School Accountability Report Card Reported for School Year 2002-2003 Published During 2003-2004
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
School Information
District Information
School Name
Bellflower High
District Name
Bellflower Unified
Principal
Mrs. Tracy Rutkoski
Superintendent
Rick Kemppainen
Street
15301 S. McNab Ave.
16703 S. Clark Ave.
City, State, Zip
Bellflower, CA 90706-4101
Bellflower, CA 90706-5203
Phone Number
(562) 920-1801
(562) 866-9011
FAX Number
(562) 804-2387
(562) 866-7713
Web Site
http://www.busd.k12.ca.us/schools/bhs.html
http://www.busd.k12.ca.us
CDS Code
19-64303-1930775
SARC Contact
Steven Yuchno
School Description and Mission Statement
Bellflower Middle and High School is located in the city of Bellflower in southwest Los Angeles County. Bellflower Middle and High School is part of Bellflower Unified School District. Bellflower Middle and High School serves the city of Bellflower and parts of Lakewood, Downey, and Cerritos. The mission of Bellflower Middle and High School is to provide a quality education including academic, vocational and technology courses that enables students to become life long learners who work collaboratively, communicate effectively, think critically, demonstrate responsible behavior, and who are able to meet the demands of our changing society in order to achieve life long goals.
Opportunities for Parental Involvement
Contact Person Name
Tracy Rutkoski
Contact Person Phone Number
Family support is an integral part of the educational process. Without this vital link, the goals set in the mission and vision statements of the school would be unachievable. Making parents feel welcome in the school and important to the success of the students has been the center of the school’s strategies that send the message that family involvement is essential to advance our students’ education. A coordinated effort between the community and the school provides a safe and nurturing environment for all students.
Parents are leaders in decision-making circumstances in the PTSA, on the School Site Council, on the English Learner Advisory Committee, in our school Booster Clubs and as parent volunteers. In order to build public confidence, newsletters, special bulletins, flyers, and other forms of written communication elicit active participation and support for school programs.
I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Grade 7
635
Grade 8
592
Grade 9
571
Grade 10
549
Grade 11
514
Grade 12
392
Total Enrollment
3,253
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
709
21.8
Hispanic or Latino
1,722
52.9
American Indian or Alaska Native
11
0.3
Pacific Islander
33
1.0
Asian
133
4.1
White (Not Hispanic)
521
16.0
Filipino
121
3.7
Multiple or No Response
3
0.1
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
March 1, 2003
Date Last Discussed with Staff
The staff, students, parents, the Parent Teacher Student Association (PTSA), the School Site Council and community members at the school strive to provide effective ways to give all students the safe, clean, healthy, and disciplined conditions that allow teachers to effectively teach and students to actively learn. The school places the physical, emotional, and psychological safety and well being of its students and staff among our highest priorities. All elements of the school, the education provided, the student support staff, the school’s leadership, our parents and families, and the school’s surrounding community, combine to produce a positive, safe, and secure environment for all students. The school’s comprehensive safety plan establishes regular review of emergency response plans, expectations for the cleanliness and timely maintenance of facilities, and behavioral norms. The school meets its obligation to provide support systems that promote the health and safety of students and adults alike.
School Programs and Practices that Promote a Positive Learning Environment
Students who feel good about themselves and who have opportunities to receive recognition tend to perform better academically and socially. Our school makes every effort to acknowledge good behavior and performance. Therefore, our school-wide discipline plan is consistently administered, and students and staff members follow it. This plan includes standards for expected behavior and consequences for failure to comply with the standards, which have been agreed upon by a committee of teachers, parents, and students. There is an emphasis on rewarding students who meet the agreed upon expectations. Some of our recognition programs include our Renaissance Program, Buc of the Month, Daily Patriotic Observance, Associated Student Body (ASB) recognitions, Bank of America Awards Program, Governor’s Scholars Award Program, Departmental Academic Awards, and PTSA recognitions of individual and class accomplishments. Opportunities are also provided for students to be involved in multi-cultural assemblies, clubs, and after school activities.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2001
2002
2003
Number of Suspensions
2427
1,801
1454
4,045
3,885
3,383
Rate of Suspensions
.86
.58
.45
.27
.25
.21
Number of Expulsions
7
30
16
20
63
57
Rate of Expulsions
>.01
School Facilities
The appearance of a school’s grounds, buildings, and classrooms influences the attitude of all who visit and use the campus. The school’s physical plant supports and enhances the learning environment. It is well maintained, functional, and clean. The school’s facilities support the special needs of all students, and there are areas on campus, including the library-media center, teachers’ lounges, and a teachers’ workroom, for students and staff to go for collaboration and research. Students utilize a spacious, grassy, park-like atmosphere. Adequate supplies and materials support all facilities. An attractive wrought iron fence encloses the front of the school and gates are locked and unlocked to accommodate the daily schedule. Signs are posted at the front gate informing the public that the school is tobacco free, and the school follows a “No Trash” policy that encourages students and staff to assume personal responsibility for the appearance of the campus.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Performance Level
State
English Language Arts
Proficient or Advanced
14
15
17
24
26
32
35
Not Tested
6
8
1
5
Mathematics
25
31
---
Science
13
19
27
History/Social Science
22
28
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
African- American
White (not Hispanic)
21
38
0
9
41
12
18
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
2
4
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Subject
Reading
40
37
44
45
43
49
46
53
55
50
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
48
23
29
58
59
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
34
42
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
20.1
19.6
20.5
28.0
30.6
25.4
27.2
28.9
25.5
23.2
16.6
29.4
27.6
21.2
33.5
24.2
22.7
25.7
Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/psaa/api/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
99
97
98
API Base Score
529
540
552
API Growth Score
530
551
572
Growth Target
Actual Growth
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
460
498
505
489
497
541
10
-1
36
691
506
535
493
531
608
612
607
610
619
617
API Subgroups - Socioeconomically Disadvantaged
490
526
494
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
6.7
0.0
Exited Title 1 Program Improvement
Years Identified for Program Improvement
n/a
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
Applied for II/USP Funding
Received II/USP Funding
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
Groups
All Students
African American
N/A
Students with Disabilities
IV. School Completion (Secondary Schools) Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (Grades 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.
Enrollment (9-12)
2,011
1,890
1,993
4,172
4,153
4,358
1,703,492
1,735,576
1,772,417
Number of Dropouts
47,282
47,899
48,454
Dropout Rate (1-year)
0.8
1.2
0.6
0.7
2.8
2.7
Graduation Rate
92.3
93.3
92.5
96.0
95.8
95.2
85.9
86.7
86.9
V. Class Size Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area as reported by CBEDS.
Avg. Class Size
Number of Classrooms
1-22
23-32
33+
English
25.15
26.76
25.66
32.36
47
31.94
29.72
33.37
33.29
33.58
56
Social Science
33.08
54
33.40
33.72
VI. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
123
129
Teachers with Full Credential (full credential and teaching in subject area)
84
85
87
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
39
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Evaluations
Just as students receive feedback regarding their performance, teachers also receive regular evaluations. Probationary teachers are evaluated every year and tenured teachers are evaluated every other year. The major areas covered in evaluation are student progress, instructional methods and effectiveness, adherence to the district curriculum, and establishment and maintenance of a suitable learning environment. The purpose of the evaluation is to ensure and promote quality instruction in all classrooms.
Substitute Teachers
When teachers are absent, it is important to place substitutes of the highest quality in the classroom. The continuity and quality of the program depend on the ability of the substitutes to maintain the expected level of instruction. The district has had little trouble hiring and retaining qualified personnel. On rare occasions, when the number of substitutes needed exceeds the number of available substitutes, credentialed support personnel will cover those classes.
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE.
Title
FTE
Counselor
4.00
Librarian
1.00
Psychologist
Health Assistantrs
Speech/Language/Hearing Specialist
0.40
Special Projects Facilitator
ROP Technician
Technology Technician
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Counselors (FTE)
Ratio of Students Per Academic Counselor
780.00
VII. Curriculum and Instruction School Instruction and Leadership
The school provides every student the opportunity to engage in a rigorous, integrated and balanced core curriculum that begins in the seventh grade and builds from grade to grade. The curriculum is closely aligned with the California State Standards and it incorporates both the beginning and higher-level thinking skills that require students to formulate and solve problems, to make independent judgments, and to express thoughts logically and clearly in written and oral form. The school assures that all students are engaged in a balanced curriculum by having teachers follow district curriculum guides, content and performance standards, and state frameworks. Sound pedagogical practices, extensive instructional resources and a highly-trained staff provide effective strategies for every student to succeed.
The principal and department chairs continuously collaborate to produce an atmosphere of constant improvement. Teachers plan together in departmental groupings that regularly review student work in relation to the standards. Comprehensive information regarding student achievement is made available to the school on a regular basis, and that data guides most decisions regarding professional development. Subgroup data is carefully studied to identify under performing groups so that instruction may be targeted appropriately. Teacher accountability is viewed as a positive part of the school culture. The principal makes classroom visits to observe lessons and consult with teachers to keep instruction “on track”, and teachers regularly redesign their lessons to assure that they are challenging, rigorous, and aligned with standards.
Students who need additional support in meeting the demands of the curriculum utilize a network of services that help them succeed. Students whose primary language is not English receive structured English Immersion in the classroom from teachers holding appropriate credentials. Library resources and home to school materials are also made available in the primary language. A variety of support options are provided for other identified special needs students. An array of literacy enhancement programs is available to students eligible for Title 1 services. There are pull out programs as well as programs that use extended day and extended year models.
The school has a guidance intern and psychologist support. These professionals work with the Student Study Team to assess Special Education and Section 504 students and collaborate with parents in the development of appropriate individualized plans emphasizing access to the least restrictive educational environment. The district also sponsors numerous extended day activities for GATE students and trains their teachers to differentiate instruction.
Professional Development
Professional development activities are essential to the maintenance of a quality educational program for all students. Over the past three years, the district has provided more than 200 hours per year of professional development activities for teachers and classified staff. These programs have emphasized a standards-based approach to the core subject areas of English Language Arts, mathematics, science and social studies.
Over the past three years the district has also provided 14 shortened days per year for schools to use in school-based planning and professional development activities. The school-based professional development program has addressed technology-based instruction; early literacy, shared decision-making, the utilization of standardized tests in the instructional program, and instruction for underachieving subgroups.
Quality and Currency of Textbooks and Other Instructional Materials
The State of California adopts textbooks every seven years. The district follows the state cycle for textbook adoption, and all classes have current text materials in the academic subjects.
Funding for instructional materials and textbooks changed with the implementation of the Instructional Materials Funding Realignment Program (IMFRP) in January, 2003. The IMFRP consolidated funding for instructional materials into one program. The priority under IMFRP is for each pupil in grades K-12 to be provided with standards-aligned instructional materials in reading/language arts, mathematics, history-social science, and science.
The apportionment amount of $36.52 per pupil enrolled K-l2 is based on the October 2001, California Basic Educational Data System (CBEDS) report. The total district allocation for the 2002-03 school year was $559,549. In reality, textbooks and support materials cost more than this amount; so the district provides additional money for these materials. Supplements to printed text materials are also provided through the use of technologies that include multi-media computing and video.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
65,350
54,000
64,800
Total Number of Minimum Days
Seven Minimum Days are scheduled annually. They are: Back to School Night, the end of the First Quarter, the day before Winter Break, the end of the Second Quarter, the end of the Third Quarter, Open House and the last day of school.
VIII. Postsecondary Preparation (Secondary Schools) Advanced Placement Courses Offered The Advanced Placement (AP) program give students an opportunity to take college-level courses and exams while still in high school. Data reported are the number of courses and classes offered, and the enrollment in various AP classes. The data for Fine and Performing Arts include AP Art and AP Music.
Number of Courses
Number of Classes
Fine and Performing Arts
Computer Science
94
Foreign Language
106
Students Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission by the total number of students enrolled in all courses.
Number of Students Enrolled in All Courses
Number of Students Enrolled In Courses Required For UC and/or CSU Admission
Percent of Students Enrolled In Courses Required For UC and/or CSU Admission
11,143
6,998
62.8
Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of graduates who have completed all courses required for UC and/or CSU admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates.
Number of Graduates
Number of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
Percent of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
356
12.6
SAT I Reasoning Test Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation. Detailed information regarding SAT results may be found at the California Department of Education Web site at http://www.cde.ca.gov/ope/research/sat/.
Grade 12 Enrollment
384
399
822
825
855
357,789
365,907
385,181
Percent of Grade 12 Enrollment Taking Test
30.21
34.84
27.00
34.06
34.91
31.70
36.66
37.26
36.63
Average Verbal Score
453
429
436
465
455
466
492
Average Math Score
461
474
485
481
516
518
College Admission Test Preparation Course Program
The school offers the Ivy West college admissions test preparation annually.
Degree to Which Students are Prepared to Enter Workforce
The mission of California’s high schools is to nurture the intellectual, physical, emotional, and moral capacities of each student to the fullest extent possible so that each can profit by continued schooling and ultimately lead a fulfilling life in our society as a productive worker, citizen, and private individual. In order for students to be prepared for the 21st century, they must not only be able to read and compute, but also to think creatively and critically, and to adapt to change.
Bellflower High School is preparing students for tomorrow’s workplace through the rich learning environment of a thinking, meaning-centered, curriculum. The school’s instructional programs engage students intellectually to master the traditional academic skills and the more complex skills of thinking and problem solving. A rigorous emphasis is placed on the curriculum content of technology-based computer instruction, oral communication skills, reading for meaning, and writing for a variety of audiences and purposes.
Bellflower High School employs a Career Technician who is responsible for preparing and implementing career preparation activities appropriate for each grade level. Students have access to college/career exploration software beginning in the seventh grade.
The school provides students practical work experiences beyond the classroom setting. Some of these opportunities included: College Night sponsored by Cerritos College, guest speakers from local businesses, JROTC and related military activities, job shadowing and vocational education experiences.
Enrollment and Program Completion in Career/Technical Education (CTE) Programs Data reported are from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2001-2002 (CDE 101 E-1). Data have been aggregated to the district level.
CTE Participants
Secondary CTE Students
Grade 12 CTE Students
Total Course Enrollment
Number of Concentrators
Number of Completers
Completion Rate
Number Earning Diploma
2,056
748
343
45.8
285
208
72.9
IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2001-2002) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$40,424
$35,278
Mid-Range Teacher Salary
$59,468
$56,381
Highest Teacher Salary
$72,107
$72,141
Average Principal Salary (Elementary)
$95,295
$88,747
Average Principal Salary (Middle)
Average Principal Salary (High)
$110,786
Superintendent Salary
$171,632
$145,316
Percent of Budget for Teacher Salaries
44.95%
43.30%
Percent of Budget for Administrative Salaries
10.92%
5.44%
Expenditures (Fiscal Year 2001-2002) Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/fiscal/financial/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$89,871,477
$6,030
$6,770
$6,719
Types of Services Funded
The ADA dollars cited in the table above provide services budgeted from the general fund including regular classroom instruction and support, special education, counseling, psychology, child welfare and attendance and program assessment. Additional services funded as categorical programs include: Title 1 and Title VI assistance to targeted populations, Caring Connections community services, services for English Learners, School Improvement Programs (SIP), Safety and Violence Prevention, Drug and Tobacco Education (DATE), Tobacco Use Prevention Education (TUPE); and Safe and Drug Free Schools.