When Alex became part of the Springstone community, he was given a safe environment where he could begin to get past his overwhelming anxiety. Having Springstone professionals, who had seen this type of student before and understand their needs, was a blessing. When Alex began Springstone, we began to put our family back together.

Kathy Fitch

SARC Report

The Springstone School

Address: 1035 Carol Lane Phone: 925.962.9660

Principal: John Howard, Kristine Wong, Allan NashGrade Span: 6-12

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.

? For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

? For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

? For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Internet Access

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

Throughout this document, the letters DPL mean data provided by the LEA,

and the letters DPC mean data provided by the CDE.

About This School

District Contact Information (School Year 2016–17)

District Name NPS in Acalanes/Lafayette

Phone Number 925.962.9660

Superintendent n/a

E-mail Address Info@thespringstoneschool.org

Web Site Thespringstoneschool.org

School Contact Information (School Year 2016–17)

School Name The Springstone School

Street 1035 Carol Lane

City, State, Zip Lafayette, CA 94545

Phone Number 925.962.9660

Principal John Howard. Kristine Wong, Allan Nash

E-mail Address info@thespringstoneschool.org

Web Site thespringstoneschool.org

County-District-School (CDS) Code 07-61754-6203855

School Description and Mission Statement (School Year 2016–17)

The Springstone School is an independent school serving grades 6-12. Springstone promotes and develops academic, social and prevocational skills for students with Autism (although only student’s with Asperger's Syndrome, PDD or HFA, as we are not a severe program), Specific Learning Disabilities and Other Health Impairments. The school program consists of 7, self-contained classrooms with a maximum of eight students per classroom. All core subjects are taught to the appropriate grade level (6 through 12) including Mathematics, Language Arts, Social Studies, Science, Physical Education and Electives. Teachers accommodate different learning styles and strengths through the use of technology, specialized instructional programs, project-based learning and multimodal instruction. Occupational Therapy, social skills and pragmatic language are integrated throughout the day in all classes and classrooms. Students with Autistic Spectrum Disorders are case-managed by a qualified resource teacher and attend classes with their age and grade-level peers to maximize their social and academic development.

Student Enrollment by Grade Level (School Year 2015–16)

Grade Level Number of Students

Kindergarten n/a

Grade 1 n/a

Grade 2 n/a

Grade 3 n/a

Grade 4 n/a

Grade 5 n/a

Grade 6 8

Grade 7 8

Grade 8 8

Ungraded Elementary n/a

Grade 9 8

Grade 10 7

Grade 11 7

Grade 12 8

Ungraded Secondary n/a

Total Enrollment 54

Student Enrollment by Student Group (School Year 2015–16)

Student Group Percent of

Total Enrollment

Black or African American 4

American Indian or Alaska Native 0

Asian 9

Filipino 0

Hispanic or Latino 5

Native Hawaiian or Pacific Islander 0

White 77

Two or More Races 5

Socioeconomically Disadvantaged 0

English Learners 0

Students with Disabilities 100

Foster Youth 0

A. Conditions of Learning

State Priority: Basic

The SARC provides the following information relevant to the State priority: Basic (Priority 1):

• Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;

• Pupils have access to standards-aligned instructional materials; and

• School facilities are maintained in good repair

Teacher Credentials

Teachers School

2014–15 School

2015–16 School

2016–17 District

2016–17

With Full Credential 9 9 9 9

Without Full Credential 4 4 4 4

Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2014–15 2015–16 2016–17

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0 0

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Core Academic Classes Taught by Highly Qualified Teachers

(School Year 2015–16)

Location of Classes Percent of Classes In Core Academic Subjects

Taught by

Highly Qualified Teachers Percent of Classes In Core Academic Subjects

Not Taught by

Highly Qualified Teachers

This School 100 0

All Schools in District n/a n/a

High-Poverty Schools in District n/a n/a

Low-Poverty Schools in District n/a n/a

Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Quality, Currency, Availability of Textbooks and Instructional Materials

(School Year 2016–17)

Year and month in which the data were collected: October 2016 .

Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy

Reading/Language Arts Literature and Language Arts: Introductory Course 23years 0

Mathematics Core Connection series of Common Core Curriculum 3 years 0

Science Common Core Prentice Hall 3 years 0

History-Social Science History Alive and McDougal Littel 3 years 0

Foreign Language DPL 3 years 0

Health Glencoe Teen Health 3 years 0

Visual and Performing Arts 3 years 0

Science Laboratory Equipment (grades 9-12) 3 years 0

Note: Cells with N/A values do not require data.

School Facility Conditions and Planned Improvements

The facility is in good repair. The office was renovated in Summer 2015. Springstone leases space from Our Saviors Lutheran Church and the church is responsible for the physical plant of the school

School Facility Good Repair Status

Using the most recently collected FIT data (or equivalent), provide the following:

• Determination of repair status for systems listed

• Description of any needed maintenance to ensure good repair

• The year and month in which the data were collected

• The overall rating

Year and month of the most recent FIT report: see above

System Inspected Repair Needed and

Action Taken or Planned

Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer x

Interior: Interior Surfaces x

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation x

Electrical: Electrical x

Restrooms/Fountains: Restrooms, Sinks/ Fountains x

Safety: Fire Safety, Hazardous Materials x

Structural: Structural Damage, Roofs x

External: Playground/School Grounds, Windows/ Doors/Gates/Fences x

Overall Facility Rate

Year and month of the most recent FIT report: No FIT report as Springstone is an NPS

Overall Rating Exemplary Good Fair Poor

x

B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):

• Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject Percentage of Students Meeting or Exceeding the State Standards

School District State

2014–15 2015–16 2014–15 2015–16 2014–15 2015–16

English Language Arts/

Literacy (grades 3-8 and 11) DPC DPC DPC DPC DPC DPC

Mathematics

(grades 3-8 and 11) DPC DPC DPC DPC DPC DPC

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015–16)

ELA – Grade 3

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

ELA – Grade 4

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

ELA – Grade 5

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

ELA – Grade 6

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

ELA – Grade 7

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

ELA – Grade 8

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

ELA – Grade 11

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015–16)

Mathematics – Grade 3

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

Mathematics – Grade 4

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

Mathematics – Grade 5

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

Mathematics – Grade 6

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

Mathematics – Grade 7

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

Mathematics – Grade 8

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

Mathematics – Grade 11

Student Group

Total

Enrollment Number

Tested Percent

Tested Percent

Met or Exceeded

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Science for All Students

Subject Percentage of Students Scoring at Proficient or Advanced

School District State

2013–14 2014–15 2015–16 2013–14 2014–15 2015–16 2013–14 2014–15 2015–16

Science (grades 5, 8, and 10) DPC DPC DPC DPC DPC DPC DPC DPC DPC

Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Test Results in Science by Student Group

Grades Five, Eight, and Ten (School Year 2015–16)

Student Group

Total

Enrollment Number

of Students with Valid Scores Percent

of Students with Valid Scores Percent

Proficient

or Advanced

All Students DPC DPC DPC DPC

Male DPC DPC DPC DPC

Female DPC DPC DPC DPC

Black or African American DPC DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC DPC

Asian DPC DPC DPC DPC

Filipino DPC DPC DPC DPC

Hispanic or Latino DPC DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC DPC

White DPC DPC DPC DPC

Two or More Races DPC DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC DPC

English Learners DPC DPC DPC DPC

Students with Disabilities DPC DPC DPC DPC

Students Receiving Migrant Education Services DPC DPC DPC DPC

Foster Youth DPC DPC DPC DPC

Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Career Technical Education Programs (School Year 2016–17)

The Springstone School has an self-designed embedded experiential learning program called Access. The program is designed to promote prevocational and vocational training, social skills development, and mobility in the community.

Career Technical Education Participation (School Year 2016–17)

Measure CTE Program Participation

Number of Pupils Participating in CTE DPL

Percent of Pupils Completing a CTE Program and Earning a High School Diploma DPL

Percent of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education DPL

Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2015–16 Pupils Enrolled in Courses Required for UC/CSU Admission DPC

2014–15 Graduates Who Completed All Courses Required for UC/CSU Admission DPC

State Priority: Other Pupil Outcomes

The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):

• Pupil outcomes in the subject area of physical education

California Physical Fitness Test Results (School Year 2016–17)

Grade Level Percentage of Students Meeting Four of Six

Fitness Standards Percentage of Students Meeting Five of Six

Fitness Standards Percentage of Students Meeting Six of Six

Fitness Standards

5 DPC DPC DPC

7 DPC DPC DPC

9 DPC DPC DPC

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

C. Engagement

State Priority: Parental Involvement

The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):

• Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

Opportunities for Parental Involvement (School Year 2016–17)

The Springstone School has an active parent club that organizes various activities for the students both on and off campus. Additional, the club meets monthly to host speakers, exchange information, and compile feedback for the school administration.

State Priority: Pupil Engagement

The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):

• High school dropout rates; and

• High school graduation rates

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator School District State

2012–13 2013–14 2014–15 2012–13 2013–14 2014–15 2012–13 2013–14 2014–15

Dropout Rate 0 0 0 0 0 0 0 0 0

Graduation Rate 100 100 100 100 100 100 100 100 100

Completion of High School Graduation Requirements – Graduating Class of 2016 (One-Year Rate)

Student Group School District State

All Students 8/8 DPC DPC

Black or African American DPC DPC DPC

American Indian or Alaska Native DPC DPC DPC

Asian DPC DPC DPC

Filipino DPC DPC DPC

Hispanic or Latino DPC DPC DPC

Native Hawaiian or Pacific Islander DPC DPC DPC

White DPC DPC DPC

Two or More Races DPC DPC DPC

Socioeconomically Disadvantaged DPC DPC DPC

English Learners DPC DPC DPC

Students with Disabilities DPC DPC DPC

Foster Youth DPC DPC DPC

State Priority: School Climate

The SARC provides the following information relevant to the State priority: School Climate (Priority 6):

• Pupil suspension rates;

• Pupil expulsion rates; and

• Other local measures on the sense of safety

Suspensions and Expulsions

Rate School District State

2014–16 2015–16 2016–17 2013–14 2014–15 2015–16 2013–14 2015–16 2016–17

Suspensions 0 0 0 DPC DPC DPC DPC DPC DPC

Expulsions 0 0 0 DPC DPC DPC DPC DPC

School Safety Plan (School Year 2016–17)

Springstone conducts monthly fire/earthquake drill, post escape routes in all rooms, has a n annual fire inspection, has a lock down procedure and participate in the local school alert for possible dangerous people at large.

D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Federal Intervention Program (School Year 2016–17)

Indicator School District

Program Improvement Status DPC DPC

First Year of Program Improvement DPC DPC

Year in Program Improvement DPC DPC

Number of Schools Currently in Program Improvement N/A DPC

Percent of Schools Currently in Program Improvement N/A DPC

Note: Cells with NA values do not require data.

Average Class Size and Class Size Distribution (Elementary)

Grade

Level Avg.

Class

Size 2013–14

Number of

Classes* Avg.

Class

Size 2014–15

Number of

Classes* Avg.

Class

Size 2015–16

Number of

Classes*

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

K DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC

1 DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC

2 DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC

3 DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC

4 DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC

5 DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC

6 DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC

Other DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC

* Number of classes indicates how many classes fall into each size category (a range of total students per class).

Average Class Size and Class Size Distribution (Secondary)

Subject Avg.

Class

Size 2013–14

Number of Classes* Avg.

Class

Size 2014–15

Number of Classes* Avg.

Class

Size 2015–16

Number of Classes*

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC

Mathematics DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC

Science DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC

Social Science DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC DPC

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2015–16)

Title Number of FTE*

Assigned to School Average Number of

Students per

Academic Counselor

Academic Counselor DPL DPL

Counselor (Social/Behavioral or Career Development) DPL N/A

Library Media Teacher (librarian) DPL N/A

Library Media Services Staff (paraprofessional) DPL N/A

Psychologist DPL N/A

Social Worker DPL N/A

Nurse DPL N/A

Speech/Language/Hearing Specialist DPL N/A

Resource Specialist (non-teaching) DPL N/A

Other DPL N/A

Note: Cells with N/A values do not require data.

* One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014–15)

Level Total

Expenditures

Per Pupil Expenditures

Per Pupil

(Supplemental/

Restricted) Expenditures

Per Pupil

(Basic/

Unrestricted) Average

Teacher

Salary

School Site DPL DPL DPL DPL

District N/A N/A DPL DPC

Percent Difference – School Site and District N/A N/A DPL DPL

State N/A N/A DPC DPC

Percent Difference – School Site and State N/A N/A DPL DPL

Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2015–16)

Narrative provided by the LEA

Provide specific information about the types of programs and services available at the school that support and assist students. For example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement status.

Teacher and Administrative Salaries (Fiscal Year 2014–15)

Category District

Amount State Average

For Districts

In Same Category

Beginning Teacher Salary DPC DPC

Mid-Range Teacher Salary DPC DPC

Highest Teacher Salary DPC DPC

Average Principal Salary (Elementary) DPC DPC

Average Principal Salary (Middle) DPC DPC

Average Principal Salary (High) DPC DPC

Superintendent Salary DPC DPC

Percent of Budget for Teacher Salaries DPC DPC

Percent of Budget for Administrative Salaries DPC DPC

For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Advanced Placement (AP) Courses (School Year 2015–16)

Subject Number of

AP Courses Offered* Percent of Students

In AP Courses

Computer Science DPC N/A

English DPC N/A

Fine and Performing Arts DPC N/A

Foreign Language DPC N/A

Mathematics DPC N/A

Science DPC N/A

Social Science DPC N/A

All Courses DPC DPC

Note: Cells with N/A values do not require data.

* Where there are student course enrollments of at least one student.

Professional Development

Narrative provided by the LEA

Use this space to share information on the annual number of days provided for professional development and continuous professional growth for the school years 2016–17, 2015–16, and 2014–15. Questions that may be answered include:

• What are the primary/major areas of focus for staff development and specifically how were they selected? For example, was student achievement data used to determine the need for professional development in reading instruction?

• What are the methods by which professional development is delivered (e.g., after school workshops, conference attendance, individual mentoring, etc.)?

• How are teachers supported during implementation (e.g., through in-class coaching, teacher-principal meetings, student performance data reporting, etc.)?