Cutten School Accountability Report Card

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$Math Content Standards for California Public Schools, K-12$

Cutten School • 2011-12 SARC 4 Textbooks and Instructional Materials The Cuen Elementary School District connually reviews and updates its textbooks and instruconal 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 2012-13 School Year 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 2012-13 School Year 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 2012-13 School Year 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. 2012-13 School Year 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.
Cutten School • 2011-12 SARC 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 Cuen School (Grades 3-6) Cuen School District (Grades 2-6) English- Language Arts Three-Year Data Comparison 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, mulple 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 accommodaons. 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.
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Cutten School Accountability Report Card

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