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2019–2020 School Accountability Report Card

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School Accountability Report Card

Reported Using Data from the 2019–2020 School Year

California Department of Education
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
  • 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

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

California School Dashboard

The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.

Micheline Miglis, Site Administrator

  • Principal, Scott Valley Community Day

About Our School

Scott Valley Community Day School is part of Scott Valley Unified School District's Alternative Education Program. The school was designed for expelled students but typically the school district does not have expelled youth. Hence, the school district uses the community day school for small learning environment instruction and behavior modification. A student who has poor behavior, attendance, achievement or lack of motivation will be able to learn new skills to help them deal with everyday life at school. The population of the school is always small and the students get one-on-one help from a full-time paraprofessional and a certified school teacher. The students are often on educational and/or behavioral plans so they can work towards being enrolled in one of the district's traditional schools. The goal for the school is to help the students to become a productive student and citizen.

Contact

Scott Valley Community Day
450 Campus Way
Etna, CA 96027

Phone: 530-467-5279
Email: mmiglis@svusd.us




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
Scott Valley Unified
Phone Number
(530) 468-2727
Superintendent
Micheline Miglis
Email Address
mmiglis@svusd.us
Website
http://www.svusd.us
School Contact Information (School Year 2020–2021)
School Name
Scott Valley Community Day
Street
450 Campus Way
City, State, Zip
Etna, Ca, 96027
Phone Number
530-467-5279
Principal
Micheline Miglis, Site Administrator
Email Address
mmiglis@svusd.us
County-District-School (CDS) Code
47764554730206

Last updated: 12/21/2020



School Description and Mission Statement (School Year 2020–2021)

Scott Valley Community Day School is located at Scott River High School and is part of Scott Valley Unified School District's Alternative Education Program. The school was designed for expelled students but typically the school district does not have expelled youth. Hence, the school district uses the community day school for small learning environment instruction and behavior modification. A student who has poor behavior, attendance, achievement or lack of motivation will be able to learn new skills to help them deal with everyday life at school. The population of the school is always small and the students get one-on-one help. The students are often on educational and/or behavioral plans so they can work towards being enrolled in one of the district's traditional schools. The goal for the school is to help the students to become a productive student and citizen. Currently there is no student enrollment in the program.

Last updated: 12/21/2020

Student Enrollment by Grade Level (School Year 2019–2020)

Grade Level Number of Students
Grade 8 2
Grade 9 1
Grade 10 1
Grade 12 2
Total Enrollment 6

Last updated: 12/21/2020

Student Enrollment by Student Group (School Year 2019–2020)

Student Group Percent of Total Enrollment
Black or African American %
American Indian or Alaska Native 50.00 %
Asian %
Filipino %
Hispanic or Latino %
Native Hawaiian or Pacific Islander %
White %
Two or More Races %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 83.30 %
English Learners %
Students with Disabilities 33.30 %
Foster Youth 33.30 %
Homeless 33.30 %

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


Teachers
School
2018–2019
School
2019–2020
School
2020–2021
District
2020–2021
With Full Credential 1 1 0 45
Without Full Credential 0 0 0 3
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0

Last updated: 1/11/2021

Teacher Misassignments and Vacant Teacher Positions

Indicator 2018–2019 2019–2020 2020–2021
Misassignments of Teachers of English Learners 0 0 0
Total Teacher Misassignments* 0 0 0
Vacant Teacher Positions 0 0 0
Note: “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.

Last updated: 12/21/2020


Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020–2021)

Year and month in which the data were collected: December 2020

Subject Textbooks and Other Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Language Arts

Textbooks and materials are brought from the referring school in the District.

0.00 %
Mathematics 0.00 %
Science 0.00 %
History-Social Science 0.00 %
Foreign Language 0.00 %
Health 0.00 %
Visual and Performing Arts 0.0 %
Science Lab Eqpmt (Grades 9-12) N/A N/A 0.0 %
Note: Cells with N/A values do not require data.

Last updated: 12/21/2020


School Facility Conditions and Planned Improvements

Scott Valley Community Day School is housed at Scott River High School which provides a safe, clean environment for students, staff, and volunteers. The maintenance program is administered by SVUSD to ensure
that all classrooms and facilities are maintained. Scott River High School moved into new facilities in 2000. The self-contained building includes two academic classrooms, an arts/crafts room, a computer lab, and a central commons area that includes kitchen facilities, an office, and three handicapped-accessible bathrooms. A small storage building is adjacent to a patio area. Safety of students and staff is a primary concern of Scott River High School. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The school’s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire, disaster and intruder drills are conducted on a regular basis throughout the school year.

Last updated: 12/21/2020

School Facility Good Repair Status

Using the most recently collected Facility Inspection Tool (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 rate for each system inspected
  • The overall rating

Year and month of the most recent FIT report: November 2020

System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Good
Interior: Interior Surfaces Good
Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good
Electrical: Electrical Good
Restrooms/Fountains: Restrooms, Sinks/Fountains Good
Safety: Fire Safety, Hazardous Materials Good
Structural: Structural Damage, Roofs Good
External: Playground/School Grounds, Windows/Doors/Gates/Fences Good

Overall Facility Rate

Year and month of the most recent FIT report: November 2020

Overall Rating Good

Last updated: 12/21/2020


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

Subject
School
2018–2019
School
2019–2020
District
2018–2019
District
2019–2020
State
2018–2019
State
2019–2020
English Language Arts / Literacy (grades 3-8 and 11) N/A 50% N/A 50% N/A
Mathematics (grades 3-8 and 11) N/A 48% N/A 39% N/A

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: 12/21/2020



CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019–2020)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American 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
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities 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
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A

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: 12/21/2020



CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019–2020)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American 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
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities 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
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A

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: 12/21/2020



CAASPP Test Results in Science for All Students
Grades Five, Eight and High School
Percentage of Students Meeting or Exceeding the State Standard

Subject
School
2018–2019
School
2019–2020
District
2018–2019
District
2019–2020
State
2018–2019
State
2019–2020
Science (grades 5, 8, and high school) -- N/A 31 N/A 30 N/A

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: 1/11/2021




CAASPP Tests Results in Science by Student Group
Grades Five, Eight and High School (School Year 2019–2020)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American 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
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities 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
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A
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: 12/21/2020


Career Technical Education (CTE) Programs (School Year 2019–2020)

It is the goal of Scott Valley Community Day School that students understand the importance of academic subjects and experience how employees apply subject learning to work situations. The school’s programs focus on preparing students to think conceptually, communicate effectively, and apply skills in real-world contexts. Instructional strategies that foster critical thinking, problem solving, leadership, and academic skills to ensure work-readiness skills.

Last updated: 12/21/2020

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)

Grade Level Percentage of Students Meeting Four of Six Fitness Standards Percentage of Students Meeting Five of Six Fitness Standards Percentage of Students Meeting Six of Six Fitness Standards

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: 12/21/2020



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)

Parents who wish to participate in Scott Valley Community Day School’s leadership teams, school committees, school activities, or become a volunteer may
contact the school’s office at (530) 467-5279

Last updated: 12/21/2020


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)


Indicator
School
2016–2017
School
2017–2018
School
2018–2019
District
2016–2017
District
2017–2018
District
2018–2019
State
2016–2017
State
2017–2018
State
2018–2019
Dropout Rate -- -- -- 2.20% 1.60% 0.00% 9.10% 9.60% 9.00%
Graduation Rate -- -- -- 97.80% 91.80% 93.50% 82.70% 83.00% 84.50%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart
Indicator School District State
2016–2017 2017–2018 2018–2019 2016–2017 2017–2018 2018–2019 2016–2017 2017–2018 2018–2019
Dropout Rate -- -- -- 2.20% 1.60% 0.00% 9.10% 9.60% 9.00%
Graduation Rate -- -- -- 97.80% 91.80% 93.50% 82.70% 83.00% 84.50%

Last updated: 12/21/2020


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


Suspensions and Expulsions

(data collected between July through June, each full school year respectively)

Rate School
2017–2018
School
2018–2019
District
2017–2018
District
2018–2019
State
2017–2018
State
2018–2019
Suspensions 36.40% 14.30% 8.60% 9.80% 3.50% 3.50%
Expulsions 0.00% 0.00% 0.00% 0.00% 0.10% 0.10%


Suspensions and Expulsions for School Year 2019–2020 Only

(data collected between July through February, partial school year due to the COVID-19 pandemic)

Rate School
2019–2020
District
2019–2020
State
2019–2020
Suspensions 27.72% 4.68% 2.50%
Expulsions 0.00% 0.00% 0.10%

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: 1/11/2021


School Safety Plan (School Year 2020–2021)

Scott Valley Community Day School provides a safe, clean, and supportive environment for students, staff, and volunteers. Staff members ensure classrooms,
restrooms, and campus grounds are kept clean and safe. A scheduled maintenance program is administered by Scott Valley Unified School District to ensure that
all classrooms and facilities are maintained. Safety of students and staff is a primary concern of Scott Valley Community Day School. The school is always in
compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The school’s disaster preparedness plan includes
steps for ensuring student and staff safety during a disaster. Fire and disaster drills are conducted on a regular basis throughout the school year.

Last updated: 12/21/2020

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.


Average Class Size and Class Size Distribution (Secondary) (School Year 2017–2018)

Subject Average Class Size Number of Classes *
1-22
Number of Classes *
23-32
Number of Classes *
33+
English
Mathematics
Science
Social Science

* 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.


Average Class Size and Class Size Distribution (Secondary) (School Year 2018–2019)

Subject Average Class Size Number of Classes *
1-22
Number of Classes *
23-32
Number of Classes *
33+
English
Mathematics
Science
Social Science

* 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.


Average Class Size and Class Size Distribution (Secondary) (School Year 2019–2020)

Subject Average Class Size Number of Classes *
1-22
Number of Classes *
23-32
Number of Classes *
33+
English 2.00 4
Mathematics 2.00 4
Science 2.00 3
Social Science 2.00 3

* 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: 12/21/2020


Ratio of Pupils to Academic Counselor (School Year 2019–2020)

Title Ratio
Pupils to Academic Counselor* 0.0

*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: 12/21/2020


Student Support Services Staff (School Year 2019–2020)

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development)
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other

*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: 12/21/2020


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)

Level Total Expenditures Per Pupil Expenditures Per Pupil
(Restricted)
Expenditures Per Pupil
(Unrestricted)
Average Teacher Salary
School Site $14142.53 $3415.41 $10215.78 $56250.00
District N/A N/A $10215.78 $56250.00
Percent Difference – School Site and District N/A N/A 0.00% 0.00%
State N/A N/A $7750.12 $68990.00
Percent Difference – School Site and State N/A N/A 27.44% 22.64%

Note: Cells with N/A values do not require data.

Last updated: 1/11/2021


Types of Services Funded (Fiscal Year 2019–2020)

In addition to general fund state funding, schools in the district receive state and federal categorical funding for special programs, which include the following categorical, special education, and support programs:
Title II A Teacher Quality

Last updated: 12/21/2020


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $31,553 $44,318
Mid-Range Teacher Salary $57,318 $67,053
Highest Teacher Salary $72,108 $90,163
Average Principal Salary (Elementary) $84,582 $106,389
Average Principal Salary (Middle) $90,124 $113,976
Average Principal Salary (High) $100,743 $114,214
Superintendent Salary $137,193 $141,066
Percent of Budget for Teacher Salaries 25.00% 29.00%
Percent of Budget for Administrative Salaries 5.00% 6.00%

For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ .

Teacher Salary Chart
Principal Salary Chart

Last updated: 12/21/2020


Professional Development

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 37 37 37
Questions: SARC TEAM | sarc@cde.ca.gov | 916-319-0406 

California Department of Education
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Sacramento, CA 95814