School Accountability Report Card Grades K-5
Data From The 2004-2005 School Year Published During 2005-2006
Enrollment and Demographics
The total enrollment of Crookham Elementary School was 606 students for the 2004-2005 school year.
Michael Crass
Superintendent 7160 West Walnut Avenue Winton, CA 95388
Phone: (209) 357-6182 Fax: (209) 357-6185 Website: www.winton.k12.ca.us
Winton Elementary School District
Crookham Elementary School
Principal’s Message
Sybil N. Crookham Elementary School is set in rural San Joaquin Valley. We are a kindergar-ten through fifth grade school serving 600 students. We are ethnically diverse with 73% of our students having a first language other than English. We have high expectations for our students in academics and behavior. It is our goal that all our students complete high school, be prepared for college, and be productive members of the community. Thank you for taking an interest in the education of all our students.
Parental Involvement
You are encouraged to participate in your child’s education and school activities. The follow-ing are some ways you can volunteer:
• Assist in the classroom
• Attend parent-teacher conferences
• Chaperone study trips and special events
• Correct papers
• Prepare projects at home
• Listen to children read
• Attend adult education classes: ESL, computers, GED in English or Spanish, etc.
• Participate in the Parent Institute for Quality Education (PIQE)
• Participate in the Latino Family Literacy Project
For more information on how to become involved, contact the Marilyn Fauerbach at (209) 357-6182.
Table of Contents
Page 1
Principal’s Message Parental Involvement
Enrollment and Demographics
Page 2
Class Size
Class Size Reduction Suspensions and Expulsions Counselors and Support Staff
Page 3
Facilities School Safety
Minimum Days and Instructional Minutes
Page 4
Textbooks and Instructional Materials Quality and Availability of Textbooks Instruction and Leadership
Page 5
California Standards Tests
Page 6
Norm Referenced Tests Positive Learning Environment
Page 7
California Physical Fitness Test Adequate Yearly Progress
Page 8
Academic Performance Index Program Improvement Federal Intervention Program Substitute Teachers
State Award and Intervention Programs
Page 9
NCLB-Compliant Teachers Teacher Qualifications Teacher Evaluations Professional Development
Page 10
Financial Information District Expenditures Types of Services Funded
Marilyn Fauerbach
Principal
Demographics
African American
1.2% American Indian or Alaska Native
<1% Asian 4.5% Latino
84.8%
White 9.2%
Class Size
The three-year data for average class size is displayed below.
Suspensions and Expulsions
Crookham ES Winton ESD
02-03 03-04 04-05 02-03 03-04 04-05
Suspensions (no. of incidents) 0 6 14 320 261 317
Suspensions (rate) 0.000 0.010 0.023 0.179 0.144 0.175
Expulsions (no. of incidents) 0 0 0 2 4 3
Expulsions (rate) 0.000 0.000 0.000 0.001 0.002 0.002
Class Size Reduction
Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per teacher. The table at right shows the percentage of stu-dents enrolled in a Class Size Re-duction classroom for each grade level.
Class Size Reduction
Grade Level 02-03 03-04 04-05
K 100% 100% 100%
1 100% 100% 100%
2 100% 100% 100%
3 100% 100% 100%
Class Size Distribution — Number of Classrooms By Size
2003 2004 2005
Grade 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K 4 1 5 5
1 5 5 5
2 5 5 5
3 5 5 5
4 3 4 4
5 4 4 4
K-3 1
Counselors and Support Staff
The following is a list of the sup-port staff at the school and their full-time equivalents (FTE):
• Counselor 0.0
• Librarian 0.0
• Psychologist 0.5
• Social Worker 0.0
• Nurse 0.2
• Speech/Language/
Hearing Specialist 0.3
• Resource
Specialist 1.5
• Other (Title I) 1.0
Class Size By Grade
20 20 20 19
30
26
17
19 19 20 20
30
25
19 20 19 19
26 27
K 1 2 3 4 5 K-3
02-03 03-04 04-05
Q:
What is a School Accountability Report Card (SARC)?A:
Since November 1988, State law has required all public schools receiving state funding to prepare and distribute a SARC. A similar requirement is also contained in the federal No Child Left Behind Act (NCLB). The purpose of the report card is to provide parents and the community with important in-formation about each public school. A SARC can be an effec-tive way for a school to report on its progress in achieving goals. The public may also use a SARC to evaluate and com-pare schools on a variety of indicators.“Our school
district has always
had high academic
standards for
students.”
School Facilities
Facilities
Crookham Elementary School is 50 years old and in good condi-tion. Our campus facilities, such as bathrooms, cafeteria, library, and the computer lab, are all overextended. We have over 125 more students than the site was built to hold. We have 18 perma-nent classrooms and 14 port-ables. When the new school opens in 2007 SCE’s enrollment should be more in line with the facilities. There will also be a teacher workroom and a second computer lab at that time. Part of our ongoing maintenance is replacement of carpet, white-boards, and vertical blinds in our classrooms. We are proud of the students and staff at Crookham Elementary School and believe that they deserve clean, safe, and attractive surroundings. A safety inspection is done monthly by the principal and maintenance super-visor.
The cleanliness of the grounds and restrooms is outstanding and we have a person who checks and performs any needed cleanup during the time students are in school. The maintenance staff is doing preventative maintenance daily. There are three custodians on site during the afternoons and evenings.
The library has in excess of 25 books per student. The computer lab has 42 student stations, with Waterford Reading, SuccessMaker Math and Reading available for every student to work at his suc-cess level and at his own rate. There is internet access available in the library, lab, and every classroom. Classrooms have 2-6 student computers available de-pending upon the grade level. A preschool was added to our campus in 2004-2005. It is a welcome addition to our educa-tional program. The facilities were upgraded to meet state pre-school standards.
* This data was collected and verified by the district in August, 2005.
School Facility Conditions — Results of Inspection and Evaluation
Interim Evaluation Instrument Part Facility in Good Repair?
Yes No
Gas Leaks
3
Mechanical Systems
3
Windows/Doors/Gates (interior and exterior)
3
Interior Surfaces (walls, floors, and ceilings)
3
Hazardous Materials (interior and exterior)
3
Structural Damage
3
Fire Safety
3
Electrical (interior and exterior)
3
Pest/Vermin Infestation
3
Drinking Fountains (inside and outside)
3
Restrooms
3
Sewer
3
Playground/School Grounds
3
Grade Level Instructional Minutes Offered State Requirement
K 240 minutes per day 36,000
1-3 320 minutes per day 50,400
4-5 330 minutes per day 54,000
Minimum Days and Instructional Minutes
The table bleow shows the minutes of study for grades K-5.
Crookham Elementary School had 46 minimum days (early release) per year designated for staff development and parent-teacher conferences.
School Safety
Crookham Elementary School’s Safety Plan, which is updated yearly, limits campus access to the front of the school. Everyone must register at the office before entering the campus. Fire and lockdown drills are practiced. Our district Resource Officer, Deputy Brian Miller, in-services the staff on safety procedures at least yearly. The safety plan is reviewed yearly in August as part of the orientation for the new school year. If there are updates they are dis-cussed at the staff meeting following board adoption.
Textbooks
Subject Area Textbook Title Year Adopted
English/
Language Arts Houghton Mifflin 2003
Mathematics Houghton Mifflin 2003
Science Houghton Mifflin 2003
History/
Social Science Houghton Mifflin 2003
Mathematics Houghton Mifflin 2003
Literature Holt, Reinhart and Winston 2002
Language Arts Holt, Reinhart and Winston 2002
Language Holt, Reinhart and Winston 2002
English Language
Development High Point-4 levels Hampton Brown 2002
Textbooks and Instructional Materials
The textbooks and instructional materials are selected from the most recent state-approved or Winton School District Board approved list. Textbooks are adopted based on the state cycles. Each school site forms a textbook committee and uses a matrix to select the text-book/instructional materials. Each site recommends textbooks and/or instructional materials for their site to the Winton School District Board.
* This data was collected and verified by the district in August, 2005.
Instruction and Leadership
Our school district has always had high academic standards for students. Prior to the adoption of State Standards, the staff developed our own district stan-dards. Teachers have spent many district in-service days aligning the standards with the State curriculum Frameworks and the standardized tests given each spring.
We were in the first year of im-plementation of a Reading First Grant in 2003-04. All certifi-cated staff participated in AB466 and or AB75 training in reading/ language arts. A reading coach and a Title I teacher were hired. Teachers worked collaboratively to improve instruction for all students.
Teachers continually assess stu-dents, and those identified as needing additional help attend the Learning Center, Reading Recovery, extended day, and/or summer school. The Student Study Team monitors the pro-gress of at-risk students. Sched-ules and instruction are organ-ized to ensure that all students have access to core curriculum. Marilyn Fauerbach has been the principal at Crookham since 1990 and has 42 years educa-tional experience.
Core Curriculum Areas Availability of Sufficient Textbooks and Materials For Each Pupil
Reading/Language Arts 100%
Mathematics 100%
Science 100%
History-Social Science 100%
CST Subgroup Results: English Language Arts, Mathematics, and Science
Subgroups, Spring 2005 — Percentage of Students At Proficient or Advanced Levels
Subject Language English-
Arts Mathematics Science
Year Tested 2005 2005 2005
Male 22% 34% 4%
Female 29% 31% 0%
English Learners 16% 24% 0%
Economically Disadvantaged 26% 33% 2%
Students with Disabilities 30% 33% 0%
Migrant Education Services African American
American Indian or Alaska Native
Asian 27% 42%
Filipino
Latino 23% 29% 0%
Pacific Islander
White 41% 55% 18%
Percentage of Students At Proficient or Advanced Levels
Crookham ES Winton ESD California Year Tested 2003 2004 2005 2003 2004 2005 2003 2004 2005 English-Language Arts 22% 21% 23% 18% 20% 23% 35% 36% 40%
Mathematics 29% 22% 30% 26% 24% 30% 35% 34% 38%
Science » 4% 2% » 3% 3% 27% 25% 27%
Making Sense of Testing
Q:
What are the California Standards Tests?A:
The multiple-choice Califor-nia Standards Tests are part of the Standardized Testing and Reporting (STAR) program, used to measure student achievement in relation to meeting educa-tional standards and goals. Stu-dents in grades 2-11 take an English-language arts and mathematics test. Students in grades 4 and 7 also participate in an essay writing test. History-social science tests are given to students in grades 8, 10, and 11, and students in grades 5, 9, 10, and 11 take a science test.California Standards Tests
The California Standards Tests (CST) are administered only to students in California public schools. These tests determine students’ achievement of the California Academic Content Standards and provide feedback on their success given what they are expected to know in each grade level and subject.
Because tests are meant to measure how well students achieve standards rather than how well they do compared to other students, the results are reported as performance levels. The five performance levels are: advanced (exceeds State Standards), proficient (meets Stan-dards), basic, below basic, and far below basic. Students scoring at the proficient or advanced level meet State Standards in that content area.
CST Results
The tables below show the percentage of students that scored at proficient or advanced lev-els in English-language arts, mathematics, and science. For a complete report on all sub-groups and their scores by grade level, please visit http://star.cde.ca.gov/star2005.
»The science portion of the CST was administered for the first time to 5th graders in 2004.
Data are reported only for numerically significant subgroups.
Testing Note: Data are reported only for
numerically significant subgroups. Data may not appear if ethnic/racial, socio-economically disadvantaged, or other subgroups (1) contain less than 100 stu-dents with valid test scores OR (2) com-prise less than 15% of the school popula-tion tested and contain less than 50 stu-dents with valid scores.
“Crookham
Elementary School
students and staff
are proud of the
positive, safe
environment at
Subgroups, Spring 2005 — Percentage At or Above the 50th Percentile
Subject Reading Mathematics
Male 22% 33%
Female 27% 43%
English Learners 17% 32%
Economically Disadvantaged 25% 38%
Students with Disabilities 12% 29%
Migrant Education Services African American
American Indian or Alaska Native Asian
Filipino
Latino 19% 33%
Pacific Islander White
Year Tested 2005 2005
NRT Subgroup Results: Reading and Math
Making Sense of Testing
Q:
What is the norm referenced test?A:
The norm referenced test is part of the Standardized Test-ing and ReportTest-ing (STAR) Pro-gram. The current norm refer-enced test is the California Achievement Test, Sixth Edition, or CAT/6, adopted by the State Board of Education. Prior to 2005, the NRT tested reading/ language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and sci-ence in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7, and no longer tests sci-ence in any grade.Percentage Scoring At or Above the 50th Percentile
Subject Mathematics
Year Tested 2003 2004 2005 2003 2004 2005
Crookham ES 23% 21% 25% 35% 33% 38%
Winton ESD 22% 23% 26% 36% 36% 42%
California 43% 43% 41% 50% 51% 52%
Reading
Norm Referenced Tests
Norm referenced tests (NRT) are nationally administered multiple-choice achievement tests that provide statistical feedback on a national level. The purpose of these tests is to deter-mine how well each California student is achieving academically compared to a national sam-ple of students tested in the same grade at the same time of the school year. For a comsam-plete report on all subgroups and their scores by grade level, please visit http://star.cde.ca.gov/ star2005.
NRT Results
The tables below show the percentage of students that scored at or above the 50th percen-tile (national average) in reading and math. The first table illustrates the school’s compari-son to the district and State for the last three years. The second table is disaggregated and lists test results for the 2005 school year.
Data are reported only for numerically significant subgroups.
Positive Learning Environment
Crookham Elementary School students and staff are proud of the positive, safe environment at our school. Our Super Citizen pro-gram rewards outstanding behav-ior on a monthly basis. On any given day, 97% to 98% of the students are in attendance and behaving. All staff takes responsi-bility for monitoring all students’ behavior. Students know that the consequences for breaking the rules apply everywhere, all the time. Classes receive points for ticketless days and outstanding behavior. Points are rewarded by giving ten extra minutes weekly at noon recess, and by providing ice cream parties.
Adequate Yearly Progress
NCLB requires that all schools and districts meet Adequate Yearly Progress (AYP) require-ments. To meet these standards, California public schools and districts must meet or exceed criteria in four target areas:
1. Participation rate on statewide assessments
2. Percent of students scoring proficient on statewide assessments 3. API scores
4. Graduation rate for high schools
For a detailed report on Adequate Yearly Progress, please visit www.cde.ca.gov/ta/ac/ay/.
California Physical Fitness Test
Each spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test. The test measures six key fitness areas:
1. Aerobic Capacity 4. Trunk Extension Strength 2. Body Composition 5. Upper Body Strength 3. Abdominal Strength 6. Flexibility
To meet fitness standards, students must score in the Healthy Fitness Zone (HFZ) on all six fitness tests. The results below show the percentage of students in the fifth grade who scored in the HFZ for five out of six standards. For more information on the California Physi-cal Fitness Test, please visit www.cde.ca.gov/ta/tg/pf/.
Met Adequate Yearly Progress Criteria
Winton ESD Year Tested 2003 2004 2005 2003 2004 2005
Met Overall AYP Status Yes Yes No No No No
All Students Yes Yes Yes Yes Yes Yes
English Learners Yes Yes No Yes Yes No
Socioeconomically Disadvantaged Yes Yes Yes Yes Yes Yes
Students with Disabilities Yes No No Yes
African American
American Indian or Alaska Native
Asian Yes Yes Yes
Filipino
Latino Yes Yes No Yes Yes No
Pacific Islander
White Yes Yes Yes
Crookham ES
5th Grade
25
13
38
21
13
28
51 54 48
Total Female Male Crookham ES
Winton ESD
California
“It is our goal that
all our students
complete high
school, be
prepared for
college, and be
productive
members of the
community.”
Making Sense of Testing
Q:
What does it mean to me?A:
Although test scores are only one measure of student achievement, they have be-come increasingly important in assessing student learning. If your child or school is scoring below State Standards, it’s a good idea to meet with your child’s teacher to find out how the school is working to raise the achievement level of all students, and how you can sup-port your child’s learning at home.Academic Performance Index
The Academic Performance Index (API) is the centerpiece of the Public Schools Accountabil-ity Act of 1999. The API is a score on a scale of 200 to 1000, with 800 set as the statewide target, which annually measures the academic performance and progress of individual schools in California.
Schoolwide Data
API Base and Growth Data Year 2002 2003 2004 % Tested 98% 99% 100%
Base Score 591 642 650
Growth Target 10 8 8
% Tested 99% 100% 100%
Actual Growth 55 1 10
From 02-03 03-04 04-05
API Growth
Score 646 643 660
Schoolwide Data
API Rank
2002 2003 2004
Statewide Rank 2 2 2
Similar Schools
Rank 7 8 7
Academic Performance Index Subgroups
02-03 03-04 04-05
Latino Base Score 572 628 639
Latino Growth Target 8 6 6
Latino Growth Score 628 630 642
Latino Actual Growth 56 2 3
Socioeconomically Disadvantaged Base Score 591 642 650
Socioeconomically Disadvantaged Growth Target 8 6 6
Socioeconomically Disadvantaged Growth Score 646 643 660
Socioeconomically Disadvantaged Actual Growth 55 1 10
Definitions of API measures
•
Actual Growth is the numberof API points a school gained between its base and growth years.
•
Growth Target is 5% of the distance between its base API and 800 (the State target).•
At least 95% of the students in grades 2-8 must be tested in order to be eligible for awards.•
Schools are ranked in ten categories of equal size from 1 (lowest) to 10 (highest).•
Schools are compared to 100 other schools with similar characteristics, and each set of 100 is ranked by an API score between 1 and 10.Federal Intervention Program
School District Year Identified for Program Improvement n/a n/a
Year in Program Improvement n/a n/a
Year Exited Program Improvement n/a n/a
District Number of Schools Identified for Program Improvement 1
Percent of Schools Identified for Program Improvement 33.33%
State Award and Intervention
Programs
State award and intervention pro-grams are currently in the Califor-nia Education Code. However, the programs were not funded for the period addressed in this report, so there is no data to present.
Program Improvement
Schools who receive Title I funding can enter Program Improvement if they don’t reach Ade-quate Yearly Progress (AYP) over two consecutive years. With each additional year that they don’t meet AYP, they advance to the next level of intervention. For more information, please go to www.cde.ca.gov/ta/ac/ay.
n/a Not applicable.
Substitute Teachers
The district provides a list of sub-stitutes that they use on a regu-lar basis. The substitutes that we use know the routines of the schools and are familiar with both teachers and students. Some substitutes are retired teachers from our district.
All substitutes are registered and certified through the Merced County Office of Education. They must have passed the CBEST test, have at least 90 college units, pass a criminal background check, and have at least a 30-day emergency teaching certificate. The regular local list of substi-tutes meets the needs of our dis-trict for most of the year. If we have additional need beyond our regular local substitutes, we will draw from the county list of sub-stitutes.
Teacher Qualifications
Teacher Evaluations
All tenured teachers are formally evaluated every other year. Non-tenured teachers are evaluated three times every year. These teachers are evaluated in several different per-formance areas including instructional competence, classroom management, interpersonal relationships, teaching of state standards, and adjunct duties. Informal observations are done on a continuing basis. Individual and group conferences are held with teachers to dis-cuss scores from STAR, CELDT, Reading First, etc.
We have dedicated eight days to staff and professional growth for the past 3 years.
Professional Development
We have two days of mandatory professional development, three days of voluntary staff develop-ment, 5 days of Reading First training for all K-5 teachers, plus many additional days of individ-ual/group opportunities to attend conferences and special train-ings.
The district has available PAR team and assist and pays for teachers to complete training to become Highly Qualified and have CLAD equivilancy. Teachers are required by the state of California to take 6 units or complete 500 hours to renew their credential every five years. The salary schedule is set up so that for each additional 15 units the teachers move into a higher salary column. At one school all teachers have their picture posted and degree or degrees listed underneath. All new teachers are encouraged to com-plete all training so they can receive a clear credential from the state of California CTC. Each school is engaged in site-based management and deter-mines the areas of staff develop-ment based on analysis of data in conjunction with their Site Councils and SELAC committees. All sites do one day of staff de-velopment on working with Eng-lish Learners. All K-5 sites do five days of Reading First train-ing. All sites have grade level and/or subject level meetings.
NCLB-Compliant Teachers
NCLB requires that all teachers of core academic subject areas be “highly qualified” no later than the end of the 2005-2006 school year. In general, for a teacher to be considered highly qualified, they must have a Bachelor’s degree, an appropriate California teaching credential, and have demonstrated competence for each core subject he or she teaches. For more infor-mation on teacher qualifications related to NCLB, please visit www.cde.ca.gov/nclb/sr/tq.
Teacher Credential Information
2003 2004 2005
Total number of teachers 32 33 35
Full credential—fully credentialed and teaching in subject area 31 33 34
Teachers in alternative routes to certification—district,
university internship 1 0 0
Pre-internship—emergency credentialed, incomplete subject
matter requirements 0 0 0
Teachers with emergency permits—not qualified but meeting
minimum requirements 0 0 1
Teachers with waivers—no credential and not qualified for an
emergency permit 0 0 0
Teacher Misassignments of English Learners—English
Language Learner (ELL) teachers without ELL certification 2 0 0
Total Teacher Misassignments—teacher assigned to a course
outside their credential/certification 0 0 0
Vacant Teacher Positions—certificated position vacant at the
beginning of year for an entire year or semester 0 0 0
Teaching outside subject area—fully credentialed outside
subject area 0 0 0
2004 2005 2006*
Percent of Classes In Core Academic Courses
Taught By NCLB Compliant Teachers
% This school 96.9%
All schools in
district 88.3%
High-poverty
Schools 88.3%
Low-poverty
Schools 0.0%
Teacher Education Level
School District
Doctorate 0.0% 0.0%
Master’s degree + 30 hrs
course work 0.0% 4.0%
Master’s degree 5.7% 6.1%
Bachelor’s degree + 30 hrs
course work 68.6% 55.6%
Bachelor’s degree 25.7% 33.3%
Less than Bachelor’s degree 0.0% 1.0%
Total 100% 100%
2003-2004 District Salary Information — Does not include benefits
Range District Similar Sized District
Beginning Teacher Salary $33,766 $36,605
Mid-Range Teacher Salary $49,581 $56,479
Highest Teacher Salary $69,658 $69,452
Average Principal Salary $81,911 $86,793
Superintendent Salary $109,779 $122,177
% of Budget for Teacher Salaries 39.0% 42.3%
% of Budget for Administrative Salaries 6.6% 5.9%
Financial Information
Note: The most recent fiscal information provided by the State is always at least two years behind.
The information contained herein is provided by the California Department of Education (CDE): Enrollment and Demographics, Class Size, Counselors, California Standards Tests (CST), Norm Referenced Tests (NRT), Academic Performance Index (API), State Awards and Intervention Programs, Program Improvement, Adequate Yearly Progress (AYP), CA Physical Fitness Test (PFT), Teacher Qualifications, and Financial Information. All other information is provided by the school and the district office.
All data accurate as of March 22, 2006. Published by School Innovations & Advocacy (www.sia-us.com).
2003–2004 School Site Salary Information
Average Teacher Salary
School Site District State District Average Teacher Salary Teacher Salary State Average
$53,235.10 * * * *
% Difference Between School Site Average Teacher Salary And
* Data not available. The CDE will begin calculating district and state average teacher salaries, using 2004-05 data, for report cards published in the 2006-07 school year.
Types of Services Funded
• Title I(Basic Grant)• Title I Migrant Education
• Title I Homeless
• Title I Preschool
• Title II (Teacher & Principal Training & Recruiting)
• Title II Technology
• Title III (Limited English Proficient Students)
• Title IV Safe & Drug-Free Schools and Communities
• Title V Innovative Programs
• Economic Impact Aid-Limited English Proficient (EIA/LEP)
• Gifted and Talented Education (GATE)
• Beginning Teacher Support and Assessment (BTSA)
• Paraprofessional Teacher Training Program (PTTP)
• Class Size Reduction (CSR)
• Extended Day and Summer School
• English Language Acquisition Program (ELAP)
• Reading First
• Reading Recovery
• Community-Based English Tutoring (CBET)
• School Improvement Program (SIP)
• Special Education
• State Preschool
• School Library Grant
• Title III Emergency Immigrant (SNOR)
• Tobacco Use Prevention Education (TUPE)
• National School Lunch Program
• Peer Assistance & Review (PAR)
• Reading is Fundamental (RIF)
• Band and Choir
• Athletics
2003-2004 School Site Expenditures Per Pupil
Total From Restricted Sources From Unrestricted Sources
$5,218.43 $1,499.05 $3,719.38
District State School Site and District % Difference Between % Difference Between School Site and State
$1,021.10 * 73% *
2003-2004 Expenditures Per Pupil from Unrestricted Sources
District Expenditures
Services, Other Operating Expenses
7% Certificated
Salaries 46% Classified
Salaries 16%
Employee Benefits
20%
Books and Supplies
