Coarsegold
Union School District
45426
Road 415
Coarsegold, CA 93614
559/683-2996 FAX 559/658-8193
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45426
Road 415 559/683-2996 FAX 559/658-8193 |
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SCHOOL ACCOUNTABILITY REPORT CARD
School Year 1998/1999 |
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The Coarsegold Union School District is located in the eastern part of Madera County. The foothill area is serviced by Yosemite Highway or Highway 41 and the community of Coarsegold. The district consists of three schools: Rivergold Elementary is a K-6 school with a student population of 374 serving the southern portion of the District; Coarsegold Elementary is a K-8 school with a student population of 599 serving the northern portion of the District; and, Coarsegold Community Day School serves up to 12 students in the grades 6-8. Madera County maintains a Special Education Facility on the Coarsegold campus; in addition the district has a Special Education Resource Program at both elementary sites. The District also has a Home School Program servicing about 6 students. Ethnically, the student population is approximately 7% Hispanic, 2% African-American, 5% American Native, 4% other minority groups, and 82% White. COARSEGOLD UNION SCHOOL DISTRICT MISSION
STATEMENT Coarsegold Union School District is dedicated to providing the structure and support, in a partnership with students, parents, staff, and the community of Coarsegold, necessary to insure that every student receives the highest quality education in a positive, safe, secure learning environment in order to become a productive, healthy, intellectually curious member of our society. |
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1. Student Achievement The school district provides students with textbooks that are State approved and are in current adoption cycle. The Board of Trustees has approved the California Department of Education Standards as our District Standards and teachers have been given inservices on their content. Special nights are planned for early 1999-2000 to inform parents of the contents in the standards. Committees are working on Promotion and Retention procedures. In the late spring of 1999 the students were given the Standord 9 test of basic skills. This test is required by the state to be given to all students except ones that have been exempted by an I.E.P. or at parent request. Listed is the ranking of students by percentage scoring above the 75th, 50th, and 25th National Percentile. THIS
COMPARES SECOND GRADE ’98 TO SECOND GRADE ‘99
READING MATH LANGUAGE SPELLING 98/99 98/99 98/99 98/99 19/25 26/37 22/30 11/17 % SCORING ABOVE 75 NPR 43/56 63/61 46/59 31/49 % SCORING ABOVE 50 NPR 67/87 79/83 61/76 65/80 % SCORING ABOVE 25 NPR THIS
COMPARES SECOND GRADE ’98 TO THIRD GRADE ‘99
READING MATH LANGUAGE SPELLING 98/99 98/99 98/99 98/99 19/28 26/39 22/26 11/09 % SCORING ABOVE 75 NPR 43/60 63/66 46/50 31/35 % SCORING ABOVE 50 NPR 67/86 79/91 61/85 65/81 % SCORING ABOVE 25 NPR THIS COMPARES THIRD GRADE ’98 TO THIRD GRADE ‘99READING MATH LANGUAGE SPELLING 98/99 98/99 98/99 98/99 26/28 30/39 18/26 12/09 % SCORING ABOVE 75 NPR 48/60 61/66 46/50 31/35 % SCORING ABOVE 50 NPR 69/86 87/91 73/85 73/81 % SCORING ABOVE 25 NPR |
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THIS COMPARES THIRD GRADE ’98 TO FOURTH GRADE ‘99READING MATH LANGUAGE SPELLING 98/99 98/99 98/99 98/99 26/39 30/34 18/33 12/18 % SCORING ABOVE 75 NPR 48/55 61/68 46/56 31/42 % SCORING ABOVE 50 NPR 69/78 87/85 73/82 73/68 % SCORING ABOVE 25 NPR THIS COMPARES FOURTH GRADE ‘98 TO FOURTH GRADE ‘99READING MATH LANGUAGE SPELLING 98/99 98/99 98/99 98/99 26/39 25/34 20/33 17/18 % SCORING ABOVE 75 NPR 47/55 50/68 51/56 37/42 % SCORING ABOVE 50 NPR 66/78 76/85 70/82 58/68 % SCORING ABOVE 25 NPR THIS COMPARES FOURTH GRADE ‘98 TO FIFTH GRADE ‘99
READING MATH LANGUAGE SPELLING 98/99 98/99 98/99 98/99 26/40 25/51 20/35 17/30 % SCORING ABOVE 75 NPR 47/62 50/71 51/64 37/50 % SCORING ABOVE 50 NPR 66/86 76/89 70/78 58/75 % SCORING ABOVE 25 NPR THIS COMPARES FIFTH GRADE ‘98 TO FIFTH GRADE ‘99READING MATH LANGUAGE SPELLING 98/99 98/99 98/99 98/99 26/40 39/51 25/35 18/30 % SCORING ABOVE 75 NPR 54/62 69/71 52/64 42/50 % SCORING ABOVE 50 NPR 80/86 88/89 74/78 62/75 % SCORING ABOVE 25 NPR THIS COMPARES FIFTH GRADE ‘98 TO SIXTH GRADE ‘99READING MATH LANGUAGE SPELLING 98/99 98/99 98/99 98/99 26/38 39/35 25/21 18/21 % SCORING ABOVE 75 NPR 54/64 69/73 52/59 42/47 % SCORING ABOVE 50 NPR 80/90 88/88 82/81 62/72 % SCORING ABOVE 25 NPR |
THIS COMPARES SIXTH GRADE ‘98 TO SIXTH GRADE ‘99READING MATH LANGUAGE SPELLING 98/99 98/99 98/99 98/99 29/38 38/35 23/21 21/21 % SCORING ABOVE 75 NPR 62/64 67/73 54/59 38/47 % SCORING ABOVE 50 NPR 83/90 83/88 82/81 72/72 % SCORING ABOVE 25 NPR THIS COMPARES SIXTH GRADE ‘98 TO SEVENTH GRADE ‘99READING MATH LANGUAGE SPELLING 98/99 98/99 98/99 98/99 29/27 38/33 23/38 21/26 % SCORING ABOVE 75 NPR 62/61 67/55 54/63 38/50 % SCORING ABOVE 50 NPR 83/88 83/79 82/80 72/80 % SCORING ABOVE 25 NPR THIS COMPARES SEVENTH GRADE ‘98 TO SEVENTH GRADE ‘99READING MATH LANGUAGE SPELLING 98/99
98/99
98/99
98/99 29/27 26/33 34/38 22/26 % SCORING ABOVE 75 NPR 52/61 53/55 52/63 48/50 % SCORING ABOVE 50 NPR 77/88 83/79 76/80 77/80 % SCORING ABOVE 25 NPR THIS COMPARES
SEVENTH GRADE ‘98 TO EIGHTH GRADE ‘99
READING MATH LANGUAGE SPELLING 98/99 98/99 98/99 98/99 29/35 26/28 34/27 26/14 % SCORING ABOVE 75 NPR 52/61 53/58 52/57 50/43 % SCORING ABOVE 50 NPR 77/91 83/82 76/84 80/66 % SCORING ABOVE 25 NPR |
THIS COMPARES
EIGHTH GRADE ‘98 TO NINTH GRADE ‘99 (WE DO NOT HAVE 9TH
GRADE INFO.)
READING MATH LANGUAGE SPELLING 98/99 98/99 98/99 98/99 25/ 12/ 24/ 11/ % SCORING ABOVE 75 NPR 61/ 52/ 56/ 32/ % SCORING ABOVE 50 NPR 87/ 77/ 84/ 65/ % SCORING ABOVE 25 NPR STATEWIDE STANFORD 9 TESTING RESULTS – SPRING 1998 VS. SPRING 1999PERCENT OF ALL STUDENTS SCORING AT OR
ABOVE THE 50TH PERCENTILE
READING
LANGUAGE GRADE
1998
1999
99-CUSD
GRADE
1998
1999
99-CUSD
2
40
44
56
2
43
48
59
3
38
41
60
3
38
43
50
4
40
42
55
4
45
47
56
5
41
42
62
5
46
47
64
6
42
44
64
6
47
50
59
7
44
44
61
7
50
51
63
8
46
47
61
8
47
49
57
9
34
34
9
48
49
MATHEMATICS
SPELLING GRADE
1998
1999
99-CUSD
GRADE 1998
1999
99-CUSD
2
43
50
61
2
38
44
49
3
40
48
66
3
34
40
35
4
39
44
68
4
35
38
42
5
41
45
71
5
40
42
50
6
46
50
73
6
38
41
47
7
42
45
55
7
43
44
50
8
42
45
58
8
33
35
43
9
47
48
2. Dropout Rates The district has developed both the Community Day School and Home School programs for potential students who would drop out. These programs have been successful and we reported no dropouts. 3. Per Student Expenditures The average daily attendance at P-2 in 1999 actual was 906 while our estimated was 911. The budgeted revenue for 98-99 was $4,794,322 while our estimated outgo was $4,769,287. This would make an average of $5,264.12 spent per child. This year, along with general education, the District had programs that include the Mentor Teacher and New Teacher Support Programs, Technology, school breakfast and lunch programs, Tobacco Use Prevention Education, a GATE program, student transportation, a student library and educational field trips. |
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The following are from the 1998 actual audit; the 1999 audit is not available. COARSEGOLD
UNION SCHOOL DISTRICT SCHEDULE
OF FINANCIAL TRENDS AND ANALYSIS FOR
THE FISCAL YEAR ENDED JUNE 30, 1998
(Budget)
1999
1998
1997
1996
General
Fund Revenues
and Other Financial Sources
$4,794,322
$4,959,558
$4,637,999
$3,947,174 Expenditures
4,756,787
4,718,353
4,557,049
3,952,298 Other
Uses and Transfers Out
12,500
63,176
61,425
81,704 Total
Outgo
4,769,287
4,781,529
4,618,474
4,034,002 Change
in Fund Balance
25,035
178,029
19,525
(86,828) Ending
Fund Balance
$ 428,824
$ 403,789
$ 225,760
$ 206,235 Available
reserves
$ 426,824
$ 399,713
$ 219,210
$ 187,130 Designated
for Economic Uncertainties
$ 191,451
$ 186,642
$ 176,985
$
-- Undesignated
Fund Balance
$ 235,373
$ 213,071
$ 42,225
$ 187,130 Available
reserves as a percentage of
Total outgo
8.95%
8.36%
4.75%
4.6% Total
long-term debt
$2,360,749
$2,474,690
$2,647,989
$2,824,258 Average
daily attendance at P-2
911
961
972
964 This
schedule discloses the District’s financial trends by displaying past
years’ data along with current year budget information. These financial trend disclosures are used to evaluate the
District’s ability to continue as a going concern for a reasonable
period of time. The
general Fund balance has increased by $197,554 over the past two years.
The fiscal year 1998-99 budget projects an increase of $25,035
(6.20%). For a district this
size, the state recommends available reserves of at least 4% of total
General Fund expenditures, transfers out, and other uses (total outgo). The
District has incurred an operating deficit in one of the past three years
but does not anticipate incurring an operating deficit during fiscal year
1998-99. Total long-term debt
has decreased by $349,568 over the past two years. Average daily attendance has decreased by three over the past three years. A decrease in growth of 50 ADA is anticipated during fiscal year 1998-99. |
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4. Class Size and Teaching Loads For the 1999/2000 school year the district continues to participate in the class size reduction program. All students in the Kindergarten, First, Second and Third grades have 20 or less students per teacher. Enrollment in the grade and classroom average is as follows: GRADE RIVERGOLD COARSEGOLD COMMUNITY DAY total average total average total is average - 12 Kindergarten 47 18.5 46 18.0 First grade 42 17.0 44 18.5 Second grade 55 16.0 44 14.7 Third grade 58 19.3 56 18.8 Fourth grade 53 23.5 49 24.3 Fifth grade 62 22.5 77 25.7 Sixth grade 57 28.5 50 25.0 Seventh grade 133 28.3 w/one at 20 Eighth grade 100 25.0 5. Credentialed Teachers Coarsegold Union School District has a strong and qualified staff. The combined staff includes: 50 full time classroom teachers; 8 part time; 3 full time Special Education Resource teachers; and, 1 part time. Out of the 62 teachers one full time teacher and two part time teachers hold emergency credentials. All teachers hold appropriate credentials from the State of California, with no teachers assigned to teach subjects outside their credential authorization. 6. Textbooks and Materials Textbooks are available for each student. The district purchased books according to the State instructional adoption cycle and the district is on schedule. Materials are purchased to supplement the adopted textbooks. Teachers are given $400 each to purchase extra classroom materials |
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7. Counseling Counseling for students is provided on an informal basis by teachers, principals, and the vice-principal. In addition, the school psychologist is available on an “as needed” basis for consultation with students, parents, teachers and administrators. The vice-principal, at Coarsegold, has coordinated a parenting class, which offers assistance twice per year for student’s families. A more extensive parenting basic skills class is offered to parents through out the year. Other student support services that help us provide individual attention to our students are: The school nurse is available from the county schools’ office for consultation and is on each campus monthly. She conducts hearing and vision screening on a regular basis. A Resource Program is available for identified students. Our Resource Specialists are available to all teachers as consultants regarding students having academic difficulties. 8. Substitute Teachers There is a pool of qualified substitute teachers available to the schools. The size of the pool has not impacted the schools’ program. 9. School Facilities & Safety District facilities are adequate for the current programs and student population. The schools are very clean and yards are well kept. During the summer minor painting was done at Rivergold while major repair work, painting and masonry was done at Coarsegold. Each school is inspected by the principal and maintenance team for safety and a safety plan has been written for each school to be used in case of an emergency. Two-way radios have been placed in school offices, with yard duty personnel and maintenance staff, along with all school district buses. 10. Teacher Evaluations and Inservices Teachers not having a tenured position are evaluated by their administration annually and tenured teachers are evaluated every other year. District inservice days were centered on Standards, Promotion and Retention, and reading skills. For the last three years the district has conducted 7 inservice days. Teachers are given the opportunity to attend professional growth seminars on school time in areas of their interest or need. 11. Climate for Learning The climate for learning is primarily set by the teacher and supported by the administration. The goal is an open and relaxed environment where students can learn. When discipline is a problem and needs to be taken care of outside the classroom, the child is sent to the office to be addressed by an administrator or counselor. When appropriate the child’s home is contacted and a behavioral plan is written. Students that are expelled from our regular educational program are entered into the Community School program.
SUSPENION
EXPULSION REPORTS 98-99 97-98 96-97 Suspensions 60 80 128 Expulsions 1 6 3
12. Curriculum Improvement Programs Teacher and staff training is developed around the items of teacher/administration expressed need. The total staff was inserviced in reading, state standards and the use of rubrics in grading. Teachers and staff were also offered time from their regular assignment to attend specific inservice needs or interests of their own. 13. Quality of Instruction and Leadership The instructional program at each school is closely aligned with the standards set forth in the State Frameworks and Model Curriculum Standards. An on-going process of self-assessment is in place. The staffs are highly professional, dedicated, and student learning oriented. Administrative assessment of instruction is continual, and includes walk-through and drop-in visits, informal observations, and formal observations. Teachers participate in staff meetings, grade level meetings, and in-service days to help determine directions for improvement of instruction. Developmental and instructional professional growth opportunities are provided as staff and administrative decision determines the appropriateness for them. The district leadership team, consisting of the Superintendent, Principals, and Vice-Principal is pro-active, well trained, and dedicated to district wide effectiveness. Administrators are active and visible on the campus daily, and are accessible to parents, to all staff members, and to students. The team meets regularly to analyze and to plan for the improvement of all aspects of the instructional program. The team also meets regularly with other management personnel, including food services, transportation, maintenance, budget, and personnel. 14. Work Force As part of our daily curriculum included are concepts to be built on for life skills. When students graduate from our 8th grade they are well prepared to enter high school, but it is not our aim to train them for the working world at the 8th grade level.15. Instructional Minutes The total number of instructional minutes offered for the 1998/99 and 1999/00 school years meet the standards set by the California State Department of Education. Minutes offered at Rivergold by grade level: Kindergarten a.m. – 36010,
Kindergarten p.m. – 38,040. State
required 36,000 Minutes offered at Coarsegold by grade level: Kindergarten a.m. – 36,900,
Kindergarten p.m. – 37,740. State
required 36,000 13. Minimum Days Students in the Coarsegold Union School District are required to attend school 180 days. Of these 180 days 35 are designated minimum days for staff development. 14. Teacher’s Salaries Our district’s teacher salaries in 19998/99 ranged from $29,668 to $52,145, as compared with the State Department of Education comparison salary data of $27,616 to $47,999 for small school elementary districts. 15. Principal’s Salaries In 1998/99 our district principals’ salaries were $62,027 and $59,302, as compared with a State average of $61,602 for small school elementary districts.
16. Superintendent’s Salary Our district’s superintendent’s salary in 1998/99 was $72,720, as compared with a State average of $77,063 for small school elementary districts. 17. Percentage Budgeted for Teachers Salaries Our district spends about 46.27% of its budget for teacher salaries, as compared with a State average of 41.44. 18. Percentage Budgeted for Administrative Salaries Our district spends about 5% of its budget for administrative salaries, as compared with a State average of 5.75%. |