

This table shows informaon about teacher credenals and teacher qualificaons. More informa- 

on can be found by vising hp://data1.cde.ca.gov/dataquest/. 

Teacher Credential Information 


Teacher Misassignments and Vacant Teacher Positions 



Teachers 11-12 09-10 10-11 11-12 

With Full Credenal 28 15 14 14 

Without Full Credenal 0 0 0 0 

Teaching Outside Subject Area of Competence 0 0 0 

This table displays the number of teacher misassignments (teachers assigned without proper legal 

authorizaon) and the number of vacant teacher posions (not filled by a single designated teacher 

assigned to teach the enre course at the beginning of the school year or semester). Please note: Total 

teacher misassignments includes the number of misassignments of teachers of English Learners. 

Teacher Misassignments and Vacant Teacher Positions 



Teachers 10-11 11-12 12-13 

Teacher Misassignments of English Learners 0 0 0 

Academic Counselors and 

School Support Staff 

8 

This table displays informaon about 

academic counselors and support staff 

at the school and their full-me equivalent 

(FTE). 

Academic Counselors 

and School Support Staff Data 


Academic Counselors 

FTE of Academic Counselors 0.000 

Rao of Students Per 

Academic Counselor 

Support Staff 

Social/Behavioral or Career 

Development Counselors 

Library Media Teacher 

(Librarian) 

Library Media Services 

Staff (Paraprofessional) 

 

FTE 

0.000 

0.000 

0.800 

Psychologist 0.100 

Social Worker 0.500 

2011-12 12 SARC 

Total Teacher Misassignments 0 0 0 

Vacant Teacher Posions 0 0 0 

No Child Left Behind Compliant Teachers 

NCLB requires that all teachers of core academic subject areas be “highly qualified.” In general, for 

a teacher to be considered highly qualified, they must have a bachelor’s degree, an appropriate 

California teaching credenal, and have demonstrated competence for each core subject he or she 

teaches. The table displays data regarding NCLB compliant teachers from the 2011-12 school year. 

For more informaon on teacher qualificaons related to NCLB, visit www.cde.ca.gov/nclb/sr/tq. 

No Child Left Behind Compliant Teachers 


Percent of Classes in Core Academic Subjects 

Taught by NCLB 

Compliant Teachers 

Taught by Non-NCLB 

Compliant Teachers 

Cuen School 100.00% 0.00% 

All Schools in District 100.00% 0.00% 

High-Poverty Schools in District 100.00% 0.00% 

Nurse 0.050 

Speech/Language/Hearing 

Specialist 

Resource Specialist 

(non-teaching) 

Other 

Resource Specialist 

Assistant 

0.400 

1.000 

FTE 

0.700 

Computer Technician 0.875 

Classroom Assistants 

(1 Assistant in every 

classroom, daily) 

3.440 

Low-Poverty Schools in District 100.00% 0.00% 

NCLB Note 

High-poverty schools are defined as those schools with student parcipaon of approximately 40% 

or more in the free and reduced priced meals program. Low-poverty schools are those with student 

parcipaon of approximately 25% or less in the free and reduced priced meals program. 

Not applicable.


Financial Data 

The financial data displayed in the SARC is from the 2010-11 fiscal year. The most current fiscal informaon 

available provided by the state is always two years behind the current school year, and 

one year behind most other data included in this report. For more detailed financial informaon, 

please visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec. 

District Financial Data 

This table displays district teacher and administrave salary informaon and compares the figures 

to the state averages for districts of the same type and size based on the salary schedule. Note the 

district salary data does not include benefits. 

District Salary Data 


2010-11 Fiscal Year 

Similar Sized District 

Beginning Teacher Salary $39,693 $38,625 

Mid-Range Teacher Salary $60,707 $55,530 

School Financial Data 

9 

The following table displays the 

school’s average teacher salary and a 

breakdown of the school’s expenditures 

per pupil from unrestricted and 

restricted sources. 

School Financial Data 


Total Expenditures 

Per Pupil 

$7,206 

Expenditures Per Pupil 

From Restricted Sources 

$1,919 

Expenditures Per Pupil 

From Unrestricted Sources 

$5,287 

Annual Average 

Teacher Salary 

$60,093 

Highest Teacher Salary $71,709 $70,729 

Average Principal Salary $83,382 $92,955 

Superintendent Salary $116,875 $106,757 

Teacher Salaries — Percent of Budget 43% 36% 

Administrave Salaries — Percent of Budget 5% 7% 

2011-12 12 SARC 

Financial Data Comparison 

The following table displays the school’s per pupil expenditures from unrestricted sources and the 

school’s average teacher salary and compares it to the district and state data. 

Financial Data Comparison 

Expenditures 

Per Pupil From 

Unrestricted Sources 


Annual 

Average Teacher 

Salary 

Cuen School $5,287 $60,093 

Cuen School District $5,496 $59,944 

California $5,455 $57,019 

School and District — Percent Difference +4.0% +0.2% 

School and California — Percent Difference -3.2% +5.1% 

Suspensions and Expulsions 

This table shows the rate of suspensions 

and expulsions (the total number 

of incidents divided by the school’s 

total enrollment) for the most recent 

three-year period. 

Suspension and Expulsion Rates 


09-10 10-11 11-12 

Suspension 

Rates 

0.049 0.043 0.013 

Expulsion 

Rates 

0.000 0.000 0.000 


Suspension 

Rates 

Expulsion 

Rates 

09-10 10-11 11-12 

0.032 0.027 0.016 

0.000 0.000 0.000 

Data for this year’s SARC was provided by the California Department of Educaon (CDE), school and district offices. For addional 

informaon on California schools and districts, please visit DataQuest at hp://data1.cde.ca.gov/dataquest. DataQuest is an online 

resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and 

data regarding English Learners. Addionally, Ed-Data in partnership with the CDE, provides extensive financial, demographic, 

and performance informaon about California’s public kindergarten through grade twelve school districts and schools. More 

informaon can be found at www.ed-data.k12.ca.us/Pages/Home.aspx. Per Educaon Code Secon 35256, each school district 

shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year. 

All data accurate as of November 29, 2012.

Cutten School Accountability Report Card

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