Grant Elementary School CDS Code: 19-64980-6022560 2368 Pearl St. Santa Monica, CA 90405-2853 Phone: (310) 450-7651 Grades: PreK-5 Wendy Wax-Gellis, Principal Email: wgellis@smmusd.org www.grant.smmusd.org District Vision As a community of learners, the Santa Monica-Malibu Unified School District works together in a nurturing enironment to help students be isionary, ersatile thinkers; resourceful, lifelong learners; effectie, multilingual communicators; and global citizens. We are a richly aried community that alues the contributions of all its members. We exist to prepare all students in their pursuit of academic achieement and personal health and to support and encourage them in their deelopment of intellectual, artistic, technological, physical and social expression. Grant Elementary School Mission Statement The Grant Elementary School community, which includes students, their families, staff, and community members, will work together to create a safe and caring learning enironment in which students will become self-directed learners, collaboratie workers, critical thinkers, and responsible citizens. Families will share in the responsibility for their child s success through their actie support of the educational process. Principal s Message Grant Elementary School in Santa Monica, California, is a prekindergarten to fifth-grade school sering 679 students. There are 25 general education classes, two preschool classes and four specialized classes. Grant also offers a special-education program consisting of a Specialized Academic Instruction K-5 program (SAI). We hae a new principal, Wendy Wax Gellis, who comes with 38 years of experience, and a new part-time assistant principal, Lila Daruty, who shares her position as a Beginning Teacher Support Assessment coordinator. Support staff includes one full- and one part-time literacy coach, a 50 percent reading teacher, an 80 percent school psychologist, one full- and one part-time speech pathologists, a part-time English Language Deelopment teacher, two STEAM experts, three PS ARTS teaching artists, a part-time community liaison, three physical education coaches, an occupational therapist, a part-time health assistant, and a part-time nurse. For 108 years, Grant School has been a leader in education, parent inolement and innoatie programs. With 12,000 parent olunteer hours gien to the children of Grant and the comprehensie arts program, Grant stries to combine academic excellence with challenging and motiating programs. Students are inoled in an array of actiities and programs. Art, music, dance, instrumental music, chorus, a science expo and intramural sports are all part of the incredible program at Grant. With a blend of experienced and energetic teachers, the Grant staff offers indiidualized programs; incredible units of study; and the care, passion and creatiity that allow Grant children to thrie. Student council, career day, ballroom dancing, PS Arts, talent shows, plays; the Green Gecko Recycling, student store, Jog-a-thon and community projects gie students and families an actie role in the phenomenal program at Grant. There is ongoing formal and informal assessment of programs and staff, parents and students. The goals are part of a shared ision where students will be prepared to read and write, think and collaborate, speak and listen, compute and problem sole. Grant is a school that combines the diersity, energy and talents of the community to create a school where learning is part of a life experience. Santa Monica-Malibu Unified School District Sandra Lyon, Superintendent E-mail: slyon@smmusd.org www.smmusd.org 1651 16th Street Santa Monica, CA 90404 Phone: (310) 450-8338 Para español isita: www.smmusd.org We exist to prepare all students in their pursuit of academic achieement and personal health and to support and encourage them in their deelopment of intellectual, artistic, technological, physical and social expression. School Safety Annual staff reiew of the school s safety plan was conducted in October 2014, prior to our participation in the Great Southern California ShakeOut. Grant School s. 1 priority is the safety of eery child. A few years ago, our school board approed funding to create a secure courtyard entrance at the front of the school to maintain a secure, gated campus that will allow one point of entry during school hours. All parent olunteers and isitors wear special badges. An entry buzzer was installed in the fall of 2014 to improe safety. A safety reiew is conducted for all staff members and students. Children are taught safety rules on outdoor equipment. Safety drills (fire, earthquake, lockdown) are conducted on a monthly basis. Key staff members sere as members of a crisis team and are trained in search and rescue and first aid. Grant hires campus superisors during lunch, and teachers and classified staff superise the playground before school and during the morning recess. During the school day, access to the school campus is limited. Only the front entrance is open during school hours. Visitors must sign in and show ID to get buzzed into the campus. Grant is a comprehensie facility where the teachers hae fully equipped classrooms. A high-tech computer lab, library-media center, cafeteria, auditorium and conference rooms are all aailable for staff and student use. Our playground is ery large with a grass field, play structure, handball/basketball courts, a jogging track and asphalt area which are fully used by all children. There are designated preschool and kindergarten self-contained play yards. Published during the 2014-15 school year 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. Goerning Board Laurie Lieberman President Dr. Jose Escarce Vice Presidnet Osca de la Torre Member Craig Foster Member Maria Leon-Vazquez Member Richard Tahildaran-Jesswein Member Ralph Mechur Member
2 Enrollment by Grade Leel The bar graph displays the total number of students enrolled in each grade for the 2013-14 school year. Demographics Enrollment by Student Group The total enrollment at the school was 665 students for the 2013-14 school year. The pie chart displays the percentage of students enrolled in each group. 2013-14 School Year 2013-14 Enrollment by Grade K 93 1 105 2 118 3 110 4 115 Response 0.3% Two or More Races 5.7% Hispanic or Latino 30.2% American Indian or Alaska Natie 0.9% Asian 5.6% Natie Hawaiian or Pacific Islander 0.2% Filipino 0.9% Black or African- American 8.7% 5 124 White 47.5% Socioeconomically disadantaged 28.10% English learners 7.50% Students with disabilities 12.50% 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 11-12 12-13 13-14 Suspensions and Expulsions This table shows the school, district, and state suspension and expulsion for the most recent three-year period. te: Students are only counted one time, regardless of the number of suspensions. 26 24 19 19 19 21 25 26 24 20 27 19 30 27 23 23 23 21 Suspension and Expulsion Rates Suspension Expulsion Suspension Expulsion Suspension Expulsion 11-12 12-13 13-14 0.4% 0.4% 0.0% 0.0% 0.0% 0.0% Santa Monica-Malibu USD 11-12 12-13 13-14 3.5% 2.5% 1.4% 0.0% 0.0% 0.0% California 11-12 12-13 13-14 5.7% 5.1% 4.4% 0.1% 0.1% 0.1% K 1 2 3 4 5 Number of Classrooms by Size 2011-12 2012-13 2013-14 Number of Students Grade 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ K 4 2 4 1 4 1 5 3 3 1 4 2 4 2 3 1 4 3 4 4 2 4 4 3 1 4 1 4 5 4 1 3 2 4
Grant Elementary School California Assessment of Student Performance and Progress Results: 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 Group Science All students in the district 78% All students at the school 90% Male 91% Female 89% Black or African-American American Indian or Alaska Natie Asian 85% Filipino Hispanic or Latino 82% Natie Hawaiian or Pacific Islander White 97% Two or more races Socioeconomically disadantaged 74% English learners Students with disabilities Students receiing Migrant Education serices Santa Monica- Malibu USD California Subject 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14 Science 83% 75% 90% 76% 78% 78% 60% 59% 60% California Assessment of Student Performance and Progress Results by Student Group: Science (grades 5, 8 and 10) Spring 2014 Results Students Scoring at Proficient or Adanced Leels 3 California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results Beginning in the 2013-14 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). Because of the state s adoption of the Common Core State Standards and implementation of a new student-testing system, limited data is aailable to report in the SARC. For the 2013-14 school year, the CAASPP included the Smarter Balanced Assessments, alternate, science, and other optional assessments. In the spring of 2014, California began field-testing the Smarter Balanced Assessments in English language arts and mathematics. These tests were not officially scored, so there is no data to report. The science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA), similar to the STAR Program. Therefore it is acceptable to make comparisons to preious year results. 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 www.cde.ca.go/ta/tg/ca. Standardized Testing and Reporting Results for All Students The table below shows the percentage of students who scored at Proficient or Adanced leels (meeting or exceeding state standards) in English language arts and mathematics. Because of the new CAASPP field-testing in the spring of 2014, there are no scores to be reported. The last aailable scores under the STAR Program are shown. Students Scoring at Proficient or Adanced Leels Santa Monica- Malibu USD California Subject 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13 English language arts 77% 74% 73% 72% 74% 74% 54% 56% 55% Mathematics 79% 78% 77% 60% 62% 62% 49% 50% 50% Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student priacy.
4 Academic Performance Index The Academic Performance Index (API) is a numeric rating system that reflects a school and district s performance leel based on the results of annual statewide student assessments. It is used to measure the academic performance and progress of the schools within California. Indiidual outcomes are conerted to points on the API scale and then aeraged across all students and all tests, resulting in a single number, or API score, measured on a scale from 200 to 1,000. This score reflects the school, district or a student group s performance leel based on the results of statewide testing. The state has set an API score of 800 as the statewide target. With a complete change of the K-12 education system, the State Board of Education temporarily suspended API. API scores or ranks will be calculated for the next two years, as California continues the transition to the new Common Core State Standards and California Assessment of Student Performance and Progress. To learn more about API, please isit www.cde.ca.go/ta/ac/ap for the API information guide and www.cde.ca.go/ta/ac/ar/aprfaq.asp for information on the changes to API. API Ranks Schools are ranked in 10 categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school s statewide API rank compares its API to the APIs of all other schools statewide of the same type (elementary, middle or high school). A similar schools API rank reflects how a school compares to 100 statistically matched similar schools. This table shows the school s three-year data for statewide API rank and similar schools API rank. API Ranks 2011 2012 2013 Statewide API Rank 9 9 8 Similar Schools API Rank 7 6 4 API Growth by Student Group Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must hae either: at least 50 students with alid STAR scores who make up at least 15 percent of the total alid STAR scores, or at least 100 students with alid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district and state leel followed by the actual API change in points added or lost for the past three years at the school. API Growth by Student Group 2013 Growth API and Group 2013 Growth API Santa Monica- Malibu USD Actual API Change California 10-11 11-12 12-13 All students 878 865 790 9-5 -16 Black or African-American 843 746 707 American Indian or Alaska Natie 871 742 Asian 942 942 906 Filipino 920 867 Hispanic or Latino 789 791 743 5-37 -7 Natie Hawaiian or Pacific Islander 943 773 White 918 907 852 21 2-31 Two or more races 937 914 845 Socioeconomically disadantaged 775 779 742 4-8 -14 English learners 695 795 717 Students with disabilities 712 667 616 Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student priacy. Data are reported only for numerically significant groups.
Grant Elementary School Adequate Yearly Progress The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. Because California is changing the assessments and the accountability system it uses to ealuate school performance, the U.S. Department of Education has approed a waier to allow California not to make Adequate Yearly Progress determinations for elementary and middle schools. They will receie the same AYP determinations as in 2013. High schools will not be affected by this waier and will continue to receie AYP determinations because they are based on California High School Exit Exam (CAHSEE) results and graduation. For more information on Adequate Yearly Progress, please isit www.cde.ca.go/ta/ac/ay. 5 Adequate Yearly Progress Criteria 2013-14 School Year Santa Monica-Malibu USD Met oerall AYP Met participation rate English language arts Mathematics Met percent proficient English language arts Mathematics Met graduation rate 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 (API or graduation rate) 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 percent 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. Due to the waier that allows California to use the same AYP determinations as 2013, no new schools will enter or exit Program Improement, and current PI schools will not adance a year in their PI status. This table displays the 2014-15 PI status for the school and district. For detailed information about PI identification, please isit www.cde.ca.go/ta/ac/ay/tidetermine.asp. Federal Interention Program Santa Monica-Malibu USD Program Improement status t Title I In PI First year of Program Improement ² 2011-2012 Year in Program Improement* ² Year 3 Number of schools identified for Program Improement 4 Percent of schools identified for Program Improement 100.00% 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 www.cde.ca.go/ta/tg/pf. Percentage of Students Meeting Fitness Standards 2013-14 School Year Grade 5 For 2014, only high schools and high school local educational agencies (LEAs) that enrolled students in grades nine, ten, eleen, and/or twele on Fall Census Day in October 2013 will receie an AYP Report. Because students in grades three through eight participated in the Smarter Balanced Field Test during the 2013 14 academic year, the U.S. Department of Education approed a determination waier for California which exempts elementary schools, middle schools, elementary school districts, and unified school districts from receiing a 2014 AYP Report. t applicable. The graduation rate for AYP criteria applies to high schools. ² t applicable. Four of six standards 7.30% Fie of six standards 32.50% Six of six standards 53.70%
6 Public Internet Access 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. Aailability of Textbooks and Instructional Materials The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials. Percentage of Students Lacking Materials by Subject Reading/language arts 0% Mathematics 0% Textbooks and Instructional Materials Textbooks and Instructional Materials List All students at Grant hae access to state-approed, district-adopted textbooks and instructional materials in all core academic areas. The district follows the state guidelines and cycles for textbooks. With the textbook-adoption process frozen, the district is currently in the process of refreshing the English language arts curriculum using the existing texts. All students, including English learners, hae their own copy of textbooks. Textbooks and instructional materials are recommended for school board approal through a comprehensie process by a districtwide committee of teachers and administrators. Members of the public are inited to reiew recommended materials and make comments prior to board approal. We will begin a math adoption in 2015-16 and an ELA adoption in 2016-17. Subject Textbook Adopted English language arts Houghton Mifflin Reading 2003 Mathematics EnVision Math, Scott Foresman 2008 Science Science, Harcourt 2007 History/social science Reflections, California Series; Harcourt 2006 Quality of Textbooks The following table outlines the criteria required for choosing textbooks and instructional materials. Quality of Textbooks Science 0% History/social science 0% Visual and performing arts 0% Foreign language ² 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? / Health ² 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 10/2014 Professional Deelopment All teachers and staff at school sites participate in ongoing professional deelopment through banked time, a total of 90 minutes of meeting and professional deelopment time each week at each site. Areas of districtwide focus for teacher and administrator professional deelopment include implementation of newly adopted textbooks and other areas that are determined by a reiew of summatie and formatie data from all school sites and the collection of input from teachers and administrators ia a professional deelopment surey. Among the primary focus areas for professional deelopment in SMMUSD schools are the following: The Grant staff will hae the opportunity to meet to discuss instructional strategies, deelop units and projects, analyze student work and test data, create teaming and grouping strategies to improe student achieement and strengthen professional teaching abilities. 1. Deelop data teams to analyze information from CST, district and classroom assessments. 2. Implement staff deelopment workshops that focus on best practices in math, and literacy and responses students. 3. Organize grade-leel team-planning sessions to improe instruction incorporating differentiated learning strategies. 4. Implement monthly math problem-soling assessments that allow teachers to analyze student work and subsequently create leeled math challenges. 5. Fund one release day per grade leel for planning and writing new units and projects that incorporate differentiated instructional strategies. 6. Offer parent education nights that focus on CCSS/CGI mathematics and ELA reading strategies. 7. Continue training and implementation of the Olweus Bully Preention Program. For the 2012-13 school year, we dedicated one day for professional deelopment. In the 2013-14 and 2014-15 school years, there were two days dedicated to professional deelopment. ² t applicable.
Grant Elementary School 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 and ermin control, oerall cleanliness (school grounds, buildings, rooms and common areas) Electrical: Electrical systems (interior and exterior) Deficiencies and Repairs Items Inspected Systems Interior Cleanliness Restrooms/fountains: Restrooms, sinks/drinking fountains (interior and exterior) Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior) Structural: Structural damage, roofs External: Windows, doors, gates, fences, playgrounds, school grounds School Facility Good Repair Status 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, Action Taken or Planned, and Date of Action Items Inspected Repair Status Items Inspected Repair Status Systems Good Restrooms/fountains Good Interior Poor Safety Good Cleanliness Fair Structural Good Electrical Good External Good Oerall summary of facility conditions Date of the most recent school site inspection 9/17/2014 Date of the most recent completion of the inspection form 9/17/2014 Discussion will be necessary on window replacement; tentatie schedule for replacement is the 2015-16 school year. Custodians will be directed immediately to replace burned-out lightbulbs in a timely manner. Work orders will be submitted for reiew, repair or replacement. Maintenance items completion by April 2015. Staff will be directed to keep rooms clear of excessie artwork. The custodial staff will be directed to improe cleaning methods on carpet. Directies will be sent: Immediate attention is necessary. Parental Inolement Grant has incredibly actie parent groups. Last year, families logged more than 12,000 olunteer hours. They olunteered in classrooms; participated in fundraisers, school safety, gardening projects, field trips; and took part in goal setting for the school. Families play a ital role in the oerall success of students at Grant School. Through arying groups, the Parent Teacher Association (PTA), Booster Club, English Learner Adisory Committee, the Parent Resource Network and the Grant Adisory Council, parents hae opportunities to gie input, lead actiities and proide wonderful opportunities for children. All contribute scores of olunteers and hundreds of hours of time in helping to create a true community school. Cindy McKeown is in charge of olunteers at Grant. She can be reached by email at cindy. lynne@erizon.net. Fair 7 School Facilities Grant School was a National Public Works Project built in 1937, in the heart of the Sunset Park neighborhood in Santa Monica. All classrooms, the office and the library are connected to the Internet through a high speed T-1 line. Students are expected to assist school and District staff in keeping the grounds safe and free of litter. The buildings and grounds are cheerful and well-kept with handmade ceramic tiles created from children s artwork and murals depicting the diersity of the Grant community and the Grant mascot, the gecko. The facility is well maintained and in good condition. The district continues to keep its Deferred Maintenance fund open, howeer, the flexibility proided by the state allowed us to use balances in this fund to reliee the general fund, due to shortages in state funding. This flexibility was between 2010-11 and 2013-14 fiscal years. The district did not transfer any of the Deferred Maintenance fund balance back to the general fund, nor did the district make new contributions to the fund. With the change in the state s funding model for schools the amounts considered Deferred Maintenance in the past are now appropriated in the general fund of a school district through the Local Control Funding (LCFF) formula. It is at the discretion of the local school board to determine how much of their LCFF funding is used for deferred maintenance. In SMMUSD the decision was to contribute $175,000 in 2014-15 and increase that amount to $250,000 a year beginning in 2015-16. To facilitate tracking of those expenditures the district will transfer the general fund contribution from LCFF to the existing Deferred Maintenance Fund. The balances remaining in the Deferred Maintenance fund will continue to be used on approed maintenance projects. The district is carefully deciding which projects to moe forward. Decisions about deferred maintenance type expenditures in the future will become part of the district s budget process. Our local PTA has plans for funding minor grounds improements to include tables and umbrellas to proide shaded areas on the yard. There are plans for an awning to help shade a row of classrooms which are facing the sun and collect excessie heat during hot days. Parents are also exploring renoation of our school garden to build an outdoor classroom with seating inside a fenced area.
8 Types of Serices Funded Gifted and Talented Education (Tier III funds) K-5 isual art classes Super Green Science, Lego Robotics and ideo-game design mini-courses for fourth and fifth grades (GATE) PTA Funds Two reading teachers Classroom instructional assistants Instructional Supplies for school and teachers School Improement (Tier III funds) Teacher release time for planning Compensation teachers for math and literacy nights Technology support Equity Funds K-5 interention classes Teacher Qualifications Teacher Credential Information 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 www.ctc.ca.go. Santa Monica- Malibu USD Teachers 14-15 12-13 13-14 14-15 With full credential 555 29 29 31 Without full credential 8 0 0 0 Teaching outside subject area of competence 13 0 0 0 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 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 Teachers 12-13 13-14 14-15 Teacher misassignments of English learners 0 0 1 Total teacher misassignments 0 0 1 Vacant teacher positions 0 0 0 2013-14 School Year Academic Counselors FTE of academic counselors Ratio of students per academic counselor Support Staff Social/behaioral or career deelopment counselors Library media teacher (librarian) Library media serices staff (paraprofessional) 0.00 ² FTE 0.00 0.00 1.00 Core Academic Classes Taught by Highly Qualified Teachers The Child Left Behind Act (NCLB) extended 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 2013-14 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 www.cde.ca.go/nclb/sr/tq. Child Left Behind Compliant Teachers 2013-14 School Year Percent of Classes in Core Academic Subjects Psychologist 0.80 Social worker 0.00 Nurse 0.33 Speech/language/hearing specialist Resource specialist (non-teaching) Other 1.20 1.00 FTE Taught by Highly Qualified Teachers t Taught by Highly Qualified Teachers 100.00% 0.00% All schools in district 92.54% 7.46% High-poerty schools in district 100.00% 0.00% Low-poerty schools in district 91.18% 8.82% English language deelopment teacher 0.20 Occupational therapist 0.20 ² t applicable.
Grant Elementary School Financial Data The financial data displayed in this SARC is from the 2012-13 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 CDE Current Expense of Education & Per-pupil Spending Web page at www.cde.ca.go/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at www.cde.ca.go/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org. 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. te the district salary data does not include benefits. District Salary Data Santa Monica-Malibu USD 2012-13 Fiscal Year Similar Sized District Beginning teacher salary $44,341 $41,318 Midrange teacher salary $66,205 $65,615 School Financial Data Total expenditures per pupil 2012-13 Fiscal Year Expenditures per pupil from restricted sources Expenditures per pupil from unrestricted sources Annual aerage teacher salary $5,096 $286 $4,810 $78,219 9 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. Highest teacher salary $89,135 $84,981 Aerage elementary school principal salary $110,750 $107,624 Aerage middle school principal salary $121,010 $112,817 Aerage high school principal salary $125,651 $121,455 Superintendent salary $230,000 $206,292 Teacher salaries percent of budget 37% 40% Administratie salaries percent of budget 6% 5% 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 2012-13 Fiscal Year Annual Aerage Teacher Salary 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. $4,810 $78,219 Santa Monica-Malibu USD $7,252 $74,779 California $4,690 $69,360 School and district percent difference -33.7% +4.6% School and California percent difference +2.6% +12.8% 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, please isit DataQuest at http://data1.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. For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page at www.cde.ca.go/ta/ac/ap. 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 2014. School Accountability Report Card Published By: www.sia-us.com 800.487.9234
Local Control Accountability Plan (LCAP) Requirements The table below outlines the eight state priority areas and whether or not the data are included in the School Accountability Report Card. Local Control Accountability Plan Requirements Education Code (EC) Alignment Between the Eight State Priority Areas and the SARC Data Required in the SARC Priority 1: Basic Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. EC 52060 (d)(1) Pupils hae access to standards-aligned instructional materials. EC 52060 (d)(1) School facilities are maintained in good repair. EC 52060 (d)(1) Priority 2: Implementation of State Standards Implementation of academic content and performance standards adopted by the state board for all students, including English Language Deelopment standards for English learners. EC 52060 (d)(2) Priority 3: Parental Inolement Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC 52060 (d)(3) Priority 4: Pupil Achieement Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC 52060 (d)(4)(a) The Academic Performance Index. EC 52060 (d)(4)(b) The percentage of pupils who hae successfully completed courses that satisfy the requirements for entrance to the Uniersity of California and the California State Uniersity, or career technical education sequences or programs of study. EC 52060 (d)(4)(c) The percentage of English learners who make progress toward English proficiency (e.g., California English Language Deelopment Test). EC 52060 (d)(4)(d) The English learner reclassification rate. EC 52060 (d)(4)(e) The percentage of pupils who hae passed an adanced placement examination with a score of 3 or higher. EC 52060 (d)(4)(f) The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment Program. EC 52060 (d)(4)(g) Priority 5: Pupil Engagement School attendance. EC 52060 (d)(5)(a) Chronic absenteeism. EC 52060 (d)(5)(b) Middle school dropout. EC 52060 (d)(5)(c) High school dropout. EC 52060 (d)(5)(d) High school graduation. EC 52060 (d)(5)(e) Priority 6: School Climate Pupil suspension. EC 52060 (d)(6)(a) Pupil expulsion. EC 52060 (d)(6)(b) Other local measures including sureys of students, parents, and teachers on the sense of safety and school connectedness. EC 52060 (d)(6)(c) 1 Priority 7: Course Access Pupils hae access to and are enrolled in a broad course of study that includes all subject areas. EC 52060 (d)(7) Priority 8: 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. EC 52060 (d)(8) 2 1 2 School safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC. English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC.