Bass Lake Joint Union Elementary School District

Every Child...A Promise

Oak Creek Intermediate

    School Accountability Report Card    
  Reported for School Year 2004-05  
Published During 2005-06
 
Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) template are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp

Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available.

More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.

I. General Information

Contact Information
Information about school and district contacts.
School Information
 District Information
 School Name
  Oak Creek Intermediate
  District Name
  Bass Lake Joint Elementary
 Principal
   Dr. Robert B. Guizar
  Superintendent
   Dr. Michael MacChesney
 Street
  40094 Indian Springs Rd.
  Street
  40094 Indian Springs Rd.
 City, State, Zip
  Oakhurst, CA    93644-9570
  City, State, Zip
  Oakhurst, CA    93644-8729
 Phone Number
   559-642-1570
  Phone Number
 559-642-1555
 FAX Number
 559-683-7279
  FAX Number
 559-642-1556
 Web Site
 www.basslakejuesd.com/
  Web Site
  www.basslakejuesd.com/
 E-mail Address
   rguizar@blsd.k12.ca.us
  E-mail Address
   drice@blsd.k12.ca.us
 CDS Code
  20-65185-6101521
  SARC Contact
   Glenn Reid

School Description and Mission Statement
Information about the school, its programs, and its goals.
  Mission Statement
Every Child . . . . A Promise
We will provide an education that emphasizes reading, mathematics, communication skills and a broad-based exposure to many academic disciplines.
This education will be achieved in an environment that enhances integrity, respect, responsibility, and compassion for others. We recognize that these values are best learned when modeled by all adults and children.
__________________________________________________________

Oak Creek Intermediate is a 6-8 school set in the foothills near Yosemite National Park. We currently have 260 students enrolled. We pride ourselves in setting high academic standards. Our 6th grades are self-contained classrooms. 7th and 8th grades students are assigned homerooms and rotate between other teachers. We teach the "core" academic subjects in the morning (8-12) and offer elective classes in the afternoon. Our students can participate in dances, student government, sports, academic competitions and other activities.
 

Opportunities for Parental Involvement
Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.
 Contact Person Name 
   Dr Robert B. Guizar
  Contact Person Phone Number 
   559-642-1570

 OCI offers a variety of ways our families and community can contribute to our school. We encourage parents to help in the classroom by tutoring, attending field trips, chaperoning dances or helping sponsor classroom projects through donations of money, goods or services. We also maintain an active PTC (parent teacher committee) and SITE committee (parent advisory group). Any parent who is interested can be a member of the PTC and attend their meetings. The president of this group meets regularly with the principal. The members of the SITE committee meet at scheduled times throughout the year and advise the principal on budget as well as other matters. The other parents of the school at the beginning of the school year elect these parents.
  

II. Demographic Information

Student Enrollment -- Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
 Grade Level
  Enrollment
  Grade Level
  Enrollment
 Kindergarten
 0 
  Grade 9
 0 
 Grade 1
 0 
  Grade 10
 0 
 Grade 2
 0 
  Grade 11
 0 
 Grade 3
 1 
  Grade 12
 0 
 Grade 4
 1 
  Ungraded Secondary
 0 
 Grade 5
 1 
    
 Grade 6
 81 
    
 Grade 7
 86 
    
 Grade 8
 90 
    
 Ungraded Elementary
 0 
  Total Enrollment
 260 

Student Enrollment -- Racial and Ethnic Subgroups
Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.
 Racial and Ethnic Subgroup
  Number
of
Students
  Percent
of
Students
  Racial and Ethnic Subgroup
  Number
of
Students
  Percent
of
Students
 African American
 1 
 0.4 
  Hispanic or Latino
 28 
 10.8 
 American Indian or Alaska Native
 23 
 8.8 
  Pacific Islander
 0 
 0.0 
 Asian
 4 
 1.5 
  White (Not Hispanic)
 199 
 76.5 
 Filipino
 1 
 0.4 
  Multiple or No Response
 4 
 1.5 

III. School Safety and Climate for Learning

School Safety Plan
Information about the currency and contents of the school's comprehensive safety plan.
 Date of Last Review/Update 
   March 13, 2006
  Date Last Discussed with Staff 
   March 27, 2006

 We review our Safety Plan periodically throughout the year. Our school conducts drills that include how to respond to fire and general emergency situations. School personnel, including the principal, meet to discuss teacher and student performance immediately after the drills to insure correct actions. 
 
 
 

School Programs and Practices That Promote a Positive Learning Environment
Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.

   We have developed a dress code and discipline policy that we enforce consistently. We utilize counseling if students demonstrate a need. We run an Opportunity Program where students are sent to make-up work or need a time out due to behavior. Our students are also encouraged to maintain good grades and behavior with awards and incentives. Students are recognized for positive behavior and grades at quarterly awards assemblies. Students must be eligible for dances and other co-curricular activities with appropriate behavior and set grade requirements

 

Suspensions and Expulsions
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year.
 School
  District

 
 2003
  2004
  2005
  2003
  2004
  2005

 
 Number of Suspensions
 44 
34
 71 
93 
86
 141
 Rate of Suspensions
 18.6%
 13.1%
 27% 
.7%
.6%
 .12% 
 Number of Expulsions
 0 
0
 0 
0 
0
 0 
 Rate of Expulsions
 0% 
0%
 0 
0% 
0%
 0% 
 
  
  
  
  
  
  

IV. School Facilities

School Facility Conditions -- General Information
Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
 OCI is about 22 years old. The school is well maintained and has large open areas of yard. We have a multipurpose room that contains a full sized basketball and volleyball court. There is a library and computer lab on our campus as well. We also have a room dedicated to music; band and choir.

School Facility Conditions -- Results of Inspection and Evaluation
Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
 Facility in
Good Repair

 
 Yes
  No

 
 Gas Leaks
 X 
 
 
 Mechanical Systems
 X 
 
 
 Windows/Doors/Gates (interior and exterior)
 X 
 
 
 Interior Surfaces (walls, floors, and ceilings)
 X 
 
 
 Hazardous Materials (interior and exterior)
 X 
 
 
 Structural Damage
 X 
 
 
 Fire Safety
 X 
 
 
 Electrical (interior and exterior)
 X 
 
 
 Pest/Vermin Infestation
 X 
 
 
 Drinking Fountains (inside and outside)
 X 
 
 
 Restrooms
 X 
 
 
 Sewer
 X 
 
 
 Playground/School Grounds
 X 
 
 
 Other
 X 
 
 

V. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade.

California Standards Tests (CST)
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST -- All Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 School
  District
  State

 
 2003
  2004
  2005
  2003
  2004
  2005
  2003
  2004
  2005

 
 English-Language Arts
  51
  41
  47
  47
  44
  51
  35
  36
  40
 Mathematics
  50
  40
  47
  46
  45
  53
  35
  34
  38
 Science
  
  
  
  
  36
  38
  27
  25
  27
 History-Social Science
  35
  32
  45
  38
  35
  44
  28
  29
  32

CST -- Racial and Ethnic Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
 Subject
  African
American
  American
Indian or
Alaska
Native
  Asian
  Filipino
  Hispanic
or Latino
  Pacific
Islander
  White
(not
Hispanic)
 English-Language Arts
  *
  29
  *
  *
  27
  *
  50
 Mathematics
  *
  30
  *
  *
  31
  *
  49
 Science
  
  
  
  
  
  
  
 History-Social Science
  *
  *
  
  
  *
  
  51

CST -- Other Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
Subject
    Male  
  Female
  English
Learners
  Economically
Disadvantaged
  Students With
Disabilities
  Migrant
Education
 English-Language Arts
  40
  54
  *
  33
  *
  
 Mathematics
  39
  54
  *
  38
  *
  
 Science
  
  
  
  
  
  
 History-Social Science
  43
  47
  *
  29
  
  

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT -- All Students
Data reported are the percent of students scoring at or above the 50th percentile.
 School
  District
  State

 
 2003
  2004
  2005
  2003
  2004
  2005
  2003
  2004
  2005

 
 Reading
  68
  58
  52
  58
  56
  55
  43
  43
  41
 Mathematics
  77
  69
  70
  67
  64
  67
  50
  51
  52

NRT -- Racial and Ethnic Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
Subject
  African
American
  American
Indian or
Alaska
Native
  Asian
  Filipino
  Hispanic
or Latino
  Pacific
Islander
  White
(not
Hispanic)
 Reading
  
  *
  *
  *
  *
  
  54
 Mathematics
  
  *
  *
  *
  *
  
  72

NRT -- Other Subgroups
Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
Subject
    Male  
  Female
  English
Learners
  Economically
Disadvantaged
  Students With
Disabilities
  Migrant
Education
 Reading
  40
  66
  *
  43
  *
  
 Mathematics
  60
  80
  *
  64
  *
  

Local Assessment
Data reported are the percent of students meeting or exceeding the district standard.
 Reading
  Writing
  Mathematics

 
 2003
  2004
  2005
  2003
  2004
  2005
  2003
  2004
  2005

 
 K
  
  
  
  
  
  
  
  
  
 1
  
  
  
  
  
  
  
  
  
 2
  
  
  
  
  
  
  
  
  
 3
  
  
  
  
  
  
  
  
  
 4
  
  
  
  
  
  
  
  
  
 5
  
  
  
  
  
  
  
  
  
 6
  
  
  
  
  
  
  
  
  
 7
  
  
  
  
  
  
  
  
  
 8
  
  
  
  
  
  
  
  
  
 9
  
  
  
  
  
  
  
  
  
 10
  
  
  
  
  
  
  
  
  
 11
  
  
  
  
  
  
  
  
  
 12
  
  
  
  
  
  
  
  
  

California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
 School
  District
  State

 
  Total 
  Female
   Male 
   Total 
  Female
   Male 
   Total 
  Female
   Male 

 
 5
  
  
  
  8.1
  12.5
  3.4
  24.5
  26.7
  22.3
 7
  16.9
  22.0
  11.9
  13.7
  19.2
  9.7
  28.8
  30.9
  26.8
 9
  
  
  
  
  
  
  26.7
  25.8
  27.5

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its API Base and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

API -- Schoolwide
Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.
 API Base Data
  API Growth Data
 
  2002
  2003
  2004
  
 From
2002
to 2003
 From
2003
to 2004
 From
2004
to 2005
 Percent Tested
  100
  99
  100
  Percent Tested
  99
  100
  99
 API Base Score
  795
  780
  750
  API Growth Score
  778
  753
  759
 Growth Target
  1
  1
  3
  Actual Growth
  -17
  -27
  9
 Statewide Rank
  9
  9
  7
        
 Similar Schools Rank
  10
  10
  8
        

API -- Racial and Ethnic Subgroups
Data reported are API Base and Growth scores and growth targets.
 API Base Data
  API Growth Data
 
  2002
  2003
  2004
  
 From
2002
to 2003
 From
2003
to 2004
 From
2004
to 2005
 African American
  African American
 API Base Score
  
  
  
  API Growth Score
  
  
  
 Growth Target
  
  
  
  Actual Growth
  
  
  
 American Indian or Alaska Native
  American Indian or Alaska Native
 API Base Score
  
  
  
  API Growth Score
  
  
  
 Growth Target
  
  
  
  Actual Growth
  
  
  
 Asian
  Asian
 API Base Score
  
  
  
  API Growth Score
  
  
  
 Growth Target
  
  
  
  Actual Growth
  
  
  
 Filipino
  Filipino
 API Base Score
  
  
  
  API Growth Score
  
  
  
 Growth Target
  
  
  
  Actual Growth
  
  
  
 Hispanic or Latino
  Hispanic or Latino
 API Base Score
  
  
  
  API Growth Score
  
  
  
 Growth Target
  
  
  
  Actual Growth
  
  
  
 Pacific Islander
  Pacific Islander
 API Base Score
  
  
  
  API Growth Score
  
  
  
 Growth Target
  
  
  
  Actual Growth
  
  
  
 White (Not Hispanic)
  White (Not Hispanic)
 API Base Score
  800
  790
  762
  API Growth Score
  785
  765
  776
 Growth Target
  A
  1
  2
  Actual Growth
  -15
  -25
  14

API -- Socioeconomically Disadvantaged Subgroup
Data reported are API Base and Growth scores and growth targets.
 API Base Data
  API Growth Data
 
  2002
  2003
  2004
  
 From
2002
to 2003
 From
2003
to 2004
 From
2004
to 2005
 API Base Score
  711
  707
  701
  API Growth Score
  707
  704
  712
 Growth Target
  1
  1
  2
  Actual Growth
  -4
  -3
  11

State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:
· Requirement 1: Participation rate on the state's standards-based assessments
· Requirement 2: Percent proficient on the state's standards-based assessments
· Requirement 3: API as an additional indicator
· Requirement 4: Graduation rate (for secondary schools)
Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.

AYP All Criteria -- Schoolwide
Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.
 School
  District

 
 2003
  2004
  2005
  2003
  2004
  2005

 
 All Students
  Yes
  Yes
  Yes
  Yes
  Yes
  Yes

AYP Participation Rates and Proficiency Levels -- Schoolwide and Subgroups
Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "N/A" means that the student group is not numerically significant.
 School
  District

 
 2003
  2004
  2005
  2003
  2004
  2005

 
 All Students
  Yes
  Yes
  Yes
  Yes
  Yes
  Yes
 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
  N/A
  N/A
  N/A
  N/A
  N/A
  N/A
 Pacific Islander
  N/A
  N/A
  N/A
  N/A
  N/A
  N/A
 White (not Hispanic)
  Yes
  Yes
  Yes
  Yes
  Yes
  Yes
 Socioeconomically Disadvantaged
  Yes
  Yes
  Yes
  Yes
  Yes
  Yes
 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

Federal Intervention Program
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools and districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the district office or speaking with the school principal.
 
     School   
     District   
 First Year of Program Improvement Implementation 
  
  
 Year in Program Improvement (Implementation Level) 
  
  
 Year Exited Program Improvement 
  
  
 Number of Schools Currently in Program Improvement 
  ---
  0
 Percent of Schools Currently in Program Improvement 
  ---
  0.0

VI. School Completion (Secondary Schools)

California High School Exit Examination (CAHSEE)
Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Examination (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006, when they can be reported for the entire potential graduating class. At that time, the data are expected to be disaggregated by special education status, English learners, socioeconomically disadvantaged status, gender, and ethnic group.

Dropout Rate and Graduation Rate
Data reported regarding progress toward reducing dropout rates over the most recent three-year period include grade 9 through 12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9 through 12 dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The graduation rate, included as one of the requirements of California's definition of Adequate Yearly Progress as required by the federal No Child Left Behind (NCLB) Act, is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.

       No data are available for this section

VII. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS.
 2003
  2004
  2005

 
Number of Classrooms
 Number of Classrooms
 Number of Classrooms
      

 
 1-20
  21-32
  33+
  1-20
  21-32
  33+
  1-20
  21-32
  33+
      

 
 K
  
  
  
  
  
  
  
  
  
  
  
  
 1
  
  
  
  
  
  
  
  
  
  
  
  
 2
  
  
  
  
  
  
  
  
  
  
  
  
 3
  
  
  
  
  
  
  
  
  
  
  
  
 4
  
  
  
  
  
  
  
  
  
  
  
  
 5
  
  
  
  
  
  
  
  
  
  
  
  
 6
  25.3
  
  3
  
  28.3
  
  3
  
  27.0
  
  3
  
 K-3
  
  
  
  
  
  
  
  
  
  
  
  
 3-4
  
  
  
  
  
  
  
  
  
  
  
  
 4-8
  
  
  
  
  28.2
  
  6
  
  29.3
  
  5
  1
 Other
  
  
  
  
  
  
  
  
  
  
  
  

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS.
 2003
  2004
  2005

 
Number of Classrooms
 Number of Classrooms
 Number of Classrooms
      

 
 1-22
  23-32
  33+
  1-22
  23-32
  33+
  1-22
  23-32
  33+
      

 
 English
  23.0
  1
  2
  
  
  
  
  
  
  
  
  
 Mathematics
  23.5
  
  2
  
  
  
  
  
  
  
  
  
 Science
  20.0
  1
  
  
  
  
  
  
  
  
  
  
 Social Science
  22.5
  1
  1
  
  
  
  
  
  
  
  
  

Class Size Reduction Participation
Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
 Percent of Students Participating

 
 2003
  2004
  2005

 
 K
  
  
  
 1
  
  
  
 2
  
  
  
 3
  
  
  

VIII. Teacher and Staff Information

Core Academic Courses Taught by NCLB Compliant Teachers
For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in 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/.
 
  Percent of Classes 
 In Core Academic Subjects 
 Taught by NCLB Compliant Teachers 
 This School 
  90.9
 All Schools in District 
  95.2
 High-Poverty Schools in District 
  0.0
 Low-Poverty Schools in District 
  100.0

Teacher Credentials
Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1." If a teacher works at two schools, he/she is counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.
 
    2003  
    2004  
    2005  
 Total Teachers
 
  14
  14
  14
 Teachers with Full Credential
 
  14
  14
  14
 Teachers Teaching Outside Subject Area
 (full credential teaching outside subject area)
  
  
  
 Teachers in Alternative Routes to Certification
 (district and university internship)
  0
  0
  0
 Pre-Internship
 
  0
  0
  0
 Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)
  0
  0
  0
 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)
  0
  0
  0

Teacher Misassignments
Data reported are the number of placements of a certificated employee in a teaching or services position, including positions that involve teaching English learners, for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, the most currently available data are reported.
 
    2004  
    2005  
    2006  
 Misassignments of Teachers of English Learners
 
  0
 0
  0
 Total Teacher Misassignments
 
  0
 0
  0

Teacher Education Level
Data reported are the percent of teachers by education level, as reported by CBEDS.
 
    School  
    District  
 Doctorate
  0.0
  3.0
 Master's Degree plus 30 or more semester hours
  0.0
  9.0
 Master's Degree
  28.6
  13.4
 Bachelor's Degree plus 30 or more semester hours
  71.4
  68.7
 Bachelor's Degree
  0.0
  6.0
 Less than Bachelor's Degree
  0.0
  0.0

Vacant Teacher Positions
Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. For the 2005-06 school year, the most currently available data are reported.
 
    2004  
    2005  
    2006  
 Vacant Teacher Positions
 
  0
  0
  0

Teacher Evaluations
Information about the procedures and criteria for teacher evaluations.

 Evaluations for staff are conducted according to the requirements of the California Education Code and the specifics of the union’s contract. Permanent teachers are evaluated every two years, while probationary teachers are evaluated at least twice a year by the principal. Areas evaluated include such things as the learning environment, instructional strategies, progress of students, and professional relationships.
 

Substitute Teachers
Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.

  When it is necessary, substitute teachers are called from an approved list at the Madera Count Office of Education. In order to be approved, substitutes must meet clearly defined minimum requirements. The district is fortunate enough to have a good pool of substitute teachers to draw from.

 

Counselors and Other Support Staff
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.
 Title
    FTE  
 Counselor
 .1 
 Library Media Teacher (Librarian)
 .4
 Psychologist
  
 Social Worker
  
 Nurse
  
 Speech/Language/Hearing Specialist
  
 Resource Specialist (non-teaching)
  
 Other
  

Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
 Number of Academic
Counselors (FTE)
  Ratio of Students Per
Academic Counselor
 .10
 50:1

IX. Curriculum and Instruction

School Instruction and Leadership
Information about the structure of the school's instructional program and the experience of the school leadership team.
  Staff development is a major component of the Oak Creek Intermediate and the entire Bass Lake Joint
Union Elementary School District. Our school and district teaching staff are active in district-coordinated
workshops and in-services. Teachers are also encouraged to continue their own professional growth with
classes and workshops outside the district. There are opportunities for teachers to take on leadership roles
by helping to plan and organize the district in-services through the Peer Assistance and Review Committee.
  
 
 

Professional Development
Information about the program for training the school's teachers and other professional staff.

 Staff development is a major component of the Oak Creek Intermediate and the entire Bass Lake Joint Union Elementary School District. Our school and district teaching staff are active in district-coordinated workshops and in-services. Teachers are also encouraged to continue their own professional growth with classes and workshops outside the district. There are opportunities for teachers to take on leadership roles by helping to plan and organize the district in-services.
 

 

Quality and Currency of Textbooks and Instructional Materials
Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.
 Core Curriculum Areas
  Quality and Currency of
Textbooks and Instructional Materials
 Reading/Language Arts
  Sufficient and State Adopted
 Mathematics
  Sufficient and State Adopted
 Science
  Sufficient and State Adopted
 History-Social Science
  Sufficient and State Adopted

Availability of Sufficient Textbooks and Instructional Materials
Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.
 Core Curriculum Areas
  Availability of
Textbooks and Instructional Materials
 Reading/Language Arts
  Sufficient and State Adopted
 Mathematics
  Sufficient and State Adopted
 Science
  Sufficient and State Adopted
 History-Social Science
  Sufficient and State Adopted
 Foreign Language
  Sufficient and State Adopted
 Health
  Sufficient and State Adopted
 Science Laboratory Equipment (grades 9-12)
  NA

Instructional Minutes
Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.
 Instructional Minutes

 
 Offered
  State Requirement

 
 K
  
  36,000
 1
  
  50,400
 2
  
  50,400
 3
  
  50,400
 4
  
  54,000
 5
  
  54,000
 6
  
  54,000
 7
  
  54,000
 8
  
  54,000
 9
  
  64,800
 10
  
  64,800
 11
  
  64,800
 12
  
  64,800

Continuation School Instructional Days
Data reported are the number of instructional days offered at the school level compared to the state requirement for each grade.
 Instructional Days With At Least 180 Instructional Minutes

 
 Offered
  State Requirement

 
 9
  
  180 days
 10
  
  180 days
 11
  
  180 days
 12
  
  180 days

Minimum Days in School Year
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.
 Oak Creek Intermediate observes minimum day schedules on the 2nd and 4th Mondays of the month throughout the year. There are also minimum days scheduled for 2 weeks during the year for the purpose of parent conferences. During the 2004-2005 school year 25 days were minimum days.
 
 
 

X. Postsecondary Preparation (Secondary Schools)

Advanced Placement and International Baccalaureate Courses
Data reported are the number of Advanced Placement (AP) and International Baccalaureate (IB) courses and classes offered, and the enrollment in various classes. The data for fine and performing arts include AP Art and AP Music, and the data for social science include IB Humanities.

       No data are available for this section

Student Enrollment in Courses Required for University of California (UC) and/or California State University (CSU) Admission
Data reported are the number and percent of student enrollment in courses required for University of California (UC) and/or California State University (CSU) admission. The percent of student enrollment is calculated by dividing the total student enrollment in courses required for UC and/or CSU admission by the total student enrollment in all courses. Note: Each student is counted in each course in which the student is enrolled. As a result of these duplicated counts, the student enrollment in all courses will, and the student enrollment in courses required for UC and/or CSU admission may, exceed the actual student enrollment figure for the school.

       No data are available for this section

Graduates Who Have Completed All Courses Required for University of California (UC) and/or California State University (CSU) Admission
Data reported are the number and percent of graduates who have completed all courses required for University of California (UC) and/or California State University (CSU) admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates.

       No data are available for this section

SAT Reasoning Test
Data reported are the average verbal and math scores for Grade 12 students at the school, district, and state level who voluntarily take the SAT Reasoning Test for college entrance. Data are also reported for total grade 12 enrollment and percent of grade 12 enrollment taking the test. Students may take the test more than once, but only the most recent score is reported at the year of graduation. The test may or may not be available to students at a given school. Detailed information regarding SAT results may be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

       No data are available for this section

College Admission Test Preparation Course Program
Information about the school's college admission test preparation course program.
 NA
 
 
 

Workforce Preparation Programs
Information about the school's career technical education programs and classes.

 NA
 

Career Technical Education (CTE) Programs
Data reported are enrollment and program completion from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2003-2004 (CDE 101 E-1). Data have been aggregated to the district level.
 CTE Participants 
  Grade 9-12 CTE Students
  Grade 12 CTE Students
 Total
Course
Enrollment
  Number
of
Concentrators
  Number
of
Completers
  Completion
Rate
  Number
of
Completers
  Number
Earning
Diploma
  Graduation
Rate
NA 
  
  
  
  
  
  

XI. Fiscal and Expenditure Data

Teacher and Administrative Salaries (Fiscal Year 2003-04)
Data reported are the district salaries for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Data are also reported for teacher and administrative salaries as a percent of a district's budget. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.
 Category
  District
Amount
  State Average
For Districts
In Same Category
 Beginning Teacher Salary
  
  $36,605
 Mid-Range Teacher Salary
  
  $56,479
 Highest Teacher Salary
  
  $69,452
 Average Principal Salary (Elementary)
  
  $86,793
 Average Principal Salary (Middle)
  
  $89,269
 Average Principal Salary (High)
  
  
 Superintendent Salary
  
  $122,177
 Percent of Budget for Teacher Salaries
  36.0
  42.3
 Percent of Budget for Administrative Salaries
  6.4
  5.9

District Expenditures (Fiscal Year 2003-04)
Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.
 District
  District
  State Average
For Districts
In Same Category
  State Average
All Districts
 Total Dollars
Expended
  Dollars Expended
Per Student (ADA)
  Dollars Expended
Per Student (ADA)
  Dollars Expended
Per Student (ADA)
 $6,863,649
  $6,432
  $6,643
  $6,919

Types of Services Funded
Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.

* Supply state adopted textbooks, teaching materials, technology, and classroom supplies
* Supply record keeping and accounting services
* Establish programs that meet the needs of at-risk students
* Allocating fiscal resources for professional development
  



Bass Lake Joint Union Elementary School District
40096 Indian Springs Road, Oakhurst, CA 93644
Phone: 559-642-1555 | Fax: 559-642-1556

Business Office
Phone: 559-642-1565 | Fax: 559-642-1566

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