Anderson Elementary 1

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1 Serving Grades Kindergarten through Six 8902 Hewitt Place Garden Grove, CA (714) CDS: Principal Dr. Lori Rogers Westminster Cedarwood Ave Westminster, CA High Academic Achievement, Health, Safety and Well-Being for all Westminster Superintendent Richard Tauer Board of Trustees Mary Mangold Andrew Nguyen Amy Walsh Dave Bridgewaters Jamison Power H.B. Anderson Elementary Accountability Report Card Principal s Message Anderson Elementary staff is committed to the district vision of high academic achievement, health, safety and wellbeing for all students. It is our mission to provide a positive learning environment that enhances each child s opportunity to learn and develop at his or her own rate through a balanced educational program which recognizes the need for growth in academic, social, and physical skills as well as knowledge and attitudes. Anderson Elementary was named California Distinguished and Title I Achieving in 2008 due to the dedication of the talented staff and focus on instruction. Our growth in standardized assessments has exceeded state and district scores for five out of the past six years. Our Academic Performance Index (API) has seen a significant increase since Additionally, the self-esteem of each student is one of the most important aspects of our philosophy. We are implementing -Wide Positive Behavior Interventions and Support (SWPBIS), a framework for intervention practices focused on establishing a positive learning and teaching environment, and individual behavior supports needed to achieve success for all students. Core values are taught and trained with student and staff expectations for respect, responsibility and safety. We emphasize that students need to be active learners, take responsibility for this success and their actions, and learn to cope with life s challenges. are assisted in becoming lifelong learners through a solid education program in which they explore a variety of subjects, develop their talents and abilities, and build a positive attitude toward other people, themselves, and problem solving. The parents of Anderson Elementary are involved and interested in the operation of the school. We have an active Parent-Teacher Association, they meet on a monthly basis to assist and support the various school activities. Our Site Council and Advisory Committee members oversee the planning and implementation of the Based Coordinated Program. Anderson Elementary supports the parents and community by providing free parent education, nutrition, and literacy classes. Monthly meetings help the parents support their children in the area of Reading, Language Arts, Math, Writing and Science. Staff members work closely with the parents regarding academic achievement, attendance, behavior, special problems and concerns. The parents receive support from the staff members, and they are also referred to various outside agencies. Parent volunteers help in the classrooms and on various school projects. Each trimester family education nights help parents support their children in the areas of Language Arts, Math, Science and Physical Education/Nutrition. We desire to keep the lines of communication open and welcome any suggestions, comments, or questions the community may have. It is our opinion that a well informed public is vital in continuing to advance in an ever-evolving world. Community & Profile Westminster is located 35 miles southeast of Los Angeles in the city of Westminster, California, in beautiful Orange County. Real estate opportunities, self-owned businesses, marketing companies, and a variety of private and public sector organizations enrich the local economy. The district serves grades kindergarten through eight in the Westminster area as well as the neighboring communities of Garden Grove, Huntington Beach, and Midway City. The district is comprised of seven K-5 and six K-6 elementary schools, and three middle schools. Student body demographics are illustrated in the table. Enrollment by Student Group Percentage African American 0.6% American Indian 0.2% Asian 54.0% Filipino 0.5% Hispanic or Latino 40.9% Pacific Islander 1.1% White 2.9% Two or More - None Reported - English Learners 87.5% Socioeconomically Disadvantaged 85.8% with Disabilities 5.0% Anderson Elementary 1

2 Total enrollment in the district for the school year was 9,620 students. H. B. Anderson Elementary opened in 1961 and since then has continued to provide students in grades kindergarten through six with a rich curriculum. The school is located in Garden Grove, and is surrounded by a picturesque city backdrop. Anderson Elementary operates on a traditional schedule and 663 students enrolled at the beginning of the school year. Discipline & Climate for Learning at Anderson Elementary are guided by specific rules and classroom expectations that promote respect, organization, responsibility, and safety. Parents and students are informed of school rules and policies at the beginning of each school year through classroom orientation as well as in individual parent-student materials. The district annually provides a Student Conduct Code for each of its sites, which is supplemented by a set of behavioral standards developed by Anderson Elementary. The suspensions and expulsions table illustrates total cases for the school and district for all grade levels as well as the percentage of total enrollment (number of suspensions divided by total enrollment). Suspensions are expressed in terms of total infractions, not total number of students, as some students may have been suspended on several occasions. Expulsions occur only when required by law or when all other alternatives are exhausted. Recognition Programs & Extracurricular Activities It is the desire of the Anderson Elementary staff to encourage positive behavior and provide incentives and attainable goals for all children. To help accomplish this aim, Anderson Elementary offers the following recognition programs and awards: Monthly Awards Assemblies, RORS Tickets, Accelerated Reader Hall of Fame, Boys & Girls Club GRIP Program, Westminster Police Department Award, Citizen of the Month (from each classroom), and Student of the Year (from each classroom). are encouraged to participate in the school s additional extracurricular activities, which are an integral part of the educational program. These activities include Student Council and P.R.I.D.E. Club (3rd-6th grade). Homework Suspensions & Expulsions At Anderson Elementary homework is a fundamental part of the learning process which helps to develop basic academic and study skills as well as promote student responsibility and self-discipline. Homework is assigned on a regular basis for all grade levels and major subject areas, and each teacher determines the appropriate measure of homework for his or her students. are expected to complete their homework assignments in a timely manner and to the best of their ability. Parents are encouraged to provide a supportive environment for homework activities and are responsible for reviewing homework assignments with their child. Attendance & Enrollment Suspensions Suspension Rate 1.8% 3.3% 3.3% 7.4% 5.4% 4.4% Expulsions Expulsion Rate 0.0% 0.1% 0.0% 0.0% 0.0% 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 chart illustrates the trend in enrollment for the past three years. Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities, including proper notification of when and why students are absent. The school monitors student attendance very closely, and makes phone calls to parents on a daily basis and will send letters home if absences become a problem. with excessive tardies, truancies or unexcused absences are subject to disciplinary action including mandatory parent conferences, and referral to the Attendance Review Board (SARB). Class Size The chart illustrates the average class size for the past three years, as well as the number of classes with a specific range of students. Contact Information Enrollment Trend by Grade Level Average Class Size K st nd rd th th th Class Size Distribution 1-20 Classrooms Containing: By Grade Level K Parents who wish to participate in Anderson Elementary s leadership teams, school committees, school activities, or become a volunteer may contact the school s office at (714) Counseling & Support Staff ( Year ) It is the goal of Anderson Elementary to assist students in their social and personal development as well as academics. The district provides special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. The school provides qualified personnel to offer counseling and support services, on a part-time and/or full-time basis. Psychologists and counselors are devoted to helping students deal with problems and assisting them to reach positive goals. Anderson Elementary utilizes both supplemental instruction and Special Day classes for students with special needs. A Resource Specialist and a Speech & Language Therapist provide support to students with special needs. Anderson Elementary 2

3 A Gifted and Talented Education (GATE) program is available for students who qualify, where they receive challenging supplemental instruction outside of their regular classroom. All second grade students are tested for the program, and placement begins in the third grade. The following support staff is available for students at Anderson Elementary. The counselor to pupil ratio is 1:663. Facilities & Safety Anderson Elementary offers a safe and secure campus for students, staff, and visitors. The school was built in 1961 and provides up-to-date facilities and adequate space for students and staff. Anderson Elementary is comprised of a kindergarten area, two preschool classes, library media center, computer lab, large multipurpose room, and 27 classrooms. The school also enjoys a spacious playground with swings, a slide and play bars, as well as grassy fields for running, sports, and games. Every classroom is equipped with a voiceless system, which includes microphone and speakers. Anderson Elementary s Comprehensive Site Safety Plan was last revised in February 2013 to ensure the protection of students and staff, the school and school property, and to establish a climate that is conducive to learning. All staff members have copies of the plan and annually attend in-service days regarding school site safety policies. are supervised throughout the day by classified employees and teachers. There is a designated area for student drop-off and pick-up in the main parking lot. Visitors register at the office and receive identification badges that must be displayed at all times. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Earthquake preparedness drills and fire drills are held on a regular basis. In the event of an emergency, the school s Disaster Preparedness Plan has clearly defined procedures to accommodate crisis situations and emergency supplies are available. Cleaning Process & Schedule The district governing board has adopted cleaning standards for all schools in the district. All schools are on a regular cleaning schedule. Each classroom is swept or vacuumed and the trash emptied. The cafeteria, multipurpose room, and all restrooms are cleaned daily. Grounds are groomed on a rotating basis, with trash, lawn, and plumbing issues addressed daily. The chart displays the results of the most recent facility inspection provided by the district in November Maintenance & Repair maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. Two full-time custodians ensure that all classrooms and facilities are in adequate condition. A work order process is used to ensure efficient service that emergency repairs are given the highest priority. At the time of publication, 100% of restrooms are in complete working order. Deferred Maintenance Budget The district participates in the State Deferred Maintenance Program, which provides state matching funds on a dollar-fordollar 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, paving, and floor systems. Curriculum Development Items Inspected Counseling & Support Services Staff Number of Staff Full Time Equivalent Community Liaison Computer Aide Counselor Counselor Intern Health Clerk Instructional Assistants Library Media Assistant Nurse Psychologist Special Day Class (SDC) Teacher Speech/Language Specialist Facility Conditions Date of Last Inspection: 09/23/ Overall Summary of Facility Conditions: Exemplary Systems (Gas Leaks, Mech/ HVAC, Sewer) X Interior X Cleanliness (Overall Cleanliness, Pest/Vermin X Infestation) Electrical X Restrooms/Fountains X Safety (Fire Safety, Hazardous Materials) X Structural (Structural Damage, Roofs) X External (Grounds, Windows, Doors, Gates, Fences) X Facility Component System Status Good Fair Poor Deficiency & Remedial Actions Taken or Planned All curriculum development at Anderson Elementary revolves around the California State Content Standards and Frameworks. Teachers, in conjunction with the Student Achievement Teacher (SAT), align classroom curriculum to ensure that all students either meet or exceed state proficiency levels. The writing and implementation of Anderson Elementary s curriculum is an ongoing process. The school s curriculum guides are updated regularly to align with the state standards, district goals, and the statewide assessment program. Physical Fitness ( Year ) In the spring of each year, the school is required by the state to administer a Physical Fitness Test to students. The Physical Fitness Test measures each student s ability to perform fitness tasks in six major areas. that either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the Healthy Fitness Zone (HFZ). Percentage of in Healthy Fitness Zone Grade Level Four of Six Standards Five of Six Standards Six of Six Standards % 28.2% 36.9% *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Anderson Elementary 3

4 California Standards Test (CST) 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 threeyear 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 Subject California Standards Test (CST) Subject State English/Language Arts Mathematics Science History/Social Science * * * *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. California Standards Test (CST) English/ Language Arts Subgroups Mathematics Science History/ Social Science * African American/ Black * * * * American Indian * * * * Asian * Filipino * * * * Hispanic or Latino * Pacific Islander * * * * White * * Males * Females * Socioeconomically Disadvantaged * English Learners * with Disabilities * * Migrant Education * * * * Two or More Races * * * * *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. 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: Federal Intervention Programs Program Improvement (PI) Status In PI In PI First Year in PI Year in PI ( ) Year 5 Year 3 # of s Currently in PI - 12 % of s Identified for PI % Anderson Elementary 4

5 Academic Performance Index (API) ( Year ) The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to achieve. Statewide Rank: s receiving an API Base score are ranked in ten categories from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school). Similar s Rank: s also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools. The first table displays the school s API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the most recent Growth API at the school, district, and state level. API Results Statewide Similar s Group All at the Actual API Change Asian Actual API Change Hispanic or Latino 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, Asian , , Hispanic or Latino , ,438, White ,200, Socioeconomically Disadvantaged , ,774, English Learners , ,482, with Disabilities , No Child Left Behind (NCLB) ( 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 (ELA) 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 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, 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 table. Adequate Yearly Progress (AYP) 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 N/A Anderson Elementary 5

6 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. Instructional Materials ( Year ) Westminster held a public hearing on October 10, 2013 and determined that each school within the district had sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. The State of California. Core subject textbooks and instructional materials are provided for each student, including English Learners. Standards-aligned texts and materials are reserved both for use in the classroom and to take home. All textbooks and instructional materials used within the school are aligned with California State Frameworks, State Board of Education, and Standards. Westminster is actively involved in the selection process of materials and textbooks. The selection process involves teachers, administrators, district support personnel, and parents. The district follows the State of California s Textbook Adoption Cycle, which requires every school site to review textbooks in each curriculum area within a sevenyear cycle; textbooks are replaced at the rate of one subject area per year. The table contains a list of the most recent textbook adoptions in core curriculum areas for the school as of October Library & Computer Resources K-5 Visual and Performing Arts MacMillan/ McGraw Hill 2009 Yes 0.0% The Anderson Elementary library is stocked with numerous titles that are available for the 6th Visual and Performing Arts Pearson Scott Foresman 2009 Yes 0.0% students to check out. Computer resources within the library are connected to the Internet so students are able to access resources and information online and improve their research skills. Additional resources available in the library include: TVs, DVD players, document cameras, tape recorders, SmartBoards, and CD Players. During 2013, the site purchased a completely wireless computer lab, including ipads, Apple Laptops, and brand new teacher computers. Computer skills and concepts provided throughout the standard curriculum prepare students for technological growth and opportunities. Anderson Elementary has its own computer lab with 36 computers and each classroom has an average of five to seven computers. All classrooms also have a Smartboard, document camera, and projector. Staff members may also utilize the Computer Tech Center at Willmore Elementary. The Center is equipped with PCs, speakers, microphones, printers, digital cameras, a scanner, and instructional videos. Additional Internet Access & Public Libraries In addition to the computers at the school, students have access to the Internet and computers at the Westminster and Garden Grove branches of the Orange County Public Library system. For library hours, branch locations, and other information please call (714) or visit the library s website at Leadership Leadership at Anderson Elementary is a responsibility shared between district administration, the principal, instructional staff, students, and parents. For the school year, Dr. Lori Rogers served her fifth year as principal at Anderson Elementary. Dr. Rogers previous experience includes two years as a vice principal, eight years in district office management as a curriculum specialist and reading coordinator, and thirteen years as a classroom teacher and reading specialist. She earned her doctorate from the University of Southern California in Grade Level Teams concentrate on curriculum planning, enrichment activities, and student assessment. Their focus has centered on school-wide programs such as reading interventions, science curriculum, and assessment of student work. Representatives from each team meet regularly with school administration to share ideas, goals, and information. An on-going evaluation of student achievement and data analysis is in place to help improve instruction for all students. Teacher Assignment Grade Levels Subject Westminster recruits and employs the most qualified credentialed teachers. -Adopted Textbooks Publisher Adoption Year Sufficient % Lacking 6th English/Language Arts Holt, Rinehart & Winston 2002 Yes 0.0% 3rd-5th English/Language Arts Houghton Mifflin 2002 Yes 0.0% K-2 English/Language Arts SRA/McGraw-Hill 2002 Yes 0.0% 6th Foreign Language Prentice Hall 2007 Yes 0.0% 6th History/Social Science Teacher s Curriculum Institute 2007 Yes 0.0% K-5 History/Social Studies Houghton Mifflin 2007 Yes 0.0% 6th Mathematics Holt McDougal 2009 Yes 0.0% K-5 Mathematics Pearson Scott Foresman 2009 Yes 0.0% 6th Science CPO Science 2008 Yes 0.0% K-5 Science Pearson Scott Foresman 2008 Yes 0.0% Teacher Credential Status Fully Credentialed Without Full Credentials Working Outside Subject Anderson Elementary 6

7 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 English Learners) 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 or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. Misassignments/Vacancies Misassignments of Teachers of English Learners Misassignments of Teachers (other) Total Misassignments of Teachers Vacant Teacher Positions 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 no later than the end of the school year. Minimum qualifications include: possession of a Bachelor s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. 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. Low-poverty schools have student eligibility of approximately 25 percent or less. Professional Development Staff members build teaching skills and concepts by participating in conferences and workshops throughout the year. The district offers two staff development days annually where teachers are offered a broad based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies. The areas of focus include differentiating instruction, and training to support English Learner (EL) students. Teachers were also trained in cultural proficiency. Community & Parent Involvement NCLB Compliant Teachers Parents and community members are encouraged to join the teachers and district administrators in the many activities, programs, and organizations that support its students. Parent/Student/Teacher goal setting conferences, Open House, and Back to nights are designed to welcome parents, solicit input, and answer questions. Parent meetings are held monthly to teach parents how to support their students in the areas of reading, writing, math, science, health, and the development of social skills. receive tutoring from the project Safety Health Understanding and Education (SHUE). Additionally, the school has an active Parent Teacher Association (PTA) that participates monthly in parent education opportunities. Parents are encouraged to make an appointment with their child s teacher or the principal any time. Site Teacher Salaries (Fiscal Year ) % of Core Academic Courses Taught By NCLB Compliant Teachers % of Core Academic Courses Taught By Non-NCLB Compliant Teachers 100.0% 0.0% 100.0% 0.0% High-Poverty s in 100.0% 0.0% Low-Poverty s in 100.0% 0.0% State law requires comparative salary and budget information to be reported to the general public. For comparison purposes, the California Department of Education has provided average salary data from school districts throughout the state having more than 5,000 Average Daily Attendance (ADA). The Average Teacher Salary table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state levels. Average Teacher Salaries & $67,410 $70,534 Percentage of Variation -4.4% & State All Elementary s $70,193 Percentage of Variation -4% Anderson Elementary 7

8 Average Teacher & Administrative Salaries (Fiscal Year ) The 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 districts 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, Average Salary Information Teachers - Principal - Superintendent State Beginning Teachers $37,093 $41,451 Mid-Range Teachers $71,592 $67,655 Highest Teachers $88,223 $85,989 Elementary Principals $110,261 $108,589 Middle Principals $108,817 $111,643 High Principals - $110,257 Superintendent $182,751 $182,548 Salaries as a Percentage of Total Budget Teacher Salaries 45.0% 42.0% Administrative Salaries 5.0% 5.0% Expenditures & Services Funded (Fiscal Year ) The chart provides a comparison of a school s per pupil funding from unrestricted sources 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, is not controlled by law or donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: Expenditures per Pupil Total Expenditures Per Pupil $1,450 From Supplemental/Restricted Sources $1,333 From Basic/Unrestricted Sources $117 From Basic/Unrestricted Sources $4,038 Percentage of Variation between & -97.1% State From Basic/Unrestricted Sources $5,537 Percentage of Variation between & State -97.9% Revenue Sources (Fiscal Year ) In addition to general fund state funding, Westminster receives state and federal funding for the following categorical, special education, and support programs: Federal, ECIA/ESEA/IASA Federal, Special Education, Entitlement per UDC Federal, Special Education, Discretionary Grants Federal, Drug/Alcohol/Tobacco Funds Federal, Interagency Contracts Special Education Master Plan - Current Year Gifted and Talented Pupils Home-to- Transportation Improvement Program Economic Impact Aid Special Education Transportation Educational Technology Assistance Grants Class Size Reduction K-2 Peer Assistance and Review Data Sources Data within the SARC was provided by the district, retrieved from the SARC template, 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. Anderson Elementary 8