DURHAM ELEMENTARY SCHOOL Leslie Street Fremont, CA (510) Grades K-6 Teresa Bonaccorsi, Principal

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1 DURHAM ELEMENTARY SCHOOL Leslie Street Fremont, CA (510) Grades K-6 Teresa Bonaccorsi, Principal School Accountability Report Card Published During the School Year School Description Welcome to Durham Elementary School. We envision Durham Elementary as a safe, nurturing, and rigorous educational environment where life-long learning, social responsibility, and diversity are valued Fremont Unified School District 4210 Technology Drive Fremont, CA (510) District Governing Board Desrie Campbell Ann Crosbie Larry Sweeney Yang Shao Michele Berke District Administration James Morris, Ed.D. Superintendent Raul A. Parungao Associate Superintendent Kim Wallace, Ed.D. Assistant Superintendent, Instruction Raul M. Zamora, Ed.D. Assistant Superintendent, Human Resources Durham is very proud to be a model school, well known for our ability to accelerate the academic performance of our students while providing a nurturing environment for learning. Durham Elementary received both state and national recognition as a California Distinguished School 2012, a National Blue Ribbon School 2012, a California Title I Academic Achievement Award recipient in 2013, and Campaign for Business and Education Excellence Honor Roll Our highly trained teachers are skilled at setting rigorous academic goals for students and are fully committed to working with them to reach those goals. When you visit Durham Elementary, you will fall in love with our beautiful campus. We have a self-contained area for our pre-school and kindergarten classes. Our playground is adjacent to a large multi-purpose room that serves as a cafeteria and gym. Our school is also equipped with two laptop carts, ipad cart, and two computer labs housing the latest scientifically proven software in English Language Arts and Mathematics. Almost every classroom has a SmartBoard and five laptops for students to have easy access to technology during the school day. Our library has over 3,000 recently purchased books to encourage wide reading at home. YMCA offers before and after school care right on campus. FAME Charter School was also located at our site through the school year. We at Durham work on developing positive relationships as part of our character education. We focus on leadership, wisdom, and character. We are the Durham Eagles and we always do our best, nothing less! School Accountability Report Card for DURHAM ELEMENTARY SCHOOL Page 1 of 10

2 About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). 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 For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents/guardians and community members should contact the school at (510) or the district office Student Enrollment by Grade Level Grade Level Number of Students Kindergarten 139 Grade 1 69 Grade 2 70 Grade 3 59 Grade 4 56 Grade 5 60 Grade 6 60 Total Enrollment Student Enrollment by Group Group Percent of Total Enrollment Black or African American 5.3 American Indian or Alaska Native 0.2 Asian 34.5 Filipino 7.8 Hispanic or Latino 29.4 Native Hawaiian or Pacific Islander 0.4 White 16.2 Two or More Races 6.2 Socioeconomically Disadvantaged 41.7 English Learners 36.6 Students with Disabilities 7.8 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 DURHAM ELEMENTARY SCHOOL With Full Credential Without Full Credential Teaching Outside Subject Area of Competence Fremont Unified School District With Full Credential Without Full Credential 6 Teaching Outside Subject Area of Competence 0 Teacher Misassignments and Vacant Teacher Positions at this School DURHAM ELEMENTARY SCHOOL Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions * 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 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers This School Districtwide All Schools High-Poverty Schools Low-Poverty Schools * 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 School Accountability Report Card for DURHAM ELEMENTARY SCHOOL Page 2 of 10

3 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) The main fact about textbooks that the Williams legislation calls for describes whether schools have enough books in core classes for all students. The law also asks districts to reveal whether those books are presenting what the California Content s call for. All of our textbooks are the most recently approved by the State Board of Education or our Local Governing Agency. Core Curriculum Area Reading/Language Arts Textbooks and Instructional Materials Year and month in which data were collected: 10/27/2015 California Treasures, Macmillan/McGraw-Hill Adopted 2011 Textbooks and Instructional Materials/Year of Adoption Big Day for PreK, Scholastic Adopted 2012 Mathematics The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% CA Math Expressions Common Core, Houghton Mifflin Harcourt Adopted 2014 SpringBoard Course 1, College Board Adopted 2014 Science The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% Focus on Earth Science, Pearson Adopted 2007 California Science, Houghton Mifflin Adopted 2007 History-Social Science The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% History -Social Science for CA, Scott Foresman Adopted 2006 World History: Ancient Civilizations, Holt Adopted 2006 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% School Accountability Report Card for DURHAM ELEMENTARY SCHOOL Page 3 of 10

4 School Facility Conditions and Planned Improvements (Most Recent Year) The Fire Marshall also conducted a thorough inspection of our campus in June 2015 and found us to be exceptional in all areas of compliance. Any minor area needing repairs were quickly fixed by our school and district Maintenance Department. System Inspected 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 School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 11/9/2015 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor Repair Needed and Action Taken or Planned B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California s Tests); 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 Subject CAASPP Results for All Students Percent of Students Meeting or Exceeding the State s (grades 3-8 and 11) School District State ELA Math * 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. Subject CAASPP Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Science * Results are for grades 5, 8, and 10. 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. Grade Level Percent of Students Meeting Fitness s 4 of 6 5 of 6 6 of * 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 School Accountability Report Card for DURHAM ELEMENTARY SCHOOL Page 4 of 10

5 CAASPP Results by Student Group Group Percent of Students Scoring at Proficient or Advanced Science (grades 5, 8, and 10) All Students in the LEA 80 All Student at the School 94 Male 92 Female 96 Black or African American -- Asian 92 Filipino -- Hispanic or Latino CAASPP Results by Student Group Group Percent of Students Scoring at Proficient or Advanced Science (grades 5, 8, and 10) White 100 Two or More Races -- Socioeconomically Disadvantaged -- English Learners 92 Students with Disabilities 96 Foster Youth -- * 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. School Year CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven All Students Student Group Grade Number of Students* Enrolled Tested Tested** Not Percent of Students Nearly Exceeded Male Female Black or African American Asian Filipino School Accountability Report Card for DURHAM ELEMENTARY SCHOOL Page 5 of 10

6 Hispanic or Latino Student Group Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth School Year CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Number of Students* Enrolled Tested Tested** Not Percent of Students Nearly Exceeded * Because enrollment numbers are provided in the fall and testing occurs in the spring, data will fluctuate. ** The percentage reported represents the percent of all enrolled students tested, not the percent of the subgroup tested. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores School Accountability Report Card for DURHAM ELEMENTARY SCHOOL Page 6 of 10

7 School Year CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Student Group All Students Male Female Black or African American Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Grade Number of Students* Enrolled Tested Tested** Not Percent of Students Nearly Exceeded School Accountability Report Card for DURHAM ELEMENTARY SCHOOL Page 7 of 10

8 Student Group Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth School Year CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Number of Students* Enrolled Tested Tested** Not Percent of Students Nearly Exceeded * Because enrollment numbers are provided in the fall and testing occurs in the spring, data will fluctuate. ** The percentage reported represents the percent of all enrolled students tested, not the percent of the subgroup tested. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. 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 Parents at Durham have many opportunities to be involved. Parents can join our School Site Council (SSC) and work with administration and staff to help make programmatic and financial decisions. The parents of English Learners are encouraged to be part of the English Language Advisory Committee (ELAC) to provide input and feedback to ensure a powerful program for our English Learners. Our Parent Teacher Association (PTA) is always looking for parents to help organize fundraisers and extracurricular activities for students. We invite our parents to attend Back-to-School Night in the fall to meet our staff and come to Open House each spring to see the accomplishments of our students. Parents are also welcome to assist in the classrooms as volunteers. We hold several family nights per year to help parents learn about their children's curriculum and ways to support their success. We also have the Parent Institute for Quality Education (PIQE) which helps empower parents with skills they will need to guarantee their children's pathway to college and beyond. If you are interested in volunteering at our school, please contact the office at (510) 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 School Accountability Report Card for DURHAM ELEMENTARY SCHOOL Page 8 of 10

9 School Safety Plan Our School Safety Plan is updated annually. The plan includes procedures for emergencies and disasters. Emergency supplies are replenished as needed with sufficient items inside every classroom. Our emergency shed located in our playground area is also equipped with needed materials in case students and staff need to evacuate and remain outdoors. We hold fire drills monthly and various disaster drills four times per year. Campus visitors are required to sign in and out of the office and must wear visitors passes while on campus. Staff members wear employee badges that include their names and photographs. Our School Safety Plan was last revised in February 2015 and a committee is in place to ensure that disaster supplies both inside and outdoors are current and that our drills are functioning as efficiently as possible. Teachers and classified staff assist the principal in maintaining safety in the parking lot. Drop off times for students are staggered to relieve congestion and ensure safety. Suspensions and Expulsions School Suspensions Rate Expulsions Rate District Suspensions Rate Expulsions Rate State Suspensions Rate Expulsions Rate 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 AYP Criteria School District State English Language Arts Participation Rate Yes Yes Yes Percent Proficient N/A N/A N/A Mathematics Participation Rate Yes Yes Yes Percent Proficient N/A N/A N/A Overall Made AYP Overall Yes Yes Yes Attendance Rate Yes Yes Yes Graduation Rate N/A Yes Yes Federal Intervention Program Indicator School District Program Improvement Status Not in PI In PI First Year of Program Improvement Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement 4 Percent of Schools Currently in Program Improvement 80.0 Average Class Size and Class Size Distribution (Elementary) Average Class Size Number of Classrooms* Grade K School Accountability Report Card for DURHAM ELEMENTARY SCHOOL Page 9 of 10

10 Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor Counselor (Social/Behavioral or Career Development) 0 Library Media Teacher (Librarian) 0 Library Media Services Staff (Paraprofessional).672 Psychologist Social Worker Nurse Speech/Language/Hearing Specialist 0.5 Resource Specialist Other Average Number of Students per Staff Member Academic Counselor N/A * 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. FY Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $55,963 $43,165 Mid-Range Teacher Salary $77,027 $68,574 Highest Teacher Salary $101,924 $89,146 Average Principal Salary (ES) $128,378 $111,129 Average Principal Salary (MS) $136,606 $116,569 Average Principal Salary (HS) $147,877 $127,448 Superintendent Salary $241,997 $234,382 Percent of District Budget Teacher Salaries 48% 38% Administrative Salaries 5% 5% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at Professional Development provided for Teachers Teachers take some time each year to improve their teaching skills and to extend their knowledge of the subjects they teach. Below is the amount of time we set aside for the past three years for their continuing education and professional development: : 3 days : 3 days : 3 days Three days are set aside each year, but due to budget cuts and related negotiations these days are sometimes reduced. FY Expenditures Per Pupil and School Site Teacher Salaries Level Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site- $5,675 $461 $5,214 $78,499 District $5,887 $78,936 State $5,348 $72,971 Percent Difference: School Site/District Percent Difference: School Site/ State * Cells with do not require data. Types of Services Funded Categorical Funding for Supplemental Services: Federal Title I funds support eligible schools. The purpose of this funding is to ensure all children have a fair and significant opportunity to obtain a high-quality education, meeting the challenging state standards. Federal Title III funds are used to support Immigrant and English Learners at all schools, kindergarten through grade twelve. Examples of supplemental services include: before- and after-school intervention programs, summer categorical intervention programs, instructional assistants, supplemental instructional materials, professional development for staff, and parent involvement activities. 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., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet 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 School Accountability Report Card for DURHAM ELEMENTARY SCHOOL Page 10 of 10