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 is reported for the 2007-2008 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or district office.

School Description

Howell Mountain Elemetary School and the District Office are located amongst the vineyards, 10 miles north east of St. Helena in the town of Angwin. Howell Mountain School is the only public school "on the hill" and provides its students with both strong academic and extracurricular programs.

Its five member Board of Trustees oversees one K-8 school, Howell Mountain School, which has been providing public school education for more than 125 years. Its friendly staff is dedicated to the success of its students in the classroom today and the world tomorrow.

We hope Howell Mountain School's "School Accountability Report Card" will give you a snapshot of our wonderful little school.

Message From Principal

Welcome to the Howell Mountain School's Accountability Report Card (SARC). We, at Howell Mountain School, strive to offer the BEST education possible for our students. Our academic program is rigorous and we challenge our students to do their best all of the time.

In addition to our academic programs, we provide many enrichment programs which are geared to meet the needs of the WHOLE person. For example, before school each day, our students have the opportunity to learn how to play a musical intrument by participating in our school band program. Our band is a regular presenter at school functions. We also have a FABULOUS after school program that offers our students several classes including art, chorus, ceramics, computers, dance, homework club, guitar, library, science, Spanish, cooking, and sports.

Our goals aim to provide educational experiences that will:
-Promote a literate student body
-Promote a responsible, confident attitude in our students
-Establish an intrinsic need for life-long learning
-Develop a strong sense of right and wrong
-Encourage students to accept new challenges and risk failure
-Encourage students to pursue academic excellence
-Teach students to value individual differences

The entire staff is dedicated to providing an enviornment that promotes and reinforces a safe and orderly campus so that each student can attain his or her potential.

Please enjoy reviewing this SARC report and keep in mind that we welcome visits to our school so that YOU can see for yourself what a wonderful place Howell Mountain School is.

Mission Statement

Mission Statement:

The Mission of Howell Mountain School is to provide an integrated system of education for students in kindergarten through eighth grade that embraces and accomplishes the following:

* Educating, enriching and motivating students to achieve their fullest potential and become lifelong learners.
* Providing and further developing a positive, safe and enriching environment.
* Providing and supporting students in academic challenges that foster and nurture problem solving and self esteem.
* Effectively utilizing the talents, services and support of our staff, parents and community.
* Preparing students to be citizens of good character who will move successfully into subsequent academic programs with the necessary knowledge, attitudes and skills for leading healthy, productive and rewarding lives.

District Mission Statement

The Mission of Howell Mountain School is to provide an integrated system of education for students in kindergarten through eighth grade that embraces and accomplishes the following:

* Educating, enriching and motivating students to achieve their fullest potential and become lifelong learners.
* Providing and further developing a positive, safe and enriching environment.
* Providing and supporting students in academic challenges that foster and nurture problem solving and self esteem.
* Effectively utilizing the talents, services and support of our staff, parents and community.
* Preparing students to be citizens of good character who will move successfully into subsequent academic programs with the necessary knowledge, attitudes and skills for leading healthy, productive and rewarding lives.

Opportunities for Parental Involvement

Parents are an integral part of school life at Howell Mountain School. Families are individually welcomed to school as students register. Parents have the opportunity to see the school at the fall Back-to-School barbecue. They are encouraged to come to school regularly for special events such as Seus Day, Author's Festival, Earth Day celebrations, the annual winter program, monthly student recognition assemblies, and individual parent-student conferences scheduled each November and March.

Parents are also invited to attend workshops held for them in the evenings on campus. Recent topics include a revist of the Town Hall meetings that were held five years ago. In the Spring of 2004, over 40 families reviewed and evaluated the progress of 40 consensus items developed in the Town Hall Meetings of 1999. We also came up with some new areas that we would like to focus our attention on in the future. Some effects of the meeting are: the establishment of a breakfast program, hiring a bi-lingual secretary; expansion of the Lab Science program; improving the image of our school by better public relations. In the Spring of 2005, parents came together again to review progress of the items from 2004 and to focus attention on new items for 2005: Facilities Modernization, Science Lab, Student ethics/Character Development and Expanding the Music program. Teachers also presented workshops on grade level standards and what proficiency is for those standards.

Families are urged to become collaborative school partners through regular publications in Spanish and English which provide parents with helpful hints from school on such topics as preparing students for standardized testing, helping with homework and getting students to school on time, with a breafast int their tummies, ready to learn. Additionally, they are encouraged to assist their children with homework through the monthly publication, the "At Home Connection," which includes standards-aligned assignments and tips provided during parent conferences. Last year, we also started bi-montly meetings with our Spanish speaking parents so that their voices could be heard regarding what we do here at the school. Parents are encouraged to become active on the campus. Opportunities include participation in our Parent Community Site Beautification Committee also welcomes volunteers.

Title I parents are further encouraged to be informed about and involved in the Title I program developement and implementation. An annual Title I parent meeting, done bilingually, reinforces the need for standards achievement and remind parents of the support they can give their children, including participation in the afer school program.

Parents of the students with suspected or identified special needs are involved in Student Study Team conferences concerning their child. Annual meetings to write or review Individual Education Plans are held with parents.

An annual survey is administered to students, staff and parents in order to keep staff tuned to the school community's perceptions and further encourage parental involvement.

Through our many organized events and committees parents are actively involved in our school and we are thankful for their support.

For additional information about organized opportunities for parental involvement at Howell Mountain Elementary, please contact Thomas Stubbs at 707-965-2423.

For additional information about organized opportunities for parent involvement at Howell Mountain Elementary, please contact Thomas Stubbs at 707-965-2423.

Student Enrollment by Grade Level

The total 2007-2008 enrollment at Howell Mountain Elementary School was 89.

The total 2007/2008 enrollment at Howell Mountain Elementary was 89.

Student Enrollment by Ethnic Group

The percentage of students is the number in a racial/ethnic category divided by the school's 2009/2008 California Basic Educational Data Systems (CBEDS) total enrollment.

Average Class Size and Class Size Distribution

Class size and class size distribution is the average class size and the number of classrooms for each range of students, by grade level as reported by CBEDS.

School Safety Plan

The School Safety Plan was completed in May of 1999 and updated anually using the seven-step "Safe School Planning Process". Certificated and classified staff are trained on the key elements of the plan: School Crime, Child Abuse Reporting, Crisis/Disaster Management, Suspension/Expulsion, Sexual Harassment, Dress Code, Ingress/Egress, Safe and Orderly Environment, School Discipline and Alternative Programs, including anti-bullyng and prevention education. The most recent Safety Plan update was approved by the School Board on September 2007 and although the plan was reviewed by the Parent Community Coucil Safety Committee in the Spring of 2007 it was accepted without change.

The Safety Committee has focused its efforts on the Crisis Plan and provided each classroom with an emergency backpack. Each teacher has filled an additional backpack with books and amusements for students in case of emergency. These backpacks exit with the classes during all drills. Also, a school-wide emergency barrel has been filled, as has a huge water barrel. Two Crisis Response Boxes are currently being updated by the newly-hired Site Safety Coordinator.

A safe and orderly environment is reinforced with school-wide rules. Incentives are provided in classrooms and school-wide and used liberally, while consequences are imposed consistently. Few office referrals are made. The school has had no reportable crime for the past two years.

Date of Last Review/Update: Spring 2007
Date Last Reviewed with Staff: May 11, 2007

Suspension and Expulsions

Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted 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.

School Facility Conditions and Improvements

The original Howell Mountain School was constructed in 1876. This structure was replaced in 1957 with what is now the Art Room, Room 3. In 1964, two other classrooms, now the Library/Media Center, were constructed. Three years later, the south half of what are now Rooms 1 and 2 were built, and in 1975 a gymnasium with a stage and full kitchen expanded the campus. Three years later the office was built, and the north half of Rooms 1 and 2 were added. These two rooms served as the Teachers' Room and meeting room until our recent modernization in 2007-2008.. A portable was brought on the campus in 1986, and in 1994 the new classroom building was constructed. This facility houses five classrooms and a resource room as well as providing storage. In 2002, parents volunteers painted this building, and it was recently repainted through modernization in 2008.

The physical plant encompasses 4.79 acres most of which is landscaped, and all of which is fenced. Gates enclose the property, but are accessible to the community so they can use the facitlity after 4:00 p.m. and on weekends.

The building and grounds are lovingly tended by the custodian, and the campus is virtually litter and graffiti free. Playgrounds are large and well-equiped, with maintenance checks accomplished montly by the Site Safety Coordinator and the custodian. Sidewalk and playground re-surfacing are included in our Deferred Maintenance Plan with the playground scheduled to be resurfaced during the 2008-2009 school year.

In November of 2005, the Angwin community passed Measure C, a $2.9 million bond that thoroughly modernized every building at Howell Mountain School. Modernization began in the Spring of 2007 and was finished in early 2008.

The modernization updated several needed areas such as the plumbing, electrical and well systems, roofing and the interior of the library/media center, school office, art room, cafeteria/multi-purpose room and the staff lounge. The bathrooms attached the library were also renovated and carpet in the classrooms was replaced in 2007. Additionally, the old staff lounge was converted to a resource room for students receiving special services at Howell Mountain. The location of the office was changed so it is in a prominant location allowing visitors to see the office as they enter campus. The location of the art room also was moved to make room for the office. The art room was then placed in room 2. The outside of all school buildings were also nicely painted.

Restrooms in the older facilities are in need of refurbishing. Repair projects are slated next on our Deferred Maintenance Plan.

School Facility Good Repair Status

Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.

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 CDE Web site at http://dq.cde.ca.gov/dataquest/.

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.

Core Academic Courses Taught by NCLB Compliant Teachers

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 CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.

Counselors and Other Staff Support

The counselors and other staff support reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE.

Quality, Currency, and Availability of Textbooks and Instructional Materials

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.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-2007)

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 and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

Types of Services Funded

Howell Mountain School provides an extensive Regular and Special Education program for it's students. In addition, we also serve our English Language Learners with an ELD Program, our Gifted students with a GATE program and our struggling students with a Tile I program. All of the aforementioned programs are offered during our regular school day. Outside the regular school day, we offers an after school program until 6 pm every day.

Teacher and Administrative Salaries (Fiscal Year (2006-2007))

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 at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.

California Standards Test (CST) Explanation

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 9, 10, and 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 at the CDE Web site at http://star.cde.ca.gov. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

The following data is the percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard).

CST Results for All Students – Three-Year Comparison

The percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

CST Results by Student Group – Most Recent Year

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.

California Fitness Test

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 fitness standards (scoring in 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 at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Academic Performance Index (API) Explanation

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 API Base 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.

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: To be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (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 1 (lowest) to 10 (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 CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

API Ranks – Three-Year Comparison

This table displays the school's statewide and similar schools API ranks. 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 Changes by Student Group – Three-Year Comparison

A 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.

Adequate Yearly Progress Explanation

The federal No Child Left Behind Act (NCLB) 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 CDE website at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria

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.

Federal Intervention Program

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

Professional Development

Professional development in Howell Mountain Elementary is multi-faceted and comprehensive. Thousands of training opportunities are offered. A primary goal of the professional development department is to create a learning environment for teachers and staffs where all educators become students of education and work to continually improve his or her skills. Learning opportunities are varied and extensive. Staff development includes district-offered programming, site-designed programming, and individually-designed programming. Most of the formal staff development learning experiences occur outside the school day, occurring in the summer, after school and on weekends. We are committed to professional development linking to, and focusing on, student learning. To this end, professional development opportunities focus on standards-aligned curriculum and instruction, expand the knowledge base and skills of educators to meet the diverse needs of students, promote dialogue and reflection among profession.

Time has been set aside for the 2008-2009 school year, during the school day, to allow teachers to collaborate and share ideas about effective teaching strategies.