School Accountability Report Card Published During the School Year

Transcription

1 Inverness Elementary School 1 Forres Way Inverness, CA (415) Grades K-1 Matthew Nagle, Principal matthew.nagle@shorelineunified.org School Accountability Report Card Published During the School Year Shoreline Unified School District 10 John St. Tomales, CA (707) District Governing Board Jill Manning Satori, President Kegan Stedwell, Vice President Clairette MacDonald, Clerk Jim Lino, Trustee Tim Kehoe, Trustee Jane Healy, Trustee School Description Inverness is one of five schools in the Shoreline Unified School District. Located in Inverness, it is surrounded by the Point Reyes National Seashore and borders the Tomales Bay. Inverness is an elementary school serving approximately 40 kindergarten-1st grade students in a traditional school year calendar. The demographics of our students are 56 percent Latino, 41 percent White, and 2 percent Asian. English Learners make up 45 percent of the school and 51 percent are eligible for free or reduced lunch. Students are served by seven regular classroom teachers, a special day class teacher, a resource specialist, a literacy intervention teacher, a part-time speech and language therapist, a Spanish teacher, and a music teacher. Our counseling programs consists of a part-time counselor and a part-time psychologist. Students and teachers are also supported by six classified staff, including an art instructor and a library clerk. Inverness offers its diverse student body a wide variety of academic programs, including ipads and educational apps for students, an art program which also partners with local artists, a full-time music program, Spanish instruction for each student, whole-school and grade level physical education program, library time for each grade level, and a school garden that provides fruits and vegetables periodically to the lunch program and community. Monique Moretti, Trustee District Administration Tom Stubbs Superintendent Matthew Nagle Principal, West Marin-Inverness Adam Jennings Principal, Tomales High School James Patterson Principal, Tomales Elementary School Bruce Abbott Chief Business Official Patricia O'Connor Director of Special Education School Accountability Report Card for Inverness Elementary School Page 1 of 9

2 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. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at View this SARC online at the school and/or LEA Web sites. For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents and community members should contact the school at (415) Student Enrollment by Grade Level Grade Level Number of Students Kinder. 18 Gr Total Student Enrollment by Percent of Total Enrollment Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander 0.0 White 48.4 Two or More Races 0.0 Socioeconomically Disadvantaged 64.5 English Learners 48.4 Students with Disabilities 0.0 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Inverness Elementary School Fully Credentialed Without Full Credential Teaching Outside Subject Area of Competence Shoreline Unified School District Fully Credentialed Without Full Credential Teaching Outside Subject Area of Competence Teacher Misassignments and Vacant Teacher Positions at this School Inverness Elementary School Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions * Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers 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 Districtwide All Schools High-Poverty Schools Low-Poverty Schools * 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 39 percent or less in the free and reduced price meals program School Accountability Report Card for Inverness Elementary School Page 2 of 9

3 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Core Curriculum Area Reading/Language Arts Percent of students lacking their own assigned textbook: 0 Mathematics Percent of students lacking their own assigned textbook: 0 Science Percent of students lacking their own assigned textbook: 0 History-Social Science Percent of students lacking their own assigned textbook: 0 Foreign Language Percent of students lacking their own assigned textbook: Health Percent of students lacking their own assigned textbook: Visual and Performing Arts Percent of students lacking their own assigned textbook: Science Laboratory Equipment Percent of students lacking their own assigned textbook: Textbooks and Instructional Materials Year and month in which data were collected: December, 2014 Yes Yes Yes Yes Textbooks and Instructional Materials/Year of Adoption McGraw-Hill California Treasures Houghton-Mifflin Harcourt Saxon Math Scott Foresman Scott Foresman School Facility Conditions and Planned Improvements (Most Recent Year) The Inverness School site is in excellent condition, having gone through extensive renovation the past few years. 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 (Most Recent Year) Year and month in which data were collected: December, 2014 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned School Accountability Report Card for Inverness Elementary School Page 3 of 9

4 System Inspected School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: December, 2014 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor Repair Needed and Action Taken or Planned School Accountability Report Card for Inverness Elementary School Page 4 of 9

5 B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); The Academic Performance Index; and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. Subject CAASPP Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State * Science (grades 5, 8, and 10) assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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. Subject STAR Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State * STAR Program was last administered in Percentages are not calculated 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. Academic Performance Index Ranks - Three-Year Comparison API Rank Statewide Similar Schools * For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Grade Percent of Students Meeting Fitness Standards Level 4 of 6 5 of 6 6 of 6 * Percentages are not calculated 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 CAASPP Results by Student All Students in the LEA All Student at the School Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Percent of Students Scoring at Proficient or Advanced Science (grades 5, 8, and 10) * CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. 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. API Growth by Student Three-Year Comparison All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged Actual API Change English Learners Students with Disabilities * "N/D means that no data were available to the CDE or LEA to report. B means the school did not have a valid API Base and there is no Growth or target information. C means the school had significant demographic changes and there is no Growth or target information School Accountability Report Card for Inverness Elementary School Page 5 of 9

6 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement Parents are critical to the success of their child, and to the learning community, thus Inverness School encourages parents and community members to participate in a variety of important school activities, including volunteering in the classroom or on field trips, serving on and/or attending meetings of the School Site Council, English Language Advisory Committee, and Parent Teacher Student Association. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. School Safety Plan Suspensions and Expulsions School Suspensions Rate Expulsions Rate District Suspensions Rate Expulsions Rate State Suspensions Rate Expulsions Rate * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x School Accountability Report Card for Inverness Elementary School Page 6 of 9

7 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF Adequate Yearly Progress Overall and by Criteria Made AYP Overall AYP Criteria School District Met Participation Rate: English-Language Arts Met Participation Rate: Mathematics Met Percent Proficient: English-Language Arts Met Percent Proficient: Mathematics Met API Criteria Program Improvement Status Federal Intervention Program Indicator School District In PI First Year of Program Improvement Year in Program Improvement Year 1 Number of Schools Currently in Program Improvement 3 Percent of Schools Currently in Program Improvement 75.0 * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. Average Class Size and Class Size Distribution Average Class Size Number of Classrooms* Grade Kinder Gr * 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 rather than grade level. Academic Counselors and Other Support Staff at this School Academic Counselor Number of Full-Time Equivalent (FTE) Counselor (Social/Behavioral or Career Development).2 Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional).2 Psychologist Social Worker Nurse Speech/Language/Hearing Specialist.2 Resource Specialist 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. FY Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $47,730 $38,152 Mid-Range Teacher Salary $68,647 $55,573 Highest Teacher Salary $91,423 $71,908 Average Principal Salary (ES) $124,570 $87,660 Average Principal Salary (MS) $0 $92,424 Average Principal Salary (HS) $122,789 $93,606 Superintendent Salary $158,847 $116,538 Percent of District Budget Teacher Salaries Administrative Salaries 6 7 * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at FY Expenditures Per Pupil and School Site Teacher Salaries Expenditures Per Pupil Level Total Restricted Unrestricted Average Teacher Salary School Site $16,609 $5,407 $11,202 $77,347 District $11,098 $78,219 State $4,690 $57,912 Percent Difference: School Site/District Percent Difference: School Site/ State Types of Services Funded at Inverness Elementary School The District Parcel Tax supports programs for art, music, Spanish, physical education, gardening, and counseling School Accountability Report Card for Inverness Elementary School Page 7 of 9

8 Professional Development provided for Teachers at Inverness Elementary School Three full days per year are provided for staff development. Additionally, teachers may take release time to observe in other classrooms, and/or to attend workshops and trainings. Teachers new to the profession receive support through BTSA (Beginning Teacher Support and Assessment) California High School Exit Examination Grade Ten Results by Student English-Language Arts Mathematics Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the LEA All Students at the School Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services * Percentages are not calculated 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. CAHSEE Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced Inverness Elementary School English-Language Arts Mathematics Shoreline Unified School District English-Language Arts Mathematics California English-Language Arts Mathematics * Percentages are not calculated 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. All Students Completion of High School Graduation Requirements Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Graduating Class of 2013 School District State School Accountability Report Card for Inverness Elementary School Page 8 of 9

9 Dropout Rate and Graduation Rate Inverness Elementary School Dropout Rate (1-year) Graduation Rate Shoreline Unified School District Dropout Rate (1-year) Graduation Rate California Dropout Rate (1-year) Graduation Rate Subject Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science Advanced Placement Courses Number of AP Courses Offered* Percent of Students In AP Courses All courses * Where there are student course enrollments. Courses for University of California (UC) and/or California State University (CSU) Admission UC/CSU Course Measure Enrollment in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission Percent 0.00 Career Technical Education Participation Measure Number of pupils participating in CTE % of pupils completing a CTE program and earning a high school diploma % of CTE courses sequenced or articulated between the school and institutions of postsecondary education CTE Program Participation Career Technical Education Programs School Accountability Report Card for Inverness Elementary School Page 9 of 9