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

Executive Summary School Accountability Report Card, 2007-08
Pine Hill Elementary School
Address:	5230 Vance Ave. , Eureka CA 95503-6351	Phone:	707-443-4596
Principal:	Pam Olson	Grade Span:	K  - 6

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2007-08 school year, except the School Finances and School Completion data that are reported for the 2006-07 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

Pine Hill Elementary serves kindergarten through sixth grade and is part of the South Bay Union Elementary School District. It is located in Eureka, o the coast about 289 miles north of San Francisco. The school sits on a bluff overlooking Humboldt Bay and serves 231 students. Students come from the Elk River Valley and Pine Hill. It was a 2003 California Distinguished School and a Title I Academic Achievement School in 2004. The staff strives to be exemplary role models in nurtuting, caring, and cooperation. We at Pine Hill believe in social as well as academic responsibility.

Student Enrollment

Group	Percent
African American	2.63  %
American Indian or Alaska Native	7.02  %
Asian	6.14  %
Filipino	0.44  %
Hispanic or Latino	14.91  %
Pacific Islander	1.75  %
White (not Hispanic)	59.65  %
Multiple or No Response	7.46  %
Socioeconomically Disadvantaged	59  %
English Learners	12  %
Students with Disabilities	12  %

Total Number of students

228

Teachers

Indicator	Teachers
Teachers with full credential	12
Teachers without full credential	0
Teachers Teaching Outside Subject Area of Competence	0
Misassignments of Teachers of English Learners	0
Total Teacher Misassignments	0

School Facilities

Summary of Most Recent Site Inspection

Annual and monthly site facility evaluations are completed routinely. Facility issues identified are resolved.

Repairs Needed

All repairs performed as identified and needed.

Corrective Actions Taken or Planned

The District Facility Oversight Committee meets 3 times each year to discuss and plan for facility needs that may be identified.

Curriculum and Instructional Materials

Core Curriculum Areas	Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts	0%
Mathematics	0%
Science	0%
History-Social Science	0%
Foreign Language	0%
Health	0%
Visual and Performing Arts	0%
Science Laboratory Equipment (grades 9-12)	0%

School Finances

Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$6,030
District	$6,030
State	$5,300

Student Performance

Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	47%
Mathematics	51%
Science	56%
History-Social Science	NA

Academic Progress

Indicator	Result
2008 Growth API Score (from 2008 Growth API Report)	777
Statewide Rank (from 2007 Base API Report)	5
2008-09 Program Improvement Status (PI Year)	Not in PI

2007-08 School Accountability Report Card Report (SARC)

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the SARC Web site. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access

DataQuest

DataQuest is an online data tool that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

Contact Information (School Year 2008-09)

This section provides the schools contact information.

School		District
School Name	Pine Hill Elementary	District Name	South Bay Union Elementary
Street	5230 Vance Ave.	Phone Number	707-476-8549
City, State, Zip	Eureka , CA 95503-6351	Web Site	www.humboldt.k12.ca.us
Phone Number	707-443-4596	Superintendent	Marie Twibell
Principal	Pam Olson	E-mail Address	mtwibell@humboldt.k12.ca.us
E-mail Address	polson@humboldt.k12.ca.us	CDS Code	12-63032-6008163

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

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

School Description: Pine Hill School includes kindergarten through grade 6 in the South Bay Union Elementary School District. It is located on a bluff overlooking Humboldt Bay and serves children in Pine Hill and the Elk River Valley. Enrollment is 231.

A 2003 California Distinguished School and a 2004 Title I Academic Achievement School, Pine Hill has a staff consisting of twelve regular education teachers, an administrator, a resource teacher, a music teacher, a counselor,, a science teacher and a teacher for Gifted and Talented students.

We at Pine Hill School believe in social as well as academic responsibility. The staff strives to be exemplary role models of nurturing, caring and cooperation.

Mission Statement: Pine Hill School’s mission is to prepare today’s students to succeed in tomorrow’s world. We develop life-long learners by:

Ø providing a safe and nurturing environment

Ø ensuring students learn those skills in math and language necessary for success

Ø challenging students with technology and problem-solving

Ø promoting civic responsibility and global awareness

Opportunities for Parental Involvement (School Year 2007-08)

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

The goal of Pine Hill School is to create partnerships and support for our student body. Pine Hill Elementary offers numberous opportunities for parent involvement. Parents volunteer in the classroom, library and on fieldtrips. The principal offers annual volunteer training to assure that parents have success in their experiences at school. The PTO support student learning through annual grants to teachers and special projects. Parents serve on School Site Council and English Learner Advisory Committees and are welcome at all committee meetings.

Student Enrollment by Grade Level (School Year 2007-08)

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

Grade Level	Number of Students
Kindergarten	40
Grade 1	41
Grade 2	32
Grade 3	30
Grade 4	30
Grade 5	33
Grade 6	22
Grade 7	0
Grade 8	0
Ungraded Elementary	0
Grade 9	0
Grade 10	0
Grade 11	0
Grade 12	0
Ungraded Secondary	0
Total Enrollment	228

Student Enrollment by Group (School Year 2007-08)

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment
African American	2.63  %
American Indian or Alaska Native	7.02  %
Asian	6.14  %
Filipino	0.44  %
Hispanic or Latino	14.91  %
Pacific Islander	1.75  %
White (not Hispanic)	59.65  %
Multiple or No Response	7.46  %
Socioeconomically Disadvantaged	59  %
English Learners	12  %
Students with Disabilities	12  %

Average Class Size and Class Size Distribution (Elementary)

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

Grade Level	2005-06				2006-07				2007-08
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-20	21-32	33+		1-20	21-32	33+		1-20	21-32	33+
K	17.0	2			19.0	2			19.0	2
1	20.0	1			19.0	1			19.0	2
2	20.0	1			18.0	1			20.0	1
3	20.0	1			20.0	1			20.0	1
4	28.0		1		25.0		1
5									27.0		1
6	25.0		1						22.0		1
K-3	19.0	2			19.3	3			18.0	1
3-4									20.0	1
4-8	26.5		2		25.0		1		25.0		1
Other

III. School Climate

School Safety Plan (School Year 2007-08)

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

The school is continually updating the School Safety Plan. Staff has attended workshops at Humboldt County Office of Education.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School			District
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
Suspensions	0.0	2.1	0.06	0.0	4.1	0.0
Expulsions	0.0	0.0	0.0	0.0	0.0	0.0

IV. School Facilities

Facility Conditions and Planned Improvements (School Year 2008-09)

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

Pine Hill School modernized eight classrooms and two student restrooms in 2002-03. We are proud of our facilities and strive to provide an orderly, safe and pleasant environment for all the Pine Hill School community.

Safety inspections are performed on a regular basis and any problems are quickly addressed.

If you are interested in any further information regarding Pine Hill School’s facilities, you can call Mrs. Olson at (707) 443-4596.

School Facility Good Repair Status (School Year 2008-09)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected	Repair Status			Repair Needed and Action Taken or Planned
	Good	Fair	Poor
Gas Leaks	X
Mechanical Systems	X
Windows/Doors/Gates (interior and exterior)	X
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
Roofs	X
Overall Cleanliness	X

Overall Summary of School Facility Good Repair Status (School Year 2008-09)

This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected	Facility Condition
	Exemplary	Good	Fair	Poor
Overall Summary	X

V. Teachers

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the DataQuest Web site.

Teachers	School			District
	2005-06	2006-07	2007-08	2007-08
With Full Credential	12	11	12	40
Without Full Credential	0	0	0	1
Teaching Outside Subject Area of Competence	0	0	0	N/A

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator	2006-07	2007-08	2008-09
Misassignments of Teachers of English Learners	0	0	0
Total Teacher Misassignments	0	0	0
Vacant Teacher Positions	0	0	0

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

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the NCLB Web site.

Location of Classes	Percent of Classes In Core Academic Subjects
	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	100.0	0.0
All Schools in District	100.0	0.0
High-Poverty Schools in District
Low-Poverty Schools in District

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2007-08)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title	Number of FTE Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor
Library Media Teacher (Librarian)	1.24	N/A
Library Media Services Staff (paraprofessional)		N/A
Psychologist		N/A
Social Worker	.46	N/A
Nurse		N/A
Speech/Language/Hearing Specialist	.6	N/A
Resource Specialist (non-teaching)		N/A
Other		N/A

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2008-09)

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area	Quality, Currency, and Availability of Textbooks and Instructional Materials	Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
Reading/Language Arts	We have available sufficient materials for all students.	0%
Mathematics	We have available sufficient materials for all students	0%
Science	We have available sufficient materials for all students	0%
History-Social Science	We have available sufficient materials for all students	0%

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page and teacher salaries can be found on the Certificated Salaries and Benefits Web page.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site	$10,265	$4,475	$5,790	$56,659
District	N/A	N/A	$5,790	$58104
Percent Difference – School Site and District	N/A	N/A	0%	5%
State	N/A	N/A	$5300	$54322
Percent Difference – School Site and State	N/A	N/A	8%	2%

Types of Services Funded (Fiscal Year 2007-08)

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

Pine Hill School provides high quality standards-based instruction to all students in grades K-6.

Administration and staff meet regularly throughout the year to identify individual student needs and to provide targeted interventions. Administration, parents, teachers, students and classified staff have a strong commitment to educating the “whole child” and collaborate at regularly scheduled “family support meetings” to ensure that student success is supported.

Pine Hill School is a California Distinguished School, as well as a Title I Academic Achievement Award winner, that prides itself on providing a nurturing, challenging learning environment.

Reading Intervention Program: identified students are provided with targeted reading instruction by reading tutors either individually or in small groups.

English Language Learner Program: individual or small group targeted English instruction is given to identified students based on CELDT testing results.

Friendship Groups and Second Step Instructions: given by school counselor, and classroom teachers incorporate Second Step into their curriculum plans and school day.

After School Program: assists students with homework and provides recreational and enrichment activities.

Healthy Start Program: provides students and families additional support including dental exams and dental services.

Math Interventions: for grades 4-6 students: a math tutor works with small groups utilizing the Accelerated Math Program and other research-based materials.

Teacher and Administrative Salaries (Fiscal Year 2006-07)

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found on the Certificated Salaries and Benefits Web page.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$39303	$37322
Mid-Range Teacher Salary	$51290	$53824
Highest Teacher Salary	$61690	$67700
Average Principal Salary (Elementary)	$0	$85507
Average Principal Salary (Middle)	$0	$91421
Average Principal Salary (High)	$0	$
Superintendent Salary	$88000	$104993
Percent of Budget for Teacher Salaries	38.1 %	37.6 %
Percent of Budget for Administrative Salaries	5.7 %	6.4 %

IX. Student Performance

California Standards Tests

The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page.

CST Results for All Students - Three-Year Comparison

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

Subject	School			District			State
	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08	2005-06	2006-07	2007-08
English-Language Arts	38	42	47	36	38	41	42	43	46
Mathematics	41	41	51	38	36	37	40	40	43
Science	25	47	56	33	40	50	35	38	46
History-Social Science					6	24	33	33	36

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

CST Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
	English-Language Arts	Mathematics	Science	History-Social Science
African American	*	*	*
American Indian or Alaska Native	18	45	*
Asian	*	*	*
Filipino	*	*	*
Hispanic or Latino	37	41	*
Pacific Islander	*	*	*
White (not Hispanic)	48	49	63
Male	44	52	43
Female	51	49	64
Economically Disadvantaged	41	43	46
English Learners	28	39	*
Students with Disabilities	17	11	*
Students Receiving Migrant Education Services	*	*	*

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California Physical Fitness Test Results (School Year 2007-08)

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting the healthy fitness zone on all six fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the Physical Fitness Testing Web page.

Grade Level	Percent of Students Meeting Healthy Fitness Zones
5	27.8
7	0
9	0

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

X. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the API Web page.

API Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank	2005	2006	2007
Statewide	5	4	5
Similar Schools	1	1	1

"N/A"	means a number is not applicable or not available due to missing data.
"*"	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	6008163
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

API Changes by Student Group – Three-Year Comparison

This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group	Actual API Change			Growth API Score
	2005-06	2006-07	2007-08	2008
All Students at the School	-3	28	27	777
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)	-5	18	30	778
Socioeconomically Disadvantaged	1	43	20	751
English Learners
Students with Disabilities

"N/A"	means a number is not applicable or not available due to missing data.
"*"	means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2007 or 2008. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
"A"	means the school or subgroups scored at or above the statewide performance target of 800 in 2008.
"B"	means the school did not have a valid 2007 Base API and will not have any growth or target information.
"C"	means the school had significant demographic changes and will not have any growth or target information.
"D"	means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools.
"E"	indicates this school was an ASAM school in the 2007 Base API Report and has no target information even though the school is no longer an ASAM school.

Adequate Yearly Progress

The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics

Percent proficient on the state's standards-based assessments in ELA and mathematics

API as an additional indicator

Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the AYP Web page.

AYP Overall and by Criteria (School Year 2007-08)

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	Yes	No
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	Yes	Yes
Percent Proficient - Mathematics	Yes	No
API	Yes	Yes
Graduation Rate	N/A	N/A

Federal Intervention Program (School Year 2008-09)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the AYP Web page.

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

XI. School Completion and Postsecondary Preparation

Admission Requirements for California Public Universities

University of California

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

California State University

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

Dropout Rate and Graduation Rate

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

Indicator	School			District			State
	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07	2004-05	2005-06	2006-07
Dropout Rate (1-year)						18.0	3.1	3.5	4.4
Graduation Rate				86.7			85.0	83.0	79.5

XII. Instructional Planning and Scheduling

Professional Development

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.

Professional development for all staff is traditionally done during the 3 pre-service days in the fall. The district provides support and consultation for staff development requests by all staff. The PAR Committee plans for professional staff development that meets the identified needs of the district and individual teachers. We have been focused on writing and improving instructional strategies in this area.