PA Walsh STEAM Academy School

Transcription

1 PA Walsh STEAM Academy School Published During PA Walsh STEAM Academy Contact Information (School Year ) 353 West Main Ave. Morgan Hill, CA (408) Principal: Teresa Sermersheim, Interim Principal Contact Address: County-District-School (CDS) Code: Morgan Hill Unified Contact Information (School Year ) (408) Superintendent: Steve Betando Contact Address:

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 Morgan Hill Unified Phone Number (408) Superintendent Address Web Site Steve Betando betandos@mhusd.org School Contact Information - Most Recent Year School Name Street PA Walsh STEAM Academy 353 West Main Ave. City, State, Zip Morgan Hill, CA Phone Number (408) Principal Address Web Site Teresa Sermersheim, Interim Principal sermersheimt@mhusd.org County-District-School (CDS) Code /21/2015 Powered by SchoolCity, Inc Page 2 of 14

3 School Description and Mission Statement Most Recent Year P.A. Walsh Elementary is located in the heart of Morgan Hill. The school began educating the children of Morgan Hill in Our commitment to learning throughout the generations has given us a tie to the community that is unique to our small town atmosphere. The students at Walsh have been given wonderful learning tools, including two computer labs for technology enhanced instruction. The mission of the P.A. Walsh is to provide community-oriented learning experiences, which are centered on a rigorous curriculum and authentic learning opportunities that inspire innovation, inquiry, critical thinking and academic excellence; preparing students for personal and professional success. This mission is based on the following core values and beliefs: empowerment, equitable access, innovative curiosity, collaboration and diversity. In class and after-school intervention classes for identified students provide supplemental learning opportunities. Our GATE program identifies students who can benefit from enrichment and accelerated learning opportunities. Grades 1-6 are making strong use of our technology on site through the Accelerated Reader program and visual supports using document cameras and interactive white boards (i.e. power point, slide show presentations, and video learning accessed through the EdZONE site from the Santa Clara County Office of Education). P.A. Walsh participates in the After School Education and Safety (A.S.E.S.) Program which partners our school and the local Y.M.C.A. to provide homework support, safe after school supervision and a nutritious meal to our students. Each year, up to 90 students attend the after-school YMCA program which includes a supper, homework assistance, physical fitness and enrichment activities. The program operates after school each day from 2:30 p.m. until 6:00 p.m. and is free of charge to the families. Student achievement continues to be our primary focus at Walsh. We are supporting growth through reading intervention, SMART goal development in Math and English Language Arts and the implementation of the following programs for ELD: Systematic ELD and English 3D. Teachers collaborate regularly using summative data (i.e. CST) and formative data (i.e. district benchmarks) to monitor student learning and design instruction to meet differentiated needs. Students are provided with a variety of opportunities for involvement in activities that foster leadership skills and character development. Students are also encouraged and guided to participate in Student Council, Safety Patrol, Expect Respect and the Science Fair. The Expect Respect student leadership group involves students in taking on leadership roles to promote safety and a positive school culture. Walsh also has a monthly College Day lesson that is implemented school-wide. Each classroom conducts a lesson designed to help students understand the various pathways to college, guide students in how to set and achieve goals and connect with the opportunities that higher education provides. Walsh has a dedicated staff of educational professionals working with students each day. The staff, community volunteers, and after-school program personnel support the students with an approach to learning that is sensitive to the needs of each child. GATE students are identified based on multiple criteria: Intellectual, Specific Academic, High Achievement, Creativity, Leadership, and Visual and Performing Arts. We use standardized test results as well as anecdotal data to assess students. The core curriculum is differentiated and based on the challenging state standards. A description of each student s differentiated course of study is delineated on the Individualized Program Design that is developed during the fall parent conference. Advanced students in kindergarten through grade three are served within the classroom program. Teachers work with the GATE site coordinator to offer resources for advanced-level work and extensions to the core curriculum. Walsh is in its fifth year offering a full day kindergarten and transitional program. We are currently one of the few sites in Morgan Hill with a full day program. The results have been positive. Many kindergarten students make over one year of growth and exit kindergarten performing at a level that is beyond grade level standards. We have a full-time Resource Specialist Program (RSP) teacher and two instructional assistants who work with our special education students. We have a speech therapist 3.5 days a week and a psychologist 2.5 days a week. Resource students stay in the regular classroom as much as possible, some come to the RSP classroom to work in small groups or individually in the area of need. In the regular classroom they receive accommodations according to their Individualized Education Plan (IEPs). Examples include extended time on tests, sitting close to the teacher, or less homework. Our resource students have mild to moderate learning differences such as visual or auditory processing problems or language delays. We have two Special Day Classes (SDC) for students requiring more support. These classes are staffed by highly trained teachers and instructional assistants. All special education students participate in school-wide activities, field trips, assemblies, Science Camp and other mainstreaming opportunities as are determined appropriate by their IEP team. All of our teachers are DELETE Cross-cultural Language and Academic Development (CLAD) certified with the proper authorization to support the instructional needs of English Learners. Teachers work with ELs in small groups according to their language proficiency level. All ELs receive daily English Language Development (ELD) for minutes every day. English Learners are grouped according to their CELDT levels, CST data and teacher feedback. All of teachers have participated in training that addresses ways to present subject matter to English Learners, and have completed ELD training for ELD. We encourage the parents of English learners to join our English Learner Advisory Council (ELAC). We depend on the ELAC to provide guidance and feedback to help improve and expand services to English Learners, as this subgroup of students continues to grow. 1/21/2015 Powered by SchoolCity, Inc Page 3 of 14

4 Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Transitional Kindergarten 25 Kindergarten 66 Grade 1 66 Grade 2 99 Grade 3 89 Grade 4 83 Grade 5 74 Grade 6 70 Total Enrollment 572 Student Enrollment by Student Group (School Year ) Group Percent of Total Enrollment Black or African American 2.9 American Indian or Alaska Native 0.2 Asian 3.4 Filipino 1.2 Hispanic or Latino 83.3 Native Hawaiian/Pacific Islander 0 White 8.8 Two or More Races 0.2 Socioeconomically Disadvantaged 81.7 English Learners 57.2 Students with Disabilities 9.5 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. 1/21/2015 Powered by SchoolCity, Inc Page 4 of 14

5 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 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. 1/21/2015 Powered by SchoolCity, Inc Page 5 of 14

6 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 2015 Subject Reading/Language Arts Mathematics Science Textbooks and instructional materials/year of adoption Engage NY, Grades TK-6 Language Arts (TK-2: Core Knowledge, gr 3-6 Expeditionary Learning) Engage NY, Grades TK-6 Mathematics (Eureka Math) MacMillian-McGraw Hill CA Science Glencoe/McGraw Hill Focus On Science Series From most recent adoption? Percent students lacking own assigned copy yes 0% yes 0% yes 0% History-Social Science Houghton Mifflin Social Science Series McDougal Littell CA Middle School Social Studies Series yes 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 Our school campus is 60 years old. We have had repairs on HVAC and our roofs to keep on top of aging equipment. Each classroom is cleaned every other day, and the restrooms are cleaned every day. District maintenance removes graffiti, and maintains landscaping on a regular weekly schedule. Although our campus is an older facility, our custodial staff maintains it meticulously. The Maintenance, Grounds and Custodial staff continue to work together to provide a safe, clean and well maintained learning environment to help support student achievement. As part of the Measure G Bond, In the summer of 2014 Walsh received a technology infrastructure upgrade which included campus wide WiFi, a new phone system, a new clock/public address system. The site is also a 1:1 campus which means every student has access to either a tablet or chrome book. The campus also received a full modernization from the flooring to the restrooms. A new drop off and parking is scheduled for the summer of 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 1/21/2015 Powered by SchoolCity, Inc Page 6 of 14

7 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) 52% 51% 36% 64% 66% 68% 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. 1/21/2015 Powered by SchoolCity, Inc Page 7 of 14

8 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 68% All Students at the School 36% Male 41% Female 30% Black or African American American Indian or Alaska Native Asian Filipino 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 41% 45% 42% 57% 59% 59% 54% 56% 55% Mathematics 38% 53% 50% 46% 48% 49% 49% 50% 50% History-Social Science 54% 58% 60% 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 Hispanic or Latino 34% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged 33% English Learners 19% 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. 1/21/2015 Powered by SchoolCity, Inc Page 8 of 14

9 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 % 15.7% 12.9% 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 There are many ways for parents to participate in the life of our school, and we depend on parents to keep our programs running smoothly. 1/21/2015 Powered by SchoolCity, Inc Page 9 of 14

10 For several years, the Latino community responded in a positive way to a call to bring the "Los Dichos" program to Walsh. Many Latino parents read in classrooms on a regular basis as a way to bridge the cultural divide between customs in Latin America and the United States. Last year, we added another Project Cornerstone program and implemented the ABC Readers program at Walsh. Through direct parent involvement, parents come to classrooms and read a story each month that helps the students understand and grow in a character trait, such as respect, honesty, cooperation or courage. Additionally, parents can be elected to the School Site Council (SSC), which collaborates with administration and staff to develop and monitor the school plan with the aim of improving the academic performance of all students to meet performance goals, including API and AYP. Parents of English Learners are vital partners in all school efforts. EL parents comprise the school's ELAC: English Learner Advisory Council and provide feedback to school staff and the SSC in all decisions, including the school plan and school budget. This year 70 Spanish speaking parents participated in the PIQE program which provided 9 sessions of learning about how to navigate school programs and support children toward college or career readiness. The Home and School Club coordinates all school fundraisers, which provide funds for field trips, classroom projects, supplies and assemblies. We ask all parents to attend Back-to-School Night in the fall, Open House in the spring, and parent-teacher conferences in November. We will continue to reach out to parents and encourage families to grow in their participation at school as active members of the school community. 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 P.A. Walsh School has a long history of creating a safe learning environment. Staff monitors the school grounds before and after school as well as at recess and at lunchtime. The principal conducts assemblies in the Fall and again in the Spring to inform students of school safety rules and expectations. Teachers regularly review the rules for safe, responsible behavior in school and on the playground. Walsh has a closed campus that is fully fenced-in. Visitors must enter the school through the main door and sign in at the office, where they receive a visitor s badge to wear throughout their stay. All staff has been trained to ask any person without a badge to return to the office. We review our School Safety Plan each year. The plan includes procedures for emergencies, exit routes, and inventories of emergency supplies. We share the plan with staff during a school-wide staff meeting. We practice fire drills monthly, earthquake drills four times a year, and hold trainings for staff on emergency preparedness. 1/21/2015 Powered by SchoolCity, Inc Page 10 of 14

11 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 ) 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 Federal Intervention Program (School Year ) Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement Year in Program Improvement* Year 5 Year 3 Number of Schools Currently in Program Improvement 5 Percent of Schools Currently in Program Improvement 35.7% Note: Cells with NA values do not require data. AYP Criteria School District * 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) 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). Average Class Size and Class Size Distribution (Secondary) 1/21/2015 Powered by SchoolCity, Inc Page 11 of 14

12 Subject English Mathematics Science Social Science Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Academic Counselors and Other Support Staff (School Year ) Academic Counselor Title Counselor (Social/Behavioral or Career Development Library Media Teacher (Librarian) Number of FTE* Assigned to School Average Number of Students per Academic Counselor Library Media Services Staff (Paraprofessional) 0.5 Psychologist 0.5 Social Worker Nurse Speech/Language/Hearing Specialist 0.8 Resource Specialist (non - teaching) 1 Other Note: Cells with values do not require data. * 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. 1/21/2015 Powered by SchoolCity, Inc Page 12 of 14

13 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 $4,037 $695 $3,342 $62,912 District $5,123 $65,392 Percent Difference School Site and District State $4,690 $67,762 Percent Difference School Site and State Note: Cells with values do not require data. Types of Services Funded (Fiscal Year ) In addition to the state and local funds our school received for general education, Walsh Elementary School received ELA/LEP funds. These funds benefit all students and include amounts designated for English Learners (ELL). Federal Title I funds pay for personnel and materials needed to support at-risk students. Title I funds also contribute to the running of our extended school day. Our Home and School Club raises funds for classroom supplies, field trips, library books, and special assemblies. We couldn t do the great things we do without their help! Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $42,427 $41,243 Mid-Range Teacher Salary $65,315 $64,893 Highest Teacher Salary $82,651 $83,507 Average Principal Salary (Elementary) $112,719 $103,404 Average Principal Salary (Middle) $117,708 $109,964 Average Principal Salary (High) $133,588 $120,078 Superintendent Salary $215,780 $183,557 Percent of Budget for Teacher Salaries 39% 40% Percent of Budget for Administrative Salaries 6% 6% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at 1/21/2015 Powered by SchoolCity, Inc Page 13 of 14

14 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. Teachers attend staff development throughout the school year. In the past few years these days have been devoted to aligning our curriculum to state standards, learning how to analyze standardized test results, exploring techniques for creating interactive classroom environments (i.e. differentiated instruction and GLAD), and discussing the latest research in child development and its application to the elementary school setting. Teachers and administrators look at STAR and Benchmark data to identify the most pressing needs from which to choose topics for the development of SMART goals in ELA and Math. During the school year teachers received intensive training to build instructional capacity in the areas of English Language Development and GLAD. Teachers revisit the strategies employed in these programs during staff meetings as well as during grade level collaboration. This is a district wide focus, and the teachers at Walsh have embraced the practices and mind-set to successfully employ these techniques to meet the needs of all students. Teachers participated in additional GLAD training in , in addition to training for the implementation of the daily and after-school intervention program: Standards Plus. In all teachers will be provided with training to grow in understanding for and implementation of CA's Common Core Standards for English Language Arts and Math, in addition to training around foundational reading skills. During collaboration meetings, teacher continue to develop SMART goals, participate in a book study to refine their skills in the implementation of effective guided reading groups, and PBIS: Positive Behavior and Intervention Support for students. This will support the implementation of a school-wide behavior support program at Walsh from /21/2015 Powered by SchoolCity, Inc Page 14 of 14