School Accountability Report Card Reported for School Year 2006-07 Published During 2007-08

 

2006-07 Executive Summary School Accountability Report Card

Charter School of Morgan Hill School

Address: 

9530 North Monterey Rd. , Morgan Hill   CA  95037-9356 

Phone: 

408-463-0618  

Principal: 

Paige  Cisewski 

Grade Span: 

K  - 8  

 

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2006-07 school year, except the School Finances and School Completion data that are reported for the 2005-06 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office. 

 

About This School

 

 

Charter School of Morgan Hill (CSMH) is a public school founded by South Valley Charter School, a non-profit public benefit corporation which was created by the school founders. CSMH is the first start-up elementary charter school in Santa Clara County and opened its doors for the first time on August 29th, 2001.

We operate based on our charter which was approved by the Morgan Hill Unified School District on January 22, 2001. The MHUSD renewed our charter for another 5 years in January 2006. CSMH served grades K through 6 in its first year, added grade 7 in 2002 and grade 8 in 2003.

 

 

Student Enrollment 

 

Group 

Enrollment 

Number of students 

465 

African American 

2.58  %

American Indian or Alaska Native 

1.94  %

Asian 

11.4  %

Filipino 

1.08  %

Hispanic or Latino 

18.49  %

Pacific Islander 

0.65  %

White (not Hispanic) 

62.8  %

Multiple or No Response 

1.08  %

Socioeconomically Disadvantaged 

4  %

English Learners 

2  %

Students with Disabilities 

10  %

 

Teachers 

 

Indicator 

Teachers 

Teachers with full credential 

24

Teachers without full credential 

10

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 

 

The District has not provided this report

Repairs Needed 

The Charter School is currently in a school controlled by Morgan Hill Unified School District.  The buildings are in need of some repairs and modernization.  The school is on 11 acres of land that provides a lot of playground space.  The playground structure is in need of replacement.  The bathrooms need to be remodeled


 

Curriculum and Instructional Materials 

 

Core Curriculum Areas 

Pupils Who Lack Textbooks and Instructiona Materials 

Reading/Language Arts 

0%

Mathematics 

0%

Science 

0%

History-Social Science 

0%

Foreign Language 

0%

Health 

0%

Science Laboratory Equipment 

0%

 

School Finances 

 

Level 

Expenditures Per Pupil (Unrestricted Sources Only) 

School Site 

$6,288

District 

$

State 

 $4,943

 

 

 

Academic Progress 

 

Indicator 

Result 

2007 API Growth Score (from 2007 API Growth Report) 

853  

Statewide Rank (from 2007 API Base Report) 

9  

2007-08 Program Improvement Status (PI Year) 

 

 

School Completion 

 

Indicator 

Result 

Graduation Rate 

N/A 

 

Postsecondary Preparation 

 

Measures 

Percent 

Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma 

N/A

Graduates Who Completed All Courses Required for University of California or California State University Admission 

N/A


 

2006-07 School Accountability Report Card Reported (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 California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest, contains additional information about this school and comparisons of the school to the district, the county, and the state.

 

I. About This School 

Contact Information 

This section provides the schools contact information. 

 

School 

District 

School Name 

Charter School of Morgan Hill  

District Name 

Morgan Hill Unified  

Street 

9530 North Monterey Rd.  

Phone Number 

408-201-6023  

City, State, Zip 

Morgan Hill  , CA  95037-9356 

Web Site 

www.mhu.k12.ca.us 

Phone Number 

408-463-0618  

Superintendent 

Alan  Nishino 

Principal 

Paige  Cisewski 

E-mail Address 

 

E-mail Address 

csmhprincipal@yahoo.com 

CDS Code

43-69583-6118541 

 

School Description and Mission Statement 

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

 

Narrative to be provided by LEA Through strong family involvement, community interaction and project-based learning, the Charter School of Morgan Hill will develop lifelong learners prepared to be innovative participants in the global community.  The school is committed to:

  • Developing K-8 students who are self-motivated, self-disciplined and socially responsible
  • Partnering staff, students, parents and community to create a unique, challenging and individualized learning environment with high academic standards and high expectations
  • Applying academic learning to real-life activities through project-oriented programs
  • Providing advanced opportunities in science, technology, languages and the arts
  • Building programs that foster thinking which is original, critical, collaborative and reflective

Respecting diversity and whole child development - cognitive, emotional, social and physical 
 

 

Opportunities for Parental Involvement 

 

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

 

One of the major components of the Charter School’s mission is parent participation.  We believe that children understand the importance of learning when they experience their family investing time in supporting that effort.  Families contribute in a variety of significant ways to support both their own children’s efforts to excel and to enhance the learning experiences of all students at the school. 

 

Student Enrollment by Grade Level 

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

 

Grade Level 

Number of Students 

Kindergarten 

54 

Grade 1 

54 

Grade 2 

56 

Grade 3 

40 

Grade 4 

48 

Grade 5 

52 

Grade 6 

56 

Grade 7 

56 

Grade 8 

49 

Ungraded Elementary 

0 

Grade 9 

0 

Grade 10 

0 

Grade 11 

0 

Grade 12 

0 

Ungraded Secondary 

0 

Total Enrollment 

465 

 

Student Enrollment by Group 

This table displays the percent of students enrolled at the school who are identified as being in a particular group. 

 

Group 

Percent of Total Enrollment 

Group 

Percent of Total Enrollment 

African American 

2.58  %

White (not Hispanic) 

62.8  %

American Indian or Alaska Native 

1.94  %

Multiple or No Response 

1.08  %

Asian 

11.4  %

Socioeconomically Disadvantaged 

4  %

Filipino 

1.08  %

English Learners 

2  %

Hispanic or Latino 

18.49  %

Students with Disabilities 

10  %

Pacific Islander 

0.65  %

 

 

 

Average Class Size and Class Size Distribution (Elementary)

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 

2004-05 

2005-06 

2006-07 

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 

3 

 

 

17.5 

4 

 

 

18.5 

4 

 

 

1 

20.0 

2 

 

 

18.3 

3 

 

 

18.0 

3 

 

 

2 

20.0 

3 

 

 

20.0 

3 

 

 

19.0 

3 

 

 

3 

20.5 

1 

1 

 

20.0 

2 

 

 

20.0 

1 

 

 

4 

26.0 

 

2 

 

24.0 

 

2 

 

24.0 

 

2 

 

5 

26.0 

 

2 

 

21.0 

1 

1 

 

26.0 

 

2 

 

6 

27.0 

 

2 

 

28.0 

 

2 

 

24.7 

1 

2 

 

K-3 

 

 

 

 

 

 

 

 

 

 

 

 

3-4 

 

 

 

 

 

 

 

 

 

 

 

 

4-8 

 

 

 

 

 

 

 

 

 

 

 

 

Other 

 

 

 

 

 

 

 

 

 

 

 

 

 

Average Class Size and Class Size Distribution (Secondary) 

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

 

Subject 

2004-05 

2005-06 

2006-07 

Avg. Class Size 

Number of Classrooms 

Avg. Class Size 

Number of Classrooms 

Avg. Class Size 

Number of Classrooms 

1-22 

23-32 

33+ 

1-22 

23-32 

33+ 

1-22 

23-32 

33+ 

English 

17.3 

4 

0 

 

31.7 

1 

0 

2 

26.5 

 

4 

 

Mathematics 

20.4 

2 

3 

 

29.0 

 

1 

1 

21.2 

3 

2 

 

Science 

16.3 

3 

 

 

41.5 

 

 

2 

26.3 

 

4 

 

Social Science 

16.3 

3 

 

 

42.0 

 

 

2 

26.3 

 

4 

 

 

Participation in the Class Size Reduction Program 

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

 

Grade Level 

Percent of Students Participating 

2004-05 

2005-06 

2006-07 

K 

LEA Provided

LEA Provided

LEA Provided

1 

LEA Provided

LEA Provided

LEA Provided

2 

LEA Provided

LEA Provided

LEA Provided

3 

LEA Provided

LEA Provided

LEA Provided

 

II. School Climate 

School Safety Plan 

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

 

The Charter School of Morgan Hill is currently in the process of updating their school safety plan.  The school also has its site plan and safety information online through the Retrieveronline service.

 

School Discipline Practices 

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

 

The school has worked with Project Cornerstone to help build the 41 developmental assets in children.  The Charter School of Morgan Hill has implemented a school wide conflict resolution/peer mediation program that is now being implemented in classrooms.  The school community has defined six important values so that the staff, students and families can use common language when discussing our expectations.  These values are: being respectful of ourselves, others and our environment; taking responsibility for our actions; being an active listener; doing our personal best; being prepared to learn; and being resourceful problem solvers. 

 

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 

2004-05 

2005-06 

2006-07 

2004-05 

2005-06 

2006-07 

Suspensions 

.02 

.03 

.03

8.5  

8.0  

12.2  

Expulsions 

0  

0  

0  

0.2  

0.2  

0.2  

 

III. School Facilities 

School Facility Conditions and Improvements 

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements. 

 

The Charter School is currently in a school controlled by Morgan Hill Unified School District.  The buildings are in need of some repairs and modernization.  The school is on 11 acres of land that provides a lot of playground space.  The playground structure is in need of replacement.  The bathrooms need to be remodeled.
 

 

School Facility Good Repair Status 

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

 

Item Inspected 

Repair Status 

Repair Needed and Action Taken or Planned 

Good 

Fair 

Poor 

Gas Leaks 

X

 

 

 

Mechanical Systems 

 

 

X

In Process of working with the District to update facility

Windows/Doors/Gates (interior and exterior) 

X

 

 

 

Interior Surfaces (walls, floors, and ceilings) 

 

 

X

In Process of working with the District to update facility

Hazardous Materials (interior and exterior) 

X

 

 

 

Structural Damage 

 

 

X

In Process of working with the District to update facility

Fire Safety 

X

 

 

 

Electrical (interior and exterior) 

X

 

 

 

Pest/Vermin Infestation 

X

 

 

 

Drinking Fountains (inside and outside) 

X

 

 

 

Restrooms 

 

 

X

In Process of working with the District to update facility

Sewer 

X

 

 

 

Playground/School Grounds 

 

X

 

In Process of working with the District to update facility

Roofs 

 

 

X

In Process of working with the District to update facility

Overall Cleanliness 

X

 

 

 

 

Overall Summary of School Facility Good Repair Status 

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 

Not provided by the District

 

IV. Teachers 

Teacher Credentials 

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/ 

 

Teachers 

School 

District 

2004-05 

2005-06 

2006-07 

2006-07 

With Full Credential 

21 

23 

24 

429 

Without Full Credential 

2 

11 

10 

27 

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 

2005-06 

2006-07 

2007-08 

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 

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 CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/ 

 

Location of Classes 

Percent of Classes In Core Academic Subjects 

Taught by NCLB Compliant Teachers 

Taught by Non-NCLB Compliant Teachers 

This School  

84.1 

15.9 

All Schools in District  

94.5 

5.5 

High-Poverty Schools in District 

 

 

Low-Poverty Schools in District 

94.3 

5.7 

 

Substitute Teacher Availability 

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

 

The school has a qualified substitute pool. 

 

Teacher Evaluation Process 

This section provides information about the procedures and the criteria used for teacher evaluations. 

 

Teachers at the Charter School of Morgan Hill are on a performance based pay system.  All employees of the school are on at-will contracts.

 

V. Support Staff 

Academic Counselors and Other Support Staff 

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. 

 

Title 

Number of FTE Assigned to School 

Average Number of Students per Academic Counselor 

Academic Counselor 

0.5

978 

Library Media Teacher (Librarian) 

0

N/A 

Library Media Services Staff (paraprofessional) 

0

N/A 

Psychologist 

.3

N/A 

Social Worker 

0

N/A 

Nurse 

0

N/A 

Speech/Language/Hearing Specialist 

.5

N/A 

Resource Specialist (non-teaching) 

.5

N/A 

Other 

0

N/A 

 

VI. Curriculum and Instructional Materials 

Quality, Currency, and Availability of Textbooks and Instructional Materials  

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. 

 

Core Curriculum Area 

Quality, Currency, and Availability of Textbooks and Instructional Materials 

Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials 

Reading/Language Arts 

High quality and current

High quality and current

Mathematics 

High quality and current

High quality and current

Science 

High quality and current

High quality and current

History-Social Science 

High quality and current

High quality and current

Foreign Language 

High quality and current

High quality and current

Health 

High quality and current

High quality and current

Science Laboratory Equipment (grades 9-12) 

N/A

N/A

 

VII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2005-06) 

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 and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/. 

 

Level 

Total Expenditures Per Pupil 

Expenditures Per Pupil (Supplemental) 

Expenditures Per Pupil (Basic) 

Average Teacher Salary 

School Site 

$6288

 

 

 

District 

N/A 

N/A 

 

$59455 

Percent Difference – School Site and District 

N/A 

N/A 

 

 

State 

N/A 

N/A 

$4943 

$58776 

Percent Difference – School Site and State 

N/A 

N/A 

 

 

 

Types of Services Funded 

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

 

In addition to traditional core classes, students in grades K-8 participate in the following additional classes:

 

Students in grades Kindergarten-2

·         P.E. - 35 minutes, 3 times/week

·         Spanish – 35 minutes, 3 times/week

·         Art – 40 minutes/week

·         Music - 40 minutes/week

·         Agricultural Science -  Grades K-2:  once/week 45 minutes, 1 semester; Grade 2:  45 minutes a week

 

Students in grades 3-6

·         P.E. - 40 minutes, 3 times/week

·         Spanish - 40 minutes, 3 times/week

·         Art - 40 minutes, once/week

·         Music - 40 minutes, once/week

·         Agricultural Science - Grades 3-5:  45 minutes, 2 times/week, 1 semester; Grade 6: 45 minutes, 2 times/week, all year

·         Intramural lunch sports program - 3 times/week

 

Middle school students (grades 7-8)

·         P.E. - 45 minutes, 3 times/week

·         Spanish - 45 minutes daily

·         Nutrition/ Life Skills - 45 minutes daily, 1 semester

·         Technology - 45 minutes daily, 1 semester

·         Electives - 45 minutes daily, 1 semester - include:

o        Agricultural Science

o        Art

o        World of Work (includes job interview and résumé training and culminates in a work experience located in the business community – for 8th grade students)

o        Marketing

o        Yearbook

o        Music Ensemble

o        Newspaper

o        Animal Care

o        Nutrition

o        Life Skills

o        Study Skills

o        Technology

 

Middle school students have an opportunity to participate in after-school sports programs through the San Benito Athletic League.  Charter School also provides early intervention and support for at-risk kids.

 

 

Teacher and Administrative Salaries (Fiscal Year 2005-06)

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 at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/

 

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$38880

$38479 

Mid-Range Teacher Salary

$59854 

$60306 

Highest Teacher Salary

$75741 

$74193 

Average Principal Salary (Elementary)

$98569 

$92985 

Average Principal Salary (Middle)

$104767 

$98305 

Average Principal Salary (High)

$122112 

$107384 

Superintendent Salary

$185000 

$155314 

Percent of Budget for Teacher Salaries

41.4 %

40.8 %

Percent of Budget for Administrative Salaries

6.0 %

5.7 %

 

VIII. 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 and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 9, 10, and 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 at the CDE Web site at http://star.cde.ca.gov/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

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 

2006 

2007 

2005 

2006 

2007 

2005 

2006 

2007 

English-Language Arts 

65 

73 

71 

49 

50 

50 

40 

42 

43 

Mathematics 

56 

62 

56 

44 

44 

42 

38 

40 

40 

Science 

45 

69 

72 

34 

43 

47 

27 

35 

38 

History-Social Science 

29 

44 

44 

42 

43 

42 

32 

33 

33 

 

CST Results by Student Group – Most Recent Year 

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. 

 

Group 

Percent of Students Scoring at Proficient or Advanced 

English-Language Arts 

Mathematics 

Science 

History-Social Science 

African American 

* 

* 

* 

* 

American Indian or Alaska Native 

* 

* 

* 

* 

Asian 

85 

82 

82 

* 

Filipino 

* 

* 

 

 

Hispanic or Latino 

62 

46 

67 

* 

Pacific Islander 

* 

* 

* 

 

White (not Hispanic) 

72 

57 

71 

44 

Male 

68 

60 

75 

46 

Female 

75 

53 

66 

41 

Economically Disadvantaged 

29 

14 

* 

* 

English Learners 

* 

* 

* 

* 

Students with Disabilities 

52 

45 

* 

* 

Students Receiving Migrant Education Services 

 

 

 

 

 

Norm-Referenced Test 

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

NRT Results for All Students – Three-Year Comparison 

This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics. 

 

Subject 

School 

District 

State 

2005 

2006 

2007 

2005 

2006 

2007 

2005 

2006 

2007 

Reading 

67 

80 

60 

52 

50 

52 

41 

42 

42 

Mathematics 

65 

82 

61 

60 

61 

60 

52 

53 

53 

 

NRT Results by Student Group – Most Recent Year 

This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.  

 

Group  

Percent of Students Scoring at or 

Reading 

Mathematics 

African American 

* 

* 

American Indian or Alaska Native 

* 

* 

Asian 

* 

* 

Filipino 

 

 

Hispanic or Latino 

48 

48 

Pacific Islander 

 

 

White (not Hispanic) 

61 

61 

Male 

54 

61 

Female 

65 

62 

Economically Disadvantaged 

* 

* 

English Learners 

* 

* 

Students with Disabilities 

* 

* 

Students Receiving Migrant Education Services 

 

 

 

 

 

 

California Physical Fitness Test Results 

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

 

Grade Level 

Percent of Students Meeting Fitness Standards 

5 

72.7 

7 

33.3 

9 

* 

 

 

 

API Changes by Student Group – Three-Year Comparison 

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

 

Group 

Actual API Change 

API Score 

2004-05 

2005-06 

2006-07 

2007 

All Students at the School 

12  

37  

-13  

853  

African American 

 

 

 

 

American Indian or Alaska Native 

 

 

 

 

Asian 

 

 

 

 

Filipino 

 

 

 

 

Hispanic or Latino 

 

 

 

796  

Pacific Islander 

 

 

 

 

White (not Hispanic) 

 

29  

-26  

859  

Socioeconomically Disadvantaged 

 

 

 

 

English Learners 

N/A 

 

 

 

Students with Disabilities 

N/A 

 

 

 

 

State Award and Intervention Programs 

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

 

 

 

Adequate Yearly Progress 

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

*       Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics

*       Percent proficient on the state's standards-based assessments in ELA and mathematics

*       API as an additional indicator

*       Graduation rate (for secondary schools)

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

AYP Overall and by Criteria 

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

 

AYP Criteria 

School 

District 

Overall 

Yes  

Yes  

Participation Rate - English-Language Arts 

Yes  

Yes  

Participation Rate - Mathematics 

Yes  

Yes  

Percent Proficient - English-Language Arts 

Yes  

Yes  

Percent Proficient - Mathematics 

Yes  

Yes  

API 

Yes  

Yes  

Graduation Rate 

N/A  

Yes  

 

Federal Intervention Program

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

 

Indicator 

School 

District 

Program Improvement Status 

 

Not In PI  

First Year of Program Improvement 

 

 

Year in Program Improvement 

 

 

Number of Schools Currently in Program Improvement 

N/A 

4 

Percent of Schools Currently in Program Improvement 

N/A 

26.7 

 

X. School Completion and Postsecondary Preparation 

Dropout Rate and Graduation Rate

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

 

Indicator 

School 

District 

State 

2003-04 

2004-05 

2005-06 

2003-04 

2004-05 

2005-06 

2003-04 

2004-05 

2005-06 

Dropout Rate (1-year) 

  0

 0

  0

3.1 

2.8 

1.6 

3.2 

3.1 

3.5 

Graduation Rate 

N/A 

 N/A 

N/A  

90.5 

87.0 

91.3 

85.3 

85.0 

83.0 

 

Completion of High School Graduation Requirements 

Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2006-07 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant. 

 

Group 

Graduating Class of 2007 

School 

District 

State 

All Students 

N/A

N/A

N/A

African American 

N/A

N/A

N/A

American Indian or Alaska Native 

N/A

N/A

N/A

Asian 

N/A

N/A

N/A

Filipino 

N/A

N/A

N/A

Hispanic or Latino 

N/A

N/A

N/A

Pacific Islander 

N/A

N/A

N/A

White (not Hispanic) 

N/A

N/A

N/A

Socioeconomically Disadvantaged 

N/A

N/A

N/A

English Learners 

N/A

N/A

N/A

Students with Disabilities 

N/A

N/A

N/A

 

Career Technical Education Programs 

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

 

N/A

 

Career Technical Education Participation 

This table displays information about participation in the school’s CTE programs. 

 

Measure 

CTE Program Participation 

Number of pupils 

N/A

Percent of pupils completing a CTE program and earning a high school diploma 

N/A

Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education 

N/A

 

Courses for University of California and/or California State University Admission 

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

 

Indicator 

Percent 

Students Enrolled in Courses Required for UC/CSU Admission 

N/A 

Graduates Who Completed All Courses Required for UC/CSU Admission 

 N/A

 

 

 

College Admission Test Preparation Course Program 

This section provides information about the school's college admission test preparation course program. 

 

N/A

 

SAT Reasoning Test 

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

 

Indicator 

2005 

2006 

2007 

Percent of Grade 12 Students Taking the Test 

N/A 

 N/A

 N/A

Average Verbal Score 

 

 

 

Average Math Score 

 

 

 

Average Writing Score 

 

 

 

 

XI. Instructional Planning and Scheduling  

School Instruction and Leadership 

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

 

Project based learning (PBL) is an important component of the school’s mission. Project Based Learning (PBL) is a teaching methodology based on the theory that people create knowledge for themselves based on their experiences.  This is the learning, for example, when students actively engage in solving real life problems.    They use what they know to explore, interpret, and create meaning from this experience.  Then they reflect upon and share their knowledge with others.  The learning process is as important as the end product.  PBL is a philosophy designed to maximize each student’s potential to meet the standards.  Teachers develop authentic projects that push students to use higher level thinking skills and include technology to support student learning.  One product of our PBL projects is the acquisition of appropriate grade level knowledge as defined by the California State Educational Standards. 

 

A Board of Directors consisting of seven members governs Charter School of Morgan Hill.  The Board’s composition includes:

 

·         two parents - elected by the parent members of the School

 

·         two staff members - one elected by the faculty members and one the administrative representative (with limits on voting in such areas as salary, benefits, negotiations, arbitration)

 

·         three community representatives - elected by all members

 

·         one Morgan Hill Unified School District representative - the District may choose to appoint a representative to sit on the Board as an ex-officio member to facilitate communication and mutual understanding between the School and the District

 

Charter schools are governed by boards, not by individual board members.  While understanding their separate roles, the Board and Principal work together as a governance team.  The governance team assumes collective responsibility for building unity and creating a positive organizational culture in order to govern effectively
 

 

Professional Development 

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

 

The staff development plan is an ongoing process in which teachers receive both training and follow-up support.  The various levels in the School’s performance based pay program encourage teachers to grow professionally and to become better educators.  Because a cohesive staff development program that includes both individual and whole school program support is critical to CSMH’s success, a full-time staff position has been dedicated to support teachers and the vision of the School.  This position is currently in the form of a Curriculum and Instruction Coordinator.

 

Professional development and teacher collaboration are scheduled on a regular and ongoing basis to support teachers at varying career levels.  New teachers are assigned a grade level partner and/or mentor.  CSMH has ensured grade level collaborative planning time during the school day for teachers to design curriculum and projects, discuss instructional strategies and student assessment, and in general, provide mentoring and collegial support.


The work year of all teachers begins before the students return to school.  All teachers participate in a three or four-day “Ed Camp”, with new teachers receiving an extra day of training.  In addition, a longer school day has been developed, so that ongoing teacher collaboration time is built into the regular schedule.  Also, CSMH currently offers approximately 6 full school wide staff development days and 12 half-days during the course of the school year.

 

Instructional Minutes 

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

 

Grade Level 

Instructional Minutes 

Offered 

State Requirement 

K 

38,085

36,000

1 

59,340

50,400

2 

59,340

50,400

3 

59,340

50,400

4 

59,340

54,000

5 

59,340

54,000

6 

59,340

54,000

7 

59,340

54,000

8 

59,340

54,000

9 

N/A

64,800

10