School Accountability Report Card    
  Reported for School Year 2005-06  
Published During 2006-07

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.

I. About This School

Contact Information
This section provides the school's contact information.

School		District
School Name	Kern County Community	District Name	Kern County Office of Education
Street	1300 17th St. City Centre	Phone Number	661-636-4000
City, State, Zip	Bakersfield, CA 93301	Web Site	www.kcclc.org
Phone Number	661-636-4720	Superintendent	Larry E. Reider
Principal	Jeanne Hughes	E-mail Address	lereider@kern.org
E-mail Address	jehughes@kern.org	---	---

School Description and Mission Statement
This section provides information about the school's goals and programs.

The mission of Community Schools is to provide a quality alternative education program to students who are 1) expelled 2) referred by the probation department or their school of residence or 3) are homeless. The program is designed to work closely with and support the efforts of Kern County schools and districts, parents, the county probation department and other related agencies. The academic program is tailored to individual needs and is intended to provide the foundation for educational success. The goal of all community schools is to empower students, who can be considered “at-risk” by state standards, to become productive members of the community by providing quality opportunities in education.

Community Schools are operated by the Kern County Superintendent of Schools Office and have served K-12 students from many districts over the past 18 years. Eight different program locations, strategically positioned throughout the county, function under one County District School (CDS) Code. Three of the eight sites are in Bakersfield and serve approximately 78% percent of the total community school program enrollment. The remaining 22% is served through the Delano, Mojave, Taft, Ridgecrest and Lake Isabella sites. The year-round operation of Community School benefits students who have had educational deficits during the regular school year. The student population, as it is with most community schools, is basically transitory and short term. A combination of classroom-based instruction, independent study and an after school program provide a range of tools with which to tailor an academic program to suit any student’s needs.  

Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.

Contact Person Name	Jeanne Hughes	Contact Person Phone Number	(661) 636-4720
Parents are viewed as a critical component of the total educational process. All efforts are made to involve parents beginning with a student/parent orientation conference upon initial enrollment. Community School has policies and procedures for parental contact regarding student progress and attendance. Teachers send home written performance reports on a regular basis, and maintain contact logs to document parent/guardian telephone contacts.

Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students	Grade Level	Number of Students
Kindergarten	0	Grade 8	94
Grade 1	0	Ungraded Elementary	0
Grade 2	2	Grade 9	110
Grade 3	2	Grade 10	276
Grade 4	3	Grade 11	309
Grade 5	8	Grade 12	419
Grade 6	10	Ungraded Secondary	0
Grade 7	51	Total Enrollment	1284

Student Enrollment by Group
This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment	Group	Percent of Total Enrollment
African American	14.9	White (not Hispanic)	30.8
American Indian or Alaska Native	0.2	Multiple or No Response	0.0
Asian	0.2	Socioeconomically Disadvantaged	6.8
Filipino	0.2	English Learners	7.0
Hispanic or Latino	53.4	Students with Disabilities	13.0
Pacific Islander	0.2	---	---

Average Class Size and Class Size Distribution (Elementary)
This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Grade Level	2003-04				2004-05				2005-06
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-20	21-32	33+		1-20	21-32	33+		1-20	21-32	33+
K
1
2
3
4
5
6	7.0	1			10.0	1
K-3	7.0	1			7.0	1
3-4									8.0	1
4-8									13.0	1
Other	10.4	5			9.0	4			10.5	2

Average Class Size and Class Size Distribution (Secondary)
This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Subject	2003-04				2004-05				2005-06
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-20	21-32	33+		1-20	21-32	33+		1-20	21-32	33+
English	19.3	14			17.6	28	1		17.4	30
Mathematics	19.3	13			18.1	17	1		16.9	21
Science	19.3	13			18.1	17	1		17.7	24
Social Science	19.2	18			18.1	17	1		17.6	24

II. School Climate

School Safety Plan
This section provides information about the school's comprehensive safety plan.

Date of Last Review/Update	11-6-06	Date Last Discussed with Staff	11-6-06
All Community School campuses are in good repair, and are neat, clean and reflect the care that has been taken to provide facilities that are conducive to teaching and learning. Community School completed a comprehensive school safety plan that was adopted by the Kern County Board of Education in October 1998. A safety committee meets throughout each year to review the safety plan and procedures. Quarterly safety in-services and training for all staff, along with routine safety drills are documented. Schools have taken numerous opportunities to prepare staff, students, parents and the surrounding neighborhoods in the event of possible emergency situations. Custodial services are provided at each school site and the KCSOS maintenance department services the grounds and school facilities on a regular basis. No corrective actions are required.

School Discipline Practices
This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies.

The academic program is tailored to meet the individual needs of each student. Students are assessed in reading and mathematics upon enrollment using the Star Advantage software program. An Individual Learning Plan (ILP) is then developed, based not only on that assessment, but also on informal criteria gathered during the student/parent orientation. The ILP provides the teacher, student, parent, and support staff with guidance and clarity in developing performance goals, instructional strategies and other services to meet the needs of the student.

Classroom instruction and independent study are options that help to create versatility in the Community School program. A discipline and dress code for students is in place and is reviewed with both students and parents during the initial enrollment orientation. Small class size and the utilization of instructional aides promote individualized attention for all students, with a staff-to-student ratio of approximately one-to-ten in the 7-12 classes and one-to-four in the elementary grades. Teachers utilize positive reinforcement behavior modification strategies, but also have polices and procedures to deal with negative student behavior. Community school teachers are trained in and use a wide variety of strategies and resources, including technology, to engage students actively and to maximize individual student success. Students with IEP’s and those identified as English Learners are provided additional support and curriculum that is enhanced to meet their needs.  

Suspensions and Expulsions
This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School			District
	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06
Suspensions	.22	.08	.06	NA	NA	NA
Expulsions	0	0	0	NA	NA	NA

III. School Facilities

School Facility Conditions and Improvements
This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

Eight program sites utilizing classroom or independent study make the benefits of Community School available to students throughout the county, regardless of geographic location. All school sites are in good repair, and 100% of the toilets are in working order.

Auburn Community School is located in northeast Bakersfield and maintains a range of four to nine classrooms, depending upon enrollment patterns, as well as two or three independent study teachers. In addition to the educational settings, the Auburn site has basketball courts, a staff room, an office area, a resource specialist center, a computer lab, probation department offices and a lunchroom for students.

Community Learning Center

This site is located in the greater Bakersfield area. It has seven classrooms, teacher offices to provide for individual instruction of students along with two computer labs, a designated library space, a staff lounge, office space with meeting rooms, an office for probation and resource staff as well as spaces in each building for instructional aides. This site also has an expanse of landscaped areas maintained by the Kern County Superintendent of Schools maintenance team.

East Kern Community School is in Mojave and is served by three full-time teachers. It has a work area with computers for students.

Lake Isabella Community School has office and classroom space for two teachers to meet individually with students, a work area with computers for students, a desk for an instructional aide and a textbook room.

The Kelly F. Blanton Student Education Center is the largest campus in the Bakersfield area and provides a comprehensive, one stop environment for at-risk students. Educational services are provided for students in kindergarten through grade twelve in various and separate parts of the campus. The prevention division of the Kern County Probation Department has offices for prevention officers on site. A Workforce Investment Act program offers work experience at the Career Plus Center located strategically in the center of the campus. The Prop 10 funded Teen Parent Child Outreach program offers health, mental health, and advocacy services to our pregnant and parenting teens and their children and spouses.

Video and audio production studios provide space for elective classes along with numerous after-school enrichment programs. On-site offices for probation and Kern County Mental Health also help support the needs of the students and provide and wrap-around system to promote school success

North Kern Community School is located in Delano and is served by three teachers who each have an office in which to meet with students. There is also a work study area with computers for students.

Ridgecrest Learning Center is 120 miles southeast of Bakersfield. A portion of this school serves as a court-school facility, but it also offers classroom and independent study services through its teacher to students requiring Community School services.

West Kern Community School is located about 60 miles west of Bakersfield in Taft. Two teachers are usually sufficient to meet the needs of that area.

School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

Item Inspected	Facility in Good Repair		Repair Needed and Action Taken or Planned
	Yes	No
Gas Leaks	X
Mechanical Systems	X
Windows/Doors/Gates (interior and exterior)	X
Interior Surfaces (walls, floors, and ceilings)	X		New Carpet was installed at Ridgecrest Learning Center
Hazardous Materials (interior and exterior)	X
Structural Damage	X
Fire Safety	X
Electrical (interior and exterior)	X
Pest/Vermin Infestation	X
Drinking Fountains (inside and outside)	X
Restrooms	X
Sewer	X
Playground/School Grounds	X
Other	X		Resurfacing asphalt at CLC planned

IV. Teachers

Teacher Credentials
This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Teachers	School			District
	2003-04	2004-05	2005-06	2005-06
With Full Credential	53	61	67	196
Without Full Credential	3	4	4	54
Teaching Outside Subject Area of Competence				---

Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator	2004-05	2005-06	2006-07
Misassignments of Teachers of English Learners	3	14
Total Teacher Misassignments	3	14
Vacant Teacher Positions	0	0

Core Academic Classes Taught by NCLB Compliant Teachers
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes	Percent of Classes In Core Academic Subjects
	Taught by  NCLB Compliant Teachers	Taught by  Non-NCLB Compliant Teachers
This School	56.8	43.2
All Schools in District	65.0	35.0
High-Poverty Schools in District	85.0	15.0
Low-Poverty Schools in District	48.0	52.0

Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.

Community schools are open all year, but the length of teacher contracts varies from 185 days to 230 days per year. Teachers usually schedule off-duty time during the summer months when there is an abundance of qualified substitute teachers. All substitute teachers receive certification for employment through the Kern County Superintendent of Schools Human Resources Office. An updated eligibility list is distributed monthly. A pre-employment orientation is provided by the site administrator to familiarize the teacher with regard to students, polices and procedures respective to the program and school site.  

Teacher Evaluation Process
This section provides information about the procedures and the criteria for teacher evaluations.

The Kern County Superintendent of Schools Office maintains policies and procedures that have been approved by and are included in the Collective Bargaining Agreement that it has with the Kern County Educator’s Association. The evaluation process is based upon an employee’s employment status as follows:

• Permanent employees are evaluated at least once every other school year.
• Probationary employees are evaluated at least once during each school year.

All teachers are evaluated according to the criteria set forth in the California Standards for the Teaching Profession (CSTP). By November 1 of each year, the site principal meets with every teacher to discuss the teacher’s goals and objectives for the current year, their job description, which includes the CSTP criteria. Formal and informal observations are done on all teachers to be evaluated during the school year. Conferences between the teachers and site administrator are held throughout the evaluation process. The evaluation culminates in the completion of an annual evaluation form, which is reviewed and signed by the teacher, the site administrator and by the Director of Alternative Education. The process is completed prior to May 1 for permanent teachers and prior to February 15 for probationary evaluates.

V. Support Staff

Academic Counselors and Other Support Staff
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title	Number of FTE  Assigned to School	Average Number of  Students per  Academic Counselor
Academic Counselor	4.0	500
Library Media Teacher (Librarian)	0	---
Library Media Services Staff (paraprofessional)	.25	---
Psychologist	.25	---
Social Worker	0	---
Nurse	1	---
Speech/Language/Hearing Specialist	1	---
Resource Specialist (non-teaching)	8	---
Other: Campus Supervisors	5	---

VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area	Quality, Currency, and  Availability of Textbooks and  Instructional Materials	Percent of Pupils  Who Lack Their Own  Assigned Textbooks and  Instructional Materials
Reading/Language Arts	Current and standards aligned	0
Mathematics	Current and standards aligned	0
Science	Current and standards aligned	0
History-Social Science	Current and standards aligned	0
Foreign Language	N/A	NA
Health	Current and standards aligned	0
Science Laboratory Equipment (grades 9-12)	N/A	NA

VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
This table displays a comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

Level	Total  Expenditures  Per Pupil	Expenditures  Per Pupil  (Supplemental)	Expenditures  Per Pupil  (Basic)	Average  Teacher  Salary
School Site	7,697	281	7,416	50,413
District	---	---	N/A	50,413
Percent Difference - School Site and District	---	---
State	---	---
Percent Difference - School Site and State	---	---

Types of Services Funded
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

 In addition to the basic state funding that Community Schools receive to serve and teach students, funding from a variety of categorical funding sources also provides supplementary services, as well. The following list describes the categorical funding programs in which Community Schools participate:

1) Lottery monies and state textbook funds ensure that there are sufficient textbooks and instructional materials.

2) The Beginning Teacher Support and Assessment (BTSA) program pays for veteran staff to be paid to provide additional support to new teachers to ensure their success.

3) Title II funding provides monies to ensure that all teachers are NCLB compliant.

4) Title III monies are used to train and certify teachers of English Learners, as well as provide supplementary EL materials for those students.

5) Kern County Consortium’s Title IV Safe and Drug Free School’s funds provides money for tobacco, alcohol, drug abuse and violence prevention education.

6) Title V, Innovative Strategies funds may be used to support the addition of any innovative instructional strategy.

7) Community School Title I, Part A monies partially fund the salaries of a Math and Reading Specialist and paraprofessionals who serve all alternative education students.

8) The pupil retention block grant funding sustains the PRIDE Academy program.

9) Carl Washington School Safety funds pay for additional safety equipment, such as campus two-way radios.

10) Special education funding provides monies to pay for RSP teachers and instructional aides, along with supplementary materials necessary for students with IEP’s.

11) The McKinney-Vento grant allows for tutoring services to students at the Bakersfield Homeless Shelter and the Alliance Against Family Violence Shelter.

12) The Foster Youth Grant supports students in group homes with transitioning and

Supplemental educational services.

13) Workforce Investment Act (WIS) funding provides career education and funding for student salaries for job training and exploration.

14) Prop 10 funding supports the Pregnant and Teen Parenting programs.

Teacher and Administrative Salaries (Fiscal Year 2004-05)
This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.

Category	District  Amount	State Average  For Districts  In Same Category
Beginning Teacher Salary	37,444	36,796
Mid-Range Teacher Salary	50,413	54,062
Highest Teacher Salary	69,344	68,679
Average Principal Salary (Elementary)	80,625	83,916
Average Principal Salary (Middle)	80,625	86,752
Average Principal Salary (High)	80,625	92,915
Superintendent Salary		121,387
Percent of Budget for Teacher Salaries	36%	40.2
Percent of Budget for Administrative Salaries	5%	5.8

VIII. Student Performance

California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST Results for All Students -- Three-Year Comparison
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
	2004	2005	2006	2004	2005	2006	2004	2005	2006
English-Language Arts	3	4	3	10	14	15	36	40	42
Mathematics	3	3	4	9	13	16	34	38	40
Science	0	4	2	14	22	9	25	27	35
History-Social Science	2	2	3	5	6	6	29	32	33

CST Results by Student Group - Most Recent Year
This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
	English- Language Arts	Mathematics	Science	History- Social Science
African American	2	1	0	1
American Indian or Alaska Native	*	*	*	*
Asian	*	*	*	*
Filipino	*	*	*	*
Hispanic or Latino	2	3	1	2
Pacific Islander	*	*	*	*
White (Not Hispanic)	7	8	4	6
Male	4	4	2	3
Female	3	4	1	2
Economically Disadvantaged	3	4	1	2
English Learners	0	0	0	0
Students with Disabilities	0	0	0	1
Students Receiving Migrant Education Services

Norm-Referenced Test (NRT)
The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT Results for All Students -- Three Year Comparison
This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.

Subject	School			District			State
	2004	2005	2006	2004	2005	2006	2004	2005	2006
Reading	8	10	12	18	32	31	43	41	42
Mathematics	7	7	11	15	26	29	51	52	53

NRT Results by Student Group -- Most Recent Year
This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.

Group	Percent of Students Scoring at or Above the National Average
	Reading	Mathematics
African American	0	0
American Indian or Alaska Native	*	*
Asian
Filipino
Hispanic or Latino	6	9
Pacific Islander	*	*
White (not Hispanic)	24	20
Male	13	12
Female	6	6
Economically Disadvantaged	16	12
English Learners	*	*
Students with Disabilities	0	0
Students Receiving Migrant Education Services

California Physical Fitness Test Results
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Grade Level	Percent of Students Meeting Fitness Standards
5	0.0
7	8.0
9	4.5

IX. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks -- Three-Year Comparison
This table displays the school's statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools." A similar schools rank of 1 means that the school's academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.

API Rank	2003-04	2004-05	2005-06
Statewide	B	B	B
Similar Schools	B	B	B

API Changes by Student Group -- Three Year Comparison
This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group	Actual API Change			API Score
	2003-04	2004-05	2005-06	2006
All Students at the School	5	21	81	471
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino	18	35		457
Pacific Islander
White (not Hispanic)	-11			492
Socioeconomically Disadvantaged	13	-9		443
English Learners	--	--
Students with Disabilities	--	--

Adequate Yearly Progress
The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

• Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics
• Percent proficient on the state's standards-based assessments in ELA and mathematics
• API as an additional indicator
• Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	No	No
Participation Rate - English-Language Arts	No	No
Participation Rate - Mathematics	No	No
Percent Proficient - English-Language Arts	No	Yes
Percent Proficient - Mathematics	No	No
API	Yes	Yes
Graduation Rate	Yes	Yes

Federal Intervention Program
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

Indicator	School	District
Program Improvement Status	In PI	In PI
First Year of Program Improvement Implementation	2005-2006	2005-2006
Year in Program Improvement	Year 2	Year 2
Number of Schools Currently in Program Improvement	---	1
Percent of Schools Currently in Program Improvement	---	25.0

X. School Completion and Postsecondary Preparation

Dropout Rate and Graduation Rate
This table displays the school's one-year dropout rates and graduation rates for the most recent three-year period. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator	School			District			State
	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05
Dropout Rate (1-year)	45.4	19.2	3.6	27.5	12.7	3.8	3.2	3.3	3.1
Graduation Rate	37.5	44.0	58.8	84.6	84.8	53.9	86.7	85.3	84.9

Completion of High School Graduation Requirements
Beginning with the graduating class of 2006, students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2005-06 school year in the 12th grade, this table displays by student group the percent of students who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Due to the state's collection schedule for high school completion data, state level data for this reporting element will not be available for report cards published in the 2006-07 school year. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant. The County Community School is under an alternative accountability system named ASAM (Alternative School Accountability Model). The graduation rate for ASAM is based on the number of seniors, who on September 1^st of their senior year are credit eligible to graduate. The numbers in the table below are collected from this ASAM data.

Group	Graduating Class of 2006
	School	District	State
All Students	75.76%		---
African American	2%		---
American Indian or Alaska Native	N/A		---
Asian	N/A		---
Filipino	N/A		---
Hispanic or Latino	46%		---
Pacific Islander	N/A		---
White (not Hispanic)	52%		---
Socioeconomically Disadvantaged	16 %		---
English Learners	0 %		---
Students with Disabilities	4 %		---

Courses for University of California and/or California State University Admission
This table displays for the most recent year two measures related to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator	Percent
Students Enrolled in Courses Required for UC/CSU Admission	2.0
Graduates Who Completed All Courses Required for UC/CSU Admission	0.0

Advanced Placement Courses
This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school's students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

  No data are available for this section

SAT Reasoning Test
This table displays the percent of the school's 12th grade students who voluntarily take the SAT Reasoning Test for college entrance, and the average verbal, math, and writing scores of those students. Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

  No data are available for this section

X. Instructional Planning and Scheduling

School Instruction and Leadership
This section provides information about the structure of the school's instructional program and the experience of the school's leadership team.

The entire staff, both certificated and classified, has chosen to work toward quality instruction in the community school program. All seven school-sites offer an excellent academic program and strive to meet students’ educational and social needs. The Community School’s Board-approved Course of Study is designed to meet all California high school graduation requirements and functions as the Curriculum Master Plan document. As students enter the school program, they are tested to determine their ability levels using the Star Reading and Mathematics software assessment instrument. Two Vice Principal positions were added in the 2005-2006 school year.

An Individual Learning Plan (ILP) is developed that outlines the courses, credits and educational setting that each student needs to promote a successful learning experience. A Sequenced Pattern of Instruction has been implemented to standardize the curriculum content, which facilitates student transition from one program to another. The instruction is aligned with the major strands of the California State Frameworks and California State Content Standards.

Professional Development
This section provides information about the program for training the school's teachers and other professional staff.

Professional development needs and interests are determined through staff surveys and administrative team recommendations. For the 05-06 school year, it was determined that the Alternative Education Department staff, which included Community Schools, would focus on proven instructional strategies for at-risk youth that promote student engagement, positive behaviors, mathematics intervention and, literacy.

In the fall, all teachers, instructional aides and administrators participated in a one-day workshop that included a variety of research-based topics such as: safety and violence prevention, and innovative instructional strategies with regard to literacy, mathematics, and algebra. Staff evaluations are completed for all professional development activities and the evaluations for the aforementioned presentations were overwhelmingly positive.

In addition to the staff development day organized for the entire Alternative Education staff, teachers have the opportunity to attend professional development activities sponsored by the Kern County Superintendent of Schools Office, as well as attend workshops and conferences that are provided by other public and private educational entities. Two curriculum specialists, along with EL resource teachers, help train, model and support the teaching team.

Instructional Minutes
This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.

Grade Level	Instructional Minutes
	Offered	State Requirement
K	50,440	43,200
1	50,440	43,200
2	50,440	43,200
3	50,440	43,200
4	50,440	43,200
5	50,440	43,200
6	50,440	43,200
7	65,340	43,200
8	65,340	43,200
9	65,340	43,200
10	65,340	43,200
11	65,340	43,200
12	65,340	43,200