School Accountability Report Card Reported for

School Year 2007-08 Published During 2008-09

Executive Summary School Accountability Report Card, 2007-08
South Bay Elementary School
Address:	6077 Loma Ave. , Eureka CA 95503-6869	Phone:	707-443-4828
Principal:	Marie Twibell	Grade Span:	K  - 6

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 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 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.

South Bay Elementary School is located on the western shore of Humboldt County amid the towering redwood trees of northern California. South Bay Elementary School is one of two K-6 schools in the South Bay Union School District. Located 280 miles north of San Francisco, South Bay Elementary School has population of 156 students. The district has experienced a sharp decline in enrollment but appears to be stabilizing with the current enrollment the same as prior year. South Bay School’s population boasts a strong spirit and hard work ethic with individuals coming together to meet all challenges . The staff strives to be exemplary role models of nurturing, caring individuals.

Student Enrollment

Group	Percent
African American	3.21  %
American Indian or Alaska Native	12.18  %
Asian	4.49  %
Filipino	%
Hispanic or Latino	16.03  %
Pacific Islander	%
White (not Hispanic)	64.1  %
Multiple or No Response	%
Socioeconomically Disadvantaged	74  %
English Learners	12  %
Students with Disabilities	27  %

Total Number of students

156

Teachers

Indicator	Teachers
Teachers with full credential	10
Teachers without full credential	0
Teachers Teaching Outside Subject Area of Competence	0
Misassignments of Teachers of English Learners	0
Total Teacher Misassignments	0

School Facilities

Summary of Most Recent Site Inspection

South Bay School performs monthly facility inspections and our district Facilities Committee monitors plans and makes sure that our facilities are in good repair. Our most recent inspection, shows that our site is in good repair and some repairs are scheduled to occur within this year

Repairs Needed

The bus garage doors need to be replaced and the roof on the bus garage is leaking in places.

Corrective Actions Taken or Planned

During the summer we will replace the bus garage doors and repair the leaking bus garage roof.

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	0%
Health	0%
Visual and Performing Arts	0%

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$ 6,070
District	$ 6,070
State	$5,300

Student Performance

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	31%
Mathematics	30%
Science	39%
History-Social Science	NA

Academic Progress

Indicator	Result
2008 Growth API Score (from 2008 Growth API Report)	656
Statewide Rank (from 2007 Base API Report)	1
2008-09 Program Improvement Status (PI Year)	Not in PI

SOUTH BAY ELEMENTARY

2007-08 School Accountability Report Card Report (SARC)

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 SARC Web site. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access

DataQuest

DataQuest is an online data tool that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, 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 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.

II. About This School

Contact Information (School Year 2008-09)

This section provides the schools contact information.

School		District
School Name	South Bay Elementary	District Name	South Bay Union Elementary
Street	6077 Loma Ave.	Phone Number	707-476-8549
City, State, Zip	Eureka  , CA 95503-6869	Web Site	http://www.southbayschool.org/
Phone Number	707-443-4828	Superintendent	Marie Twibell
Principal	Marie Twibell	E-mail Address	mtwibell@humboldt.k12.ca.us
E-mail Address	mtwibell@humboldt.k12.ca.us	CDS Code	12-63032-6008171

School Description and Mission Statement (School Year 2007-08)

This section provides information about the school’s goals and programs.

School Description and Mission Statement

Nestled on the western shore of Humboldt County, amid the towering redwood trees of northern California is South Bay School with a population of 156 students. South Bay School is one of two K-6 schools in the South Bay Union School District. Both schools are located south of Eureka with a population of 28,000, and 280 miles north of San Francisco. South Bay School students (70% free and reduced lunches) live in neighborhoods that range from economically disadvantaged to upper middle class single-family dwellings. The neighborhoods are spread out through the district of 49 square miles.

The economic decline of the timber and fishing industries has resulted in higher unemployment rates than statewide. Presenting a challenge for families as they seek to obtain basic necessities and relocate for employment reasons. The South Bay Union School District has experienced a sharply declining enrollment, however this trend appears to be stabilizing with the current enrollment close to prior years. South Bay School population boasts a strong spirit and hard work ethic with individuals coming together to meet the challenges. The staff strives to be exemplary role models of nurturing, caring individuals.

We offer extended educational opportunities until 6:00 p.m. each day through our EXPLORE after school program. This allows about 50% of our students to receive help with their homework, recreational and educational activities that better prepare them to meet the demands of the State Academic Content Standards.

Our mission statement summarizes our goals for all our children: Prepare today’s students to succeed in tomorrow’s world by doing the following:

• Provide a safe and nurturing school environment
• Instill the basic skills necessary to prepare students for secondary education
• Instill in students a sense of global awareness and civic responsibility
• Instill in students problem solving skills in a technological world and a desire to become lifelong learners

Opportunities for Parental Involvement (School Year 2007-08)

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

The PTO sponsors many activities throughout the year:  two pancake breakfasts, Apples for Educators (appreciation for staff); Holiday Fest; Aloha Carnival; Rhododendron Parade – just to name a few.  Members meet on the third Thursday of each month at alternating school sites

Student Enrollment by Grade Level (School Year 2007-08)

This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students
Kindergarten	18
Grade 1	27
Grade 2	24
Grade 3	31
Grade 4	22
Grade 5	19
Grade 6	15
Total Enrollment	156

Student Enrollment by Group (School Year 2007-08)

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
African American	3.21  %
American Indian or Alaska Native	12.18  %
Asian	4.49  %
Filipino	%
Hispanic or Latino	16.03  %
Pacific Islander	%
White (not Hispanic)	64.1  %
Multiple or No Response	%
Socioeconomically Disadvantaged	74  %
English Learners	12  %
Students with Disabilities	27  %

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	2005-06				2006-07				2007-08
	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	20.0	1			20.0	1			17.0	1
1
2
3	20.0	1			20.0	1			19.0	1
4
5	19.0	1
6					24.0		1
K-3	19.0	2			20.0	2			19.7	3
3-4
4-8	24.0		2		27.7		3		23.5		2
Other

III. School Climate

School Safety Plan (School Year 2007-08)

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

Teachers and administrators from both school sites have participated in School Safety Plan Trainings at Humboldt Office of Education and are actively updating and revising the present Safety Plan to reflect necessary changes. The Safety Plan will be completed by the end of the year.

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
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Suspensions	0.0	10	14	0.0	17	19
Expulsions	0.0	0.0	0.0	0.0	0.0	0.0

IV. School Facilities

Facility Conditions and Planned Improvements (School Year 2008-09)

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.

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.

The first two wings of classrooms and restrooms have been modernized in the past four years. Modernization included the following: ADA accessible restrooms with new plumbing and fixtures, classroom flooring, interior paint; whiteboards; new electrical wiring as needed. We are very proud of our library that was built just five years ago – one cannot find a better library on any elementary school campus anywhere. The library has an adjacent set of new ADA accessible restrooms. Modernization in our wing three classrooms has only included the installation of new flooring and base. The multi-purpose room and offices have not yet been modernized. Projects completed in the summer of 2007 were asphalt patching on our playground and parking lot, some exterior paint and repair of damaged exterior walls and new fixtures installed in an older restroom. 

School Facility Good Repair Status (School Year 2008-09)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected	Repair Status			Repair Needed and Action Taken or Planned
	Good	Fair	Poor
Gas Leaks	x			none
Mechanical Systems	x			none
Windows/Doors/Gates (interior and exterior)	x			none
Interior Surfaces (walls, floors, and ceilings)	x			none
Hazardous Materials (interior and exterior)	x			none
Structural Damage	x			none
Fire Safety	x			none
Electrical (interior and exterior)	x			none
Pest/Vermin Infestation	x			none
Drinking Fountains (inside and outside)	x			none
Restrooms	x			none
Sewer	x			none
Playground/School Grounds	x			none
Roofs	x			none
Overall Cleanliness	x			none

Overall Summary of School Facility Good Repair Status (School Year 2008-09)

This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected	Facility Condition
	Exemplary	Good	Fair	Poor
Overall Summary	X

V. 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 DataQuest Web site.

Teachers	School			District
	2005-06	2006-07	2007-08	2007-08
With Full Credential	10	11	10	40
Without Full Credential	0	0	0	0
Teaching Outside Subject Area of Competence	0	0	0	N/A

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	2006-07	2007-08	2008-09
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 No Child Left Behind Compliant Teachers (School Year 2007-08)

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 the NCLB Web site.

Location of Classes	Percent of Classes In Core Academic Subjects
	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
Low-Poverty Schools in District

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2007-08)

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
Library Media Teacher (Librarian)		N/A
Library Media Services Staff (paraprofessional)	.5	N/A
Psychologist		N/A
Social Worker	.5	N/A
Nurse		N/A
Speech/Language/Hearing Specialist	.5	N/A
Resource Specialist (non-teaching)		N/A
Other		N/A

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008-09)

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	All students have state adopted LA materials	0%
Mathematics	All students have state adopted math materials	0%
Science	All students have state adopted science materials	0%
History-Social Science	All students have state adopted social science materials	0%
Health	All students have state adopted health materials	0%
Visual and Performing Arts	All students have state adopted visual and performing arts materials	0%

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)

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 school expenditures can be found at the Current Expense of Education Web page and teacher salaries can be found on the Certificated Salaries and Benefits Web page.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$10,267	$4,476	$5,791	$55.368
District	N/A	N/A	$5,790	$58,104
Percent Difference – School Site and District	N/A	N/A	1%	5%
State	N/A	N/A	$5300	$54322
Percent Difference – School Site and State	N/A	N/A	8%	2%

Types of Services Funded (Fiscal Year 2007-08)

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

Title One dollars are spent to benefit all children and particularly those who are struggling in language arts and/or math.  The library clerk position is funded with Title One funding. 

School and Library Improvement Block Grant funds are used to provide additional paraprofessional support for our youngest students and pay for our 20% FTE counselor.

Economic Impact Aid funds are used to pay for paraprofessional support in our classrooms with overall instruction.

Healthy Start funds are used to provide a Community Liaison for family support and tutoring for students who are not up to grade level in reading.  Also, these funds have been used to provide many programs and/or resources that would not have otherwise been available to students and their families. 

We have used a variety of funding sources to keep our technology up to date including a $15,000 grant from PG&E that was used to purchase a wireless mobile science cart with ten laptop computers and the latest in science software and hardware.

Teacher and Administrative Salaries (Fiscal Year 2006-07)

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 may be found on the Certificated Salaries and Benefits Web page.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$39303	$37322
Mid-Range Teacher Salary	$51290	$53824
Highest Teacher Salary	$61690	$67700
Average Principal Salary (Elementary)	$71055	$85507
Average Principal Salary (Middle)	$0	$91421
Average Principal Salary (High)	$0	$
Superintendent Salary	$88000	$104993
Percent of Budget for Teacher Salaries	38.1 %	37.6 %
Percent of Budget for Administrative Salaries	5.7 %	6.4 %

IX. Student Performance

California Standards Tests

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page.

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
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English-Language Arts	33	35	31	36	38	41	42	43	46
Mathematics	33	36	30	38	36	37	40	40	43
Science	44	39	39	33	40	50	35	38	46
History-Social Science					6	24	33	33	36

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

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
	English-Language Arts	Mathematics	Science	History-Social Science
African American	*	*	*
American Indian or Alaska Native	*	*
Asian	*	*	*
Filipino
Hispanic or Latino	13	7	*
Pacific Islander
White (not Hispanic)	36	34	40
Male	20	30	*
Female	39	31	*
Economically Disadvantaged	24	24	31
English Learners	0	*
Students with Disabilities	3	4	*
Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California Physical Fitness Test Results (School Year 2007-08)

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 the healthy fitness zone on all six fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the Physical Fitness Testing Web page.  

Grade Level	Percent of Students Meeting Healthy Fitness Zones
5	10.0
7	0
9	0

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

X. 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 API Web page. 

API Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. 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	2005	2006	2007
Statewide	3	2	1
Similar Schools	3	N/A	N/A

"N/A"	means a number is not applicable or not available due to missing data.
"*"	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	6008171
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

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			Growth API Score
	2005-06	2006-07	2007-08	2008
All Students at the School	-2	-36	-8	656
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)	-60			685
Socioeconomically Disadvantaged	1			621
English Learners
Students with Disabilities

"N/A"	means a number is not applicable or not available due to missing data.
"*"	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	means the school did not have a valid 2007 Base API and will not have any growth or target information.
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

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 AYP Web page.

AYP Overall and by Criteria (School Year 2007-08)

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	No	No
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	No	Yes
Percent Proficient - Mathematics	No	No
API	Yes	Yes
Graduation Rate	N/A	N/A

Federal Intervention Program (School Year 2008-09)

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 AYP Web page.

Indicator	School	District
Program Improvement Status	Not in PI	Not In PI
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement	N/A
Percent of Schools Currently in Program Improvement	N/A

XII. Instructional Planning and Scheduling

Professional Development

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.  

All teaching staff receives a minimum of three days of professional development each year. Our main curricular emphasis is in the development of an articulated writing program. We have just begun to use the Step Up To Writing Program and have augmented it with professional development.  We have weekly minimum days when teachers collaborate and receive professional development.