School Accountability Report Card Reported for School Year 2007-08 Published During 2008-09

Executive Summary School Accountability Report Card, 2007-08
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 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. 

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	Percent
Total Number of students	489
African American	2.86  %
American Indian or Alaska Native	1.02  %
Asian	11.04  %
Filipino	1.43  %
Hispanic or Latino	18.4  %
Pacific Islander	0.82  %
White (not Hispanic)	63.6  %
Multiple or No Response	0.82  %
Socioeconomically Disadvantaged	3  %
English Learners	2  %
Students with Disabilities	13  %

Teachers 

Indicator	Teachers
Teachers with full credential	24
Teachers without full credential	10
Teachers Teaching Outside Subject Area of Competence	2
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; the overhangs and roof need to be repaired.

Corrective Actions Taken or Planned 

Morgan Hill Unified School District is planning on making repairs to the overhangs and roof over the summer of 2009. Charter School of Morgan Hill does continuous fundraising to help with the building repairs.

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%
Science Laboratory Equipment (grades 9-12)	0%

School Finances 

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$
District	$
State	$4,943

Student Performance 

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	71.1 %
Mathematics	56.4 %
Science	71.9 %
History-Social Science	44.4 %

Academic Progress 

Indicator	Result
2008 Growth API Score (from 2008 Growth API Report)	853
Statewide Rank (from 2007 Base API Report)	9
2008-09 Program Improvement Status (PI Year)

School Completion 

Indicator	Result
Graduation Rate	N/A

Postsecondary Preparation 

Measures	Percent of Graduates
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

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	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	principal@csmh.com	CDS Code	43-69583-6118541

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

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

Charter School of Morgan Hill uses project-based learning, strong family involvement and community interaction to develop lifelong learners prepared to be innovative and successful 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 (School Year 2007-08) 

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 (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	54
Grade 1	54
Grade 2	54
Grade 3	55
Grade 4	52
Grade 5	52
Grade 6	56
Grade 7	56
Grade 8	56
Ungraded Elementary	0
Grade 9	0
Grade 10	0
Grade 11	0
Grade 12	0
Ungraded Secondary	0
Total Enrollment	489

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	2.86  %
American Indian or Alaska Native	1.02  %
Asian	11.04  %
Filipino	1.43  %
Hispanic or Latino	18.4  %
Pacific Islander	0.82  %
White (not Hispanic)	63.6  %
Multiple or No Response	0.82  %
Socioeconomically Disadvantaged	3  %
English Learners	2  %
Students with Disabilities	13  %

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	17.5	4			18.5	4			18.0	4.0
1	18.3	3			18.0	3			18.3	4.0
2	20.0	3			19.0	3			18.0	3.0
3	20.0	2			20.0	1			18.5	2.0
4	24.0		2		24.0		2		26.0		2.0
5	21.0	1	1		26.0		2		26.0		2.0
6	28.0		2		24.7	1	2		28.0		2.0
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	2005-06				2006-07				2007-08
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-22	23-32	33+		1-22	23-32	33+		1-22	23-32	33+
English	31.7	1	0	2	26.5		4		28.0		2
Mathematics	29.0		1	1	21.2	3	2		20.8	2	3
Science	41.5			2	26.3		4		28.0		2
Social Science	42.0			2	26.3		4		27.5		4

III. School Climate 

School Safety Plan (School Year 2007-08) 

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

Each classroom has a posted copy of the safety plan in their classroom.

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	.03	.03	.03	8.0	12.2	5.6
Expulsions	0	0	0	0.2	0.2	0.1

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.

Although most of the school consist of old buildings that require modernization or repair, the Charter School of Morgan Hill has added 2 portables and a Media Center to the campus with the help of fundraising this year. Over the last two years, CSMH has added a water suppression system to meet the requirements for the additional buildings, upgraded the electrical system and added a set of bathrooms.

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.

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
Mechanical Systems			X	In the process of working with the District to update facility
Windows/Doors/Gates (interior and exterior)	X
Interior Surfaces (walls, floors, and ceilings)			X	In the process of working with the District to update facility
Hazardous Materials (interior and exterior)	X
Structural Damage			X	In the 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 the process of working with the District to update facility
Sewer	X
Playground/School Grounds			X	In the process of working with the District to update facility
Roofs			X	In the process of working with the District to update facility
Overall Cleanliness	X

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	The District has not provided this report.

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	23	24	28	416
Without Full Credential	11	10	11	38
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 2006-07) 

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	87.5	12.5
All Schools in District	97.1	2.9
High-Poverty Schools in District	0	0
Low-Poverty Schools in District	97.0	3.0

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		N/A
Library Media Teacher (Librarian)		N/A
Library Media Services Staff (paraprofessional)		N/A
Psychologist	.4	N/A
Social Worker	.4	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	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
Visual and Performing Arts	High quality and current	High quality and current
Science Laboratory Equipment (grades 9-12)	N/A	N/A

Project Based learning is a critical component of the School. Since CSMH is committed to being a resource-based school, traditional textbooks are not used for every subject because PBL is authentic, active learning. In PBL, as in real life, students may consult many different sources to acquire information to make decisions and solve problems. We use such resources as: guided reading books, the internet, textbooks, guest speakers, reference materials, core literature novels, manipulatives, realia, museums, educational centers, original documents, interviews. The staff of Charter School of Morgan Hill continually seeks new and innovative strategies and materials to meet the needs of each student.

-

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	$6020	$768	$5252	$54775
District	N/A	N/A	$5154	$63192
Percent Difference – School Site and District	N/A	N/A	LEA Provided	LEA Provided
State	N/A	N/A	$5300	$62157
Percent Difference – School Site and State	N/A	N/A	LEA Provided	LEA Provided

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. 

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 8^th 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 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	$41018	$39692
Mid-Range Teacher Salary	$63146	$62830
Highest Teacher Salary	$79907	$80472
Average Principal Salary (Elementary)	$107856	$98460
Average Principal Salary (Middle)	$111845	$104522
Average Principal Salary (High)	$131671	$114549
Superintendent Salary	$201450	$166547
Percent of Budget for Teacher Salaries	39.5 %	40.2 %
Percent of Budget for Administrative Salaries	6.1 %	5.8 %

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	73	71	70	50	50	52	42	43	46
Mathematics	62	56	60	44	42	42	40	40	43
Science	69	72	75	43	47	53	35	38	46
History-Social Science	44	44	31	43	42	47	33	33	36

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	90	86	*	*
Filipino	*	*	*	*
Hispanic or Latino	60	47	53	9
Pacific Islander	*	*
White (not Hispanic)	71	61	78	26
Male	67	65	73	46
Female	74	55	77	20
Economically Disadvantaged	36	21	*
English Learners	*	*	*	*
Students with Disabilities	51	61	*
Students Receiving Migrant Education Services

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	80.4
7	N/A
9	*

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	8	9	9
Similar Schools	6	7	8

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	37	-13	0	851
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino			2	795
Pacific Islander
White (not Hispanic)	29	-26	-3	854
Socioeconomically Disadvantaged
English Learners
Students with Disabilities

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

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	N/A
Year in Program Improvement	N/A
Number of Schools Currently in Program Improvement	N/A	5
Percent of Schools Currently in Program Improvement	N/A	33.3

XI. School Completion and Postsecondary Preparation 

Admission Requirements for California Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state's high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the University of California Web site.

California State University

Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the California State University Web site.

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 on the DataQuest Web site. 

Indicator	School			District			State
	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07
Dropout Rate (1-year)	N/A	N/A	N/A	2.8	1.6	3.2	3.1	3.5	4.4
Graduation Rate	N/A	N/A	N/A	90.5	87.0	91.3	85.0	83.0	97.3

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 2007-08 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 CAHSEE Web page. Note: "N/A" means that the student group is not numerically significant. 

Group	Graduating Class of 2008
	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 (School Year 2007-08) 

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 (School Year 2007-08) 

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

Measure	CTE Program Participation
Number of the school’s pupils participating in CTE	N/A
Percent of the school's pupils completing a CTE program and earning a high school diploma	N/A
Percent of school's 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 (School Year 2007-08) 

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 DataQuest Web site. 

UC/CSU Course Measure	Percent
Students Enrolled in Courses Required for UC/CSU Admission	N/A
Graduates Who Completed All Courses Required for UC/CSU Admission	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.  

There were a total of 24 minimum days at the Charter School of Morgan Hill. 13 minimum days were designated to using the later half of the day for staff development. 10 minimum days were used for conferences and 1 day was used for the last day of school. CSMH also has 6 full days of staff development each year. On these days the staff concentrates on improving instruction by focusing on specific content knowledge, teaching strategies, student work and instructional planning.