ࡱ>  @ tbjbjVV r<r<z    Xt H| Fdttt   KMMMMMM$Rd&q <{ " <<q tt BBB< Rt tKB<KBB* " at p9k ?R!0k@a a h n *B0d+6   qq dX&(Bj XExecutive Summary School Accountability Report Card, 201213 For A Better Chance School Address:4138 Lakeside Drive, Richmond,CA 94806 Phone:510-262-1500 Principal: Dr. Edith Molinier Grade Span: K-12+ This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 201213 school year. School finances and school completion data are reported for the 201112 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 201314 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. A About This SchoolA Better Chance School is a non-public school serving children and young adults with autism and similar disabilities. Our philosophy is based upon tenets of a holistic approach to a childs education. A Better Chances method provides a structural environmental paired with the intermingling of academics and technology, art, music, and physical education. The goal of this educational approach is for individuals to achieve social independence and dignity, and benefit from and contribute to society. A Better Chance School uses a multi-disciplinary, holistic approach to education of our students. Our students are educated through the development of their physical, emotional, and intellectual selves. The final goal our educational approach is to have each student realize and reach his or her full potential. A Better Chance School offers a variety of innovative, educational classes covering topics such as behavioral therapy, independent living, social and recreational skills, and vocational training. Ongoing specialty classes include Speech and Language, Art, Music, Drumming, and Culinary Arts. Every student receives an individualized functional academic program. Each students Individualized Education Plan (IEP) is taught in an integrated manner to ensure consistency and systematic learning. Each goal is broken down into smaller steps, allowing the student to be introduced to new concepts only after they master prerequisites. Students are regularly assessed, through alternative assessments, portfolios, written documentation, the IEP document, and quarterly progress notes. Students are mainstreamed into less restrictive programs as soon as possible. Our individualized transition services help students to make a successful transition in their next program. For those students who stay with us until their graduation year, this philosophy does not change. Graduating students of A Better Chance School will transition from school to adult life with many work skills and community experiences that will ensure future success.  Curriculum and Instructional Materials Core Curriculum Area 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 $ Varies District $ Varies State School Completion Indicator Result Graduation Rate (if applicable) N/A Postsecondary Preparation Measure 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  California Department of Education School Accountability Report Card Reported Using Data from the 201213 School Year Published During 201314 Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at  HYPERLINK "http://www.cde.ca.gov/ta/ac/sa/" 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. Data and Access DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at  HYPERLINK "http://dq.cde.ca.gov/dataquest/" http://dq.cde.ca.gov/dataquest/ 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., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. Additional Information For further information regarding the data elements and terms used in the SARC see the 201213 Academic Performance Index Reports Information Guide located on the CDE API Web page at  HYPERLINK "http://www.cde.ca.gov/ta/ac/ap/" http://www.cde.ca.gov/ta/ac/ap/. II. About This School School Contact Information (School Year 201314) School NameA Better Chance SchoolStreet4138 Lakeside DriveCity, State, ZipRichmond, CA 94806Phone Number(510) 262-1500PrincipalDr.Edith MolinierE-mail Addressemolinier@calautism.orgCounty-District-School (CDS) Code07-61796-7100456 School Description and Mission Statement (School Year 201213) A Better Chance School is a non-public school serving children and young adults with autism and similar disabilities. Our philosophy is based upon tenets of a holistic approach to a childs education. A Better Chances method provides a structural environmental paired with the intermingling of academics and technology, art, music, and physical education. The goal of this educational approach is for individuals to achieve social independence and dignity, and benefit from and contribute to society. A Better Chance School uses a multi-disciplinary, holistic approach to education of our students. Our students are educated through the development of their physical, emotional, and intellectual selves. The final goal our educational approach is to have each student realize and reach his or her full potential. A Better Chance School offers a variety of innovative, educational classes covering topics such as behavioral therapy, independent living, social and recreational skills, and vocational training. Ongoing specialty classes include Speech and Language, Art, Music, Drumming, and Culinary Arts. Every student receives an individualized functional academic program. Each students Individualized Education Plan (IEP) is taught in an integrated manner to ensure consistency and systematic learning. Each goal is broken down into smaller steps, allowing the student to be introduced to new concepts only after they master prerequisites. Students are regularly assessed, through alternative assessments, portfolios, written documentation, the IEP document, and quarterly progress notes. Students are mainstreamed into less restrictive programs as soon as possible. Our individualized transition services help students to make a successful transition in their next program. For those students who stay with us until their graduation year, this philosophy does not change. Graduating students of A Better Chance School will transition from school to adult life with many work skills and community experiences that will ensure future success. The mission of A Better Chance School is to provide people with autism and other developmental disabilities the best possible opportunities for lifetime support, training and assistance in helping them reach their highest potential for independence productivity and fulfillment. Opportunities for Parental Involvement (School Year 201213) A Better Chance School has regular parent meetings which allow any parent or caregiver of our students to participate. Additionally, parents are welcome to visit or maintain regular correspondence with classroom teachers and staff III. Student Performance Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at  HYPERLINK "http://star.cde.ca.gov" http://star.cde.ca.gov Standardized Testing and Reporting Results for All Students Three-Year Comparison SubjectPercent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)SchoolDistrictState201011201112201213201011201112201213201011201112201213English-Language Arts344350545655Mathematics394543495050Science3400576059History-Social Science000484949Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Standardized Testing and Reporting Results by Student Group Most Recent Year GroupPercent of Students Scoring at Proficient or AdvancedEnglish- Language ArtsMathematicsScienceHistory- Social ScienceAll Students in the LEAN/AN/AN/AN/AAll Students at the School882N/AMale882N/AFemale 000N/ABlack or African American 000N/AAmerican Indian or Alaska Native000N/AAsian000N/AFilipino000N/AHispanic or Latino111N/ANative Hawaiian or Pacific Islander000N/AWhite 441N/ATwo or More Races330N/ASocio economically Disadvantaged000N/AEnglish Learners000N/AStudents with Disabilities880N/AStudents Receiving Migrant Education Services000N/A Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Our school doesnt participate in the California High School exam or the California physical fitness test. Our students receive a certificate of completion. IV. School Climate Student Enrollment by Grade Level (School Year 201213) Grade LevelNumber of StudentsKindergarten0Grade 10Grade 20Grade 30Grade 42Grade 51Grade 63Grade 71Grade 84Ungraded Elementary0Grade 96Grade 10 3Grade 112Grade 120Ungraded Secondary7Total Enrollment29 Student Enrollment by Student Group (School Year 201213) GroupPercent of Total EnrollmentBlack or African American 10.3%American Indian or Alaska Native 0%Asian 3.4%Filipino 3.4%Hispanic or Latino6.9%Native Hawaiian or Pacific Islander 0%White 55.2%Two or More Races 17.2%Socio economically Disadvantaged13.8%English Learners0%Students with Disabilities100% Average Class Size and Class Size Distribution (Elementary) Grade LevelAvg. Class Size201011 Number of Classes*Avg. Class Size201112 Number of Classes*Avg. Class Size201213 Number of Classes*1-2021-3233+1-2021-3233+1-2021-3233+K123456Other850085008500* Number of classes indicates how many classes fall into each size category (a range of total students per class). Average Class Size and Class Size Distribution (Secondary) SubjectAvg. Class Size201011 Number of Classes*Avg. Class Size201112 Number of Classes*Avg. Class Size201213 Number of Classes*1-2223-3233+1-2223-3233+1-2223-3233+English850085008500Mathematics850085008500Science850085008500Social Science850085008500* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. School Safety Plan (School Year 201213) A Better Chance School provides monthly fire drills for both fire and earthquake preparedness procedures for our entire campus. Suspensions and Expulsions RateSchool 201011School 201112School 201213Suspensions000Expulsions000 V. School Facilities School Facility Conditions and Planned Improvements (School Year 201314) A Better Chance School resides in a recently constructed site as of October 2004. The facilities are clean and comfortable. School Facility Good Repair Status (School Year 201314) Using the most recent FIT data (or equivalent), provide the following: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The Overall Rating System InspectedRepair Needed and Action Taken or PlannedGoodFairPoorSystems: Gas Leaks, Mechanical/HVAC, Sewer XInterior: Interior SurfacesXCleanliness: Overall Cleanliness, Pest/ Vermin InfestationXElectrical: ElectricalXRestrooms/Fountains: Restrooms, Sinks/ FountainsXSafety: Fire Safety, Hazardous MaterialsXFire Inspection cleared On December 16, 2013Structural: Structural Damage, RoofsXExternal: Playground/School Grounds, Windows/ Doors/Gates/FencesXNew Paint on the Exterior of Building in the fall of 2013 Overall Facility Rate (School Year 201314) Overall RatingExemplaryGoodFairPoorX VI. Teachers Teacher Credentials TeachersSchool 201011School 201112School 201213With Full Credential444Without Full Credential011Teaching Outside Subject Area of Competence (with full credential)N/AN/AN/A Teacher Misassignments and Vacant Teacher Positions Indicator201112201213201314Misassignments of Teachers of English Learners000Total Teacher Misassignments* 000Vacant Teacher Positions000Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Teacher Credentials TeachersSchool 201011School 201112School 201213With Full Credential444Without Full Credential011Teaching Outside Subject Area of Competence (with full credential)N/AN/AN/A Teacher Misassignments and Vacant Teacher Positions Indicator201112201213201314Misassignments of Teachers of English Learners000Total Teacher Misassignments* 000Vacant Teacher Positions000Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year 201213) The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelors degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at  HYPERLINK "http://www.cde.ca.gov/nclb/sr/tq/" http://www.cde.ca.gov/nclb/sr/tq/. Location of ClassesPercent of Classes In Core Academic Subjects Taught by Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by Highly Qualified TeachersThis School100%0%All Schools in District N/AN/ANote: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. VII. Support Staff Academic Counselors and Other Support Staff (School Year 201213) TitleNumber of FTE* Assigned to SchoolAverage Number of Students per Academic CounselorAcademic Counselor212Counselor (Social/Behavioral or Career Development) 1N/ALibrary Media Teacher (librarian)0N/ALibrary Media Services Staff (paraprofessional)0N/APsychologist0N/ASocial Worker0N/ANurse0N/ASpeech/Language/Hearing Specialist2N/AResource Specialist (non-teaching)0N/AOther3N/ANote: Cells shaded in black or with N/A values do not require data. * One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. VIII. Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 201314) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the schools use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: January 2013 Core Curriculum AreaTextbooks and instructional materials/year of adoptionFrom most recent adoption?Percent students lacking own assigned copyReading/Language Arts1.Edmark Level 1 2.Worldly Wise Third Ed. 3.Open Court Reading: Sound and Letter Skills 4.Open Cout Reading: Language Arts Skills 5.Worldly Wise Third Edition 6. Open Court Reading: First Reader 7.Open Court Reading: Second Reader 8.Open Court Reading 1-1 9. Open Court Reading 1-2 10.Flash Skills Sight Words 11.Worldly Wise Third Edition 12.Open Court Reading 2-1 13. Open Court Reading 2-2 14.Open Court Reading: Inquirty Journal: Level 2 15.Open Court Reading: Comprehension & Language Arts Skills 16.Worldly Wise Third Edition 17.Open Court Reading: Comprehension & Language Arts Skills 18.Open Court Reading: Inquirty Journal 19.Open Court Reading 3-1 20.Open Court Reading 3-2 21.Words Their Way: Word Sorts for Syllables & Affixes Spellers 22.Edmark Level 2 23.Open Court Reading Level 4 Open Court Reading: 24.Comprehension & Language Arts Skills 25.Open Court Reading: Writers's Workbook Level 4 26.Master Skills Reading Grade 4 27.Open Court Reading Level 5 28.Open Court Reading: Inquiry Journal 29.Open Court Reading: Comprehension & Language Arts Skills 30.Spectrum Reading 31.Spelling Skills 32.Glencoe Literature, Course 1 33.Skill Sharpener's Reading 34.Words & Vocabularly Basic, Not Boring Series 35.Bravo: Vol 36.Glencoe Literature, Course 2 37.Bravo: Vol 2 38.Glencoe Literature, Course 3 1. Pro-Ed ( Yes) 2. School Speciality 2012 (Yes) 3. SRA/McGraw Hill (Yes) 4. SRA/McGraw Hill 2002/2005(Yes) 5. School Speciality 2012 (Yes) 6. SRA/McGraw Hill 2002 (Yes) 7. SRA/McGraw Hill 2002 (Yes) 8. SRA/McGraw Hill (Yes) 9. SRA/McGraw Hill (Yes) 10.Spark Educational 2004 (No) 11.School Speciality 2012Y(Yes) 12. SRA/McGraw Hill(Yes) 13.SRA/McGraw Hill 2002(Yes) 14.SRA/ McGraw Hill 2002(Yes) 15.SRA/McGraw Hill (Yes) 16.School Speciality 2012(Yes) 17.SRA/McGraw Hill 2005(Yes) 18.SRA/McGraw Hill (Yes) 19. SRA/McGraw Hill 2002(Yes) 20.SRA/McGraw Hill(Yes) 21.Pearson/Merrill/Prentice Hall 2005(Yes) 22.Pro-Ed(Yes) 23.SRA/McGraw Hill 2005(Yes) 24.SRA/McGraw Hill 2005(Yes) 25.SRA/McGraw Hilll 2005(Yes) 26.American Education Publishing 1999(Yes) 27.SRA/McGraw Hill 2002 (Yes) 28.SRA/McGraw Hill 2002(Yes) 29.SRA/McGraw Hill 2002(Yes) 30.School Speciality Publishing 2007(Yes) 31.Harcourt Family Learning 2005(Yes) 32.Glencoe/McGraw Hill(Yes) 33.Evan Moor Educational Publishing 2005(No) 34.Incentive Publications 1997(Yes) 35.McDougal Littell Inc 1998(Yes) 36.Glencoe/McGraw Hill 2009(Yes) 37.McDougal Littell Inc (Yes) 38.Glencoe/McGraw Hill(Yes) 0Mathematics1.Touch Math Unit Pre-K 2.Touch Math Unit K1 3.Touch Math Unit K2 4.Touch Math Unit K3 5.Touch Math Unit K4 6.Math Connects Grade K 7.Practice and Lean Math 8.Transition Math 9.Math Connects Grade 1 10.Harcourt Math Workbook 11.Math Connects Grade 2 12.Harcourt Math-Caliornia Ed. 13.Math Connects Grade 3 14.Kumon Math Workbooks: Word Problems 15.Family Math for Young Children 16.Math Through Languagae : Making Words Add Up 17.Harcourt Math-Caliornia Ed. 18.Spectrum Math 19.Harcourt Math Level 6 20.Math 21.Money Math- Real Life Shopping 22.Money Math- Basic Menu Math 23.Pre-Algebra Practive Workbook 24.Pre-Algebra- Ca.Ed. 25.Glencoe Pre- Algebra 1.Innovative Learning Concepts 2011(Yes) 2.Innovative Learning Concepts 2011(Yes) 3.Innovative Learning Concepts 2011(Yes) 4.Innovative Learning Concepts 2011(Yes) 5.Innovative Learning Concepts 2011(Yes) 6.Macmillan/McGraw Hill Math 2009(Yes) 7.Learning Train 2007(Yes) 8.School Zone 2004(Yes) 9.Macmillan/McGraw Hill 2009(Yes) 10.Harcourt 2002(Yes) 11.Mcmillian/McGraw Hill 2009(Yes) 12.Harcourt 2002(Yes) 13.Macmillian/McGraw Hill 2009(Yes) 14.Kumon Publishing(No) 15.The Regents of UC 1997(No) 16.RIC Publications 1996(No) 17.Harcourt 2002(Yes) 18.Spectrum Math(Yes) 19.Harcourt School(Yes) 20.School Zone 2000(No) 21.PCI 1999(No) 22.PCI 1999(No) 23.Prentice Hall(Yes) 24.Prentice Hall 2001(Yes) 25.Glencoe/McGraw Hill 0Science1.Harcourt Science Activity Book Level K 2.Harcourt Science Level 1 3.Beginning Geography: How to Use a Map Vol 1 4.Harcourt Science Level 5.Harcourt Science Level 3 6.Harcourt Science Level 4 7.Harcourt Science Level 5 8.Harcourt Science Level 6 9.Holt Science and Technology: Earth Science 10.Holt Science and Technology: Life & Science 11.Holt Science and Technology: Physical Science 12.Exploring Physical Science 1.Harcourt(Yes) 2.SRA/ McGraw Hill(Yes) 3.Evan Moor Educational Publishing 1991(No) 4.Harcourt(Yes) 5.Harcourt 2000(Yes) 6.Harcourt(Yes) 7.Harcourt School(Yes) 8.Harcourt School(Yes) 9.Holt, Rinehart & Winston 2001(Yes) 10.Holt, Rinehart & Winston 2001, 2005(Yes) 11.Holt, Rinehart & Winston(Yes) 12.Prentice Hall 2001(Yes) 0History-Social Science1.Friends and Neighbors Acitivity Book 2.People and Places Texttbook 3.People and Places Workbook 4.We Live Together Workbook 5.We Live Together Workbook 6.Our Communities: Practice and Activity Workbook 7.Our Communities Textbook 8.The Complete Book of United States History 9.California Vistas: Our Golden State 10.Harcourt Bruce Social Studies -CA 11.Classroom Atlas 12.The United States- It's History and Neighbors 13.Harcourt Bruce Social Studies -Ancient Civilizations 14California Vistas: Ancient Civilizations 15.World Geography 16.Harcourt Bruce Social Studies: 17.Early United States Across the Centuries 18.TCI History Alive: Medieval World & Beyond 19.TCI History Alive: US Through Industrialism 20.American Government 1.Macmillan/McGraw(Yes) 2.Macmillian/McGraw Hill(Yes) 3.Macmillian/McGraw Hill(Yes) 4.Mcmillian/McGraw Hill(Yes) 5.Macmillian/McGraw Hill(Yes) 6.Macmillian/McGraw(Yes) 7.Macmillian/McGraw Hill(Yes) 8.McGraw Hill 2002(Yes) 9.Macmillan/McGraw Hill(Yes) 10Harcourt & Bruce 2000(Yes) 11.Rand McNally 1997(Yes) 12.HBJ 1991(Yes) 13.Harcourt & Bruce 2002(Yes) 14.SRA/McGraw Hill 2007(Yes) 15.AGS 2001(Yes) 16.Harcourt & Bruce 2002(Yes) 17.Houghton Mifflin 1999(Yes) 18.TCI(Yes) 19.TCI(Yes) 20.Pearson/Prentice Hall 2005(Yes) 0Foreign LanguageN/AN/AN/AHealth1.Health & Wellness: big Ideas Book, Grade K 2.Health & Wellness: Big Ideas Book, Grade 1 3.Health & Wellness: Big Ideas Book, Grade 2 4.Health & Wellness: Grade 3 5.Open Court Reading: Inquiry Journal 6.Health & Wellness Grade 4 7.Health & Wellness Grade 5 8.Teen Health : Course 1 9.Teen Health : Course 2 10Teen Health: Course 3 1.Macmillian/McGraw Hill 2008(Yes) 2.Macmillian/McGraw Hill 2008(Yes) 3.Macmillian/McGraw Hill(Yes) 4.Macmillian/McGraw Hill(Yes) 5.SRA/McGraw Hill(Yes) 6.Macmillan/McGraw Hill 2008(Yes) 7.Macmillan/McGraw Hill (Yes) 8.Glencoe/McGraw Hill(Yes) 9.Glencoe/McGraw Hill 2009(Yes) 10.Glencoe/McGraw Hill 2009(Yes) 0Visual and Performing Arts1.Art Connections- Grade K 2.Art Connections- Grade 1 3.Art Connection Grade 2 4.Art Connections Gade 3 5.Art Connections Grade 4 6.Exploring Art 7.Introducing Art 8.Understanding Art 1.SRA/McGraw Hill 2005(Yes) 2.SRA/McGraw Hill(Yes) 3.SRA/McGraw Hill 2005(Yes) 4.SRA/McGraw Hill 2005(Yes) 5.SRA/McGraw Hill 2005(Yes) 6.Glencoe/McGraw Hill 2005(Yes) 7.Glencoe/McGraw Hill 2007(Yes) 8.Glencoe/McGraw Hill(Yes) Science Laboratory Equipment (grades 9-12)N/AN/AN/A Note: Schools are not required to present SARC information in a tabular format. This template is only a guide. Schools can provide a narrative or other format, as long as it includes all the information requested below: List all textbooks and instructional materials used in the school in core subjects (reading/language arts, math, science, and history-social science), including: Year they were adopted Whether they were selected from the most recent list of standards-based materials adopted by the State Board of Education (SBE) or local governing board Percent of students who lack their own assigned textbooks and/or instructional materials* For kindergarten through grade 8 (K-8), include any supplemental curriculum adopted by local governing board *If an insufficiency exists, the description must identify the percent of students who lack sufficient textbooks and instructional materials. Be sure to use the most recent available data collected by the LEA and note the year and month in which the data were collected. IX. School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 201112) LevelTotal Expenditures Per PupilExpenditures Per Pupil (Supplemental/ Restricted)Expenditures Per Pupil (Basic/ Unrestricted)Average Teacher SalarySchool Site59686.47759686.47759686.477$43,800DistrictN/AN/AN/AN/APercent Difference School Site and DistrictN/AN/AN/AN/AStateN/AN/A5537$69,704Percent Difference School Site and StateN/AN/AN/A$25.904Note: Cells shaded in black or with N/A values do not require data. Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at  HYPERLINK "http://www.cde.ca.gov/ds/fd/ec/" http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at  HYPERLINK "http://www.cde.ca.gov/ds/fd/cs/" http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at:  HYPERLINK "http://www.ed-data.org" http://www.ed-data.org. Types of Services Funded (Fiscal Year 201213) A Better Chance School is funded through different School Districts within the East bay of San Francisco.  Dropout Rate and Graduation Rate IndicatorSchoolDistrictState200910201011201112200910201011201112200910201011201112Dropout Rate 0%0%0%N/AN/AN/A16.60%14.70%13.10%Graduation Rate100%100%100%N/AN/AN/A80.53%77.14%78.73% Completion of High School Graduation Requirements This table displays, by student group, the number of students who were a part of the schools most recent graduating class for which CDE has available data and meet all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption. Graduating class of 2012 GroupSchoolDistrictStateAll Students2N/A418,598Black or African American1N/A28,078American Indian or Alaska Native0N/A3,123Asian0N/A41,700Filipino0N/A12,745Hispanic or Latino0N/A193,516Native Hawaiian or Pacific Islander0N/A2,585White 1N/A127,801Two or More Races0N/A6,790Socio economically Disadvantaged0N/A217,915English Learners0N/A93,297Students with Disabilities2N/A31,683 X. 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. A Better Chance School is focused on lifelong learning not only for our students, but our staff as well. Our teachers are given 50% stipend towards continuing education programs including credential program and advanced degrees. Our support staffs are also eligible for a 50% tuiton reimbursement towards continuing education. Staff Training/Developmental Days occur two full days per year and one partial day per month. Teachers receive an additional three professional development days per year.     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