Spreckels Elementary School

Transcription

1 Spreckels Elementary School School Accountability Report Card Published in our message our teachers our school Teresa Scherpinski Principal Fourth St. and Hatton Aenue Spreckels, CA Grades: TK-5 Phone: (831) CDS Code: Spreckels Union School District 130 Railroad Aenue Spreckels, CA Eric Tarallo, Superintendent Phone: (831) Spreckels Union SD

2 2 Principal s Message At, the students are the center of all that we do. The highly skilled and dedicated staff stries to proide all students with a challenging and rigorous curriculum. We beliee each student can achiee academic success. Educating our children requires parents and teachers working together as a team. Through your interest and inolement, you model the importance of school, learning, and establishing high academic and behaior standards for our children. We hae an actie and inoled Parent Teacher Organization and Educational Foundation that support and contribute to our educational program. Volunteers are welcome in all classrooms. Our school rules are: Be respectful, be responsible and be safe. We follow a positie-behaior policy, and each month, we focus on a character-building trait. Our children learn to be responsible for their actions and demonstrate kindness, concern, respect and cooperation toward others. School Accountability Report Card In accordance with state and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of the school s progress, test scores and achieements. Spreckels School focuses on meeting the needs of eery student and encourages each learner to achiee his or her personal best. I inite you to become inoled with our school. If you hae any questions, or if you need additional information, please call the school office at (831) or me at tscherpinski@ spreckelsdistrict.org. School Mission and Vision Statement will sere as the foundation for the future of our students. We will inspire lifelong learning using 21st-century tools. Through collaboratie teams, we will focus on creatie thinking and problem soling using Common Core State Standards. Our students will deelop into respectful, responsible and safe citizens as they embrace diersity. Parental Inolement Parents become inoled through organizations such as the Parent Teacher Organization, Spreckels Union Educational Foundation, or by olunteering in the classroom or with the Monterey County Reads program. Actiities include, but are not limited to, student assembly programs, schoolwide fundraisers, district carnial/ barbecue/farmers market, Hoedown, talent show, book fairs, Holiday Gift Shop, Spirit Wear sales, Reading Is Fundamental, and school yearbook. For more information on how to become inoled, please contact your child s teacher, or call our PTO president, Alissa Julliet at (831) , for additional ideas and opportunities. Enrollment by Student Group The total enrollment at the school was 609 students for the school year. The pie chart displays the percentage of students enrolled in each group. District Mission Statement The mission of the Spreckels Union School District is to be the premier district in Monterey County by proiding all students an innoatie education in a traditional, small-town enironment. Demographics Asian 2.8% American Indian or Alaska Natie 0.2% Natie Hawaiian or Pacific Islander 0.3% Filipino 3.4% Black or African-American 0.3% Enrollment by Grade The bar graph displays the total number of students enrolled in each grade for the school year Enrollment by Grade Hispanic or Latino 28.4% K 123 No response 0.2% 1 83 Two or more races 7.6% White 56.8% Socioeconomically disadantaged 14.6% English learners 8.9% Students with disabilities 3.1% Foster Youth 0.0%

3 3 Our school rules are: Be respectful, be responsible and be safe. School Safety The School Safety Plan was last reiewed, updated and discussed with the school faculty in August Spreckels School proides a clean and safe enironment for its students and employees. A transportation assistant, and three-and-a-half full-time equialent (FTE) maintenance staff and custodians maintain the buildings, grounds and buses. The district meets all federal and state standards for facilities and safety. Teachers, instructional aides and yard superisors oersee children on the playground. School staff and parent olunteers oersee students at the crosswalks. Rules and procedures that promote safety are enforced. The School Site Council and the School Safety Committee continuously monitor and improe safety concerns throughout the school year. A comprehensie School Safety Plan is updated each year. The purpose of this plan is to identify appropriate strategies and programs that will maintain a high leel of school safety, address the school s procedures for complying with existing laws related to schoolwide safety, and help assess the current status of school crimes committed on the campus. The major points included in our plan are procedures for child-abuse reporting, emergencies and disasters, safe ingress and egress to and from school, and rules and procedures on school discipline. Other points included are policies regarding suspension and expulsion, employee security, sexual harassment, schoolwide dress code, and how to proide a safe and orderly enironment conducie to learning. A control plan for blood-borne pathogens is also included. Specific routine procedures for campus safety include scheduled fire, earthquake, and intruder drills. All isitors are required to sign in and sign out at the front office. All parents are required to sign out students wheneer they take them from campus during school hours. Employees are proided CPR and first-aid training. There is a zero-tolerance district policy of for weapons and drugs on campus. Class Size Distribution The bar graph displays the three-year data for aerage class size and the table displays the three-year data for the number of classrooms by size. Aerage Class Size Three-Year Data Professional Deelopment New teachers are proided additional support through the Beginning Teacher Support and Assessment Program (BTSA) and by our master teachers. Minimum days are scheduled each month so teachers can collaborate and share ideas to improe instruction. Teachers are also encouraged to attend workshops and conferences to continue their professional deelopment. Professional Deelopment Days days days days Suspensions and Expulsions This table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions. Suspension and Expulsion Rates Spreckels ES K Number of Classrooms by Size Three-Year Data Suspension rates Expulsion rates % 0.3% 0.5% 0.0% 0.0% 0.0% Spreckels Union SD Number of Students Grade K Suspension rates Expulsion rates Suspension rates Expulsion rates % 1.6% 1.1% 0.0% 0.0% 0.0% California % 4.4% 3.8% 0.1% 0.1% 0.1%

4 4 Adequate Yearly Progress The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas: Participation rate on statewide assessments in English language arts and mathematics of students scoring proficient on statewide assessments in English language arts and mathematics Attendance rates for schools with enrollment in Transitional Kindergarten through grade eight (TK-8) Graduation rate for high schools The table displays whether or not the school, district, and state met each of the AYP criteria and made oerall AYP for For more information, isit Adequate Yearly Progress Criteria Spreckels ES Spreckels Union SD California Met oerall AYP Yes Yes Yes Met participation rate: English language arts Yes Yes Yes Mathematics Yes Yes Yes Met percent proficient: English language arts Mathematics Met attendance rates Yes Yes Yes Met graduation rate Yes Federal Interention Program Schools and districts receiing Title I funding that fail to meet AYP oer two consecutie years in the same content area (English language arts or mathematics) or on the same indicator enter into Program Improement (PI). Each additional year that the district or school(s) do not meet AYP results in adancement to the next leel of interention. The percentage of schools identified for Program Improement is calculated by taking the number of schools currently in PI within the district and diiding it by the total number of Title I schools within the district. This table displays the Program Improement status for the school and district. For detailed information about PI identification, please isit Federal Interention Program Spreckels ES Spreckels Union SD Program Improement status In PI In PI First year of Program Improement Year in Program Improement Year 1 Year 1 Number of Title I schools currently in Program Improement 2 of Title I schools currently in Program Improement % California Physical Fitness Test Each spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas: 1. Aerobic Capacity 2. Body Composition 3. Flexibility 4. Abdominal Strength and Endurance 5. Upper Body Strength and Endurance 6. Trunk Extensor Strength and Flexibility Encouraging and assisting students in establishing lifelong habits of regular physical actiity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the healthy fitness zone for the most recent testing period. For more detailed information on the California PFT, please isit of Students Meeting Fitness Standards Grade 5 Four of six standards 8.6% Fie of six standards 27.6% Not applicable. Due to the transition to the Smarter Balanced Summatie Assessments, the U.S. Department of Education approed the California Department of Education s waier request to exclude the percent proficient results from AYP determinations. For more information on the AYP reports, please isit Not applicable. This AYP indicator is only applicable for high schools. Six of six standards 40.0%

5 5 California Standards Tests for All Students: Science (grades 5, 8 and 10) The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Adanced leels (meeting or exceeding state standards) in science. Students Scoring at Proficient or Adanced Leels Three-Year Data Spreckels ES Spreckels Union SD California Subject Science 63% 71% 64% 73% 79% 75% 59% 60% 56% California Standards Tests Results by Student Group: Science (grades 5, 8 and 10) Students Scoring at Proficient or Adanced Leels Group Science All students in the district 75% All students at the school 64% Male 68% Female 59% Black or African-American American Indian or Alaska Natie Asian Filipino Hispanic or Latino 44% Natie Hawaiian or Pacific Islander White 66% California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results Beginning in the school year, the Standardized Testing and Reporting (STAR) Program was eliminated and replaced by a new set of assessments called the California Assessment of Student Performance and Progress (CAASPP). For the 2015 school year, the CAASSP included a mix of online and paper-pencil assessments. The online component contained the Smarter Balanced English language arts/literacy and mathematics tests. The paper-pencil science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). There was also the optional Standards-based tests in Spanish for reading/language arts. The CST is a multiple-choice test in science for arying grade leels. The CMA is a modified assessment for students with disabilities who hae an Indiidualized Education Plan (IEP). The CAPA is an alternate assessment for students with significant cognitie disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations. For more information on the CAASPP assessments, please isit Two or more races 81% Socioeconomically disadantaged 56% English learners Students with disabilities Students receiing Migrant Education serices Foster youth ± California Assessment of Student Performance and Progress Results for All Students (grades 3-8 and 11) The table below shows the percentage of students meeting or exceeding the state standards in English language arts/literacy and mathematics. of Students Meeting or Exceeding State Standards Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student priacy. ± Information is not aailable at this time. Subject Spreckels ES Spreckels Union SD California English language arts/literacy 52% 52% 44% Mathematics 58% 48% 33% CAASPP by Student Group: English Language Arts and Mathematics The tables on the following pages display the information on student achieement at each performance leel in English language arts and mathematics for the school by student groups for grades 3-5. Leels of achieement include: Leel 1 = Standard not met Leel 2 = Standard nearly met Leel 3 = Standard met Leel 4 = Standard exceeded Note: The number of students tested includes students who did not receie a score. Howeer, the number of students tested is not the number that was used to calculate the performance leel percentages. The performance leel percentages are calculated using students with scores.

6 6 CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 3 Students Achieing at Each Performance Leel English Language Arts: Grade 3 Total Number Percent Achieement Tested of Total Group Enrollment Tested Enrollment Leel 1 Leel 2 Leel 3 Leel 4 All students % 15% 32% 32% 22% Male % 19% 38% 26% 17% Female % 11% 26% 37% 26% Black or African-American 0 0.0% American Indian or Alaska Natie 0 0.0% Asian 2 2.2% Filipino 3 3.3% Hispanic or Latino % 7% 47% 27% 20% Natie Hawaiian or Pacific Islander 1 1.1% White % 20% 22% 38% 20% Two or more races 6 6.7% Socioeconomically disadantaged % 13% 63% 13% 13% English learners % Students with disabilities 2 2.2% Students receiing Migrant Education serices 1 1.1% Foster youth ± ± ± ± ± ± Mathematics: Grade 3 Total Number Percent Achieement Tested of Total Group Enrollment Tested Enrollment Leel 1 Leel 2 Leel 3 Leel 4 All students % 9% 25% 44% 22% Male % 12% 12% 55% 21% Female % 7% 37% 35% 22% Black or African-American 0 0.0% American Indian or Alaska Natie 0 0.0% Asian 2 2.2% Filipino 3 3.3% Hispanic or Latino % 7% 30% 40% 23% Natie Hawaiian or Pacific Islander 1 1.1% White % 9% 22% 53% 16% Two or more races 6 6.7% Socioeconomically disadantaged % 13% 38% 50% 0% English learners % Students with disabilities 2 2.2% Students receiing Migrant Education serices 1 1.1% Foster youth ± ± ± ± ± ± Leel 1 = Standard not met Leel 2 = Standard nearly met Leel 3 = Standard met Leel 4 = Standard exceeded Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student priacy. ± Information is not aailable at this time.

7 7 CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 4 Students Achieing at Each Performance Leel English Language Arts: Grade 4 Total Number Percent Achieement Tested of Total Group Enrollment Tested Enrollment Leel 1 Leel 2 Leel 3 Leel 4 All students % 23% 29% 18% 30% Male % 28% 24% 20% 28% Female % 19% 32% 17% 32% Black or African-American 0 0.0% American Indian or Alaska Natie 0 0.0% Asian 4 3.7% Filipino 4 3.7% Hispanic or Latino % 35% 35% 13% 16% Natie Hawaiian or Pacific Islander 0 0.0% White % 16% 31% 21% 33% Two or more races 8 7.4% Socioeconomically disadantaged % 57% 21% 7% 14% English learners % 55% 18% 9% 18% Students with disabilities 4 3.7% Students receiing Migrant Education serices 1 0.9% Foster youth ± ± ± ± ± ± Mathematics: Grade 4 Total Number Percent Achieement Tested of Total Group Enrollment Tested Enrollment Leel 1 Leel 2 Leel 3 Leel 4 All students % 10% 30% 40% 20% Male % 11% 28% 35% 26% Female % 10% 31% 44% 15% Black or African-American 0 0.0% American Indian or Alaska Natie 0 0.0% Asian 4 3.7% Filipino 4 3.7% Hispanic or Latino % 16% 39% 35% 10% Natie Hawaiian or Pacific Islander 0 0.0% White % 9% 24% 43% 24% Two or more races 8 7.4% Socioeconomically disadantaged % 29% 29% 43% 0% English learners % 45% 27% 27% 0% Students with disabilities 4 3.7% Students receiing Migrant Education serices 1 0.9% Foster youth ± ± ± ± ± ± Leel 1 = Standard not met Leel 2 = Standard nearly met Leel 3 = Standard met Leel 4 = Standard exceeded Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student priacy. ± Information is not aailable at this time.

8 8 CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 5 Students Achieing at Each Performance Leel English Language Arts: Grade 5 Total Number Percent Achieement Tested of Total Group Enrollment Tested Enrollment Leel 1 Leel 2 Leel 3 Leel 4 All students % 22% 24% 33% 22% Male % 19% 28% 40% 14% Female % 25% 19% 25% 31% Black or African-American 1 0.9% American Indian or Alaska Natie 0 0.0% Asian 4 3.6% Filipino 5 4.5% Hispanic or Latino % 33% 26% 26% 15% Natie Hawaiian or Pacific Islander 0 0.0% White % 22% 28% 34% 16% Two or more races % 9% 18% 36% 36% Socioeconomically disadantaged % 41% 24% 12% 24% English learners 7 6.3% Students with disabilities 5 4.5% Students receiing Migrant Education serices 0 0.0% Foster youth ± ± ± ± ± ± Mathematics: Grade 5 Total Number Percent Achieement Tested of Total Group Enrollment Tested Enrollment Leel 1 Leel 2 Leel 3 Leel 4 All students % 13% 36% 28% 22% Male % 9% 33% 33% 25% Female % 19% 38% 21% 19% Black or African-American 1 0.9% American Indian or Alaska Natie 0 0.0% Asian 4 3.6% Filipino 5 4.5% Hispanic or Latino % 19% 54% 15% 8% Natie Hawaiian or Pacific Islander 0 0.0% White % 14% 32% 32% 23% Two or more races % 9% 27% 45% 18% Socioeconomically disadantaged % 13% 50% 19% 19% English learners 7 6.3% Students with disabilities 4 3.6% Students receiing Migrant Education serices 0 0.0% Foster youth ± ± ± ± ± ± Leel 1 = Standard not met Leel 2 = Standard nearly met Leel 3 = Standard met Leel 4 = Standard exceeded Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student priacy. ± Information is not aailable at this time.

9 9 Textbooks and Instructional Materials All textbooks are state- and school-board approed. This year, Spreckels Elementary is piloting Eureka Math Common Core State Standards-aligned program. Our K-2 grades utilize SuperKids for English language arts (ELA). Grades 3-5 use noels, mentor texts and integrated information text to teach ELA. Compliance is met per the Instructional Materials Surey for Compliance with Education Code Sections 1240 (i) and with a public hearing and a resolution for compliance adopted by the board of trustees September 8, Eery student, including English learners, has access to his or her own textbooks and instructional materials to use in class and to take home. Textbooks and Instructional Materials List Subject Textbook Adopted English language arts Houghton Mifflin (K-5) 2005 English language arts SuperKids (TK-2) 2014 Mathematics Go Math!, Houghton Mifflin (3-5) 2013 Science FOSS, Delta Education (K-2) 2008 Science California Science, Harcourt School Publishers (3-5) 2008 History/social science History: Social Science, California; Houghton Mifflin (K-5) 2007 Aailability of Textbooks and Instructional Materials The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials. of Students Lacking Materials by Subject Currency of Textbook Data This table displays the date when the textbook and instructional materials information was collected and erified. Currency of Textbooks Data collection date 9/2015 Spreckels ES Lacking Reading/language arts 0% Mathematics 0% Science 0% History/social science 0% Visual and performing arts ² Foreign language ² Health ² Quality of Textbooks The following table outlines the criteria required for choosing textbooks and instructional materials. Quality of Textbooks Criteria Are the textbooks adopted from the most recent state-approed or local goerning-board-approed list? Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education? Do all students, including English learners, hae access to their own textbooks and instructional materials to use in class and to take home? ² Not applicable. Yes/No Yes Yes Yes Types of Serices Funded proides a differentiated, comprehensie, standards-based program that ensures academic success for eeryone. In addition to the core curriculum, there are many supplemental serices proided through categorical and local funding. The Response to Interention serices include Title I, English Language Learners/Limited English Proficiency (LEP), induction support through mentorship and training for new teachers, Grade Span Adjustment for grades K-3, special-education serices, and National School Lunch Program. There are many enrichment opportunities proided to our students through the Parent Teacher Organization and the Spreckels Union Educational Foundation. These include LCD projectors and document readers in each classroom; a technology lab; one-to-one technology for all grades; a K-5 music program; educational field trips; and special assembly programs that enhance our curriculum.

10 10 School Facility Items Inspected The tables show the results of the school s most recent inspection using the Facility Inspection Tool (FIT) or equialent school form. The following is a list of items inspected. Systems: Gas systems and pipes, sewer, mechanical systems (heating, entilation and air-conditioning) Interior: Interior surfaces (floors, ceilings, walls and window casings) Cleanliness: Pest/ermin control, oerall cleanliness (school grounds, buildings, rooms and common areas) Electrical: Electrical systems (interior and exterior) School Facility Good Repair Status Restrooms/fountains: Restrooms, sinks and drinking fountains (interior and exterior) Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior) Structural: Structural condition, roofs External: Windows/doors/gates/fences, playgrounds/school grounds This inspection determines the school facility s good repair status using ratings of good condition, fair condition or poor condition. The oerall summary of facility conditions uses ratings of exemplary, good, fair or poor. School Facility Good Repair Status Deficiencies and Repairs The table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item s repair status, all deficiencies are listed. Deficiencies and Repairs Items Inspected Cleanliness Restrooms/fountains External Deficiencies, Action Taken or Planned, and Date of Action Continue ant and gopher control measures - ongoing. Items Inspected Repair Status Items Inspected Repair Status Systems Good Restrooms/fountains Poor Interior Good Safety Good Cleanliness Poor Structural Good Electrical Good External Fair Oerall summary of facility conditions Date of the most recent school site inspection 12/28/2015 Date of the most recent completion of the inspection form 12/28/2015 Public Internet Access Fair Replace staff sink and repair leaking faucet. Replace linoleum in boys restroom. Replace drinking fountains by large playground. January- February 2016 Increase the bark leel in the small playground. Repair chain-link fence at electrical box; continue inspection of small playground to replace identified parts as needed until total replacement. Ongoing through summer 2016 Internet access is aailable 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 proided on a first-come, first-sere basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on aailability), the types of software programs aailable at a workstation and the ability to print documents. School Facilities Spreckels School is one of two schools in the Spreckels Union School District. The school s main building was built in Newer buildings and portables hae been added through the years. In January 1998, Buena Vista Middle School opened. Grade 6-8 students moed to the new site, and Spreckels School became a K-5 school. The elementary campus includes a library, technology lab, music room and a multipurpose room/gymnasium, which seres as our cafeteria. The maximum occupancy is 299. The library is the size of two classrooms with a collection of 13,500 titles and reference books. The technology lab houses 35 computers for student and staff use, and it proides Internet access. There are two play structures for both primary and intermediate students and a separate play area for kindergarten students. A large field play area is also part of the campus and includes a ball diamond. There are 606 students currently enrolled. The goal of Spreckels School is to proide a positie educational enironment in which students can succeed and learn to function as responsible members of society. Continuous efforts are made to proide a safe campus for eeryone. Part of our modernization efforts included the addition of a drie-through lane for parents to drop off and pick up students before and after school. Policies and procedures are in place to ensure student safety campuswide. These include a closed campus, isitor sign-in and sign-out procedures, and student passes when out of class. School facilities are designed to support student learning both in and out of school buildings. Although Spreckels School is made up of older building structures and portables, eery effort is made to maintain their condition and cleanliness. District personnel take pride in our school campus and share in the responsibilities of caring for it. The school employees include 31 certificated teachers; one administrator; seen instructional aides; one parttime health aide; a secretary; a parttime library-media specialist; a district technology coordinator; one technology support staff; and a custodial staff that includes one daytime and two nighttime positions and a district lead maintenance worker. There is minimal turnoer among staff. A hearing-impaired class and a therapeutic interention class from the Monterey County Office of Education are housed on campus. A YMCA day-care center is also located on-site, sering our students before and after school. District offices, including maintenance and buses, are housed adjacent to the school site.

11 11 Teacher Qualifications This table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and uniersity internships, pre-internships, emergency or other permits, and waiers. For more information on teacher credentials, isit Teacher Credential Information Three-Year Data Spreckels Union SD Spreckels ES Teachers With full credential Without full credential Teaching outside subject area of competence (with full credential) Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade leel, subject area, student group, etc.) and the number of acant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassignments of English learners. Teacher Misassignments and Vacant Teacher Positions Three-Year Data Spreckels ES Teachers Teacher misassignments of English learners Total teacher misassignments Vacant teacher positions Core Academic Classes Taught by Highly Qualified Teachers The No Child Left Behind Act (NCLB) extended the Elementary and Secondary Education Act (ESEA) to require that core academic subjects be taught by highly qualified teachers, defined as haing at least a bachelor s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the school year. High-poerty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poerty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, isit No Child Left Behind Compliant Teachers of Classes in Core Academic Subjects Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers Spreckels ES % 0.00% All schools in district % 0.00% High-poerty schools in district ² ² Low-poerty schools in district % 0.00% Academic Counselors and School Support Staff This table displays information about academic counselors and support staff at the school and their full-time equialent (FTE). Academic Counselors and School Support Staff Data Academic Counselors FTE of academic counselors Aerage number of students per academic counselor Support Staff Social/behaioral or career deelopment counselors Library media teacher (librarian) Library media serices staff (paraprofessional) ² FTE Psychologist Social worker Nurse Speech/language/hearing specialist Resource specialist (nonteaching) Other FTE Health clerk Instructional aides Food serice ² Not applicable.

12 School Accountability Report Card Financial Data The financial data displayed in this SARC is from the fiscal year. The most current fiscal information aailable proided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending Web page at For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at To look up expenditures and salaries for a specific school district, see the Ed-Data website at District Financial Data This table displays district teacher and administratie salary information and compares the figures to the state aerages for districts of the same type and size based on the salary schedule. Note: The district salary data does not include benefits. District Salary Data Spreckels Union SD Fiscal Year Similar Sized District Beginning teacher salary $39,448 $39,948 School Financial Data The following table displays the school s aerage teacher salary and a breakdown of the school s expenditures per pupil from unrestricted and restricted sources. School Financial Data Total expenditures per pupil Fiscal Year Expenditures per pupil from restricted sources Expenditures per pupil from unrestricted sources Annual aerage teacher salary $4,832 $638 $4,194 $55,813 Midrange teacher salary $56,237 $57,401 Highest teacher salary $78,101 $73,183 Aerage elementary school principal salary $83,973 $94,578 Aerage middle school principal salary ± $97,400 Superintendent salary $125,000 $112,657 Teacher salaries: percentage of budget 37% 35% Administratie salaries: percentage of budget 7% 7% Financial Data Comparison This table displays the school s per-pupil expenditures from unrestricted sources and the school s aerage teacher salary and compares it to the district and state data. Financial Data Comparison Expenditures Per Pupil From Unrestricted Sources Fiscal Year Annual Aerage Teacher Salary Spreckels ES $4,194 $55,813 Spreckels Union SD $749 $57,388 California $5,348 $59,180 School and district: percentage difference % -2.7% School and California: percentage difference -21.6% -5.7% Expenditures Per Pupil Supplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or goerning board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. ± Information is not aailable. Data for this year s SARC was proided by the California Department of Education (CDE), school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please isit DataQuest at cde.ca.go/dataquest. DataQuest is an online resource that proides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card aailable, upon request, on or before February 1 of each year. All data accurate as of December School Accountability Report Card Published By:

13 Local Control Accountability Plan (LCAP) Requirements Aligned in Your SARC The tables below outline the state priority areas that are included in the School Accountability Report Card. Conditions of Learning The table below describes information in the SARC that is releant to the Basic State Priority (Priority 1). Local Control Accountability Plan Requirements Alignment Between State Priority Areas and the SARC Conditions of Learning State Priority: Basic Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. Education Code (EC) (d)(1) Pupils hae access to standards-aligned instructional materials. EC (d)(1) School facilities are maintained in good repair. EC (d)(1) Pupil Outcomes The table below describes information in the SARC that is releant to Pupil Achieement State Priority (Priority 4) and Other Pupil Outcomes State Priority (Priority 8). Local Control Accountability Plan Requirements Pupil Outcomes State Priority: Pupil Achieements Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC (d)(4)(a) The Academic Performance Index. EC (d)(4)(b) The percentage of pupils who hae successfully completed courses that satisfy the requirements for entrance to the Uniersity of California and California State Uniersity, or career technical education sequences or programs of study. EC (d)(4)(c) State Priority: Other Pupil Outcomes Pupil outcomes in subject areas such as English, mathematics, social sciences, science, isual and performing arts, health, physical education, career technical education, and other studies prescribed by the goerning board. 1 EC (d)(8) Engagement The table below describes information in the SARC that is releant to the Parental Inolement State Priority (Priority 3), Pupil Engagement State Priority (Priority 5) and School Climate State Priority (Priority 6). Local Control Accountability Plan Requirements Engagement State Priority: Parent Inolement Alignment Between State Priority Areas and the SARC Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC (d)(3) State Priority: Pupil Engagement High school dropout rates. EC (d)(5)(d) High school graduation rates. EC (d)(5)(e) State Priority: School Climate Pupil suspension rates. EC (d)(6)(a) Pupil expulsion rates. EC (d)(6)(b) Alignment Between State Priority Areas and the SARC Other local measures including sureys of students, parents and teachers on the sense of safety and school connectedness. 2 EC (d)(6)(c) Note: State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently asked questions, please isit 1 English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC. 2 The school safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.