California Department of Education. School Accountability Report Card. Reported Using Data from the School Year. Published During

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1 Fairwood Elementary California Department of Education School Accountability Report Card Reported Using Data from the School Year Published During Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at View this SARC online at the school and/or LEA Web sites. For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents and community members should contact the school principal or the district office. Sarah Tellez, Principal Principal, Fairwood Elementary About Our School About Our School Fairwood Elementary School is located in an ethnically and linguistically diverse neighborhood in Sunnyvale, where the sense of community is very strong. Fairwood is also the home of the Fairwood Explorer Program, the first open enrollment program established in the Sunnyvale School District. The Fairwood Explorer Program emphasizes small group, hands-on instruction facilitated by family participation. Reminiscent of small neighborhood schools, our school has a strong sense of community. Many of our students have family members who attended Fairwood when they were young. It is the dedication of the staff, parents and students that allows Fairwood to have a significant positive impact on all of our families. Contact 1110 Fairwood Ave. Sunnyvale, CA Phone: View Larger Map

2 About This School Contact Information - Most Recent Year Contact Information - Most Recent Year School District School Name Fairwood Elementary District Name Sunnyvale Street 1110 Fairwood Ave. Phone Number (408) City, State, Zip Sunnyvale, Ca, Web Site Phone Number Superintendent First Name Benjamin Principal Sarah Tellez, Principal Superintendent Last Name Picard Address Address Web Site se County-District School (CDS) Code School Description and Mission Statement (Most Recent Year) School Description and Mission Statement (Most Recent Year) Our school mission statement illustrates our focus on the whole child: "Fairwood Elementary will foster a safe, positive, and challenging learning environment in order to prepare our students to be productive citizens by providing a strong foundation in academic, social and emotional competencies." Through our implementation of the Seven Correlates of Effective Schools and Professional Learning Communities, we work together to ensure success for all students. Our teachers work together in Professional Learning Communities, setting goals for student achievement, monitoring progress and adjusting instruction to maximize student learning. Fairwood is the site of the Fairwood Explorer Program, which focuses on hands-on, small group instruction and project-based learning facilitated by parent particpation Page 2 of 16

3 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten 86 Grade 1 71 Grade 2 67 Grade 3 66 Grade 4 67 Grade 5 62 Total Enrollment Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Last updated: 1/21/2015 Group Percent of Total Enrollment Black or African American 3.1 American Indian or Alaska Native 2.4 Asian 16.2 Filipino % 3%2% 16% Hispanic or Latino 23.9 Native Hawaiian or Pacific Islander % White 27.0 Two or More Races 7.9 Socioeconomically Disadvantaged 36.5 English Learners 22.2 Students with Disabilities 6.9 Black or African American American Indian or Alaska Native Asian Filipino 23% Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races 19% Page 3 of 16

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 Teacher Credentials Teachers School District With Full Credential Without Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teachers Teaching Outside Subject Area of Competence (with full credential) Last updated: 1/20/2015 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions 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. Last updated: 1/20/2015 Page 4 of 16

5 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) 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. Lowpoverty 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 Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year Year and month in which data were collected: January 2015 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts MacMilan/McGraw-Hill California Treasures Adopted 2010 Yes 0.0 Mathematics Pearson Education Inc. Scott Foresman envision Math California Adopted 2008 Yes 0.0 Houghton Mifflin Harcourt Math Expressions Common Core Adopted 2014 Science Pearson Education Inc. Scott Foresman California Science Adopted 2007 Yes 0.0 History-Social Science Houghton Mifflin Harcourt Reflections California Social Studies Adopted 2006 Yes 0.0 Foreign Language 0.0 Health 0.0 Visual and Performing Arts 0.0 Science Laboratory Equipment (grades 9-12) 0.0 Last updated: 1/20/2015 Page 5 of 16

6 School Facility Conditions and Planned Improvements - Most Recent Year School Facility Conditions and Planned Improvements - Most Recent Year Fairwood Elementary has undergone campus wide modernization. The school is clean, safe and all systems are functioning properly. School Facility Good Repair Status - Most Recent Year System Inspected Rating Repair Needed and Action Taken or Planned 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 Good Good Good Good Good Good Good Good Overall Facility Rate - Most Recent Year Overall Rating Exemplary Page 6 of 16

7 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 California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All Students in Science Three-Year Comparison Students in Science Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject Science (grades 5, 8, and 10) 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. California Assessment of Student Performance and Progress Results by Student Group in Science (School Year 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 71 All Students at the School 80 Male 74 Female 90 Black or African American American Indian or Alaska Native Asian Filipino 68 Hispanic or Latino 75 Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged 74 English Learners Students with Disabilities Students Receiving Migrant Education Services Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10. Page 7 of 16

8 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. Standardized Testing and Reporting Results for All Students - Three-Year Comparison 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) School District State Subject English-Language Arts 61% 67% 65% 60% 62% 62% 54% 56% 55% Mathematics 70% 64% 69% 64% 64% 63% 49% 50% 50% History-Social Science N/A N/A N/A 56% 56% 53% 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 Academic Performance Index Ranks Three-Year Comparison API Rank Statewide 6 7 Similar Schools 7 4 Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013 All Students at the School 43 B Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino 45 Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged 36 English Learners 29 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. Page 8 of 16

9 State Priority: Other Pupil Outcomes 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 ) California Physical Fitness Test Results (School Year ) Percent of Students Meeting Fitness Standards Grade level Four of Six Standards Five of Six Standards Six of Six Standards % 20.7% 15.5% 7 N/A N/A N/A 9 N/A N/A N/A 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. Last updated: 1/21/2015 Page 9 of 16

10 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 Opportunities for Parental Involvement - Most Recent Year Fairwood recognizes the importance of family involvement in children s education, and strives to welcome families into the classroom and encourage their active involvement in the school. The Fairwood Explorer Program encourages parents to be actively involved in their child's classrooms through weekly participation. Parents also lead after school programs including Destination Imagination and Math Olympiad, and lead activities such as Project Cornerstone's Asset Building Champions program and lunchtime activities. Finally, parent representatives serve on our School Site Council, English Learners Advisory Committee, and Fairwood Explorer Parent Advisory group. We also strive to involve parents through a variety of social and educational events designed to increase parents' connection to each other and to our school. State Priority: Pupil Engagement Last updated: 1/20/2015 The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): High school dropout rates; and High school graduation rates. Page 10 of 16

11 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 Suspensions and Expulsions School District State Rate Suspensions Expulsions Suspensions Expulsions School Suspensions District Suspensions State Suspensions School Expulsions District Expulsions State Expulsions School Safety Plan - Most Recent Year School Safety Plan - Most Recent Year Our school safety plan was approved by the school board in March of The plan, which is reviewed annually, focuses on ensuring all school staff members are prepared to respond to any emergency. We hold monthly safety drills to ensure all staff and students know emergency procedures. This drills include earthquake, fire, code red and code blue drills. Our safety goals focus on increasing students' feeling of safety on campus and holding regular safety drills to ensure a safe and orderly school environment. Page 11 of 16

12 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 ) 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 N/A N/A N/A N/A N/A N/A Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Indicator School District Program Improvement Status In PI First Year of Program Improvement Year in Program Improvement * Year 3 Number of Schools Currently in Program Improvement N/A 4 Percent of Schools Currently in Program Improvement N/A 100.0% 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. Page 12 of 16

13 Average Class Size and Class Size Distribution (Elementary) Average Class Size and Class Size Distribution (Elementary) Number of Classes * Number of Classes * Number of Classes * Grade Level Average Class Size Average Class Size Average Class Size K Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Page 13 of 16

14 Academic Counselors and Other Support Staff (School Year ) Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor 0.0 Counselor (Social/Behavioral or Career Development) 0.0 N/A Library Media Teacher (librarian) 0.0 N/A Library Media Services Staff (paraprofessional) 0.6 N/A Psychologist 0.4 N/A Social Worker 0.0 N/A Nurse 0.3 N/A Speech/Language/Hearing Specialist 1.0 N/A Resource Specialist (non-teaching) 1.0 N/A Other N/A Note: Cells with N/A 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. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) 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 N/A N/A N/A $69,647 District N/A N/A $5,923 $69,638 Percent Difference School Site and District N/A N/A N/A 0.01% State N/A N/A $4,690 $70,788 Percent Difference School Site and State N/A N/A N/A -1.61% Note: Cells with N/A values do not require data. Page 14 of 16

15 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) All grade levels offer after school tutorials to support students in reaching proficiency. Teachers implement short term interventions focused on specific skills, utilizing pre and post assessments to gauge student learning. Teachers also offer after school homework club to support students in completing assignments. A variety of after school activities are also available to students, including music, dance, Spanish, public speaking and Lego Robotics. Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Last updated: 1/20/2015 Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $48,540 $41,507 Mid-Range Teacher Salary $70,319 $67,890 Highest Teacher Salary $91,179 $86,174 Average Principal Salary (Elementary) $112,197 $109,131 Average Principal Salary (Middle) $128,035 $111,937 Average Principal Salary (High) $00 $109,837 Superintendent Salary $249,244 $185,462 Percent of Budget for Teacher Salaries 37.0% 42.0% Percent of Budget for Administrative Salaries 5.0% 6.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Teacher Salary Chart Principal Salary Chart Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Professional Development Most Recent Three Years Professional Development Most Recent Three Years Teachers participate in three full days of professional development during the school year. In addition, monthly teacher learning days, when students are released early, provide time for focused professional development. Finally, all teachers participate in district-wide professional development three times a year. The principal and district coaches work with teachers to model and plan lessons, and teachers are encouraged to observe their colleagues to improve their instructional practice. Teachers meet with the principal three times a year to discuss student progress. All professional development is tied to our school goals. Recent professional development activities include: Page 15 of 16

16 All professional development is tied to our school goals. Recent professional development activities include: Kagen strategies, Systematic ELD, ELD for Content Areas, Project Cornerstone, Treasures implementation, using technology to engage second language learners, using technology tools for collaboration, balanced math and literacy, Response to Intervention, Curriculum Mapping, California Common Core Standards in ELA and math, reading comprehension, math problem solving, and Positive Discipline. Page 16 of 16

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