Palos Verdes Intermediate

Transcription

1 Palos Verdes Intermediate Frank Califano, Principal Principal, Palos Verdes Intermediate About Our School About Our School Success at PVIS is a team effort. Without the support of our community we could not sustain the excellence that our school has achieved. Our staff builds relationships with our students who are motivated to learn and succeed. This has led to a friendly, enriching and fun environment where our kids are our first priority. Contact 2161 Via Olivera Palos Verdes Estates, CA Phone: [email protected] View Larger Map

2 Data and Access 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. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page. 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 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 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. Page 2 of 34

3 About This School Contact Information (School Year ) Contact Information (School Year ) School District School Name Palos Verdes Intermediate District Name Palos Verdes Peninsula Unified Street 2161 Via Olivera Phone Number (310) City, State, Zip Palos Verdes Estates, Ca, Web Site Phone Number Superintendent First Name Walker Principal Frank Califano, Principal Superintendent Last Name Williams Address Address County-District School (CDS) Code Last updated: 1/14/2014 School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) Mission Statement: To provide our youth with an educational environment that challenges all students to develop their social, emotional, and academic potentials. That our students will respect one another, the diversity of our surrounding community and will come to desire life-long learning through modern strategies and resources together with enthusiastic staff members, involved parents and a supportive community. The vision of Palos Verdes Intermediate School is to provide our youth with an educational environment that challenges all students to develop their social, emotional, and academic potentials. Our students, together with enthusiastic staff members, involved parents, and the community, will respect one another, will appreciate the diversity of our surrounding community, and will come to desire life-long learning. Palos Verdes Intermediate School is in a picturesque setting, nestled in the bluffs overlooking the Pacific Ocean. The Palos Verdes Intermediate School campus provides a rich environment for its students and staff. The efforts of the community, parents, teachers, staff, and students have created a tradition of excellence at PVIS. Since inception, Palos Verdes Intermediate School has been a high achieving school. Through programs especially tailored to meet the developmental needs of early adolescence, Palos Verdes Intermediate School is committed to providing all students with the academic and personal foundations needed to be prepared for a challenging high school curriculum and to participate positively as members of the local and global community. To encourage achievement and personal development, PVIS offers a supportive social and emotional atmosphere. The school has adopted a unique model in the District, providing an additional school counselor along with a school assistant principal. The additional counselor offers more support to students so our Safe Schools Counselor can focus her attention on student s personal growth and character development. Creating a rich physical, academic, social, and emotional environment at PVIS is clearly a team effort. The dedication and commitment of all stakeholders demonstrates a deep pride in the school and places a high value on ensuring that every student reaches his or her potential. We have also completely restructured our Special Education department and implemented a model that includes full inclusion for most of our resource students. Collaboration is occurring in these classrooms with a Direct Study Instructor available at all times. With the generous support of all district stakeholders, we have piloted our STEM program and plan to expand the program in the coming years. It is with all of these assets in place that we were proud to accept a California Distinguished School award for the year Opportunities for Parental Involvement (School Year ) Opportunities for Parental Involvement (School Year ) Last updated: 1/14/2014 Page 3 of 34

4 Palos Verdes Intermediate School parents are a very important part of our school. The time and efforts of our parents have and continue to be an important part of our school s overall success. The Parent Teacher Student Association along with the Booster Club offers every parent ample opportunity to get involved in the day to-day activities and running of our school. There are multiple opportunities for parents to participate at the committee level. One of the most popular committees is Parents on Campus. The POC helps supervise during lunchtime. They walk around the school and talk with the students helping to maintain a safe, caring environment for everyone. Also, we have parents who help us chaperone dances, field trips and assist in the Library. Through our school newsletters, the PTSA, Booster Club and school administration continually encourage all parents to become involved in their student s education. Our English Language Advisory Committee along with our various community cultural support groups help assure every parent has an avenue to access and get involved with their child s school. Last updated: 1/14/2014 Page 4 of 34

5 Student Performance Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site. Standardized Testing and Reporting Results for All Students - Three-Year Standardized Testing and Reporting Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject English-Language Arts 90% 90% 90% 85% 85% 85% 54% 56% 55% Mathematics 86% 87% 86% 78% 78% 78% 49% 50% 50% Science 95% 94% 96% 88% 90% 90% 57% 60% 59% History-Social Science 93% 90% 91% 80% 80% 81% 48% 49% 49% 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. English-Language Arts Percent of Students Scoring at Proficient or Advanced 100 Math Percent of Students Scoring at Proficient or Advanced Page 5 of 34

6 Science Percent of Students Scoring at Proficient or Advanced History Percent of Students Scoring at Proficient or Advanced Last updated: 1/14/2014 Standardized Testing and Reporting Results by Student Group Most Recent Year Standardized Testing and Reporting Results by Student Group Most Recent Year Percent of Students Scoring at Proficient or Advanced Group English-Language Arts Mathematics Science History-Social Science All Students in the LEA 85% 78% 90% 81% All Students at the School 90% 86% 96% 91% Male 86% 87% 96% 91% Female 93% 85% 96% 91% Black or African American 68% 73% N/A N/A American Indian or Alaska Native N/A N/A N/A N/A Asian 93% 95% 100% 100% Filipino 100% 92% N/A N/A Hispanic or Latino 82% 73% 84% 84% Native Hawaiian or Pacific Islander N/A N/A N/A N/A White 89% 85% 96% 88% Two or More Races 98% 89% 100% 100% Socioeconomically Disadvantaged 59% 55% N/A N/A English Learners 56% 70% N/A N/A Students with Disabilities 58% 43% 78% 54% Students Receiving Migrant Education Services N/A N/A N/A N/A 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. Last updated: 1/14/2014 Page 6 of 34

7 California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison Three-Year Comparison The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at Percent of Students Scoring at Proficient or Advanced School District State Subject English-Language Arts N/A N/A N/A 88% 86% 84% 59% 56% 57% Mathematics N/A N/A N/A 86% 87% 86% 56% 58% 60% 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. English-Language Arts Percent of Students Scoring at Proficient or Advanced 1.0 Mathematics Percent of Students Scoring at Proficient or Advanced Last updated: 1/14/2014 Page 7 of 34

8 California High School Exit Examination Grade Ten Results by Student Group California High School Exit Examination Grade Ten Results by Student Group English-Language Arts Mathematics Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the LEA 16% 21% 64% 14% 32% 54% All Students at the School N/A N/A N/A N/A N/A N/A Male N/A N/A N/A N/A N/A N/A Female N/A N/A N/A N/A N/A N/A Black or African American N/A N/A N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A N/A N/A Asian N/A N/A N/A N/A N/A N/A Filipino N/A N/A N/A N/A N/A N/A Hispanic or Latino N/A N/A N/A N/A N/A N/A Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A White N/A N/A N/A N/A N/A N/A Two or More Races N/A N/A N/A N/A N/A N/A Socioeconomically Disadvantaged N/A N/A N/A N/A N/A N/A English Learners N/A N/A N/A N/A N/A N/A Students with Disabilities N/A N/A N/A N/A N/A N/A Students Receiving Migrant Education Services N/A N/A N/A N/A N/A N/A 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. Last updated: 1/14/2014 Page 8 of 34

9 California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school s test results to the district and state, see the CDE PFT Web page. Percent of Students Meeting Fitness Standards Grade level Four of Six Standards Five of Six Standards Six of Six Standards 5 N/A N/A N/A % 25.4% 56.4% 9 N/A N/A N/A 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. Last updated: 1/14/2014 Page 9 of 34

10 Accountability Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page. Academic Performance Index Ranks Three-Year Comparison Academic Performance Index Ranks Three-Year Comparison This table displays the school s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched similar schools. A similar schools rank of 1 means that the school s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school s academic performance is better than at least 90 of the 100 similar schools. API Rank Statewide Similar Schools Last updated: 1/14/2014 Academic Performance Index Growth by Student Group Three-Year Comparison 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 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. Last updated: 1/14/2014 Page 10 of 34

11 Academic Performance Index Growth by Student Group Growth API Comparison This table displays, by student group, the number of students included in the API and the Growth API at the school, LEA, and state level. Group Number of Students School Number of Students LEA Number of Students State All Students at the School , ,655, Black or African American , American Indian or Alaska Native , Asian , , Filipino , Hispanic or Latino ,438, Native Hawaiian or Pacific Islander , White , ,200, Two or More Races , Socioeconomically Disadvantaged ,774, English Learners ,482, Students with Disabilities , Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) Last updated: 1/14/2014 The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state s standards-based assessments in ELA and mathematics Percent proficient on the state s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools) For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page. AYP Criteria School District Made AYP Overall No No Met Participation Rate - English-Language Arts Yes Yes Met Participation Rate - Mathematics Yes Yes Met Percent Proficient - English-Language Arts Yes No Met Percent Proficient - Mathematics No No Met API Criteria Yes Yes Met Graduation Rate N/A Yes Last updated: 1/14/2014 Page 11 of 34

12 Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page. Indicator School District Program Improvement Status Not in PI First Year of Program Improvement Year in Program Improvement Number of Schools Currently in Program Improvement N/A 1 Percent of Schools Currently in Program Improvement N/A 33.3% Note: Cells shaded in black or with N/A values do not require data. Last updated: 1/14/2014 Page 12 of 34

13 School Climate Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade Grade Total Enrollment Grade 6 Grade 7 Grade 8 Last updated: 1/14/2014 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Group Percent of Total Enrollment Black or African American 2.3 American Indian or Alaska Native 0.0 Asian 22.0 Filipino 1.3 Hispanic or Latino 7.3 5% 2% 22% Native Hawaiian or Pacific Islander 0.0 White 61.3 Two or More Races 5.8 Socioeconomically Disadvantaged 2.4 English Learners 5.3 Students with Disabilities 9.7 Black or African American American Indian or Alaska Native 62% Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races 1% 7% Last updated: 1/14/2014 Page 13 of 34

14 Average Class Size and Class Size Distribution (Elementary) Average Class Size and Class Size Distribution (Elementary) Number of Classes * Number of Classes * Number of Classes * Grade Level Average Class Size Average Class Size Average Class Size K Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) Last updated: 1/26/ Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size Average Class Size Average Class Size English Mathematics Science Social Science * 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. School Safety Plan (School Year ) School Safety Plan (School Year ) Last updated: 1/14/2014 This section provides information about the school's comprehensive safety plan. The Comprehensive School Safety Plan is designed to address safety issues that are directly related to daily operation of the school. Its goals are to create a safe and effective school environment that maximizes learning and provides a place where students can remain focus on the academic program. The Comprehensive School Safety Plan addresses ten areas. Child Abuse Reporting and Procedures Disaster Procedures Policies for Suspension and Expulsion Procedures to Notify Teachers of Dangerous Students Discrimination and Harassment Policy The Provisions of a School-Wide Dress Code Procedures for Safe Ingress and Egress A Safe and orderly Environment Conducive to Learning The Rules and Procedures for School Discipline Page 14 of 34

15 Hate Crime Reporting Procedures A copy of the Comprehensive School Safety Plan is available for public inspection, upon request, in the main office of the school. A new Comprehensive Safety Plan is currently under development and will be available for Board approval March 1, Last updated: 1/16/2014 Page 15 of 34

16 Suspensions and Expulsions School District Rate * Suspensions Expulsions * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment. Suspensions Expulsions 150 School Suspensions District Suspensions 1.2 School Expulsions District Expulsions Last updated: 1/22/2014 Page 16 of 34

17 School Facilities School Facility Conditions and Planned Improvements (School Year ) School Facility Conditions and Planned Improvements (School Year ) The Palos Verdes Peninsula Unified School District takes great efforts to ensure that all schools are clean safe, and functional. To assist in this effort, the district uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the school office, at the District office, or on the Internet at Below is more specific information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment. Age of School Buildings This school has 31 classrooms, a multipurpose room, a library, and an administration building. The main campus was built in At that time is was called Margate Intermediate School. Due to declining enrollment the school was closed in 1991 and then, because of increased enrollment District-wide, reopened in 2002 as Palos Verdes Intermediate School. Between 2002 and 2004 portables were added to the campus. Seven are used as classrooms and two are used for lockers. Maintenance and Repair District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. An online work order process is used to ensure efficient service and that emergency repairs are given the highest priority. Cleaning Process and Schedule The District Board of Education has adopted cleaning standards for all schools in the district. A summary of these standards is available at the school office, at the District office, or on the Internet at The principal works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Deferred Maintenance Budget The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement to existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems School Facility Good Repair Status (School Year ) Last updated: 1/17/2014 System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Repair Status Fair Fair Fair Fair Fair Fair Fair Fair Repair Needed and Action Taken or Planned Overall Facility Rate (School Year ) Page 17 of 34

18 Overall Rating Fair Last updated: 1/22/2014 Page 18 of 34

19 Teachers Teacher Credentials Teacher Credentials Teachers School District With Full Credential Without Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teachers Teaching Outside Subject Area of Competence (with full credential) Last updated: 1/22/2014 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Last updated: 1/22/2014 Page 19 of 34

20 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page. 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 99 1 High-Poverty Schools in District Low-Poverty Schools in District Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Last updated: 1/22/2014 Page 20 of 34

21 Support Staff Academic Counselors and Other Support Staff (School Year ) Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) 1.0 N/A Library Media Teacher (librarian) 0.0 N/A Library Media Services Staff (paraprofessional) 0.0 N/A Psychologist 1.0 N/A Social Worker 0.0 N/A Nurse 1.0 N/A Speech/Language/Hearing Specialist 1.0 N/A Resource Specialist (non-teaching) 0.0 N/A Other N/A Note: Cells shaded in black or with N/A values do not require data. * One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time. Last updated: 1/22/2014 Page 21 of 34

22 Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal Year ) 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: October 2013 Core Curriculum Area Textbooks and instructional materials From most recent adoption? Percent students lacking own assigned copy Reading/Language Arts No Insufficiencies; 0.0 Grade 6 Holt Literature and Language Arts, Introductory Course, Holt, 2003 CORE Novels: Esperanza Rising, The True Confession of Charlotte Doyle Grade 7 Holt Literature and Language Arts, First Course, Holt, 2003 CORE Novels: The Yearling, Treasure Island Grade 8 Holt Literature and Language Arts, Second Course, Holt, 2003 CORE Novels: Midsummer Night s Dream, Call of the Wild Mathematics No Insufficiencies 0.0 Grade 6 Grade 7 Mathematics, Concepts and Skills: Course 1, McDougal Littell, Inc., 2001 Pre-Algebra: Pre-Algebra, CA Pupil Edition, Prentice Hall, Inc., 2001 Grade 8 Algebra; Algebra 1A, 1B; Algebra Readiness: Algebra 1, Prentice Hall, Inc., 2001; Bridge to Algebra, Carnegie Learning, 2009; Algebra Readiness Concepts Skills and Problem, Glencoe 2008 Algebra Accelerated: Structure and Method: Algebra, Book 1, McDougal Littell, Inc., 2001 Geometry (8th Grade Geometry Honors), Geometry, California Holt, 2008 Science No Insufficiencies; Grade 6 Earth Science, Holt, Reinhart & Winston, 2007 Grade 7 Life Science, Holt, Reinhart & Winston, 2007 Grade 8 Physical Science, Holt, Reinhart & Winston, 2007 Yes 0.0 History-Social Science No Insufficiencies; Grade 6 World History: Ancient Civilizations, Holt, 2006 Grade 7 World History: Medieval to Early Modern Times, Holt, 2006 Grade 8 United States History Independence to 1914, Holt, 2006 Yes 0.0 Foreign Language No Insufficiencies Yes 0.0 Page 22 of 34

23 Spanish 1 - Grades 6-8, En Espanol! McDougal Littell, 2004 (ISBN: ) Chinese 1 - Grades 6-8, Intergrated Chinese Level 1 Part A: Simplified Characters 2nd Edition, Cheng & Tsui 2005, (ISBN: ) Simplified Workbook 2nd Edition, Cheng & Tsui 2005, (ISBN: ) Health No Insufficiencies; Grade 7 Decisions for Health (Level Red), Holt, Reinhart and Winston, 2004 Grades 8-12 Lifetime Health, Holt, Reinhart and Winston, 2004 Yes 0.0 Visual and Performing Arts Grades 6-7 Grade 8 Grade 8 No Insufficiencies Art I Music: Art in Action, Hubbard & Herberholz, Holt, Reinhart & Winston, 1986 Art II: Art in Action, Hubbard & Herberholz, Holt, Reinhart & Winston, 1986 Art III: Art in Action, Hubbard & Herberholz, Holt, Reinhart & Winston, 1987 Yes 0.0 Science Laboratory Equipment (grades 9-12) N/A 0.0 Last updated: 1/22/2014 Page 23 of 34

24 School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic / Unrestricted) Average Teacher Salary School Site $3,720 $61 $3,659 $58,519 District N/A N/A $8,058 $68,904 Percent Difference School Site and District N/A N/A % % State N/A N/A $298 $68,531 Percent Difference School Site and State N/A N/A % % Note: Cells shaded in black or with N/A values do not require data. 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 governing 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. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site. Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) Last updated: 1/22/2014 For the school year, Palos Verdes Peninsula Unified School District spent an average of $7, to educate each student (based on audited financial statements). The figures shown in the table below reflect the direct cost of educational services, per ADA, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required by law annually and compared with other districts statewide. In addition to general fund state funding, Palos Verdes Peninsula Unified receives state and federal categorical funding for special programs. For the school year, the District received approximately $ per student in federal and state aid for the following categorical, special education, support and Tier III programs: Title 1 Special Education IDEA Local Assist Special Education IDEA Preschool Special Education IDEA Preschool Local Entitlement Special Education IDEA Preschool Staff Development Vocational Education Title II, Part A Title II, Part D Title V Title III Lottery Special Education Special Education Mental Health Services Page 24 of 34

25 Special Education Personnel Staff Development Tobacco Use Prevention Education (TUPE) 6-12, Cohort G, Tier II Economic Impact Aid (EIA) Special Education Transportation Music Donation Grant Local Arts and Music Grant Honda Grant Project Lead The Way Confidence Foundation Special Children's League Chevron Grant Last updated: 1/22/2014 Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $45,667 $40,933 Mid-Range Teacher Salary $67,349 $65,087 Highest Teacher Salary $83,964 $84,436 Average Principal Salary (Elementary) $104,652 $106,715 Average Principal Salary (Middle) $108,900 $111,205 Average Principal Salary (High) $119,584 $120,506 Superintendent Salary $219,103 $207,812 Percent of Budget for Teacher Salaries 41.0% 40.0% Percent of Budget for Administrative Salaries 4.0% 5.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page. Teacher Salary Chart Principal Salary Chart Page 25 of 34

26 Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Last updated: 1/22/2014 Page 26 of 34

27 School Completion and Postsecondary Preparation Admission Requirements for California s Public Universities University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information Web page. California State University Eligibility for admission to the California State University (CSU) is determined by three factors: Specific high school courses Grades in specified courses and test scores Graduation from high school Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page. Dropout Rate and Graduation Rate Dropout Rate and Graduation Rate School District State Indicator Dropout Rate Graduation Rate Dropout/Graduation Rate Chart 1.0 Dropout Rate (1 year) Graduation Rate Last updated: 1/22/2014 Page 27 of 34

28 Completion of High School Graduation Requirements Completion of High School Graduation Requirements This table displays, by student group, the percent of students who began the school year in grade twelve and were a part of the school s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption. Graduating Class of 2012 Group School District State All Students 1,049 Black or African American 24 American Indian or Alaska Native 5 Asian 346 Filipino Hispanic or Latino 91 Native Hawaiian or Pacific Islander 6 White 568 Two or More Races 9 Socioeconomically Disadvantaged 33 English Learners 70 Students with Disabilities 91 Note: N/D means that no data were available to the CDE or LEA to report. Last updated: 2/4/2014 Career Technical Education Programs (School Year ) Career Technical Education Programs (School Year ) CTE Course Offered High School Adv Dance Adv Orchestra Aerospace Engineering American Sign Language 1,2 American Government AP American Government Page 28 of 34

29 AP Art History AP Computer Science AP Music Theory AP Psychology AP Studio Art Drawing AP Studio Art-2D AP Studio Art-3D Architectural & Structural Engineering Auto Systems Bank/Financial Services Broadcast Journalism 1,2,3,4 Ceramics 1,2 Chamber Choir Chamber Jazz Choral Choreo Dance Communication Skills 1,2,3,4 Comparative Government Concert Band Consumer Skills 1,2,3,4 Cosmetology Culinary Arts Computer Science 2 Adv Dev Psych Children Page 29 of 34

30 Digital Animation 1,2,3 Digital Electronics Digital Photography 3 Drama 1,2 Drama 1/Adv Drama 3/Adv Drama 4/Adv Drawing/Painting 1,2 ELD/Am Government EM Med/1st Response Engineering Design/Development Graphic Design Guided Study Intermediate Dance Internship Intro to Engineering Design Jazz Band 1,2 Journalism 1,2,3,4 Literary Publication1,2,3,4 Marching Band Md Asst/Clinical Multimedia Story Page 30 of 34

31 Music Appreciation/Guitar Orchestra PE Choreo Photography 1,2 Post Secondary Transition Practical Living Skills 1,2,3,4 Principles of Engineering Psychology Science Research 1,2,3,4 Sculpture 1,2 Stage Design Teen Court Web Page Production 1,2,3,4 Web Tech Adv Production (Internet Publishing) Womens Treble Choir Work Experience Video Production 1,2,3,4 Yearbook 1,2,3,4 Intermediate CTE courses Chef Creative Design (2-Dimensional Design) Digital Photography Page 31 of 34

32 Forensic Science Journalism Intro Woodshop Innovative Wood Personal Financial Robotics STEM Video Com Television Production Last updated: 2/4/2014 Career Technical Education Participation (School Year ) Career Technical Education Participation (School Year ) Measure CTE Program Participation Number of pupils participating in CTE 0 Percent of pupils completing a CTE program and earning a high school diploma 0.0 Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education 0.0 Last updated: 1/22/2014 Courses for University of California and/or California State University Admission Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission Last updated: 1/22/2014 Page 32 of 34

33 Advanced Placement Courses (School Year ) Advanced Placement Courses (School Year ) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science N/A N/A N/A N/A N/A N/A N/A All Courses Note: Cells shaded in black or with N/A values do not require data. *Where there are student course enrollments. Last updated: 1/22/2014 Page 33 of 34

34 Instructional Planning and Scheduling Professional Development Professional Development This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. Professional Development for the school year was focused on the awareness and then the transition to the Common Core State Standards. The academic achievement of all students through a rigorous and balanced curriculum has been the primary concern as we transitioned to the K-12 implementation of the Common Core State Standards. All teachers received information and training in the areas of critical thinking, collaboration, creativity, and communication skills. Professional development has included an understanding of the major shifts of the CCSS as well as the integration of these shifts into the instructional program. Teachers have learned common language and strategies for implementation of the Common Core. All PVPUSD educators understand the timeline for the assessments and technology implementation related to the Common Core State Standards. During the school year Curriculum-Instruction-Assessment teams have been created at every grade level with representation from all of the school sites. Teachers have been able to share strategies, research, lessons, assessments, etc. with their implementation of the Common Core. Teachers on Special Assignment (TOSAs) have demonstrated lessons at sites and have provided additional support by conferencing and being available to answer questions. Last updated: 1/22/2014 Page 34 of 34