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

Executive Summary School Accountability Report Card, 2007-08

                                                Journey School

   Address: 

27102 Foxborough , Aliso Viejo   CA  92656  

         Phone: 

949-448-7232  

 P Principal: 

 Michael Martin

Grade Span: 

 K  - 8  

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 

Student Enrollment 

Group 

Percent 

African American 

  %

American Indian or Alaska Native 

  %

Asian 

3.41  %

Filipino 

1.46  %

Hispanic or Latino 

2.93  %

Pacific Islander 

  %

White (not Hispanic) 

74.63  %

Multiple or No Response 

17.56  %

Socioeconomically Disadvantaged 

  %

English Learners 

1  %

Students with Disabilities 

9  %

Total Number of students 

205 

Teachers 

Indicator 

Teachers 

Teachers with full credential 

9 

Teachers without full credential 

3 

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 

Journey School leases a facility from Capistrano Unified School District. The district is responsible for all major maintenance on the facility and conducts site inspections as required.

Minor repairs to ramps, doors, etc. have been performed since the school first occupied its current location in August of 2007. Electrical transformer in parking lot is in need of repair, and is the responsibility of the district.

None at this time.

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 

$ 6,895

District 

Not available—see district SARCs

State 

 $5,300

Student Performance 

Subject 

Students Proficient and Above on California Standards Tests 

English-Language Arts 

48 

Mathematics 

20 

Science 

58 

History-Social Science 

57 

Academic Progress 

Indicator 

Result 

2008 Growth API Score (from 2008 Growth API Report) 

723  

Statewide Rank (from 2007 Base API Report) 

6  

2008-09 Program Improvement Status (PI Year) 

School Completion 

Indicator 

Result 

Graduation Rate 

N/A

Postsecondary Preparation 

Measures 

Percent of Graduates 

Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma 

N/A

Graduates Who Completed All Courses Required for University of California or California State University Admission 

N/A

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 SARC Web site. 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 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 

Journey  

District Name 

Capistrano Unified  

Street 

27102 Foxborough  

Phone Number 

949-448-7232  

City, State, Zip 

Aliso Viejo  , CA  92656  

Web Site 

www.capousd.org 

Phone Number 

949-448-7232  

Superintendent 

A.  Carter 

Principal 

Michael Martin 

E-mail Address 

julie@journeyschool.net 

CDS Code

30-66464-6117758 

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

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

Journey School Mission

The mission of Journey School is to educate K-8 students in southern California by offering Steiner (Waldorf) based educational methods in a public school setting. Journey School is dedicated to the optimal development of the intellect, social-emotional well-being, and physical capacities of each student, by presenting core academic subjects artistically. Journey School will enable each student to read, write, speak, and calculate with clarity and precision. Furthermore, students will have the ability to think imaginatively, creatively and become competent, life-long learners.

Opportunities for Parental Involvement (School Year 2007-08) 

This section provides information about opportunities for parents to become involved with school activities.  

Support through Volunteering

Both in-school and out-of-school time is needed. Assisting in specialty classes such as foreign language, making crafts, special classroom cleaning, doing laundry, bringing flowers, sewing and making costumes, chaperoning outdoor education trips, all require parent’s help. Playground, garden and site beautification are important tasks affecting the quality of classroom life and in need of parent support. Participation in class projects, phone tree communication, and parent education events also offer opportunities to work with and interact with other Journey School families.  Parent participation is also needed on the Journey School Council and Parent Cabinet and on various committees as diverse as Festivals, Fundraising, Marketing, Grant Writing, and Facilities Planning. These committees are important for carrying out day-to-day operations of the school outside the classroom and for conducting the long-range planning and work that will secure the success of our school.

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 

36 

Grade 1 

21 

Grade 2 

21 

Grade 3 

22 

Grade 4 

24 

Grade 5 

23 

Grade 6 

25 

Grade 7 

18 

Grade 8 

15 

Ungraded Elementary 

0 

Grade 9 

0 

Grade 10 

0 

Grade 11 

0 

Grade 12 

0 

Ungraded Secondary 

0 

Total Enrollment 

205 

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 

  %

American Indian or Alaska Native 

  %

Asian 

3.41  %

Filipino 

1.46  %

Hispanic or Latino 

2.93  %

Pacific Islander 

  %

White (not Hispanic) 

74.63  %

Multiple or No Response 

17.56  %

Socioeconomically Disadvantaged 

  %

English Learners 

1  %

Students with Disabilities 

9  %

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 

17.0 

2 

17.5 

2 

18.0 

2 

1 

21.0 

1 

22.0 

1 

2 

17.0 

1 

20.0 

1 

21.0 

1 

3 

20.0 

1 

20.0 

1 

22.0 

1 

4 

23.0 

1 

22.0 

1 

24.0 

1 

5 

14.0 

1 

23.0 

1 

6 

16.0 

1 

25.0 

1 

K-3 

3-4 

4-8 

Other 

III. School Climate 

School Safety Plan (School Year 2007-08) 

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

The school has adopted Health and Safety Policies in accordance with the school charter, that cover the following areas of safety:

School Employees

School Facility

Fire/Natural Disaster

Campus/Playground Safety

Student Health

Volunteer and Off Campus/Field Trip Safety

In addition, the following are excerpts from the School Handbook which is distributed to families.

CAMPUS SAFETY GUIDELINES (from School Handbook)

The safety of our students is of the highest priority. Therefore any visitor to the campus, including parents, must sign in and out in the office whether they are visiting or performing volunteer services on campus. If a parent is a substitute volunteer, the substitute must inform the office of the schedule change. 

Visiting minors left on campus without their parent/ guardian must have an emergency form/ release on file in the office.

Journey School reserves the right to monitor who is on campus.

Students may only be released to adults listed on the emergency information card, unless a signed note from the parent(s)/ guardian is present and identification is verified. 

Students must follow all campus safety guidelines at all times.

The school conducts periodic and regular emergency drills and maintains emergency supplies at all times.

The school coordinates with Capistrano Unified School District on emergency evacuation procedures.

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 

   0

0  

 2 

3.7  

1.0  

3.3  

Expulsions 

 0 

   0

 0 

0.2  

0.1  

0.3  

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. 

Facility is in adequate condition, and consists of portable classroom structures leased from the school district. Playground facilities and fields are extensive for the number of students and in good repair. Kindergarent students have a separate play area from the rest of the school. Office space is excellent. Restrooms are provided separately for students and staff.

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

None at this time

Mechanical Systems 

X

None at this time

Windows/Doors/Gates (interior and exterior) 

X

None at this time

Interior Surfaces (walls, floors, and ceilings) 

X

None at this time

Hazardous Materials (interior and exterior) 

X

None at this time

Structural Damage 

X

None at this time

Fire Safety 

X

None at this time

Electrical (interior and exterior) 

X

None at this time

Pest/Vermin Infestation 

X

None at this time

Drinking Fountains (inside and outside) 

X

None at this time

Restrooms 

X

None at this time

Sewer 

X

None at this time

Playground/School Grounds 

X

None at this time

Roofs 

X

None at this time

Overall Cleanliness 

X

None at this time

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 

Fair to Good

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. 

Teachers 

School 

District 

2005-06 

2006-07 

2007-08 

2007-08 

With Full Credential 

8 

5 

9 

2280 

Without Full Credential **

2 

2 

3 

58 

Teaching Outside Subject Area of Competence 

0

0

0

N/A 

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 

0

0

0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2007-08) 

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. 

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

All Schools in District  

99.9 

0.1 

High-Poverty Schools in District 

100.0 

0.0 

Low-Poverty Schools in District 

99.9 

0.1 

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 

0 

Library Media Teacher (Librarian) 

0 

N/A 

Library Media Services Staff (paraprofessional) 

0 

N/A 

Psychologist 

0.1 

N/A 

Social Worker 

0 

N/A 

Nurse 

 0

N/A 

Speech/Language/Hearing Specialist 

0.1 

N/A 

Resource Specialist (non-teaching) 

1 

N/A 

Other 

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 

Reading/Language Arts 

Good

0

Mathematics 

Good

0

Science 

Good

0

History-Social Science 

Good

0

Foreign Language 

Good

0

Health 

Good

0

Visual and Performing Arts 

Excellent

0

Science Laboratory Equipment (grades 9-12) 

N/A

0

VIII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2007-08)  

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 and teacher salaries can be found on the Certificated Salaries and Benefits Web page. 

Level 

Total Expenditures Per Pupil 

Expenditures Per Pupil (Supplemental) **

Expenditures Per Pupil (Basic) 

Average Teacher Salary 

School Site 

$6895

$670

$6225

$52,025

District 

N/A 

N/A 

Not available

$70,974 

Percent Difference – School Site and District 

N/A 

N/A 

Not available

27%

State 

N/A 

N/A 

$5300 

$65008 

Percent Difference – School Site and State 

N/A 

N/A 

15%

20%

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. 

Class Size Reduction Program was in place during 2007-08 and students in grades K-3 were in classes that did not exceed 20.4 on average, with the number in each class not exceeding 22 students.

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.

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$42635

$40721 

Mid-Range Teacher Salary

$68923 

$65190 

Highest Teacher Salary

$94205 

$84151 

Average Principal Salary (Elementary)

$120198 

$104476 

Average Principal Salary (Middle)

$126780 

$108527 

Average Principal Salary (High)

$132260 

$119210 

Superintendent Salary

$0 

$210769 

Percent of Budget for Teacher Salaries

44.8 %

39.9 %

Percent of Budget for Administrative Salaries

5.5 %

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.  

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 

51  

55  

48 

62  

63  

64 

42  

43  

46 

Mathematics 

52  

41  

20 

57  

56  

59 

40  

40  

43 

Science 

47  

48  

58 

57  

59  

66 

35  

38  

46 

History-Social Science 

57 

58  

58  

61 

33  

33  

36 

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 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 

* 

* 

American Indian or Alaska Native 

Asian 

* 

* 

Filipino 

* 

* 

Hispanic or Latino 

* 

* 

Pacific Islander 

White (not Hispanic) 

49 

22 

58 

57 

Male 

39 

20 

37 

* 

Female 

57 

19 

82 

* 

Economically Disadvantaged 

English Learners 

* 

* 

Students with Disabilities 

23 

8 

* 

* 

Students Receiving Migrant Education Services 

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.

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.  

Grade Level 

Percent of Students Meeting Healthy Fitness Zones 

5 

40.9 

7 

 N/A due to small class size

9 

0 

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.

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. 

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 

3  

6  

6  

Similar Schools 

N/A  

N/A  

1  

"N/A"

means a number is not applicable or not available due to missing data.

"*"

means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.

"A"

means the school or subgroups scored at or above the statewide performance target of 800 in 2008.

"B"

6117758

"C"

means the school had significant demographic changes and will not have any growth or target information.

"D"

means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.

"E"

indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

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 

99  

12  

-58  

723  

African American 

American Indian or Alaska Native 

Asian 

Filipino 

Hispanic or Latino 

Pacific Islander 

White (not Hispanic) 

117  

9  

-51  

734  

Socioeconomically Disadvantaged 

English Learners 

Students with Disabilities 

"N/A"

means a number is not applicable or not available due to missing data.

"*"

means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.

"A"

means the school or subgroups scored at or above the statewide performance target of 800 in 2008.

"B"

means the school did not have a valid 2007 Base API and will not have any growth or target information.

"C"

means the school had significant demographic changes and will not have any growth or target information.

"D"

means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.

"E"

indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

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. 

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 

Yes  

No  

Percent Proficient - Mathematics 

No  

Yes  

API 

Yes  

Yes  

Graduation Rate 

N/A  

Yes  

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.  

Indicator 

School 

District 

Program Improvement Status 

Not in PI 

Not In PI  

First Year of Program Improvement 

Year in Program Improvement 

Number of Schools Currently in Program Improvement 

N/A 

3 

Percent of Schools Currently in Program Improvement 

N/A 

4.9 

XI. School Completion and Postsecondary Preparation 

Admission Requirements for California Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state's high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the University of California Web site.

California State University

Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the California State University Web site.

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the DataQuest Web site. 

Indicator 

School 

District 

State 

2004-05 

2005-06 

2006-07* 

2004-05 

2005-06 

2006-07 

2004-05 

2005-06 

2006-07 

Dropout Rate (1-year) 

  N/A

  N/A 

   N/A

0.6 

0.5 

0.5 

3.1 

3.5 

4.4 

Graduation Rate 

   N/A

   N/A

  N/A 

99.1 

98.8 

98.1 

85.0 

83.0 

79.5 

Completion of High School Graduation Requirements 

Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2007-08 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CAHSEE Web page. Note: "N/A" means that the student group is not numerically significant. 

Group 

Graduating Class of 2008 

School 

District 

State 

All Students 

N/A

N/A

N/A

African American 

N/A

N/A

N/A

American Indian or Alaska Native 

N/A

N/A

N/A

Asian 

N/A

N/A

N/A

Filipino 

N/A

N/A

N/A

Hispanic or Latino 

N/A

N/A

N/A

Pacific Islander 

N/A

N/A

N/A

White (not Hispanic) 

N/A

N/A

N/A

Socioeconomically Disadvantaged 

N/A

N/A

N/A

English Learners 

N/A

N/A

N/A

Students with Disabilities 

N/A

N/A

N/A

Career Technical Education Programs (School Year 2007-08) 

This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school. 

 None provided.

Career Technical Education Participation (School Year 2007-08) 

This table displays information about participation in the school’s CTE programs. 

Measure 

CTE Program Participation 

Number of the school’s pupils participating in CTE 

  None provided

Percent of the school's pupils completing a CTE program and earning a high school diploma 

None provided

Percent of school's CTE courses sequenced or articulated between the school and institutions of postsecondary education 

None provided 

Courses for University of California and/or California State University Admission (School Year 2007-08) 

This table displays, for the most recent year, two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment, in and completion of, courses required for UC/CSU admission can be found at the DataQuest Web site. 

UC/CSU Course Measure 

Percent 

Students Enrolled in Courses Required for UC/CSU Admission 

N/A 

Graduates Who Completed All Courses Required for UC/CSU Admission 

N/A 

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.  

The Journey staff works 15 days outside of the student calendar, much of which is devoted to staff development and training. In addition, there is a staff meeting every week during the school year, and staff typically attend workshops and trainings for at least one full week a year during summer or during February break. The school’s staff development plan is summarized as follows:

Journey School is committed to fostering continued professional development for our teaching staff.  This commitment includes:

·        Teacher training at various Waldorf and other conferences and workshops. 

·        Teacher to teacher mentoring.

·        Participation in Beginning Teacher Support Program

·        Outside, contracted mentoring.

·        Pursuit by staff members of higher education (e.g. Master’s Degree)

·        District-hosted staff development, as required for state requirements.

·        Regular/weekly staff meetings. (see below)

  As listed above, the staff meet on a weekly basis to present various updates; to present upcoming proposals and/or events and to discuss pedagogy as it relates to various grade levels.  Teachers in kindergarten meet in one group weekly, teachers in grades 1-3 break up into another group and teachers responsible for grades   4 to 8  break up into a different group.  Each group discusses issues such as how to better improve teaching methods; ideologies; meeting individual student needs; effective teaching methods; opportunities to build on the individual strengths of pupils.  They propose various methods to work with students, as well as specific issue arising with particular students or the class as a whole.  In addition the staff discuss embedding the State Standards into the Waldorf Curriculum; assessments, dress codes, assemblies, Study Island, testing, assessments, performances and plays.