School Accountability Report Card
Liberty Continuation High School   
  Reported for School Year 2003-2004  
Published During 2004-2005

Notes regarding the source and currency of data:
Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.

School Information District Information
 School Name  Liberty High (Cont.)  District Name  Paso Robles Joint Unified
 Principal  Ed Chagoya
  Superintendent  Patrick J. Sayne, Ed.D.
 Street  810 Niblick Rd.  Street  800 Niblick Rd.
 City, State, Zip  Paso Robles, CA    93447-7010  City, State, Zip  Paso Robles, CA    93447-7010
 Phone Number  (805) 237 - 3332  Phone Number  805.238.2222
 FAX Number  (805) 237 - 3466  FAX Number  (805) 237 - 3339
 Web Site  www.pasoschools.org/liberty  Web Site  www.pasoschools.org
 E-mail Address  echagoya@king.prps.k12.ca.us  E-mail Address  psayne@king.prps.k12.ca.us
 CDS Code  40-75457-4035762  SARC Contact  Sheldon K. Smith, Ed.D.

School Description and Mission Statement
 
 To provide an individualized program that will enable students to complete the required academic courses of instruction to
graduate from high school. To provide opportunities for students to develop attitudes and skills that lead to becoming
productive and contributing members of society. To provide a work-study schedule and offer intensive guidance services to
meet the special needs of pupils with behavior and/or severe attendance problems. To provide an occupational development
program which includes: work study, career counseling, and job placement services as a supplement to classroom instruction.
To serve those students whose needs cannot be met in the comprehensive high school. As you read this report card, I believe
you will discover a school with a fine record for helping students who previously had difficulty in school. You may request
additional information regarding the report card by calling the school office.
 

Opportunities for Parental Involvement
 Contact Person Name   Ed Chagoya
  Contact Person Phone Number   (805) 237 - 3332
 
 Liberty has a work experience program for students working full or part time during the school year. Each year approximately
60 work permits are issued to Liberty students working in the community. These employers provide valuable work experience
for students during the school year. In addition, students may receive job training services through the Private Industry Council
(PIC). PIC provides up to 500 hours of job training at each site and pays the salary of the student with the understanding the
student will be hired on after their training period. Liberty has a School Site Council which provides feedback on needed
changes in curriculum and instructional practices. Community organizations such as Rotary and Kiwanis have donated time and
money for school projects. The majority of our community view Liberty High School as a viable alternative to a comprehensive
high school for students whose educational needs are not being achieved at the traditional comprehensive high school.
 

I. Demographic Information

Student Enrollment, by Grade Level
Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
 Grade Level  Enrollment  Grade Level  Enrollment
 Kindergarten 0   Grade 9 0 
 Grade 1 0   Grade 10 2 
 Grade 2 0   Grade 11 36 
 Grade 3 0   Grade 12 57 
 Grade 4 0   Ungraded Secondary 0 
 Grade 5 0     
 Grade 6 0 
 Grade 7 0 
 Grade 8 0 
 Ungraded Elementary 0   Total Enrollment 95 

Student Enrollment, by Ethnic Group
Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
 Racial/Ethnic Category  Number
of
Students		  Percent
of
Students		  Racial/Ethnic Category  Number
of
Students		  Percent
of
Students
 African-American 6  6.3   Hispanic or Latino 29  30.5 
 American Indian or Alaska Native 1  1.1   Pacific Islander 0  0.0 
 Asian 0  0.0   White (Not Hispanic) 53  55.8 
 Filipino 0  0.0   Multiple or No Response 6  6.3 

II. School Safety and Climate for Learning

School Safety Plan
 Date of Last Review/Update   January 5, 2004
  Date Last Discussed with Staff   January 5, 2004
  Safe School and Emergency Response Plans are on file at our school and the district office. Plans are regularly reviewed, and
staff is trained annually. Evacuation drills are held on an ongoing basis, and staff members using dangerous chemicals also
receive training.

There are four key elements of a safe school plan:

• Safe schools are caring schools. Students in safe schools feel respected and know that the people care about them and expect
them to succeed.
• Safe schools are built through the cooperative effort of parents, students, staff and community members.
• Safe schools communicate high standards. Students know that learning and achievement is encouraged and highly valued.
• Safe schools are prepared. Ongoing training opportunities allow students and staff to increase their opportunity to deal with
conflict, anger and other threats to safety. Safe schools have security checks on a regular basis to identify potential physical
hazards or the school’s vulnerability to crime and vandalism.
 
 

School Programs and Practices that Promote a Positive Learning Environment
 
Gold and Silver Status
Students may earn Gold or Silver status every six weeks and receive free items from the Student Store. Teachers prepare
breakfast for Gold and Silver students every six weeks. Reward Program/Student Award Assemblies Students may earn
additional items through the Reward Program every six weeks. Student award assemblies are held every six weeks to recognize
exemplary student behavior. All staff respond to student needs in a positive and sensitive manner.

Community of Caring Values
All staff model the Community of Caring values (caring, trust, respect, responsibility, and family) for students.
Some of the Program Highlights Liberty High School has to offer our students:
• A Community of Caring School
• California Model Continuation High School
• Highly qualified staff of experienced professionals
• Eight-period day with flexible scheduling
• Individualized instructional program
• Use of computers, videos, laser discs, and other technology for completing assignments
• Graduation credits for approved work experience
• Special counseling/advisory services
• Numerous recognitions and award activities
• Participation in county-wide softball tournament
• Full accreditation through 2002

Grades and Absences
Grades and absences are monitored to identify students who need extra help. Appropriate intervention can take place through
student and parent counseling, trained volunteer advisors, guided support groups, group and individual education on substance
abuse, child abuse issues, and parenting education.

School Discipline Plan
A written Tardy Policy is implemented every six weeks with incremental consequences for tardies to first period. The
Attendance Policy requires students to make up any un-excused absences (partial or all day) by serving detention. The Liberty
High School discipline plan contains a code of conduct, school mission and outcomes, attendance and tardy policy, and student
behavior standards and consequences.
 

Suspensions and Expulsions
Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result 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. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
   School  District
 2002  2003  2004  2002  2003  2004
 Number of Suspensions 57 8 6
  36  833 9 39
  791
 Rate of Suspensions  %
 54 7 3
 4 0
  13 1 4
 1 2
 Number of Expulsions  2  2  2 4 4
 4 6
 4 0
 Rate of Expulsions  %
  2  2 2 
  1 1 
 1 

School Facilities
Safety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure good repair. Description of the condition and cleanliness of the school grounds, buildings, and restrooms.
 
 Our school is a modern continuation high school campus. A new building was constructed in 1991 and was specifically
designed for a continuation high school program. Facilities include five regular classrooms, one computer lab, one home
economics classroom, one science/art classroom and one administration facility, including a serving kitchen, teachers’
workroom and staff lounge. Liberty High School does not have any significant safety concerns. All classrooms open onto a
large enclosed courtyard. This design allows easy supervision of students during breaks. All students enter and exit the
courtyard through two double doors next to the school office. The courtyard and restrooms are clean and free of trash and
graffiti. The classrooms are clean and orderly. Non-students are easily visible and are not allowed to loiter in the parking lot or
on campus. Internal security procedures include engraved school equipment for identification and a building alarm set nightly
in order to prevent theft and vandalism of school equipment. Crisis and natural emergency plan procedures are communicated
to staff and students on a routine basis.

Liberty High School is maintained in "Good Repair"  throughout the school year.  District maintenance personnel maintain the school gournds both inside the courtyard and the softball field.  A daily part-time custodian keeps both the classrooms and restrooms clean and graffitti-free during the school year.

Our custodial,teaching staff, and students take great pride in our facilities which are maintained in a manner that assures students have a clean, safe and functional environment in which to learn.  Our facilities exceed the "Good Repair" standard of the Williams Act.
 

III. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) program, students in grades 2-11 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 2-11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. The NRT tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11.

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 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 Students
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 Subject  School  District  State
 2002  2003  2004  2002  2003  2004  2002  2003  2004
 English-Language Arts  7  5  11  38  38  39  32  35  36
 Mathematics        35  40  42  31  35  34
 Science        32  27  28  30  27  25
 History-Social Science  2  9  14  35  30  32  28  28  29

CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 Subject  African-
American		  American
Indian or
Alaska
Native		  Asian  Filipino  Hispanic
or Latino		  Pacific
Islander		  White
(not
Hispanic)
 English-Language Arts          0    18
 Mathematics              
 Science              
 History-Social Science          7    21

CST - Subgroups
Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject  Male  Female English
Learners		 Economically
Disadvantaged		 Students With
Disabilities		 Migrant
Education
Services
Yes No Yes No
 English-Language Arts  15  5    6  12    11  
 Mathematics                
 Science                
 History-Social Science  21  5    19  12    15  

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Schievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, are reported for each grade level 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. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. 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 Students
Data reported are the percent of students scoring at or above the 50th percentile.
Subject  School  District  State
 2002  2003  2004  2002  2003  2004  2002  2003  2004
 Reading  ---  24  42  ---  48  48  ---  43  43
 Mathematics  ---  20  20  ---  53  54  ---  50  51

NRT - Racial/Ethnic Groups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject  African-
American		  American
Indian or
Alaska
Native		  Asian  Filipino  Hispanic
or Latino		  Pacific
Islander		  White
(not
Hispanic)
 Reading          14    54
 Mathematics          7    26

NRT - Subgroups
Data reported are the percent of students scoring at or above the 50th percentile.
Subject    Male    Female  English
Learners		 Economically
Disadvantaged		  Students With
Disabilities		  Migrant
Education
Services
 Yes  No  Yes  No
 Reading  41  43    38  44    43  
 Mathematics  26  9    12  22    20  

Local Assessment
Data reported are the percent of students meeting or exceeding the district standard.
 Grade
Level		  Reading  Writing  Mathematics
 2002  2003  2004  2002  2003  2004  2002  2003  2004
 K            79      
 1  64 54  70  76 51   68  69  42 69 
 2  55 70  70   85  81  62  72  91  78
 3  71 73  67  83  73  64  81  68  69
 4  31 49 63  21  13  62  67  26  53
 5  34 68  72  44  58  70  48  46 56 
 6  53 44 45   42 45  31       31
 7  45 49  45  47  33 33       42
 8  54 49  45  59  54 44       43
 9                  43
 10                  
 11                  
 12                  


California Physical Fitness Test
Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

       No data are available for this section

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 Base API 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. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003.

Subgroup APIs and Targets: In addition to a schoolwide API, 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 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR.

Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (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 one (lowest) to ten (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 into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

Schoolwide API
 API Base Data  API Growth Data
   2001  2002  2003   From
2001
to 2002		 From
2002
to 2003		 From
2003
to 2004
 Percent Tested        Percent Tested      98
 API Base Score    418    API Growth Score      505
 Growth Target    19    Actual Growth      
 Statewide Rank    1    
 Similar Schools Rank    N/A  

API Subgroups - Racial/Ethnic Groups
 API Base Data  API Growth Data
   2001  2002  2003   From
2001
to 2002		 From
2002
to 2003		 From
2003
to 2004
 African-American  African-American
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 American Indian or Alaska Native  American Indian or Alaska Native
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Asian  Asian
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Filipino  Filipino
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Hispanic or Latino  Hispanic or Latino
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 Pacific Islander  Pacific Islander
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      
 White (Not Hispanic)  White (Not Hispanic)
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      

API Subgroups - Socioeconomically Disadvantaged
 API Base Data  API Growth Data
   2001  2002  2003   From
2001
to 2002		 From
2002
to 2003		 From
2003
to 2004
 API Base Score        API Growth Score      
 Growth Target        Actual Growth      

State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

Federal Intervention Programs
Schools receiving Title I funding enter federal Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools, can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
   School  District
 Year Identified for
 Program Improvement		    ---
 Year in Program
 Improvement		    ---
 Year Exited Program
 Improvement		    ---
 Number of Schools Currently
 in Program Improvement		  ---  3
 Percent of Schools Identified
 for Program Improvement		  ---  25.0

Adequate Yearly Progress (AYP)
The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AYP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measurable objectives for the percent proficient or above and the participation rate required under AYP. Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
 Overall  School  District
 2002  2003  2004  2002  2003  2004
 All Students  ---  No  No  ---  No  No
 
 Subgroups  School  District
 2002  2003  2004  2002  2003  2004
 All Students  ---  Yes  Yes  ---  Yes  Yes
 African American  ---  n/a  n/a  ---  Yes  Yes
 American Indian or Alaska Native  ---  n/a  n/a  ---  n/a  n/a
 Asian  ---  n/a  n/a  ---  n/a  n/a
 Filipino  ---  n/a  n/a  ---  n/a  n/a
 Hispanic or Latino  ---  n/a  n/a  ---  Yes  Yes
 Pacific Islander  ---  n/a  n/a  ---  n/a  n/a
 White (not Hispanic)  ---  n/a  n/a  ---  Yes  Yes
 Socioeconomically Disadvantaged  ---  n/a  n/a  ---  Yes  Yes
 English Learners  ---  n/a  n/a  ---  No  No
 Students with Disabilities  ---  n/a  n/a  ---  Yes  Yes

IV. School Completion (Secondary Schools)

California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.

Dropout Rate and Graduation Rate
Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9-12 dropouts divided by grades 9-12 enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.
   School  District  State
   2001      2002      2003      2001      2002      2003      2001      2002      2003  
 Enrollment (9-12)  114  106  118  2262  2394  2456  1735576  1772417  1830664
 Number of Dropouts  15  13  6  22  24  139  47899  48210  58493
 Dropout Rate (1-year)  13.2  12.3  5.1  1.0  1.0  5.7  2.8  2.7  3.2
 Graduation Rate  63.2  93.8  88.9  97.5  93.8  88.9  86.7  87.0  86.6

V. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level, as reported by CBEDS.

       No data are available for this section

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS.
 Subject  2002  2003  2004
 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                  13.6  8    
 Mathematics                  11.9  7    
 Science                  17.7  3    
 Social Science                  18.7  3    

Class Size Reduction Participation
California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
 Grade Level  Percent of Students Participating
 2002  2003  2004
 K  100  100 100 
 1  100  100 100 
 2  100  100 100 
 3  100  100 100 


VI. Teacher and Staff Information

Core Academic Courses Not Taught by NCLB Compliant Teachers
The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be "highly qualified" not later than the end of the 2005-06 school year. In general, NCLB requires that each teacher must have: (1) a bachelor's degree, (2) a state credential or an Intern Certificate/Credential for no more than three years, and (3) demonstrated subject matter competence for each core subject to be taught by the teacher. More information on teacher qualifications required under NCLB can be found at the California Department of Education's Web site at http://www.cde.ca.gov/nclb/sr/tq/.

For a school, the data reported are the percent of a school's classes in core content areas not taught by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areas not taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district.
     School      District  
 This School  39.1  ---
 All Schools in District  ---  58.3
 High-Poverty Schools in District  ---  0.0
 Low-Poverty Schools in District  ---  69.9

Teacher Credentials
Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1". If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
     2002      2003      2004  
 Total Teachers
 		  6  6  6
 Teachers with Full Credential
 		  6  6  6
 Teachers Teaching Outside Subject Area
 (full credential but teaching outside subject area)		      
 Teachers in Alternative Routes to Certification
 (district and university internship)		  0  0  0
 Pre-Internship
 		  0  0  0
 Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)		  0  0  0
 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)		  0  0  0

Teacher Misassignments
Data reported are the number of placements of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.
     2002      2003      2004  
 Misassignments of Teachers of English Learners
 		  ---  ---  0
 Total Teacher Misassignments
 		  ---  ---  0

Teacher Education Level
Data reported are the percent of teachers by education level.
     School      District  
 Doctorate  0.0  0.6
 Master's Degree plus 30 or more semester hours  0.0  6.4
 Master's Degree  33.3  18.6
 Bachelor's Degree plus 30 or more semester hours  66.7  71.1
 Bachelor's Degree  0.0  3.3
 Less than Bachelor's Degree  0.0  0.0

Vacant Teacher Positions
Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.
     2002      2003      2004  
 Vacant Teacher Positions
 		  ---  ---  0

Teacher Evaluations
Teachers and administration collaborate through an established evaluation system. The principal
formally evaluates tenured teachers every two years. Temporary and probationary teachers are
evaluated yearly. All teachers are observed frequently. The evaluation may include instructional
techniques, adherence to the curriculum, the learning and environments, and other assigned