Sumac Elementary School 1

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1 Sumac Elementary 6050 N. Calmfield Avenue, Agoura Hills, CA (818) Fax (818) Serving Grades Kindergarten through Five CDS Code: Carol Martino, Principal Accountability Report Card Las Virgenes Unified 4111 Las Virgenes Road Calabasas, CA (818) Administration Dr. Dan Stepenosky Superintendent Mary Schillinger Asst. Superintendent of Education Dr. Rose Dunn Asst. Superintendent of Personnel Karen Kimmel Asst. Superintendent of Business Evan Bartelheim Director of Instruction Jim Klein Chief Instructional Technology Officer Robbie Amodio Director of Classified Personnel Board of Education Jill Gaines, President Cindy Iser, Vice President Lesli Stein, Clerk Angela Cutbill, Member Dallas Lawrence, Member Principal s Message This school report is issued annually for all schools in the Las Virgenes Unified. It is designed to provide parents and community members with information about the school, its resources, programs, successes, and areas for growth. Fourteen areas selected by the State are addressed within this document, yielding a comprehensive profile of the school. Our public schools exist to provide an educational program that offers all students opportunities to develop to their potential intellectually, socially, physically, and emotionally. Our goal at Sumac L-STEM Elementary is that students will become contributing citizens in our changing society, prepared for the challenges of the 21st century. As you read through our Report Card, you will find a school with a strong focus on academics and character development, a faculty that is professionally skilled and personally committed to meeting the learning needs of students, a generous and supportive parent community, and a student body that is motivated to succeed. The school year was our first year as an L-STEM school. The acronym stands for Language, Science, Technology, Engineering and Math. These areas of emphasis are supported and celebrated by our staff and community. Each year, we establish, then evaluate measurable goals for our programs and ourselves to insure that we continue to provide a climate of excellence for our children. Mission Statement To promote 21st century learning that goes above and beyond our standards-based instructional program in an effort to elevate global literacy for our students through Language immersion and STEM: Science, Technology, Engineering, and Mathematics. It is our goal to develop students who are academically and socially prepared for the multicultural, technologically-oriented society in which they live, and who possess a high level of self-esteem and a sense of personal, social, and civic responsibility. Leadership Leadership at Sumac Elementary is a responsibility shared among administration, the principal, instructional staff, students, and parents. Principal Carol Martino has led the school for six years. Ms. Martino has 36 years of experience in education. Staff members are encouraged to participate on various committees that make decisions regarding the priorities and direction of the educational plan. These committees ensure that instructional programs are consistent with students needs and comply with district goals. Avenues of opportunity include: Bilingual Advisory Committee GATE Advisory Committee Parent Faculty Association Site Council Curriculum Council Grade-Level Representatives RTI Committee Student Study Team Parent & Community Involvement ( Year ) Parents and the community are very supportive of the educational program at Sumac Elementary. Parents are welcome to volunteer in the classroom, library, and office. Other opportunities for involvement include classroom volunteer program, Site Council, and Parent-Faculty Association (PFA). Sumac Elementary 1

2 Numerous programs and activities are enriched by the generous contributions from: Amgen PFA Target Contact Information Bank of America Wells Fargo THE Foundation Parents who wish to participate in the school s leadership teams, committees, activities, or become volunteers may contact the office at (818) , or visit the district s website at Community & Profile ( Year ) Las Virgenes Unified educates approximately 11,000 students from transitional kindergarten through twelfth grade students on a traditional calendar schedule. Serving students from Calabasas, Agoura Hills, Hidden Hills, and Westlake Village, the district is currently comprised of two comprehensive high schools, two continuation high schools, three middle schools, nine elementary schools, one pre-school, an alternative K-8 school and an independent study program. Sumac Elementary is dedicated to ensuring the academic success of all students, and provides the most comprehensive educational experience possible. All programs at the school are founded on the principle that students come first. Sumac Elementary is located in the northern section of Agoura Hills. In the school year, the school served 385 students in grades kindergarten through five. The charts display school enrollment broken down by student group and grade. Enrollment by Student Group Discipline & Climate for Learning Percentage African American 2.1% American Indian 0.3% Asian 3.7% Filipino 0.8% Hispanic or Latino 32.1% White 56.6% Two or More 4.5% English Learners 29.7% Socioeconomically Disadvantaged 24.7% with Disabilities 15.0% Enrollment Trend by Grade Level K st nd rd th th The goal of Sumac Elementary s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Sumac believes students who develop a sense of personal responsibility will mature both academically and emotionally. Most LVUSD schools have implemented the CHAMPS program. The school s Pride program teaches students to peacefully negotiate conflicts themselves rather than avoiding them or relying on others for mediation. Parents and students are informed of discipline policies at the beginning of each school year through the Student/Parent Handbook and the Minder Binder (3rd-5th). Rules are reinforced at parent-teacher conferences and daily at morning assembly and in classrooms. Infractions of the conduct code result in corrective measures, including parent notification. The table illustrates the suspensions and expulsions for the school and district for all grade levels. Expulsions occur only when required by law or when all other alternatives have been exhausted. Student Recognition wide and classroom incentives promote positive attitudes, encourage achievement, and aid in the prevention of behavioral problems. The following recognition programs are ongoing at the school: Perfect Attendance Awards President s Education Awards Presidential Physical Fitness Award Pride Awards for Character Student-of-the-Week Extracurricular & Enrichment Activities are encouraged to participate in the school s academic and extracurricular activities. The following clubs and programs are offered: After Tutoring Chorus Community Outreach GATE Program Reading Counts Recycling Club Student Council The school s Enrichment Program, offered Monday - Friday after school hours, allows students to diversify their education through the following classes: Art Chorus Cooking Legos Science Woodworking Attendance Suspensions & Expulsions Suspensions Suspension Rate 4.0% 6.6% 0.0% 3.4% 3.5% 1.2% Expulsions Expulsion Rate 0.0% 0.0% 0.0% 0.1% 0.4% 0.0% districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Most importantly, attendance is critical to academic achievement and regular daily attendance is a priority at the school. Student attendance is carefully monitored to identify those students exhibiting excessive absences. The office staff makes daily phone calls to parents when children are absent. Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences are fairly administered. In the event of habitual truancy, students may be referred to the district s Attendance Review Board (SARB). The SARB is utilized when students have persistent attendance and behavior problems in school, and when the normal avenues of classroom, school, and district counseling are not effective. Sumac Elementary 2

3 Teacher Assignment Las Virgenes Unified recruits and employs only the most qualified credentialed teachers. who meet all credential requirements in accordance with the State of California guidelines. Teacher Credential Status Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching EL students) does not hold a legally recognized certificate or credential. 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. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year. Highly Qualified Teachers ( Year ) The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as Highly Qualified. Minimum qualifications include: Possession of a Bachelor s Degree Possession of an appropriate California teaching credential Demonstrated competence in core academic subjects Fully Credentialed Without Full Credentials Working Outside Subject Misassignments of Teachers of English Learners Misassignments/Vacancies Misassignments of Teachers (other) Total Misassignments of Teachers Vacant Teacher Positions For more information, see the CDE Improving Teacher and Principal Quality Web page at: Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Lowpoverty schools have student eligibility of approximately 25 percent or less. NCLB Compliant Teachers % of Core Academic Courses Taught By NCLB Compliant Teachers % of Core Academic Courses Taught By Non-NCLB Compliant Teachers 90.9% 9.1% 92.2% 7.8% High-Poverty s in N/A N/A Low-Poverty s in 92.2% 7.8% Professional Development Staff members build teaching skills and concepts through participation in conferences and workshops throughout the year. The district sponsors two staff development days annually where teachers are offered a broad-based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies. Class Size The Class Size Distribution table illustrates the average class size by grade. The corresponding numbers show how many classes were taught with a certain number of students in each class, based on three different class sizes. Average Class Size Class Size Distribution 1-20 Classrooms Containing: By Grade Level K Counseling & Support Staff ( Year ) In addition to academics, the staff strives to assist students in their social and personal development. Staff members are trained to recognize at-risk behavior in all students. The school values the importance of on-site counseling and has procedures in place to ensure that students receive the services they need. The support staff is devoted to helping students deal with problems and assisting them to reach positive goals. The academic counselor-to-pupil ratio is 1:385. The chart displays support staff that are available to students at the school. Counseling & Support Services Staff Number of Staff Full Time Equivalent Adaptive PE Specialist Counselor Health Clerk Media Clerk Psychologist 1 As Needed Resource Specialist Program (RSP) Teacher Special Day Class (SDC) Teacher Speech and Language Specialist The district uses all available resources in the community to assist students in their emotional and academic development including County Mental Health and Child Protective Services. Sumac Elementary partners with Agoura High through the Careers in Education program and Project Socrates. High school students act as teaching aides, assisting students in their studies. Pepperdine University also provides student teachers to help Sumac students in reading. Sumac Elementary 3

4 Sumac Elementary offers additional academic assistance to students who are performing below grade-level standards. in grades one through five may participate in the Reading Lab program in addition to using the Successmaker program. First through third grade students receive daily phonetic instruction through the Essential Skills classroom software program. with special education needs are accommodated with a variety of options and in the least restrictive environment possible. The Student Study Team (SST) develops an Individual Education Plan (IEP) for any student with emotional, social, and/or developmental disabilities. The IEP defines the individualized instruction a special needs student will receive, which may include services through one of our three Learning Centers and/or Speech Language, Occupational Therapy, etc. English Learner (EL) students in grades K-5 are placed in classrooms with teachers who are certified to provide SDAIE (Specially Designed Academic Instruction in English). Additionally, those students who are not yet proficient in English receive supplemental instruction in ELD (English Language Development) from appropriately credentialed specialists. The Gifted and Talented Education (GATE) program is offered to students in grades K-5 who have been recognized by their teachers as capable of attaining high levels of achievement. GATE students are provided with differentiated instruction during the school day. are formally assessed for GATE before they enter middle school. Curriculum Improvement Las Virgenes Unified s emphasis is on a well-balanced and rigorous core curriculum at all grade levels. Instructional programs are aligned with Common Core State Standards. The district structures its educational program so that all students receive instruction appropriate to their learning level. To ensure the success of every student, teachers use a variety of instructional techniques and supplemental instructional materials and programs. Textbooks & Instructional Materials ( Year ) Las Virgenes Unified sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support instructional programs. The district held a Public Hearing on September 17, 2013, and determined that each school within the district has sufficient and good quality textbooks, instructional materials, or science lab equipment, pursuant to the settlement of Williams vs. the State of California. All students, including English Learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects, Visual and Performing Arts, Health, and Foreign Language for use in the classroom and to take home. All textbooks and instructional materials used within the district are aligned with the Common Core State Standards and have been approved by the Board of Education. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. The table displays information collected in August 2013 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school. Grade Levels K-5 K-5 3rd-5th Subject English/ Language Arts English/ Language Arts Mathematics K-2 Mathematics K-5 Science K-5 Science K-5 Science K-5 Social Science/ History -Adopted Textbooks Publisher Houghton Mifflin Adoption Year Sufficient % Lacking 2003 Yes 0.0% Sopris West 2005 Yes 0.0% Harcourt Brace Harcourt Brace Harcourt Publishers Houghton Mifflin MacMillan/ McGraw Hill Houghton Mifflin 2002 Yes 0.0% 2009 Yes 0.0% 2007 Yes 0.0% 2007 Yes 0.0% 2007 Yes 0.0% 2006 Yes 0.0% Media Center Information The school s Media Center, staffed by a part-time Media Center Clerk, is stocked with more than 17,000 books that are available for students to check out. It also contains a collection of video- and audio-tapes that tie into curricular areas of study. visit the Media Center on a weekly basis with their classrooms. Four computer workstations within the Media Center are connected to the Internet so students may access resources and information online. Computer Resources Computer skills and concepts integrated throughout standard curriculum prepare students for technological growth and opportunities. Each classroom contains a minimum of two computers for student use. In addition, the school s two computer labs contain a combined total of 54 Internet-accessible workstations. Sumac Elementary 4

5 Classes attend Computer Lab three to five times weekly. Software includes Successmaker Math and ELA, Essential Skills, and programs to develop keyboarding, data entry, spreadsheet, and word processing skills. The school utilizes IXL Math and Spelling City, both which allow teachers to incorporate the concept of the flipped classroom. Additionally, all classrooms have access to BrainPop and BrainPop Jr., including the English Language Development component. Additional Internet Access/Public Libraries For additional research materials and Internet availability, students are encouraged to visit the public libraries located in Agoura Hills, Calabasas, Thousand Oaks, Woodland Hills, and Westlake Village which contain numerous computer workstations. Standardized Testing and Reporting (STAR) Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). CST description and scores are reported in detail within the SARC. The CMA is an alternate assessment based on modified achievement standards in English/Language Arts (ELA) for grades three through eleven; mathematics for grades three through seven, Algebra I and Geometry; and science in grades five and eight, Life Science in grade ten. This test is designed to assess students whose disabilities preclude them from achieving grade level proficiency of the California content standards with or without accommodations. 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. Assessment covers ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Statewide and similar schools API ranks are published when the Base API is released each March. 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 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 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 10 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. The first table displays the school s statewide and similar schools API ranks and actual API point changes by student group for the past three years.the second table displays, by student group, the 2013 Growth API at the school, district, and state level. API Results Statewide Similar s Group All at the Actual API Change Hispanic or Latino Actual API Change White Actual API Change Socioeconomically Disadvantaged Actual API Change English Learners Actual API Change Growth API Comparison Number of State Growth Score Number of Growth Score Number of Growth Score All at the , ,655, Hispanic or Latino ,438, White , ,200, Socioeconomically Disadvantaged ,774, English Learners ,482, with Disabilities , , Federal Intervention Program ( Year ) s 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 (English/Language Arts 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: asp. Federal Intervention Programs Program Improvement (PI) Status In PI In PI First Year in PI Year in PI ( ) Year 2 Year 2 # of s Currently in PI - 2 % of s Identified for PI % Sumac Elementary 5

6 Adequate Yearly Progress ( Year ) No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/Language Arts by s must demonstrate Adequate Yearly Progress (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements: Participation rate on the state s standards-based assessments in English/Language Arts (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). There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. would also be allowed to transfer to schools (within their district) that have met their AYP s, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the chart. California Standards Test The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/ Language Arts, Mathematics, Social Science, and Science, for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. 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 at California Standards Test (CST) Adequate Yearly Progress (AYP) Subject State English/Language Arts Mathematics Science History/Social Science Made AYP Overall No No Met AYP Criteria English - Language Arts Mathematics English - Language Arts Mathematics Participation Rate Yes Yes Yes Yes Percent Proficient No No No No API Results Yes Yes Graduation Rate N/A Yes Subject California Standards Test (CST) English/ Language Arts Subgroups Mathematics Science History/ Social Science Asian * Hispanic or Latino White Males Females Socioeconomically Disadvantaged English Learners with Disabilities *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Sumac Elementary 6

7 Physical Fitness ( Year ) In the spring of each year, Sumac Elementary is required by the state to administer a physical fitness test to all students in the fifth grade. The physical fitness test is a standardized evaluation that measures each student s ability to perform fitness tasks in six major areas. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test may be found at the CDE Web site at cde.ca.gov/ta/tg/pf/. Percentage of in Healthy Fitness Zone Grade Level Four of Six Standards Five of Six Standards Six of Six Standards % 30.2% 33.3% Facilities ( Year ) Originally constructed in 1975, Sumac Elementary is situated on 11.5 acres. The campus consists of 17 permanent classrooms, nine portable classrooms, a library, a multi-purpose room, two computer labs, and one playground. The most recent modernizations to the facilities occurred in 2005 and included construction of a new auditorium (multipurpose room) and remodeling of the office and classrooms in the main building. In the school year, Mariposa Elementary of Global Education was opened on Sumac s campus. The facility is a newly renovated building on site, and houses more than 100 students. The chart displays the results of the most recent school facilities inspection. Cleaning Process The school provides a safe and clean environment for students, staff, and volunteers. The district governing board has adopted cleaning standards for all schools in the district. Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. The principal works daily with the custodial staff to develop sanitation schedules that ensure a clean, safe, and functional learning environment. Maintenance & Repair A scheduled maintenance program is administered by the school s custodial staff on a regular basis, with heavy maintenance functions occurring during vacation periods. Additionally, a scheduled maintenance program is administered by Las Virgenes Unified to ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the highest priority; repair requests are completed efficiently and in the order in which they are received. Deferred Maintenance Budget The district participates in the State 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 of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the school year, the district budgeted $350,000 for the deferred maintenance program. This represents 0.01% of the district s general fund budget. Deferred Maintenance Projects Items Inspected Systems (Gas Leaks, Mech/ HVAC, Sewer) Facility Conditions Date of Last Inspection: 12/13/2013 Overall Summary of Facility Conditions: Good Interior X Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) Electrical X Restrooms/Fountains X Safety (Fire Safety, Hazardous Materials) Structural (Structural Damage, Roofs) External (Grounds, Windows, Doors, Gates, Fences) Facility Component System Status Good Fair Poor X Deficiency & Remedial Actions Taken or Planned X P4, P5: Traps set. X X X The district s governing board has approved deferred maintenance projects for this school that include paint the exterior of the buildings and roof repairs. Sumac Elementary 7

8 Safety The safety of students and staff is a primary concern of Sumac Elementary. All guests to the campus must sign in at the office and wear a visitor s badge at all times. Supervision is provided to ensure the safety of each student before school, during breaks, at lunch, and after school. Supervision is a responsibility shared among teachers and school administrators. To safeguard the well-being of students and staff, a comprehensive Site Safety Plan has been developed. The plan was last updated and reviewed with school staff in October Any revisions made to the plan are reviewed immediately with the staff. Key elements of the Safety Plan focus on the following: Current status of school crime Child abuse reporting procedures Disaster procedures, routine, and emergency Policies related to suspension and expulsion Notification to teachers Sexual harassment policy Provision of a school-wide dress code rules and procedures Safe ingress and egress of pupils, parents, and school employees, safe and orderly school environment Revenue Sources (Fiscal Year ) In addition to general state funding, Las Virgenes Unified received state and federal categorical funding for the following support programs: Class Size Reduction Drug/Alcohol/Tobacco Funds Economic Impact Aid (EIA) Educational Technology Assistance Grants Gifted & Talented Pupils Home-to- Transportation Peer Assistance & Review Regional Occupational Program Improvement Program (SIP) Special Education Special Education Transportation Staff Development Title I Vocational & Applied Technology Education Act Expenditures (Fiscal Year ) At the time this report was published, the most recent financial and salary comparison data from the State of California was for the school year. The Expenditures Per Pupil table provides a comparison of a school s per pupil funding from unrestricted sources with other schools in the district and throughout the state. Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/ Unrestricted expenditures, except for general guidelines, are not controlled by law or donor. Expenditures per Pupil Total Expenditures Per Pupil $7,726 From Supplemental/Restricted Sources $3,330 From Basic/Unrestricted Sources $4,396 From Basic/Unrestricted Sources $4,396 Percentage of Variation between & 0.0% State From Basic/Unrestricted Sources $5,537 Percentage of Variation between & State -20.6% 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 Web site at: Teacher & Administrative Salaries (Fiscal Year ) This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Website. Site Teacher Salaries ( Year ) The Average Teacher Salaries table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state. Data Sources Average Salary Information Teachers - Principal - Superintendent State Beginning Teachers $40,055 $40,933 Mid-Range Teachers $66,104 $65,087 Highest Teachers $84,177 $84,436 Elementary Principals $100,339 $106,715 Middle Principals $115,263 $111,205 High Principals $123,093 $120,506 Superintendent $195,520 $207,812 Salaries as a Percentage of Total Budget Teacher Salaries 41.0% 40.0% Administrative Salaries 4.0% 5.0% Average Teacher Salaries & $64,661 $67,872 Percentage of Variation -4.7% & State All Unified s $68,841 Percentage of Variation -6.1% Data within the SARC was provided by Las Virgenes Unified, retrieved from the SARC template, located on Dataquest ( and/or Ed-Data website. Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/ intervention. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California s public kindergarten through grade twelve school districts and schools. Sumac Elementary 8