Lakeport Elementary. Ms. Anita Swanson, Principal. 150 Lange St. Lakeport, CA Phone:

Transcription

1 Lakeport Elementary Ms. Anita Swanson, Principal Principal, Lakeport Elementary About Our School About Our School Contact 150 Lange St. Lakeport, CA Phone: View Larger Map

2 Data and Access 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. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page 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 (e.g., the California State Library). 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. Additional Information 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. Page 2 of 21

3 About This School Contact Information (School Year ) Contact Information (School Year ) School District School Name Lakeport Elementary District Name Lakeport Unified Street 150 Lange St. Phone Number (707) City, State, Zip Lakeport, Ca, Web Site Phone Number Superintendent First Name Erin Principal Ms. Anita Swanson, Principal Superintendent Last Name Smith-Hagberg Address Address County-District School (CDS) Code School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) Lakeport is a small, rural city located on the shores of Clear Lake in Lake County. The population of incorporated Lakeport is approximately 5,200. The city serves as the County Seat, housing the County Courthouse and various state and federal agencies. The community is primarily made up of families with school-age children and retired senior citizens. The Lakeport Unified School District (LUSD) is one of seven districts in Lake County. LUSD is comprised of Lakeport Elementary School (grades K-3); Terrace Middle School (grades 4-8); Clear Lake High School (grades 9-12); Natural Continuation High School (grades 9-12); Lakeport Unified Community Day School (grades 6-8); and Lakeport Alternative School (grades K-12). All of the schools have the advantage of being grouped together with the District Office on fifteen acres at the north end of town. Lakeport Elementary is in session from 8:15 am 2:15 pm (grades 1-3) for a total of 296 instructional minutes per day (51,280 per year). School ends on Mondays at 1:15 pm to allow time for Teacher Collaboration meetings. Morning and afternoon sessions are offered for Kindergarten students for a total of 200 instructional minutes per day (36,000 minutes per year). A transitional kindergarten class is also offered for students born in November and students in need of extra time in a pre kindergarten class. The Lakeport community is very supportive of our schools. Lakeport Elementary has a hard-working Parent Teacher Organization (PTO) whose sole purpose is to raise funds for our school. The activities and fundraisers they sponsor are well-attended and quite profitable. Our School Site Council (SSC) plays a major role in overseeing our categorical budget and programs. Monthly meetings with the SSC assure consistent communication and parental input regarding our Single Plan for Student Achievement (SPSA). Lakeport is fortunate to have a number of well-respected preschool and daycare programs. A State Preschool is located on the Lakeport Elementary School campus, and a Head Start program is located next to our District Office. All of these programs assist in making the transition to elementary school easier for Kindergarten students. Curriculum in grades K-3 addresses state standards for each of the grade levels. Collaboration Days are held each Monday to allow time for teachers to meet with their grade level colleagues and discuss student achievement and instruction in all curricular areas. Along with excellent classroom teaching, staff teamwork, and the implementation of standards-aligned curriculum, we have additional programs and staff to supplement the regular classroom instruction. We provide daily tutoring for students reading below grade level through the Americorps program, an English Language Development program, Schools of Hope tutoring, Reading to Rover, Learning Centers, Healthy Start, and a Family Support Team. Students who are in need of reading assistance are also given 30 minutes of small group instruction daily. Every student receives weekly music instruction from a music specialist, all classes visit the computer lab once a week for supplementary math instruction that is provided by a computer lab assistant, and every class visits the library once per week where English Language Arts skills are supported by the library clerk. An After School Program serves the needs of students who are struggling with reading. Page 3 of 21

4 Opportunities for Parental Involvement (School Year ) Opportunities for Parental Involvement (School Year ) The staff at Lakeport Elementary School believes that parent involvement is an important component for student academic success. Parents are encouraged to participate in their child s education in a number of ways. We have a Parent Involvement Policy that outlines in detail our philosophy of parent involvement. It is presented and discussed at individual parent conferences in the fall. Parents are also involved as members of the School Site Council to plan and evaluate school programs. They are active in our Parent Teacher Organization by raising funds, sponsoring activities, and providing financial support for the site s educational needs. Parents are invited to attend evening activities designed to promote reading skills, volunteer in the classroom and/or on field trips, and provide feedback via an annual parent survey. Parent involvement continues to be encouraged and appreciated byour staff. Page 4 of 21

5 Student Performance Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science 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. 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. Standardized Testing and Reporting Results for All Students - Three-Year Standardized Testing and Reporting Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject English-Language Arts 42% 51% 45% 51% 55% 51% 54% 56% 55% Mathematics 67% 65% 50% 45% 49% 48% 49% 50% 50% Science N/A N/A N/A 65% 67% 58% 57% 60% 59% History-Social Science N/A N/A N/A 51% 56% 57% 48% 49% 49% 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. English-Language Arts Percent of Students Scoring at Proficient or Advanced 60 Math Percent of Students Scoring at Proficient or Advanced Page 5 of 21

6 Science Percent of Students Scoring at Proficient or Advanced History Percent of Students Scoring at Proficient or Advanced Standardized Testing and Reporting Results by Student Group Most Recent Year Standardized Testing and Reporting Results by Student Group Most Recent Year Percent of Students Scoring at Proficient or Advanced Group English-Language Arts Mathematics Science History-Social Science All Students in the LEA 51% 48% 59% 57% All Students at the School 45% 63% N/A N/A Male 51% 70% N/A N/A Female 37% 55% N/A N/A Black or African American N/A N/A N/A N/A American Indian or Alaska Native 15% 25% N/A N/A Asian N/A N/A N/A N/A Filipino N/A N/A N/A N/A Hispanic or Latino 46% 63% N/A N/A Native Hawaiian or Pacific Islander N/A N/A N/A N/A White 48% 70% N/A N/A Two or More Races N/A N/A N/A N/A Socioeconomically Disadvantaged 42% 60% N/A N/A English Learners 50% 61% N/A N/A Students with Disabilities 40% 53% N/A N/A Students Receiving Migrant Education Services N/A N/A N/A N/A 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. Page 6 of 21

7 Accountability 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 Web page. Academic Performance Index Ranks Three-Year Comparison 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. API Rank Statewide Similar Schools Academic Performance Index Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change Actual API Change Actual API Change All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino -27 Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Note: 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. Page 7 of 21

8 Academic Performance Index Growth by Student Group Growth API Comparison This table displays, by student group, the number of students included in the API and the Growth API at the school, LEA, and state level. Group Number of Students School Number of Students LEA Number of Students State All Students at the School , ,655, Black or African American , American Indian or Alaska Native , Asian , Filipino , Hispanic or Latino ,438, Native Hawaiian or Pacific Islander , White ,200, Two or More Races , Socioeconomically Disadvantaged ,774, English Learners ,482, Students with Disabilities , Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) 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) For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page. 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 No Yes Met Graduation Rate N/A Yes Page 8 of 21

9 Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) 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 Web page. Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement Year in Program Improvement Year 3 Year 3 Number of Schools Currently in Program Improvement N/A 3 Percent of Schools Currently in Program Improvement N/A 75.0% Note: Cells shaded in black or with N/A values do not require data. Page 9 of 21

10 School Climate Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten 125 Grade Grade Grade Total Enrollment Kindergarten Grade 1 Grade 2 Grade 3 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Group Percent of Total Enrollment Black or African American 1.4 American Indian or Alaska Native 11.4 Asian 0.4 Filipino 0.8 Hispanic or Latino % 1.4% 11.4% 0.4% 0.8% Native Hawaiian or Pacific Islander 0.2 White 48.9 Two or More Races 2.6 Socioeconomically Disadvantaged 73.5 English Learners 15.0 Students with Disabilities % Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races 0.2% 34.1% Page 10 of 21

11 Average Class Size and Class Size Distribution (Elementary) Average Class Size and Class Size Distribution (Elementary) Number of Classes * Number of Classes * Number of Classes * Grade Level Average Class Size Average Class Size Average Class Size K Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) Number of Classes * Number of Classes * Number of Classes * Subject English Mathematics Science Social Science Average Class Size Average Class Size Average Class Size * 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. School Safety Plan (School Year ) School Safety Plan (School Year ) The Lakeport Elementary School Safety Plan is reviewed annually with all staff members. It addresses earthquakes, fires, intruders, explosions, and bomb threats. Practice drills are held for students each month, and districtwide intruder drills are held twice a year. Every room in the school has an emergency plan posted by the exit door and a backpack that contains emergency supplies. The State Preschool and District Alternative Programs participate in elementary school drills. Page 11 of 21

12 Suspensions and Expulsions School District Rate * Suspensions Expulsions * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment. Suspensions Expulsions 6.0 School Suspensions District Suspensions 1.2 School Expulsions District Expulsions Page 12 of 21

13 School Facilities School Facility Conditions and Planned Improvements (School Year ) School Facility Conditions and Planned Improvements (School Year ) The latest school inspection resulted in an exemplary rating from the State of California. Classroom clutter has been significantly reduced from last year. Additional playground bark has been added to both the main playground and the kindergarten playgrounds to reduce injury from falls. School Facility Good Repair Status (School Year ) 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 Repair Status Good Good Good Good Good Good Repair Needed and Action Taken or Planned Two classrooms need to reduce the amount of paper on the walls. Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Good Good Overall Facility Rate (School Year ) Overall Rating Good Page 13 of 21

14 Teachers Teacher Credentials Teacher Credentials Teachers School District With Full Credential Without Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teachers Teaching Outside Subject Area of Competence (with full credential) Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions 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. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Page 14 of 21

15 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) The federal ESEA, also known as 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 Web page. Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School All Schools in District 98 1 High-Poverty Schools in District Low-Poverty Schools in District Note: 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. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Page 15 of 21

16 Support Staff Academic Counselors and Other Support Staff (School Year ) Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) 1.0 N/A Library Media Teacher (librarian) 0.0 N/A Library Media Services Staff (paraprofessional) 0.5 N/A Psychologist 0.3 N/A Social Worker 0.0 N/A Nurse 0.3 N/A Speech/Language/Hearing Specialist 1.2 N/A Resource Specialist (non-teaching) 0.0 N/A Other 3.0 N/A Note: Cells shaded in black or with N/A values do not require data. * 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. Page 16 of 21

17 Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal Year ) Year ) 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: September 2012 Core Curriculum Area Textbooks and instructional materials From most recent adoption? Percent students lacking own assigned copy Reading/Language Arts Reading/Language Arts Macmillan/McGraw Hill 2009 Yes 0.0 Mathematics Macmillian/McGraw Hill 2008 Yes 0.0 Science Pearson/Scott Foresman 2007 Yes 0.0 History-Social Science Pearson/Scott Foresman 2006 Yes 0.0 Foreign Language 0.0 Health 0.0 Visual and Performing Arts 0.0 Science Laboratory Equipment (grades 9-12) 0.0 Page 17 of 21

18 School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic / Unrestricted) Average Teacher Salary School Site $5,719 $1,889 $38,831 $58,903 District N/A N/A $5,587 $55,095 Percent Difference School Site and District N/A N/A % % State N/A N/A $5,537 $58,606 Percent Difference School Site and State N/A N/A % % Note: Cells shaded in black or with N/A values do not require data. 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 Web page. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site. Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) Lakeport Elementary School provides a comprehensive program of services that are both supplemental and supportive of regular classroom instruction. Support services include English Language Development, Special Education, Americorps tutoring, Schools of Hope tutoring, Learning Centers, Reading to Rover, Healthy Start, After School Programs, Student Success Team, Prevention Intervention Team, Family Support Team, Title I and limited counseling services through a three-year grant. We also offer weekly music and computer instruction for all students in grades K-3. Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $31,857 $38,390 Mid-Range Teacher Salary $52,773 $55,793 Highest Teacher Salary $64,197 $72,306 Average Principal Salary (Elementary) $74,894 $88,846 Average Principal Salary (Middle) $85,813 $92,801 Average Principal Salary (High) $91,003 $95,916 Superintendent Salary $128,304 $116,026 Percent of Budget for Teacher Salaries 35.0% 34.0% Percent of Budget for Administrative Salaries 6.0% 7.0% Page 18 of 21

19 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page. Teacher Salary Chart Principal Salary Chart Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 19 of 21

20 School Completion and Postsecondary Preparation Admission Requirements for California s Public Universities University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information Web page. California State University Eligibility for admission to the California State University (CSU) is determined by three factors: Specific high school courses Grades in specified courses and test scores Graduation from high school Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page. Page 20 of 21

21 Instructional Planning and Scheduling Professional Development Professional Development This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. Program improvement has been ongoing at Lakeport Elementary School for many years. Every year a total of three staff development days are approved by the School Site Council and the Governing Board. On those days, teachers receive training and/or spend time discussing issues related to curriculum, assessments and instruction. One hour of collaboration time has also been provided every Monday during the school year so that teachers can meet as a grade level to continue their work related to instruction and student achievement. Interested teachers occasionally attend one-day curriculum-related workshops or trainings during the school year when funding is available. In the spring of 2011, teachers were trained on how to use Power Point to engage students. In the spring of 2011, Leadership Team Members observed at Whited Elementary School to observe BoardMath. In the fall of 2011, teachers were trained on BoardMath. The program was fully implemented in all classrooms. In the fall of 2011, teachers attended training on Response to Intervention. In the spring of 2012, teachers attended full-day training on Improving Best First Instruction. Annually, all staff completes Blood Borne Pathogen training. EL staff is trained annually on CELDT and EL requirements. First Grade and Kindergarten teachers were trained in the spring of 2013 on Common Core math strategies. All teachers were introduced to the Common Core math and ELA standards during Collaboration Days. Throughout the school year, administrators, teachers and paraprofessionals attended several other workshops and conferences on the Common Core implementation. Additional workshops were offered to the paraeducators focusing on specific areas relating to their jobs. Last updated: 2/3/2014 Page 21 of 21