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

Executive Summary School Accountability Report Card, 2007-08

Bransford Elementary School

Address:  900 Travis Blvd. , Fairfield   CA  94533-4918  Phone:  707-421-4110  
Principal:  Justine  Turner  Grade Span:  K  - 6  

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

 

Narrative to be provided by LEA

Student Enrollment 

Group  Enrollment 
Number of students  507 
African American  19.33  %
American Indian or Alaska Native  0.99  %
Asian  1.38  %
Filipino  4.73  %
Hispanic or Latino  59.37  %
Pacific Islander  1.38  %
White (not Hispanic)  12.82  %
Multiple or No Response    %
Socioeconomically Disadvantaged  77  %
English Learners  32  %
Students with Disabilities  12  %

Teachers 

Indicator  Teachers 
Teachers with full credential  27 
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 

Overall Facility in good Repair

Repairs Needed 

Paint peeling by Rms 1-3. Drinking Fountain at Rm 8 needs repair. Parking lot and main asphalt need replacement. Siding on portable 17 needs replacing.

Corrective Actions Taken or Planned 

Asphalt Reconditioning/Replacement occurred in Summer 2008.
Maintenance to repair to safe condition.


Curriculum and Instructional Materials 

Core Curriculum Areas  Pupils Who Lack Textbooks and Instructional Materials 
Reading/Language Arts  0%
Mathematics  0%
Science  0%
History-Social Science  0%
Foreign Language  0%
Health  0%
Visual and Performing Arts  0%
Science Laboratory Equipment (grades 9-12)  0%

School Finances 

Level  Expenditures Per Pupil (Unrestricted Sources Only) 
School Site  $4,941
District  $4,696
State   $4,943

Student Performance 

Subject  Students Proficient and Above on California Standards Tests 
English-Language Arts   25%
Mathematics   31%
Science   20%

Academic Progress 

Indicator  Result 
2008 Growth API Score (from 2008 Growth API Report)  690  
Statewide Rank (from 2007 Base API Report)  1  
2008-09 Program Improvement Status (PI Year)  In PI  

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 California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access 

DataQuest 

DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ 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  Bransford Elementary   District Name  Fairfield-Suisun Unified  
Street  900 Travis Blvd.   Phone Number  707-399-5000  
City, State, Zip  Fairfield  , CA  94533-4918  Web Site  www.fsusd.k12.ca.us 
Phone Number  707-421-4110   Superintendent  Jacki Cottingim 
Principal  Justine  Turner  E-mail Address  BillL@fsusd.k12.ca.us
E-mail Address  JustineT@fsusd.k12.ca.us CDS Code 48-70540-6051072 

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

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

Bransford Elementary School mission is to provide all students with a positive and challenging learning environment that empowers them to become responsible and productive citizens. The guiding principles that underlie these ideas include:
  •  All students are capable of achieving academic proficiency with positive guidance and highest expectation.
  •  All students must be challenged to meet the highest educational and behavioral standards.
  •  All students will be regularly assessed for continuous learning and be provided with research-based educational programs and differentiated instruction.
  • All students have the right to be served by competent and caring adults who utilize the provided professional development and resources to meet clear performance criteria.
  • All students have inherent value and therefore deserve to be members of classrooms and schools that affirm their worth.
  • All students benefit from the positive communication and healthy relationships fostered among members of the school community including parent/guardian support.

We at Bransford are committed to the continual development and implementation of a program of excellence for all students. Our school reform model incorporates the strategies, protected instructional time blocks, strategic small group work, and staff development in academics and behavioral goals including staff observation and coaching using research based, targeted instructional strategies and District Initiatives for each and every student.

Besides research based classroom strategies in whole group and small group settings students are supported academically through an Intervention Coach, a certificated reading specialist, a computer lab staffed with a certificated teacher specializing in scientific curriculum and specializing is supporting the curricular standards though the computer. We have 2 bilingual instructors that provide intensive tutoring in the primary and upper grades, and specialized targeted reading instruction blocks for all grade levels using SRA as a reading intervention school wide.

Opportunities for Parental Involvement (School Year 2007-08) 

This section provides information about opportunities for parents to become involved with school activities.  
The Bransford staff believes that the involvement and support of the parent community is critical to the academic success of students. We encourage this involvement through parent classes on ready math and MacKenzie parenting programs, district-level communications committees, school site parent-teacher groups, and in-school volunteer programs. At Bransford Elementary School parents serve as servant leaders on School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee, classroom helpers, and noon duty supervisors. School wide activities such as winter celebration, Book Fair nights, reading nights, parent math nights, Back to School Night and Open House provide parents with ongoing opportunities for active participation in their child’s education. Family computer nights serve as tools to promote and support computer literacy and our school wide technology goals. In order to support our Spanish speaking population, we provide Spanish translation for all events, meetings, newsletters, report cards and other school communication. A bilingual parent coordinator is available everyday to support parents with school and student issues.
The school is also in partnership with North Bay Health Care, which is providing books, supplies, and treats for all classes during the holiday season as well as contributing to our Book Fair, Attendance campaign, and they donated a huge library of books for students to take home for their home libraries. Bransford students and families help support the ABC (A Baby is Coming) Program at North Bay Health Care through a penny drive. Additionally, St Mark’s Church partners with our school to provide tutors for students in academic areas and houses the Lessler Tutoring Program which uses Armijo High School students as tutors for at-risk Bransford students. 

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  72 
Grade 1  91 
Grade 2  65 
Grade 3  71 
Grade 4  74 
Grade 5  57 
Grade 6  77 
Grade 7  0 
Grade 8  0 
Ungraded Elementary  0 
Grade 9  0 
Grade 10  0 
Grade 11  0 
Grade 12  0 
Ungraded Secondary  0 
Total Enrollment  507 

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  19.33  %
American Indian or Alaska Native  0.99  %
Asian  1.38  %
Filipino  4.73  %
Hispanic or Latino  59.37  %
Pacific Islander  1.38  %
White (not Hispanic)  12.82  %
Multiple or No Response    %
Socioeconomically Disadvantaged  77  %
English Learners  32  %
Students with Disabilities  12  %

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  20.0  4      19.0  4      20.0  3.0     
1  20.0  3      19.0  4      19.8  4.0     
2  20.0  4      20.0  3      18.0  3.0     
3  20.0  5      20.7  1  2    19.3  3.0     
4  28.3    4    32.5    1  1  27.5    2.0   
5  27.7    3    33.5      2  28.0    1.0   
6  33.3    1  2  34.0      1  28.0    2.0   
K-3  19.7  7      14.5  2      16.0  3.0     
3-4                         
4-8  25.0  1  2    22.0  1  1    23.0  1.0  2.0   
Other                         

III. School Climate 

School Safety Plan (School Year 2007-08) 

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

The Fairfield-Suisun Unified School District requires safety plans for each school:
BP/AR 0450, Comprehensive Safety Plan; BP 3515, School Safety and Security; AR 3515.5, Safety Program; BP/AR 3515.2, Disruptions; BP/AR 3515.6, Campus Security; and BP/AR 3516, Disaster Regulations.

The Governing Board insists that students and staff have the right to a safe and secure campus where they are free from physical and psychological harm.  The Board is fully committed to maximizing school safety and to creating a positive learning environment that teaches violence prevention and emphasizes high expectations for student achievement, responsible behavior, and respect for others. 

Each school site develops a comprehensive school wide safety plan that includes violence prevention strategies and actions to be taken in the event of a crisis.  Each plan is tailored to the specific conditions at the school.  Each school plan takes into account the expertise, available resources and building design, along with factors unique to that site.  A copy of each school’s plan is available at the school and in the office of the Directors of Elementary and Secondary Education.  The plan is reviewed at the beginning of each year by the principal with his complete faculty.  Each school site annually updates the plans.

School Safety Plan includes the following: 

  •  A positive school climate promoting respect for diversity, personal and social responsibility, effective interpersonal and communication skills, anger management and conflict resolution.
  • Disciplinary policies and procedures.
  • Prevention of and alternatives to violence.
  • Parent involvement strategies.
  • Prevention and intervention strategies related to the sale or use of drugs and alcohol.
  • Assessment of the school’s physical environment and development of ground security.
  • School-site crisis intervention strategies.
  • Staff training in violence prevention and intervention techniques.
 

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  19.0   34.3   24.5   20.6   35.4   27.8  
Expulsions  0.0   0.2   0.2   2.1   1.6   1.1  

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. 

Bransford Elementary is located on Travis Blvd., in the City of Fairfield.

General

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 on this site.

Below is more specific information on the condition of the school and the efforts made to ensure the students are provided with a clean, safe, and functional learning environment.

Age of School Building

The original construction dates back to 1954. However, due to growth within the Bransford Elementary attendance area, it has been necessary to add 16 additional buildings that serve as classrooms, library/media centers, and student support facilities. All classrooms and support facilities have been provided with on-line access to support student leaning. The campus also includes a preschool/day care facility designed for early childhood education. A new playground structure has been built to accommodate a variety of physical activities for children of all ages on our playground.

Maintenance and Repair

District maintenance staff ensures that 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 t
hat emergency repairs are given the highest priority.

Cleaning Process and Schedule

The district governing board has adopted Strategic Goals, which include cleaning standards for all schools in the district. (Strategic Goal #4). These standards are available at any school site and the District Office. The district’s Operations Department works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school, along with the supervision of the site principal

Deferred Maintenance Budget

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/replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2008-2009 school year, the districted has budgeted $119,000 for the deferred maintenance program.

Deferred Maintenance Projects

For the 2008-2009 school year the district’s Governing Board has approved deferred maintenance projects for this school in the area of painting.

Modernization Projects

During the 2008-2009 school year there are no modernization projects planned. In 2001 a modernization project was completed. Please see the description under the heading “Age of School Building”.

New School Construction Projects

Construction of a new library was completed in February 2008. The new library is a valued edition to the campus. The new wood framed building includes approximately 4,000 of useable space.

The new library design incorporates an activity-oriented learning environment, with space, furniture, equipment, and resources available for researching,
browsing, reading, listening, viewing, and computing. The facility has seating for 35 stations, a story area for younger audiences, 6 reference computer stations and wireless internet capability. The library collection has been designed for 14,000 books in a variety of different subjects. A computerized projection system is built-in for special presentations.

A librarian's desk is built in and positioned to provide maximum visibility of the entire library and control for the entry to the facility. The librarian’s desk area includes a book drop, checkout station, book storage, and power & data controls for the projection system. The projection system includes specialized lighting and amplification system designed for large presentations. The building has been designed with natural lighting and an open floor plan to provide an inviting and comfortable learning space for students and teachers.

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    

Parking lot asphalt needs replacing
(Scheduled for summer, 2008); siding
on portable 17 needs replacing;
asphalt between wings needs replacing;
drinking fountain by room 8 missing head;
paint peeling on fascia boards by rooms 1-3;
overall asphalt bad shape; opening between portables 23-24 and 27-28 needs to be fenced.

 
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    X    

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 at http://dq.cde.ca.gov/dataquest/ 

Teachers  School  District 
2005-06  2006-07  2007-08  2007-08 
With Full Credential  36  27  26  1074 
Without Full Credential  2  0  2  42 
Teaching Outside Subject Area of Competence  N/A 0 0 57

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  4 13 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 at http://www.cde.ca.gov/nclb/sr/tq/ 

Location of Classes  Percent of Classes In Core Academic Subjects 
Taught by NCLB Compliant Teachers  Taught by Non-NCLB Compliant Teachers 
This School   100.0  0.0 
All Schools in District   92.4  7.6 
High-Poverty Schools in District  100.0  0.0 
Low-Poverty Schools in District  90.7  9.3 

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  0  
Library Media Teacher (Librarian)  .2 N/A 
Library Media Services Staff (paraprofessional)  .6 N/A 
Psychologist   .7 N/A 
Social Worker   0 N/A 
Nurse  .2 N/A 
Speech/Language/Hearing Specialist  .8 N/A 
Resource Specialist (non-teaching)  1 N/A 
Title 1 Reading specialist 1 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 

Grade Levels

Title

Adopted By
FSUSD

State (S) or
Local (L)Adoption

Description
Reading/Language Arts  K-6 Houghton Mifflin Reading Spr 2003 S and L

All pupils, including English learners, have state-adopted and standards-aligned textbooks and instructional materials to use in class and to take home to complete required homework assignments.

0
Mathematics  K-6 McMillan Math Spr 2008 S and L 0
Science  K-5 McMillan Science Spr 2007 S and L 0
6 Pearson Earth Science Spr 2007 S and L 0
History-Social Science  K-5 Harcourt Reflections Spr 2007 S and L

All pupils, including English learners, have state-adopted textbooks and instructional materials to use in class and to take home to complete required homework assignments.

0
6 Holt Reflections Spr 2007 S and L 0
Health  K-6 McMillan Health and Wellness Spr 2006 S and L

All pupils, including English learners, have state-adopted textbooks and instructional materials to use in class and to take home to complete required homework assignments. 

0
Visual and Performing Arts  K-6

Piloting McMillan and Silver Burdette Music Assortment of Orff instruments

 

All pupils have access to instructional material. Music in the elementary schools is performance based. 

0
Our student to textbook ratio for all subjects in all elementary schools is one-to-one. Textbooks in all core subjects areas are current and in good condition.
Please note that two sets of textbooks (one at school and one at home) are not required to be provided to 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 at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the Certificated Salaries and Benefites Web apge at http://www.cde.ca.gov/ds/fd/cs/. 
Level  Total Expenditures Per Pupil  Expenditures Per Pupil (Supplemental)  Expenditures Per Pupil (Basic)  Average Teacher Salary 
School Site  $6,125 $1,184 $4,941 $39,225
District  $5,361 $665 $4,696 $56,506
Percent Difference – School Site and District  14 78 5 31
State  N/A N/A $5,300 $65,008
Percent Difference – School Site and State  N/A N/A 7 40

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. 

Our school receives funds from the district general fund, Title 1, School and Library Improvement Block Grant, lottery fund and donations.  The funds from state and federal sources must be expended in accordance with policies and guidelines established for those programs.

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 at http://www.cde.ca.gov/ds/fd/cs/

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $37410 $40721 
Mid-Range Teacher Salary $60013  $65190 
Highest Teacher Salary $75245  $84151 
Average Principal Salary (Elementary) $98032  $104476 
Average Principal Salary (Middle) $103339  $108527 
Average Principal Salary (High) $110757  $119210 
Superintendent Salary $198410  $210769 
Percent of Budget for Teacher Salaries 43.1 % 39.9 %
Percent of Budget for Administrative Salaries 7.0 % 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 at http://star.cde.ca.gov/. 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 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  24   28   25  41   41   43  42   43   46 
Mathematics  34   38   31 35   34   36  40   40   43 
Science  18   14   20  34   36   43  35   38    46

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  18  25  *   
American Indian or Alaska Native  *  *     
Asian  *  *  *   
Filipino  65  71  *   
Hispanic or Latino  20  34  15   
Pacific Islander  *  *  *   
White (not Hispanic)  45  43  27   
Male  22  35  18   
Female  29  35  11   
Economically Disadvantaged  20  32  10   
English Learners  10  28  0   
Students with Disabilities  12  15  *   
Students Receiving Migrant Education Services  *  *  *   

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 at http://www.cde.ca.gov/ta/tg/pf/. http://www.cde.ca.gov/ta/tg/pf/. 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.  

Grade Level  Percent of Students Meeting Healthy Fitness Zones 
5  4.3 
7  * 
9  * 

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 at http://www.cde.ca.gov/ta/ac/ap/. 

API Ranks – Three-Year Comparison 

This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. 

API Rank  2005  2006  2007 
Statewide  2   1   2  
Similar Schools  6   3   6  

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  -14   41   -37   663  
African American  -18   35   -32   619  
American Indian or Alaska Native         
Asian         
Filipino         
Hispanic or Latino  -3   34   -33   646  
Pacific Islander         
White (not Hispanic)         
Socioeconomically Disadvantaged  -14   47   -49   642  
English Learners  1   33   -37   639  
Students with Disabilities         

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 at http://www.cde.ca.gov/ta/ac/ay/. 

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   No  

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 at http://www.cde.ca.gov/ta/ac/ay/.  

Indicator  School  District 
Program Improvement Status  In PI   In PI  
First Year of Program Improvement  2003-2004   2007-2008  
Year in Program Improvement  Year 5   Year 2  
Number of Schools Currently in Program Improvement  N/A  8 
Percent of Schools Currently in Program Improvement  N/A  25.8 

XII. 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.  

Bransford Elementary School has focused on providing staff with on-going training in best practices for student learning. At minimum, our teachers receive 20-25 hours of training yearly.
We have provided training with Dr. Robert MacKenzie implementing “Setting Limits”, a classroom management program designed to provide a framework for respectful conduct in the classroom with natural consequences. Dr. MacKenzie conducts school wide trainings and provides data through in-class observations and conferences with individual teachers.
The staff has chosen to commit to building a Professional Learning Community (PLC), which approaches teaching as a team concept with common goals in and between grade levels. Many of the staff attended the 3-day seminar conducted by Dr. Richard DuFour, Dr. Rebecca DuFour and Dr. Robert Eaker, the pioneers of PLC. The entire staff participated in PLC training with Judi Cunningham before the start of this school year.
Our Leadership Team received training in BEST Behavior Practices Dr. Jeffery Sprague.
In support of the District LEA Plan the staff is conducting Focus Walks to enhance vertical alignment of Best Practices.
The entire staff is also trained in providing direct instruction using SRA. This is an intensive language arts intervention targeting students at their individual learning level.
Erika St. Andre is a credentialed, bi-lingual teacher who works exclusively with our EL students.
Our staff participates in a variety of workshops and trainings provided by the district on such topics as: English Language Learner support, training in the new math adoption and interventions, vocabulary development (Marzano), and classroom management.
Teachers who are new to the profession receive support through BTSA.
The Bransford staff is committed to developing a Professional Learning Community to support our students and families.