Introduction

Proposition 98 (approved by voters in November of 1988) requires that each school publish an Annual School Accountability Report Card (SARC) to explain school programs, their costs, and effectiveness. This annual report is based on the best data available at the time of publication and provides information about our school in the following areas:

School Description and Profile	Teacher Assignment
Principal's Message	Textbooks and Instructional Materials
Mission Statement	School Facilities and Safety
Student Achievement and Testing	Quality of Instruction and Leadership
Discipline and Climate for Learning	Teacher Evaluation and Professional Development
Training and Curriculum Improvement	Substitute Teachers
Counseling and Other Support Services	Expenditures Per Student & Types of Services Funded
School Attendance	Salary and Budget Comparison
Instructional Minutes	School Safety Plan
Minimum Days	Academic Performance Index (API)

School Description and Profile Great Valley School is a K-6 Multi-Track Year Round School* in a semi-rural setting with a student population of 700 students (12/00). It is located south of Stockton and west of I-5 in the Weston Ranch Development. We are a neighborhood walk-in school with busing only for special education students and overflow students from August Knodt School. *After a staggered beginning, each teacher and his/her class attends school for three months and goes "off track" for one month (60/20 calendar).

Principalís Message In Great Valley Schoolís third year of existence we have moved to a beautiful, brand new 8 million dollar facility which opened on July 10, 2000. We are most fortunate to have eager students, interested parents and a dedicated faculty and staff make up our school community. Our common goal is to constantly strive to improve our studentsí education. Top of Page

Listed below is a chart showing the school ethnic breakdown.

School Ethnicity   Language Make-up   American Indian 1% Spanish 6% Asian 3% English 88% Black 20% Filipino 4% Caucasian 38%     Filipino 11%     Hispanic 21%     Pacific Islander 2%

English Language Learners ELL........................... 11 % ELLRe-designated.. 10 %

Mission Statement

Great Valley School believes that the effectiveness of the educational program hinges on being able to anticipate the future and make provisions for change. The Manteca Unified School District Board of Education clearly defines the broad scope of the educational program and allocates funds and resources to implement a quality educational program. The District believes that we should be a community of learners, focusing on values, knowledge, and skills in a safe and secure environment that will encourage student success. Our District is committed to establishing high academic standards for student-centered education. We believe in emphasizing a positive attitude through the teaching of life-skills, responsibility, and self-discipline. We encourage acceptance, tolerance, and respect for others. We believe in creating an atmosphere of trust in which the opinions, values and attitudes of our community of learners are respected and celebrated.

Our mission is to provide all students with a vigorous educational program, in a safe and healthy school environment, delivered by a qualified staff to enable the graduates of Manteca Unified School District to be self-motivated life-long learners who possess academic, social, and emotional skills to successfully adapt to a rapidly changing world.

Top of Page

Community Involvement

The success of a school is strongly influenced by the support of parents and the school community as a whole. Manteca Unified School District strives to coordinate and communicate with the community, including police, fire and other governmental agencies, news media, medical agencies and other community organizations. Examples of such coordination and communication with community agencies include programs such as fire prevention, water safety, parks and recreation activities, the community gymnasium, bike safety, and Stockton Police School Resource Officers, just to name a few.

Parents regularly volunteer in the classroom and are actively involved in the school site council, school-wide planning, quarterly parent conferences, bilingual parent support group, and various parent committees for fund-raisers and field trips.

Student Achievement and Testing

In addition to report card grades, bilingual assessments and proficiency assessments, our schools participate in the Stateís mandatory Standardized Testing and Reporting (STAR) Program. The Stanford 9 was administered, for the first time, in the Spring of 1998 to all students, grades 2-11. This nationally norm-referenced test measures a studentís performance in various academic subjects against a nationally normed group. Students were tested in reading, math, language and spelling.

The charts below show the percentile rank. The average range is 23 to 70th percentile. Our scores fall well within the average range.

Reading Grade School School School District Level 97/98 98/99 99/00 99/00 2 37 44 44 3 40 48 45 4 42 46 43 5 45 38 41 6 43 45 7 46 8 49	Math Grade School School School District Level 97/98 98/99 99/00 99/00 2 29 44 49 3 45 54 50 4 50 42 51 5 56 41 45 6 55 55 7 51 8 51
Language Grade School School School District Level 97/98 98/99 99/00 99/00 2 42 40 52 3 47 53 53 4 55 57 51 5 57 51 51 6 40 54 7 54 8 53	Spelling Grade School School School District Level 97/98 98/99 99/00 99/00 2 51 49 44 3 50 51 47 4 43 55 40 5 51 48 41 6 57 55 43 7 46 8 40

The chart below shows the proficiency/competency assessment results for the past three years. Students must demonstrate proficiency in order to be promoted to the next grade level.

Top of Page

All schools in the Manteca Unified School District have gone through a reconstruction period in which they have all been equipped with the latest in technology to include computer labs and improved communication systems. All classrooms and student learning areas are designed for student success.

Schools in the Manteca Unified School District support recognition activities, which acknowledge and encourage desirable student efforts through a variety of programs, including before and after school tutorials, group and peer counseling programs, achievement awards for sports and perfect attendance, students of the month, honor roll, good citizenship, student council, conflict resolution teams and assemblies.

Discipline

Child Welfare and Attendance information distributed each year describes the reporting procedure for tardiness and truancies. Parents are notified by the school if their child has had more than three late arrivals of more than 30 minutes, or if three or more unexcused absences are reported. If truancy continues, students are referred to the Student Attendance Review Board.

Students whose behavior is not corrected by school intervention are referred to the District Review Board which hears the case and takes appropriate action, including other interventions such as counseling, alternate school settings and referral to other agencies (i.e., Valley Community Counseling).

The table below shows the number of students who were referred to the District Review Board over the past three years along with the District average for all elementary schools.

Top of Page

Teacher Evaluation

By District contract, all permanent teachers are evaluated once every other year. Permanent teachers who receive less than an effective rating are evaluated annually until improvement is noted or they are terminated. Probationary teachers are evaluated each year. The following criteria is used: (1) student learning progress, (2) instructional techniques and strategies, (3) adherence to District and school curricular objectives and (4) maintenance of a suitable learning environment.

Professional Development

The Manteca Unified School District uses a number of vehicles for professional development. During the 1999-00 school year, all teachers and support personnel received one day of staff development before the instructional year began and two days of staff development during the school year. Workshops and other in-service meetings such as collaborative days took place on Wednesday afternoons. The major emphasis of our District has been to train teachers in Cultural and Bilingual Language Development (CLAD and BCLAD) and reading strategies. Teachers continue to participate in the Mentor Teacher Program, DELTA (District Early Literacy Team Assistance), BTSA (Beginning Teacher Support and Assessment Program), and Good First Teaching trainings. The district-wide curriculum development committees work to ensure that our local curriculum reflects the state curriculum frameworks and standards and keeps pace with educational reforms and teaching methods.

Meeting the Needs of Special Students

Our District provides quality educational services to a wide variety of students with special needs. Programs for special needs students include "At Risk" and/or 504, English language learners, Migrant, health impaired, Special Education (i.e., Adaptive P.E., Speech, SDC, RSP, deaf and emotionally handicapped students) and GATE (Gifted and Talented Education).

Our District provides support to English Language Learners in learning English in the most effective and expedient manner possible. This includes materials, instructional strategies, and other support designed to facilitate English development. We also offer a dual language immersion program through the Alternative Bilingual Program. This track runs from May through January. This allows the migrant students to attend six straight months of school. English speaking students (throughout the District) have an opportunity to attend this program as well.

At Great Valley School, our classroom teachers conduct a needs assessment of their students and, when appropriate, make modifications and accommodations within the classroom. Students with poor school progress are referred to the Student Study Team, a multi-disciplinary committee of teachers and administrators, to develop an intervention plan. Other resources and psychological assessments may be implemented. Students with a learning disability or circumstance that interferes with learning but who do not qualify for Special Education, have a 504 plan implemented to support their learning.

The policy of the Manteca Unified School District is that special education students receive support services necessary to help them learn in the regular program. In keeping with federal and state laws and policies, students with exceptional needs are always placed in the least restrictive environment. There is a great amount of coordination between the special education teachers and the regular classroom teachers to assure mainstreaming is meeting the studentsí needs. As a guiding principle for maintaining the quality of the instructional program and supporting each studentís participation in the total curriculum, the school leadership team believes that all students, parents, and staff members have the basic right to be treated equitably, regardless of gender, ethnicity, or disability.

Counseling and Other Support Services

A comprehensive student services program is provided by Manteca Unified School District to assist students in achieving their potential by supporting their academic studies and their participation in school and community activities. The table below depicts the number of support providers employed at the school and throughout the District.

Top of Page

School Attendance

Schools receive State funding based upon actual school attendance, not enrollment. The chart below gives the enrollment and attendance rates for our school.

Top of Page

Instructional Minutes

All schools in Manteca Unified School District follow a standard length of school day, which exceeds the instructional minute requirement set by the State. Our Districtís goal is to make maximum use of instructional time to meet the studentsí educational needs.

The total number of instructional minutes offered during the 1999-00 school year is given as follows:

Top of Page

Minimum Days

For the 1999-00 school year, (at the elementary level) Manteca Unified School District had 21 minimum days. In addition, our District utilized modified school days (called Collaboration Days) which occurred on most Wednesdays of the school week. The number of minutes reduced on Wednesdays were added to the other school days of the week to ensure that the total number of instructional minutes for the school year remained unchanged. The number of minutes for the 180 instructional days either met or exceeded the daily number of minutes required under the California Education Code.

Class Size

Manteca Unified School District implemented class size reduction in kindergarten, first and second grades during January of the 1996 school year and in all third grade classrooms in 1998-99 school year. At the present time, we maintain a teacher ratio of 1:20 or less in all kindergarten through third grade classrooms. The average class size over the last three years district-wide is as follows:

Teacher Assignment

Our District strives to employ appropriately credentialed teachers in all areas. Under California law teaching credentials for grades K-6 permit assignment of teachers in all subject areas in a self-contained classroom. For grades 7 and 8, California law allows teachers to be assigned outside their credential area(s) if certain requirements are met.

Top of Page

Textbooks and Instructional Materials

The Manteca Unified School District has followed the state textbook matrix in purchasing and adopting procedures. Some of the major textbook series now in use are as follows:

Top of Page

School Facilities and Safety The safety of students and the security of campuses are one of the highest priorities of the Manteca Unified School District. School personnel and students participate in monthly disaster preparedness drills including specific procedures for fire, earthquake, flood, civil disturbance, and hazardous chemical situations. Maintenance and upkeep are monitored, and a deferred maintenance plan is developed and reviewed yearly. A joint venture of the Manteca Unified School District and the City of Manteca came into existence during the 1999-2000 school year with the construction of the Community Gymnasium located at the Golden West Elementary School site. This facility is utilized by the MUSD Acorn League as well as the many athletic programs sponsored by the City Parks and Recreation Department. The school is seen as the center of the community and is a safe environment for students, staff and community organizations.

Quality of Instruction and Leadership The curriculum is aligned with state frameworks and standards. Teachers are continually updated and trained in research-based instructional practices. Schools annually conduct a needs assessment and review past performance in preparation of updating the school plan. The major vehicle for assessing the overall quality of the instructional program in the public schools of California is the Program Quality Review (PQR). The goal of the process is to enable the entire school community to focus on how the curriculum and instruction in a particular academic area can be improved so that all students in the school can participate in a quality, meaningful curriculum. Top of Page

Substitute Teachers

All school districts, as well as Manteca Unified, experience problems finding qualified substitute teachers. The District has raised its substitute teachersí pay rates this year to be comparable with surrounding districts. Substitute packets, lesson plans and substitute evaluations help to ensure continuity of instruction.

The following table below demonstrates the percentage of the teachers in the pool that held regular teaching credentials while the remainder had various emergency credentials.

Expenditures Per Student & Types of Services Funded

The 1999-00 General Fund expenditure per student for the Manteca Unified School District was $5,567. All Manteca schools receive equal allocations of general fund support for staffing, instructional materials and supplies, custodian needs, and other uses. Funding for support services such as maintenance of buildings and grounds, utilities, and student transportation is budgeted on a district-wide, centralized basis and provided to each school site based on the unique needs of the individual school.

The following chart shows the approximate percentages of the per pupil expenditure currently spent on the various school site services.

In addition to its support from the local general fund, each school in the Manteca Unified School District receives yearly allocations from various state and federal categorical programs. The purposes of these categorical programs range from improving the quality of the total instructional program for all students to addressing the unique needs of special groups of students ó such as limited-English proficient, gifted and talented, academically deficient and students at risk of dropping out of school.

Top of Page

Salary and Budget Comparison

State law requires comparative salary and budget information to be reported to the general public. For comparison purposes, the State Department of Education has provided average salary data from school districts falling into the 10,000 to 19,999 ADA range. All data in the chart represents the 1998-99 school year. This is the most recent year for which the CDE has provided statewide averages.

1998-99 Average Salary Information

School Safety Plan

Manteca Unified School District continues to make strides in the improvement of the educational climate and reduced disruptions in the classroom by "putting kids first" and asking the question, "Is it good for the children?" Each school site has developed a comprehensive school safety plan according to the required adoption process with appropriate School Site Council public hearings and school safety planning committee input. Our schools conduct emergency drills, including monthly fire drills, quarterly earthquake drills and semester civil disturbance drills.

A nondiscrimination/harassment report form has recently been developed to help staff in reporting and tracking data.

Our schools work hard to improve academic achievement and provides alternative programming for students "at risk", day schools for students who are abusive or chronically disruptive. Authorized prevention activities include conflict resolution strategies, before and after school programs and a district-wide effort to prevent illegal gang activities with Drug Free and Tobacco Free School Zones clearly established and posted. Our District seeks grants and utilizes the MUSD Health Services Department to meet the health and counseling needs of students.

Top of Page

Academic Performance Index (API)

The Superintendent of Public Instruction, with approval of the State Board of Education, developed an Academic Performance Index (API), a numerical calculation using STAR test data, to measure and compare the performance of schools. In addition, an expected annual percentage growth target is identified for all schools based on their API baseline score. The minimum percentage growth target shall be 5 percent annually. Commencing in June 2001, the rankings shall indicate the target annual growth rates of schools, the annual growth rates attained by the schools, and how growth rates compare schools that have similar characteristics.

Top of Page