School Accountability Report Card Reported for School Year 2006-07 Published During 2007-08

2006-07 Executive Summary School Accountability Report Card
Edison Middle School
Address:	721 South Edison Rd. , Bakersfield CA 93307	Phone:	(661) 366-8216
Principal:	Loreda  Clevenger	Grade Span:	4  - 8

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2006-07 school year, except the School Finances and School Completion data that are reported for the 2005-06 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office. 

Edison School District Mission Statement

The Edison Elementary School District mission is to maximize the intellectual, emotional, physical, and ethical development of every student. Each student will master basic skills, and develop a desire for lifelong learning. Each student will be taught responsibility and citizenship.

Edison School Mission/Vision Statement

The Edison Middle School, in partnership with the community, is committed to providing a positive environment that promotes self-esteem with knowledge necessary for success in life mastery of basic skills, technology, and developing higher level thinking skills.

Edison School is a small school located on the east side of Bakersfield. The original Edison School was a K-8 one room schoolhouse built in 1911. The existing school buildings were built in the 1930s and 1940s. There is a large playground area, an auditorium, and a large multipurpose room which is used by students daily. A gym is scheduled to be built during the 2008-09 school year. The gym will be built on the connecting 4.5 acres to the east of the school. An 18 month modernization project is currently going on at Edison School. Many of the ceilings, windows, and doors are scheduled to be replaced during the modernization.

The school services grades four through six in self contained classrooms. Seven/Eight students rotate through four core classes, a PE class and two elective classes each day unless they participate in an EL class and/or a remedial Language Arts class. Students and parents have the opportunity to be involved in many school and after school activities.

Student Enrollment 

Group	Enrollment
Number of students	569
African American	2.46  %
American Indian or Alaska Native	0.53  %
Asian	1.23  %
Filipino	%
Hispanic or Latino	73.64  %
Pacific Islander	0.18  %
White (not Hispanic)	21.97  %
Multiple or No Response	%
Socioeconomically Disadvantaged	84  %
English Learners	22  %
Students with Disabilities	6  %

Teachers 

Indicator	Teachers
Teachers with full credential	24
Teachers without full credential	1
Teachers Teaching Outside Subject Area of Competence	0
Misassignments of Teachers of English Learners	0
Total Teacher Misassignments	0

SCHOOL FACILITIES

Edison School was built in the 1930’s and 1940’s. The school has 21 classrooms and a Learning Center, cafeteria, administrative offices, Music Room, Computer Lab, Library, and an auditorium. 7 of the classrooms are portable classrooms. A gym is going to be built during the 2008-09 school year. Modernization is currently being done with the completion date scheduled for June 2009.

Edison School is visited by the Kern County Superintendent of Schools annually for the inspection of facilities in accordance with the Williams Act requirements. The September 2007 findings stated that students had sufficient textbooks to use in the classroom and to take home. The inspectors have reported that Edison School is in good repair with a school rating of 99.52%. Some of the ceiling tiles had holes in them but the problem is being taken care of with the modernization projects.

Repairs Needed

Some ceiling tiles had holes in them but the modernization will take care of the damaged ceilings. Some lights and light fixtures needed to be changed and cleaned. All of the fixtures will be repaired and or cleaned during the summer months.

Curriculum and Instructional Materials

Core Curriculum Areas	Pupils Who Lack Textbooks and Instructiona Materials
Reading/Language Arts	0%
Mathematics	0%
Science	0%
History-Social Science	0%
Foreign Language	0%
Health	0%
Science Laboratory Equipment	0%

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$2,200
District	$6,803
State	$4,943

Student Performance

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	23.4 %
Math	29.6 %
Science	23.9 %
History-Social Science	17.7%

Academic Progress

Indicator	Result
2007 API Growth Score (from 2007 API Growth Report)	662
Statewide Rank (from 2007 API Base Report)	3
2007-08 Program Improvement Status (PI Year)	In PI

2006-07 School Accountability Report Card Reported (SARC)

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 

School		District
School Name	Edison Middle	District Name	Edison Elementary
Street	721 South Edison Rd.	Phone Number	(661) 363-5394
City, State, Zip	Bakersfield  , CA 93307	Web Site
Phone Number	(661) 366-8216	Superintendent	Dr. Danny Whetton
Principal	Loreda  Clevenger	E-mail Address
E-mail Address		CDS Code	15-63438-6009435

School Description and Mission Statement 

This section provides information about the school’s goals and programs. 

Edison School is part of a two school district. Two of the four 4^th grade classrooms are housed at Edison School. Grades 5 and 6 are self contained classroom. Students in grades 7 and 8 change classes every 48 minutes. Students may participate in High Point or the Read 180 program for remedial help in Language Arts. After school remediation is available for students needing extra help in reading and math. The Superintendent of Schools operates the Migrant Program after school to help migrant students. The Afterschool Program (ASES) has a 45 minute homework time built into their schedule. Our goal is to help every student advance until they are working at grade level or above. Lunch time tutoring is offered to each student.

Students may participate in Colorguard, Cheerleading, sports, Chess Club, and other after school activities. Students have access to the Computer Lab and the Library each week. A Resource teacher, Speech teacher, part time School Psychologist, and a part time nurse help to meet the varied needs of the students.

Opportunities for Parental Involvement

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

School Site Council is an opportunity for parents to be involved in the decisions about programs operating at school and funding of those programs. School Site Council members and ELAC/DLAC parents have a chance to voice their opinion about what is working and not working at the school so improvements can be made. The Parent Staff Booster Club meets each month and also gives suggestions about improvement of the school programs. Every other month, a newsletter is sent home with news and information about events and programs available at the school. Each month, the Fairfax-Brundage Neighborhood Partnership meets to discuss community needs and concerns. Parents are encouraged to visit the school and the classrooms in the newsletters, at Back to School night, and at every program attended by parents.

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 4	63
Grade 5	139
Grade 6	108
Grade 7	114
Grade 8	139
Total Enrollment	569

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	2.46  %	White (not Hispanic)	21.97  %
American Indian or Alaska Native	0.53  %	Multiple or No Response	%
Asian	1.23  %	Socioeconomically Disadvantaged	84  %
Filipino	%	English Learners	22  %
Hispanic or Latino	73.64  %	Students with Disabilities	6  %
Pacific Islander	0.18  %

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	2004-05				2005-06				2006-07
	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+
4					28.0		1		32.0		2
5	30.3		3		28.0		3		27.8		5
6	27.8		4		27.3		3		27.0		4

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	2004-05				2005-06				2006-07
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-20	23-32	33+		1-20	23-32	33+		1-20	23-32	33+
English	28.1	1	7	2	25.2	4	5	1	22.5	7	8
Mathematics	28.9		7	1	27.8	2	4	2	31.5		4	4
Science	31.4		3	5	30.9		6	2	31.9	1	2	5
Social Science	31.4	1	2	5	30.9		4	4	31.8	1	1	6

II. School Climate

School Safety Plan

Safety of students and staff is a primary concern of Edison School. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and State earthquake standards. A safety plan was developed with the help of students, parents, staff, and administration. The Safety Plan covers general safety and emergency procedures. The plan provides students and staff a means to ensure a safe and orderly learning environment. Components of the Comprehensive Safety Plan include teacher notification of dangerous pupil procedures, disaster response procedures, procedures for evacuation to and from the school, and the duties of classified/certificated staff members during an emergency. The plan was last updated in May, 2008 and a copy of the plan is available to the public at the school office. 

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. 

Edison School focuses on positive reinforcements to maintain discipline and encourage academic achievement. Students can earn a gold or blue card by achieving a 3.5 or better GPA for each quarter. All students achieving a 3.0 or higher GPA for the first three quarters, are honored at the Scholarship Banquet in the Spring. Various students are honored at monthly Word of the Month/Student of the Month assemblies. Well behaved students participate in Zero Demerit activities each quarter. All students are given the opportunity to participate in the Oral Language Festival, the Spelling Bee, and the Track Meet. Colorguard teams compete in countywide competitions. Students in grades six through eight may participate in afterschool sports if they have a 2.0 or higher GPA. GATE students meet each week after school and many students compete in a county wide math contest. Positive behavior, good grades and good attendance are promoted by certificated and classified staff.

Students and parents are given a copy of the school rules at the beginning of the school year. Each teacher posts classroom rules and consequences for that class. Students in grades 4-5-6 will receive a demerit for minor infractions such as chewing gum, not prepared for class, etc. The parent must sign and return the demerit. Jr. High students will receive a detention for minor infractions. The detention is served during the lunch time recess. Referrals are issued for major infractions by any student. A student receiving a referral, must meet with the Teacher on Special Assignment (TOSA) or an administrator to determine the appropriate outcome. The students may be issued work detail, in-school suspension, or home suspension. Students receiving any write-ups for the quarter are not allowed to participate in the Zero Demerit activity for that quarter. Students with no write-ups for the year, are invited to a big party at an adventure park during the last month of school.

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
	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07
Suspensions	24.3	3.9	35.3	14.5	6.9	21.9
Expulsions	0.7	0.0	0.0	0.3	0.0	0.0

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. 

School Facility 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	Repair Status			Repair Needed and Action Taken or Planned
	Good	Fair	Poor
Gas Leaks	X
Mechanical Systems	X
Windows/Doors/Gates (interior and exterior)	X
Interior Surfaces (walls, floors, and ceilings)	X
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
Roofs	X
Overall Cleanliness	X

Overall Summary of School Facility Good Repair Status

This table displays the overall summary of the results of the most recently completed school site inspection. 

Item Inspected	Facility Condition
	Exemplary	Good	Fair	Poor
Overall Summary	x

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
	2004-05	2005-06	2006-07	2006-07
With Full Credential	17	17	24	52
Without Full Credential	1	1	1	3
Teaching Outside Subject Area of Competence	0	0	0	N/A

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	2005-06	2006-07	2007-08
Misassignments of Teachers of English Learners	0	0	0
Total Teacher Misassignments	0	0	0
Vacant Teacher Positions	0	0	0

Core Academic Classes Taught by No Child Left Behind 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 the CDE Web site 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	100.0	0.0
All Schools in District	100.0	0.0
High-Poverty Schools in District	100.0	0.0
Low-Poverty Schools in District

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. 

Some of the substitute teachers at Edison School, work exclusively for the Edison School District. Some of the substitute teachers are retired from the Edison School District value the education process at Edison School. When a substitute teacher is needed, our sub caller refers to a list of qualified substitutes. The list is published by the Kern County Superintendent of Schools. We try to use quality substitutes that will meet the Edison School District standards for teaching students. There is a shortage of substitutes and when a substitute is not available, an administrator or the Teacher on Special Assignment, will cover the classroom.

Teacher Evaluation Process

This section provides information about the procedures and the criteria used for teacher evaluations. 

Non tenured teachers at Edison School, are evaluated by the site principal each year. Tenured teachers are evaluated by the site principal once every two years. Teachers that have been employed with the Edison School District for more than ten years, are deemed Highly Qualified, have achieved exemplary in at least four standards with all of the other standards marked acceptable, may ask to be evaluated once every five years. The site principal visits each classroom during the week to observe teaching strategies and classroom atmosphere. When the principal has sufficient information, results are discussed with the teacher and a copy of the written evaluation is placed in the teacher’s district file. If the results of the evaluation are unsatisfactory, the teacher will be referred to the Peer Assistance Review Program (PAR.) The PAR teacher and the mentor teacher will help the referred teacher with strategies and curriculum to improve the classroom teaching performance. Teachers have many opportunities to receive further trainings by attending school sponsored workshops, Staff Development Days, and conferences. The Edison School District plans and implements two Staff Development Days each year.

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	0
Library Media Teacher (Librarian)	0
Library Media Services Staff (paraprofessional)	1.0
Psychologist	.25
Social Worker	0
Nurse	.15
Speech/Language/Hearing Specialist	.5
Resource Specialist (non-teaching)
Other	0.5

VI. Curriculum and Instructional Materials 

Quality, Currency, and Availablity 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	Good Grades 4-6 Houghton Mifflin (2003) ------------------------------------------------------- Good Grades 6-8 McDougal Littell (2003) Good Grades 4-8 Hampton Brown (High Point) (2001) Good Grades 4-8 Scholastic (Read 180)	0
Mathematics	Good Grade 4 Saxon Math (2001) ------------------------------------------------------- Good Grades 5-6 Harcourt (2002) ------------------------------------------------------- Good Grades 7-8 McDougal Littell (2001)	0
Science	Good Grades 4-5 Harcourt (2000) Good Grades 6-8 Holt, Rinehart & Winston (2000)	0
History-Social Science	Good Grades 4 – 6 McGraw-Hill (2006) Good Grades 7-8 McDougal-Littell (2006)	0
Foreign Language	n/a
Health	n/a

VII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2005-06)

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 school expenditures and teacher 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	$3,334	$1,134	$2,200	$48,933
District	$6,803	$1,361	$5,442	$46315
Percent Difference – School Site and District	49%	83%	40%	5.7%
State	N/A	N/A	$4943	$58519
Percent Difference – School Site and State	N/A	N/A		84%

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. 

The Edison School District and Edison School provide many services to the students we serve. Higher achieving students are given the Otis-Lenon IQ test, to determine eligibility to participate in the Gifted and Talented Education (GATE) class. Students identified with the highest scores, are invited to participate in the GATE programs after school. The GATE classes focuses on problem solving in mathematics and science. The students do special activities and have special privileges such as having access to the World Wide Web (under the direct supervision of the GATE teacher.) The GATE teacher also provides ideas/materials to help each classroom teacher meet the needs of their gifted students. The teachers of grades four and five, have received AB466/AB472 training which is a forty hour training for the adopted reading series.

Money is allotted to Edison School to help in the prevention of drugs and alcohol. This program (TUPE) provides for student leaders to receive training in leadership skills and to help design the Red Ribbon Week activities. Title 1 services are provided to students that score below a specific percentile on the STAR test and/or students that are functioning below grade level. The Title 1 aides work in the classrooms during reading and work with Title 1 reading groups under the direction of the classroom teacher. English Language Development is administered to our student population of English Language Learners in their regular classroom setting by the regular classroom teacher and the bi-lingual aides. Each classroom teacher presents a minimum of thirty minutes of language instruction each day, which benefits all students. The Edison School district employs a psychologist who is shared by both schools. The psychologist helps to determine the needs of the students and develops strategies to help students show academic achievement. School Improvement Program (SIP) funds are used to provide training and instruction to the staff at Edison School. The Library and Computer Lab at Edison School provide students with a variety of books and research tools. Many students receive Migrant services after school, under the direction of the Kern County Superintendent of Schools. After school remediation and Summer School is offered to students needing extra remediation and students with excessive absences during the school year. The Edison School District also receives money for PAR-Teacher Assistance Review, Instructional Materials, Title II, Library Materials, EIA, Safety money, and Lottery money.

Teacher and Administrative Salaries (Fiscal Year 2005-06)

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 may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$34000	$38159
Mid-Range Teacher Salary	$49436	$59148
Highest Teacher Salary	$63512	$73514
Average Principal Salary (Elementary)	$80890	$91903
Average Principal Salary (Middle)	$88606	$95855
Average Principal Salary (High)	$	$
Superintendent Salary	$128482	$132994
Percent of Budget for Teacher Salaries	35.7 %	41.6 %
Percent of Budget for Administrative Salaries	5.4 %	5.9 %

VIII. Student Performance 

California Standards Tests

The California Standards Tests (CSTs) 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, 9, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

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
	2005	2006	2007	2005	2006	2007	2005	2006	2007
English-Language Arts	21	26	22	22	27	23	40	42	43
Mathematics	29	30	27	36	36	30	38	40	40
Science	16	25	24	16	25	24	27	35	38
History-Social Science	14	16	18	14	16	18	32	33	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	*	*	*	*
American Indian or Alaska Native	*	*	*	*
Asian	*	*	*	*
Filipino
Hispanic or Latino	20	27	20	16
Pacific Islander	*	*
White (not Hispanic)	28	23	32	24
Male	21	28	26	23
Female	24	25	21	13
Economically Disadvantaged	20	25	20	14
English Learners	2	9	5	4
Students with Disabilities	3	16	0	*
Students Receiving Migrant Education Services	18	26	14	*

Norm-Referenced Test

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: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

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
	2005	2006	2007	2005	2006	2007	2005	2006	2007
Reading	36	30	41	30	23	33	41	42	42
Mathematics	37	33	35	41	33	41	52	53	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
	Reading	Mathematics
African American
American Indian or Alaska Native
Asian	*	*
Filipino
Hispanic or Latino	35	33
Pacific Islander	*	*
White (not Hispanic)	59	36
Male	38	47
Female	43	24
Economically Disadvantaged	36	33
English Learners	5	5
Students with Disabilities	*	*
Students Receiving Migrant Education Services	36	*

Local Assessment Results

Districts may choose to administer their own academic assessments in reading, writing, and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard. 

Grade Level	Reading			Writing			Mathematics
	2005	2006	2007	2005	2006	2007	2005	2006	2007
4	NI	50	N/A	NI	31	N/A	NI	31	N/A
5	75	67	N/A	7	75	N/A	8-Lvl 2	29	N/A
6	70	76	N/A	NI	42	N/A	5.9-Lvl 2	71	N/A
7	71	NI	N/A	NI	NI	N/A	3.3-Lvl 3	35	N/A
8	56	68	N/A	NI	30	N/A	3,0-Lvl 3	26	N/A

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 this test, and comparisons of a school’s test results to the district and state levels, may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. 

Grade Level	Percent of Students Meeting Fitness Standards
5	40.60
7	38.5

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. These ranks are published when the Base API is released each March. 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	2004	2005	2006
Statewide	4	3	3
Similar Schools	7	5	5

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
	2004-05	2005-06	2006-07	2007
All Students at the School	9	10	-4	662
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino	17	5	-6	655
Pacific Islander
White (not Hispanic)	-1	17	-4	680
Socioeconomically Disadvantaged	4	1	0	648
English Learners	N/A		12	653
Students with Disabilities	N/A

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	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	No	No
Percent Proficient - Mathematics	Yes	Yes
API	Yes	Yes
Graduation Rate	N/A	N/A

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	2006-2007	2006-2007
Year in Program Improvement	Year 2	Year 2
Number of Schools Currently in Program Improvement	N/A	1
Percent of Schools Currently in Program Improvement	N/A	50.0

XI. 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.  

Edison School has one school site principal and a District Special Education Director on the Edison School campus. Edison School is supported by the School Site Council with two representatives of the District council. The leadership team consists of administrators, staff, parents, and students working together to promote learning and lifetime skills needed for lifelong success. The SSC studies current data and makes recommendations for improvement. The SSC strives to balance the needs of all students when helping develop the Edison School programs. GATE, Title 1, SIP, English Language Development, and Special Ed services are examples of the many programs used to increase student academic success. Student instruction is based on the California Standards. California Standards are considered whenever new textbooks are purchased. Grade level meetings are held bi-monthly and teachers meetings are held weekly. The Students Assistance Teams meet with parents of students needing extra help in academics and/or discipline. Students are given benchmark assessments at least three times each year. After school tutoring and migrant tutoring is available to students needing extra assistance with academic skills.

Professional Development

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

Each school year, the Edison School District provides three days of professional development training to strengthen the instructional strategies used by teachers at Edison School. In addition, teachers are encouraged to attend other workshops and/or conferences. Teachers may also request release time to observe other teachers at the school site and at other schools. Staff meetings and grade level meetings are utilized to share classroom teaching strategies and other ideas. Mentors through PAR and BITSA are hired to mentor staff.

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
4	61,335	54,000
5	61,335	54,000
6	61,335	54,000
7	61,920	54,000
8	61,920	54,000

Minimum Days in School Year

The section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule. 

During the 2006-07 school year, 11 days were shortened school days. Three mini-minimum days were scheduled at the end of the first quarter, to allow time for the teachers and parents to meet and discuss student progress. The last school day preceding Thanksgiving Day, Winter Break, and Spring Break, were regular minimum days. The last three days of schools were mini-minimum days. There were no fog delays during the 2006-07 school year.