Fiddyment Farm Elementary School Accountability Report Card Reported Using Data from the School Year Published During
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1 Fiddyment Farm Elementary School Accountability Report Card Reported Using Data from the School Year Published During By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). 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 For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents/guardians 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 at 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., 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. About This School Contact Information (Most Recent Year) School Contact Information School Name Street Fiddyment Farm Elementary 4001 Brick Mason Circle City, State, Zip Roseville, CA Phone Number Principal Address Web Site Grades Served Meghan Baichtal mbaichtal@rcsdk8.org TK-5 CDS Code School Accountability Report Card for Fiddyment Farm Elementary Page 1 of 12
2 District Contact Information District Name Roseville City School District Phone Number Superintendent Derk Garcia Address Web Site rcsdk8.org School Description and Mission Statement (Most Recent Year) Fiddyment Farm Elementary School opened its doors on August 19, We are a TK-5 elementary school in West Roseville, CA. Since opening we have grown to almost 530 students. We currently offer three Transitional Kindergarten classes and extended day Kindergarten. All classes are taught by fully credentialed teachers with an average of 13 years experience. Our classrooms all have interactive SMART boards and handheld devices for students to utilize while maximizing their academic growth and personal development. Each grade level works together in Professional Learning teams to develop Common Core standards based lessons that designed to reach all learners. Intervention and enrichment are a part of the curriculum in each grade level. Mission Statement: We at Fiddyment Farm are committed to maximizing student learning in a collaborative, respectful and safe environment to ensure all students become a positive F.O.R.C.E. in society. F Fierce O Outstanding R Responsible C Courageous E Excellent Student Enrollment by Grade Level (School Year ) Grade Number of Level Students Kindergarten 124 Grade 1 69 Grade 2 56 Grade 3 45 Grade 4 49 Grade 5 40 Total Enrollment School Accountability Report Card for Fiddyment Farm Elementary Page 2 of 12
3 Student Enrollment by Group (School Year ) Student Percent of Group Total Enrollment Black or African American 3.7 American Indian or Alaska Native 0.8 Asian 8.4 Filipino 6 Hispanic or Latino 13.8 Native Hawaiian or Pacific Islander 0.3 White 57.4 Two or More Races 9.7 Socioeconomically Disadvantaged 18.8 English Learners 13.3 Students with Disabilities 11 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 Teachers School District With Full Credential Without Full Credential Teaching Outside Subject Area of Competence (with full credential) Teacher Misassignments and Vacant Teacher Positions Indicator 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. Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School All Schools in District 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. 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 Fiddyment Farm Elementary Page 3 of 12
4 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Year and month in which data were collected: 9/2014 Roseville City Elementary held a public hearing on September 9, 2014 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 School 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. Core Curriculum Area Reading/Language Arts Textbooks and Instructional Materials/ Year of Adoption Reading/ Language Arts SRA (Open Court) 2003 From Most Recent Adoption? Percent of Students Lacking Own Assigned Copy Yes 0 Mathematics Houghton Mifflin 2015 Yes 0 Science Science MacMillan/ McGraw Hill 2008 Yes 0 History-Social Science History/Social Science Pearson Scott Foresman 2007 Yes 0 School Facility Conditions and Planned Improvements (Most Recent Year) General (School Year ) The District takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the school office. Maintenance and Repairs: District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. The District annually inspects wheelchair lifts, tests fire extinguishers, inspects and services all playground backboards, replaces bark on playgrounds and landscaping, and services HVAC units. School Facility Good Repair Status: Overall Summary of School Facilities Good Repair Status Exemplary The inspection included a check of possible gas leaks, mechanical systems, interior and exterior doors and windows, interior surface areas, structural damage, electrical, playground equipment, and hazardous materials. In all areas this school passed inspection. Cleaning Process and Schedule: The District has adopted cleaning standards for all schools in the District. The principal works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Deferred Maintenance Budget: The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repairs or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. District School Accountability Report Card for Fiddyment Farm Elementary Page 4 of 12
5 School Facility Good Repair Status (Most Recent Year) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces X Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical X Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials X Structural: Structural Damage, Roofs X School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 12/2015 Repair Status Good Fair Poor X X X Repair Needed and Action Taken or Planned External: Playground/School Grounds, Windows/ Doors/Gates/Fences X Overall Facility Rating (Most Recent Year) Year and month in which data were collected: 12/2015 Exemplary Good Fair Poor Overall Rating X B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California s Tests); 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 California Assessment of Student Performance and Progress Results for All Students (School Year ) Subject Percent of Students Meeting or Exceeding the State s (grades 3-8 and 11) School District State English Language Arts/Literacy Mathematics Note: 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 School Accountability Report Card for Fiddyment Farm Elementary Page 5 of 12
6 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Number of Students Percent of Students Student Group Grade Enrolled Tested Tested Not Met Nearly Met Met Exceeded All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners School Accountability Report Card for Fiddyment Farm Elementary Page 6 of 12
7 Student Group Grade Number of Students Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded Students with Disabilities Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Number of Students Percent of Students Student Group Grade Enrolled Tested Tested Not Met Nearly Met Met Exceeded All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino School Accountability Report Card for Fiddyment Farm Elementary Page 7 of 12
8 Student Group Grade Number of Students Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. California s Tests for All Students in Science (Three-Year Comparison) Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Science (grades 5, 8, and 10) 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 School Accountability Report Card for Fiddyment Farm Elementary Page 8 of 12
9 California s Tests Results by Student Group in Science (School Year ) Student Percent of Students Scoring at Group Proficient or Advanced All Students in the LEA 73 All Students at the School 80 Male 81 Female 80 Black or African American -- Asian Filipino Hispanic or Latino White 85 Two or More Races -- Socioeconomically Disadvantaged -- English Learners -- Students with Disabilities -- Foster Youth -- 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. California Physical Fitness Test Results (School Year ) Grade Percent of Students Meeting Fitness s Level Four of Six s Five of Six s Six of Six s Note: 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. 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 (Most Recent Year) We are fortunate to have hard working, dedicated parents and teachers who make up our Parent Teacher Club (PTC.) The PTC at Fiddyment Farm works tirelessly to provide and coordinate programs and activities to make our student's lives full and encourage a positive connection to school. Some of the yearly activities include a Run for Funds, Book Fair, Father Daughter Dance, Art Docent, after school enrichment classes, Skate Nights, family Dine Outs, Mother Son events, and many more. The PTC meets on the first Wednesday of the month in the school library at 6:00 pm. Please look for current updates and information on the following resources: Facebook: RCSD Fiddyment Farm (school) and Fiddyment Farm PTC Twitter: TheForce@msbaichtal RCSD website: Search schools, Fiddyment Farm, website School Accountability Report Card for Fiddyment Farm Elementary Page 9 of 12
10 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. Suspensions and Expulsions Rate School District State Suspensions Expulsions School Safety Plan (Most Recent Year) Evacuation, duck and cover, shelter in place and lockdown drills are practiced on a regular basis at Fiddyment Farm Elementary School. Staff and students are updated on safety practices. Fiddyment Farm School participates in the California Safe Schools Assessment Program. The Roseville City School District has developed a Crisis Response Plan that outlines the procedures to be followed in the event of an emergency affecting the school site. The plan includes procedures for coordinating resources to respond to any emergency including natural disasters, environmental health issues, accidents, or intruders. Staff have been assigned roles and trained to work efficiently with each other and with other public service officers to ensure the safety of students and staff. Fiddyment Farm School has a Comprehensive School Safety Plan (CSSP) which is updated annually by the Safety Committee and approved by the School Site Council. 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 (School Year ) AYP Criteria School District State Made AYP Overall Yes Yes Yes Met Participation Rate: English-Language Arts Yes Yes Yes Met Participation Rate: Mathematics Yes Yes Yes Met Percent Proficient: English-Language Arts N/A N/A N/A Met Percent Proficient: Mathematics N/A N/A N/A Met Attendance Rate Yes Yes Yes Met Graduation Rate N/A N/A Yes Federal Intervention Program (School Year ) Program Improvement Status Indicator School District First Year of Program Improvement Year in Program Improvement* Year 2 Number of Schools Currently in Program Improvement N/A 3 Percent of Schools Currently in Program Improvement N/A Note: Cells with N/A values do not require data. In PI School Accountability Report Card for Fiddyment Farm Elementary Page 10 of 12
11 Average Class Size and Class Size Distribution (Elementary) Grade Level Avg. Number of Classes Avg. Number of Classes Avg. Number of Classes Class Class Class Size Size Size K Other Note: Number of classes indicates how many classes fall into each size category (a range of total students per class). Academic Counselors and Other Support Staff (School Year ) Academic Counselor Title Counselor (Social/Behavioral or Career Development) Library Media Teacher (Librarian) Number of FTE Assigned to School Average Number of Students per Academic Counselor Library Media Services Staff (Paraprofessional) 1 N/A Psychologist N/A Social Worker Nurse N/A Speech/Language/Hearing Specialist 1 N/A Resource Specialist N/A Other N/A Note: Cells 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. Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Supplemental/ Restricted Basic/ Unrestricted N/A N/A N/A Average Teacher Salary School Site $7,869 $2,241 $5,628 $65,261 District N/A N/A $5,384 $72,519 Percent Difference: School Site and District N/A N/A State N/A N/A $5,348 $72,993 Percent Difference: School Site and State N/A N/A Note: Cells with N/A values do not require data School Accountability Report Card for Fiddyment Farm Elementary Page 11 of 12
12 Types of Services Funded (Fiscal Year ) The majority of the school's funding goes directly back into the classes by way of professional development for teacher to enhance instruction, assessments tools and time for collaboration to ensure all students are meeting standards and developing intervention if they are not. Funding also goes toward adding manipulatives and technology into our student's daily learning. The school community believes strongly that helping students make connections to school creates a better learning environment for all and an increase in academic achievement. The staff is dedicated to maintaining the sense of community by involving all students in annual events (i.e. Winter Concert, Variety Show, and Spring Performance.) Staff also reaches out to each individual students by sending a postcard home during the year. The students and staff gather bi-monthly to celebrate citizenship and honor those who have demonstrated our FORCE characteristics in our interactive SING program. In each class, teachers implement the Second Step Social Skills curriculum to help all student navigate through social and emotional situations. Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $37,291 $43,091 Mid-Range Teacher Salary $72,778 $70,247 Highest Teacher Salary $84,735 $89,152 Average Principal Salary (Elementary) $103,859 $112,492 Average Principal Salary (Middle) $115,987 $116,021 Average Principal Salary (High) $117,511 Superintendent Salary $192,572 $192,072 Percent of Budget for Teacher Salaries 46% 41% Percent of Budget for Administrative Salaries 5% 6% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Professional Development (Most Recent Three Years) In alignment with the Roseville City School District board goals, the Professional Development Advisory Committee (PDAC) plan was developed to create a comprehensive three-year professional development plan for the District. Training is provided to administrators and teachers that align with this plan during four professional development days. In addition school sites are provided three additional professional development days to focus on school site goals. Currently, Fiddyment Farm staff is focused on implementing the Common Core standards with an emphasis on speaking and listening skills. Staff participates in district provided workshops, works collaboratively in grade level teams, attends local and statewide conferences all to broaden the understanding, rigor and implementation of our practice. Our school is led by a teacher driven leadership team with a focus on ensuring each and every child gets the curriculum, instruction, intervention, enrichment and support they need to become a positive FORCE in society School Accountability Report Card for Fiddyment Farm Elementary Page 12 of 12
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