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Brooks Elementary School in Windsor, CA
(04-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 28
Address
 750 Natalie Dr.
Windsor, CA 95492
Telephone
(707) 837-7717
(make sure to verify first before calling)
City-data.com school rating
28
Students
459
Classroom Teachers (FTE)
18.8
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
146
Reduced-price lunch
eligible students
18
School district
Windsor Unified
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
Windsor Oaks Academy (0.5 miles):

65
Windsor High (1.1 miles):

64
Cali Calmecac Language Academy (0.9 miles):

51
Windsor Creek Elementary (0.9 miles):

42
Sonoma County Alternative Education Programs (3.2 miles):

38
Windsor Middle (0.8 miles):

35
Brooks Elementary School:

28
Sonoma County Court (3.2 miles):

26
Sonoma County Special Education (3.3 miles):

3
Brooks Elementary School rating compared to average state, county and city schools ratings:
California:

46
Sonoma County:

50
Windsor:

48
Brooks Elementary School:

28

Students & Teachers


Total enrollment:
Enrollment in 2016: 459
Enrollment in 2015: 531
Enrollment in 2014: 536
Enrollment in 2013: 558
Enrollment in 2012: 537
Enrollment in 2011: 528
Enrollment in 2010: 555
Enrollment in 2009: 531
Enrollment in 2008: 502
Enrollment in 2007: 512
Enrollment in 2006: 520
Enrollment in 2005: 540
Enrollment in 2004: 504
Enrollment in 2003: 509
Enrollment in 2002: 521
Enrollment in 2001: 508
Enrollment in 2000: 492
Enrollment in 1999: 696

Brooks Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG04G05Total
All students215244459
Female students112119231
Male students103125228
American Indian/Alaska Native students325
Asian students7512
Hispanic students82117199
Black students314
White students115108223
Two or More Races students51116

Enrollment by grade:
4th grade enrollment: 215
5th grade enrollment: 244

Brooks Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 231 (50.3%)
School:

50.3%
California:

49.4%
Male enrollment: 228 (49.7%)
Brooks Elementary School:

49.7%
State:

49.6%

Brooks Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 5 (1.1%)
School:

1.1%
California:

1.0%
Asian enrollment: 12 (2.6%)
Here:

2.6%
California:

9.4%
Hispanic enrollment: 199 (43.4%)
Brooks Elementary School:

43.4%
State:

46.0%
Black enrollment: 4 (0.9%)
School:

0.9%
State:

6.1%
White enrollment: 223 (48.6%)
Here:

48.6%
State:

28.3%
Two or More Races enrollment: 16 (3.5%)
Brooks Elementary School:

3.5%
State:

4.5%

Brooks Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 164 (35.7%)
School:

35.7%
California:

61.2%
Free lunch eligible students: 146 (31.8%)
Brooks Elementary School:

31.8%
California:

52.8%
Reduced-price lunch eligible students: 18 (3.9%)
Brooks Elementary School:

3.9%
California:

8.6%

Brooks Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 18.8

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 3
Number of FTE security guards: 0
Number of FTE nurses: 0.3
Number of FTE psychologists: 0.8

Student/Teacher Ratio
Brooks Elementary School:

24.4
California:

22.8

Brooks Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,454,667
  • Full-time Equivalency Count of Teachers: 19.3 (Salary Expenditures: $1,123,825)
  • Full-time Equivalency Count of Instructional Aides: 0.8 (Salary Expenditures: $11,910)
  • Full-time Equivalency Count of Support Services Staff: 1.3 (Salary Expenditures: $29,240)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $88,831)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $1,760
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,790,350
  • Salary Expenditures for Teachers: $1,361,613
  • Full-time Equivalency Count of Instructional Aides: 2.2 (Salary Expenditures: $38,151)
  • Full-time Equivalency Count of Support Services Staff: 3.3 (Salary Expenditures: $105,267)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $88,831)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $10,112

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic91
  • Asian4
  • White2
  • IDEA25
Students Enrolled in LEP Programs: 97 (male: 43, female: 54)
  • Hispanic: 91 (male: 41, female: 50)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 25 (male: 14, female: 11)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 73 (male: 47, female: 26)
  • Hispanic: 38 (male: 25, female: 13)
  • White: 35 (male: 22, female: 13)
  • Limited English Proficiency (LEP): 23 (male: 13, female: 10)
Students with disabilities served under Section 504: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)

Gifted and Talented:
Show data for

(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic10
  • American Indian2
  • Asian2
  • White34
  • Multirace4
  • IDEA4
Gifted and Talented Student Enrollment: 52 (male: 25, female: 27)
  • Hispanic: 10 (male: 5, female: 5)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • White: 34 (male: 14, female: 20)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
School:

113.3
State:

84.3

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)
Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.

    ELA Standard Met and Above

  • All37%
  • Males34%
  • Females41%
  • Hispanic19%
  • White26%
ELA students tested: 460
ELA students with scores: 459

Percentage Standard Met and Above:

37%
State:

49%

Standard Not Met: 41.2%
Standard Nearly Met: 21.6%
Standard Met: 22.9%
Standard Exceeded: 14.4%

All Grades:
41.2%
21.6%
22.9%
14.4%
4th Grade: (Mean Scale Score: 2435.0, Students tested: 243, Standard Not Met: 42.1%, Nearly Met: 19.8%, Met: 23.1%, Exceeded: 14.9%)
42.1%
19.8%
23.1%
14.9%
5th Grade: (Mean Scale Score: 2466.3, Students tested: 217, Standard Not Met: 40.1%, Nearly Met: 23.5%, Met: 22.6%, Exceeded: 13.8%)
40.1%
23.5%
22.6%
13.8%

Brooks Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All28%
  • Males30%
  • Females27%
  • Hispanic13%
  • White22%
Math students tested: 463
Math students with scores: 463

Percentage Standard Met and Above:

28%
California:

38%

Standard Not Met: 36.7%
Standard Nearly Met: 35.0%
Standard Met: 19.4%
Standard Exceeded: 8.9%

All Grades:
36.7%
35.0%
19.4%
8.9%
4th Grade: (Mean Scale Score: 2444.9, Students tested: 245, Standard Not Met: 32.6%, Nearly Met: 34.7%, Met: 24.1%, Exceeded: 8.6%)
32.6%
34.7%
24.1%
8.6%
5th Grade: (Mean Scale Score: 2465.2, Students tested: 218, Standard Not Met: 41.3%, Nearly Met: 35.3%, Met: 14.2%, Exceeded: 9.2%)
41.3%
35.3%
14.2%
9.2%

Brooks Elementary School - Math Area Achievement Levels (all grades)


Paper-based CAASPP:
Show data for

(State average from 9,784 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

CST Science students tested: 221
CST Science students with scores: 221

Percentage At Or Above Proficient:

49%
California:

54%

Percentage Far Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 14.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 32.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 40.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 9.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 347.2, Students tested: 221, Far Below Basic: 5.0%, Below Basic: 14.0%, Basic: 32.0%, Proficient: 40.0%, Advanced: 9.0%)
5.0%
14.0%
32.0%
40.0%
9.0%
CMA Science students tested: 18
CMA Science students with scores: 18

Percentage At Or Above Proficient:

67%
California:

38%

Percentage Far Below Basic: -1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 6.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 28.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 44.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 22.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 371.1, Students tested: 18, Far Below Basic: -1.0%, Below Basic: 6.0%, Basic: 28.0%, Proficient: 44.0%, Advanced: 22.0%)
-1.0%
6.0%
28.0%
44.0%
22.0%

The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
5th grade: (Students tested: 206, Needs Improvement - High Risk: 51.9%, Needs Improvement: 44.2%, Healthy Fitness Zone: 3.9%)
51.9%
44.2%
3.9%
Body Composition:
5th grade: (Students tested: 206, Needs Improvement - High Risk: 57.3%, Needs Improvement: 26.2%, Healthy Fitness Zone: 16.5%)
57.3%
26.2%
16.5%
Abdominal Strength:
5th grade: (Students tested: 206, Needs Improvement - High Risk: 83.0%, Needs Improvement: 17.0%, Healthy Fitness Zone: 0.0%)
83.0%
17.0%
Trunk Extension Strength:
5th grade: (Students tested: 206, Needs Improvement - High Risk: 87.9%, Needs Improvement: 12.1%, Healthy Fitness Zone: 0.0%)
87.9%
12.1%
Upper Body Strength:
5th grade: (Students tested: 206, Needs Improvement - High Risk: 66.0%, Needs Improvement: 34.0%, Healthy Fitness Zone: 0.0%)
66.0%
34.0%
Flexibility:
5th grade: (Students tested: 206, Needs Improvement - High Risk: 53.9%, Needs Improvement: 46.1%, Healthy Fitness Zone: 0.0%)
53.9%
46.1%

California English Language Development Test:
Show data for

(State average from 9,932 schools)
Students in kindergarten through grade twelve whose home language is not English are required by law to take an English skills test. In California, the test is called the California English Language Development Test (CELDT).

Brooks Elementary School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 96
Number of students who met CELDT criterion: 29

Students who met CELDT criterion:

30.0%
State:

34.0%
Grade 4:
Student Count: 48
Number of students who met CELDT criterion: 11

Students who met CELDT criterion:

23.0%
California:

37.0%
Listening Mean Scale Score:

487.5
State:

509.2
Reading Mean Scale Score:

484.9
California:

490.7
Speaking Mean Scale Score:

495.6
California:

515.2
Writing Mean Scale Score:

496.5
State:

502.2
Grade 5:
Student Count: 48
Number of students who met CELDT criterion: 18

Students who met CELDT criterion:

38.0%
California:

48.0%
Listening Mean Scale Score:

517.3
California:

533.7
Reading Mean Scale Score:

511.1
California:

514.0
Speaking Mean Scale Score:

508.0
California:

530.0
Writing Mean Scale Score:

513.7
California:

519.1

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Brooks Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

99.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace95
  • SED99
  • LEP99
  • With Disabilities100
  • Hispanic: 100% (tested 202 out of 203 enrolled)
  • American Indian / Alaska Native: 100% (tested 5 out of 5 enrolled)
  • Asian: 100% (tested 9 out of 9 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 4 out of 4 enrolled)
  • White: 100% (tested 219 out of 220 enrolled)
  • Two or More Races: 95% (tested 16 out of 17 enrolled)
  • Socioeconomic Disadvantaged: 99% (tested 178 out of 179 enrolled)
  • English Learners: 99% (tested 123 out of 124 enrolled)
  • Students with Disabilities: 100% (tested 92 out of 92 enrolled)

Math Participation Rate
Here:

100.0%
California:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace95
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 206 out of 206 enrolled)
  • American Indian / Alaska Native: 100% (tested 5 out of 5 enrolled)
  • Asian: 100% (tested 9 out of 9 enrolled)
  • Filipino: 100% (tested 2 out of 2 enrolled)
  • Black: 100% (tested 4 out of 4 enrolled)
  • White: 100% (tested 219 out of 220 enrolled)
  • Two or More Races: 95% (tested 16 out of 17 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 181 out of 181 enrolled)
  • English Learners: 100% (tested 127 out of 127 enrolled)
  • Students with Disabilities: 100% (tested 92 out of 92 enrolled)

Health & Safety


Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Brooks Elementary School:

4.4
State:

27.2

Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic31
  • Black2
  • White31
  • Multirace2
  • LEP7
  • IDEA16
  • 5042
Chronic Student Absenteeism: 66 (male: 31, female: 35)
  • Hispanic: 31 (male: 14, female: 17)
  • Black: 2 (all female)
  • White: 31 (male: 17, female: 14)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

143.8
California:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
School days missed due to out-of-school suspension: 12 (all male)
  • Hispanic: 2
  • White: 10
  • Individuals With Disabilities Education Act (IDEA): 1
Instances of out-of-school suspension (Students without disabilities): 3

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here:

6.5
California:

84.8
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 1

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Brooks Elementary School:

2.2
State:

28.1
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2

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