TranslateEel River Charter
2022–23 School Accountability Report Card
Reported Using Data from the 2022–23 School Year
California Department of Education
- Address:
- 76350 Main St.
Covelo, CA , 95428-9711 - Principal:
- Betty Tuttle, Admin
- Phone:
- (707) 983-6946
- Grade Span:
- K-6
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
- For more information about SARC requirements and access to prior year reports, see the California Department of Education (CDE)
SARC web page at https://www.cde.ca.gov/ta/ac/sa/. - For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.
- For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).
California School Dashboard
The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.
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 may 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.
About This School
Betty Tuttle, Admin
About Our School
Contact
Eel River Charter76350 Main St.
Covelo, CA 95428-9711
Phone: (707) 983-6946
Email: btuttle@eelriverschool.net
Contact Information (School Year 2023–24)
District Contact Information (School Year 2023–24)
- District Name
- Round Valley Unified
- Phone Number
- (707) 983-6171
- Superintendent
- Gorman, Mike
- Email Address
- mgorman@rvusd.us
- Website
- https://www.roundvalleyschools.org/
School Contact Information (School Year 2023–24)
- School Name
- Eel River Charter
- Street
- 76350 Main St.
- City, State, Zip
- Covelo, CA , 95428-9711
- Phone Number
- (707) 983-6946
- Principal
- Betty Tuttle, Admin
- Email Address
- btuttle@eelriverschool.net
- Website
- www.eelriverschool.net
- County-District-School (CDS) Code
- 23656072330272
School Description and Mission Statement (School Year 2023–24)
The Eel River Charter School (ERCS) serves TK-6th grade students in a safe school, with interdisciplinary, holistic, hands-on curriculum. The school was founded in 1994 by parents. Parents and community members continue to govern the school. The Eel River Charter School's mission statement is "working with families in community through holistic teaching to develop educated, responsible, compassionate people".
The goal of the Eel River Charter School is to engage parents/families in the educational process, thereby providing the support structure and overlapping spheres of influence necessary for students to attain an integrated perception of learning. ERCS employs 4 part-time aides, two part time certificated literacy coaches, and a literacy tutor to assist the teachers and students in the 3 multi-grade classrooms. ERCS also employs an office manager, a part time business manager, and a part time food server and custodian.
The Eel River Charter School is a direct funded charter school. ERCS does not have a principal/director or superintendent. The volunteer school Board, comprised of parents of students, handles some of the administrative duties, such as student discipline and employee management. The office manager, business manager, and teachers handle the routine, daily decisions and this core staff is accountable to the ERCS Board. An ERCS Board designee approves all school expenditures. Historically, ERCS has fewer than 10 students per grade level, thus test results are not published to protect the privacy of the students in regards to the ELA, Math, Science, History, and Physical Fitness testing. Due to the small school size ERCS does not have statistically significant sub-groups, other than economically disadvantaged.
Last updated: 11/27/23Student Enrollment by Grade Level (School Year 2022–23)
| Grade Level | Number of Students |
|---|---|
| Kindergarten | 9 |
| Grade 1 | 4 |
| Grade 2 | 8 |
| Grade 3 | 11 |
| Grade 4 | 6 |
| Grade 5 | 11 |
| Grade 6 | 4 |
| Total Enrollment | 53 |
Student Enrollment by Student Group (School Year 2022–23)
| Student Group | Percent of Total Enrollment |
|---|---|
| Female | 47.20% |
| Male | 52.80% |
| Non-Binary | 0.00% |
| American Indian or Alaska Native | 41.50% |
| Asian | 0.00% |
| Black or African American | 0.00% |
| Filipino | 0.00% |
| Hispanic or Latino | 47.20% |
| Native Hawaiian or Pacific Islander | 0.00% |
| Two or More Races | 0.00% |
| White | 11.30% |
| Student Group (Other) | Percent of Total Enrollment |
|---|---|
| English Learners | 24.50% |
| Foster Youth | 0.00% |
| Homeless | 0.00% |
| Migrant | 0.00% |
| Socioeconomically Disavantaged | 98.10% |
| Students with Disabilities | 15.10% |
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the State priority: Basic (Priority 1):
- Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
- Pupils have access to standards-aligned instructional materials; and
- School facilities are maintained in good repair
Teacher Preparation and Placement (School Year 2020–21)
| Authorization/Assignment | School Number | School Percent | District Number | District Percent | State Number | State Percent |
|---|---|---|---|---|---|---|
| Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned) | 3.00 | 100.00% | 6.70 | 24.41% | 228366.10 | 83.12% |
| Intern Credential Holders Properly Assigned | 0.00 | 0.00% | 0.00 | 0.00% | 4205.90 | 1.53% |
| Teachers Without Credentials and Misassignments (“ineffective” under ESSA) | 0.00 | 0.00% | 4.10 | 15.05% | 11216.70 | 4.08% |
| Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA) | 0.00 | 0.00% | 2.10 | 7.69% | 12115.80 | 4.41% |
| Unknown/Incomplete/NA | 0.00 | 0.00% | 14.50 | 52.81% | 18854.30 | 6.86% |
| Total Teaching Positions | 3.00 | 100.00% | 27.50 | 100.00% | 274759.10 | 100.00% |
District did not submit all data to CalPADS in 21-22 but ERCS had 3 fully credentialed teachers in 3 classrooms and zero misassignments.
Note: The data in this table is based on full-time equivalent (FTE) status. 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. Additionally, an assignment is defined as a position that an educator is assigned based on setting, subject, and grade level. An authorization is defined as the services that an educator is authorized to provide to students.
Last updated: 1/8/24Teacher Preparation and Placement (School Year 2021–22)
| Authorization/Assignment | School Number | School Percent | District Number | District Percent | State Number | State Percent |
|---|---|---|---|---|---|---|
| Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned) | 234405.20 | 84.00% | ||||
| Intern Credential Holders Properly Assigned | 4853.00 | 1.74% | ||||
| Teachers Without Credentials and Misassignments (“ineffective” under ESSA) | 12001.50 | 4.30% | ||||
| Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA) | 11953.10 | 4.28% | ||||
| Unknown/Incomplete/NA | 15831.90 | 5.67% | ||||
| Total Teaching Positions | 279044.80 | 100.00% |
District did not submit all data to CalPADS in 21-22 but ERCS had 3 fully credentialed teachers in 3 classrooms and zero misassignments.
Note: The data in this table is based on full-time equivalent (FTE) status. 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. Additionally, an assignment is defined as a position that an educator is assigned based on setting, subject, and grade level. An authorization is defined as the services that an educator is authorized to provide to students.
Last updated: 1/8/24 Teachers Without Credentials and Misassignments
(considered "ineffective" under ESSA)
| Authorization/Assignment | 2020–21 Number | 2021–22 Number |
|---|---|---|
| Permits and Waivers | 0.00 | |
| Misassignments | 0.00 | |
| Vacant Positions | 0.00 | |
| Total Teachers Without Credentials and Misassignments | 0.00 |
Credentialed Teachers Assigned Out-of-Field
(considered "out-of-field" under ESSA)
| Indicator | 2020–21 Number | 2021–22 Number |
|---|---|---|
| Credentialed Teachers Authorized on a Permit or Waiver | 0.00 | |
| Local Assignment Options | 0.00 | |
| Total Out-of-Field Teachers | 0.00 |
District did not submit all data to CalPADS in 21-22 but ERCS had 3 fully credentialed teachers in 3 classrooms and zero misassignments.
Class Assignments
| Indicator | 2020–21 Percent | 2021–22 Percent |
|---|---|---|
| Misassignments for English Learners (a percentage of all the classes with English learners taught by teachers that are misassigned) | 0.00% | |
| No credential, permit or authorization to teach (a percentage of all the classes taught by teachers with no record of an authorization to teach) | 0.00% |
District did not submit all data to CalPADS in 21-22 but ERCS had 3 fully credentialed teachers in 3 classrooms and zero misassignments.
Note: For more information refer to the Updated Teacher Equity Definitions web page at https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp.
Last updated: 11/2/23Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2023–24)
Year and month in which the data were collected: November 2023
| Subject | Textbooks and Other Instructional Materials/year of Adoption | From Most Recent Adoption? | Percent Students Lacking Own Assigned Copy | |
|---|---|---|---|---|
| Reading/Language Arts |
| No | 0 | |
| Mathematics | McGraw Hill My Math K-5 Glencoe Math Grade 6 Additional Instructional Materials: K-6 Renaissance Star Benchmark Testing 4-6 Sumdog, Xtra Math | No | 0 | |
| Science | Instructional Materials: K-6 Generation Genius for Science K-1 Scholastic Magazine Weekly-Science Weekly-Let's Find Out, videos, computer games 2-3 Brainpop, YouTube Science, Khan Academy 4-6 Online Core Standards curriculum | No | 0 | |
| History-Social Science | Instructional Materials: K-1 Scholastic Magazine Weekly-Common Core worksheets, videos, computer games 2-3 Brainpop, YouTube videos 4-6 Harcourt-Brace American History, California History, Online Core Standards curriculum | No | 0 | |
| Foreign Language | N/A | 0 | ||
| Health | N/A | 0 | ||
| Visual and Performing Arts | N/A | 0 | ||
| Science Lab Eqpmt (Grades 9-12) | N/A | N/A | 0 |
Note: Cells with N/A values do not require data.
Last updated: 1/8/24School Facility Conditions and Planned Improvements
ERCS opened its doors on rented property in 1994 and has been able to purchase the properties and add to them over the years. The school consists of a main school building housing the office, food service area, restrooms and library. 4 stand-alone classrooms, a pump house, and outside restrooms. The school continues to make facility upgrades in accordance with county building codes, and improvements to the school site as funding becomes available. The school facility is maintained at a level that protects the safety of the students, staff and general public. Class size is limited due to space restrictions in the 4 classrooms.
Safety inspections are completed or a regular basis, and any deficiencies are corrected as quickly as possible. Visitors are required to sign in at the office, and the students are supervised before and during school hours. The school is posted as unavailable for public use after school hours. A security camera system was installed in 21-22 school year. There are two back-up generators installed to provide power during power outages and the lot improvement project is in process winter of 2023/24.
Last updated: 1/8/24School Facility Good Repair Status
Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:
- Determination of repair status for systems listed
- Description of any needed maintenance to ensure good repair
- The year and month in which the data were collected
- The rate for each system inspected
- The overall rating
Year and month of the most recent FIT report: November 2023
| System Inspected | Rating | Repair Needed and Action Taken or Planned |
|---|---|---|
| Systems: Gas Leaks, Mechanical/HVAC, Sewer | Good | |
| Interior: Interior Surfaces | Good | |
| Cleanliness: Overall Cleanliness, Pest/Vermin Infestation | Good | |
| Electrical: Electrical | Good | |
| Restrooms/Fountains: Restrooms, Sinks/Fountains | Good | |
| Safety: Fire Safety, Hazardous Materials | Good | |
| Structural: Structural Damage, Roofs | Good | |
| External: Playground/School Grounds, Windows/Doors/Gates/Fences | Good |
Overall Facility Rate
Year and month of the most recent FIT report: November 2023
| Overall Rating | Good |
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
- Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAA] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities).
The CAASPP System encompasses the following assessments and student participation requirements:
1. Smarter Balanced Summative Assessments and CAA for ELA in grades three through eight and grade eleven.
2. Smarter Balanced Summative Assessments and CAA for mathematics in grades three through eight and grade eleven.
3. California Science Test (CAST) and CAA for Science in grades five, eight, and once in high school (i.e., grade ten, eleven, or twelve). - College and Career Ready: The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
CAASPP Test Results in ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven taking and completed state-administered assessment
Percentage of Students Meeting or Exceeding the State Standard
| Subject | School 2021–22 | School 2022–23 | District 2021–22 | District 2022–23 | State 2021–22 | State 2022–23 |
|---|---|---|---|---|---|---|
| English Language Arts / Literacy (grades 3-8 and 11) | 0% | 3% | 13% | 12% | 47% | 46% |
| Mathematics (grades 3-8 and 11) | 0% | 3% | 9% | 5% | 33% | 34% |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAA divided by the total number of students who participated in both assessments.
CAASPP Test Results in ELA by Student Group for students taking and completed state-administered assessment
Grades Three through Eight and Grade Eleven (School Year 2022–23)
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|---|---|---|---|---|---|
| All Students | 35 | 35 | 100% | 0.00% | 2.86% |
| Female | 19 | 19 | 100% | 0% | 0.00% |
| Male | 16 | 16 | 100.00% | 0.00% | 6.25% |
| American Indian or Alaska Native | 15 | 15 | 100.00% | 0.00% | 0.00% |
| Asian | 0 | 0 | 0% | 0% | 0% |
| Black or African American | 0 | 0 | 0% | 0% | 0% |
| Filipino | 0 | 0 | 0% | 0% | 0% |
| Hispanic or Latino | 14 | 14 | 100% | 0% | 7.14% |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0% | 0% | 0% |
| Two or More Races | -- | -- | -- | -- | -- |
| White | -- | -- | -- | -- | -- |
| English Learners | 11 | 11 | 100.00% | 0.00% | 9.09% |
| Foster Youth | 0 | 0 | 0% | 0% | 0% |
| Homeless | 0 | 0 | 0% | 0% | 0% |
| Military | 0 | 0 | 0% | 0% | 0% |
| Socioeconomically Disadvantaged | 33 | 33 | 100% | 0% | 3.03% |
| Students Receiving Migrant Education Services | 0 | 0 | 0% | 0% | 0% |
| Students with Disabilities | -- | -- | -- | -- | -- |
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA divided by the total number of students who participated in both assessments.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
CAASPP Test Results in Mathematics by Student Group for students taking and completed state-administered assessment
Grades Three through Eight and Grade Eleven (School Year 2022–23)
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|---|---|---|---|---|---|
| All Students | 35 | 35 | 100% | 0% | 2.86% |
| Female | 19 | 19 | 100% | 0% | 5.26% |
| Male | 16 | 16 | 100.00% | 0.00% | 0.00% |
| American Indian or Alaska Native | 15 | 15 | 100.00% | 0.00% | 0.00% |
| Asian | 0 | 0 | 0% | 0% | 0% |
| Black or African American | 0 | 0 | 0% | 0% | 0% |
| Filipino | 0 | 0 | 0% | 0% | 0% |
| Hispanic or Latino | 14 | 14 | 100% | 0% | 0.00% |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0% | 0% | 0% |
| Two or More Races | -- | -- | -- | -- | -- |
| White | -- | -- | -- | -- | -- |
| English Learners | 11 | 11 | 100.00% | 0.00% | 0.00% |
| Foster Youth | 0 | 0 | 0% | 0% | 0% |
| Homeless | 0 | 0 | 0% | 0% | 0% |
| Military | 0 | 0 | 0% | 0% | 0% |
| Socioeconomically Disadvantaged | 33 | 33 | 100% | 0% | 3.03% |
| Students Receiving Migrant Education Services | 0 | 0 | 0% | 0% | 0% |
| Students with Disabilities | -- | -- | -- | -- | -- |
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA divided by the total number of students who participated in both assessments.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
CAASPP Test Results in Science for All Students
Grades Five, Eight and High School
Percentage of Students Meeting or Exceeding the State Standard
| Subject | School 2021–22 | School 2022–23 | District 2021–22 | District 2022–23 | State 2021–22 | State 2022–23 |
|---|---|---|---|---|---|---|
| Science (grades 5, 8, and high school) | -- | 0.00% | 9.72% | 8.75% | 29.47% | 30.29% |
Note: Science test results include the CAST and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA divided by the total number of students who participated in both assessments.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
CAASPP Test Results in Science by Student Group
Grades Five, Eight and High School (School Year 2022–23)
Fewer than 10 students tested so results not shown.
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|---|---|---|---|---|---|
| All Students | 11 | 11 | 100% | 0% | 0.00% |
| Female | -- | -- | -- | -- | -- |
| Male | -- | -- | -- | -- | -- |
| American Indian or Alaska Native | -- | -- | -- | -- | -- |
| Asian | 0 | 0 | 0% | 0% | 0% |
| Black or African American | 0 | 0 | 0% | 0% | 0% |
| Filipino | 0 | 0 | 0% | 0% | 0% |
| Hispanic or Latino | -- | -- | -- | -- | -- |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0% | 0% | 0% |
| Two or More Races | 0 | 0 | 0% | 0% | 0% |
| White | -- | -- | -- | -- | -- |
| English Learners | -- | -- | -- | -- | -- |
| Foster Youth | 0 | 0 | 0% | 0% | 0% |
| Homeless | 0 | 0 | 0% | 0% | 0% |
| Military | 0 | 0 | 0% | 0% | 0% |
| Socioeconomically Disadvantaged | 10 | 10 | 100% | 0% | -- |
| Students Receiving Migrant Education Services | 0 | 0 | 0% | 0% | 0% |
| Students with Disabilities | 0 | 0 | 0% | 0% | 0% |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Last updated: 1/8/24State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):
- Pupil outcomes in the subject area of physical education
California Physical Fitness Test Results (School Year 2022–23)
Percentage of Students Participating in each of the five Fitness Components
| Grade | Component 1: Aerobic Capacity | Component 2: Abdominal Strength and Endurance | Component 3: Trunk Extensor and Strength and Flexibility | Component 4: Upper Body Strength and Endurance | Component 5: Flexibility |
|---|---|---|---|---|---|
| 5 | 100% | 100% | 100% | 100% | 100% |
Note: The administration of the PFT during 2021–22 and 2022-23 school years, only participation results are required for these five fitness areas.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):
- Efforts the school district makes to seek parent input in making decisions regarding the school district and at each school site
Opportunities for Parental Involvement (School Year 2023–24)
The ERCS campus continues to remain open for parents and our school events are open to the public. Parent involvement benefits the students: not only do the children see the pieces of their lives come together in coherence, but they recognize a measure of their own worth in their parents' efforts. Students see that education is important because their parents invest time in their school. When parents walk into their child's school, that child feels excited, proud, and loved.
Parents are encouraged to provide 2 parent work hours per week, per child enrolled at the school. Parents founded the school, and they form the final link in the chain of command. Depending on their interests, families choose how they will contribute. They do everything from serving on the school board, chaperoning field trips, facilities maintenance, serving on the Site Council or other parent committees, and holiday decorations/celebrations at school.
State Priority: Pupil Engagement
The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):
- High school dropout rates;
- High school graduation rates; and
- Chronic Absenteeism
Chronic Absenteeism by Student Group (School Year 2022–23)
| Student Group | Cumulative Enrollment | Chronic Absenteeism Eligible Enrollment | Chronic Absenteeism Count | Chronic Absenteeism Rate |
|---|---|---|---|---|
| All Students | 64 | 61 | 18 | 29.5% |
| Female | 30 | 28 | 12 | 42.9% |
| Male | 34 | 33 | 6 | 18.2% |
| Non-Binary | 0 | 0 | 0 | 0.0% |
| American Indian or Alaska Native | 30 | 29 | 9 | 31.0% |
| Asian | 0 | 0 | 0 | 0.0% |
| Black or African American | 0 | 0 | 0 | 0.0% |
| Filipino | 0 | 0 | 0 | 0.0% |
| Hispanic or Latino | 26 | 25 | 6 | 24.0% |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0 | 0.0% |
| Two or More Races | 0 | 0 | 0 | 0.0% |
| White | 6 | 6 | 3 | 50.0% |
| English Learners | 17 | 16 | 5 | 31.3% |
| Foster Youth | 2 | 2 | 1 | 50.0% |
| Homeless | 0 | 0 | 0 | 0.0% |
| Socioeconomically Disadvantaged | 60 | 59 | 18 | 30.5% |
| Students Receiving Migrant Education Services | 0 | 0 | 0 | 0.0% |
| Students with Disabilities | 8 | 8 | 1 | 12.5% |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Last updated: 1/8/24State Priority: School Climate
The SARC provides the following information relevant to the State priority: School Climate (Priority 6):
- Pupil suspension rates;
- Pupil expulsion rates; and
- Other local measures on the sense of safety
Suspensions and Expulsions
| Rate | School 2020–21 | School 2021–22 | School 2022–23 | District 2020–21 | District 2021–22 | District 2022–23 | State 2020–21 | State 2021–22 | State 2022–23 |
|---|---|---|---|---|---|---|---|---|---|
| Suspensions | 0.00% | 0.00% | 0.00% | 0.38% | 7.91% | 15.36% | 0.20% | 3.17% | 3.60% |
| Expulsions | 0.00% | 0.00% | 0.00% | 0.00% | 0.00% | 0.00% | 0.00% | 0.07% | 0.08% |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Last updated: 1/8/24Suspensions and Expulsions by Student Group (School Year 2022–23)
| Student Group | Suspensions Rate | Expulsions Rate |
|---|---|---|
| All Students | 0.00% | 0.00% |
| Female | 0.00% | 0.00% |
| Male | 0.00% | 0.00% |
| Non-Binary | 0.00% | 0.00% |
| American Indian or Alaska Native | 0.00% | 0.00% |
| Asian | 0.00% | 0.00% |
| Black or African American | 0.00% | 0.00% |
| Filipino | 0.00% | 0.00% |
| Hispanic or Latino | 0.00% | 0.00% |
| Native Hawaiian or Pacific Islander | 0.00% | 0.00% |
| Two or More Races | 0.00% | 0.00% |
| White | 0.00% | 0.00% |
| English Learners | 0.00% | 0.00% |
| Foster Youth | 0.00% | 0.00% |
| Homeless | 0.00% | 0.00% |
| Socioeconomically Disadvantaged | 0.00% | 0.00% |
| Students Receiving Migrant Education Services | 0.00% | 0.00% |
| Students with Disabilities | 0.00% | 0.00% |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a student population is ten or fewer.
Last updated: 1/8/24School Safety Plan (School Year 2023–24)
?The ERCS comprehensive school safety plan is reviewed and amended annually by the safety committee, comprised of the business manager, two board members, and the acting director of student achievement. The plan was last approved on 1-24-23 and the 2024 plan will be reviewed and approved by the ERCS Board in January or February 2024 so that it is completed and posted on the school website by the March 1 deadline. The key elements of the plan include the current status of school crime, procedures for child abuse reporting, earthquake emergencies, suspension/expulsion policies, notification of dangerous pupils, discrimination and harassment policies, dress code, safe ingress and egress from school site, environment conducive to learning, school discipline, evaluation and amendment of the plan, prevention of bullying, response to release of a pesticide or other toxic substance from properties within 1/4 mile of the school, and the communication of the plan to the public at a public meeting at the school site. ?
D. Other SARC information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Average Class Size and Class Size Distribution (Elementary) (School Year 2020–21)
| Grade Level | Average Class Size | Number of Classes* 1-20 | Number of Classes* 21-32 | Number of Classes* 33+ |
|---|---|---|---|---|
| K | 0.00 | 0 | 0 | 0 |
| 1 | 0.00 | 0 | 0 | 0 |
| 2 | 0.00 | 0 | 0 | 0 |
| 3 | 0.00 | 0 | 0 | 0 |
| 4 | 0.00 | 0 | 0 | 0 |
| 5 | 0.00 | 0 | 0 | 0 |
| 6 | 0.00 | 0 | 0 | 0 |
| Other** | 21.00 | 0 | 3 | 0 |
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
Average Class Size and Class Size Distribution (Elementary) (School Year 2021–22)
| Grade Level | Average Class Size | Number of Classes* 1-20 | Number of Classes* 21-32 | Number of Classes* 33+ |
|---|---|---|---|---|
| K | 0.00 | 0 | 0 | 0 |
| 1 | 0.00 | 0 | 0 | 0 |
| 2 | 0.00 | 0 | 0 | 0 |
| 3 | 0.00 | 0 | 0 | 0 |
| 4 | 0.00 | 0 | 0 | 0 |
| 5 | 0.00 | 0 | 0 | 0 |
| 6 | 0.00 | 0 | 0 | 0 |
| Other** | 17.00 | 2 | 1 | 0 |
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
Average Class Size and Class Size Distribution (Elementary) (School Year 2022–23)
| Grade Level | Average Class Size | Number of Classes* 1-20 | Number of Classes* 21-32 | Number of Classes* 33+ |
|---|---|---|---|---|
| K | 0.00 | 0 | 0 | 0 |
| 1 | 0.00 | 0 | 0 | 0 |
| 2 | 0.00 | 0 | 0 | 0 |
| 3 | 0.00 | 0 | 0 | 0 |
| 4 | 0.00 | 0 | 0 | 0 |
| 5 | 0.00 | 0 | 0 | 0 |
| 6 | 0.00 | 0 | 0 | 0 |
| Other** | 18.00 | 2 | 1 | 0 |
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2021–22)
| Level | Total Expenditures Per Pupil | Expenditures Per Pupil (Restricted) | Expenditures Per Pupil (Unrestricted) | Average Teacher Salary |
|---|---|---|---|---|
| School Site | $16435.00 | $4298.00 | $12137.00 | $53667.00 |
| District | N/A | N/A | $19244.00 | $64327.00 |
| Percent Difference – School Site and District | N/A | N/A | -45.00% | -18.00% |
| State | N/A | N/A | $7606.62 | $77993.00 |
| Percent Difference – School Site and State | N/A | N/A | 46.00% | -37.00% |
Note: Cells with N/A values do not require data.
Last updated: 1/8/24Types of Services Funded (Fiscal Year 2022–23)
?In 22-23, ERCS received Title I, Title II part A, Title IV and REAP categorical funding. ERCS also received Title VI Indian Education funding for our Native students. In addition, there were several ESSER, GEER, and other COVID funds that were used to offset the costs of enhancing safety measures, purchasing sanitizing supplies, hiring a 2nd contracted custodian, tutoring students, emotional counseling for students, and generally keeping the school site, staff, and students as safe as possible while keeping students and staff on campus and inviting the parents and members of the public back to the site after the COVID school closures. Title I, Title IV, and REAP funding helped support three part-time aide positions for the year. In addition, Title I funding pays the stipend for the acting Director(s) of Student Achievement, who is/are responsible for over-seeing the Site Council, Federal Addendum and LCAP reporting, and serving as the Special Education liaison with the District, which provides Special Education services to ERCS students. Title II funds were used for staff recruitment and professional development. Title VI Indian Ed funding supported cultural music/art, anti-bullying, and cultural story telling. ESSER funds supported the hire of a 4th part-time teacher's aide to help mitigate school closure learning loss. The Educational Consultant, funded with ESSER funds, continued to work with struggling students, trouble-shoot the school Chromebooks, mitigate learning loss by tutoring students over the summer and during the school year, and implemented online student counseling and dyslexia tutoring for students. ?
Teacher and Administrative Salaries (Fiscal Year 2021–22)
| Category | District Amount | State Average For Districts In Same Category |
|---|---|---|
| Beginning Teacher Salary | $43813.00 | $47615.88 |
| Mid-Range Teacher Salary | $63144.00 | $75580.34 |
| Highest Teacher Salary | $99640.00 | $100485.05 |
| Average Principal Salary (Elementary) | $93271.00 | $114066.92 |
| Average Principal Salary (Middle) | $0.00 | $123621.77 |
| Average Principal Salary (High) | $111371.00 | $125385.54 |
| Superintendent Salary | $142800.00 | $157977.15 |
| Percent of Budget for Teacher Salaries | 23.32% | 27.82% |
| Percent of Budget for Administrative Salaries | 5.20% | 5.78% |
For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/.
Professional Development
| Measure | 2021–22 | 2022–23 | 2023–24 |
|---|---|---|---|
| Number of school days dedicated to Staff Development and Continuous Improvement | 6 | 5 | 6.5 |
