2019–2020 School Accountability Report Card
- For more information about SARC requirements, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.
- For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.
- For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
DataQuest
California School Dashboard
Jessica Allen, Head of School
- Principal, International School of Monterey
About Our School
Principal's Comment
Contact
International School of Monterey1720 Yosemite St.
Seaside, CA 93955-3914
Phone: 831-583-2165
Email: jallen@ismonterey.org
About This School
Contact Information (School Year 2020–2021)
Last updated: 1/28/2021
Student Enrollment by Grade Level (School Year 2019–2020)
Last updated: 1/28/2021
Student Enrollment by Student Group (School Year 2019–2020)
State Priority: Basic
The SARC provides the following information relevant to the State priority: Basic (Priority 1):
- Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
- Pupils have access to standards-aligned instructional materials; and
- School facilities are maintained in good repair
Teacher Credentials
Total adds to more than 100 percent, because many students identify with multiple categories.
Last updated: 1/28/2021
Teacher Misassignments and Vacant Teacher Positions
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Last updated: 1/28/2021
Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020–2021)
Year and month in which the data were collected: January 2021
Note: Cells with N/A values do not require data.Last updated: 1/28/2021
School Facility Conditions and Planned Improvements
Last updated: 1/28/2021
School Facility Good Repair Status
- 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 rate for each system inspected
- The overall rating
ISM leases facilities from the Monterey Peninsula Unified School District. The school has 15 full-sized classrooms and 2 small classrooms in 4 permanent buildings, 7 full-sized portable classrooms (one owned by ISM), a multiuse room, a library within an administration building, 3 playgrounds, 2 fields, and 3 gardens. MPUSD originally opened the campus in 1972 as Manzanita Elementary School, and ISM moved to the campus in 2005 following MPUSD's closure of Manzanita.
The District provides site maintenance and carries responsibility for the overall safety of the grounds and facilities. Accordingly, ISM submits work requests to the District when repairs and corrections become necessary to meet codes and ensure the well-being of students.
The ISM custodial staff handles day-to-day cleaning and management of the facilities and furnishings. Also, ISM families contribute several hundred hours to the improvement (e.g., painting, repairing, planting) and upkeep (e.g., landscape maintenance, major cleaning) of the buildings and grounds each year.
ISM continually inspects the site for maintenance and custodial needs, while MPUSD regularly inspects the site to identify scheduled and deferred maintenance needs. ISM also invites its insurance provider, CharterSAFE, to inspect the site to proactively identify potential risks and unsafe conditions. CharterSAFE arranged for an independent evaluator to complete a full report on the site in the spring of 2012, and ISM and MPUSD have acted on the resulting recommendations. ISM has requested that CharterSAFE do another full report during the 24/25 school year.
More previous site improvements include play structures on the lower playground and in the kindergarten play area, reflooring of some classrooms and adjoining hallways and offices, and installation of 100% LED lighting, smart thermostats, and new furnaces across campus using Clean Energy funds received from the state. In 2021, the MPUSD-owned portables had new HVAC systems installed. All HVAC systems had MERV 13 filters installed. The main office building and the Multi-Use Room also had the HVAC system upgraded. At the beginning of the 2023 school year, the library received a facility overhaul with new flooring and updated furniture.
The ISM lease also provides rights to daily use of the track and soccer field in adjacent parkland owned by MPUSD, and ISM has taken advantage of this for its middle year's soccer and flag football team practices and games. ISM uses the two smaller fields on its primary campus for PE and recess.
Year and month of the most recent FIT report: June 2019
Overall Facility Rate
Year and month of the most recent FIT report: June 2019
Last updated: 1/28/2021
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
- Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and
- The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
CAASPP Test Results in ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven
Percentage of Students Meeting or Exceeding the State Standard
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Note: Percentages are not calculated 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.
Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Last updated: 1/28/2021
CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019–2020)
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Last updated: 1/28/2021
CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019–2020)
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waives the requirement for statewide testing for the 2019–2020 school year.
Last updated: 1/28/2021
CAASPP Test Results in Science for All Students
Grades Five, Eight and High School
Percentage of Students Meeting or Exceeding the State Standard
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Note: The new California Science Test (CAST) was first administered operationally in the 2018–2019 school year.
Last updated: 1/28/2021
CAASPP Tests Results in Science by Student Group
Grades Five, Eight and High School (School Year 2019–2020)
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Last updated: 1/28/2021
State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):
- Pupil outcomes in the subject area of physical education
California Physical Fitness Test Results (School Year 2019–2020)
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.
Last updated: 1/28/2021
State Priority: Parental Involvement
The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):
- Efforts the school district makes to seek parent input in making decisions for the school district and each school site
Opportunities for Parental Involvement (School Year 2020–2021)
Last updated: 1/28/2021
State Priority: Pupil Engagement
The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):
- High school dropout rates; and
- High school graduation rates
Dropout Rate and Graduation Rate (Four-Year Cohort Rate)
Last updated: 1/28/2021
State Priority: School Climate
The SARC provides the following information relevant to the State priority: School Climate (Priority 6):
- Pupil suspension rates;
- Pupil expulsion rates; and
- Other local measures on the sense of safety
Note: The 2019–2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019–2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019–2020 school year compared to prior years.
Last updated: 1/28/2021
School Safety Plan (School Year 2020–2021)
Last updated: 1/28/2021
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
** "Other" category is for multi-grade level classes.
Last updated: 1/28/2021
Average Class Size and Class Size Distribution (Secondary) (School Year 2017–2018)
* 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.
Last updated: 1/28/2021
Ratio of Pupils to Academic Counselor (School Year 2019–2020)
*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.
Last updated: 1/28/2021
Student Support Services Staff (School Year 2019–2020)
*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.
Last updated: 1/28/2021
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)
Note: Cells with N/A values do not require data.
Last updated: 1/28/2021
Types of Services Funded (Fiscal Year 2019–2020)
Last updated: 1/28/2021
Professional Development
Each week ISM has early dismissal on Wednesdays so that the staff can participate in scheduled, ongoing professional development opportunities. This year, there were 30 half-day opportunities for training. In addition, ISM holds full day professional development training prior to the start of the school year. There are two days for new staff and team leaders and then an additional 4 days for the full staff. Lastly, the school holds one full day of professional development prior to the start of the second term in January. In total, there are 7 full-day opportunities for training.
Some recent topics for professional development include but are not limited to:
International Baccalaureate Training
Complex Instruction in Math
Inclusion and Diversity in General Education Settings
Flexible Learning Strategies and Accelerated Learning Supports
Vertical and Horizontal Curriculum Mapping
Safe Schools Ambassadors Training and Implementation
Foundations of Language Acquisition and Reading Strategies
Science of Reading/ Magnetic Reading Language Development
Impact of Language and Tone on the Educational Environment