Shasta Elementary School

2011-12 School Accountability Report Card Published During the 2012-13 School Year 10446 Red Blu Road Shasta, CA 96087 Phone: (530) 243-1110 Fax: (530) 241-5193 GRADES K-8 www.shastaunionschool.net

Heidi Gerig, Principal

Principals Message
Shasta Elementary is proud that we are Large enough to provide a comprehensive curriculum, yet small enough to know your name. Our cer cated sta focuses on providing each student both the opportunity and expecta on of mee ng state standards in all core curricular areas. Teachers set an example for students as lifelong learners through their con nuing par cipa on in advanced coursework, such as the California History and Math Projects and EISS (Early Interven on for School Success), which in turn enhances instruc on in the classroom. Understanding the diverse needs of learners, Shasta provides both tradi onal and Montessori instruc onal se ngs. Expecta ons for student behavior are high, yet individualized. We provide support for students who need an extra emphasis on learning social skills. Our greatest strength is our family-type atmosphere, which promotes a close knit, community feel. The result is a produc ve, vibrant learning environment in which students can thrive both academically and socially. We are pleased to announce that Shasta Elementary has recently a ained the status of aliate school with the pres gious Gilder Lehrman Ins tute of American History. As the oldest con nually opera ng public school in the state of California, this nod to our schools rich historic roots will provide our students with many unique opportuni es to further explore both our state and na onal histories through exclusive access to a diverse array of mul media materials provided by the Gilder Lehrman Ins tute. Learning from the past to pave the way to a bright and produc ve future for our students remains a strong focus for the school.

Shasta Union Elementary School District

Dr. Rick Fauss Superintendent

Mission Statement
The mission of the Shasta Union Elementary School District is to provide op mum learning opportuni es to each individual in a safe environment, which encourages social, emo onal, physical, and mental growth, preparing each to become a responsible and produc ve ci zen of the community, state, na on, and world.

Parental Involvement
Parent involvement is the heart and soul of Shasta Elementary. Parents are involved in everything from school governance and the Parent Teacher Associa on (PTA), to school fundraisers, to volunteering in the classrooms. We value parents opinions and o en request their input on issues such as homework and discipline policies. We have family game nights, family math and reading nights, school campouts, school concerts, father-daughter dances, and many other family oriented events. Research indicates that when parents are involved, children are be er able to realize the importance of their educa on. For more informa on on how to become involved with the school, please contact Heidi Gerig, Principal, at (530) 243-1110.

Governing Board
Roger Longnecker President Be y Harrison-Smith Clerk Sco Lyon Member Susan Schroth Member Lou Gerard, Jr. Member

Professional Development
Shasta teachers are lifelong learners. They con nuously upgrade their skills and professional knowledge through advanced studies and par cipa on in such programs as the California Wri ng Project, Shasta County Math Project, Northeastern California Arts Project (NCAP), Teaching American History (TAH) Project, California State Reading Conference, Fred Jones Classroom Management, CTA Good Teaching Conference, Con nuous School Improvement Training and ongoing educa onal coursework in Montessori pedagogy.
2011 12 2011-12 SARC

For the 2008-09 and 2009-10 school years, we dedicated three days each year for professional development. Although state budget cuts necessitated the elimina on of calendared professional development days for the 2010-11 and 2011-12 school years, Shastas sta par cipates in weekly sta mee ngs to discuss individual student progress, collaborate with support sta and plan strategies to be er meet student academic needs. Through careful and though ul analysis of student data, the sta is able to strategically address areas of instruc onal need for individual students. This weekly mee ng me also allows the sta to learn about new programs and instruc onal techniques. Shasta con nues to build its cer cated and classied sta into a Professional Learning Community through ongoing professional training and open dialogue with one another.

School Accountability Report Card

In accordance with State and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested par es to stay informed of the schools progress, test scores and achievements.

Education is not lling a pail but the lighting of a re. ~William Butler Yeats

Shasta Elementary School 2011-12 SARC

Class Size
The bar graphs display the three-year data for average class size and the table displays the three -year data for the number of classrooms by size.
Class Size Distribution Average Class Size

Three-Year Data Comparison

09-10 10-11 11-12

28 21 17 14 22 22 20

26 26 19

26

28

16 7

K-3

K-1

2-3

1-3

3-5

4-6

7-8

Other

Class Size Distribution Number of Classrooms by Size

Three-Year Data Comparison 10-11 11-12 33+ 1-20 1 21-32 33+

09-10 Grade K-1 K-3 1-3 3-5 4-6 6-8 Other 1 1 2 1 2 1 1-20 21-32 33+ 1-20 1

21-32

Our certicated staff focuses on providing each student both the opportunity and expectation of meeting state standards in all core curricular areas.

2 1 1 1

2 1 1

California Physical Fitness Test

Each spring, all students in grades 5, 7, and 9 are required to par cipate in the California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State Board of Educa on. PFT measures six key tness areas: 1. Aerobic Capacity 4. Abdominal Strength and Endurance 2. Body Composi on 5. Upper Body Strength and Endurance 3. Flexibility 6. Trunk Extensor Strength and Flexibility Encouraging and assis ng students in establishing lifelong habits of regular physical ac vity is the primary goal of the Fitnessgram. The table shows the percentage of students mee ng the tness standards of being in the healthy tness zone for the most recent tes ng period. For more detailed informa on on the California PFT, please visit www.cde.ca.gov/ta/tg/pf/.
2011 12 2011-12 SARC

School Safety
We monitor the School Safety Plan annually. It includes disaster procedures, California Educa on Code provisions for designated serious acts leading to suspension and expulsion, our sexual harassment policy, provisions of the school dress code, rules for maintaining a safe and orderly environment, and the rules and procedures for school discipline. Regular re, earthquake and lock down drills provide students the opportunity to prac ce procedures in case a real crisis occurs. We have a zero-tolerance policy on alcohol, tobacco, and other drugs. Shasta operates a closed campus. All visitors are required to check in at the oce upon arrival on campus. The School Safety Plan was last reviewed, updated, and discussed with the school faculty in November 2012.

California Physical Fitness Test

2011-12 School Year Shasta ES

Percentage of Students Mee ng Fitness Standards Four of Six Standards Five of Six Standards Six of Six Standards

Grade 5 7.70% 30.80% 23.10%

Grade 7

Scores are not shown when the number of students tested is 10 or less, either because the number of

students tested in this category is too small for sta s cal accuracy or to protect student privacy.

Shasta Elementary School 2011-12 SARC

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School Facilities
Our school includes eight buildings, of which ve are portables. Together they accommodate approximately 1,012 people. On an average day, 164 students and sta occupy these buildings, taking up 16 percent of our capacity. We keep our campus clean and well maintained. The original building dates from 1957 and underwent modernizaon in 1997. We recently expanded our gymnasium to accommodate full-court basketball. We renovated our middle school wing and added a computer lab in 2001. Our outdoor athle c eld, a huge grass eld surrounded by scenic hillsides, is one of our schools best a ributes. Repairs are usually modest in scale, and do not include moderniza on projects, renova ons, or other construc on normally paid for by bond measures. We built our beau ful library with its adjoining computer lab during the renova on of our middle school wing. Students use the library during regularly scheduled, weekly visits and on an as-needed basis for research. A part- me library paraprofessional, who is on site four days a week, stas the library. We have 45 computers available for student use, which means that, on average, there is one computer for every three students. There are 13 classrooms connected to the Internet. Students use computers at all grade levels. Our computer lab oers educa onal so ware, including Accelerated Reader and STAR Reading. SMART Boards are used in some of the classrooms and one is also available for our a er school program. Students at most grade levels use the computer lab for research, although middle school classes use the computer lab more than the lower grades. All students and parents may use the lab before school and a er school. A full- me lead maintenance/custodian and a half- me custodian clean all classrooms, restrooms and other buildings every day. Most rooms are cleaned at night or early morning. The lead custodian also inspects the site monthly for safety and ongoing maintenance purposes. We recently upgraded the kindergarten playground by sealing the blacktop. The blacktop on our main outdoor playground was sealed at the same me.

School Facility Items Inspected

The table shows the results of the schools most recent inspec on using the Facility Inspec on Tool (FIT) or equivalent school form. The following is a list of items inspected. Restrooms/Fountains: Restrooms, Systems: Gas Systems and Pipes, Sewer, Sinks/Drinking Fountains (interior Mechanical Systems (hea ng, ven la on, and exterior) and air condi oning) Safety: Fire Safety Equipment, Interior: Interior Surfaces (oors, Emergency Systems, Hazardous ceilings, walls, and window casings) Materials (interior and exterior) Cleanliness: Pest/Vermin Control, Overall Structural: Structural Condi on, Cleanliness (school grounds, buildings, Roofs rooms, and common areas) External: Windows/Doors/Gates/Fences, Electrical: Electrical Systems Playgrounds/School Grounds (interior and exterior)

School Facility Good Repair Status

This inspec on determines the school facilitys good repair status using ra ngs of good condi on, fair condi on, or poor condi on. The overall summary of facility condi ons uses ra ngs of exemplary, good, fair, or poor condi on. At the me of this school facility inspec on, no deciencies were found.
School Facility Good Repair Status

2012-13 School Year Items Inspected Restrooms/Fountains Safety Structural External Repair Status Good Good Good Good Exemplary 09/14/2012 09/14/2012

Items Inspected Systems Interior Cleanliness Electrical

Repair Status Good Good Good Good

Overall Summary of Facility Condi ons Date of the Most Recent School Site Inspec on Date of the Most Recent Comple on of the Inspec on Form

Enrollment and Demographics

The total enrollment at the school was 144 students for the 2011-12 school year.*
Demographics

2011-12 School Year Hispanic or Latino 6%

American Indian or Alaska Native 15%

2011 12 2011-12 SARC

White 72%

Asian 6%

Black or African American 1%

* Enrollment data was gathered from DataQuest and is accurate as of September 2012.

Shasta Elementary School 2011-12 SARC

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Quality of Textbooks
The following table outlines the criteria required for choosing textbooks and instruc onal materials.
Quality of Textbooks

Textbooks and Instructional Materials

The textbooks we use and the tests we give are based on the California Content Standards, and we expect our teachers to be consistently focused on them. Policy experts, researchers, and educators consider our States Standards to be among the most rigorous and challenging in the na on. We choose our textbooks from lists that have already been approved by State educa on ocials. The textbooks selected are consistent with the content and cycles of the curriculum frameworks, adopted by the State Board of Educa on. The District has armed that each pupil, including English Learners, have their own textbook to use in class and to take home.
Textbooks and Instructional Materials List

2012-13 School Year Criteria Are the textbooks adopted from the most recent state-approved or local governing board approved list? Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Educa on? Does every student, including English Learners, have access to their own textbooks and instruc onal materials to use in class and to take home? Yes/No

2012-13 School Year Textbook Adopted 2009 2009 2007 2007 2007 2006 2006 2005 2005

Subject English-Language Arts English-Language Arts Mathema cs Mathema cs Mathema cs Science Science History-Social Science History-Social Science

Yes

Millian McGraw-Hill (Treasures) (K-6) McDougal Li ell (6-8) Sco Foresman envision (K-5) Saxon Math (K-3) McDougal Li ell (6-8) Sco -Foresman (K-5) Pren ce Hall (6-8) Sco Foresman (K-5) McDougall Li ell (6-8)

Yes

Yes

Availability of Textbooks and Instructional Materials

Percentage of Students Lacking Materials by Subject

2012-13 School Year Shasta ES

Subject Reading/Language Arts Mathema cs Science History-Social Science

2011 12 2011-12 SARC

Percent Lacking 0% 0% 0% 0%

Availability of Textbooks and Instructional Materials

The following lists the percentage of pupils who lack their own assigned textbooks and instruc onal materials.

Visual and Performing Arts Foreign Language Health

Currency of Textbook Data

Currency of Textbook Data

2012-13 School Year 10/2012

Currency of Textbook Data

This table displays the date when the textbook and instruc onal materials informa on was collected and veried.

Data Collec on Date

applicable. Not

Shasta Elementary School 2011-12 SARC

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Standardized Testing and Reporting Program
The Standardized Tes ng and Reporting (STAR) Program aims to iden fy strengths and weaknesses to improve student learning. STAR consists of several key tests that are designed for the students age and individual needs. These tests include: the California Standards Test (CST), California Modied Assessment (CMA), and California Alternate Performance Assessment (CAPA). The CSTs are mul ple choice tests in English-language arts, mathema cs, science, and history-social science for varying grade levels. Some grade levels also par cipate in an essay wri ng test. The CSTs are used to determine students achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject. The CMA is a modied assessment for students with disabili es who have an individualized educa on program (IEP). It is designed to assess those students whose disabili es prevent them from achieving grade-level prociency on an assessment of the content standards with or without accommoda ons. The CAPA is an alternate assessment for students with signicant cogni ve disabili es who are unable to take the CST with accommoda ons or modicaons or the CMA with accommodaons. For more informa on on the STAR program including tests, par cipa on, groups, and scores by grade level, please visit h p://star.cde.ca.gov/.

STAR Results for All Students

The Standardized Tes ng and Repor ng (STAR) results are evaluated and compared to state standards using the following ve performance levels: Advanced (exceeds state standards); Procient (meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Procient or Advanced level meet state standards in that content area. The tables show the percentage of students that scored at Procient or Advanced levels in English-language arts, mathema cs, science, and history-social science.
Students Scoring at Proficient or Advanced Levels

Three-Year Data Comparison Shasta UESD California

Shasta ES Subject English-Language Arts Mathema cs Science History-Social Science

09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12 42% 35% 58% 47% 50% 42% 41% 44% 54% 40% 48% 50% 42% 35% 58% 47% 50% 42% 41% 44% 54% 40% 48% 50% 52% 48% 54% 44% 54% 50% 57% 48% 56% 51% 60% 49%

STAR Results by Student Group: English-Language Arts, Mathematics, Science, and History-Social Science
Students Scoring at Proficient or Advanced Levels

Spring 2012 Results Science 48% 48% 40%

Group All Students in the District All Students at the School Male Female Black or African American American Indian or Alaska Na ve Asian Filipino Hispanic or La no Na ve Hawaiian or Pacic Islander
2011 12 2011-12 SARC

EnglishMathema cs Language Arts 54% 54% 45% 69%

HistorySocial Science 50% 50%

40% 40% 37% 45%

30%

25%

White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabili es Students Receiving Migrant Educa on Services

61%

42%

50%

55%

47%

27%

39%

19%

19%

Scores are not shown when the number of students tested is 10 or less, either because the number of

students tested in this category is too small for sta s cal accuracy or to protect student privacy.

Shasta Elementary School 2011-12 SARC

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API Testing
Assessment data is reported only for numerically signicant groups. To be considered numerically signicant for the API, the group must have either: (1) at least 50 students with valid STAR Program scores who make up at least 15% of the total valid STAR Program scores, or (2) at least 100 students with valid STAR Program scores.

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score reects the school, district or a student groups performance level, based on the results of statewide tes ng. The state has set an API score of 800 as the statewide target. The annual API repor ng cycle consists of the Base and Growth API. The Base API begins the reporting cycle and the results are released approximately a year a er tes ng occurs (e.g. The 2011 Base API is calculated from results of statewide tes ng in spring 2011, but the results are not released unl May 2012). Growth API, calculates test results in the same fashion and with the same indicators as the Base API but from test results of the following year (e.g. The 2012 Growth API is calculated from results of statewide tes ng in spring 2012 and released in September 2012). The year of the API corresponds to the year of tes ng. Therefore, for the 2011-12 API repor ng cycle, the 2011 Base indicator and 2012 Growth indicator are used. To represent how much a schools API changed from 2011-12 (known as the 2011-12 API Growth), the 2011 Base API is subtracted from the 2012 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met. To learn more about API, visit the API informa on guide at www.cde.ca.gov/ta/ac/ap/documents/infoguide12.pdf and the API overview guide at www.cde.ca.gov/ta/ac/ay/documents/overview12.pdf.

API Ranks
Schools are ranked in ten categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A schools statewide API rank compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A similar schools API rank reects how a school compares to 100 sta s cally matched similar schools. This table shows the schools three-year data for statewide API rank and similar schools API rank, for which informa on is available.

API Ranks
API Ranks

Three-Year Data Comparison 2009 2010 2 1 2011 2 1

Statewide API Rank Similar Schools API Rank

API Growth by Student Group

This table displays, by student group, rst, the 2012 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school.
API Growth by Student Group

2012 Growth API and Three-Year Data Comparison 2012 Growth API Shasta ES Actual API Change 09-10 -47

Group

Shasta ES Number Growth of Students API 98 1 15 4 0 5 0 73 0 44 1 18 736

Shasta UESD Number Growth of Students API 99 1 15 4 0 5 0 74 0 44 1 19 737

California Number Growth of Students API 4,664,264 313,201 31,606 404,670 124,824 2,425,230 26,563 1,221,860 88,428 2,779,680 1,530,297 530,935 788 710 742 905 869 740 775 853 849 737 716 607

10-11 12

11-12 0

All Students Black or African American American Indian or Alaska Na ve Asian Filipino
2011 12 2011-12 SARC

660

660

Hispanic or La no Na ve Hawaiian or Pacic Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabili es

748

749

-57

-2

29

688

688

16

540

555

Data are reported only for numerically signicant groups. This API is calculated for a small school or a small LEA, dened as having between 11 and 99 valid STAR Program test scores included in the API. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted. Similar schools ranks are not calculated for small schools.

Shasta Elementary School 2011-12 SARC

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Types of Services Funded
The programs and supplemental services that are provided at the school either through categorical funds or other sources that support and assist students: Title I Class Size Reduc on Resource Program Sports A er School Program

Adequate Yearly Progress

The No Child Le Behind (NCLB) Act requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in these four target areas: 1. Par cipa on rate on statewide assessments in English-language arts and mathema cs 2. Percentage of students scoring procient on statewide assessments in English-language arts and mathema cs 3. API scores 4. Gradua on rate for high schools The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for 2011-12. For more informa on, visit www.cde.ca.gov/ta/ac/ay/.
Adequate Yearly Progress Criteria

2011-12 School Year Shasta ES Shasta UESD No Mathema cs Yes No No

Met Overall AYP AYP Criteria Par cipa on Rate Percent Procient API Gradua on Rate EnglishLanguage Arts Yes No

No EnglishLanguage Arts Yes No

Mathema cs Yes No No

Suspensions and Expulsions

This table shows the rate of suspensions and expulsions (the total number of incidents divided by the schools total enrollment) for the most recent three-year period.
Suspension and Expulsion Rates

Federal Intervention Program

Districts and schools receiving Title I funding that fail to meet AYP over two consecu ve years in the same content area (English-language arts or mathema cs) or on the same indicator (API or graduaon rate) can enter into Program Improvement (PI). Each addi onal year that the district or schools do not meet AYP results in advancement to the next level of interven on. This table displays the 2012-13 Program Improvement status for the school and district. For more informa on, please visit www.cde.ca.gov/ta/ac/ay/.
Federal Intervention Program

Shasta ES 09-10 Suspension Rates Expulsion Rates 0.139 0.000 10-11 0.039 0.000 11-12 0.167 0.000

2012-13 School Year Shasta ES Shasta UESD Not In PI

Shasta UESD 09-10 Suspension Rates Expulsion Rates 0.139 0.000 10-11 0.039 0.000 11-12 0.167 0.000

Program Improvement Status First Year of Program Improvement Year in Program Improvement
2011 12 2011-12 SARC

Not In PI

Number of Schools Iden ed for Program Improvement Percent of Schools Iden ed for Program Improvement

0 0.00%

Not applicable. The gradua on rate for AYP criteria applies to high schools. Not applicable.

Teachers set an example for students as lifelong learners through their continuing participation in advanced coursework.

Shasta Elementary School 2011-12 SARC

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Academic Counselors and School Support Staff
This table displays informa on about academic counselors and support sta at the school and their full- me equivalent (FTE).
Academic Counselors and School Support Staff Data

Teacher Qualifications
This table shows informa on about teacher creden als and teacher qualica ons. More informaon can be found by visi ng h p://data1.cde.ca.gov/dataquest/.
Teacher Credential Information

Three-Year Data Comparison Shasta UESD Shasta ES 09-10 8 0 0 10-11 7 0 0 11-12 7 0 0

Teachers With Full Creden al Without Full Creden al Teaching Outside Subject Area of Competence

11-12 7 0

2011-12 School Year Academic Counselors FTE of Academic Counselors Ra o of Students Per Academic Counselor Support Sta Social/Behavioral or Career Development Counselors Library Media Teacher (Librarian) Library Media Services Sta (Paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) 0.00

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authoriza on) and the number of vacant teacher posi ons (not lled by a single designated teacher assigned to teach the en re course at the beginning of the school year or semester). Please note: Total teacher misassignments includes the number of misassignments of teachers of English Learners.
Teacher Misassignments and Vacant Teacher Positions

FTE 0.00 0.00 0.50 0.12 0.00 0.05 0.20 0.00

Three-Year Data Comparison Shasta ES

Teachers Teacher Misassignments of English Learners Total Teacher Misassignments Vacant Teacher Posi ons

10-11 0 0 0

11-12 0 0 0

12-13 0 0 0

No Child Left Behind Compliant Teachers

NCLB requires that all teachers of core academic subject areas be highly qualied. In general, for a teacher to be considered highly qualied, they must have a bachelors degree, an appropriate California teaching creden al, and have demonstrated competence for each core subject he or she teaches. The table displays data regarding NCLB compliant teachers from the 2011-12 school year. For more informa on on teacher qualica ons related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.
No Child Left Behind Compliant Teachers

2011-12 School Year Percent of Classes in Core Academic Subjects Taught by NCLB Compliant Teachers Taught by Non-NCLB Compliant Teachers 0% 0% 0%

2011 12 2011-12 SARC

Shasta ES All Schools in District High-Poverty Schools in District Low-Poverty Schools in District

100% 100% 100%

Our certicated staff focuses on providing each student both the opportunity and expectation of meeting state standards in all core curricular areas.

NCLB Note
High-poverty schools are dened as those schools with student par cipa on of approximately 40% or more in the free and reduced priced meals program. Low-poverty schools are those with student par cipa on of approximately 25% or less in the free and reduced priced meals program.
applicable. Not

Shasta Elementary School 2011-12 SARC

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School Financial Data
The following table displays the schools average teacher salary and a breakdown of the schools expenditures per pupil from unrestricted and restricted sources.
School Financial Data

Financial Data
The nancial data displayed in the SARC is from the 2010-11 scal year. The most current scal informa on available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For more detailed nancial informa on, please visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.

District Financial Data

This table displays district teacher and administra ve salary informa on and compares the gures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benets.
District Salary Data

2010-11 Fiscal Year Total Expenditures Per Pupil Expenditures Per Pupil From Restricted Sources Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary $9,205 $3,061 $6,144 $56,744

2010-11 Fiscal Year Shasta UESD Similar Sized District $38,625 $55,530 $70,729 $92,955 $106,757 36% 7%

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary Average Principal Salary Superintendent Salary Teacher Salaries Percent of Budget Administra ve Salaries Percent of Budget

$36,171 $50,488 $59,268 $82,967

32% 6%

Public Internet Access

Internet access is available at public libraries and other loca ons that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public loca ons is generally provided on a rst-come, rst-served basis. Other use restric ons include the hours of opera on, the length of me that a worksta on may be used (depending on availability), the types of so ware programs available at a worksta on, and the ability to print documents.

Financial Data Comparison

The following table displays the schools per pupil expenditures from unrestricted sources and the schools average teacher salary and compares it to the district and state data.
Financial Data Comparison

2010-11 Fiscal Year Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary $56,744 $56,744 $57,019

Shasta ES Shasta UESD California

2011 12 2011-12 SARC

$6,144 $6,144 $5,455

School and District Percent Dierence School and California Percent Dierence

+11.2%

-0.5%

Single-site districts are not required to display this data. (Educa on Code Sec on 41409.3). The percent dierence does not apply to single-site districts.

Data for this years SARC was provided by the California Department of Educa on (CDE), school and district oces. For addi onal informa on on California schools and districts, please visit DataQuest at h p://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, stang, and data regarding English Learners. Addi onally, Ed-Data in partnership with the CDE, provides extensive nancial, demographic, and performance informa on about Californias public kindergarten through grade twelve school districts and schools. More informa on can be found at www.ed-data.k12.ca.us/Pages/Home.aspx. Per Educa on Code Sec on 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year. All data accurate as of November 29, 2012.