Weimar Hills Charter 2012-2013 Accountability Report Card Placer Hills Union Elementary Principal: Anthony Loumena loumena@phusd.k12.ca.us Address: 200 West Weimar Cross Road Weimar, CA 95736-0255 (530) 637-4121 CDS Code: 31 66886 0122531 Superintendent: Steve Schaumleffel schaumleffel@phusd.k12.ca.us Address: 16801 Placer Hills Road Meadow Vista, CA 95722-0068 (530) 878-2606 www.phusd.k12.ca.us Profile Weimar Hills, having opened in 1962, is a beautiful school perched on the top of a knoll overlooking the snow-capped Sierras. Weimar Hills was recognized as a California Distinguished in 1999, 2005, and again in 2009. During the 2012-13 school year, Weimar operated as two schools: Weimar Hills served 192 4th and 5th grade students as in the past; Weimar Hills Charter served 299 6th - 8th grade students as in the past, but with added focus on 21st Century Learning, especially related to Technology, the, and Communications. The Weimar Hills Community strives to create and support an educational atmosphere which... Presents information, skills, processes, and concepts through integrated instruction, which has meaning and clear purpose for our students. Integrates technology and the arts into mastery of state content and performance standards. Emphasizes active and creative learning, stimulating students to ask challenging questions, to seek their own answers, and to develop responsibility. Encourages risk-taking in a safe, yet challenging environment wherein staff, students, and parents are considered capable, valued, and respected members of the school community. Emphasizes the development of critical thinking which fosters creativity in decision-making and problem solving. Develops within every student the ability and desire to communicate their learning with others in their community and throughout the world using the latest in technological advances. Stimulates and supports the academic, aesthetic, physical, and social/emotional growth of ALL our students. Enrollment by Student Group 2012-13 Discipline & Climate for Learning Percentage African American 2.0% American Indian 1.7% Asian - Filipino - Hispanic or Latino 8.4% Pacific Islander - White 85.2% Two or More 2.7% None Reported - English Learners 0.7% Socioeconomically Disadvantaged 32.6% with Disabilities 9.1% The school program is designed to create and support an educational atmosphere. Part of the school mission is to stimulate and support the academic, aesthetic, physical, and social/emotional growth of ALL our students. We do this in many ways, but in particular we are very concerned our community environment is supportive and encouraging. Our C.A.R.E. Crew 8th grade mentors provide leadership in setting the tone for all students. We believe that ALL students can and will be successful. Adults and students provide needed remediation and assistance for students who are struggling academically. We do this daily during school through Flex period and before school informally with teachers and student tutors and mentors availing themselves to any student needing help who drops in. Weimar Hills Charter 1
The Weimar Hills s have a school-wide management policy in effect to promote a positive learning environment., parents, and teachers have copies of the policy. Significant changes were made to the policy four years ago and the changes were formally approved by the Site Council. The intent of the changes was to provide more support and encouragement for positive behavior and to offer more assistance to students who struggle with meeting expectations. Though the system focuses on rewarding appropriate behavior, it also swiftly administers predetermined consequences for inappropriate behavior, and constantly keeps parents informed. The goal is to provide the best possible learning environment for students and encourage all students to avail themselves of the opportunities. Academic performance is central in the system and quality performance is rewarded informally and formally. A smile and a pat on the back are vital forms of daily recognition. also receive extrinsic rewards given by teachers and the school administration. Honor roll students, exemplary attendees, and students with A behavior are rewarded each trimester. Principal s List students (all A s) and V.I.P students (those who raised their GPA by 0.5) are taken out to lunch. The Suspensions and Expulsions table illustrates total cases for the last three years, as well as a percentage of enrollment. Suspensions are expressed in terms of total infractions, not number of students suspended, as some students may have been suspended on multiple occasions. Expulsions occur only when required by law or when all other alternatives are exhausted. Class Size In the 6th grade the average class size was 30 at the Weimar Hills Charter. 7th grade class size averaged 28, while in the 8th grade they had an average class size of 32. The Class Size Distribution table illustrates the average class size by subject and grade level. The corresponding numbers show how many classes were taught with a certain number of students in each class, based on three different class sizes. Enrollment By Grade Suspensions & Expulsions 10-11 11-12 12-13 10-11 11-12 12-13 Suspensions 0 35 30 35 46 32 Suspension Rate 0.0% 10.2% 10.1% 3.4% 4.9% 3.8% Expulsions 0 0 0 0 0 0 Expulsion Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Average Class Size Class Size Distribution 1-20 Classrooms Containing: 21-32 33+ 11 12 13 11 12 13 11 12 13 11 12 13 By Grade Level 6 20-20 7-7 20-20 - - - By Subject Area 27 28 21 - - 4 10 8 6 - - - 27 25 21-2 5 9 7 5 - - - 27 27 26 1 1 1 9 7 7 - - - Social 26 27 26 1 2 2 9 6 6 - - - Regular attendance and punctuality are necessary parts of the learning process and are critical to academic success. In addition, school districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities including notification of when and why students are absent. Independent study is available for students who require extended leaves from school. Regular daily attendance is a priority at Weimar Hills Charter. Absence reports are regularly reviewed by the school s secretary. Parents are advised of absences through phone calls, letters, and if necessary, home visits. Those students who continue to exhibit excessive absences are directed to the appropriate authorities including the Student Study Team, Sheriff s Department, and Attendance Review Board. This chart illustrates the enrollment trend by grade level for the past three school years. Parent Involvement Parents play important roles in Weimar Hills Charter through their participation and involvement in the Advisory Board, various events and regular volunteering in the classrooms. Parent support is vital to many valuable annual projects: Clubs and morning extension programs, Book Faires and Reading Nights, Spelling Bee, Visual Performances, Art Shows, Art Docent Program, graduation, and numerous end-of-year activities. Teacher Assignment Enrollment Trend by Grade Level 2010-11 2011-12 2012-13 6th 104 118 89 7th 128 103 113 8th 155 121 96 Placer Hills Union recruits and employs the most qualified credentialed teachers available. Teacher Credential Status Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. 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. There are no misassignments or vacancies at Weimar Hills Charter. 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. Highly Qualified Teachers ( Year 2012-13) 10-11 11-12 12-13 12-13 Fully Credentialed 19 16 16 68 Without Full Credentials 0 0 0 0 Working Outside Subject 0 0 0 0 Misassignments/Vacancies 11-12 12-13 13-14 Misassignments of Teachers of English Learners 0 0 Misassignments of Teachers (other) 0 0 Total Misassignments of Teachers 0 0 Vacant Teacher Positions 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 2006-07 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. All teachers at Sierra Hills /Sierra Hills and Science Charter Academy are Highly Qualified. Weimar Hills Charter 2
For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/. 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. Counseling & Support Staff ( Year 2012-13) It is a goal of Weimar Hills Charter to assist students in their social and personal development as well as academics. The school gives special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. During the 2011-2012 school year Weimar Hills shared with the Charter a 60% counselor and a 60% remedial teacher. Also, a group of twenty 8th grade students called C.A.R.E. Crew worked closely with the Counselor to provide mentoring assistance and leadership to the rest of the school to further our goals related to our positive academic environment. The table lists the support service personnel available at Weimar Hills Charter. Staff Development NCLB Compliant Teachers % of Core Academic Courses Taught By NCLB Compliant Teachers % of Core Academic Courses Taught By Non-NCLB Compliant Teachers N/A N/A N/A N/A High-Poverty s in N/A N/A Low-Poverty s in N/A N/A The district believes in staff development. All teachers are asked to participate in professional development activities. In addition to this professional development, teacher grade level and subject matter meetings are held weekly to work on instructional strategies, assessment, implementation of standards, and textbook use. Each Monday students are released an hour early so that teachers and administration can take part in Professional Development activities centered on a yearly schoolwide theme; last year was the first of a two-year focus on staff training to provide the foundation for the successful implementation of the new California Common Core State Standards. Many teachers are also required to complete additional hours of professional development in order to keep their credentials current. Administration evaluates all staff development relative to the student state assessment results which have steadily improved the past eight years. Curriculum guides that include the state standards are in place and instruction is in accordance with those guides. Last year we began the process of updating these Guides to reflect adoption of the new Common Core Standards. Full implementation will be in place for the 2014-15 school year. Additional Internet Access/Public Libraries For additional research materials and Internet availability outside of school, students are encouraged to visit the public libraries located in the city of Meadow Vista or Auburn, which contain numerous computer workstations. While at school, students have access to over 300 computer work stations with access to the Internet. Parents also have Internet access through a dedicated work station in the office. Instructional Materials ( Year 2013-14) Placer Hills Union Elementary held a public hearing on September 12, 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. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The table displays information collected in September, 2012 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school. Grade Levels 8th 6th Subject -Adopted Textbooks Publisher College Preparatory Math McDougal Littell Adoption Year Sufficient % Lacking 2002 Yes 0.0% 2002 Yes 0.0% 7th UCLA Math 2007 Yes 0.0% 6th-8th Reading/ Holt 2003 Yes 0.0% 6th-8th Science Prentice Hall 2007 Yes 0.0% 6th-8th Social Science/ History History Alive 2006 Yes 0.0% Federal Intervention Program ( Year 2013-14) s and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years in the same content areaas (English/ or ) or on the same indicator (API). Both Weimar Hills and Weimar Hills Charter s in the Placer Hills Union continue to meet all required progress goals so PI status does not apply. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine. asp. Federal Intervention Programs Program Improvement (PI) Status Not in PI Not in PI First Year in PI - Year in PI (2013-14) - # of s Currently in PI - 1 % of s Identified for PI - 25.0% Weimar Hills Charter 3
California Standards Test The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/ language arts, mathematics, social science, and science, for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov. California Standards Test (CST) Subject State 2011 2012 2013 2011 2012 2013 2011 2012 2013 English/ 75 79 76 71 74 73 54 56 55 51 72 74 62 74 78 49 50 50 Science 80 88 82 80 85 84 57 60 59 History/Social Science 66 72 65 66 72 65 48 49 49 *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Subject California Standards Test (CST) English/ Subgroups Standardized Testing and Reporting (STAR) Program Science History/ Social Science 73 78 84 65 76 74 82 65 African American/ Black * * * * American Indian * * * * Asian * * * * Filipino * * * * Hispanic or Latino 64 80 * * Pacific Islander * * * * White 79 75 88 67 Males 75 75 81 63 Females 77 72 84 68 Socioeconomically Disadvantaged 65 56 80 52 English Learners * * * * with Disabilities 52 35 * * Migrant Education * * * * Two or More Races * * * * *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. 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. Weimar Hills Charter 4
Academic Performance Index (API) 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 meet. Statewide Rank: s receiving an API Base score are ranked in ten categories of equal size (deciles) 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 Growth API at the school, district, and state level. API Results 2010 2011 2012 Statewide - 8 9 Similar s - 4 8 Group 10-11 11-12 12-13 All at the Actual API Change B 27 1 White Actual API Change - 31 6 Socioeconomically Disadvantaged Actual API Change - 31 3 All at the Number of 2013 Growth API Comparison State Growth Score Number of Growth Score Number of Growth Score 290 895 645 892 4,655,989 790 Hispanic or Latino 24 871 49 862 2,438,951 744 White 246 904 557 896 1,200,127 853 Socioeconomically Disadvantaged with Disabilities 88 840 196 852 2,774,640 743 31 694 87 721 527,476 615 Adequate Yearly Progress ( Year 2012-13) 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 and English/ by 2014. s must demonstrate Adequate Yearly Progress (AYP) toward achieving that goal. The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements: Participation rate on the state s standards-based assessments in English/ (ELA) and. Percent proficient on the state s standards-based assessments in ELA and. 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 chart. Adequate Yearly Progress (AYP) Made AYP Overall No No Met AYP Criteria English - English - Participation Rate Yes Yes Yes Yes Percent Proficient No No No Yes API Results Yes Yes Graduation Rate N/A N/A Physical Fitness ( Year 2012-13) In the spring of each year, Placer Hills schools are required by the state to administer a physical fitness test to all students in grades five and seven. The physical fitness test is a standardized evaluation of six specific areas that tracks the development of high-quality fitness and assists students in establishing physical activity as part of their daily lives. This test does not apply to the students at Sierra Hills /Sierra Hills and Science Charter Academy. Percentage of in Healthy Fitness Zone Grade Level 2012-13 Four of Six Standards Five of Six Standards Six of Six Standards 7 16.1% 28.6% 49.1% *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Weimar Hills Charter 5
Facilities Weimar Hills shares a facility with Weimar Hills Charter that is comprised of 20 permanent classrooms, eight portable classrooms, one performing arts room, one multipurpose room, one gymnasium, one library, and two computer labs. The community is very proud of the beautiful school setting and all stakeholders work diligently together to maintain the school s functionality. The principal works daily with the custodial staff of two to ensure that the school is clean and safe. The district s governing board has adopted cleaning standards for all schools in the district. A summary of these standards are available at the district office for review. maintenance staff ensures that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. A work order process is used to ensure efficient service and highest priority are given to emergency repairs. While reviewing this report, please note that even minor discrepancies are reported in the inspection process. The items noted in the table have been corrected or are in the process of remediation. The district participates in the State Deferred Maintenance Program, which may provide matching funds to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating, electrical systems, interior or exterior painting, and floor systems. For the 2012-13 school year the district allocated $47,633 for deferred maintenance program. This represents.9% of the district s general fund budget. During the 2012-13 school year, the district s governing board did approve deferred maintenance projects for the school which included flooring, painting, roofing, plumbing, HVAC, paving, and septic. Safe Plan Facility Conditions Date of Last Inspection: 09/13/2012 Overall Summary of Facility Conditions: Good Items Inspected Systems (Gas Leaks, Mech/HVAC, Sewer) Facility Component System Status Good Fair Poor According to the requirements established in Senate Bill 187, the district developed a school district safety plan in 1998. The Safety Committee reviews the document annually and appropriate adjustments are made. staff reviews and discusses the document at least once per year in a formal setting. The plan includes four action items and other required policy items dealing with: Child Abuse Reporting, Disaster Procedures, Notification of Dangerous, Rules for Discipline, Sexual Harassment, Dress Codes, Ingress and Egress Procedures, Safe Environments with particular focus on our anti-bullying program. The school safety plan is reveiwed each Fall with the staff. At Weimar Hills, the safety of students is of great importance. Visitors to the campus are required to check in and out of the office and receive a visitor badge. Before school supervision is provided by certificated staff, lunch time supervision is provided by four classified staff, and recess supervision is provided by three teachers on duty. Teacher & Administrative Salaries (Fiscal Year 2011-12) This table displays district salaries for teachers, principals, and the superintendent, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site. Interior Cleanliness (Overall Cleanliness, Pest/ Vermin Infestation) Electrical Restrooms/Fountains Safety (Fire Safety, Hazardous Materials) Structural (Structural Damage, Roofs) External (Grounds, Windows, Doors, Gates, Fences) Deficiency & Remedial Actions Taken or Planned There was a power bar/surge protector issue in one classroom. There was low water flow in one drinking fountain. Average Salary Information Teachers - Principal - Superintendent 2011-12 Weimar Hills Charter 6 State Beginning Teachers $37,514 $38,719 Mid-Range Teachers $52,863 $55,637 Highest Teachers $66,691 $70,797 Elementary Principals - $90,284 Middle Principals $94,965 $94,675 High Principals - $85,183 Superintendent $131,000 $104,272 Salaries as a Percentage of Total Budget Teacher Salaries 36.0% 35.0% Administrative Salaries 6.0% 7.0%
Site Teacher Salaries (Fiscal Year 2011-12) The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state. Average Teacher Salaries & $58,006 $60,433 Percentage of Variation -4% & State All Elementary s $57,720 Percentage of Variation 0.5% Expenditures (Fiscal Year 2011-12) Placer Hills Union spent an average of $9,579 to educate each student. The table provides a comparison of a school s per pupil funding from unrestricted sources with other schools in the district and throughout the state. Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures, except for general guidelines, 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 http://www. 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 http://www.cde.ca.gov/ds/fd/ cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Website at: http://www.ed-data.org. Expenditures per Pupil Total Expenditures Per Pupil $9,382 From Supplemental/Restricted Sources $4,550 From Basic/Unrestricted Sources $4,833 From Basic/Unrestricted Sources $9,579 Percentage of Variation between & -49.5% State From Basic/Unrestricted Sources $5,537 Percentage of Variation between & State -12.7% Revenue Sources (Fiscal Year 2012-13) In addition to general state funding, Sierra Hills receives state and federal funding for the following categorical funds and other support programs: Supplemental Counseling K-12 IMFRP Grant Math and Reading Professional Development & Library Improvement Block Grant and Music Block Grant Class Size Reduction K-3 Education Protection Act Special Ed IDEA: Preschool Grants Special Education: Mental Health Services Lottery: Instructional Materials Home to Transportation Parent Teacher Club Contact Information Gifted and Talented Education (GATE) CA Peer Assistance & Review Professional Development Block Grant Safety and Violence Prevention State Lottery NCLB-Title I Special Ed Local Assistance PL94-142 Title II Part A - Teacher Quality Medical Billing Option (MAA) Economic Impact Aid (EIA) Placer Hills Education Foundation Parents and community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact Weimar Hills Charter at (530) 637-4121. Data Sources Data within the SARC was provided by Placer Hills Union Elementary, retrieved from the 2012-13 SARC template, located on Dataquest (http://data1.cde.ca.gov/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. Weimar Hills Charter 7