Address:
1720 Yosemite St., Seaside CA 93955-3914
Phone:
831-583-2165
Director:
Sean Madden
Grade Span:
K - 8
This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2008-09 school year, except the School Finances and School Completion data that are reported for the 2007-08 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.
In 1998, a small group of educators and parents began collaborating to create the International School of Monterey to bring worldclass international education to a public school setting; integrate best practices, established standards, and international curriculum; maintain a multicultural environment that advances understanding and respect for all; and promote strong partnerships among school, home, and community.
ISM welcomed its first classes in grades K-4 in August 2001. The 2008-2009 year marked the school’s eighth year of operation as a K-8 charter school delivering outstanding public education in Monterey County. From its home on the Manzanita School site in Seaside, ISM served 385 students from its surrounding Monterey County communities, maintaining student-teacher ratios of 20:1 in grades K-3 and 25:1 in grades 4-8.
The school’s 13 board members and 40+ employees dedicate themselves to ISM’s mission to educate all children toward becoming conscientious, compassionate, and responsible citizens of the world. ISM is both an International School—one of about 1,800 in 138 countries across the globe—and a public charter school—one of more than 700 in California. With this unique combination, in 2008 ISM joined 639 schools accredited by the prestigious Council of International Schools—one of just nine such schools in the United States and the first public charter school to earn this recognition showing that ISM has “achieved high standards of professional performance in international education and has a commitment to its continuing improvement.”
Also fully accredited by the Western Association of Schools and Colleges, ISM teaches toward its vision of a world of understanding through academic commitments to internationalism and understanding; a broad-based curriculum that includes the arts, physical education, and Spanish beginning in kindergarten; and an inquiry-based-instruction model that fosters student curiosity, initiative, and lifelong learning skills.
ISM students achieved notable success during the 2008-2009 year. They garnered a first place award in the California State History Day competition for the second year in a row. ISM students also earned honors in the regional and State Science Fair and regional math, social studies, and writing competitions.
Though the school focuses on holistic learning and does not “teach to the test” as has become the norm in some schools, ISM students do complete the same tests as other public school students, and they perform quite well. The school’s score on California’s Academic Performance Index (899 in 2009) place ISM among the top two elementary schools in the Monterey Peninsula Unified School District and number one among K-8 and middle schools. Half of ISM’s 2009 graduates (12 of 24) matriculated to the highly regarded Monterey Academy of Oceanographic Sciences (MAOS) at Monterey High School, with about a quarter selecting other public high school options and a quarter entering private schools.
Group
Percent
African American
8.07 %
American Indian or Alaska Native
0.52 %
Asian
16.93 %
Filipino
5.99 %
Hispanic or Latino
13.02 %
Pacific Islander
1.04 %
White (not Hispanic)
42.71 %
Multiple or No Response
11.72 %
Socioeconomically Disadvantaged
Information not collected
English Learners
1.00 %
Students with Disabilities
%
Total Number of Students
384
Indicator
Teachers
Teachers with full credential
21
Teachers without full credential
5
Teachers Teaching Outside Subject Area of Competence
0
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Subject
Students Proficient and Above on California Standards Tests
English-Language Arts
79.64%
Mathematics
72.14%
Science
80.00%
History-Social Science
NA
Result
2009 Growth API Score (from 2009 Growth API Report)
899
Statewide Rank (from 2008 Base API Report)
9
2009-10 Program Improvement Status (PI Year)
Not applicable
ISM leases facilities from the Monterey Peninsula Unified School District. The District provides site maintenance, and carries responsibility for the safety of the grounds and facilities. Accordingly, ISM submits work requests to the District when repairs and corrections become necessary.
The last full site inspection took place in September 2009. The repairs and corrective actions noted below reflect that inspection.
1) Portable 7 partially disassembled; gaps between and beneath create potential lures for curious children; disassembled ramps unsafe
2) All portable ramps and rails should be evaluated for safety, and repaired and painted as required
3) North Pod hallways need fire doors installed
4) Kindergarten playground pitted areas create a tripping hazard
5) Upper playground sand needs replenishing to ensure required depth
6) Students have complained of smell and respiratory concerns in Portable 1
7) Several deep pits in lawn and landscape areas create tripping hazards; sprinkler system needs adjusting to ensure proper watering of ground cover as several areas are over or under watered
8) No all-call or bell mechanism; campuswide notification of danger not possible
1) Portable 7 removed from campus September 2009
2) All portable ramps and rails repaired and repainted November 2009
3) North Pod fire doors to be installed summer 2010
4) Resurfacing needed; no work scheduled
5) Upper playground sand replenished October 2009
6) Portable 1 air filters cleaned
7) Some holes filled; sprinklers checked and adjusted September 2009
8) All-call or bell mechanism needed; none planned
Core Curriculum Areas
Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts
0%
Foreign Language
Health
Visual and Performing Arts
Science Laboratory Equipment (grades 9-12)
Level
Expenditures Per Pupil (Unrestricted Sources Only)
School Site
$6,983
District
$5,309
State
$5,512
Average Scale Score - State
209
Average Scale Score - National
220
Achievement Level - Basic
30%
Achievement Level - Proficient
18%
Achievement Level - Advanced
5%
251
261
41%
20%
2%
232
239
25%
270
282
36%
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 on the California Department of Education (CDE) SARC Web page. For additional information about the school, parents and community members should contact the school principal or the district office.
DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners).
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.
This section provides the schools contact information.
School
School Name
International School of Monterey
District Name
Monterey Peninsula Unified
Street
1720 Yosemite St.
Phone Number
831-645-1200
City, State, Zip
Seaside, CA 93955-3914
Web Site
www.mpusd.k12.ca.us
Superintendent
Marilyn Shepherd
Director
E-mail Address
mshepherd@mpusd.k12.ca.us
info@ismonterey.org
CDS Code
27- 66092- 6118962
Vision
A world of understanding
Mission
Educate all children toward becoming conscientious, compassionate, and responsible citizens of the world.
Academic Commitments
Internationalism ~ Inquiry ~ Understanding ~ Success
Motto
The world is our home. We will make it better.
Who We Are
A successful school created to…
§ Bring worldclass international education to a public school setting.
§ Integrate best practices, established standards, and an international curriculum.
§ Maintain a multicultural environment that advances understanding of and respect for all.
§ Promote strong partnerships among school, home, and community.
Outstanding teachers who…
§ Foster the holistic growth of each student.
§ Apply learning to the real world.
§ Maintain high expectations in the classroom.
§ Continue professional development.
Thriving students who…
§ Think freely and believe in self.
§ Develop personal potential.
§ Respect everyone.
§ Connect with the world.
Involved parents who…
§ Maintain high expectations at home.
§ Express enthusiasm for learning.
§ Participate in each child’s learning every day.
§ Support the school.
A primary reason for ISM’s success is the involvement of parents/guardians. The school asks them to support their children’s learning each and every day, and requires that each family contribute 30 hours of service to the school each year. During the 2008-2009 school year, the 284 ISM families contributed 12,600 hours of service, with 99 percent participating and 95 percent fully meeting the goal of three hours per month. The hundreds of service opportunities include daily classroom support, monthly Saturday site workdays, annual fundraising and special events, school committees, and much more. The ISM Family Association manages the volunteer process, ensuring that all families can find meaningful and workable opportunities to meet their commitment.
This table displays the number of students enrolled in each grade level at the school.
Grade Level
Number of Students
Kindergarten
40
Grade 1
Grade 2
Grade 3
Grade 4
50
Grade 5
Grade 6
Grade 7
Grade 8
24
Ungraded Elementary
Grade 9
Grade 10
Grade 11
Grade 12
Ungraded Secondary
Total Enrollment
This table displays the percent of students enrolled at the school who are identified as being in a particular group.
Percent of Total Enrollment
Data not collected
Data not reported
This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
2006-07
2007-08
2008-09
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
K
20.5
1
20.0
2
3
19.5
4
25.0
24.5
6
26.0
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).
1-22
23-32
English
16.7
Social Science
This section provides information about the school's comprehensive safety plan.
ISM is committed to providing and maintaining a healthy and safe work environment for all employees and learning environment for students.
The school expects all staff members and students and their families to know and comply with ISM’s general safety rules and to follow safe and healthy practices at all times. ISM also requires that staff members report immediately to the administration any potential health or safety hazards, and all injuries or accidents.
ISM regularly updates comprehensive safety and security plans, policies, and procedures, based on best practices and school experience. Please consult the official documents section of the ISM website for specific components.
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
Suspensions
17.0
13.2
15.3
Expulsions
0.2
0.1
This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.
ISM leases surplus facilities from the Monterey Peninsula Unified School District. The District provides site maintenance, and carries responsibility for the overall safety of the grounds and facilities. Accordingly, ISM submits work requests to the District when repairs and corrections become necessary to meet codes and ensure the wellbeing of students. The ISM custodial staff handles day-to-day cleaning and management of the facilities and furnishings. Also, ISM families contribute thousands of hours to improvement (e.g. painting, repairing, planting) and upkeep (e.g. landscape maintenance, major cleaning) of the buildings and grounds.
This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.
System Inspected
Repair Status
Repair Needed and Action Taken or Planned
Exemplary
Good
Fair
Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer
x
Interior: Interior Surfaces
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation
Electrical: Electrical
Facility lacks adequate outlets
Restrooms/Fountains: Restrooms, Sinks/ Fountains
Outside fountain broken and inoperable
Safety: Fire Safety, Hazardous Materials
Structural: Structural Damage, Roofs
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
Outdated playground equipment does not meet current standards
Overall Rating
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 on the CDE DataQuest Web page.
With Full Credential
16
18
567
Without Full Credential
10
12
Teaching Outside Subject Area of Competence
N/A
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.
2009-10
Vacant Teacher Positions
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers in the school, in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. High poverty schools are defined as those schools with student participation of approximately 75 percent or more in the free and reduced price meals program. Low poverty schools are those with student participation of approximately 25 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page.
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
85.1
14.9
High-Poverty Schools in District
89.8
10.2
Low-Poverty Schools in District
84.9
15.1
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
1.0
Library Media Teacher (Librarian)
Handled by family volunteers
Psychologist
Social Worker
Nurse
Handled by front office staff
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
0.5
Instructional Aides
2.0
192
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
Current & good quality
This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found on the CDE Current Expense of Education & Per-pupil Spending Web page and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page.
Total Expenditures Per Pupil
Expenditures Per Pupil (Supplemental / Restricted)
Expenditures Per Pupil (Basic / Unrestricted)
Average Teacher Salary
$45,100
$57,856
Percent Difference – School Site and District
22%
$65,905
Percent Difference – School Site and State
LEA Provided
32%
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.
During the 2008-2009 school year, ISM offered middle school sports for grades 6-8, the After-School International program for grades K-8, and fresh lunch for all students.
This table displays district salaries 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 based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries & Benefits Web page.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$29,564
$40,786
Mid-Range Teacher Salary
$56,600
$65,726
Highest Teacher Salary
$75,817
$85,230
Average Principal Salary (Elementary)
$90,960
$106,548
Average Principal Salary (Middle)
$96,169
$112,237
Average Principal Salary (High)
$103,304
$121,617
Superintendent Salary
$170,000
$191,155
Percent of Budget for Teacher Salaries
35.20 %
40.60 %
Percent of Budget for Administrative Salaries
5.40 %
5.30 %
The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The CSTs show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and ten through eleven. The CAPA includes ELA, mathematics, and science in grades two through eleven, and for science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA includes ELA and mathematics for grades three through eight and science in grade five and is an alternate assessment that is based on modified achievement standards. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. Student scores are reported as performance levels. Detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site. Program information regarding the STAR Program can be found in the Explaining 2008 STAR Program Summary Results to the Public guide. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
70
77
80
42
45
43
46
67
69
71
76
35
44
38
61
72
52
27
30
33
36
41
Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.
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.
Percent of Students Scoring at Proficient or Advanced
63
60
*
91
92
81
47
89
78
86
Male
Female
79
Economically Disadvantaged
The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing (PFT) Web page. Note: Scores are not shown when the number of students tested is ten or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.
Percent of Students Meeting Healthy Fitness Zones
Four of Six Standards
Five of Six Standards
Six of Six Standards
10.0
42.0
36.0
7
38.8
46.9
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 on the CDE Academic Performance Index (API) Web page.
This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from one to ten. A statewide rank of one means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of ten means that the school has an API score in the highest ten 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 one means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of ten means that the school’s academic performance is better than at least 90 of the 100 similar schools.
API Rank
2006
2007
2008
Statewide
Similar Schools
8
"N/A"
means a number is not applicable or not available due to missing data.
"B"
means this is either an LEA or an Alternative Schools Accountability Model (ASAM) school. Schools participating in the ASAM do not currently receive growth, target information, or statewide or similar schools rankings on this report in recognition of their markedly different educational missions and populations served. ASAM schools are covered under the Alternative Accountability system as required by Education Code Section 52052 and not the API accountability system. However, API information is needed to comply with the federal No Child Left Behind (NCLB) law. Growth, target and rank information are not applicable to LEAs.
"C"
means this is a special education school. Statewide and similar schools ranks are not applicable to special education schools.
" * "
means this API is calculated for a small school or a small LEA, defined as having between 11 and 99 valid STAR Program test scores included in the API. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted. Similar schools ranks are not calculated for small schools.
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.
Actual API Change
Growth API Score
2009
All Students at the School
14
23
942
22
32
928
"*"
means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2008 or 2009. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
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 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 on the CDE Adequate Yearly Progress (AYP) Web page.
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
Overall
Yes
No
Participation Rate - English-Language Arts
Participation Rate - Mathematics
Percent Proficient - English-Language Arts
Percent Proficient - Mathematics
API
Graduation Rate
"Yes"
Met 2009 AYP Criteria
"No"
Did not Meet 2009 AYP Criteria
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 (ELA 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 on the CDE Adequate Yearly Progress (AYP) Web page.
Program Improvement Status
In PI
First Year of Program Improvement
2004-2005
Year in Program Improvement
Year 3
Number of Schools Currently in Program Improvement
Percent of Schools Currently in Program Improvement
34.8
This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.
ISM has averaged 7 full days of staff development time annually over the past three fiscal years.
The National Assessment of Educational Progress (NAEP) is a nationally representative assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., basic, proficient, and advanced) and the participation of students with disabilities and English language learners is reported based on three levels (identified, excluded, and assessed). Detailed information regarding the NAEP results for each grade, performance level, and participation rate can be found on the National Assessment of Educational Progress Web page (Outside Source).
Note: Only a sample group of California's schools and districts participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. The NAEP reflects state test results and is not reflective of either the LEA or the individual school. Comparisons of student performance on the NAEP and student performance on the Standardized Testing and Reporting (STAR) Program assessments cannot be made without an understanding of the key differences between the two assessment programs. For example, the NAEP only assesses grades four, eight and twelve and for long-term trends assesses grades nine, thirteen, and seventeen. Additionally, the NAEP only provides state test results for grades four and eight. The California Standards Tests (CSTs) are based on a different set of standards than the NAEP assessments. For example, the NAEP is not aligned with California academic content and achievement standards and, therefore, does not necessarily reflect the curriculum and instruction to which students are exposed in the classroom. The NAEP assesses reading and writing separately, while the CSTs assess English-language arts (ELA), encompassing reading as well as writing conventions, spelling, and grammar. Scores on the CSTs and other assessments are not directly comparable to those on NAEP. The averages and percentages presented are estimates based on samples of students rather than on entire populations. Finally, the questions students respond to are only a sample of the knowledge and skills covered by the NAEP frameworks. Information on the differences between NAEP and CST can be found on the CDE National Assessment of Educational Progress (NAEP) Web page.
This table displays the scale scores and achievement levels on the National Assessment of Educational Progress Results for reading (2007) and mathematics (2009) for grades four and eight
Subject and Grade Level
Average Scale Score
State Percent at Achievement Level
National
Basic
Proficient
Advanced
Reading 2007, Grade 4
Reading 2007, Grade 8
20
Mathematics 2009, Grade 4
25
Mathematics 2009, Grade 8
This table displays the state and national participation rates on the National Assessment of Educational Progress for reading (2007) and mathematics (2009) for students with disabilities and/or English language learners for grades four and eight.
State Participation Rate
National Participation Rate
Students With Disabilities
English Language Learners
74
93
65
66
96
84
94
85