San Martin Gwinn Environmental Science Academy School

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1 San Martin Gwinn Environmental Science Academy School Published During San Martin Gwinn Contact Information (School Year ) Environmental Science Academy 100 North St. San Martin, CA (408) Principal: Claudia Olaciregui, Principal Contact Address: County-District-School (CDS) Code: Morgan Hill Unified Contact Information (School Year ) (408) Superintendent: Steve Betando Contact Address:

2 Every school in California is required by state law to publish a (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at For additional information about the school, parents and community members should contact the school principal or the district office. 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., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access I. Data and 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. Additional Information 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 District Contact Information - Most Recent Year II. About This School District Name Morgan Hill Unified Phone Number (408) Superintendent Address Web Site Steve Betando School Contact Information - Most Recent Year School Name Street San Martin Gwinn Environmental Science Academy 100 North St. City, State, Zip San Martin, CA Phone Number (408) Principal Address Web Site Claudia Olaciregui, Principal County-District-School (CDS) Code /20/2015 Powered by SchoolCity, Inc Page 2 of 14

3 School Description and Mission Statement Most Recent Year San Martin/Gwinn School is a unique place that began in 1895 as a small country school in the southern end of the Coyote Valley. The plaza oak trees remind students, parents, and staff that no matter how many faces come through our school, the goal remains the same: to teach our children skills and strategies that will help them develop critical thinking and problem solving skills, prepare them for college, and and keep them safe. Our goal is to close the achievement gap in 21st century skills reading, writing, science, and math between the widely diverse student groups that populate SMG while simultaneously raising the academic performance of every student in the school. We believe that all of our students have the ability and right to learn and that students learn best in an emotionally and physically safe environment where each child is respected, valued, and included. We believe that all children can learn if we, their teachers and school staff, identify what students know and use that knowledge as the basis for planning instruction. Our goal is to prepare each child for success in secondary and postsecondary academic institutes both in the classroom and in their interpersonal relationships so they can grow academically and socially into productive members of our society. SMG is included in the After School Education and Safety (A.S.E.S.) Program which partners our school and the local Y.M.C.A. to provide literacy, academic enrichment, and safe after school alternatives for our students. Each year, 90 students attend our after-school YMCA program which includes a dinner, home work assistance, academic enrichment lessons and physical exercise, and games. The program runs from directly after school until 6:00 pm each day and is free of charge to the families. The core curriculum is differentiated and based on Common Core Standards. Teachers receive regular Professional Development utilizing research based strategies to enhance program delivery. The San Martin/Gwinn staff is also trained in interactive strategies from Guided Language Acquisition Design, systematic ELD, TCI science curriculum, and CCSS teaching strategies. Services are an integral part of the school day and may be augmented by a pullout program for special activities outside the classroom, afterschool enrichment, or independent study projects. All students work weekly in the computer and science labs where they conduct research and science experiments. K-2 students reading below grade level receive additional daily reading services through an onsite teacher trained in reading interventions. Students 3-6 grade reading below grade level attend Read 180/System 44 interventions on a daily basis. Students who excel academically in kindergarten through grade two are served within the classroom program even though they are not formally identified as G.A.T.E. until the fourth grade. Teachers work with the GATE site coordinator to offer resources for advanced-level work and extensions to the core curriculum in 4th through 6th grades. Focused English Language Development (ELD) instruction is provided for all English learners 40 minutes four days a week. All teachers at San Martin/Gwinn are certified to teach English learners and are either in the process of completing or have competed Cross cultural, Language, and Academic Development (CLAD) training and are trained in Guided English Language Acquisition. San Martin/Gwinn offers K-3 students a unique opportunity to participate in Dual Immersion Instruction through the DIME Program. Additional grade levels will be added annually until we have a full K-8 Dual Immersion strand within the San Martin/Gwinn Program. Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten 86 Grade 1 83 Grade 2 73 Grade 3 73 Grade 4 57 Grade 5 64 Grade 6 66 Total Enrollment 502 Student Enrollment by Student Group (School Year ) 1/20/2015 Powered by SchoolCity, Inc Page 3 of 14

4 Group Percent of Total Enrollment Black or African American 1.2 American Indian or Alaska Native 0 Asian 1.2 Filipino 0.6 Hispanic or Latino 76.1 Native Hawaiian/Pacific Islander 0 White 18.3 Two or More Races 2.2 Socioeconomically Disadvantaged 69.3 English Learners 49.8 Students with Disabilities 11.4 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. 1/20/2015 Powered by SchoolCity, Inc Page 4 of 14

5 Teacher Credentials Teachers School School 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 Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. 1/20/2015 Powered by SchoolCity, Inc Page 5 of 14

6 Quality, Currency, Availability of Textbooks and Instructional Materials Most Recent Year This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected:january 2015 Subject Reading/Language Arts Mathematics Science Textbooks and instructional materials/year of adoption Engage NY, Grades TK-6 Language Arts (TK-2: Core Knowledge, gr 3-6 Expeditionary Learning) Engage NY, Grades TK-6 Mathematics (Eureka Math) MacMillian-McGraw Hill CA Science Glencoe/McGraw Hill Focus On Science Series From most recent adoption? Percent students lacking own assigned copy yes 0% yes 0% yes 0% History-Social Science Houghton Mifflin Social Science Series McDougal Littell CA Middle School Social Studies Series yes 0% Foreign Language 0% Health 0% Visual and Performing Arts 0% Science Laboratory Equipment (grades 9-12) 0% School Facility Conditions and Planned Improvements - Most Recent Year Over the past few years the exterior of the campus was painted, the trellis in the front of the multipurpose building was removed which made a wonderful backdrop for a new mural. The damaged kindergarten portable was replaced and a new kindergarten playground was installed. New landscaping throughout the campus has provided a wonderful country setting. To help with the noise in the classrooms on the Gwinn side of the campus, the folding walls were removed and permanent walls installed. The Maintenance, Grounds and Custodial staff continue to work together to provide a safe, clean and well maintained learning environment to help support student achievement. As part of Measure G Bond, San Martin/Gwinn received a technology infrastructure upgrade which included campus wide WiFi, a new phone system and clock/public address system. During the summer of 2014 the restrooms at Gwinn were renovated, transformed two classrooms into science labs and a new shade structure was installed to provide for a outdoor learning area. The interior and exterior of the campus was also painted. Funds are allocated to provide for a new administration office and student drop off and some additional outdoor learning areas for the school year. School Facility Good Repair Status Most Recent Year Using the most recent FIT data (or equivalent), provide the following: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The Overall Rating 1/20/2015 Powered by SchoolCity, Inc Page 6 of 14

7 System Inspected Good Fair Poor 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 Repair Needed and Action Taken or Planned Structural: Structural Damage, Roofs Roofs are scheduled to be replaced. External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Facility Rate - 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 Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject School District State Science (grades 5, 8, and 10) 48% 62% 38% 64% 66% 68% 60% 59% 60% Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. 1/20/2015 Powered by SchoolCity, Inc Page 7 of 14

8 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 68% All Students at the School 38% Male 31% Female 45% Black or African American American Indian or Alaska Native Asian Filipino Standardized Testing and Reporting Results for All Students Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject School District State English-Language Arts 48% 53% 46% 57% 59% 59% 54% 56% 55% Mathematics 59% 58% 51% 46% 48% 49% 49% 50% 50% History-Social Science 54% 58% 60% 48% 49% 49% Note: STAR Program was last administered in Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Academic Performance Index Ranks Three-Year Comparison Hispanic or Latino 23% Native Hawaiian or Pacific Islander White 79% Two or More Races Socioeconomically Disadvantaged 18% English Learners Students with Disabilities Students Receiving Migrant Education Services Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. API Rank Statewide Similar Schools Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. 1/20/2015 Powered by SchoolCity, Inc Page 8 of 14

9 Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change Actual API Change Actual API Change All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities 0 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 Outcome 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 Four of Six Fitness Standards Percent of Students Meeting Five of Six Fitness Standards Percent of Students Meeting Six of Six Fitness Standards 5 19% 22.2% 20.6% 7 9 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 1/20/2015 Powered by SchoolCity, Inc Page 9 of 14

10 We have a variety of ways for parents to participate at school. They can join our School Site Council, English Language Advisory Council (ELAC), DIME participation group, or Home and School Club boards. All of these organizations work cooperatively with the principal and staff on program oversight, staff support, and the general functioning of the school. Our parents volunteer on field trips and in the classroom, and during DIME class instruction supporting the program design and reenforcing cultural diversity. Our Home and School Club is organizing a room-parent program and conducts fund-raising events to provide a wide variety of services to the school. We are diligently working to increase the number of parent volunteers and the opportunities we have for them as well. The contact person for parent involvement is our principal, Claudia 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 School Safety Plan Most Recent Year Students are monitored on campus from 7:30 a.m. to 2:15 p.m. Teachers serve as yard supervisors for all recesses except lunch and for the second recess for lower grade students. Yard supervisors are on duty at all other times. Yard supervisors have been trained in using the school wide Setting Limits program. Teachers regularly review the rules for safe, responsible behavior in school and on the playground. Visitors must enter the school through the main door and sign in at the office. One Yard coaches are supervising, teaching, and coaching students before school, during recess, and at lunch. SMG revises our School Safety Plan annually; it is currently last revised, and it will be finalized and shared with staff and parents.. The plan includes procedures for emergencies, exit routes, and inventories of emergency supplies. We share the plan with all staff during schoolwide staff meetings. We practice fire and earthquake drills regularly throughout the school year and hold trainings for staff on emergency preparedness in late April. The Santa Clara County Sherriff s Department works with our staff as needed to train staff on Code Red procedures. 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. 1/20/2015 Powered by SchoolCity, Inc Page 10 of 14

11 Adequate Yearly Progress Overall and by Criteria (School Year ) Made AYP Overall Met Participation Rate - English-Language Arts Met Participation Rate - Mathematics Met Percent Proficient - English-Language Arts Met Percent Proficient - Mathematics Met Graduation Rate 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 5 Year 3 Number of Schools Currently in Program Improvement 5 Percent of Schools Currently in Program Improvement 35.7% Note: Cells with NA values do not require data. AYP Criteria School District * 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. Class Size Number of Classes* Avg. Class Size Number of Classes* K Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Average Class Size and Class Size Distribution (Secondary) Subject English Mathematics Science Social Science Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* /20/2015 Powered by SchoolCity, Inc Page 11 of 14

12 * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor 0 0 Counselor (Social/Behavioral or Career Development 0 Library Media Teacher (Librarian) 0.5 Library Media Services Staff (Paraprofessional) 0 Psychologist 0.5 Social Worker 0 Nurse 0 Speech/Language/Hearing Specialist 1 Resource Specialist (non - teaching) 1 Other 0 Note: Cells with values do not require data. * One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. 1/20/2015 Powered by SchoolCity, Inc Page 12 of 14

13 Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic/ Unrestricted) Average Teacher Salary School Site $4,611 $638 $3,973 $72,406 District $5,123 $65,392 Percent Difference School Site and District State $4,690 $67,762 Percent Difference School Site and State Note: Cells with values do not require data. Types of Services Funded (Fiscal Year ) San Martin/Gwinn received $155,738 in Title I funds. We also received $100,794 in Economic Impact Aid. These dollars go directly to the School Improvement Plan for all students, the GATE program, and the Economic Impact and Limited English Program to fund our second-language students. San Martin/Gwinn is identified as a schoolwide Title I school since 65 percent of our population qualifies for the Free and Reduced Lunch Program. These funds helped pay for participation in the web-based math/reading program for all students, extra-duty contracts for teachers, Reading Interventions, and other stipends that support the various student programs at our school. All other dollars go directly to ensuring that standardsbased instructional materials are available for every student, that staff has ongoing professional development, and that parents have opportunities to engage in the learning process with their students. Our parents support extracurricular activities through small fund-raising efforts. Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $42,427 $41,243 Mid-Range Teacher Salary $65,315 $64,893 Highest Teacher Salary $82,651 $83,507 Average Principal Salary (Elementary) $112,719 $103,404 Average Principal Salary (Middle) $117,708 $109,964 Average Principal Salary (High) $133,588 $120,078 Superintendent Salary $215,780 $183,557 Percent of Budget for Teacher Salaries 39% 40% Percent of Budget for Administrative Salaries 6% 6% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at 1/20/2015 Powered by SchoolCity, Inc Page 13 of 14

14 Professional Development Most Recent Three Years This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. San Martin/Gwinn teachers continue to focus on common core literacy and mathematics for staff development. We also spend time looking for ways to improve our ELD instruction. By the end of the school year all teachers will be trained in GLAD and CCSS. Systematic ELD coaches provided four days of coaching for SMG staff during year to enhance development of interactive strategies in the classroom. Systematic ELD and interactive GLAD strategies are infused throughout the day making learning fun for all students. Additionally, teachers have been trained in the School City Data Management System. It is used to analyze student performance on quarterly Benchmarks in order to guide instruction. Teachers meet weekly to collaborate. Weekly collaborative meetings include discussions focused on current instructional strategies. K-3 teachers received 4 days of training in the Dynamic Indicators Basic Early Literacy Skills DIBELS assessment. In order to meet the early literacy skills of kinder thru third grade students. Teachers at San Martin Gwinn are encouraged to try new instructional models and find solid examples of research-based practice to help us close our achievement gap. 1/20/2015 Powered by SchoolCity, Inc Page 14 of 14

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