California Elementary School School Accountability Report Card Reported Using Data from the School Year Published During

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1 California Elementary School 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. About This School Contact Information (Most Recent Year) School Contact Information School Name Street California Elementary School 1080 N. California Street City, State, Zip Orange, CA Phone Number (714) Principal Address Web Site John Albert, Ed.D. CDS Code District Contact Information District Name Orange Unified School District Phone Number (714) Superintendent Michael Christensen Address Web Site School Accountability Report Card for California Elementary School Page 1 of 11

2 School Description and Mission Statement (Most Recent Year) The purpose of the School Accountability Report Card is to provide parents with information about the school s instructional programs, academic achievement, materials and facilities and the staff. Information about Orange Unified School District is also provided. Unless otherwise specified, the information provided in this report is from the 2012/2013 school year. California Elementary School is one of twenty-eight (28) elementary schools in the Orange Unified School District. The school was built in April, 1959 on 10.2 acres of land and is located in a residential area on California St. between Collins and Katella Avenues in Orange. We are on a modified traditional schedule. Approximately 705 students were enrolled in grades kindergarten through 5th during the 2012/2013 school year. Understanding the school s educational program, student achievement and curriculum development can assist both school and community in on-going program improvement. To reach our vision, our goal is to provide a rich and rigorous education for all students. A long term effort is required as well as the commitment and involvement in a collaborative partnership of every person in the community: students, teachers, parents, support staff, administrators, District Office personnel, union representatives, community members and business leaders. Through hard work, together, our children will be challenged to reach their maximum potential. California Elementary School staff is dedicated to helping our students become disciplined and self-reliant people who are creative problem-solvers committed to life-long learning. Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten Grade Grade Grade Grade Grade Total Enrollment Student Enrollment by Group (School Year ) Group Percent of Total Enrollment Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander 0.0 White 2.8 Two or More Races 0.1 Socioeconomically Disadvantaged 93.4 English Learners 77.2 Students with Disabilities School Accountability Report Card for California Elementary School Page 2 of 11

3 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Teachers School 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 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. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Year and month in which data were collected: October 16, 2014 All K-8 textbooks are selected from the state matrix provided through the California Board of Education. Teachers peruse the materials and select by majority vote. Selected texts are then submitted to the Board of Education for final approval. Textbooks are procured in sufficient numbers for each student to receive a textbook. High School adoptions are content area based, with teachers selecting appropriate materials for the course objectives as outlined in the course description approved by the Board of Education. Selected texts are submitted to the Board for approved use in classrooms with purchase ratio of one per student. The Public Hearing and Adoption of Resolution No of the Board of Education of Orange Unified School District on the sufficiency of textbooks, instructional materials and science lab equipment (9-12) was approved on October 16, School Accountability Report Card for California Elementary School Page 3 of 11

4 Core Curriculum Area Textbooks and Instructional Materials/ Year of Adoption Reading/Language Arts Houghton Mifflin R/LA Program adopted in 2009 Grades K-5 selected from the most recent list of standards-based materials adopted by the State Board of Education consistent with the textbook adoption cycle. Fully available for all students. Mathematics Science Pearson/Scott Foresman envision California Common Core Mathematics Program adopted in 2014 for Grades K-2 & envision California Mathematics adopted in 2009 with California Common Core supplements adopted in 2014 for Grades 3-6 selected from the most recent list of standards-based materials adopted by the State Board of Education consistent with the textbook adoption cycle. Fully available for all students. Pearson/Scott Foresman Science Program adopted in 2008 Grades K-6 selected from the most recent list of standards-based materials adopted by the State Board of Education consistent with the textbook adoption cycle. Fully available for all students. History-Social Science Harcourt Social Studies Program adopted in 2006 Grades K-5 selected from the most recent list of standards-based materials adopted by the State Board of Education consistent with the textbook adoption cycle. Fully available for all students. Health Too Good For Drugs Program was adopted in 2008 for Grades 3-6, and adopted for grades 1-2 in It was selected from the most recent list of standards based materials adopted by the State Board of Education consistent with the textbook adpotion cycle. Fully available to all students. From Most Recent Adoption? Percent of Students Lacking Own Assigned Copy Yes 0% Yes 0% Yes 0% Yes 0% Yes N/A School Facility Conditions and Planned Improvements (Most Recent Year) School Facility Good Repair Status (Most Recent Year) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 06/24/14 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned Custodial room has a large hole by the water heater, Room 23 needs interior painting, Portables 29 & 30 carpet is in bad shape School Accountability Report Card for California Elementary School Page 4 of 11

5 System Inspected 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: 06/24/14 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned Overall Facility Rating (Most Recent Year) 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) Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Science (grades 5, 8, and 10) Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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 Accountability Report Card for California Elementary School Page 5 of 11

6 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 73 All Student at the School 48 Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino 47 Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged 47 English Learners Students with Disabilities Students Receiving Migrant Education Services Note: CAASPP includes science assessments (CSTs, CMA, and CAPA) in 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. Standardized Testing and Reporting Results for All Students (Three-Year Comparison) Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State English-Language Arts Mathematics History-Social Science 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) API Rank Statewide Similar Schools Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced School Accountability Report Card for California Elementary School Page 6 of 11

7 Academic Performance Index Growth by Student Group (Three-Year Comparison) Group Actual API Change All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/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 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 ) Grade Level Percent of Students Meeting Fitness Standards Four of Six Standards Five of Six Standards Six of Six Standards NA NA NA 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) California Elementary School is extremely fortunate to have a supportive parent and community commitment and involvement. Their dedication to the enhancement of the educational program for all students is greatly appreciated. Our parents volunteer their time and talents in the classrooms and on campus. Parents help with book fairs, Red Ribbon Week activities, assists with vision/hearing screening, field trips and school pictures. Parents and interested community members serve on several site committees including: the School Site Council, the English Language Advisory Committee. Through active parental involvement, we have graciously received donations of school uniforms, clothes, books and other materials to enhance our educational program. Due to several successful fundraisers, our parents participation helped to provide instructional study trips, school beautification projects, and programs in arts/science. Parents have a special section in our school library to check out books and are able to take computer classes on our campus School Accountability Report Card for California Elementary School Page 7 of 11

8 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 Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100. School Safety Plan (Most Recent Year) Each of the district s schools develops and adopts, in accordance with Education Code , a Comprehensive Safe School Plan particular to their site. Each school site is required annually, by March 1st, to have reviewed, and if necessary, updated their Safe School Plan. Each school forwards its Safe School Plan to the district through the office of Student and Community Services, which provides plan development assistance to the schools and maintains a file of individual school plans available for inspection by the public. A comprehensive disaster plan is in effect and fire and/or earthquake drills are conducted monthly. All schools in the district are linked through an emergency radio contact system, and radio drills are held periodically to be prepared in case of an actual disaster. Providing a safe environment for our students is of paramount concern at California Elementary School. California Elementary School has an extensive disaster preparedness plan. Playground supervision is provided by certificated staff and noon supervisors to ensure student safety. All gates are locked during the day and visitors report through the office to sign-in and receive a pass. Parent groups, as well as the school faculty and staff have opportunities to give feedback and input into updating the Safe School Plan annually to ensure everyone's safety and well being on the campus. D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District Made AYP Overall NA Met Participation Rate: English-Language Arts NA Met Participation Rate: Mathematics NA Met Percent Proficient: English-Language Arts NA Met Percent Proficient: Mathematics NA School Accountability Report Card for California Elementary School Page 8 of 11

9 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 3 Year 3 Number of Schools Currently in Program Improvement Percent of Schools Currently in Program Improvement Note: Cells with --- do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. Average Class Size and Class Size Distribution (Elementary) Grade Level Avg. Class Size Number of Classes Avg. Number of Classes Avg. Number of Classes Class Class Size Size K Other Note: Number of classes indicates how many classes fall into each size category (a range of total students per class). Academic Counselors and Other Support Staff (School Year ) Title Number of FTE Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist Other Note: Cells with --- 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 School Accountability Report Card for California Elementary School Page 9 of 11

10 Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Supplemental/ Restricted Basic/ Unrestricted Average Teacher Salary School Site $4, $ $3, $69,193 District $3,840 $71,998 Percent Difference: School Site and District State $4,690 $70,720 Percent Difference: School Site and State Note: Cells with --- do not require data. Types of Services Funded (Fiscal Year ) California Elementary School operated the following categorical programs for the school year: Title I Economic Impact Aid EIA/LEP Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $39,493 $41,761 Mid-Range Teacher Salary $68,032 $66,895 Highest Teacher Salary $91,564 $86,565 Average Principal Salary (Elementary) $109,105 $108,011 Average Principal Salary (Middle) $120,154 $113,058 Average Principal Salary (High) $128,316 $123,217 Superintendent Salary $230,000 $227,183 Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries 5 5 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at School Accountability Report Card for California Elementary School Page 10 of 11

11 Professional Development Staff development opportunities were provided through teacher-to-teacher mentoring programs such as BTSA (Beginning Teacher Support and Assessment), PAR (Peer Assessment and Review), Instructional Coach, staff meetings, conferences and school-based inservice meetings. BTSA, PAR, school facilitators and outside consultants provide school and district-level staff with curriculum development in identified areas of need. In , as part of the School Based Coordinated Program (SBCP) in which all schools in the district participate and which the State of California endorses, California Elementary School had the opportunity to work together systematically to make improvements in the area of Language Arts and ELD. Teachers were trained in the use of Thinking Maps to increase student achievement. Planned expenditures include Thinking Map, Path to Proficiency materials that reflect the priority needs of the students here at our school. The professional development activities to meet the needs of the students and staff members at our school are the following: Transition to Common Core State Standards ST Math envision Math curriculum Thinking Maps and Path to Proficiency Response to Instruction and Intervention The Collaborative Cycle of Effective Instruction Technology (ipads, ABI gadebook, Aries.Net, Dibels Next) Differentiated Instruction for all learners Differentiated Instruction for Second Language Learners Teachers meet on a regular basis in grade level teams to articulate the instructional program across all classrooms at that grade levels School Accountability Report Card for California Elementary School Page 11 of 11

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