I. General Information

Contact Information
Information about school and district contacts.

School Information		District Information
School Name	Quartz Valley Elementary	District Name	Quartz Valley Elementary
Principal	Susan Callaghan	Superintendent	John Holliday
Street	11033 Quartz Valley Rd.	Street	11033 Quartz Valley Rd.
City, State, Zip	Fort Jones, CA    96032-9754	City, State, Zip	Fort Jones, CA    96032-9754
Phone Number	530-468-2448	Phone Number	530-468-2448
FAX Number	530-468-5284	FAX Number	530-468-5284
Web Site	http://sisnet.ssku.k12.ca.us/~quartftp/	Web Site
E-mail Address	scallaghan@sisnet.ssku.k12.ca.us	E-mail Address	Johnson@sisnet.ssku.k12.ca.us
CDS Code	47-70433-6050900	SARC Contact	Michele L. Johnson

School Description and Mission Statement
Information about the school, its programs, and its goals.

The mission of the Quartz Valley School is to establish a caring, accepting school environment that helps to build trust, foster the development of positive social and academic skills, and enhance each student’s ability to make wise and healthy choices.   To accomplish the mission, the Quartz Valley School Community, teachers, support staff, parents, and students set for the following goals: To provide a balanced and integrated program that will help children live more effectively in their world through greater understanding of it. To avail each student the learning experiences that are geared to individual needs and interests. Although learning is based on success levels, Quartz Valley maintains high standards of expected pupil achievement. To assist students in developing their skills in fundamental subjects areas while maintaining high standards of ethical conduct. To assist each student in developing the power to think constructively, solve problems, reason independently, and to accept responsibility for self evaluation and self instruction in route to becoming life-long learners.

Opportunities for Parental Involvement
Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.

Contact Person Name	Susan Callaghan	Contact Person Phone Number	530-468-2448
The Quartz Valley School encourages parent volunteers for help with daily learning, academic field trips and our sports program.

II. Demographic Information

Student Enrollment -- Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).

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

Student Enrollment -- Racial and Ethnic Subgroups
Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.

Racial and Ethnic Subgroup	Number of Students	Percent of Students	Racial and Ethnic Subgroup	Number of Students	Percent of Students
African American	0	0.0	Hispanic or Latino	0	0.0
American Indian or Alaska Native	19	39.6	Pacific Islander	0	0.0
Asian	0	0.0	White (Not Hispanic)	29	60.4
Filipino	0	0.0	Multiple or No Response	0	0.0

III. School Safety and Climate for Learning

School Safety Plan
Information about the currency and contents of the school's comprehensive safety plan.

Date of Last Review/Update	May 8, 2003	Date Last Discussed with Staff
Updated School Safety Plan is available for review in the school office.

School Programs and Practices That Promote a Positive Learning Environment
Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.

The school Parents Group sponsors the following activities: Academic Awards Assemblies Student Plays Career Awareness Program

Suspensions and Expulsions
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year.

	School			District
	2003	2004	2005	2003	2004	2005
Number of Suspensions	0	0	0	0	0	0
Rate of Suspensions	0	0	0	0	0	0
Number of Expulsions	0	0	0	0	0	0
Rate of Expulsions	0	0	0	0	0	0

IV. School Facilities

School Facility Conditions -- General Information
Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

Quartz Valley has a beautiful hilltop campus frequented by deer who like to munch on the flowers.  The school was built in 1861.  The 3-5 grade classroom is part of this building and still has slate chalkboards.  The building also has an office and library.  The original building was completely modernized and earthquake proofed in 1977.  The primary classrooms, kitchen and gym were built in 1982.  The school has a new roof and was painted in 1998.  The much enjoyed 14 foot swings were lowered last year due to playground safety rules.

School Facility Conditions -- Results of Inspection and Evaluation
Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

Interim Evaluation Instrument Part	Facility in Good Repair		Deficiency and Remedial Actions Taken or Planned
	Yes	No
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

 
V. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade.

California Standards Tests (CST)
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST -- All Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
	2003	2004	2005	2003	2004	2005	2003	2004	2005
English-Language Arts	66	44	49	66	44	49	35	36	40
Mathematics	59	50	41	59	50	41	35	34	38
Science		*	*		*	*	27	25	27
History-Social Science		*	*		*	*	28	29	32

CST -- Racial and Ethnic Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Subject	African American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
English-Language Arts		*					56
Mathematics		*					46
Science
History-Social Science		*					*

CST -- Other Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Subject	Male	Female	English Learners	Economically Disadvantaged	Students With Disabilities	Migrant Education
English-Language Arts	43	52		43	*
Mathematics	46	38		33	*
Science	*	*		*
History-Social Science	*	*		*

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT -- All Students
Data reported are the percent of students scoring at or above the 50th percentile.

Subject	School			District			State
	2003	2004	2005	2003	2004	2005	2003	2004	2005
Reading	75	73	61	75	73	61	43	43	41
Mathematics	72	70	33	72	70	33	50	51	52

NRT -- Racial and Ethnic Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.

Subject	African American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
Reading		*					91
Mathematics		*					55

NRT -- Other Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.

Subject	Male	Female	English Learners	Economically Disadvantaged	Students With Disabilities	Migrant Education
Reading	*	64		*	*
Mathematics	*	27		*	*

 
California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may 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.

Grade Level	School			District			State
	Total	Female	Male	Total	Female	Male	Total	Female	Male
5							24.5	26.7	22.3
7	54.5			54.5			28.8	30.9	26.8
9							26.7	25.8	27.5

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its API Base and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

API -- Schoolwide
Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.

API Base Data				API Growth Data
	2002	2003	2004		From 2002 to 2003	From 2003 to 2004	From 2004 to 2005
Percent Tested	95	100		Percent Tested	100		100
API Base Score	830	839	782	API Growth Score	863		747
Growth Target	A	A	1	Actual Growth	33		-35
Statewide Rank	9	9	7
Similar Schools Rank	N/A	N/A	N/A

 
State Award and Intervention Programs

Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:

• Requirement 1: Participation rate on the state's standards-based assessments
• Requirement 2: Percent proficient on the state's standards-based assessments
• Requirement 3: API as an additional indicator
• Requirement 4: Graduation rate (for secondary schools)

Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

AYP All Criteria -- Schoolwide
Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.

Schoolwide	School			District
	2003	2004	2005	2003	2004	2005
All Students	Yes	No	Yes	Yes	Yes	Yes

AYP Participation Rates and Proficiency Levels -- Schoolwide and Subgroups
Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "n/a" means that the student group is not numerically significant.

Schoolwide and Subgroups	School			District
	2003	2004	2005	2003	2004	2005
All Students	Yes	Yes	Yes	Yes	Yes	Yes
African American	N/A	N/A	Yes	N/A	N/A	Yes
American Indian or Alaska Native	N/A	N/A	Yes	N/A	N/A	Yes
Asian	N/A	N/A	Yes	N/A	N/A	Yes
Filipino	N/A	N/A	Yes	N/A	N/A	Yes
Hispanic or Latino	N/A	N/A	Yes	N/A	N/A	Yes
Pacific Islander	N/A	N/A	Yes	N/A	N/A	Yes
White (not Hispanic)	N/A	N/A	Yes	N/A	N/A	Yes
Socioeconomically Disadvantaged	N/A	N/A	Yes	N/A	N/A	Yes
English Learners	N/A	N/A	Yes	N/A	N/A	Yes
Students with Disabilities	N/A	N/A	Yes	N/A	N/A	Yes

Federal Intervention Program
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools and districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the district office or speaking with the school principal.

	School	District
First Year of Program Improvement Implementation		---
Year in Program Improvement (Implementation Level)		---
Year Exited Program Improvement		---
Number of Schools Currently in Program Improvement	---	0
Percent of Schools Currently in Program Improvement	---	0.0

 

VII. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS.

Grade	2003				2004				2005
	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+
K
1
2
3
4
5
6
K-3	4.8	4			7.0	4			12.5	2
3-4
4-8	3.8	8			6.2	5			16.0	1
Other

 

Class Size Reduction Participation
Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.

Grade Level	Percent of Students Participating
	2003	2004	2005
K	100%	100%	100%
1	100%	100%	100%
2	100%	100%	100%
3	100%	100%	100%

VIII. Teacher and Staff Information

Core Academic Courses Taught by NCLB Compliant Teachers
For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.

	Percent of Classes   In Core Academic Subjects   Taught by NCLB Compliant Teachers
This School	100%
All Schools in District	100%
High-Poverty Schools in District	0.0
Low-Poverty Schools in District	0.0

Teacher Credentials
Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1." If a teacher works at two schools, he/she is counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.

	2003	2004	2005
Total Teachers	4	4	4
Teachers with Full Credential	3	4	4
Teachers Teaching Outside Subject Area  (full credential teaching outside subject area)
Teachers in Alternative Routes to Certification  (district and university internship)	0	0	0
Pre-Internship	0	0	0
Teachers with Emergency Permits  (not qualified for a credential or internship but meeting minimum requirements)	1	0	0
Teachers with Waivers  (does not have credential and does not qualify for an Emergency Permit)	0	0	0

Teacher Misassignments
Data reported are the number of placements of a certificated employee in a teaching or services position, including positions that involve teaching English learners, for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, the most currently available data are reported.

	2004	2005	2006
Misassignments of Teachers of English Learners	---	---	---
Total Teacher Misassignments	---	---	---

Teacher Education Level
Data reported are the percent of teachers by education level, as reported by CBEDS.

	School	District
Doctorate	0.0	0.0
Master's Degree plus 30 or more semester hours	0.0	0.0
Master's Degree	100.0	100.0
Bachelor's Degree plus 30 or more semester hours	0.0	0.0
Bachelor's Degree	0.0	0.0
Less than Bachelor's Degree	0.0	0.0

Vacant Teacher Positions
Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. For the 2005-06 school year, the most currently available data are reported.

	2004	2005	2006
Vacant Teacher Positions	---	---	---

Teacher Evaluations
Information about the procedures and criteria for teacher evaluations.

Teacher Evaluations are done annually.

Substitute Teachers
Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.

Qualified substitute teachers are available from a county approved list.

Counselors and Other Support Staff
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.

Title	FTE
Counselor
Library Media Teacher (Librarian)
Psychologist	.05
Social Worker
Nurse	.05
Speech/Language/Hearing Specialist	.10
Resource Specialist (non-teaching)	.10
Other

Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.

Number of Academic Counselors (FTE)	Ratio of Students Per Academic Counselor
---	---

IX. Curriculum and Instruction

School Instruction and Leadership
Information about the structure of the school's instructional program and the experience of the school leadership team.

The quality of instruction and leadership exhibited by the staff of Quartz Valley School is excellent.  Opportunities are provided during the school year to keep all staff up-to-date and knowledgeable in the areas of curriculum and instruction.  The entire staff is involved in the decision making and planning that has led to a successful instructional program.

Professional Development
Information about the program for training the school's teachers and other professional staff.

The Quartz Valley School utilizes an effective staff development process.  Activities and training are planned to meet both school wide and individual needs.  Teachers participate in district, county and state teacher in-services.  The quality of the curriculum is assessed, reviewed and modified on a regular basis.

Quality and Currency of Textbooks and Instructional Materials
Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.

Core Curriculum Areas	Quality and Currency of Textbooks and Instructional Materials
Reading/Language Arts	The school has adopted and purchased state approved materials for all students in each subject.
Mathematics	The school has adopted and purchased state approved materials for all students in each subject.
Science	The school has adopted and purchased state approved materials for all students in each subject.
History-Social Science	The school has adopted and purchased state approved materials for all students in each subject.

Availability of Sufficient Textbooks and Instructional Materials
Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.

Core Curriculum Areas	Availability of Textbooks and Instructional Materials
Reading/Language Arts	100%
Mathematics	100%
Science	100%
History-Social Science	100%
Foreign Language	100%
Health	100%
Science Laboratory Equipment (grades 9-12)

Instructional Minutes
Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.

Grade Level	Instructional Minutes
	Offered	State Requirement
K	38,700	36,000
1	59,385	50,400
2	59,385	50,400
3	59,385	50,400
4	59,385	54,000
5	59,385	54,000
6	59,385	54,000
7	59,385	54,000
8	59,385	54,000
9		64,800
10		64,800
11		64,800
12		64,800

 
Minimum Days in School Year
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.

During the 2004-2005 there were 9 minimum days.

 
XI. Fiscal and Expenditure Data

Teacher and Administrative Salaries (Fiscal Year 2004-05)
Data reported are the district salaries for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Data are also reported for teacher and administrative salaries as a percent of a district's budget. Detailed information regarding salaries may 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/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$26,009.81	$34,395
Mid-Range Teacher Salary	$35,657.16	$50,164
Highest Teacher Salary	$43,777.00	$60,406
Average Principal Salary (Elementary)	$8,420.23	$78,686
Average Principal Salary (Middle)	$8,420.23	$80,091
Average Principal Salary (High)
Superintendent Salary	$10,000.00	$101,695
Percent of Budget for Teacher Salaries	27.9	41.5
Percent of Budget for Administrative Salaries	4.6	6.1

District Expenditures (Fiscal Year 2003-04)
Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.

District	District	State Average For Districts In Same Category	State Average All Districts
Total Dollars Expended	Dollars Expended Per Student (ADA)	Dollars Expended Per Student (ADA)	Dollars Expended Per Student (ADA)
$379,437	$7,155	$6,643	$6,919

Types of Services Funded
Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.

Certificate Salaries- 38.00% Classified Salaries-17.00% Employee Benefits-24.00% Books and Supplies-4.00% Services and Operating Expenses 15.00% Direct Support-2.00%