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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.

Alison Eeds, Principal

  • Principal, Buckingham Collegiate Charter Academy
Principal Photo

About Our School

As a college preparatory high school, Buckingham offers a rigorous curriculum intended to prepare students for university and beyond. We have an exceptional and dedicated professional staff who are committed to providing all students with a quality educational experience. Buckingham attracts students who are looking for a small school environment that allows them to challenge themselves with a rigorous and relevant academic curriculum that prepares them for post-secondary success.

Contact

Buckingham Collegiate Charter Academy
100 McClellan St.
Vacaville, CA 95688

Phone: 707-453-7300
Email: aeeds@vacavilleusd.org




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
Vacaville Unified
Phone Number
(707) 453-6117
Superintendent
Jane Shamieh
Email Address
janes@vusd.solanocoe.k12.ca.us
Website
http://www.vacavilleusd.org
School Contact Information (School Year 2020–2021)
School Name
Buckingham Collegiate Charter Academy
Street
100 McClellan St.
City, State, Zip
Vacaville, Ca, 95688
Phone Number
707-453-7300
Principal
Alison Eeds, Principal
Email Address
aeeds@vacavilleusd.org
Website
http://buckingham.vacavilleusd.org
County-District-School (CDS) Code
48705734830113

Last updated: 1/22/2021



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

Buckingham Collegiate Charter Academy, a dependent charter within the Vacaville Unified School District, founded in 1994 as an independent study charter, branched out into a site­based visual­media arts school, and progressed to become a comprehensive college preparatory high school with CTE pathways in Engineering and Digital Design.
Our mission statement summarizes our overall goal: “Buckingham empowers students by providing a rigorous, relevant education to become future­ready global contributors through the cross­curricular integration of Science, Technology, Engineering, the Arts, and Mathematics."


BCCA is an extremely successful school, winning the 2017 California Department of Education Gold Ribbon Award for creating a positive and successful learning atmosphere for our students, the 2016 California Honor Roll award recognizing achievement in college and career readiness, and this year being awarded a six-year accreditation from the Western Association of Schools and Colleges.


In order to achieve that mission, BCCA has identified four primary School­Wide Learning Outcomes, distinguished by the acronym M.A.R.K. and expanded upon here:



Master a University Prep, STEAM, and/or VMA Pathway.
• Satisfy A­G requirements for direct entry to a four­year university.
• Develop foundational STEAM knowledge for career certification or university degree program.
• Practice critiquing, writing, directing, or producing/directing digital imaging products.
• Provide cross­curricular, project­based learning opportunities.


Apply technology skills necessary for the 21st century.
• Demonstrate information literacy.
• Create, share, and collaborate on cloud­based documents, presentations, etc.
• Conduct effective academic research using a variety of technology skills.
• Exhibit a cross­platform competency in a variety of devices and applications.
• Foster familiarity with industry­standard programs and technologies.


Reach a solid foundation of lifelong learning through personal accountability.
• Attend school daily and arrive punctually.
• Be prepared to work individually and collaboratively.
• Respect themselves and others.
• Learn the importance of and engagement in civic responsibility.
• Develop a global awareness and appreciation of social and cultural diversity.


Know how to achieve academic success in post­secondary education.
• Critically read and respond to informational and literary text.
• Communicate ideas in an organized manner.
• Analyze and develop solutions to a problem.
• Synthesize multiple sources of information.
• Have a clear plan and method of achievement.

Last updated: 1/22/2021

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

Grade Level Number of Students
Grade 9 135
Grade 10 124
Grade 11 111
Grade 12 124
Total Enrollment 494

Last updated: 1/21/2021

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

Student Group Percent of Total Enrollment
Black or African American 8.30 %
American Indian or Alaska Native 0.40 %
Asian 2.60 %
Filipino 5.50 %
Hispanic or Latino 24.30 %
Native Hawaiian or Pacific Islander %
White 46.20 %
Two or More Races 10.90 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 19.00 %
English Learners 0.20 %
Students with Disabilities 9.70 %
Foster Youth %
Homeless %

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 25 24 23 586
Without Full Credential 1 2 4 39
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0 16

Last updated: 1/21/2021

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: 1/21/2021


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

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

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

GR 9-11 SpringBoard, CollegeBoard

GR 12 Expository Reading and Writing Curriculum (ERWC)

Yes 0.00 %
Mathematics

Core Connections Integrated Math, CPM

Yes 0.00 %
Science

Earth Science CA Edition, Prentice Hall

Yes 0.00 %
History-Social Science

World History: Connections to Today, Prentice Hall

US History: The American Vision Modern Times, Glencoe

Economics Principles in Action, Prentice Hall

American Government, Prentice Hall

Yes 0.00 %
Foreign Language

Avancemos 1-3, Holt-McDougal

Discovering French 1-3, Holt-McDougal

Yes 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: 1/21/2021


School Facility Conditions and Planned Improvements

• Buckingham Collegiate is moving to a new location. A FIT inspection was not completed due to the relocation.

Last updated: 1/22/2021


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

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) 78.0% N/A 53.0% N/A 50% N/A
Mathematics (grades 3-8 and 11) 45.0% N/A 38.0% 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: 1/21/2021



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: 1/21/2021



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: 1/21/2021



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) 43 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: 1/21/2021




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: 1/21/2021


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

All students at BCCA are eligible and encouraged to participate in our Career Technical Education (CTE) Program. Our CTE pathways are design-oriented: Digital Media Design and Engineering/Robotics. These distinct pathways allow student to design and customize their educational experience in order to match their post-secondary goals.


Students in our Digital Media Design pathway work in our Visual & Media Arts sector housing a Mac Lab, an art room, and an editing and animation suite, as well as additional storage and office space. In Fine Art and Survey Art, students develop sketching and modelling skills necessary for a career in engineering and product design. Our more advanced courses of Graphic Design, Photography, and Independent Projects promote critical thinking, exploration of new ideas, and application of specific design principles.
- Course Sequences:
- Intro to Digital Media, Photography, Independent Projects
- Intro to Digital Media, Graphic Design 1, Graphic Design 2


In our Engineering Design pathway, Introduction to Engineering Design and Introduction to STEM provide the foundational knowledge required for this pathway. Physics for Engineers and Advanced Engineering are the advanced and/or capstone courses that prepare students for the rigors of the curriculum they will encounter in college courses in this curricular area.
- Course Sequence:
- Intro to Engineering, Physics for Engineers, Advanced Engineering


Buckingham’s expected school-wide learning objectives and school staff integrate student use of media and technology skills throughout all academic courses to prepare students for success beyond high school and into college and career endeavors. A counselor meets with students to discuss career and college options. Four-year plans are reviewed annually to ensure proper course placement. Articulation and coordinated course offerings with Solano Community College give students a pathway to certification in these design-related fields.
Nadja Fitchhorn (Digital Design) and Cari Pouchnik (Engineering) serve as Buckingham’s representatives to the district CTE Advisory Committee.

Last updated: 1/22/2021


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

Measure CTE Program Participation
Number of Pupils Participating in CTE 199
Percent of Pupils that Complete a CTE Program and Earn a High School Diploma --
Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education --

Last updated: 1/22/2021

Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent
2019–2020 Pupils Enrolled in Courses Required for UC/CSU Admission 100.00%
2018–2019 Graduates Who Completed All Courses Required for UC/CSU Admission 63.25%

Last updated: 1/22/2021

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)

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
9 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-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.

Last updated: 1/21/2021



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)

BCCA encourages parents to be active stakeholders. Parents participate in monthly SHIELD parent group meetings, are encouraged to participate in workshops and seminars, network with other parents and provide varied support and assistance to instructional, coaching and support staff. Additionally, they organize fundraising and school-wide activities. In the end of the 19-20 school year, our parent meetings went virtual via zoom. We have continued to meet virtually during the 20-21 school year.



BCCA offers a wide variety of parent and community organizations that support the school in a myriad of ways. For example, parent volunteers who come forth to collate brochures and programs for events like Back To School Night and Open House, drive student-athletes to and from games and chaperone and drive to field trips, provide donations for student council and school events such as Back To School Bash, Winter Ball, various BCCA shows and concerts, Math Steeple Chase, Mad City Money, RoboKnights and much more. They work as coaches, game announcers, scorekeepers, team moms and dads, awards banquet organizers, photographers, snack shack volunteers, and outstanding fans at all our sporting events and thoughtful audiences at our music and theater performances. They participate on a variety of committees that are dedicated to improving our school (WASC, SHIELD Parent Advisory, LCAP, etc.).


The Buckingham SHIELD parent advisory represents all parents in the school community. Parents and staff are invited to join SHIELD and to participate in its operations and activities. Each year, SHIELD assistance has included giving teachers additional funds to purchase classroom supplies, sponsoring two campus beautification days, a clean-up day on campus, and providing many hours of volunteer assistance in many ways at various times throughout the year.


Our Athletics Boosters provide assistance throughout the year through activities and the distribution of athletic information. They provide food at games, conduct raffles, and work with sponsors to maintain BCCA’s sports fields and equipment. Their funding and support assists the students in being able to participate in SMAL and SJSCIF competitions.

Last updated: 1/22/2021


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)


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% 2.90% 1.70% 5.30% 6.50% 8.80% 9.10% 9.60% 9.00%
Graduation Rate 95.70% 94.30% 95.90% 87.60% 87.30% 90.10% 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% 2.90% 1.70% 5.30% 6.50% 8.80% 9.10% 9.60% 9.00%
Graduation Rate 95.70% 94.30% 95.90% 87.60% 87.30% 90.10% 82.70% 83.00% 84.50%

Last updated: 1/22/2021


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


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 2.00% 2.20% 3.50% 3.50% 3.50% 3.50%
Expulsions 0.00% 0.00% 0.10% 0.10% 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 2.30% 3.40% 2.50%
Expulsions 0.00% 0.09% 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: 1/28/2021


School Safety Plan (School Year 2020–2021)

This plan was developed by our School Safety committee and approved by that committee January 11, 2021, and shared with our parent advisory group on January 12, 2021.
Physical Plant: District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.


Student Supervision: A full-time campus supervisor, three administrators, a twenty percent Teacher on Special Assignment as an administrator and rotating classified/certificated staff monitor school security and safety before, during, and after school. We also have 11 exterior camera feeds that provide administration and our campus supervisor the ability to monitor traffic on foot and in vehicles, address potential behavior or safety issues immediately which promotes a safe learning environment. All visitors to BCCA are expected to check in at the main office and wear a guest pass while on campus.


Emergency Procedures: Buckingham has a comprehensive plan (as part of the district's Standard Response Protocol) in the event of various emergencies, including but not limited to an intruder on campus, an earthquake, a fire etc. Buckingham has a Safety Committee to manage such emergencies, which includes the principal, assistant principals, counselor, athletic director, community relations coordinator, campus supervisor, school secretary, teachers, custodian and with our school psychologist, mental health clinician, and school nurse also available as needed. Staff members receive a Standard Response Protocol (SRP) handout outlining the procedures to take in the event of various emergencies. These procedures are reviewed from time to time at staff meetings and are practiced through monthly school-wide drills. Additionally, the Blackboard and School Mint systems can be used to contact staff, students and parents regarding emergency situations that occur. Each room has the emergency procedures poster and evacuation maps posted along with an emergency clipboard with current class rosters available for the teacher if needed.


Communications: We utilize the School Loop email system, and the web based newsletter platform Smore, for important communications. Our School Loop website is also a great source of information for students, parents, and staff. Our school's Facebook and Instagram pages communicate information about important events to students, staff, and the larger Vacaville community. We also have created a Facebook group for parents through our SHIELD parent organization. Data related to student achievement, discipline, and attendance are shared with staff through staff and Site Leadership Team meetings and to parents via SHIELD meetings. Our intercom system is used to communicate to students and staff during the school day and is imperative in emergency situations.


Positive Behavior Supports: Our expectations for student behavior are outlined thoroughly in our student handbook. These expectations are reinforced through a Multi-Tiered System of Supports (MTSS). Students are rewarded for good character traits in action with a PROP slip (People Reaching Outrageous Potential) by staff members who write a personalized note of appreciation on the back of the PROP slip. Students can then turn in their PROP slips at the end of the month to receive a prize. We also have been developing our Freshmen Forum program to help support freshmen students transition to high school academically, socially, and emotionally. This is facilitated by our upper class leadership students and faculty. We also recognize positive attendance and academic achievement throughout the school year. We also have a Service Learning Class that we have opened to juniors in which a large number of students do Service Projects on campus, which improves the environment, culture, academic and socio-emotional well being of our students. During virtual learning, we have also implemented a weekly drawing for students with perfect attendance as well as students who have participated in our Grit Guild (our social emotional learning Google classroom all students are enrolled in).


Student Discipline: Buckingham provides a progressive structure for student discipline in a Multi-Tiered System of Support. Students receive information about the discipline guidelines through the student handbook. These guidelines are reviewed at the beginning of every year in every class and are reinforced with our Positive Behavior Supports.


Mental Health Support: Our students' mental well-being is just as important as their physical well-being. Our two full time counselors provide both academic and emotional guidance for our students. We also refer students to our School Psychologist and Mental Health Clinician when necessary. Being a small school, our staff is much more able to identify changes in mental well-being in a student and make the appropriate referrals when needed. We hold events like Suicide Prevention Week, Red Ribbon Week, Anti-Bullying Week, and character lessons to support mental health. We have also created a new intervention schedule using FlexiSched that gives student choice to decide which intervention class will be of the most support to them (this has not been implemented in virtual learning but will be reinstated when students come back to campus). This provides not only academic support but wellness classes and mental health support classes that will be offered by our counselors and mental health clinician. We also have over twenty different clubs for students to pursue their interests and find support.

Last updated: 1/22/2021

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 22.00 8 14
Mathematics 23.00 9 10
Science 23.00 8 10
Social Science 19.00 9 9 2

* 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 21.00 12 12
Mathematics 22.00 10 11
Science 20.00 10 9
Social Science 21.00 8 9 2

* 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 21.00 16 9 1
Mathematics 24.00 7 13
Science 22.00 4 9
Social Science 20.00 10 8 2

* 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: 1/21/2021


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

Title Ratio
Pupils to Academic Counselor* 247.0

*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: 1/21/2021


Student Support Services Staff (School Year 2019–2020)

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 2.00
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
Psychologist 0.60
Social Worker
Nurse 0.40
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other 1.00

*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: 1/21/2021


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 $8508.99 $496.30 $8012.69 $70533.45
District N/A N/A $6765.00 $70020.15
Percent Difference – School Site and District N/A N/A 15.57% 0.73%
State N/A N/A $7750.12 $84577.00
Percent Difference – School Site and State N/A N/A 3.39% -19.91%

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

Last updated: 1/29/2021


Types of Services Funded (Fiscal Year 2019–2020)

Object                                                  Unrestricted                    Restricted



1000 Certificated Salaries                      2,257,960.77                     1,873.27
2000 Classified Salaries                            398,517.69                        247.22
3000 Benefits                                           878,862.29                 224,002.27
4000 Materials & Supplies                          119,447.96                    4,190.48
5000 Operating Expenses & Services           198,807.30                    6,270.42


Less Object 3701-3702                              (28,053.27)                     (195.88)


Less Resource 1100                                     (9,100.74)

Last updated: 1/29/2021


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $41,815 $52,484
Mid-Range Teacher Salary $67,786 $81,939
Highest Teacher Salary $92,478 $102,383
Average Principal Salary (Elementary) $109,308 $129,392
Average Principal Salary (Middle) $119,393 $136,831
Average Principal Salary (High) $124,097 $147,493
Superintendent Salary $197,672 $254,706
Percent of Budget for Teacher Salaries 32.00% 34.00%
Percent of Budget for Administrative Salaries 7.00% 5.00%

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: 1/21/2021

Advanced Placement (AP) Courses (School Year 2019–2020)

Percent of Students in AP Courses 21.70%

Subject Number of AP Courses Offered*
Computer Science 0
English 3
Fine and Performing Arts 0
Foreign Language 0
Mathematics 1
Science 0
Social Science 2
Total AP Courses Offered* 6

*Where there are student course enrollments of at least one student.

Last updated: 1/22/2021


Professional Development

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 16 10 8
Questions: SARC TEAM | sarc@cde.ca.gov | 916-319-0406 

California Department of Education
1430 N Street
Sacramento, CA 95814