School Accountability Report Card Reported for School Year 2006-07
Published During 2007-08

2006-07 Executive Summary School Accountability Report Card
El Molino High School
Address:	7050 Covey Rd. , Forestville   CA  95436-9642	Phone:	(707) 824-6550
Co-Principals:	Doria Trombetta and Frank Anderson	Grade Span:	9  - 12
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 2006-07 school year, except the School Finances and School Completion data that are reported for the 2005-06 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

El Molino High School is located in western Sonoma County, in the small-unincorporated town of Forestville. Our 41 acre campus sits in the heart of a world-renowned wine-producing region. Our geographical location incorporates the best of rural living with the urban amenities afforded by Santa Rosa, located twelve miles from El Molino. El Molino High School serves a significant geographic area, extending from Sebastopol to Fort Ross, from Santa Rosa to the Pacific Ocean. Towns encompassed by our attendance area include Fort Ross, Cazadero, Graton, Guerneville, Occidental, Monte Rio, and Bodega, as well as parts of Sebastopol and a small section of Santa Rosa. Eighty-five percent of our students commute long distances to school each day. Most students use the school bus service. While long commutes and the availability of transportation sometimes limit participation, a large number of students participate in a variety of athletics and activities.

El Molino students are economically, culturally and socially diverse. Our minority population is approximately 14% of our student body. These students are mainly Hispanic. The majority of our students are from middle-income families. However, a number of our students come from affluent families, while 21% of our students are enrolled in the Free and Reduced Lunch Program. Politically and socially our students represent families that span the range from conservative to those practicing alternative lifestyles. We consider this diversity to be one of the strengths of El Molino High School because students from many backgrounds are blended to create an accepting, diverse school culture.

Nine schools from nine small elementary school districts send students to El Molino High School. This is both a challenge and a strength. Students begin their freshman year with different educational experiences, both in terms of curricular background and school culture. This diversity of elementary school experience enriches our student body as students come from different educational cultures. Since freshmen come from small schools, they are immediately exposed to a variety of new people and quickly develop new friendships associated with their curricular, social and athletic interests. Throughout their four years at El Molino students are increasingly unified as members of the El Molino freshman, sophomore, junior or senior classes no longer identified by their former school or area. Pride in our school is a community tradition. We have developed a school culture that focuses on academic success, combined with athletic participation, multidimensional student activities and service learning. Several graduates have returned to El Molino as members of the faculty and administration.

El Molino maintains two programs outside of the comprehensive high school: Nuevo Leon Necessary Small School and Russian River Ramparts Independent Study Program.

The El Molino "3 R's":

Respectful and Compassionate People

Responsible and Ethical Citizens

Resourceful and Articulate Students

Student Enrollment 

Group	Enrollment
Number of students	954
African American	1.57  %
American Indian or Alaska Native	0.63  %
Asian	0.63  %
Filipino	0.21  %
Hispanic or Latino	12.79  %
Pacific Islander	0.1  %
White (not Hispanic)	76.94  %
Multiple or No Response	7.13  %
Socio-economically Disadvantaged	21  %
English Learners	6  %
Students with Disabilities	10  %

Teachers 

Indicator	Teachers
Teachers with full credential	44
Teachers without full credential	0
Teachers Teaching Outside Subject Area of Competence	2
Misassignments of Teachers of English Learners	0
Total Teacher Misassignments	0

School Facilities 

Summary of Most Recent Site Inspection 

El Molino completed construction on a new $3M library/media center, with three new classrooms, in 2000.

In 2003, another 5 classrooms were added in the renovated old library building.

In 2004, El Molino played its first football season at night – under new lights. El Molino completed construction on a new $3M library/media center, with three new classrooms, in 2000.

Other than what is listed below, campus is currently in a regular maintenance mode.

Repairs Needed - Corrective Actions Taken or Planned

Finish installation of the last 5% of the “Columbine” security locks on all classroom doors by Spring 2008.

Repair outdoor Basketball backboards by spring 2008

Curriculum and Instructional Materials 

Core Curriculum Areas	Pupils Who Lack Textbooks and Instructiona Materials
Reading/Language Arts	0 %
Mathematics	0 %
Science	0 %
History-Social Science	0 %
Foreign Language	0 %
Health	0 %
Science Laboratory Equipment	0 %

School Finances 

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$5,031
District	$4,801
State	$4,943

Student Performance 

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	57%
Mathematics	29%
Science	46%
History-Social Science	41%

Academic Progress 

Indicator	Result
2007 API Growth Score (from 2007 API Growth Report)	751
Statewide Rank (from 2007 API Base Report)	7
2007-08 Program Improvement Status (PI Year)	Not in PI

School Completion 

Indicator	Result
Graduation Rate (2005-06)	96.7%

Postsecondary Preparation 

Measures	Percent
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	31.8%

2006-07 School Accountability Report Card Reported (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 California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.

I. About This School 

Contact Information 

School		District
School Name	El Molino High	District Name	West Sonoma County Union High
Street	7050 Covey Road.	Phone Number	(707) 824-6403
City, State, Zip	Forestville  , CA  95436-9642	Web Site	www.wscuhsd.k12.ca.us
Phone Number	(707) 824-6550	Superintendent	Keller  McDonald
Co-Principals	Doria  Trombetta  and Frank Anderson	E-mail Address	kmcdonald@analy.org
E-mail Address	lionpride@elmolino.org and franka@elmolino.org	CDS Code	49-70607-4931507

School Description and Mission Statement 

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

The mission of El Molino High School is to provide a high quality education through which students will gain the confidence, knowledge and skills to maximize potential and achieve lifelong goals.

We have developed a school culture that focuses on academic success, combined with athletic participation, multidimensional student activities and service learning. Cooperative efforts with the local community have created and continue to support several career path programs,

We believe that all students have the right to live and learn in a healthy and safe environment that fosters success. We take pride in our safe, clean and secure campus.

Our Expected School-wide Learning Results may be summarized by the El Molino "3 R's":

· Respectful and Compassionate People

· Responsible and Ethical Citizens

· Resourceful and Articulate Students

Opportunities for Parental Involvement 

The School Site Council – Composed of representatives from the entire community, the purposes of the Council include (1) selecting projects to be funded by School Improvement Program funds (2) serve as an advisory to the Co-Principals (3) directly participate in decisions that affect curricular and instructional practices
[Coordinator – Jim Deis: 829-8084: jimdeis@comcast.net]

El Molino Boosters – Supports El Molino Sports and Educational Programs through active involvement and fundraising efforts. [President: Elaine Carlson: 824-6550]

El Molino Friends of Music Foundation – Supports El Molino Music Program
[Kent Wilson: 824-6550, kwilson@elmolino.org] [President: Cristi McMahan: 577-2967]

El Molino High School Foundation – Support Sports and Educational Programs though fundraising efforts by promoting community involvement in the school, providing financial support for the school and its programs and preserving and documenting the history and traditions of El Molino High School.
[President: Chris Carver: (707) 0888-9544: elmolionofoundation@yahoo.com]

El Molino Ag Boosters – Supports Agriculture and viticulture programs and FFA, especially through active involvement in career exploration and fundraising. [Lynn Scholten: 824-6550, lscholten@elmolino.org]

Activity based programs, such as the Every 15 Minutes program, Grad Night committee and Challenge Day volunteers

As students prepare to enter El Molino, parents are introduced to the staff and the variety of student activities and parent volunteer opportunities we start with the 8^th Grade Parent Night. This is followed by the Freshman BBQ, just before the opening of the school year.

Student Enrollment by Grade Level 

This table displays the number of students enrolled in each grade level at the school. 

Grade Level	Number of Students
Grade 9	222
Grade 10	233
Grade 11	246
Grade 12	253
Total Enrollment	954

Student Enrollment by Group 

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	Group	Percent of Total Enrollment
African American	1.57  %	White (not Hispanic)	76.94  %
American Indian or Alaska Native	0.63  %	Multiple or No Response	7.13  %
Asian	0.63  %	Socio-economically Disadvantaged	21  %
Filipino	0.21  %	English Learners	6  %
Hispanic or Latino	12.79  %	Students with Disabilities	10  %
Pacific Islander	0.1  %

Average Class Size and Class Size Distribution (Secondary) 

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). 

Subject	2004-05				2005-06				2006-07
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-20	23-32	33+		1-20	23-32	33+		1-20	23-32	33+
English	27.3	15	11	11	25.2	17	11	10	24.0	17	19	2
Mathematics	28.2	8	18	7	28.2	12	5	12	25.4	13	10	6
Science	37.7		5	14	35.1	1	6	11	30.5	2	9	8
Social Science	40.7		8	17	34.0	2	8	17	30.6	2	12	14

II. School Climate 

School Safety Plan 

We believe that all students have the right to live and learn in a healthy and safe environment that fosters success. We take pride in our safe, clean and secure campus. We maintain a strictly monitored closed campus. Our Emergency Preparedness Plan was written in collaboration with the Sonoma County Sheriff’s Department, the Forestville Fire Department, and the Sonoma County Office of Education.

We have high standards for student behavior that we work with parents to achieve. The administrators, counselors and health technician work together to identify students with poor attendance to recognize health or substance abuse problems. Together with parents and community agencies we seek remedies.

Our Impact Program (a part of El Molino for over fifteen years) is an early intervention program designed to identify students with emotional, physical, and/or behavioral problems that affect academic, social, and emotional functioning; the program seeks to remove barriers to learning. The Impact team consists of counselors, administrators, teachers, health, and student services personnel. By focusing on awareness education, prevention, treatment, and positive alternatives, the program helps to increase self-esteem, decision-making skills, and refusal skills to build resiliency in all students.

During the 2005/6, El Molino undertook a California Healthy Kids Survey, a local school climate survey, and reviewed data from the last three years of disciplinary data. The results of this process were reported to the Board of Trustees in November of 2006, along with a plan for addressing major concerns. We are now in the second year of implementing many elements of this plan, including the continued utilization of two Campus Supervisors, implementation of the second year of Safe School Ambassadors and continuation of the Challenge Day program.

· During the 2007-08 school year, these programs included direct training and participation of 35 staff and adult volunteers, as well as 150+ students. The Safe School Ambassador teams meet monthly for lunch and discussion.

· El Molino is a safe campus. Gang related activity is minimal to non – existent and the administration diligently works to keep trouble off of our campus.

· Teachers have a rotating weekly schedule of daily supervision duty.

· The three campus administrators share school discipline of students.

School Discipline Practices 

This section provides information about the school's efforts to create and maintain a positive learning environment, including the school’s use of disciplinary strategies. 

El Molino administrators look at discipline as a counseling opportunity. We believe that the key to a successful student is parent/school teamwork, clear expectations, and firm but fair consequences. Parents are made aware of every disciplinary interaction either by letter or a phone call.

We employ the following programs and strategies to promote a positive environment:

· Safe School Ambassadors Program – students trained to promote positive interaction in within their peer groups

· Peer Support – student supporters called upon as new-student buddies, tutors, and other support as needed.

· Challenge Day – transformational, one-day activity designed to bring students together and break down barriers.

· Campus Supervisors – Two new supervisors work closely with students in a proactive way to reduce conflict and ensure a safe, stable environment.

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
	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07
Suspensions	0.092	0.111	0.103	0.126	0.171	0.122
Expulsions	0.011	0.010	0.005	0.010	0.011	0.006

III. School Facilities 

School Facility Conditions and Improvements 

El Molino completed construction on a new $3M library/media center, with three new classrooms, in 2000.

In 2003, another 5 classrooms were added in the renovated old library building.

In 2004, El Molino played its first football season at night – under new lights. El Molino completed construction on a new $3M library/media center, with three new classrooms, in 2000.

Projects underway/in progress:

· Installing “Columbine” security locks in all classroom doors

· Installing all-weather track

· Improve/coordinate room alarm, bell and speaker systems

· Replace portable building thermostats with timer thermostats

School Facility Good Repair Status 

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
Mechanical Systems	X
Windows/Doors/Gates (interior and exterior)	X			Complete installation of columbine security locks
Interior Surfaces (walls, floors, and ceilings)	X
Hazardous Materials (interior and exterior)	X
Structural Damage	X
Fire Safety	X
Electrical (interior and exterior)	X
Pest/Vermin Infestation	X
Drinking Fountains (inside and outside)	X
Restrooms	X
Sewer	X
Playground/School Grounds	X			Repair or replace outdoor basketball units
Roofs	X
Overall Cleanliness	X

Overall Summary of School Facility Good Repair Status 

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	X

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

Teachers	School			District
	2004-05	2005-06	2006-07	2006-07
With Full Credential	48	43	44	127
Without Full Credential	0	1	0	2
Teaching Outside Subject Area of Competence	6	5	6	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	2005-06	2006-07	2007-08
Misassignments of Teachers of English Learners	0	3	0
Total Teacher Misassignments	0	3	0
Vacant Teacher Positions	0	0	0

Core Academic Classes Taught by No Child Left Behind 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/.

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	0.0
All Schools in District	98.4	1.6
Low-Poverty Schools in District	98.8	1.2

V. Support Staff 

Academic Counselors and Other Support Staff 

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	3.8	251
Library Media Teacher (Librarian)	0	N/A
Library Media Services Staff (paraprofessional)	1	N/A
Psychologist	.45	N/A
Social Worker	0	N/A
Nurse	.1	N/A
Speech/Language/Hearing Specialist	1.5	N/A
Resource Specialist (non-teaching)	.75	N/A
Other	4.35	N/A

VI. Curriculum and Instructional Materials 

Quality, Currency, and Availability of Textbooks and Instructional Materials  

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	New, aligned to the State content standards	0%
Mathematics	New, aligned to the State content standards	0%
Science	New, aligned to the State content standards	0%
History-Social Science	26% of students do not have textbooks aligned to the content standards. New texts will be purchased for these students for fall 2008.	0%
Foreign Language	New, aligned to the State content standards	0%
Health	Students do not have textbooks aligned to the content standards. New texts will be purchased for these students for fall 2008.	0%
Science Laboratory Equipment (grades 9-12)	Supports student to meet the State content standards.	0%

VII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2005-06) 

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 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/. 

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$6,320	$1,289	$5,031	$59,286
District	N/A	N/A	$4,801	$57,333
Percent Difference - School Site and District	N/A	N/A	104.8%	103%
State	N/A	N/A	$4,943	$61,994
Percent Difference - School Site and State	N/A	N/A	101.4%	96%

Types of Services Funded 

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources. 

· CAHSEE support program

· GATE Program

· Title I Compensatory Education

· English Learner Programs

· Carl Perkins Vocational Education

· Agricultural Vocational Education

· NCLB – Title II

· Title III – Limited English Proficiency

· School and Library Improvement Block Grant

· Economic Impact Aid

Teacher and Administrative Salaries (Fiscal Year 2005-06)

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/.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$35,393	$38,525
Mid-Range Teacher Salary	$53,596	$61,143
Highest Teacher Salary	$68,009	$78,754
Average Principal Salary (High)	$96,756	$102,007
Superintendent Salary	$112,500	$134,261
Percent of Budget for Teacher Salaries	38.6 %	36.7 %
Percent of Budget for Administrative Salaries	5.1 %	6.1 %

VIII. Student Performance 

California Standards Tests 

The California Standards Tests (CST’s) show how well students are doing in relation to the state content standards. The CST’s include English-language arts and mathematics in grades 9 through 11; science in grades 9, 10, and 11; and history-social science in grades 9, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results 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.

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	2006	2007	2005	2006	2007	2005	2006	2007
English-Language Arts	54	50	57	56	54	58	40	42	43
Mathematics	26	18	29	33	30	36	38	40	40
Science	46	54	46	40	53	50	27	35	38
History-Social Science	39	42	41	42	46	45	32	33	33

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	28	20	32	26
Pacific Islander	*	*	*	*
White (not Hispanic)	63	30	51	46
Male	49	29	42	41
Female	65	28	50	41
Economically Disadvantaged	41	28	38	29
English Learners	2	25	12	8
Students with Disabilities	16	15	11	14
Students Receiving Migrant Education Services	*		*	*

California High School Exit Exam (CAHSEE) Results

The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the federal No Child Left Behind (NCLB) law. The CAHSEE has an English language-arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. Note: To protect student privacy, scores are not shown when the number of students is 10 or less. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. 

CAHSEE Results for All Students - Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level. 

Subject	2004-05			2005-06			2006-07
	School	District	State	School	District	State	School	District	State
English	65.1	69.9	49	73.9	73.3	51.1	70	66.7	48.6
Mathematics	57	65.1	45.2	64.7	67.2	46.8	63.9	67.5	49.9

CAHSEE Results by Student Group- Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics separately for the most recent testing period. 

Group	English			Mathematics
	Not Proficient	Proficient	Advanced	Not Proficient	Proficient	Advanced
All Students	30	29	41.1	36.1	36.5	27.4
Male	40	27	33	40.6	34.7	24.8
Female	20.6	30.8	48.6	31.8	38.3	29.9
African American	66.7	33.3	0	66.7	33.3	0
American Indian or Alaska Native
Asian	50	0	50	50	0	50
Filipino	100	0	0	0	100	0
Hispanic or Latino	55.3	21.1	23.7	52.6	34.2	13.2
Pacific Islander
White (not Hispanic)	22.2	30.4	47.5	29.6	38.4	32.1
English Learners	65.2	13	21.7	52.2	30.4	17.4
Socio-economically Disadvantaged	37.5	28.6	33.9	41.1	42.9	16.1
Students Receiving Migrant Education Services
Students with Disabilities	85.7	9.5	4.8	85.7	4.8	9.5

California Physical Fitness Test Results

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: 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.

Grade Level	Percent of Students Meeting Fitness Standards
9	45%

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

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	2004	2005	2006
Statewide	8	7	7
Similar Schools	5	3	3

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			API Score
	2004-05	2005-06	2006-07	2007
All Students at the School	4	-6	10	751
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino	---	---	21	671
Pacific Islander
White (not Hispanic)	11	-14	13	773
Socio-economically Disadvantaged	60	12	26	686
English Learners	N/A
Students with Disabilities	N/A

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 CDE Web site 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. 

AYP Criteria	School	District
Overall	Yes	Yes
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	Yes	Yes
Percent Proficient - Mathematics	Yes	Yes
API	Yes	Yes
Graduation Rate	Yes	Yes

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/.  

Indicator	School	District
Program Improvement Status	Not in PI	Not In PI
Number of Schools Currently in Program Improvement	N/A	1
Percent of Schools Currently in Program Improvement	N/A	20.0

X. School Completion and Postsecondary Preparation 

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

Indicator	School			District			State
	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06
Dropout Rate (1-year)	1.5	2.0	1.2	1.5	1.6	1.2	3.2	3.1	3.5
Graduation Rate	92.5	89.9	96.7	93.4	92.5	95.5	85.3	85.0	83.0

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 2006-07 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 CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant. 

Group	Graduating Class of 2007
	El Molino	Russian River Ramparts	District	State
All Students	225	36	533	N/A
African American	3		7	N/A
American Indian or Alaska Native	1		2	N/A
Asian	1	1	2	N/A
Filipino				N/A
Hispanic or Latino	22	5	51	N/A
Pacific Islander				N/A
White (not Hispanic)	186	28	447	N/A
Socio-economically Disadvantaged				N/A
English Learners				N/A
Students with Disabilities				N/A

Career Technical Education Participation 

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

Measure	CTE Program Participation
Number of pupils	456
Percent of pupils completing a CTE program and earning a high school diploma	N/A
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education	100%

Courses for University of California and/or California State University Admission 

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

Indicator	Percent
Students Enrolled in Courses Required for UC/CSU Admission	65.8
Graduates Who Completed All Courses Required for UC/CSU Admission	31.8

Advanced Placement Courses 

This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/. 

Subject	Number of AP Courses Offered	Percent of Students In AP Courses
Computer Science		N/A
English	2	10.4%
Fine and Performing Arts	1	less than 1%
Foreign Language	2	4.8%
Mathematics	1	5.0%
Science	3	11.8%
Social Science	3	14.4%
All courses	12	6.1

XI. Instructional Planning and Scheduling  

Professional Development

This section provides information about the program for training the school's teachers and other professional staff..

There is one common planning period (CPT) each week. This time is for teachers to work together either in large or small groups. One CPT each month is designated for department meetings. CPT is a time for teachers to discuss student achievement, align programs, develop instructional practices, and discuss issues of the day. New teachers are given a two-day on site orientation to the campus and an introduction into the Beginning Teacher Support and Assessment (BTSA) program. A support provider is assigned to each new teacher for their first two years, participating through ongoing observations, feedback and monthly training. The district offers support for current teachers to complete their CLAD or SDAIE training. Staff development participation is supported by School Improvement funds through the SITE council as well as Teacher Quality funds provided through No Child Left Behind. Teachers participate in a wide range of professional development activities. Teachers attend conferences sponsored by professional subject matter organizations, local, state and national symposiums and conferences providing training in subject matte areas, curriculum and instructional practices, and student learning. El Molino teachers, counselors, and administrators articulate with the local Junior College, Sonoma State University and West County Partner Schools.