School Accountability Report Card Reported for School Year 2007-08 Published During 2008-09

Executive Summary School Accountability Report Card, 2007-08
Holbrook Elementary School
Address:	3333 Ronald Way , Concord   CA  94519-2017	Phone:	925-685-6446
Principal:	Nancy  Dasho	Grade Span:	K  - 5

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 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 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. 

About This School

Holbrook Elementary School educates approximately 475 students. The school provides a standards-based curriculum and emphasizes success for all of its students, academically and socially. Holbrook’s teachers are fully credentialed. As a Professional Learning Community, they continue to grow professionally through site and district training and continuing education opportunities. Parents are invited to be active in the school through participation on the PTA, School Site Council, ELAC and volunteering in the classrooms.

Student Enrollment 

Group	Percent
African American	5.34  %
American Indian or Alaska Native	1.07  %
Asian	3.42  %
Filipino	4.49  %
Hispanic or Latino	51.92  %
Pacific Islander	3.21  %
White (not Hispanic)	30.34  %
Multiple or No Response	0.21  %
Socioeconomically Disadvantaged	66  %
English Learners	41  %
Students with Disabilities	17  %

Total Number of students

468

Teachers 

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

School Facilities 

Summary of Most Recent Site Inspection 

Site inspection revealed that the site enjoyed a generally high level of facility repair.

Repairs Needed 

Several ceiling tiles were identified that required replacement. Additionally, minor fencing problems were noted. All observed problems have been remedied.

Corrective Actions Taken or Planned 

During the summer of 2009, the site is scheduled for a comprehensive replacement of all locking hardware. During the spring of 2009, the play structure will be replaced.

Curriculum and Instructional Materials 

Core Curriculum Areas	Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts	0.0%
Mathematics	0.0%
Science	0.0%
History-Social Science	0.0%
Visual and Performing Arts	0.0%

School Finances 

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$4,154.07
District	$3,943.71
State	$5,300

Student Performance 

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	35%
Mathematics	52%
Science	29%
History-Social Science

Academic Progress 

Indicator	Result
2008 Growth API Score (from 2008 Growth API Report)	718
Statewide Rank (from 2007 Base API Report)	2
2008-09 Program Improvement Status (PI Year)

2007-08 School Accountability Report Card Report (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 SARC Web site. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access 

DataQuest 

DataQuest is an online data tool that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.  

Internet Access 

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.  

II. About This School 

Contact Information (School Year 2008-09) 

This section provides the schools contact information. 

School		District
School Name	Holbrook Elementary	District Name	Mt. Diablo Unified
Street	3333 Ronald Way	Phone Number	925-682-8000
City, State, Zip	Concord  , CA 94519-2017	Web Site	www.mdusd.k12.ca.us
Phone Number	925-685-6446	Superintendent	Gary  McHenry
Principal	Nancy  Dasho	E-mail Address	bergs@mdusd.k12.ca.us
E-mail Address	dashon@mdusd.k12.ca.us	CDS Code	07-61754-6004121

School Description and Mission Statement (School Year 2007-08) 

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

HOLBROOK MISSION

Holbrook’s mission is to ensure high levels of academic and social learning for all students

Holbrook Vision

Holbrook Elementary is a community of students, families, and staff dedicated to the development of every individual’s ability to learn, achieve, and become responsible citizens. We provide a safe, nurturing environment that fosters curiosity, empathy and inquiry where students internalize a passion for life-long learning.

Holbrook Elementary provides the following other special programs

· CARE Team

· CARES After School Program

· Computer instruction and PC laboratory

· Dental Health program

· Educational field trips

· English Language Development (ELD)

· Gifted and Talented Program (GATE)

· Holbrook Reading Club

· Instrumental music program (3-5)

· Junior Achievement Program

· JCL (Jewish Coalition for Literacy) Tutoring Program

· KAPOW – Kids and the Power of Work

· Library skills and media library center

· Life Skills Education

· Literacy After School Intervention Program

· My Skills Tutor Intervention

· Operation School Bell

· Outdoor Education Program

· Psychologist Intern

· Read Naturally

· Reading Support and Intervention Intervention

· School Attendance Review Board program

· School Website

· Second Step Social Skills Program

· Social Work Intern

· Special Education Resource Specialist

· Special Day classes

· STAND! Counseling

· Speech and Language Pathologist

· Student Teachers from area universities

· Too Good For Drugs Program

· Vocal music program

Opportunities for Parental Involvement (School Year 2007-08) 

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

Holbrook Elementary has an active PTA which supports our programs, technology, and capital improvements. The PTA provides opportunities for active participation by all our families. Our community participates and lends support with:

· Holbrook website

· Assemblies

· Awards Assemblies

· Beautification Projects

· Book Fairs

· Spring Carnival

· Family Art Nights

· Family Library Nights

· Field Trips

· English Learner Advisory Committee

· Fundraisers

· Holiday Faire

· Library Book Fair

· Library-Media Center

· Parent Appreciation Event

· Preview Day

· Read-at-Home Program

· Holbrook Reading Club

· Read Across America Day

· Red Ribbon Week

· School Orientation

· School Site Council

· Support for Outdoor Education

· Teacher Appreciation Activities

· Volunteering in Classrooms

· Welcome Back Barbeque

· Winter Ball

· World Friendship DaySchool Orientation

· School Site Council

· Support for Outdoor Education

· Teacher Appreciation Activities

· Volunteering in Classrooms

· Welcome Back Barbeque

· Winter Ball

· World Friendship Day

Student Enrollment by Grade Level (School Year 2007-08) 

This table displays the number of students enrolled in each grade level at the school. 

Grade Level	Number of Students
Kindergarten	89
Grade 1	76
Grade 2	75
Grade 3	85
Grade 4	73
Grade 5	70
Ungraded Elementary	0
Total Enrollment	468

Student Enrollment by Group (School Year 2007-08) 

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
African American	5.34  %
American Indian or Alaska Native	1.07  %
Asian	3.42  %
Filipino	4.49  %
Hispanic or Latino	51.92  %
Pacific Islander	3.21  %
White (not Hispanic)	30.34  %
Multiple or No Response	0.21  %
Socioeconomically Disadvantaged	66  %
English Learners	41  %
Students with Disabilities	17  %

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	2005-06				2006-07				2007-08
	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	29.0		2		23.0	2	1		31.3		3.0
1	19.0	2			19.5	4			19.5	4.0
2	20.0	4			19.8	4			18.8	4.0
3	19.7	3			20.0	2	1		20.0	4.0
4	34.0			1	31.5		2		34.0			2.0
5	25.5		2		34.0			2	32.5		1.0	1.0
6
K-3
3-4	20.0	1
4-8
Other

III. School Climate 

School Safety Plan (School Year 2007-08) 

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

Holbrook revised its Comprehensive School Safety Plan this year. Members of staff, community and parents were involved in writing the plan. A public input meeting was held with Concord Police Department in attendance. The Comprehensive Safety Plan includes emergency and evacuation procedures for fire, earthquake and other disasters. The SEMS model is included and articulated in the plan. Emergency Drills are conducted monthly; each classroom has posted evacuation routes and supplies. Visitors to the school are required to sign in and wear visitor badges. School staff is required to question any visitor without a badge whom they don’t recognize.

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
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Suspensions	0.2	3.9	3.2	10.6	11.4	14.5
Expulsions	0.0	0.0	0.0	0.2	0.2	0.2

IV. School Facilities 

Facility Conditions and Planned Improvements (School Year 2008-09) 

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. 

The District takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available through the Maintenance and Operations Department.

District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Additionally, the District participates in the State School Deferred Maintenance Program, which provides State matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems.

School Facility Good Repair Status (School Year 2008-09) 

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 (School Year 2008-09) 

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	Good

V. 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 DataQuest Web site. 

Teachers	School			District
	2005-06	2006-07	2007-08	2007-08
With Full Credential	22	21	24	1646
Without Full Credential	1	1	0	138
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	2006-07	2007-08	2008-09
Misassignments of Teachers of English Learners	0	0	0
Total Teacher Misassignments	0	0	0
Vacant Teacher Positions	2	0	0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2006-07) 

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 NCLB Web site. 

Location of Classes	Percent of Classes In Core Academic Subjects
	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	95.0	5.0
All Schools in District	92.5	7.5
High-Poverty Schools in District	83.6	16.4
Low-Poverty Schools in District	93.1	6.9

VI. Support Staff 

Academic Counselors and Other Support Staff (School Year 2007-08) 

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
Library Media Teacher (Librarian)		N/A
Library Media Services Staff (paraprofessional)		N/A
Psychologist		N/A
Social Worker		N/A
Nurse		N/A
Speech/Language/Hearing Specialist	0.7	N/A
Resource Specialist (non-teaching)		N/A
Other		N/A

VII. Curriculum and Instructional Materials 

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008-09) 

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 

	SBE Adopted 2002/MDUSD Adopted 2003		# Students	# Books
K	Houghton Mifflin Reading California	Houghton Mifflin	75	75
1	Houghton Mifflin Reading California	Houghton Mifflin	88	89
2	Houghton Mifflin Reading California	Houghton Mifflin	85	85
3	Houghton Mifflin Reading California	Houghton Mifflin	76	76
4	Houghton Mifflin Reading California	Houghton Mifflin	70	72
5	Houghton Mifflin Reading California	Houghton Mifflin	75	77

0.0%

Mathematics 

	SBE Adopted 2001/MDUSD Adopted 2001		# Students	# Books
K	Houghton Mifflin Mathematics	Houghton Mifflin	75	95
1	Houghton Mifflin Mathematics	Houghton Mifflin	88	88
2	Houghton Mifflin Mathematics	Houghton Mifflin	85	103
3	Houghton Mifflin Mathematics	Houghton Mifflin	76	79
4	Houghton Mifflin Mathematics	Houghton Mifflin	70	73
5	Houghton Mifflin Mathematics	Houghton Mifflin	75	95

0.0%

Science 

	SBE Adopted 2007		# Students	# Books
K	California Science	Macmillian/ McGraw-Hill	75	75
1	California Science	Macmillian/ McGraw-Hill	88	88
2	California Science	Macmillian/ McGraw-Hill	85	85
3	California Science	Macmillian/ McGraw-Hill	76	76
4	California Science	Macmillian/ McGraw-Hill	70	102
5	California Science	Macmillian/ McGraw-Hill	75	95

0.0%

History-Social Science 

	SBE Adopted 2007		# Students	# Books
K	California Science	Macmillian/ McGraw-Hill	75	75
1	California Science	Macmillian/ McGraw-Hill	88	88
2	California Science	Macmillian/ McGraw-Hill	85	85
3	California Science	Macmillian/ McGraw-Hill	76	76
4	California Science	Macmillian/ McGraw-Hill	70	102
5	California Science	Macmillian/ McGraw-Hill	75	95

0.0%

Visual and Performing Arts 

			# Students	# Books
2	Silver Burdett Making Music	Scott Foresman		35
3	Silver Burdett Making Music	Scott Foresman
5	Silver Burdett Making Music	Scott Foresman	75	35

0.0%

Classes

Are Combined

To accommodate

All students

VIII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)  

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 can be found at the Current Expense of Education Web page and teacher salaries can be found on the Certificated Salaries and Benefites Web page. 

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$4,828.78	$674.72	$4,154.07	$64,328.88
District	N/A	N/A	$3,943.71	$60400
Percent Difference – School Site and District	N/A	N/A	5.33%	6.11%
State	N/A	N/A	$5300	$65008
Percent Difference – School Site and State	N/A	N/A	-15.96%	-1.06%

Types of Services Funded (Fiscal Year 2007-08) 

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

Students are provided a variety of support through action plans developed by CARE Team and Student Success Team; also, students receive services and support through implementation of Behavior Support Plans, Section 504 Plans and Individual Education Plans (IEP) for eligible students. The School Psychologist and the Psychologist Intern (funded through SLIBG funds) provide counseling services identified in IEPs and through staff and parent requests to the extent possible. Foster Youth provides an academic tutor for identified foster children. A Social Work Intern provides counseling one day a week to identified students. GATE students receive educational support in a daily rotation program. Identified English Learner students receive daily English Language Development instruction from teachers who have been trained in Systematic ELD Instruction. Materials are provided through EIA and ELAP funding. The CARES After School Program provides daily academic support and recreation, nutrition and enrichment activities through the state funded program to students who are registered and enrolled in the program. After School Intervention classes are provided in math and language arts to students who need extra support. These services are supported through Intervention and CARES ASP funding.

Teacher and Administrative Salaries (Fiscal Year 2006-07)

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 on the Certificated Salaries and Benefits Web page.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$44650	$40721
Mid-Range Teacher Salary	$61647	$65190
Highest Teacher Salary	$79944	$84151
Average Principal Salary (Elementary)	$90589	$104476
Average Principal Salary (Middle)	$93671	$108527
Average Principal Salary (High)	$104367	$119210
Superintendent Salary	$184086	$210769
Percent of Budget for Teacher Salaries	40.6 %	39.9 %
Percent of Budget for Administrative Salaries	5.1 %	5.5 %

IX. 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 (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 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 on the Standardized Testing and Reporting (STAR) Results Web page.  

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
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English-Language Arts	37	35	35	50	50	51	42	43	46
Mathematics	44	50	52	46	44	45	40	40	43
Science	24	18	29	39	42	51	35	38	46
History-Social Science				37	36	40	33	33	36

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

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	27	60	*
American Indian or Alaska Native	*	*	*
Asian	38	54	*
Filipino	58	83	*
Hispanic or Latino	28	48	15
Pacific Islander	*	*	*
White (not Hispanic)	46	54	41
Male	27	53	24
Female	43	51	33
Economically Disadvantaged	26	44	17
English Learners	18	44	10
Students with Disabilities	9	11	19
Students Receiving Migrant Education Services

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California Physical Fitness Test Results (School Year 2007-08) 

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 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 on the Physical Fitness Testing Web page.  

Grade Level	Percent of Students Meeting Healthy Fitness Zones
5	15.7
7	*
9	*

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

X. 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 API Web page. 

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	2005	2006	2007
Statewide	5	4	2
Similar Schools	3	1	1

"N/A"	means a number is not applicable or not available due to missing data.
"*"	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	6004121
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

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			Growth API Score
	2005-06	2006-07	2007-08	2008
All Students at the School	-15	-9	20	718
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino	-26	27	52	702
Pacific Islander
White (not Hispanic)	-17	-38	9	725
Socioeconomically Disadvantaged	-17	-14	41	677
English Learners	-15	3	66	674
Students with Disabilities		-6	-18	428

"N/A"	means a number is not applicable or not available due to missing data.
"*"	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	means the school did not have a valid 2007 Base API and will not have any growth or target information.
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

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 AYP Web page. 

AYP Overall and by Criteria (School Year 2007-08) 

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

Federal Intervention Program (School Year 2008-09)

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 AYP Web page.  

Indicator	School	District
Program Improvement Status		Not In PI
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement	N/A	10
Percent of Schools Currently in Program Improvement	N/A	18.2

XI. Instructional Planning and Scheduling  

Professional Development 

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.  

Holbrook Staff works as a Professional Learning Community (PLC) to address student learning. Through regular collaboration in Learning Teams, teachers examine student progress and share strategies and interventions to address their learning needs.

Teachers have opportunities for staff development through Professional Learning Team meetings, faculty meetings, professional development sessions, district in-service training sessions and professional conferences. Recent content has included grade level and school wide articulation, use of assessments and SMART goals, standards-based instruction, Step Up to Writing curriculum, technology practices and applications and GLAD and ELD best practices.

The district coordinates staff development programs for teachers and administrators based on assessed needs and state mandates. Two days prior to school and one buy-back day during the school year are dedicated to staff development.