Valencia Elementary School 541 W. 22nd Street Upland, CA / Grades TK-6 Lorrie Buehler, Principal

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1 Valencia Elementary School 541 W. 22nd Street Upland, CA / Grades TK-6 Lorrie Buehler, Principal School Accountability Report Card Published During the School Year ----{isarc_dlogo}---- Upland Unified School District 390 North Euclid Ave. Upland, CA (909) District Governing Board P. Joseph Lenz, President Steve Frazee, Vice-President Linda Angona, Clerk Wes Fifield, Member Michael J. Varela, Member District Administration Nancy Kelly, Ed.D. Superintendent Ellen Lugo Assistant Superintendent, Elementary Education Alex Ruvalcaba Assistant Superintendent, Secondary Education Donnie Salamanca Assistant Superintendent, Business Services School Description Valencia Elementary School is located in an established neighborhood in the most northern part of Upland, California. Currently there are 22 classrooms of students in Transitional kindergarten through sixth grade, and two special education classrooms for students in grades first through sixth. The school community is very supportive, both through PTA and a large group of dedicated parent volunteers. The staff is committed to their students, and has implemented a four-part vision. The vision strives to move all students towards the proficiency of standards, challenge advanced students, develop a Professional Learning Community and explore ways to support students. Resources have been aligned to support student achievement and staff development activities are numerous. Valencia Elementary School welcomes approximately 633 students from a variety of backgrounds. Our culturally diverse population consists of.2% American Indian or Alaskan Native, 6% Asian, 1% Filipino, 2% African-American, 33% Hispanic or Latino, and 54% Caucasian, with 18 different languages represented. The Upland Unified School District s mission statement is, Every Single Student...Every Single Day. Our goal is that all students will acquire and apply knowledge. Student achievement results will show mastery of standards by individual students as well as by student sub-groups. Valencia s goal is to educate students to reach their highest potential thereby ensuring a successful future. The school community vision is reflected in our goals written in our School Plan for Student Achievement School Accountability Report Card for Valencia Elementary School Page 1 of 8

2 About the SARC Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at View this SARC online at the school and/or LEA Web sites. For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents and community members should contact the school at 909/ Student Enrollment by Grade Level Grade Level Number of Students Kinder. 78 Gr Gr Gr Gr Gr Gr Total Student Enrollment by Group Group Percent of Total Enrollment Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander 0.2 White 53.5 Two or More Races 4.6 Socioeconomically Disadvantaged 23.8 English Learners 3.8 Students with Disabilities 10.2 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Valencia Elementary School Fully Credentialed 23 Without Full Credential 0 Teaching Outside Subject Area of Competence 0 Upland Unified School District Fully Credentialed Without Full Credential Teaching Outside Subject Area of Competence Teacher Misassignments and Vacant Teacher Positions at this School Valencia Elementary School Teachers of English Learners 0 Total Teacher Misassignments 0 Vacant Teacher Positions 0 * Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers This School Districtwide All Schools High-Poverty Schools Low-Poverty Schools * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program School Accountability Report Card for Valencia Elementary School Page 2 of 8

3 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Per the William's Act, all students are provided with adopted textbooks and instructional materials in good condition. Core Curriculum Area Reading/Language Arts The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: 0 Textbooks and Instructional Materials Year and month in which data were collected: 2014 August Yes Textbooks and Instructional Materials/Year of Adoption Adoption Year: 2002 Publisher: Houghton Mifflin - Reading Grade Level: K-6 Adoption Year: 2006 Publisher: Scholastic READ 180 Grade Level: 4-12 Adoption Year: 2005 Publisher: Hampton-Brown High Point Grade Level: 6-12 Adoption Year: 2007 Publisher: Hampton-Brown - Avenues Grade Level: K-5 Mathematics The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: 0 Science The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: 0 History-Social Science The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: 0 Yes Yes Yes Adoption Year: 2008 Publisher: Houghton Mifflin California K-6 Math Grade Level: K-6 Adoption Year: 2007 Publisher: Pearson Scott Foresman California Science Grade Level: K-6 Adoption Year: 2007 Publisher: Prentice Hall California Science Explorer: Focus on Physical and Life Science Grade Level: 6-8 Adoption Year: 2006 Publisher: Harcourt School Publishers for California Reflections series Grade Level: K School Accountability Report Card for Valencia Elementary School Page 3 of 8

4 School Facility Conditions and Planned Improvements (Most Recent Year) The District takes great efforts to ensure that all schools are clean, safe, and functional through proper facilities maintenance and campus supervision. Ongoing maintenance and campus improvements ensure facilities remain up to date and provide adequate space for students and staff. District maintenance and site custodial staff ensures that the repairs necessary to keep the school in good condition are completed in a timely manner. A work order process is used by school and district staff to communicate non-routine maintenance requests. Every morning, Facility inspections take place for safety hazards or other conditions that need attention prior to students and staff entering school grounds. Safety concerns are the number one priority of the Maintenance and Operations Department. District maintenance personnel and custodians are proactive and conduct inspections at school sites on a continual basis. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: June 2014 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor Repair Needed and Action Taken or Planned School Accountability Report Card for Valencia Elementary School Page 4 of 8

5 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. Subject CAASPP Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Science * Science (grades 5, 8, and 10) assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Subject STAR Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State ELA Math HSS * STAR Program was last administered in Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Academic Performance Index Ranks - Three-Year Comparison API Rank Statewide Similar Schools * For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Grade Level Percent of Students Meeting Fitness Standards 4 of 6 5 of 6 6 of * Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy CAASPP Results by Student Group Group Percent of Students Scoring at Proficient or Advanced Science (grades 5, 8, and 10) All Students in the LEA 70 All Student at the School 80 Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino 71 Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged 85 English Learners Students with Disabilities Students Receiving Migrant Education Services * CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. API Growth by Student Group Three-Year Comparison Group Actual API Change All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities * "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 School Accountability Report Card for Valencia Elementary School Page 5 of 8

6 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement Parents are an integral part of the learning success of all students at Valencia. On the first day of school, parents are provided with a volunteer survey listing numerous opportunities to assist at school. At Back to School Night and Kindergarten Orientation, parents are given a personal invitation and explanation of how they can participate. In the fall, volunteers are invited to attend the Parent Volunteer Orientation. Community members are seen often on campus in many roles, such as tutors, in the library, PTA committee work, book fairs, clerical assistants, going on field trips, helping with vision and hearing, height and weight and school pictures. PTA sponsors a variety of school promoted family activities such as the Fall Social, Spring Musical Performance, regular Take Your Family to Dinner Nights, and two Book Fairs. The PTA fine arts Reflections program encourages students to excel in literature, art, photography and music. Grade level teams create activities, involving parents and the community, that bring the curriculum to life. Open House provides an opportunity for the community to experience what students have accomplished at Valencia throughout the year. All of these activities provide exceptional real-life experiences, which enhance the curriculum, and involve parents and community. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. School Safety Plan Valencia Elementary School maintains a Comprehensive School Safety Plan. Our site Safety Committee updates our School Safety Plan annually and provides ongoing safety training and information at staff meetings. At the beginning of each school year, parents and staff are provided with a handbook that contains a school calendar, policies, emergency procedures and a school-wide safety plan. The Plan covers all contingencies for smog, earthquake, fire, lockdown and other State Emergency Management System requirements. All classrooms have tubs with individual student emergency food bags and supplies. PTA purchased and maintains classroom first-aid backpacks. Fire extinguisher and disaster information is clearly visible in each classroom. Valencia has created and maintains an emergency shed which contains items to be used in a crisis. Our School Safety Plan helps to ensure that students feel safe and prepared. Suspensions and Expulsions School Suspensions Rate Expulsions Rate District Suspensions Rate Expulsions Rate State Suspensions Rate Expulsions Rate * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x School Accountability Report Card for Valencia Elementary School Page 6 of 8

7 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF Adequate Yearly Progress Overall and by Criteria Made AYP Overall AYP Criteria School District Met Participation Rate: English-Language Arts Met Participation Rate: Mathematics Met Percent Proficient: English-Language Arts Met Percent Proficient: Mathematics Met API Criteria Program Improvement Status Federal Intervention Program Indicator School District In PI First Year of Program Improvement Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement 7 Percent of Schools Currently in Program Improvement 87.5 * 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 Average Class Size Number of Classrooms* Grade Kinder Gr Gr Gr Gr Gr Gr * 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 at this School Academic Counselor Number of Full-Time Equivalent (FTE) Counselor (Social/Behavioral or Career Development) Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) 0.5 Psychologist Social Worker Nurse Speech/Language/Hearing Specialist 1.0 Resource Specialist Other Average Number of Students per Staff Member Academic Counselor * One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. FY Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $37,758 $41,318 Mid-Range Teacher Salary $67,625 $65,615 Highest Teacher Salary $87,887 $84,981 Average Principal Salary (ES) $99,563 $107,624 Average Principal Salary (MS) $103,430 $112,817 Average Principal Salary (HS) $113,868 $121,455 Superintendent Salary $187,823 $206,292 Percent of District Budget Teacher Salaries Administrative Salaries 4 5 * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at FY Expenditures Per Pupil and School Site Teacher Salaries Level Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site District $73,729 State $4,690 $69,360 Percent Difference: School Site/District Percent Difference: School Site/ State School Accountability Report Card for Valencia Elementary School Page 7 of 8

8 Types of Services Funded at Valencia Elementary School Valencia Elementary School receives funding for regular and supplementary educational programs. Our categorical funds consist of School Improvement, English Language Learners, and Title III. The School Site Council, composed of parents and staff, oversee this budget. Monies are spent on materials, supplies, staff development, and equipment as designed by the School Site Single Plan for Student Achievement. The following special programs are offered at the school: English Language Learner program (ELL), Resource Specialist Program (RSP), Daycare, band, bully prevention and character programs as well as district provided P.E. instruction in grades 4-6. The school district also provides the following services to students: health services, library assistance, crisis intervention, speech and psychological services. Professional Development provided for Teachers at Valencia Elementary School The Upland Unified School District believes that high quality, research-based professional development is essential to continuous improvement of teaching skills and concepts. The District provides or coordinates on-going training based on needs identified through student performance indicators, including results of the California Standards Tests, the California High School Exit Exam, the California English Language Development Test, District benchmark assessments, and input from sites regarding specific needs. Professional development is aligned with the District Strategic Plan for Student Achievement and Board goals. Teachers, paraprofessionals and administrators participate in workshops, and conferences that allow them to grow professionally and provide opportunities for collegial sharing. Regular meetings of teacher leaders in literacy, mathematics, reading intervention and technology as well as follow-up coaching support full implementation of training. Additionally, each school provides time for teacher collaboration on student achievement data, curriculum development, and review of classroom-based performance measures. Examples of workshops and coaching implemented as the result of analysis of student achievement include: Effective Teaching, Classroom Management, Curriculum Alignment and Mapping, Project GLAD, Project IMPACT, SIOP (Sheltered Instruction Observation Protocol), 21st Century Classroom Technology, Common Core State Standards, Modeling Academic Language and character education. Staff members participate in professional development in all-day workshops, after-school workshops and meetings, individual coaching/mentoring, and off-site conferences. The Beginning Teacher Support and Assessment (BTSA) program provides support to new teachers. The Peer Assistance and Review Program is available to provide support to teachers in the areas of content knowledge and teaching strategies. Currently, the District calendar includes a minimum day each week to allow for on-going teacher dialogue and collaboration to meet student needs School Accountability Report Card for Valencia Elementary School Page 8 of 8