2005-06 Template - School Accountability Report Card (CA Dept of Education)

Executive Summary School Accountability Report Card, 2005-06

For Hornbrook Elementary School

Address:	15430 Oregon Rd., Hornbrook CA 96044-0169	Phone Number:	(530) 475-3598
Principal:	Gary Lampella	Grade Span:	K-8

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 2005-06 school year, except the School Finances and School Completion data that are reported for the 2004-05 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

Welcome to Hornbrook Elementary School. Hornbrook Elementary is a K-8 school that serves approximately 50 students. We are a feeder school to Yreka High School that has a student population of 750. Most of the students are Caucasian with a few Hispanic and American Indian students. Eighty five percent of the students receive free and reduced meals. The teaching staff is composed of three full-time teachers, three part-time paraprofessionals, and administrative assistant, a cook-cafeteria manager, bus driver/maintenance person and a part-time administrator. The community is small, located in rural Northern California just below the Oregon border and 15 miles north of Yreka. The community is supported with several resorts and retirement centers adjacent to the Klamath River. Most families must commute to employment outside of Hornbrook. Hornbrook Elementary is a basic aid district, drawing it’s revenue from the tax base of the Irongate/Copco Dam area.

Vision/Mission Statement

Hornbrook Elementary School’s vision is to ensure that a partnership is developed between students, parents, staff and community so:

Students and staff are equipped with the necessary skills to access, process and apply information to problems and decisions.
Students are taught to be responsible and safe in a nurturing learning environment.
Students experience success in a world where learning never ends.

Our motto is simple: “Working Together, To Build Student Success, in a Caring Place.”

Our goals is to equip students with the necessary skills to prepare them for the rigors of high school, pass the California High School Exit exam, acquire meaningful employment and obtain additional education in pursuit of a career.

This past year has been one of focusing on a standards-based educational system as evidenced by:

a) Purchasing standards-aligned textbooks in reading/language arts, mathematics and history/social studies.

b) Teacher training in reading/language arts and

c) Research-based staff meetings.

This year we have received a $50,000 High Priority Grant to align us with effective instructional practices so all students achieve grade level content standards. This implies more training, purchasing state adopted Science materials and intensive intervention programs.

Student Enrollment
Group	Enrollment
Number of Students	48
African American	0.0 %
American Indian or Alaska Native	18.8 %
Asian	0.0 %
Filipino	0.0 %
Hispanic or Latino	2.1 %
Pacific Islander	0.0 %
White (Not Hispanic)	79.2 %
Multiple or No Response	0.0 %
Socioeconomically Disadvantaged	72.7 %
English Learners	0.0 %
Students with Disabilities	24.0 %

Teachers
Indicators	Teachers
Teachers With Full Credential	3
Teachers Without Full Credential	0
Teachers Teaching Outside Subject Area of Competence
Misassignments of Teachers of English Learners
Total Teacher Misassignments

School Facilities

Summary of Most Recent Site Inspection

Hornbrook Elementary provides a well-maintained and safe school facility. The maintenance staff conducts daily and monthly inspections of the school facilities to correct items that do not meet standards. In addition, a security camera surveys main areas of the facility twenty-four hours per day. The maintenance staff (of one) routinely cleans and services each classroom and all adjacent offices and buildings on a daily basis. The school grounds, classrooms and restrooms are exceptionally clean and in good working order.

Annually, the Board updates the district’s five-year deferred maintenance plan to address short and long-term maintenance needs of the school. The district employs a part-time bus driver/maintenance person (.90 FTE) who works during the school day. The position is approximately six hours maintenance and one hour 20 minutes for transportation. The school is approximately 70 years old. A gymnasium was added 32 years ago as well as two additional classrooms. There are six regular classrooms, a library, gymnasium, cafeteria and an office. There are two athletic fields and a well equipped playground that meets safety standards. The library is stocked with books on loan from the County Office of Education’s Library and two computers. Two of three regular classrooms have computers with internet access. The office also has two computers; one for the administrative secretary and one for the Superintendent/Principal. The District is currently reassessing it’s technology needs, including modernization of the telephone system and perhaps exploring the cost of modernization of the school facilities.

Repairs Needed

Based on a Spring 2006 pest inspection, we determined that immediate action was needed to eliminate termites on the exterior of the main building.

Corrective Actions Taken or Planned

During the Summer 2006 the exterior walls of the main building were replaced and painted using deferred maintenance funds of approximately $35,000.

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 %
Foreign Language	N/A %
Health	N/A %
Science Laboratory Equipment (grades 9-12)	N/A %

School Finances
Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$9,841
District	$9,841
State	$4,743

Student Performance
Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	22
Mathematics	18
Science	*
History-Social Science	*

Academic Progress
Indicator	Result
2006 API Growth Score (from 2006 API Growth Report)	644
Statewide Rank (from 2005 API Base Report)	1
2006-07 Program Improvement Status	Not in PI

School Completion

Indicator

Result

Graduation Rate

100%

For the 2005-2006 school year all eighth grade students were promoted to the high school.

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

School Accountability Report Card
Reported for School Year 2005-06
Published During 2006-07

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 at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.

I. About This School

Contact Information
This section provides the school's contact information.

School		District
School Name	Hornbrook Elementary	District Name	Hornbrook Elementary
Street	15430 Oregon Rd.	Phone Number	(530) 475-3598
City, State, Zip	Hornbrook, CA 96044-0169	Web Site	www.sisnet.ssku.k12.ca.us/hornbrook.html
Phone Number	(530) 475-3598	Superintendent	Gary C. Lampella
Principal	Gary C. Lampella	E-mail Address	garyl@sisnet.ssku.k12.ca.us
E-mail Address	garyl@sisnet.ssku.k12.ca.us	---	---

School Description and Mission Statement
This section provides information about the school's goals and programs.

Vision/Mission Statement

Hornbrook Elementary School’s vision is to ensure that a partnership is developed between students, parents, staff and community so:

Students and staff are equipped with the necessary skills to access, process and apply information to problems and decisions.
Students are taught to be responsible and safe in a nurturing learning environment.
Students experience success in a world where learning never ends.

Our motto is simple: “Working Together, To Build Student Success, in a Caring Place.”

Our goal is to equip students with the necessary skills to prepare them for the rigors of high school, pass the California High School Exit exam, acquire meaningful employment and obtain additional education in pursuit of a career.

This past year has been one of focusing on a standards-based educational system as evidenced by:

a) Purchasing standards-aligned textbooks in reading/language arts, mathematics and history/social studies.

b) Teacher training in reading/language arts and

c) Research-based staff meetings.

This year we have received a $50,000 High Priority Grant to align us with effective instructional practices so all students achieve grade level content standards. This implies more training purchasing state adopted Science materials and intensive intervention programs.

Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.

Parents of Hornbrook Elementary School have several opportunities to be involved in the school and their student’s education. These opportunities include:

Volunteer in the classroom,
Volunteer on field trips
Volunteer at sporting events
Parent representatives on School Site Council
Board Members
Volunteer for special class events
Chaperon at school dances
Chaperon at sporting events
Parent representative on GATE Advisory Committee

Parents who are interested in volunteering at Hornbrook Elementary School are to contact: Gary C. Lampella, Superintendent/Principal, (530) 475-3598.

Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students	Grade Level	Number of Students
Kindergarten	6	Grade 8	6
Grade 1	7	Ungraded Elementary	0
Grade 2	8	Grade 9	0
Grade 3	3	Grade 10	0
Grade 4	6	Grade 11	0
Grade 5	2	Grade 12	0
Grade 6	2	Ungraded Secondary	0
Grade 7	8	Total Enrollment	48

Student Enrollment by Group
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	Group	Percent of Total Enrollment
African American	0.0	White (not Hispanic)	79.2
American Indian or Alaska Native	18.8	Multiple or No Response	0.0
Asian	0.0	Socioeconomically Disadvantaged	72.7
Filipino	0.0	English Learners	0.0
Hispanic or Latino	2.1	Students with Disabilities	24.0
Pacific Islander	0.0	---	---

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	2003-04				2004-05				2005-06
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+
K
1
2
3
4
5
6
K-3	14.0	1			22.0		1		21.0		1
3-4	24.0		1		14.0	1			11.0	1
4-8					19.0	1			16.0	1
Other

Average Class Size and Class Size Distribution (Secondary)
This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

No data are available for this section

Participation in the Class Size Reduction Program
This table displays the percent of students in kindergarten trough grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program.

Grade Level	Percent of Students Participating
Grade Level	2003-04	2004-05	2005-06
K	100%	100%	100%
1	100%	100%	100%
2	100%	100%	100%
3	100%	100%	100%

II. School Climate

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

Annually, the Hornbrook Elementary School staff is inserviced on the components of the School Safety Plan; namely, emergency response map, emergency drills, universal health precautions, analysis of student discipline data and discipline procedures. Certificated staff is trained in CPR and First Aid. Quarterly Safety meetings are held to evaluate current conditions and address safety needs. Hornbrook Elementary is very conscientious in promoting a safe school.

The Safety Plan was reviewed on August 22, 2006 and discussed with the school faculty on August 23^rd. The plan was not updated at this time. However, revision will occur simultaneously with the School Plan in the spring of 2006.

School Discipline Practices
This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies.

Hornbrook Elementary School promotes a positive learning environment through a variety of school practices. These practices include:

After School homework and enrichment program
A newly adopted discipline plan that specifies the standards and schoolwide consequences
Schoolwide pupil recognition program
A competitive after school sports program
A caring and nurturing staff schoolwide
Ongoing communication with parents.
Reading incentive program

Hornbrook Elementary School takes pride in doing what is best for students.

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
Rate	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06
Suspensions	10.8% (5)	14.5% (7)	6% (3)	10.8% (5)	14.5% (7)	6% (3)
Expulsions	0	0	0	0	0	0

III. School Facilities

School Facility Conditions and Improvements
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.

School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

Item Inspected	Facility in Good Repair		Repair Needed and Action Taken or Planned
Item Inspected	Yes	No	Repair Needed and Action Taken or Planned
Gas Leaks	X
Mechanical Systems	X
Windows/Doors/Gates (interior and exterior)	X
Interior Surfaces (walls, floors, and ceilings)	X
Hazardous Materials (interior and exterior)	X
Structural Damage	X
Fire Safety	X
Electrical (interior and exterior)	X
Pest/Vermin Infestation	X
Drinking Fountains (inside and outside)	X
Restrooms	X
Sewer	X
Playground/School Grounds	X
Other	X

IV. 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 at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Teachers	School			District
Teachers	2003-04	2004-05	2005-06	2005-06
With Full Credential	2	3	3	3
Without Full Credential	0	0	0	0
Teaching Outside Subject Area of Competence				---

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	2004-05	2005-06	2006-07
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 NCLB Compliant Teachers
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at http://www.cde.ca.gov/nclb/sr/tq/.

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

Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.

At a minimum, substitute teachers must have a Bachelor’s Degree and have passed the CBEST, a test given to all beginning teachers. Typically, the district uses a list of substitutes provided by the Siskiyou County Office of Education. The district has had problems in acquiring qualified substitute teachers. It is believed that this had an adverse effect on the instructional program.

Teacher Evaluation Process
This section provides information about the procedures and the criteria for teacher evaluations.

Teachers are held accountable through the new evaluation procedure based on the California Standards for the Teaching Profession. Teachers are evaluated annually. It is based on their adherence to curricular objectives, suitable learning environment, progress towards content standards and instructional techniques and strategies used. The overall purpose of evaluation is to improve the quality of instruction. A credentialed and trained administrator evaluates teachers. The administrator is required to update his competence annually.

V. Support Staff

Academic Counselors and Other Support Staff
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	.08	15
Library Media Teacher (Librarian)	0	---
Library Media Services Staff (paraprofessional)	.28 FTE	---
Psychologist	As needed	---
Social Worker	0	---
Nurse	.10	---
Speech/Language/Hearing Specialist	.10	---
Resource Specialist (non-teaching)	.10	---
Other	0	---

VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area	Quality, Currency, and Availability of Textbooks and Instructional Materials	Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
Reading/Language Arts	Adopted 2005-06	0%
Mathematics	Adopted 2005-06	0%
Science	Adopt 2006-07 Implement 2007
History-Social Science	Adopted 2005-06	0%
Foreign Language	N/A	N/A
Health	N/A	N/A
Science Laboratory Equipment (grades 9-12)	N/A	N/A

VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
This table displays a comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$9,841
District	---	---		$37,634
Percent Difference - School Site and District	---	---
State	---	---	$4,743	$52,375
Percent Difference - School Site and State	---	---

Types of Services Funded
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

Programs and supplemental services include:

Classroom paraprofessionals,
Library Assistant,
Class size reduction
After School homework and enrichment program
Counseling services
Intensive intervention in April 2007

Teacher and Administrative Salaries (Fiscal Year 2004-05)
This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can 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/salaries0405.asp.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$35,200	$35,546
Mid-Range Teacher Salary	$36,260	$51,472
Highest Teacher Salary	$42,503	$62,511
Average Principal Salary (Elementary)	$19,680	$78,512
Average Principal Salary (Middle)		$82,123
Average Principal Salary (High)		$64,642
Superintendent Salary One day per Week.	$4,320	$94,827
Percent of Budget for Teacher Salaries	27.8	38.9
Percent of Budget for Administrative Salaries	4.0	6.4

VIII. Student Performance

California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST Results for All Students -- Three-Year Comparison
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
Subject	2004	2005	2006	2004	2005	2006	2004	2005	2006
English-Language Arts	14	27	22	14	27	22	36	40	42
Mathematics	12	8	18	12	8	18	34	38	40
Science	*	*	*	*	*	*	25	27	35
History-Social Science	*	*	*	*	*	*	29	32	33

CST Results by Student Group - Most Recent Year
This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
Group	English- Language Arts	Mathematics	Science	History- Social Science
African American
American Indian or Alaska Native	*	*	*	*
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (Not Hispanic)	21	25	*	*
Male	17	21	*	*
Female	29	14	*	*
Economically Disadvantaged	21	12	*	*
English Learners
Students with Disabilities	*	*	*	*
Students Receiving Migrant Education Services

Norm-Referenced Test (NRT)
The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT Results for All Students -- Three Year Comparison
This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.

Subject	School			District			State
Subject	2004	2005	2006	2004	2005	2006	2004	2005	2006
Reading	28	25	36	28	25	36	43	41	42
Mathematics	47	8	9	47	8	9	51	52	53

NRT Results by Student Group -- Most Recent Year
This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.

Group	Percent of Students Scoring at or Above the National Average
Group	Reading	Mathematics
African American
American Indian or Alaska Native	*	*
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)	*	*
Male	*	*
Female	*	*
Economically Disadvantaged	*	*
English Learners
Students with Disabilities	*	*
Students Receiving Migrant Education Services

Local Assessment Results
Districts may choose to administer their own academic assessments in reading, writing, and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard.

Grade Level	Reading			Writing			Mathematics
Grade Level	2004	2005	2006	2004	2005	2006	2004	2005	2006
K
1
2
3
4
5
6
7
8
9
10
11
12

California Physical Fitness Test Results
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can 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.

No data are available for this section

IX. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks -- Three-Year Comparison
This table displays the school's statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools." A similar schools rank of 1 means that the school's academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.

API Rank	2003-04	2004-05	2005-06
Statewide	2	1	1
Similar Schools	N/A	N/A	N/A

API Changes by Student Group -- Three Year Comparison
This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group	Actual API Change			API Score
Group	2003-04	2004-05	2005-06	2006
All Students at the School	-22	4	43	644
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Socioeconomically Disadvantaged
English Learners	--	--
Students with Disabilities	--	--

State Award and Intervention Programs
This section will contain information about the school's participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report.

Adequate Yearly Progress
The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics
Percent proficient on the state's standards-based assessments in ELA and mathematics
API as an additional indicator
Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	Yes	Yes
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	Yes	Yes
Percent Proficient - Mathematics	Yes	Yes
API	Yes	Yes
Graduation Rate	N/A	N/A

Federal Intervention Program
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

Indicator	School	District
Program Improvement Status	Not in PI	Not In PI
First Year of Program Improvement Implementation
Year in Program Improvement
Number of Schools Currently in Program Improvement	---	0
Percent of Schools Currently in Program Improvement	---	0.0

X. School Completion and Postsecondary Preparation

Dropout Rate and Graduation Rate
This table displays the school's one-year dropout rates and graduation rates for the most recent three-year period. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

No data are available for this section

Completion of High School Graduation Requirements
Beginning with the graduating class of 2006, students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2005-06 school year in the 12th grade, this table displays by student group the percent of students who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Due to the state's collection schedule for high school completion data, state level data for this reporting element will not be available for report cards published in the 2006-07 school year. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.

No data are available for this section

Career Technical Education Programs
This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.

N/A

Career Technical Education Participation
This table displays information about participation in the school's CTE programs.

Measure	CTE Program Participation
Number of Pupils
Percent of pupils completing a CTE program and earning a high school diploma	N/A
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education	N/A

Courses for University of California and/or California State University Admission
This table displays for the most recent year two measures related to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

No data are available for this section

Advanced Placement Courses
This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school's students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

No data are available for this section

College Admission Test Preparation Course Program
This section provides information about the school's college admission test preparation course program.

N/A

SAT Reasoning Test
This table displays the percent of the school's 12th grade students who voluntarily take the SAT Reasoning Test for college entrance, and the average verbal, math, and writing scores of those students. Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

No data are available for this section

X. Instructional Planning and Scheduling

School Instruction and Leadership
This section provides information about the structure of the school's instructional program and the experience of the school's leadership team.

Hornbrook Elementary School is moving towards a standards-based educational system. In reading/language arts, mathematics and history social studies, students receive instruction based on content standards embedded in the publisher’s curricular materials, whereas, in science teachers must manipulate the curriculum so it focuses on the content standards. The goal is that all students will demonstrate mastery of the content standards by subject area. Additional intervention programs (after-school program and intensive intervention program in reading/language arts) are in the process of implementation to address the needs of all students including at-risk. The Resource Specialist Program addresses the needs of students identified with a disability. Gifted and Talented Education (GATE) students are identified and provided services via the GATE program. Regardless of the type of publishers materials used, there is a strong focus on linking the content standards, instruction and assessment.

Leadership involves all segments of the school community: teachers, parents, Board members and the site administrator. Opportunities exist for staff and parents to participate in such things as School Site Council, Staff Meetings and Individual Education Plan. The eighty percent rule is used regarding curriculum instructional decision-making. The principal, with 33 years of educational experience, facilitates such an arrangement and is relentless in exploring ways to meet the learning needs of all students.

Currently Hornbrook Elementary School is investigating how to best monitor and analyze student progress towards standards and reporting such progress other that STAR results.

The staff meets each Friday as a Professional Learning Community to improve student performance.

Professional Development
This section provides information about the program for training the school's teachers and other professional staff.

Hornbrook Elementary School believes very strongly in the professional development of it’s entire staff. It is an ongoing process evidenced by the current practice of research based staff meetings and teacher activates. Typically, Peer Assistance and Review funds staff professional development. The primary focus of professional development includes:

· Backwards Planning Model

· Reading/Language Arts AB466 Training

· Mathematics AB466 Training

· Principal’s Training (AB430)

· Professional Learning Communities (PLC)

· Mathematics (PLC)

Instructional Minutes
This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.

Grade Level	Instructional Minutes
Grade Level	Offered	State Requirement
K	40,305	36,000
1	55,140	50,400
2	55,140	50,400
3	55,140	50,400
4	55,140	54,000
5	55,140	54,000
6	55,140	54,000
7	55,140	54,000
8	55,140	54,000
9		64,800
10		64,800
11		64,800
12		64,800

Continuation School Instructional Days
This table displays a comparison of the number of instructional days offered at the continuation school to the state requirement for each grade level.

Grade Level	Instructional Days With At Least 180 Instructional Minutes
Grade Level	Offered	State Requirement
9		180 days
10		180 days
11		180 days
12		180 days

Minimum Days in School Year
This section provides 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.

For the 2005-2006 school year there was a total of 5 minimum days.