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

Executive Summary School Accountability Report Card, 2007-08
Pine Hollow Middle School
Address:	5522 Pine Hollow Rd. , Concord CA 94521-4799	Phone:	925-672-5444
Principal:	Shelley Bain	Grade Span:	6  - 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 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

Located at the foot of Mount Diablo, Pine Hollow Middle School serves the communities of Concord and Clayton in Contra Costa County. Founded in 1964, Pine Hollow was the only middle school serving the area until the mid-1990’s, when Diablo View Middle School was opened. Our major feeder schools are Highlands, Silverwood and Ayers Elementary. The majority of Pine Hollow students matriculate to Clayton Valley High School, a 3 minute car drive away. A small number (15 or so) go to Northgate High School. Most students arrive at school on foot, but the County Connection bus line also serves our community. From the million dollar homes on the hill to subsidized apartment housing, Pine Hollow reflects the diverse community Concord has become.

Student Enrollment

Group	Percent
African American	4.93  %
American Indian or Alaska Native	0.8  %
Asian	7.19  %
Filipino	4.66  %
Hispanic or Latino	25.83  %
Pacific Islander	0.4  %
White (not Hispanic)	55.93  %
Multiple or No Response	0.27  %
Socioeconomically Disadvantaged	26  %
English Learners	7  %
Students with Disabilities	10  %

Total Number of students

751

Teachers

Indicator	Teachers
Teachers with full credential	28
Teachers without full credential	5
Teachers Teaching Outside Subject Area of Competence	7
Misassignments of Teachers of English Learners	0
Total Teacher Misassignments	0

School Facilities

Summary of Most Recent Site Inspection

Site inspection revealed a generally high level of facility repair.

Repairs Needed

Several minor locking hardware/security issues were identified. Additionally, several flooring, wall and ceiling issues were memorialized. All identified items have been repaired.

Corrective Actions Taken or Planned

None.

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%
Foreign Language	0.0%

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$3,735.63
District	$3,696.06
State	$5,300

Student Performance

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	52%
Mathematics	43%
Science	48%
History-Social Science	36%

Academic Progress

Indicator	Result
2008 Growth API Score (from 2008 Growth API Report)	754
Statewide Rank (from 2007 Base API Report)	6
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	Pine Hollow Middle	District Name	Mt. Diablo Unified
Street	5522 Pine Hollow Rd.	Phone Number	925-682-8000
City, State, Zip	Concord  , CA 94521-4799	Web Site	www.mdusd.k12.ca.us
Phone Number	925-672-5444	Superintendent	Gary  McHenry
Principal	Shelley Bain	E-mail Address	bergs@mdusd.k12.ca.us
E-mail Address	bains@mdusd.k12.ca.us	CDS Code	07-61754-6004220

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

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

Pine Hollow is a middle school in Concord, California, serving 760 sixth through eighth graders. Pine Hollow Family members come from diverse social and economic backgrounds and experiences to spend 3 years together as Pine Hollow Mustangs. Each mustang’s journey begins in one of the three 6^th grade teams who core their Language Arts/Social Studies and Math/Science classes. We utilize a collaborative teaching model at all grades with special education students fully integrated into general education classes. We offer an elective rotation wheel of exploratory classes for 6^th graders, and elective classes in visual and performing arts, leadership, and foreign languages for 7^th and 8^th graders. Students have access to two computer labs and a “tech zone” in the school library; in addition each classroom has computers which provide internet access for students. Within the school day, we offer reading and math support, and many teachers provide lunch time “symposiums” in English and Science. After school, teachers are available to help students with assignments. Our P.E. department has a unique program challenging students to achieve “shirt” status by taking on leadership roles, improving school-wide grades, and making a difference in their school and community. We have a counselor or psychologist on campus 4 days a week to support student emotional and social growth. A student leadership class organizes whole school activities, fundraisers, student recognition, and school spirit days. The music department offers students the opportunity to perform at concerts and regional festivals. After school, we offer a student activity program (RAP) which includes homework support and sports. Each spring, after school help with reading and math skills is offered for each grade level by the Pine Hollow teaching staff. The Pine Hollow Middle School family is committed to creating and nurturing a positive, safe, and supportive environment in which all students can grow intellectually, socially, physically and emotionally. We welcome and appreciate the involvement of our community in a variety of areas.

Our goal is to continue to raise academic achievement for our community of learners, offering multiple programs for support. We continue to focus on the development and implementation of pacing guides and common benchmark assessments in order to improve the success of all learners.

Our goal is to teach respect and tolerance for all individuals by providing many opportunities for our family members to have positive interaction with one another. Through an atmosphere of trust and positive relationships, students develop the tools they need to reach their full potential. By teaching students to have pride in themselves and their school, and to accept responsibility for their learning and their behavior, we achieve our vision and create future success for all Pine Hollow students.

Opportunities for Parental Involvement (School Year 2007-08)

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

PTSA, Music Department, Site Council, Technology Committees, Office Assistance, Library Assistance, Classroom Fieldtrips and activities, Career Day, Guest Speakers and Assemblies, 8^th Grade Picnic Day and Dance, Campus Beautification, Talent Show, Fundraising, Safety Committee, Parent Patrol, and Mentors.

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
Grade 6	267
Grade 7	231
Grade 8	253
Ungraded Secondary	0
Total Enrollment	751

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	4.93  %
American Indian or Alaska Native	0.8  %
Asian	7.19  %
Filipino	4.66  %
Hispanic or Latino	25.83  %
Pacific Islander	0.4  %
White (not Hispanic)	55.93  %
Multiple or No Response	0.27  %
Socioeconomically Disadvantaged	26  %
English Learners	7  %
Students with Disabilities	10  %

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	2005-06				2006-07				2007-08
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-22	23-32	33+		1-22	23-32	33+		1-22	23-32	33+
English	24.5	14	19	6	25.9	7	15	9	26.8	6	12	8
Mathematics	26.3	8	9	7	27.6	7	8	11	31.5	5	3	18
Science	29.7	2	17	6	31.0	1	12	7	32.9		6	12
Social Science	30.7	2	10	8	33.7		5	15	31.1	4	6	13

III. School Climate

School Safety Plan (School Year 2007-08)

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

Our school Safety Plan focuses on positive behavior strategies and social skills development. Parent Patrol, Parenting Workshops, extra campus supervision, support calls for students, and adding curriculum to teach positive behaviors support a safe learning environment conducive to learning. The PTSA helped to fund a comprehensive security camera system that is fully operational and acts as a deterrent to vandalism. The existing Safety Plan contains specific steps for dealing with intruders, fire, bomb threats and natural disasters. Our plan also has procedures for: child abuse reporting, suspension and/ or expulsion, teacher notification of dangerous pupils, sexual harassment and bullying, safe ingress and egress of pupils, and school discipline. Teachers are trained in these procedures each fall, and continually update and improve items as needed throughout the year.

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	22.2	20.5	41.8	10.6	11.4	14.5
Expulsions	0.1	0.3	0.3	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	31	32	28	1646
Without Full Credential	2	2	5	138
Teaching Outside Subject Area of Competence	17	15	7	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	9	0	0
Vacant Teacher Positions	4	1	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	86.0	14.0
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	1.0	751
Library Media Teacher (Librarian)		N/A
Library Media Services Staff (paraprofessional)	1.0	N/A
Psychologist		N/A
Social Worker		N/A
Nurse		N/A
Speech/Language/Hearing Specialist	1.0	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 2002		# Students	# Books
6	Timeless Voices, Timeless Themes	Prentice Hall School Division	243	290
7	Timeless Voices, Timeless Themes	Prentice Hall School Division	268	270
8	Timeless Voices, Timeless Themes	Prentice Hall School Division	235	248

0.0%

Mathematics

	SBE Adopted 2001/MDUSD Adopted 2001		# Students	# Books
6	California Mathematics -- Grade 6	Scott Foresman	243	245
7	Pre-Algebra, CA Edition 2001	Prentice Hall School Division	268	270
8	Pre-Algebra, CA Edition 2001	Prentice Hall School Division	66	70
7	Algebra 1, CA Edition 2001	Prentice Hall School Division	169	200
8	Algebra 1, CA Edition 2001	Prentice Hall School Division

0.0%

Science

	SBE Adopted 2006/MDUSD Adopted 2007		# Students	# Books
6	California Focus on Earth Science	Prentice Hall School Division	243	400
7	California Focus on Life Science	Prentice Hall School Division	268	360
8	California Focus on Physical Science	Prentice Hall School Division	235	320

0.0%

History-Social Science

	SBE Adopted 2005/MDUSD Adopted 2006		# Students	# Books
6	Ancient Civilizations	Holt, Rinehart & Winston	243	378
7	Medieval to Early Modern Times	Holt, Rinehart & Winston	268	331
8	Independence to 1914	Holt, Rinehart & Winston	235	310

0.0%

Foreign Language

		SBE Adopted 2003/MDUSD Adopted 2004		# Students	# Books
7	Spanish	Realidades, Level A	Prentice Hall School Division	74	75
8		Realidades, Level B	Prentice Hall School Division	34	37
7	French	Allez, Viens! En Avent! Holt French, Level 1a	Holt, Rinehart & Winston	33	37
8		Allez, Viens! En Avent! Holt French, Level 1b	Holt, Rinehart & Winston
7	German	Kommit	Holt, Rinehart & Winston
8		Kommit	Holt, Rinehart & Winston

0.0%

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	$4,730.77	$995.14	$3,735.63	$61,172.83
District	N/A	N/A	$3,696.06	$60400
Percent Difference – School Site and District	N/A	N/A	1.07%	1.26%
State	N/A	N/A	$5300	$65008
Percent Difference – School Site and State	N/A	N/A	-24.43%	-6.27%

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.

School Improvement Program, Gifted and Talented, ELD, Special Education, Library, Counseling, Technology, Campus Supervision.

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	49	48	52	50	50	51	42	43	46
Mathematics	42	34	43	46	44	45	40	40	43
Science	48	41	48	39	42	51	35	38	46
History-Social Science	42	37	36	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	37	24	*	*
American Indian or Alaska Native	*	*	*	*
Asian	81	76	77	46
Filipino	56	49	58	33
Hispanic or Latino	40	30	34	29
Pacific Islander	*	*	*	*
White (not Hispanic)	57	46	53	43
Male	47	42	55	46
Female	59	43	40	27
Economically Disadvantaged	31	31	27
English Learners	0	9	0	0
Students with Disabilities	12	10	5
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	*
7	47.0
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	7	7	6
Similar Schools	1	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"	6004220
"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	1	-27	16	754
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino	2	-25	7	700
Pacific Islander
White (not Hispanic)	4	-25	28	778
Socioeconomically Disadvantaged	9	-12	22	677
English Learners
Students with Disabilities

"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	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	No	No
Percent Proficient - Mathematics	No	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.

The district coordinates a variety of 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 for staff development, determined by Pine Hollow’s staff. On a district level, the annual Leadership Academy is hosted in the spring to bring key staff and members of the community together and plan for implementing district goals around student behavior, student academic improvement, and parent/school/community partnerships. Teachers have been working district-wide on departmental assessments and common pacing guides.

Recent staff development for Pine Hollow teachers includes: using Edusoft, working with students with Autism, and GLAD (Guided Language Acquisition Development). Site staff visited other MDUSD middle schools to enhance collaborative instruction techniques. Site principal receives facilitation training to improve staff and community meetings.

The Wednesday morning “‘late start” provides opportunity for monthly faculty meetings as well as grade level, department and team collaboration meetings. Staff currently focuses on curriculum development, implementation of pacing guides and benchmark assessment,s and collaboration between general education and special education, specifically centered on providing appropriate accommodations within classes. As the host of the district’s only middle school autism specific class, we continue to develop professionally in order to serve our students with autism, managing behaviors, providing accommodations and modifications, and ensuring Universal Access.