Hemmerling Elementary School 1928 W. Nicolet St. Banning, CA 92220 (951) 922-0254 Grades K-5 Alisha Morff, Principal anorman@banning.k12.ca.us 2012-13 School Accountability Report Card Published During the 2013-14 School Year Banning Unified School District 161 W. Williams Street Banning CA, 92220 (951) 922-0201 www.banning.k12.ca.us District Governing Board Alex Cassadas Jan Spann Ray Curtis Larry Ellis Martha Bederio District Administration Mr. Robert Guillen Superintendent Felicia Adkins Director of Educational Services Bryan Astrachan Chief Human Resources Officer About the SARC Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. All data are reported for the 2012-13 school-year, unless otherwise indicated. For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at www.cde.ca.gov/ta/ac/sa/. For additional information about this school, please contact the school administration at (951) 922-0254. School Description Hemmerling Elementary School is located in the City of Banning, California with a population of approximately 27,000 residents. Hemmerling is one of four elementary schools in the Banning Unified School District. The school was built in 1957 and was named after Robina Hemmerling, an educator, in honor of her service to education in the San Gorgonio Pass Area. There are approximately 500 students in Kindergarten through Fifth grades. Enrollment ratios for the elementary grades are as follows: Kindergarten 28/1; 1st 3rd Grades 30/1 and 33/1 in Fourth and Fifth Grades. In Kindergarten, we offer a Full Day Program to expose students to academic and social concepts. Significant subgroups represented on campus include Hispanic, Socio- Economically Disadvantaged (SED) and English Learners. Enrollment by ethnicity is as follows: Hispanic 56%; American Indian 6%; Asian 5%; Filipino 1%; African American 5%; White 22% and Other 3%. Hemmerling is a Title 1 school which houses a Computer Lab, Library, 17 classrooms, including a resource room for RSP and Speech therapy, two intern counselors, one part-time ELL Specialist, one full-time Health Aide and there is available space for an intervention reading lab. The school focus is to deliver quality instruction through state and district adopted curriculum with the support, guidance and supervision of highly qualified teachers. Hemmerling has an overall API of 796. Data analysis and assessments are used at all grade levels to guide instruction and all students participate in district-wide and state assessments. (District Benchmarks, CST, and CELDT) Intervention meetings, such as Parent Conferences, Student Success Teams (SST) and Individualized Education Program (IEP) help coordinate student eligibility for AM computer lab tutoring, after school academic tutoring, Resource, Speech and Social-emotional counseling services. Hemmerling School has developed a strong commitment to parent involvement through active participation in groups such as School Site Council (SSC), English Learner Advisory Committee (ELAC) and our Helping Hands parent group. These groups also help to form school goals, create school events and share in the overall academic success of all Hemmerling students. 2012-13 School Accountability Report Card for Hemmerling Elementary School Page 1 of 8
Principal s Message This annual report to the community is based upon the basic beliefs and goals of the Banning Unified School District. I have addressed all of the requirements specified by law around these beliefs and goals. The data reflects our 2012-13 school year. I hope this report card will provide you with valuable information about our students, staff, and school. Mission Statement We embrace the belief that every student is capable of achieving high standards for academic and social success. We stand firm in No Excuses! We will collaborate to provide an inspiring, safe, and supportive environment. We believe that every student has the potential to attend college and are prepared as a school community to evaluate, reflect, and take action to ensure learning for ALL! Opportunities for Parental Involvement Parents and the community are very supportive of the educational program at Hemmerling Elementary School. Parents can participate in Open House, Back to School Night, parent conferences, Parents & Pastries, Family Math Night, Family Reading Night, and several student activities. We also have the School Site Council, and English Language Advisory Committee. Student Enrollment by Grade Level Grade Level Number of Students Kinder. 89 Gr. 1-- 91 Gr. 2-- 90 Gr. 3-- 90 Gr. 4-- 78 Gr. 5-- 1 Total-- 439 Student Enrollment by Group Group Percent of Total Enrollment Black or African American------- 4.8 American Indian or Alaska Native--- 4.6 ---- Asian------- 7.1 Filipino------- 1.4 Hispanic or Latino------- 58.8 Native Hawaiian/Pacific Islander 0.2 White 18.9 Two or More Races 4.3 Socioeconomically Disadvantaged 88.2 English Learners 22.6 Students with Disabilities 8.0 Average Class Size and Class Size Distribution Average Class Size Number of Classrooms* 1-20 21-32 33+ Year 11 12 13 11 12 13 11 12 13 11 12 13 Kinder. 22.8 20.5 30 1 4 3 0 3 0 0 Gr. 1-- 23 20 23 0 5 1 5 0 3 0 0 Gr. 2-- 23.3 17.7 23 1 6 1 3 0 3 0 0 Gr. 3-- 27.7 19 30 0 4 3 0 3 0 0 Gr. 4-- 25.7 30.7 26 0 0 3 3 3 0 0 * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area, English, Math, Science and Social Science (SS), rather than grade level. Suspensions and Expulsions Schoolwide 10-11 11-12 12-13 Suspensions Rate 4.95 10.3 7.74 Expulsions Rate 0 0 0 Districtwide 10-11 11-12 12-13 Suspensions Rate 19.81 20.0 17.32 Expulsions Rate 0.72.89.86 * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment (and multiplying by 100). School Safety Plan This section provides information about the school s comprehensive safety plan, including the dates on which the safety plan was last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Safety of students and staff is a primary concern of Hemmerling Elementary School. Many people visit the campus to volunteer in the classrooms and participate in school events. Parents and visitors are welcomed and required to check in at the school office upon arrival and obtain a visitor s badge; visitors are required to return to the school office upon departure. During lunch, recesses, and before and after school, assigned staff supervise students and school grounds, including the cafeteria and playgrounds, to ensure a safe and orderly environment. The Comprehensive Safe School Plan was developed by the district to comply with Senate Bill 187 (SB 187) of 1997. The plan provides students and staff means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB 187 within their safe school plans: 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; safe ingress and egress of pupils, parents, and 2012-13 School Accountability Report Card for Hemmerling Elementary School Page 2 of 8
school employees; safe and orderly school environment; and school rules and procedures. Fire drills are conducted on a monthly basis throughout the school year and earthquake drills are held twice annually. In addition, the school conducts a Bus Evacuation Drill once a school year. The school evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe School Plan, are reviewed with school and district staff in the fall at the October Board meeting. The plan is updated and reviewed with school staff at the first staff meeting each year. An updated copy of the plan is available to the public at the school office. School Facility Conditions and Planned Improvements (School Year 2013-14) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Description of the safety, cleanliness, and adequacy of the school facility Description of any planned or recently completed facility improvements The year and month in which the data were collected Description of any needed maintenance to ensure good repair Year and month in which data were collected: 8/14/2013 Hemmerling Elementary School provides a safe, clean environment for students, staff, and volunteers. The school consisting of 24 classrooms, a multipurpose room, a library, administrative offices, restrooms, and storage rooms. The facility strongly supports teaching and learning through its ample classroom and playground space. Facility information is current as of January 2014. Maintenance and Repair Safety concerns are the number one priority of Maintenance and Operations. District maintenance supervisors are proactive and conduct inspections at school sites on a continual basis. Repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and highest priority is given to emergency repairs. The district maintenance staff has indicated that 100% of all toilets on school grounds are in working order. School Facility Good Repair Status (School Year 2013-14) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The Overall Rating (bottom row) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences School Facility Good Repair Status Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor [ ] Repair Needed and Action Taken or Planned 2012-13 School Accountability Report Card for Hemmerling Elementary School Page 3 of 8
Teacher Credentials Schoolwide 10-11 11-12 12-13 Fully Credentialed 20 23 19 Without Full Credential 0 0 0 Teaching Outside Subject Area 0 0 0 Districtwide 10-11 11-12 12-13 Fully Credentialed 170 Without Full Credential 1 Teacher Misassignments and Vacant Teacher Positions at this School Schoolwide 11-12 12-13 13-14 Teachers of English Learners 0 0 0 Total Teacher Misassignments 0 0 0 Vacant Teacher Positions 0 0 0 * Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Professional Development This section provides information on the number of days provided for professional development and continuous professional growth in the most recent three year period. Staff development within the district addresses individual needs of teachers and broader school concerns through cooperative in-service programs. The district offers three buy-back staff development days annually for teachers to use for instruction and professional development. Hemmerling School staff is offered professional development based on the needs of the teachers and students. There is collaboration with the district and PD has been focused on preparation for the Common Core standards. We offer off site conferences, on site weekly training (Smart Wednesdays), and one on one conferencing. The teachers are supported with data reporting, principal walkthroughs and feedback and grade level collaboration. Core Academic Classes Taught by Highly Qualified Teachers The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality webpage at: www.cde.ca.gov/nclb/sr/tq/ Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers This School 100.0 0.0 Districtwide All Schools 95.5 4.5 High-Poverty Schools 95.5 4.5 Low-Poverty Schools 0.0 0.0 * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program. Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor------- 0 Social/Behavioral or Career Development Counselor 2 Library Media Teacher (Librarian) 0 Library Media Services Staff (Paraprofessional) 1 Psychologist-------.50 Social Worker------- 0 Nurse------- 0 Speech/Language/Hearing Specialist.75 Resource Specialist-------.5 Other------- Average Number of Students per Staff Member Academic Counselor------- * One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time. 2012-13 School Accountability Report Card for Hemmerling Elementary School Page 4 of 8
Level Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12) Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site- 3139.00 579.18 2559.82 $61,769 District------ 5944.88 $64,278 - State------- $5,537 $63,166 Percent Difference: School Site/District -56.9-3.9 Percent Difference: School Site/ State -53.8-2.2 * Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. * Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending webpage at www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: www.ed-data.org. Teacher and Administrative Salaries (Fiscal Year 2011-12) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $40,494 $38,578 Mid-Range Teacher Salary $63,849 $59,799 Highest Teacher Salary $82,354 $78,044 Average Principal Salary (ES) $97,750 $95,442 Average Principal Salary (MS) $103,609 $98,080 Average Principal Salary (HS) $118,732 $106,787 Superintendent Salary $175,939 $150,595 Percent of District Budget Teacher Salaries 38.8% 37.1% Administrative Salaries 5.7% 5.9% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. Types of Services Funded (Fiscal Year 2012-13) This section provides specific information about the types of programs and services available at the school that support and assists students. For example, this narrative may include information about supplemental educational services related to the school s federal Program Improvement (PI) status. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2013-14) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: June 2010 2012-13 School Accountability Report Card for Hemmerling Elementary School Page 5 of 8
Core Curriculum Area Reading/Language Arts The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: Mathematics The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: Science The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: History-Social Science The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: Yes 0 Yes 0 Yes 0 Yes 0 SRA/McGraw-Hill - 2010 ELD - Avenues - 2007 Houghton Mifflin - 2008 Houghton Mifflin - 2001 Houghton Mifflin - 2007 Textbooks and Instructional Materials Textbooks and Instructional Materials/Year of Adoption 2012-13 School Accountability Report Card for Hemmerling Elementary School Page 6 of 8
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include Englishlanguage arts (ELA) and mathematics (Math) in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science (H-SS) in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the Percent of Students not tested, see the CDE STAR Results Web site at star.cde.ca.gov. Subject STAR Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced School District State 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13 ELA---- 49 52 46 42 44 43 54 56 55 Math--- 65 63 60 42 44 40 49 50 50 Science 38 39 39 57 60 59 H-SS--- 30 31 33 48 49 49 Group 2013 STAR Results by Student Group Percent of Students Scoring at Proficient or Advanced ELA Math Science H-SS All Students in the LEA 43 40 40 33 All Student at the School 46 60 Male------- 43 62 Female------- 48 58 Black or African American American Indian or Alaska Native Asian------- Filipino------- Hispanic or Latino 39 54 Native Hawaiian/Pacific Islander White------- 51 73 Two or More Races------- 53 65 Socioeconomically Disadvantaged 43 58 English Learners------- 26 47 Students with Disabilities 25 57 Students Receiving Migrant Education Services DataQuest DataQuest is an online data tool located on the CDE DataQuest webpage at dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible. Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. 2012-13 School Accountability Report Card for Hemmerling Elementary School Page 7 of 8
Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API webpage at www.cde.ca.gov/ta/ac/ap/. API Growth by Student Group Three-Year Comparison Group Actual API Change 10-11 11-12 12-13 All Students at the School 34 2-17 Black or African American American Indian or Alaska Native Asian------- Filipino------- Hispanic or Latino 11 10-25 Native Hawaiian/Pacific Islander White------- Two or More Races Socioeconomically Disadvantaged 29-1 -13 English Learners 18 33-63 Students with Disabilities Academic Performance Index Ranks - Three-Year Comparison This table displays the school s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched similar schools. A similar schools rank of 1 means that the school s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school s academic performance is better than at least 90 of the 100 similar schools. Academic Performance Index Ranks - Three-Year Comparison API Rank 2010 2011 2012 Statewide------- 4 6 5 Similar Schools------- 8 9 8 Federal Intervention Program (School Year 2013-14) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations webpage: www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2013-2014 2004-2005 Year in Program Improvement Year 1 Year 3 Number of Schools Currently in Program Improvement 6 Percent of Schools Currently in Program Improvement 85.7 API Growth by Student Group - 2013 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2013 Growth API (API-G) at the school, district, and state level. All Students at the School Black or African American American Indian or Alaska Native Group School District State Students 218 3,101 4,655,989 API-G 796 729 790 Students 11 282 296,463 API-G 775 692 708 Students 11 131 30,394 API-G 849 705 743 Asian------- Students 21 179 406,527 API-G 794 762 906 Filipino------- Students 1 24 121,054 Hispanic or Latino Native Hawaiian/ Pacific Islander API-G 857 867 Students 121 1,963 2,438,951 API-G 774 731 744 Students 1 5 25,351 API-G 774 White------- Students 44 441 1,200,127 Two or More Races Socioeconomically Disadvantaged API-G 827 731 853 Students 8 76 125,025 API-G 734 824 Students 196 2,610 2,774,640 API-G 790 731 743 English Learners Students 68 983 1,482,316 Students with Disabilities API-G 767 697 721 Students 23 304 527,476 API-G 646 574 615 Adequate Yearly Progress The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state s standards-based assessments in ELA and mathematics Percent proficient on the state s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools) Detailed information about AYP, can be found at the CDE Adequate Yearly Progress (AYP) webpage at www.cde.ca.gov/ta/ac/ay/. AYP Criteria School District Made AYP Overall No No Met Participation Rate: English-Language Arts Yes Yes Met Participation Rate: Mathematics Yes Yes Met Percent Proficient: English-Language Arts No No Met Percent Proficient: Mathematics No No Met API Criteria Yes No Met Graduation Rate (if applicable) N/A Yes 2012-13 School Accountability Report Card for Hemmerling Elementary School Page 8 of 8