Fort Washington Elementary School

Transcription

1 Fort Washington Elementary School CDS Code: East Teague Aenue Fresno, CA Phone: (559) Grades: K-6 fw.cusd.com Sean Osterberg, Principal Principal s Message Fort Washington Elementary is a high-achieing school whose mission is to proide a safe learning enironment in which eeryone collaborates to ensure students reach their full potential in deeloping mind, body, and character. The Fort Washington community is dedicated to maintaining an effectie and efficient educational team of students, parents, educators, and community members to direct and facilitate the deliery of exemplary curricular and cocurricular serices. It is also our mission to prepare all indiiduals to deal successfully with the changing world and to become productie, contributing members of society. Fort Washington has once again earned the CUSD Exemplary School Award for excellence in education and cocurricular programs. Fort Washington has much to be proud of this year. The Patriots continue to be some of the best prepared as they enter Kastner Intermediate School. In addition, the California Standards Test results hae returned and proen once again that the Fort is the place to be. Last year, 97 percent of our fifth-grade students scored proficient or adanced in science. The Fort Washington teachers maintain high expectations, and students strie to meet these expectations. In CUSD and at Fort Washington we look at students indiidually and use their strengths and weaknesses to prescribe instruction utilizing Teacher Grade Leel Expectancies. Through this process, teachers and site administrators examine standards-based, grade-leel specific data on indiidual students and plan the next steps for instruction. In this way, teachers really differentiate their instruction to meet the needs of their students. With the implementation of the Professional Learning Community process, instruction has become een more targeted for indiidual student needs. Working for CUSD and Fort Washington is different than working for any other U.S. school district. Our teachers teach the grade-leel California Standards deep and rich curriculum to a high leel of mastery. There are more than 34 different cocurricular actiities in which Fort Washington students may participate, including athletics, school serice, academic enrichment, humanities, and music and the performing arts. It is the expectation that we teach the whole child, and we proide opportunities for eery student to be inoled. Parent inolement is strong at Fort Washington. Our Parent Association has been a dedicated group for more than four decades by proiding financial, emotional, and olunteer support to our school. Parents, too, are proided many ways to be inoled in their child s education. We hae arious committees, councils, and special eents that require parent inolement, such as Human Relations Day, Turkey Trot, Career Day, School Site Council (SSC), English Language Adisory Committee (ELAC), Intercultural and Diersity Adisory Council (IDAC), Parent Association subcommittees, Mac-N-Kids, Jog-A-Thon, Carnial, Art Docent, and Human Relations Committee. In addition to being a three-time National Blue Ribbon School and four-time California Distinguished School, Fort Washington has receied three awards for character education since 1992 and has earned seen CUSD Exemplary School Awards. We are a proud school with a proud past, but the future we are proiding for students is what makes Fort Washington the place to be a student and work. The School Accountability Report Card (SARC) was established by the passage of Proposition 98, an initiatie passed by California oters in ember The SARC, issued annually by local school boards for each public elementary and secondary school in the state, proides parents and other interested people with a ariety of information about the school, its resources, its successes, and the areas in which improements are needed. The statistics reported in this SARC are from arious school years but proides the most current information aailable. If you hae any questions, please contact the school office at (559) Your input is always alued. Sincerely, Sean Osterberg School Mission Statement The mission of Fort Washington Elementary School is to ensure a safe, positie, and cohesie learning enironment. We are an innoatie team that alues character deelopment and academic excellence. We create and promote a learning community that fosters personal growth, independence, and a passion for learning. The Fort Washington Patriots will be the best they can be in mind, body, and spirit. School Motto Whateer the challenge, whateer the test, whateer you re striing for, gie it your best. Published during the school year 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 achieements. Clois Unified School District Janet Young, Superintendent janetyoung@cusd.com Dr. Eimear O Farrell, Assistant Superintendent Herndon Aenue Clois, CA Phone: (559) Clois USD Goerning Board The Clois Unified School District Goerning Board is comprised of seen board seats. Each seat represents a geographic portion of the District. Board Member terms are four years. Ginny Hosepian, President Christopher Casado, Vice President Jim Van Volkinburg, D. D. S, Clerk Sandra A. Bengel, Member Betsy Sandoal, Member Brian Heryford, Member Richard Lake, C. P. A., Member District AIMS Maximize Student Achieement for ALL Students Operate with Increasing Efficiency and Effectieness Deelop, Sustain, and Value a Quality Workforce

2 2 Enrollment by Grade Leel The bar graph displays the total number of students enrolled in each grade for the school year. Enrollment by Student Group Demographics The total enrollment at the school was 582 students for the school year. The pie chart displays the percentage of students enrolled in each group School Year Enrollment by Grade Two or More Races 4.6% Hispanic or Latino 33.3% K White 50.9% American Indian or Alaska Natie 0.3% Asian 6.7% 6 73 Black or African-American 3.3% Filipino 0.7% Natie Hawaiian or Pacific Islander 0.2% Socioeconomically disadantaged 31.80% English learners 4.10% Students with disabilities 8.10% Be the Best You Can be in Mind, Body, and Spirit School Facility Items Inspected The tables show the results of the school s most recent inspection using the Facility Inspection Tool (FIT) or equialent school form. The following is a list of items inspected. Systems: Gas systems and pipes, sewer, mechanical systems (heating, entilation and air-conditioning) Interior: Interior surfaces (floors, ceilings, walls and window casings) Cleanliness: Pest and ermin control, oerall 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 damage, 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 oerall summary of facility conditions uses ratings of exemplary, good, fair or poor. In order to maintain our facilities in top condition, CUSD has utilized the serices from a third party to perform the William s Inspection utilizing the Facilities Inspection Tool (FIT). This will allow Clois Unified to obtain an objectie ealuation of our facilities in order to continue to maintain the safest and best facilities for students and staff. School Facility Good Repair Status Items Inspected Repair Status Items Inspected Repair Status Systems Good Restrooms/fountains Good Interior Fair Safety Good Cleanliness Good Structural Good Electrical Good External Good Oerall summary of facility conditions Good Date of the most recent school site inspection 10/14/2014 Date of the most recent completion of the inspection form 10/14/2014

3 Fort Washington Elementary School 3 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. For all items inspected that were found to not be in good repair, a work-order has been created and maintenance will be done before the end of the school year. Maintenance items will be prioritized so that student safety is not compromised. Deficiencies and Repairs Items Inspected Interior Interior Interior External External External Deficiencies, Action Taken or Planned, and Date of Action K-2, K-1, R-6, Admin Bldg, & Nurses Office: Water Stains Ceiling Tiles R-2, R-3, R-5, & R-6: Ceiling Tile Has Hole Stage: Water Damage To Ceiling Boys Rr: 1 Drinking Fountain Has Low Flow Library/ Media Ctr: Back Gate To LMC Does t Shut Correctly P-24/ P- 25: P-24 Door Will t Lock Properly School Facilities Fort Washington is 140 years old. It is one of the original seen schools in CUSD, joining the district in We proide a clean, safe learning enironment. Our custodians perform basic cleaning operations daily and maintain the grounds and buildings. In addition, deep cleaning is conducted two times a year at each site. Our SART committee conducts eight clean-campus inspections each year. This committee of parents inspects the campus grounds and restrooms on a regular basis to proide feedback to our student body. When asked to grade how well the buildings and grounds are maintained at their child s school, 99 percent of parents rated the grounds as good to excellent. Through increased community awareness, pride, and an open-campus policy, we hope to keep andalism and burglary to an all-time low. Fort Washington Elementary School has 25 regular classrooms, a library media center, a computer lab, a multipurpose room, and two Special Education rooms. The design capacity of the school is for 604 students. There were six portables used during the school year to meet the needs of our student enrollment. Athletic facilities include three baseball fields and three soccer fields. We currently house 616 students in 21 classrooms, including portables. With the passage of the last bond measure, we were able to update again. Philosophically, the District beliees that schools are the hub of their neighborhoods. As a result, a high priority is placed on building and maintaining excellent facilities as economically as possible. On June 5, 2012, oters within the CUSD approed Measure A. This bond measure of $298 million will be combined with state bond funds and deeloper fees to produce projects throughout the District. Building additions remodels, and/or site improements will take place at all District schools. In addition to this new construction, modernization and renoation projects are underway at seeral of our older school facilities. Recent improements include remodeling the front office, upgrades in the fire-alarm system, technology upgrades to all classrooms, and improements in student safety. The funding source for all of the improements and repairs came from Measure A. School Vision Statement All children can learn, and we can teach all children A child s right to a quality education is not negotiable It s people, not programs Eeryone is a reader and a teacher of reading We hold ourseles accountable to achiee high standards Success is an indiidual journey of continuous achieement Education is a partnership between the school, the family and the community A fair break for eery kid Teach students to win with class and lose with dignity Eeryone is a lifelong learner United as Americans, we alue our diersity and our differences Our alues must be more than words Hard work promotes achieement Suspensions and Expulsions This table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. te: Students are only counted one time, regardless of the number of suspensions. Suspension and Expulsion Rates Suspension rates Expulsion rates Fort Washington ES % 1.8% 2.6% 0.0% 0.0% 0.0% CUSD School Safety Our School Safety Plan addresses the emotional, physical, and social safety of all students. On the 2013 SART surey, 98 percent of Fort Washington families indicated they think our school proides a safe enironment for their child. Our plan is updated and discussed annually with both faculty and parents. Most recently, the School Safety Plan was updated in February Various safety drills are practiced with the students each month including lockdown, eacuation, fire drill, and earthquake. The School Safety Plan was last reiewed, updated, and discussed with the school faculty in month year. Key elements of the plan include monthly safety drills, crisis-interention plans and [insert other details here]. DATE MUST BE FROM THE MOST RECENT YEAR, Suspension rates Expulsion rates Suspension rates Expulsion rates % 5.2% 5.0% 0.2% 0.2% 0.2% California % 5.1% 4.4% 0.1% 0.1% 0.1%

4 4 California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results Beginning in the school year, the Standardized Testing and Reporting (STAR) Program was eliminated and replaced by a new set of assessments called the California Assessment of Student Performance and Progress (CAASPP). Because of the state s adoption of the Common Core State Standards and implementation of a new student-testing system, limited data is aailable to report in the SARC. For the school year, the CAASPP included the Smarter Balanced Assessments, alternate, science, and other optional assessments. In the spring of 2014, California began field-testing the Smarter Balanced Assessments in English language arts and mathematics. These tests were not officially scored, so there is no data to report. The science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA), similar to the STAR Program. Therefore it is acceptable to make comparisons to preious year results. The CST is a multiple-choice test in science for arying grade leels. The CMA is a modified assessment for students with disabilities who hae an Indiidualized Education Plan (IEP). The CAPA is an alternate assessment for students with significant cognitie disabilities who are unable to take the CST with accommodations or modifications, or the CMA with accommodations. For more information on the CAASPP assessments, please isit California Assessment of Student Performance and Progress Results: Science (grades 5, 8 and 10) The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Adanced leels (meeting or exceeding state standards) in science. Students Scoring at Proficient or Adanced Leels Group Science All students in the district 79% All students at the school 97% Male 100% Female 94% Black or African-American American Indian or Alaska Natie Asian Filipino Hispanic or Latino 95% Natie Hawaiian or Pacific Islander White 98% Two or more races Socioeconomically disadantaged English learners Students with disabilities Students receiing Migrant Education serices Fort Washington ES CUSD California Subject Science 80% 88% 97% 78% 77% 79% 60% 59% 60% California Assessment of Student Performance and Progress Results by Student Group: Science (grades 5, 8 and 10) Spring 2014 Results Students Scoring at Proficient or Adanced Leels Standardized Testing and Reporting Results for All Students The table below shows the percentage of students who scored at Proficient or Adanced leels (meeting or exceeding state standards) in English language arts and mathematics. Because of the new CAASPP field-testing in the spring of 2014, there are no scores to be reported. The last aailable scores under the STAR Program are shown. Students Scoring at Proficient or Adanced Leels Fort Washington ES CUSD California Subject English language arts 88% 88% 88% 72% 74% 73% 54% 56% 55% Mathematics 90% 91% 92% 67% 68% 69% 49% 50% 50% 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 priacy.

5 Fort Washington Elementary School API Ranks Schools are ranked in 10 categories of equal size, called deciles, from 1 (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 Academic Performance Index 5 The Academic Performance Index (API) is a numeric rating system that reflects a school and district s performance leel based on the results of annual statewide student assessments. It is used to measure the academic performance and progress of the schools within California. Indiidual outcomes are conerted to points on the API scale and then aeraged across all students and all tests, resulting in a single number, or API score, measured on a scale from 200 to 1,000. This score reflects the school, district or a student group s performance leel based on the results of statewide testing. The state has set an API score of 800 as the statewide target. With a complete change of the K-12 education system, the State Board of Education temporarily suspended API. API scores or ranks will be calculated for the next two years, as California continues the transition to the new Common Core State Standards and California Assessment of Student Performance and Progress. To learn more about API, please isit for the API information guide and for information on the changes to API. 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 hae either: at least 50 students with alid STAR scores who make up at least 15 percent of the total alid STAR scores, or at least 100 students with alid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district and state leel 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 Fort Washington ES Actual API Change Fort Washington ES CUSD California All students Black or African-American American Indian or Alaska Natie Asian Filipino Hispanic or Latino Natie Hawaiian or Pacific Islander White Two or more races Socioeconomically disadantaged English learners Students with disabilities 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 priacy. Data are reported only for numerically significant groups.

6 6 Types of Serices Funded Children Are Our Most Precious Resource On an annual basis, Clois Unified School District submits the Application for Funding Consolidated Categorical Aid Programs commonly called the Con Ap. The application is submitted in two parts: Part I, which contains program and demographic information, is submitted by June 1 each year; Part II, which contains the budget information and additional program data, is submitted by January 31 each year. The categorical programs included in the application are Title I, Part A (Improing the Academic Achieement of the Disadantaged Improing, Title I, Part C Migrant Education, Title II, Part A Preparing, Training, and Recruiting High Quality Teachers and Principals, and Title III Language Instruction for Limited English Proficient and Immigrant Students. Essentially, these funds are designed to assist students in mastering state standards. The California Department of Education (CDE) budget package replaces the preious K 12 finance system with a new Local Control Funding Formula (LCFF). For school districts and charter schools, the LCFF creates base, supplemental, and concentration grants in place of most preiously existing K 12 funding streams, including reenue limits and most state categorical programs. For county offices of education (COEs), the LCFF creates separate funding streams for oersight actiities and instructional programs. The goal of the LCFF is to significantly simplify how state funding is proided to local educational agencies (LEAs). Under the new funding system, reenue limits and most state categorical programs are eliminated. LEAs will receie funding based on the demographic profile of the students they sere and gain greater flexibility to use these funds to improe outcomes of students. The LCFF creates funding targets based on these student characteristics. The Local Control Accountability Plan (LCAP) is an important component of the LCFF. Under the LCFF all districts are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with specific actiities to address state and local priorities identified pursuant to EC Section 52060(d). Each school district must engage parents, educators, employees and the community to establish these plans. Parental and community engagement of all stakeholders is critical to the deelopment of the district LCAP. CUSD continues to work with all stakeholder groups in holding arious district and school committee meeting and forums designed to gather information on arious specific areas of importance. Continued on page 7 Adequate Yearly Progress Adequate Yearly Progress Criteria Fort Washington ES The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. Because California is changing the assessments and the accountability system it uses to ealuate school performance, the U.S. Department of Education has approed a waier to allow California not to make Adequate Yearly Progress determinations for elementary and middle schools. They will receie the same AYP determinations as in High schools will not be affected by this waier and will continue to receie AYP determinations because they are based on California High School Exit Exam (CAHSEE) results and graduation rates. For more information on Adequate Yearly Progress, please isit Met oerall AYP Met participation rate English language arts Mathematics Met percent proficient English language arts Mathematics Met graduation rate Federal Interention Program Fort Washington ES School Year CUSD Federal Interention Program Schools and districts receiing Title I funding that fail to meet AYP oer two consecutie years in the same content area (English language arts or mathematics) or on the same indicator (API or graduation rate) enter into Program Improement (PI). Each additional year that the district or school(s) do not meet AYP results in adancement to the next leel of interention. The percent of schools identified for Program Improement is calculated by taking the number of schools currently in PI within the district and diiding it by the total number of Title I schools within the district. Due to the waier that allows California to use the same AYP determinations as 2013, no new schools will enter or exit Program Improement, and current PI schools will not adance a year in their PI status. This table displays the PI status for the school and district. For detailed information about PI identification, please isit CUSD Program Improement status t Title I In PI First year of Program Improement ² Year in Program Improement* ² Year 3 Number of schools identified for Program Improement 9 Percent of schools identified for Program Improement 60.00% For 2014, only high schools and high school local educational agencies (LEAs) that enrolled students in grades nine, ten, eleen, and/or twele on Fall Census Day in October 2013 will receie an AYP Report. Because students in grades three through eight participated in the Smarter Balanced Field Test during the academic year, the U.S. Department of Education approed a determination waier for California which exempts elementary schools, middle schools, elementary school districts, and unified school districts from receiing a 2014 AYP Report. t applicable. The graduation rate for AYP criteria applies to high schools. * DW (determination waier) indicates that the PI status of the school was carried oer from the prior year in accordance with the flexibility granted through the federal waier process. ² t applicable.

7 Fort Washington Elementary School Types of Serices Funded Continued from page 6 The plans will describe the school district s oerall ision for students, annual goals and specific actions the district will take to achiee the ision and goals. The LCAPs must focus on eight areas identified as state priorities. District plans will also demonstrate how the district s budget will help achiee the goals, and assess each year how well the strategies in the plan were able to improe outcomes. Clois Unified Schools are committed to establishing a true partnership with all facets of the Clois Learning Community. CUSD alues feedback and input. Parents continue to make positie differences in the lies of the children we all support. We know from research that participation in your child s education will not only bring success to your child but other children in the school. Our parents truly make a difference in the lies of Clois kids! CUSD is proud and pleased to offer a ariety of parent inolement opportunities that improe our oerall program. Depending on the type of categorical funding a site may receie, District or school parent councils and committees are required under certain requirements and guidelines. Such adisory committees in the CUSD include the following: School Site Council (SSC) English Learner Adisory Committee (ELAC) District Adisory Committee (DAC) and School Adisory Committee (SAC) District Adisory Committee (DAC) District English Learner Adisory Committee (DELAC) District Migrant Education Parent Adisory Committee (DMEPAC) District Indian Education Parent Adisory Committee (IPAC) School and District leel School Assessment Reiew Team (SART) Intercultural and Diersity Adisory Council (IDAC) We encourage all parents and guardians to become inoled with their child s education, at the classroom leel, the school wide leel, as well as the District leel. Each school s Single Plan for Student Achieement (SPSA) describes the school s basic educational program and the categorical supplementary programs/serices that are designed to support student achieement of each and eery student. Parental inolement is a necessary and ital part of deeloping the SPSA as well as our oerall program. At the District leel parent committees proide input into each site s SPSA and to the District s Local Education Agency Plan (LEAP). If you would like additional information on any of the District Parent Council or Committee, please call your child s school. The principal, learning director, or guidance instructional specialist (GIS) would be happy to assist you. You could also isit These two school committees meet on a quarterly basis. The committees are comprised of administration, staff, and parents. Students are also inoled at the intermediate and secondary leel. Listed below are seeral parent committees that assist with categorical programs and funding. For more information, please call your school or go to: School Site Council (SSC): All schools receiing categorical funds are required to form an SSC. The SSC is composed of parents, students at the secondary leel, and school personnel, and is responsible for deeloping, implementing and ealuating the SPSA programs. Members sere for two years and are elected by their peers. District Adisory Committee (DAC)/School Adisory Committee (SAC): If a district uses Economic Impact Aid (EIA) funds for State Compensatory Education programs, as Clois does, it is required to hae both a SAC and a DAC. The SAC and DAC are adisory committees for the purpose of adising schools and the District regarding compensatory education programs. The SSC has approed to designate our SSC pursuant to California Education Code Section to function as the SAC. English Language Adisory Committee (ELAC): All schools enrolling 21 or more English Learners are required to form an ELAC. The ELAC is composed of parents and school personnel. The ELAC proides input and makes recommendations to the principal, staff, and SSC regarding serices for English Learners as well as conducts an annual surey. Members sere for two years. District English Language Adisory Committee (DELAC): Wheneer there are 51 or more EL students in the District, there shall be a functioning DELAC. It is important that each school site ELAC elect a DELAC representatie and arrange to hae that representatie attend eery DELAC meeting. Currently the DELAC bylaws require each DELAC representatie to be 1) a parent/guardian of an EL or former EL (i.e., a reclassified fluent English-proficient student) currently enrolled at the site he/she represents, and 2) elected to sere as the DELAC representatie by the site ELAC. The following is an oeriew of the categorical funding and programs in CUSD. These funds are further discussed and outlined in each school s SPSA and at the committee meetings. Rationale: General District funds proide support for the District s base/core curriculum program. Some children hae special characteristics, not reflectie of the general school population, that affect their success in the base/core programs. Continued on page 8 7 District Mission Statement To be a quality educational system proiding the resources for all students to reach their potential in mind, body, and spirit. Parental Inolement Fort Washington enjoys the benefits of a ery supportie community and proides a ariety of options for the parent who wants to be inoled. Parents are inited to become members of the Parent Association, School Assessment Reiew Team (SART), SSC, ELAC, or simply olunteer on our campus. During the past year, more than 200 parents hae olunteered as library assistants, art docents, athletic coaches, character docents, and fundraising coordinators. Teachers; our school website; arious teacher websites; the Town Crier, the school newsletter; and mass phone calls out keep parents informed of all school actiities. For further details on how to offer your time at Fort Washington, please contact FWPA Presidents Tracewell Hanrahan and Terra Brusseau at (559) Social Media Follow Clois Unified news and eents on Twitter and Facebook Clois Unified uses Facebook and Twitter to update our community on current eents and decisions impacting our schools. Parents, students, employees, and community members are inited to follow the District by clicking on the social media icons located on the right-hand side of the District Web site,

8 8 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 actiity 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 isit Percentage of Students Meeting Fitness Standards School Year Grade 5 Types of Serices Funded Continued from page 7 Some come from economically disadantaged homes. Some are educationally disadantaged or lack English-language proficiency because they hae a primary language other than English. Children, such as those described aboe, require supplemental serices and materials not generally proided through the base/core curriculum program. The needs of our children are identified and supplemental serices and materials are planned and targeted to meet their special needs. Categorical funds are to be used to proide the financial support to meet these special needs. Philosophy: All CUSD schools offer students with special needs the same kind of high-quality learning opportunities and access to the core curriculum in all curricular areas. Categorical funds are designed to support additional assistance to help students succeed in the regular classroom program (base/core curriculum) and address any learning gaps. The focus is on the effectie utilization of supplementary materials, personnel, and staff deelopment. Staff deelopment actiities are used to improe instructional practices and strategies to increase the ability of teachers and other staff to challenge and assist all students to reach their fullest potential. Categorical Program Descriptions 1. After School Safety and Education Funds (ASES) - This state funded and administered program proides three year grant funding to establish or expand after school programs that proide students with academic support and interention, enrichment opportunities and supportie serices to help the students meet state and local standards in core content areas. The purpose of the ASES program is to create additional educational and recreational opportunities for students within the learning community while proiding a safe enironment for students. The goals of this program are to: 1) improe academic achieement, and 2) proide enrichment opportunities that reinforce and complement the academic program. 2. Title I, Part A (Improing the Academic Achieement of the Disadantaged) - A federal-funded program to proide high-quality opportunities for students in high-poerty schools to meet district and state content and performance standards. 3. Title I, Part A, Title X, Part C, Education for Homeless Children and Youths: Title I, Part A funds to proide comparable serices to homeless children that assist them to effectiely take adantage of educational opportunities as proided to children in schools funded under Title I, Part A. These comparable serices shall be proided to homeless children in public and priate schools, shelters and other locations where children may lie, institutions for neglected children and, where appropriate, local institutions such as local community day school programs. This reseration requirement is not formula drien. 4. Title I, Part C (Migrant Education Program) - A federal-funded program focused on proiding serices for migratory students and their families. 5. Title I, Part D: Local Delinquent Programs - A funded program that sere students who are neglected, delinquent, or at-risk; including programs inoling collaboration with locally operated correctional facilities. 6. Title II, Part A (Preparing, Training and Recruiting High Quality Teachers and Principals) - A federal-funded program focused on teacher and principal training and recruitment programs. 7. Title III (Language Instruction for English learners(els) and Immigrants) - A federal-funded program focused on assisting school districts in teaching English to limited English proficient students (English learners) and Immigrants and helping these students meet the same challenging State standards required of all other students. 8. Title VII (Indian Education Formula Grant) - A federal-funded program focused on helping Natie American/Alaskan Natie students meet the same challenging State standards required of all other students. The goal of the CUSD staff is to create and maintain the best educational enironment possible. This can be accomplished with your support and input. If you hae any questions, concerns, or would like to become more inoled in the educational process at your school, please contact your school principal. Your school can assist you in learning more about categorical programs. You may want to become inoled in your school s School Site Council (SSC), English Learner Adisory Committee (ELAC), and/ or attend the Annual Title I Parent Meeting. During the fall each school will send additional Information about these actiities. At the district leel, we encourage you to become inoled with our DELAC. We encourage and look forward to your inolement in the programs we offer our learning community. If you hae any questions, please call your child s school or the CUSD Department of Special Projects at (559) , additional information may be found at Four of six standards 26.70% Fie of six standards 26.70% Six of six standards 46.70% We encourage all parents and guardians to become inoled with their child s education, at the classroom leel, the school wide leel, as well as the District leel.

9 Fort Washington Elementary School Class Size Distribution The bar graph displays the three-year data for aerage class size, and the table displays the three-year data for the number of classrooms by size. Aerage Class Size K Professional Deelopment 9 Continued from left In the school year, we dedicated two additional days for professional deelopment. This brings a total of fie professional deelopment days for our certificated staff. Due to state budget cuts and the addition of furlough days, in , , and , all professional deelopment opportunities for CUSD staff hae been moed to before and after the school year, after school, early dismissal days, within the school day, and on weekends. These additional days will assist with the continued transition of Common Core State Standards. Professional Deelopment Days days Number of Classrooms by Size days days Number of Students Grade K Children Are Our Most Precious Resource Professional Deelopment An effectie process for staff deelopment and curriculum improement is planned and implemented by teachers and administrators on an annual basis. Staff deelopment actiities are held prior to the beginning of the school year as well as throughout the year. Members of the staff are directly inoled in planning the deelopment actiities. The administration actiely supports the program through participation, allocation of time for staff deelopment actiities, and the use of fiscal and personnel resources. The staff-deelopment program is consistent with the school goals for curriculum, assessment, instruction, and student achieement. During the school year, staff-deelopment days were held which focused on meeting the needs of our increasingly dierse student population, ealuating data to drie instruction, and sharing best practices. Additionally, staff deelopment is ongoing as we roll out the Common Core State Standards. Staff members are currently attending District and site in-serices on best-teaching practices as they relate to the Common Core. Specifically, staff deelopment has focused on the eight mathematics practices and how teachers can prepare students now using current state standards for the upcoming Common Core standards and subsequent assessments. The district focused all professional deelopment actiities around fie identified needs: First Time Best Instruction, Mastery Learning, Professional Learning Communities, Transitioning to the Common Core, and Systematic Interentions. Continued on sidebar Core Values Students Employees Community Schools and Facilities

10 10 Aailability 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 Reading/language arts 0% Mathematics 0% Science 0% History/social science 0% Visual and performing arts 0% Foreign language 0% Health 0% Textbooks and Instructional Materials Clois Unified School District sets a high priority upon ensuring there are sufficient textbooks and materials to support the district s instructional program. CUSD Board Policy Number 3301 establishes criteria and procedures for the adoption of all textbooks. All K-8 textbooks purchased hae been approed by the State Board of Education. Textbooks and instructional materials purchased for grades 9-12 are aligned to the State content standards and adopted by the Clois Unified Goerning Board. The Department of Special Projects continues to support the school sites with funding that allows for the purchase of supplementary instructional material for our students, including English Learners in grades K-12. The supplemental material is designed to accelerate pupils as rapidly as possible toward grade-leel proficiency in the core subjects of English-language arts, math, social science, and science. These supplemental materials are used in addition to the basic reading/language arts and other core materials proided for eery student and are correlated to state content standards. Textbooks and Instructional Materials List Subject Textbook Adopted English language arts McGraw-Hill Treasures (Grades 1, 2, 3, 4 and 6) 2003 English language arts McGraw-Hill Treasures (5) 2011 English language arts Houghton Mifflin A Legacy of Literacy 2003 English language arts McGraw-Hill Treasures (5) 2011 English language arts McDougal Littell 6th California Literature 2010 Mathematics McGraw Hill My Math (K - 5) 2014 Mathematics Glencoe/McGraw Hill California Math (6-8) 2014 Science Foresman California Science 2008 Science Houghton Mifflin California Science 2009 Public Internet Access Internet access is aailable at all CUSD school sites, 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 proided on a first-come, first-sered basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on aailability), the types of software programs aailable on a workstation, and the ability to print documents. For information on usage of Fresno County public libraries, including public use of computers with Internet access, please call (559) or isit www. fresnolibrary.org. Currency of Textbook Data This table displays the date when the textbook and instructional materials information was collected and erified. Currency of Textbooks Data collection date 10/2014 Science McDougal Littell Focus on Earth Science 2009 History/social science Glencoe/McGraw Hill Discoering our Past-Ancient Ciilizations 2006 History/social science Foresman Learn and Work 2007 History/social science Foresman Time and Place 2007 History/social science Harcourt Reflections 2007 District Vision Statement Clois Unified School District stries to be America s benchmark for excellence in education. Quality of Textbooks The following table outlines the criteria required for choosing textbooks and instructional materials. Quality of Textbooks Criteria Where Character Counts Are the textbooks adopted from the most recent state-approed or local goerning board-approed 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, hae access to their own textbooks and instructional materials to use in class and to take home? /

11 Fort Washington Elementary School Teacher Qualifications This table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and uniersity internships, pre-internships, emergency or other permits, and waiers. For more information on teacher credentials, isit 11 Teacher Credential Information CUSD Fort Washington ES Teachers With full credential 1, 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 leel, subject area, student group, etc.) and the number of acant 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 Fort Washington ES Teachers Teacher misassignments of English learners Total teacher misassignments Vacant teacher positions Academic Counselors and School Support Staff This table displays information about academic counselors and support staff at the school and their full-time equialent (FTE). Academic Counselors and School Support Staff Data Core Academic Classes Taught by Highly Qualified Teachers The Child Left Behind Act (NCLB) extended ESEA to require that core academic subjects be taught by Highly Qualified Teachers, defined as haing 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-poerty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poerty 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, isit Child Left Behind Compliant Teachers School Year Percent of Classes in Core Academic Subjects Taught by Highly Qualified Teachers t Taught by Highly Qualified Teachers School Year Academic Counselors FTE of academic counselors Ratio of students per academic counselor Support Staff Social/behaioral or career deelopment counselors Library media teacher (librarian) Library media serices staff (paraprofessional) 0.0 ² FTE Fort Washington ES % 0.00% Psychologist 0.4 All schools in district 92.53% 7.47% High-poerty schools in district 89.26% 10.74% Social worker 0.0 Nurse 0.2 Low-poerty schools in district 96.00% 4.00% ² t applicable. Speech/language/hearing specialist Resource specialist (non-teaching)

12 12 School Financial Data The following table displays the school s aerage teacher salary and a breakdown of the school s expenditures per pupil from unrestricted and restricted sources. School Financial Data Total expenditures per pupil Fiscal Year Expenditures per pupil from restricted sources $4,097 $62 Financial Data The financial data displayed in this SARC is from the fiscal year. The most current fiscal information aailable proided 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 website at District Financial Data This table displays district teacher and administratie salary information and compares the figures to the state aerages for districts of the same type and size based on the salary schedule. te the district salary data does not include benefits. District Salary Data Fiscal Year Expenditures per pupil from unrestricted sources $4,035 CUSD Similar Sized District Annual aerage teacher salary $68,423 Beginning teacher salary $34,699 $41,761 Midrange teacher salary $57,833 $66,895 Highest teacher salary $74,146 $86,565 Aerage elementary school principal salary $90,140 $108,011 Aerage middle school principal salary $95,124 $113,058 Aerage high school principal salary $99,501 $123,217 Superintendent salary $225,000 $227,183 Teacher salaries percent of budget 36% 38% 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 goerning 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. Administratie salaries percent of budget 5% 5% Financial Data Comparison This table displays the school s per-pupil expenditures from unrestricted sources and the school s aerage teacher salary and compares it to the district and state data. Financial Data Comparison Expenditures Per Pupil From Unrestricted Sources Fiscal Year Annual Aerage Teacher Salary Fort Washington ES $4,035 $68,423 CUSD $4,610 $61,519 California $4,690 $70,720 School and district percent difference -12.5% +11.2% School and California percent difference -14.0% -3.2% School Accountability Report Card Published By: Data for this year s SARC was proided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please isit DataQuest at DataQuest is an online resource that proides 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 aailable, upon request, on or before February 1 of each year. All data accurate as of December 2014.