School Accountability Report Card

Reported for School Year 2008-2009

Published During 2009-2010

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 school’s contact information.

School		District
School Name	San Diego Center for Children Academy	District Name	N/A NPS
Street	3002 Armstrong Street	Phone Number
City, State, Zip	San Diego, CA 92111	Web Site	www.centerforchildren.org
Phone Number	(858) 277-9550 ext. 2131	Superintendent
Principal	Nancy Macnamara M.ED.	E-mail Address	nmacnamara@centerforchildren.org
E-mail Address	cgordon@sdccnet.org	n/a	n/a

School Description and Mission Statement

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

The San Diego Center for Children Academy is a non public School. We provide special education services for emotionally disturbed children ages 5 to 22 years. The Academy serves children who are in San Diego Center’s residential treatment and day treatment programs, as well as children who live at home and are referred by their school districts. The philosophy of the school program is “Every child can learn”. This philosophy is supported by: (1) Classroom staff (Instructional Assistants and Child Development Counselors) who assist the teacher in learning activities and behavior management and who are experienced in positive behavioral

strategies with a focus on positive reinforcement and increasing the child’s motivation to actively participate in classroom activities, (2) Utilization of mastery-based curriculum built around the well-researched Direct Instruction method, (3) Structured visual and performing arts activities, which have a life skill development orientation and are geared towards stimulating children’s interest and enthusiasm by offering a variety of sensory learning experiences, (4) Regular access and use of technology to support education (5) Physical Education Program with emphasis on physical fitness activities and socialization skills, (6) Social Skills are taught as part of the daily classroom curriculum, (7) Regular exchange of information and planning between teachers and staff therapists with the goal of maximizing individual strengths, (8) DIS Services including Speech, Occupational Therapy and Counseling are provided as needed and as specified by the Individual Education Plans. (9) Remedial Reading program with small group and individual instruction. Researched based programs are utilized and help students with deficits in these skills. The goal of SDCC Academy is to assist the child in eventually succeeding in a less restrictive educational placement.

Opportunities for Parental Involvement

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

Parents are included in treatment team meetings for students residing in residential care and day treatment. Parents are invited to all Individualized Education Plan meetings. Parents are invited to Open Houses and functions at the school. Teachers communicate with the parents, minimally, on a monthly basis.

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	Grade Level	Number of Students
Kindergarten	0	Grade 8	5
Grade 1	2	Ungraded Elementary	0
Grade 2	0	Grade 9	9
Grade 3	5	Grade 10	6
Grade 4	3	Grade 11	6
Grade 5	8	Grade 12	3
Grade 6	11	Ungraded Secondary	0
Grade 7	6	Total Enrollment	64

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	27%	White (not Hispanic)	53 %
American Indian or Alaska Native	0%	Multiple or No Response	0%
Asian	2%	Socioeconomically Disadvantaged	83%
Filipino	%	English Learners	0%
Hispanic or Latino	18%	Students with Disabilities	100%
Pacific Islander	0%	n/a	n/a

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				2008-09
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+
K	6.3	3			6.6	3			0		N/A	N/A
1	6.3	3			6.6	3			2		N/A	N/A
2	6.3	3			6.6	3			0		N/A	N/A
3	6.3	3			6.6	3			5		N/A	N/A
4	6.3	3			6.6	3			3		N/A	N/A
5	7	5			7.6	3			8		N/A	N/A
6	7	4			7.6	3			11		N/A	N/A
7	6.3	3			6.6	3			6		N/A	N/A
8	6.3	3			6.6	3			5		N/A	N/A
9	7.5	6			8.2	5			9		N/A	N/A
10									6

11	7.5	6			8.2	5			6		N/A	N/A
12									3

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				2006-07
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-22	23-32	33+	Avg. Class Size	1-22	23-32	33+	Avg. Class Size	1-22	23-32	33+
English	7.5	6			8.2	5			8
Mathematics	7.5	6			8.2	5			8
Science	7.5	6			8.2	5			8
Social Science	7.5	6			8.2	5			8

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
Grade Level	2005-06	2006-2007	2008-2009
K	0	0	0
1	0	0	0
2	0	0	0
3	0	0	0

II. School Climate

School Safety Plan

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

Narrative to be provided by LEA

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.

Narrative to be provided by LEA

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

To be provided by LEA

Expulsions

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.

Narrative to be provided by LEA

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

To be provided by LEA

Mechanical Systems

Windows/Doors/Gates (interior and exterior)

Interior Surfaces (walls, floors, and ceilings)

Hazardous Materials (interior and exterior)

Structural Damage

Fire Safety

Electrical (interior and exterior)

Pest/Vermin Infestation

Drinking Fountains (inside and outside)

Restrooms

Sewer

Playground/School Grounds

Roofs

Overall Cleanliness

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

To be provided by LEA

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

2005-06

2006-07

2008-2009

With Full Credential

n/a

Without Full Credential

3 interns

n/a

Teaching Outside Subject Area of Competence

To be provided by LEA

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

To be provided by LEA

Total Teacher Misassignments

Vacant Teacher Positions

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
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	100%	0%
All Schools in District	NPS	NPS
High-Poverty Schools in District	NPS	NPS
Low-Poverty Schools in District	NPS	NPS

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.

Narrative to be provided by LEA

Teacher Evaluation Process

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

Narrative to be provided by LEA

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	1	15
Library Media Teacher (Librarian)	0	n/a
Library Media Services Staff (paraprofessional)	0	n/a
Psychologist	1	n/a
Social Worker	0	n/a
Nurse	0 (in RTConly)	n/a
Speech/Language/Hearing Specialist	2	n/a
Resource Specialist (non-teaching)	0	n/a
Other – Occupational Therapists	2	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

To be provided by LEA

Mathematics

Science

History-Social Science

Foreign Language

Health

Science Laboratory Equipment (grades 9-12)

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

To be provided by LEA

District

n/a

Percent Difference – School Site and District

n/a

To be provided by LEA

State

n/a

Percent Difference – School Site and State

n/a

To be provided by LEA

To be provided by LEA

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.

Narrative to be provided by LEA

Teacher and Administrative Salaries (Fiscal Year 2008-09)

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		NPS
Mid-Range Teacher Salary	NPS	NPS
Highest Teacher Salary	NPS	NPS
Average Principal Salary (Elementary)	NPS	NPS
Average Principal Salary (Middle)	NPS	NPS
Average Principal Salary (High)	NPS	NPS
Superintendent Salary	NPS	NPS
Percent of Budget for Teacher Salaries	NPS	NPS
Percent of Budget for Administrative Salaries	NPS	NPS

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). We do not receive all the results from the School Districts

Subject	School			District			State
Subject	2005	2006	2007	2005	2006	2007	2005	2006	2007
English-Language Arts
Mathematics
Science
History-Social Science

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. We do not receive all the results from the School Districts

Group	Percent of Students Scoring at Proficient or Advanced
Group	English- Language Arts	Mathematics	Science	History- Social Science
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Male
Female
Economically Disadvantaged
English Learners
Students with Disabilities
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. We do not receive all the results from the School Districts

Subject	School			District			State
Subject	2005	2006	2007	2005	2006	2007	2005	2006	2007
Reading
Mathematics

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. We do not receive all the results from the School Districts

Group	Percent of Students Scoring at or Above the National Average
Group	Reading	Mathematics
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Male
Female
Economically Disadvantaged
English Learners
Students with Disabilities
Students Receiving Migrant Education Services

Local Assessment Results

Districts may choose to administer their own academic assessments in reading, writing, and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard.

Grade Level

Reading

Writing

Mathematics

2005

2006

2007

2005

2006

2007

2005

2006

2007

To be provided by LEA

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the federal No Child Left Behind (NCLB) law. The CAHSEE includes English-language arts and mathematics components. Student scores are reported as performance levels: Not Proficient, Proficient, and Advanced. Detailed information regarding CAHSEE results can be found at the CDE Web site at http://cahsee.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.

CAHSEE Results for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in English-language arts and mathematics.

Subject	School			District			State
Subject	2005-06	2006-07	2008-09	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07
English-Language Arts	N/A	N/A	55%
Mathematics	N/A	N/A	36%

CAHSEE Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in English-language arts and mathematics for the most recent testing period.

Group	English-Language Arts			Mathematics
Group	Not Proficient	Proficient	Advanced	Not Proficient	Proficient	Advanced
African American	N/A	N/A	N/A	N/A	N/A	N/A
American Indian or Alaska Native	N/A	N/A	N/A	N/A	N/A	N/A
Asian	N/A	N/A	N/A	N/A	N/A	N/A
Filipino	N/A	N/A	N/A	N/A	N/A	N/A
Hispanic or Latino	60%	40%	N/A	20%	80%	N/A
Pacific Islander	N/A	N/A	N/A	N/A	N/A	N/A
White (not Hispanic)	35%	65%	N/A	41%	59%	N/A
Male	N/A	N/A	N/A	N/A	N/A	N/A
Female	N/A	N/A	N/A	N/A	N/A	N/A
Economically Disadvantaged	N/A	N/A	N/A	N/A	N/A	N/A
English Learners	N/A	N/A	N/A	N/A	N/A	N/A
Students with Disabilities	N/A	N/A	N/A	N/A	N/A	N/A
Students Receiving Migrant Education Services	N/A	N/A	N/A	N/A	N/A	N/A

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
7
9

IX. 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 CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

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	2004	2005	2006
Statewide
Similar Schools

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
Group	2004-05	2005-06	2006-07	2007
All Students at the School
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Socioeconomically Disadvantaged
English Learners	n/a	n/a
Students with Disabilities	n/a	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.

Narrative to be provided by LEA

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
Participation Rate - English-Language Arts
Participation Rate - Mathematics
Percent Proficient - English-Language Arts
Percent Proficient - Mathematics
API
Graduation Rate

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
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

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
Indicator	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06
Dropout Rate (1-year)	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A
Graduation Rate	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A	N/A

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 2009
Group	School	District	State
All Students
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Socioeconomically Disadvantaged
English Learners
Students with Disabilities

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.

Narrative to be provided by LEA

Career Technical Education Participation

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

Measure

CTE Program Participation

Number of pupils

To be provided by LEA

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

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

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	0
Graduates Who Completed All Courses Required for UC/CSU Admission	0

Advanced Placement Courses

This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Subject	Number of AP Courses Offered	Percent of Students In AP Courses
Computer Science		n/a
English		n/a
Fine and Performing Arts		n/a
Foreign Language		n/a
Mathematics		n/a
Science		n/a
Social Science		n/a
All courses

College Admission Test Preparation Course Program

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

Narrative to be provided by LEA

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
Average Verbal Score
Average Math Score
Average Writing Score	n/a	n/a

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.

San Diego Center for Children Academy started a remedial reading program in the ESY 2009. Lindamood Bell held a 6 week intense clinic working with 10 students with far below grade level scores.

Professional Development

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

Weekly ins-services for staff included trainings by administration, district personnel, textbook representatives and reading consultant agencies.

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
Grade Level	Offered	State Requirement
K	69,120	36,000
1	69,120	50,400
2	69,120	50,400
3	69,120	50,400
4	69,120	54,000
5	69,120	54,000
6	69,120	54,000
7	69,120	54,000
8	69,120	54,000
9	69,120	64,800
10	69,120	64,800
11	69,120	64,800
12	69,120	64,800

Continuation School Instructional Days

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

Grade Level	Instructional Days With At Least 180 Instructional Minutes
Grade Level	Offered	State Requirement
9	212	180 days
10	212	180 days
11	212	180 days
12	212	180 days

Minimum Days in School Year

The section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.

There were 180 regular school days. 32 Extended School Year

days. . During the extended school year the school day was 4 hours from 8:00am-12:00pm

To be provided by LEA

Student Enrollment

Teachers

School Facilities

Curriculum and Instructional Materials

School Finances

Student Performance

Academic Progress

School Completion

Postsecondary Preparation

School Accountability Report Card

Reported for School Year 2008-2009

Published During 2009-2010

I. About This School

II. School Climate

III. School Facilities

IV. Teachers

V. Support Staff

VI. Curriculum and Instructional Materials

VII. School Finances

To be provided by LEA Types of Services Funded

VIII. Student Performance

California Standards Tests

Norm-Referenced Test

California High School Exit Examination

IX. Accountability

Academic Performance Index

Adequate Yearly Progress

X. School Completion and Postsecondary Preparation

XI. Instructional Planning and Scheduling

To be provided by LEA

Types of Services Funded