Freedom Community Day School
School Accountability Report Card Reported for School Year 2004-05 Published During 2005-06
Notes regarding the source and currency of data:Data included in this School Accountability Report Card (SARC) template are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available.More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.
I. General InformationContact InformationInformation about school and district contacts.
School Information
District Information
School Name
District Name
Shasta Union High School District
Principal
Jim Newell
Superintendent
Michael J. Stuart
Street
928 West Cypress Ave.
2200 Eureka Way, Ste. B
City, State, Zip
Redding, CA 96001
Phone Number
(530)245-2660
(530)241-3261
FAX Number
(530)245-2661
(530)225-8499
Web Site
www.suhsd.net
E-mail Address
jnewell@suhsd.net
thyle@suhsd.net
CDS Code
45-70136-4530218
SARC Contact
Tara Hyle, Curriculum Analyst
School Description and Mission StatementInformation about the school, its programs, and its goals.
Freedom Community Day School serves approximately 35 students primarily in grade ten. “High-risk” students with behavior or attendance problems are placed at the school through an expulsion, probation or a School Attendance Review Board (SARB) hearing. The ultimate goal of Freedom Community Day School is for the students to gain valuable academic and social skills, and to transition back into a comprehensive high school or to our continuation school with increased skills to succeed.
Vision/Mission Statement
It is our belief that all students can learn and behave. In order to act from that belief, we will provide Freedom students a disciplined environment both academically and socially. The outcomes of this support, structure, and discipline for our students include academic success, earned credit toward graduation, participation in creative and engaging curriculum, and the acquisition of positive social skills. As a result of these outcomes our students will gain a more positive view of school and, most importantly, themselves.
When Freedom students transition to their next school they will be equipped with the skills necessary for success. They will be confident in their abilities to meet the academic and social challenges that lie ahead. Teachers and administrators will welcome our students to their campus because they know these former Freedom students have the right kind of manners, character, behavior and academic discipline to contribute to their classroom and school.
The Freedom staff is committed to providing every child with the best possible school environment. Parents are encouraged to participate in the success of their child and the entire school program. With the success of their own child, these parents will speak in a positive way to others and the reputation of Freedom will grow into one that is respected in our community.
Opportunities for Parental InvolvementInformation about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.
Contact Person Name
Contact Person Phone Number
530-245-2760
Parents are encouraged to visit often. Parent conferences are held regularly. For many of our students the Freedom staff serve as surrogate parents since they do no live with their parents and come from highly at-risk family situations.
II. Demographic InformationStudent Enrollment -- Grade LevelData reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Grade 9
3
Grade 10
22
Grade 11
0
Grade 12
Total Enrollment
25
Student Enrollment -- Racial and Ethnic SubgroupsData reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.
Racial and Ethnic Subgroup
NumberofStudents
PercentofStudents
African American
0.0
Hispanic or Latino
1
4.0
American Indian or Alaska Native
2
8.0
Pacific Islander
4
16.0
Asian
White (Not Hispanic)
17
68.0
Filipino
Multiple or No Response
III. School Safety and Climate for LearningSchool Safety PlanInformation about the currency and contents of the school's comprehensive safety plan.
Date of Last Review/Update
Date Last Discussed with Staff
Shasta Union High School District has published an emergency procedures reference guide that has been posted in all rooms at Freedom. All instructors have been briefed on emergency procedures. Freedom is a small store front school, staff and students are trained to remain constantly vigilant as to facility safety.
School Programs and Practices That Promote a Positive Learning EnvironmentInformation about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.
Students at Freedom Community Day School are guided by specific rules and expectations that promote positive behaviors and social skills, and self-esteem, specifically ART (Anger Replacement Training), which is a behavior modification program designed to promote positive social behavior. The discipline program provides students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Students are taught that, with positive behaviors, they can gain independence, and that freedom is earned, not given. Parents and students are informed of discipline policies through the District Parent/Student Handbook, and the Freedom Community Day School Guide, where results of positive and negative social behaviors are outlined for students, and the responsibilities and privileges that are associated with those positive behaviors are illustrated.
Suspensions and ExpulsionsData reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year.
School
District
2003
2004
2005
Number of Suspensions
8
19
12
486
632
364
Rate of Suspensions
64.5%
73%
48%
9%
11%
5.87%
Number of Expulsions
18
36
43
Rate of Expulsions
0%
.3%
.6%
.69%
IV. School FacilitiesSchool Facility Conditions -- General InformationInformation about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
FreedomCommunityDay School is a storefront school located at 925 W Cypress in Redding, CA. It has two classrooms, a computer lab, lunchroom and two office spaces for administration. The facility is maintained daily for cleanliness and functionality. There is adequate space for an ADA of the approximately 27 students who attend. Currently enrollment has been cut to a maximum of 20.
School Facility Conditions -- Results of Inspection and EvaluationData reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
Interim Evaluation Instrument Part
Facility inGood Repair
Deficiency and Remedial ActionsTaken or Planned
Yes
No
Gas Leaks
X
Mechanical Systems
Windows/Doors/Gates (interior and exterior)
Interior Surfaces (walls, floors, and ceilings)
Hazardous Materials (interior and exterior)
Structural Damage
Fire Safety
Electrical (interior and exterior)
Pest/Vermin Infestation
Drinking Fountains (inside and outside)
Restrooms
Sewer
Playground/School Grounds
Other
V. Academic DataStandardized Testing and Reporting (STAR)Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade.California Standards Tests (CST)The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.CST -- All StudentsData reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject
State
English-Language Arts
10
9
14
49
47
51
35
40
Mathematics
*
15
28
29
34
38
Science
20
42
41
27
History-Social Science
32
CST -- Racial and Ethnic SubgroupsData reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
AfricanAmerican
AmericanIndian orAlaskaNative
Hispanicor Latino
PacificIslander
White(notHispanic)
CST -- Other SubgroupsData reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
Male
Female
EnglishLearners
EconomicallyDisadvantaged
Students WithDisabilities
MigrantEducation
Norm-Referenced Test (NRT)Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.NRT -- All StudentsData reported are the percent of students scoring at or above the 50th percentile.
Reading
26
66
62
72
21
58
76
50
52
NRT -- Racial and Ethnic SubgroupsData reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
NRT -- Other SubgroupsData reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
Academic Performance Index (API)The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.Growth Targets: The annual growth target for a school is 5 percent of the distance between its API Base and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards.Subgroup APIs and Targets: In addition to a schoolwideAPI, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to schools most like it.API criteria are subject to change as new legislation is enacted. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.API -- SchoolwideData reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.
API Base Data
API Growth Data
2002
From2002to 2003
From2003to 2004
From2004to 2005
Percent Tested
100
API Base Score
388
469
API Growth Score
431
476
Growth Target
B
Actual Growth
7
Statewide Rank
Similar Schools Rank
N/A
API -- Racial and Ethnic SubgroupsData reported are API Base and Growth scores and growth targets.
