Tularcitos Elementary School

Transcription

1 Tularcitos Elementary School School Accountability Report Card Published During the CUSD Principal s Message Tularcitos School strives to promote academic excellence in a supportive environment that emphasizes self-discipline, self-motivation, and the development of good character. We focus on the character development and academic success of each child. Staff members describe Tularcitos as a school where each student is known, loved, and cared for academically, socially, and morally. It is a place where adults and students are held to high standards to ensure all students reach their highest levels of achievement and develop the ability to apply these skills to real-world situations. This requires educating the whole child, not just teaching the academic standards. Here, parent involvement is extensive and ranges from volunteering in the classroom to participating in site organizations, fundraising, and driving on numerous field trips. Ryan Peterson, Principal Mr. Ryan Peterson, Principal rpeterson@carmelunified.org 35 Ford Rd. Carmel Valley, CA Phone: (831) CDS Code: Grades: K-5 Parental Involvement Tularcitos enjoys tremendous support from parent and community volunteers. Over 200 regular volunteers support best practices in the classroom, read to students, drive for field trips, and enrich school programs. We appreciate our volunteers. Parents attend Back-to-School Night in the fall, Open House in the spring, and parent-teacher conferences in November and March. Our school s Single Plan for Student Achievement is made by our School Site Council, which always includes parent members. In addition, we have an Adalante parent group to assist parents of ELD students in knowing what is going on at school and how to support their children at home. The Tularcitos PTO supports many additional school programs. The organization has worked to provide our school with library books and materials, classroom supplies, science lab supplies, drama, arts, swimming, playground improvements, landscaping, field trips, assemblies, a fifth-grade promotion celebration, a fifth-grade overnight trip, and generous hospitality. For more information on how to become involved at the school, please contact Robyn Rauh, PTO President, at (831) School Safety Students have the right to be safe and happy so they can learn to their full potential. Our character education program, antibullying and discipline policy, and emergency preparedness plans ensure a safe learning environment. Teachers and aides supervise the playground before school, at all recesses, and upon dismissal. Students trained in conflict management help resolve differences between students during recess. Our school site safety committee continually monitors campus safety. In addition to the monthly emergency drills, we conduct an annual full scale emergency drill incorporating simulated first aid, search and rescue, and student release. An outside agency conducts annual inspections and identifies areas for improvement. All visitors to the campus are required to sign-in at the office and wear an identification badge. The School Safety Plan was last reviewed, updated, and discussed with the school faculty September Professional Development We regularly offer new opportunities for professional development, and staff members continually upgrade their skills. Teachers and other staff members attend conferences, workshops, and other trainings. Professional growth activities include courses offered through local colleges or university extensions, workshops offered by the Monterey County Office of Education, and training by District mentors and specialists. In we focused aligning our strategies and curriculum with Common Core, strategies to help English Learners, techniques to develop higher-level thinking skills in students (critical thinking), and ways to use technology to increase student achievement. The purpose of teacher evaluation is to promote quality instruction, and it is aligned with the California Standards for the Teaching Profession. Our principal evaluates permanent teachers at least once every two years and formally evaluates probationary teachers once each year. Evaluations are based on teachers performance in the areas of student engagement and learning, planning instruction and learning experiences, effective environments, organization of subject matter, assessment of student learning, and development as a professional educator. This past year there were two full days and four minimum days dedicated for professional development. Carmel Unified School District Marvin Biasotti, Superintendent mbiasotti@carmelunified.org 4380 Carmel Valley Road Carmel, CA Phone: (831) School Accountability Report Card In accordance with State and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of the school s progress, test scores, and achievements.

2 2 Enrollment by Grade Level The bar graph displays the total number of students enrolled in each grade for the school year. Enrollment by Student Group The total enrollment at the school was 431 students for the school year. The pie chart displays the percentage of students enrolled in each group. Demographics School Year Enrollment by Grade K 90 Two or More Races 9.3% No Response 2.1% Hispanic or Latino 19.5% White 68.0% Socioeconomically Disadvantaged 21.80% English Learners 12.30% Students with Disabilities 7% Black or African American 0.2% Asian 0.9% Class Size Distribution The bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size. Average Class Size Suspensions and Expulsions This table shows the school and district suspension and expulsion rates for the most recent three-year period. Please note, a new method for calculating suspension and expulsion rates was implemented starting in the school year the rates in and beyond cannot be truly compared to previous rates since they are calculated differently. Suspension and Expulsion Rates Suspension Rates Expulsion Rates Suspension Rates Expulsion Rates Carmel USD K Number of Classrooms by Size Grade K

3 Tularcitos Elementary School SARC 3 STAR Results for All Students The Standardized Testing and Reporting Program (STAR) results are evaluated and compared to state content standards using the following five performance levels: Advanced (exceeds state standards), Proficient (meets state standards), Basic, Below Basic, and Far Below Basic. Students scoring at the Proficient or Advanced level meet state standards in that content area. The tables show the percentage of students who scored at Proficient or Advanced levels in English-language arts, mathematics, and science. Students Scoring at Proficient or Advanced Levels Students Scoring at Proficient or Advanced Levels Group English- Language Arts Mathematics Spring 2013 Results Science All Students in the District 82% 71% 87% All Students at the School 84% 87% 86% Male 81% 86% 92% Female 87% 88% 78% Black or African American v v v American Indian or Alaska Native v v v Asian v v v Filipino v v v Hispanic or Latino 61% 76% v Native Hawaiian or Pacific Islander Carmel USD California Subject English-Language Arts 80% 83% 84% 81% 82% 82% 54% 56% 55% Mathematics 87% 88% 87% 73% 73% 71% 49% 50% 50% Science 82% 87% 86% 83% 84% 87% 57% 60% 59% STAR Results by Student Group: English-Language Arts, Mathematics, and Science v v v Standardized Testing and Reporting Program The Standardized Testing and Reporting Program (STAR) aims to identify strengths and weaknesses to improve student learning. The STAR consists of several key tests that are designed for the student s age and individual needs. These tests include the California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). The CSTs are multiple choice tests in English-language arts, mathematics, science, and history-social science for varying grade levels. Some grade levels also participate in an essay writing test. The CSTs are used to determine students achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan. It is designed to assess those students whose disabilities prevent them from achieving grade-level proficiency on an assessment of the content standards with or without accommodations. The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations. For more information on the STAR including tests, participation, groups, and scores by grade level, please visit star.cde.ca.gov. White 89% 89% 90% Two or More Races 88% 94% v Socioeconomically Disadvantaged 62% 72% v English Learners 44% 68% v Students with Disabilities 56% 61% v Students Receiving Migrant Education Services v v v v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

4 4 Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score reflects the school, district, or a student group s performance level based on the results of statewide testing. The state has set an API score of 800 as the statewide target. The annual API reporting cycle consists of the Base API (not published in this SARC) and Growth API. The Base API begins the reporting cycle and the results are released approximately a year after testing occurs (e.g. The 2012 Base API is calculated from results of statewide testing in spring 2012, but the results are not released until May 2013). Growth API calculates test results in the same fashion and with the same indicators as the Base API but from test results from the following year (e.g. The 2013 Growth API is calculated from results of statewide testing in spring 2013 and released in September 2013). To represent how much a school s API changed from , the 2012 Base API is subtracted from the 2013 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met. To learn more about API, visit for the API information guide and the API overview guide. API Ranks Schools are ranked in 10 categories of equal size, called deciles, from one (lowest) to 10 (highest) based on their API Base reports. A school s statewide API rank compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A similar schools API rank reflects how a school compares to 100 statistically matched similar schools. This table shows the school s three-year data for statewide API rank and similar schools API rank. API Ranks Statewide API Rank Similar Schools API Rank API Growth by Student Group Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: (1) at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or (2) at least 100 students with valid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school. API Growth by Student Group 2013 Growth API and Group 2013 Growth API Carmel USD California Number of Students Growth API Number of Students Growth API Number of Students Growth API Actual API Change All Students , ,655, Black or African American 0 v , American Indian or Alaska Native 1 v 9 v 30, Asian 0 v , Filipino 0 v 1 v 121, Hispanic or Latino ,438, Native Hawaiian or Pacific Islander 0 v 7 v 25, White , ,200, Two or More Races , Socioeconomically Disadvantaged ,774, English Learners ,482, Students with Disabilities , v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy. Data are reported only for numerically significant groups.

5 Tularcitos Elementary School SARC 5 Adequate Yearly Progress The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas: 1. Participation rate on statewide assessments in English-language arts and mathematics 2. Percentage of students scoring proficient on statewide assessments in English-language arts and mathematics 3. API scores 4. Graduation rate for high schools The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for For more information, visit Adequate Yearly Progress Criteria School Year Carmel USD Met Overall AYP No No Met Participation Rate English-Language Arts Yes Yes Mathematics Yes Yes Met Percent Proficient English-Language Arts No No Mathematics No No Met API Criteria Yes Yes Met Graduation Rate Yes Federal Intervention Program Schools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate) enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. This table displays the Program Improvement status for the school and district. For detailed information about PI Identification, please visit Federal Intervention Program Carmel USD Program Improvement Status Not In PI Not In PI First Year of Program Improvement ² ² Year in Program Improvement ² ² Number of Schools Identified for Program Improvement 0 California Physical Fitness Test Each spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas: 1. Aerobic Capacity 2. Body Composition 3. Flexibility 4. Abdominal Strength and Endurance 5. Upper Body Strength and Endurance 6. Trunk Extensor Strength and Flexibility Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the healthy fitness zone for the most recent testing period. For more detailed information on the California PFT, please visit ca.gov/ta/tg/pf. Percentage of Students Meeting Fitness Standards School Year Grade 5 Four of Six Standards 15.70% Five of Six Standards 47.10% Six of Six Standards 24.30% Percent of Schools Identified for Program Improvement 0.00% Not applicable. The graduation rate for AYP criteria applies to high schools. ² Not applicable.

6 6 Public Internet Access Internet access is available at public libraries and other locations that are publicly accessible (i.e., 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 at a workstation, and the ability to print documents. Textbooks and Instructional Materials Elementary instructional material selection committees include teacher representatives from each grade level and site. Secondary committees include teacher representatives from the department involved in the textbook selection. Site and District administration also serve on these committees. For all K-8 instructional material adoptions, only the most recent State Board of Education-approved materials are considered. Publisher representatives from the two top rated programs make a presentation to the selection committee. Texts are often piloted for a term or full school year as part of the selection process. The selection committee makes a recommendation to our governing Board for District approval. All selected instruction materials are aligned with the curriculum frameworks adopted by the State board of Education. Each September our governing board holds a public hearing to adopt a resolution of instructional materials sufficiency. Textbooks and Instructional Materials List Subject Textbook Adopted Language Arts Treasures 2010, Macmillan 2009 Mathematics envision Math Common Core Edition 2012, Pearson 2013 Science California Science 2008, Macmillan 2007 Science Social Studies Comprehensive Science Assessment 2005, Options Publishing History-Social Science for California 2006, Scott Foresman Quality of Textbooks The following table outlines the criteria required for choosing textbooks and instructional materials. Quality of Textbooks Types of Services Funded Our hardworking PTO raised several thousand dollars last year to purchase equipment and supplies and to fund important school programs. The PTO also maintains an interest-bearing certificate of deposit endowment of over $20,000. The Friends of Carmel Unified Schools (FOCUS) also granted several thousand dollars for a variety of needs across the curricular program, including document cameras and digital projectors. The Carmel Valley Rotary and the Carmel Valley Kiwanis regularly support our programs. Our Reading Support Program and English-Language Development teachers are paid primarily with specific State or federal funds. Currency of Textbook Data This table displays the date when the textbook and instructional materials information was collected and verified. Currency of Textbook Data Collection Date 09/2013 Criteria Are the textbooks adopted from the most recent state-approved or local governing board-approved list? Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education? Do all students, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home? Yes/No Availability of Textbooks and Instructional Materials The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials. Percentage of Students Lacking Materials by Subject Yes Yes Yes Percent Lacking Reading/Language Arts 0% Mathematics 0% Science 0% History-Social Science 0% Visual and Performing Arts 0% Foreign Language 0% Health 0%

7 Tularcitos Elementary School SARC 7 School Facility Items Inspected The tables show the results of the school s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected. Systems: Gas Systems and Pipes, Sewer, Mechanical Systems (heating, ventilation, and air conditioning) Interior: Interior Surfaces (floors, ceilings, walls, and window casings) Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas) Electrical: Electrical Systems (interior and exterior) Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains (interior and exterior) Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior) Structural: Structural Condition, Roofs External: Windows/Doors/Gates/Fences, Playgrounds/School Grounds School Facility Good Repair Status This inspection determines the school facility s good repair status using ratings of good condition, fair condition, or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair, or poor. School Facility Good Repair Status Items Inspected Repair Status Items Inspected Repair Status Systems Good Restrooms/Fountains Good Interior Good Safety Good Cleanliness Good Structural Good Electrical Good External Good School Facilities Continued from left Our school librarian works on our campus full-time during the school year and enjoys the support of an assistant. They provide library and research instruction to all students weekly. Our library is very well maintained and amply stocked. The school PTO supports the facility by dedicating financial support to the library each year. All classrooms include up-to-date teacher workstations comprised of a computer, document camera, LCD projector, and interactive white board, and have five student workstations at the K-3 level. In third grade there are an additional 10 laptops in each classroom, and in fourth and fifth grade each classroom has a class set of laptops which the students use on a daily basis. Our computer lab contains up-todate equipment. Internet and access is available in all of the classrooms, the library, and school offices. A computer lab technical assistant works with teachers to provide computer instruction for their classes weekly by incorporating tech skills into the curriculum. Some lessons include learning how to type, conducting research on the Internet, creating simple documents, spreadsheets, and power points, using math software, and creating various presentation models. Overall Summary of Facility Conditions Exemplary Date of the Most Recent School Site Inspection 07/18/2013 Date of the Most Recent Completion of the Inspection Form 07/18/2013 Deficiencies and Repairs The table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item s repair status, all deficiencies are listed. Deficiencies and Repairs Items Inspected Deficiencies, Action Taken or Planned, and Date of Action Interior Stained ceiling tile on low ceiling in Room 12 (Replaced ceiling tile on July 31,2013) School Facilities Although the oldest wing of classrooms at Tularcitos is more than 50 years old, we completed a modernization and renovation of all permanent buildings on our campus in In addition, the District completed a beautiful new wing of classrooms two years ago. Our campus also has six portable classrooms that provide space for remedial and enrichment programs. We also have a computer lab, library, and a multipurpose room. Our campus is large with a garden and we have a grass athletic field with a baseball diamond and running path that is used for P.E. as well as after school sports. Our custodial and grounds staffs work hard to keep our campus attractive, clean, and safe. Every day the campus is inspected before school starts. It is then swept, blown, and garbage is picked up. Any areas of concern are reported immediately to our maintenance department. We continually add new areas of landscaping around the school to further enhance the beauty of our campus. Our campus is an integral part of our local community and is well maintained by the District, site staff, and community members. We have one daytime custodian and two nighttime custodians. Continued on sidebar Tularcitos School strives to promote academic excellence in a supportive environment that emphasizes selfdiscipline, selfmotivation, and the development of good character.

8 8 Teacher Qualifications This table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit Teacher Credential Information Carmel USD Teachers Academic Counselors and School Support Staff This table displays information about academic counselors and support staff at the school and their full-time equivalent (FTE). Academic Counselors and School Support Staff Data School Year Academic Counselors FTE of Academic Counselors Ratio of Students Per Academic Counselor :1 With Full Credential Without Full Credential Teaching Outside Subject Area of Competence Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) 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). Please note total teacher misassignments includes the number of teacher misassignments of English Learners. Teacher Misassignments and Vacant Teacher Positions Support Staff Social/Behavioral or Career Development Counselors Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) FTE Teachers Teacher Misassignments of English Learners Total Teacher Misassignments Vacant Teacher Positions Psychologist 0.2 Social Worker 0.0 Nurse 1.0 Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other FTE Resource Specialist (SPED) 2.9 Resource Specialist (Reading) 1.0 Computer Lab 1.0 Spanish 1.0 Garden 0.6 Core Academic Classes Taught by Highly Qualified Teachers The No Child Left Behind Act (NCLB) extended ESEA to require that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the school year. High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit No Child Left Behind Compliant Teachers School Year Percent of Classes in Core Academic Subjects Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers % 0.00% All Schools in District % 0.00% High-Poverty Schools in District % 0.00% Low-Poverty Schools in District ² ² Music 0.9 P.E. 1.4 ² Not applicable.

9 Tularcitos Elementary School SARC Financial Data The financial data displayed in this SARC is from the fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at District Financial Data This table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits. District Salary Data Carmel USD Fiscal Year Similar Sized District Beginning Teacher Salary $52,167 $38,578 Mid-Range Teacher Salary $81,615 $59,798 9 School Financial Data The following table displays the school s average teacher salary and a breakdown of the school s expenditures per pupil from unrestricted and restricted sources. School Financial Data Fiscal Year Total Expenditures Per Pupil Expenditures Per Pupil From Restricted Sources $14,181 $3,505 Expenditures Per Pupil From Unrestricted Sources $10,676 Annual Average Teacher Salary $89,301 Highest Teacher Salary $107,138 $78,044 Average Elementary School Principal Salary $127,069 $95,442 Average Middle School Principal Salary $139,812 $98,080 Average High School Principal Salary $140,394 $106,786 Superintendent Salary $224,869 $150,594 Teacher Salaries Percent of Budget 33.83% 37.14% Administrative Salaries Percent of Budget 6.06% 5.93% Financial Data Comparison This table displays the school s per pupil expenditures from unrestricted sources and the school s average teacher salary and compares it to the district and state data. Financial Data Comparison Fiscal Year Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary $10,676 $89,301 Carmel USD $14,642 $90,366 California $5,537 $63,166 School and District Percent Difference -27.1% -1.2% Expenditures Per Pupil Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. School and California Percent Difference +92.8% +41.4% Note: Per pupil expenditure amounts from unrestricted sources at each site do not include expenses incurred for district-wide services. District amount includes site expenditures and centralized expenses so the district amount will always be reported higher that the sites. District Mission Statement The Carmel Unified School District community produces lifelong learners who are prepared for the challenges of higher education, the workplace, and their role as citizens of an ever-changing global community.

10 Tularcitos Elementary School School Accountability Report Card Published During the Data for this year s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please visit DataQuest at DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English Learners. 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 Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year. All data accurate as of December School Accountability Report Card Published By: