Fammatre Elementary School

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1 Fammatre Elementary School Published During Fammatre Elementary Contact Information (School Year ) 2800 New Jersey Ave. San Jose, CA (408) Principal: Contact Address: Mrs. Kristi Schwiebert, Principal County-District-School (CDS) Code: Cambrian Elementary Contact Information (School Year ) (408) Superintendent: Contact Address: Carrie Andrews

2 Every school in California is required by state law to publish a (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at 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., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access I. Data and 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 may 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. Additional Information For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page at District Contact Information - Most Recent Year II. About This School District Name Cambrian Elementary Phone Number (408) Superintendent Address Web Site Carrie Andrews School Contact Information - Most Recent Year School Name Street Fammatre Elementary 2800 New Jersey Ave. City, State, Zip San Jose, CA Phone Number (408) Principal Address Web Site Mrs. Kristi Schwiebert, Principal County-District-School (CDS) Code /17/2015 Powered by SchoolCity, Inc Page 2 of 12

3 School Description and Mission Statement Most Recent Year Fammatre Charter Elementary School, named a 2008 California Distinguished School, is an outstanding school that values academic excellence, enjoys parental and community support, and produces well-prepared students with a 2009 API of 913. Located in west San Jose, bordering Los Gatos and Campbell, Fammatre serves approximately 480 students in grades K -5. A safe, warm learning environment is evident as one enters the beautifully landscaped campus. At Fammatre School we believe that all our students can learn, grow, and experience success in school. We believe that children learn best when they are taught in ways that address their learning styles, and that a positive, safe learning environment fosters successful student achievement. We encourage individual dignity, self-esteem, self-responsibility, and a sense of belonging to the school and community. Our hope is that our teaching will help students become productive citizens who will use the skills we teach them throughout their lives. Vision Statements Our District has high standards where success for all is expected and achieved. Our District models global citizenship teaching real world connections and practical applications. All students achieve in a variety of ways to meet social and academic goals. Collaboration is evident in all facets of our school community. Learning occurs in a safe, comfortable and state for their education. of the art environment conducive for all. Quality teaching is deliberate and by design. school environment. Everyone is a role model for life long learning. Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Transitional Kindergarten Kindergarten 118 Grade 1 78 Grade 2 78 Grade 3 87 Grade 4 86 Grade 5 89 Total Enrollment 536 Student Enrollment by Student Group (School Year ) Group Percent of Total Enrollment Black or African American 2.6 American Indian or Alaska Native 0.7 Asian 17.9 Filipino 3 Hispanic or Latino 20.7 Native Hawaiian/Pacific Islander 1.1 White 47.6 Two or More Races 4.7 Socioeconomically Disadvantaged 18.3 English Learners 16.8 Students with Disabilities 8.4 3/17/2015 Powered by SchoolCity, Inc Page 3 of 12

4 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Teachers School School School District With Full Credential Without Full Credential Teaching Outside Subject Area of Competence (with full credential) Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions Note: "Misassignments" refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School All Schools in District High-Poverty Schools in District 0 0 Low-Poverty Schools in District Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials Most Recent Year This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected:january --- 3/17/2015 Powered by SchoolCity, Inc Page 4 of 12

5 Subject Textbooks and instructional materials/year of adoption From most recent adoption? Percent students lacking own assigned copy Reading/Language Arts Sufficient Houghton Mifflin 0% Mathematics Sufficient Pearson 0% Science Sufficient FOSS 0% History-Social Science Sufficient Houghton Mifflin 0% Foreign Language 0% Health 0% Visual and Performing Arts 0% Science Laboratory Equipment (grades 9-12) 0% School Facility Conditions and Planned Improvements - Most Recent Year The schools are situated on sites of 10 acres or more with classroom size at least 960 square feet in dimension. Each school has a separate staff room with adult restrooms and kitchenette facilities. Playscapes have been replaced and upgraded to code over the past 4 years at the elementary school sites. Common areas for students to enjoy at break and lunch have been improved. Fammatre School is well maintained by a staff of custodians who are assigned to the school. They maintain cleanliness and support the facility in many ways. They are supplemented by district staff who regularly assist in building maintenance. Custodians assure jobs are completed in a timely manner through an automated work order system. Learning is enhanced by improved lighting output at lower consumption rates. Fire alarm systems are regularly maintained at strict state standards. Heating and cooling systems are being added or upgraded in the summer of Fammatre School is well maintained by a staff of custodians who are assigned to the school. They provide cleanliness and support of the facility in many ways. They are supplemented by district staff who regularly assist in building maintenance. They assure jobs are completed in a timely manner through an automated work order system. Learning is enhanced by improvement in lighting output at lower consumption rates. Fire alarm systems are maintained at strict state standards. Heating and cooling systems were added or upgraded in the summer of Cambrian is extremely proud of our technology infrastructure. Our present ratio of students to computers is 3:2. Students have computers available in their classroom. Computers are networked and linked to the internet. There is a district wide technology specialist available to the schools and additional support from teacher representatives at each site who assist fellow teachers with any problems or questions that might occur. There is a districtwide technology plan to guide decisions. In 2010 Fammatre purchased a Computer on Wheels with 31 notebooks that have internet access. Additional work during the summer of 2006 was completed on the infrastructure, including electrical and plumbing. All classrooms were renovated and a new office is due for completion in January, School Facility Good Repair Status Most Recent Year Using the most recent FIT data (or equivalent), provide the following: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The Overall Rating 3/17/2015 Powered by SchoolCity, Inc Page 5 of 12

6 System Inspected Good Fair Poor Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Facility Rate - Most Recent Year Repair Needed and Action Taken or Planned Overall Rating Exemplary Good Fair Poor B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); The Academic Performance Index; and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All Students in Science Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject School District State Science (grades 5, 8, and 10) 84% 72% 83% 82% 82% 85% 60% 59% 60% Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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. 3/17/2015 Powered by SchoolCity, Inc Page 6 of 12

7 California Assessment of Student Performance and Progress Results by Student Group in Science (School Year ) Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 85% All Students at the School 83% Male 87% Female 78% Black or African American American Indian or Alaska Native Standardized Testing and Reporting Results for All Students Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject School District State English-Language Arts 74% 76% 67% 73% 76% 74% 54% 56% 55% Mathematics 78% 79% 71% 69% 71% 68% 49% 50% 50% History-Social Science 69% 69% 75% 48% 49% 49% Note: STAR Program was last administered in Percentages are not calculated 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. Academic Performance Index Ranks Three-Year Comparison Asian 87% Filipino Hispanic or Latino 83% Native Hawaiian or Pacific Islander White 88% Two or More Races Socioeconomically Disadvantaged 80% English Learners Students with Disabilities Students Receiving Migrant Education Services Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10. 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. API Rank Statewide Similar Schools Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. 3/17/2015 Powered by SchoolCity, Inc Page 7 of 12

8 Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change Actual API Change Actual API Change All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there is no Growth or target information. State Priority: Other Pupil Outcome The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education. California Physical Fitness Test Results (School Year ) Grade Level Percent of Students Meeting Four of Six Fitness Standards Percent of Students Meeting Five of Six Fitness Standards Percent of Students Meeting Six of Six Fitness Standards % 23.9% 22.7% 7 9 Note: Percentages are not calculated 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. C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement Most Recent Year Student led conferences (grades 4-5), math workshops, classroom volunteers, and event coordinators/supporters bring families into partnership with the school. 3/17/2015 Powered by SchoolCity, Inc Page 8 of 12

9 The Home and School Club brings parents, students, and our community together for a variety of activities. These include events such as our Fall Festival, Father/Daughter Dance, Walk-a-Thons, field trips, and dining out events. Parents help in our classrooms as Arts Vista Volunteers. Several clubs are active at school, including the Girl Scouts and Boy Scouts, and parents volunteer to coordinate a number of after school activities such as art programs. Parents become involved during our Back To School and Open House evenings and we have occasional evening assemblies that bring the community together. Finally, events such as our music program and Science Fair provide additional times for the community to participate in our program. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. Suspensions and Expulsions Rate* School District State Suspensions Expulsions School Safety Plan Most Recent Year Cambrian is a small school district with a long history of creating a safe learning environment. Absenteeism is less than 4% a year; suspensions are less than 1% for the school. Students are aware of safety plans should emergencies arise and they complete practice drills often. Cambrian works with other agencies to provide a safe environment, which promotes learning. In addition, the school is sensitive and proactive about medically sensitive issues, such a peanut allergies, and trains staff on how to manage such situations. D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District Made AYP Overall Met Participation Rate - English-Language Arts Met Participation Rate - Mathematics Met Percent Proficient - English-Language Arts Met Percent Proficient - Mathematics Met Graduation Rate 3/17/2015 Powered by SchoolCity, Inc Page 9 of 12

10 Federal Intervention Program (School Year ) Program Improvement Status Indicator School District First Year of Program Improvement Year in Program Improvement* Year 3 Number of Schools Currently in Program Improvement 3 Percent of Schools Currently in Program Improvement 100% Note: Cells with NA values do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. Average Class Size and Class Size Distribution (Elementary) In PI Grade Level Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* K Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Academic Counselors and Other Support Staff (School Year ) Academic Counselor Title Counselor (Social/Behavioral or Career Development Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non - teaching) Other Note: Cells with values do not require data. Number of FTE* Assigned to School Average Number of Students per Academic Counselor * One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. 3/17/2015 Powered by SchoolCity, Inc Page 10 of 12

11 Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic/ Unrestricted) Average Teacher Salary School Site District $74,014 Percent Difference School Site and District State $4,690 $67,289 Percent Difference School Site and State Note: Cells with values do not require data. Types of Services Funded (Fiscal Year ) After School Homework Center (before/after school tutorials) Response to Intervention English Language Instructor Art Vista Coordinator Music (includes band and choir) Technology Library PE (4th and 5th grade) Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $51,302 $41,535 Mid-Range Teacher Salary $71,905 $64,101 Highest Teacher Salary $89,903 $82,044 Average Principal Salary (Elementary) $109,673 $104,336 Average Principal Salary (Middle) $116,035 $107,911 Average Principal Salary (High) $0 $102,488 Superintendent Salary $175,000 $155,309 Percent of Budget for Teacher Salaries 46% 41% Percent of Budget for Administrative Salaries 6% 6% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Professional Development Most Recent Three Years This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. Staff development is designed in our primary areas of focus: Common Core Curriculum shift, English Learner instruction, questioning for critical thinking, and math. Using CCCS assessments, professional development is aligned with district,school,and/or individual professional needs to ensure teachers have the adequate background, skills, and materials they need to support student learning. When new programs are introduced (e.g. math, science or language arts), specific time is dedicated to staff development to ensure the even and effective implementation of the program. (10 days including 2 hour early release days) 3/17/2015 Powered by SchoolCity, Inc Page 11 of 12

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