School Accountability Report Card Published During the School Year

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1 Las Colinas 5750 Fieldcrest Dr. Camarillo CA (805) Grades 6-8 Erik Goldman, Principal School Accountability Report Card Published During the School Year Pleasant Valley School District 600 Temple Ave. Camarillo, CA (805) District Governing Board Ron Speakman, President Bob Rust, Clerk Pat Fitzgerald, Member Suzanne Kitchens, Member Debra Kuske, Member Principal s Message Las Colinas Middle School is known for its academic excellence. It houses approximately 1000 sixth, seventh, and eighth grade students. The success of the school is due to great students and staff and to the strong support of our parents. Parents participate in many ways, including the PTSA, School Site Council (SSC), English Language Parent Advisory Committee (ELPAC), campus beautification, disaster preparation, and anti-drug campaigns. The facility includes state-of-theart science labs, a MakerSpace and a computer lab. In a reflection of our belief that our kids are our future, we look to the future by continuing to upgrade our technology and integrate it into our instructional program. School Profile Pleasant Valley School District consists of eleven schools serving grades kindergarten through eight. Las Colinas Middle is one of two comprehensive middle schools in the Pleasant Valley School District. Las Colinas strives to provide a high quality educational program which develops the whole child. It is based upon mutual respect and close communication, as well as shared effective decision making by staff, students, parents, and community to meet the needs of a diversified and growing population. Las Colinas has been awarded four California Distinguished Schools Awards with honors in , in , , and During the school year, 996 sixth through eighth grade students were enrolled at the school, with classes arranged on a traditional schedule calendar. Student body demographics are shown in the chart District Administration Dr. Angelica Ramsey Superintendent Dr. Kris DeVillers Asst. Sup., CIA Kathy English CBO Carol Bjordahl Dir., Pupil Svcs. & Special Education Chris Johnston Dir., FMO Rob James Supervisor, Ed. Tech School Accountability Report Card for Las Colinas Page 1 of 10

2 About the SARC 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 and 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 Student Enrollment by Grade Level Grade Level Grade Grade Grade Total Enrollment 1, Student Enrollment by Group Group Percent of Total Enrollment Black or African American 2.4 American Indian or Alaska Native 0.3 Asian 8.6 Filipino 5.6 Hispanic or Latino 29.2 Native Hawaiian or Pacific Islander 0.2 White 49.9 Two or More Races 3.9 Socioeconomically Disadvantaged 19.5 English Learners 3.9 Students with Disabilities 12.6 Foster Youth 0.4 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 Las Colinas With Full Credential Without Full Credential Teaching Outside Subject Area of Competence 0 0 Pleasant Valley School District With Full Credential 312 Without Full Credential Teaching Outside Subject Area of Competence Teacher Misassignments and Vacant Teacher Positions at this School Las Colinas 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 Las Colinas Page 2 of 10

3 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) The school district held a public hearing on October 20, 2016, 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 Houghton Mifflin (6-8) Adopted in 2016 Textbooks and Instructional Materials Year and month in which data were collected: October 20, 2016 Lucy Calkins Writing (K-8) Adopted 2014 Mathematics Houghton Mifflin (6-8) Adopted 2016 Science McDougal Littell (6-7) Adopted 2008 Textbooks and Instructional Materials/Year of Adoption The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 CPO (8) Adopted 2008 History-Social Science McDougall Littell (6-8) Adopted 2006 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: School Accountability Report Card for Las Colinas Page 3 of 10

4 School Facility Conditions and Planned Improvements (Most Recent Year) Las Colinas Middle School was originally constructed in 1982 and is comprised of 41 permanent classrooms, eight portable classrooms, a MakerSpace/library, a staff lounge, a computer lab, a grass area, a gym, and a sports area. There are two county special education program sited on the campus. Camarillo YMCA has a before school and after school program on campus. Cleaning Process The custodial staff consists of one full-time and two part-time employees who ensure that the cleaning of the school is maintained to provide for a clean and safe school. Maintenance and Repair District maintenance staff ensure 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 highest priority is given to emergency repairs. Deferred Maintenance Budget The district sets aside 0.50% of the general fund budget to fund the Deferred Maintenance Program. For the school year this equaled $241,200. Deferred maintenance projects include roofing, plumbing, heating, electrical systems, interior/exterior painting, and floor systems. A list of deferred maintenance projects may be obtained from the district office. 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: 08/06/16 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor Repair Needed and Action Taken or Planned Broken door hinge on south gym doorwas repaired subsequent to inspection School Accountability Report Card for Las Colinas Page 4 of 10

5 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] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and The percentage of students 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 Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) School District State ELA Math * 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. 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 * Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. 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. Grade Level Percent of Students Meeting Fitness Standards 4 of 6 5 of 6 6 of * 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. Group CAASPP Results by Student Group Science (grades 5, 8, and 10) Percent of Students Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced All Students Male Female Black or African American Asian Filipino Hispanic or Latino White Socioeconomically Disadvantaged Students with Disabilities * Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The Proficient or Advanced is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. 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 Las Colinas Page 5 of 10

6 All Students Male Female Student Group Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged School Year CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Enrolled Tested Tested Percent of Students Standard Met or Exceeded School Accountability Report Card for Las Colinas Page 6 of 10

7 English Learners Student Group Students with Disabilities Foster Youth School Year CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Enrolled Tested Tested Percent of Students Standard Met or Exceeded ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. 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. The number of students tested includes all students who participated in the test whether they received a score or not; 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 only students who received scores. Student Group All Students Male Female Black or African American American Indian or Alaska Native Asian School Year CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Enrolled Tested Tested Percent of Students Standard Met or Exceeded School Accountability Report Card for Las Colinas Page 7 of 10

8 Filipino Hispanic or Latino Student Group Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth School Year CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Enrolled Tested Tested Percent of Students Standard Met or Exceeded Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. 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. The number of students tested includes all students who participated in the test whether they received a score or not; 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 only students who received scores School Accountability Report Card for Las Colinas Page 8 of 10

9 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 (School Year ) The SSC, which includes parents, creates our school s annual plan and is responsible for some budget approvals. The English Language Parent Advisory Committee (ELPAC) addresses the needs of our Language Learners. Our PTSA is very active. Parents raise money for classroom enrichment programs and technology. They support Associated Student Body fund-raisers, promote the arts through the Reflections program, volunteer to beautify the campus by cleaning and maintaining planters, and work closely with the school to support and enhance our programs. Please contact our office to find out how you can volunteer. 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 The Safety of students and staff is a primary concern of Las Colinas Middle. The school is in compliance with laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The School Site Safety plan is reviewed and updated in the fall of each year. All revisions are communicated to both the classified and certificated staff. The school s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire, lock-down, earthquake and disaster drills are conducted on a regular basis throughout the school year. Students are supervised before and after school by Campus Supervisors and teachers, as well as during lunch and break periods. There is a designated area for student drop off and pick up. Visitors must sign in at the office and receive a badge, unauthorized visitors are not permitted on campus. Suspensions and Expulsions School Suspensions Rate Expulsions Rate District Suspensions Rate Expulsions Rate State Suspensions Rate Expulsions Rate 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. Program Improvement Status Federal Intervention Program Indicator School District In PI First Year of Program Improvement Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement 5 Percent of Schools Currently in Program Improvement Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor Counselor (Social/Behavioral or Career Development) Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist 1.25 Resource Specialist Other Average 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 School Accountability Report Card for Las Colinas Page 9 of 10

10 Average Class Size Average Class Size and Class Size Distribution (Secondary) Number of Classrooms* Subject English Mathematics Science Social Science * 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. Professional Development provided for Teachers Educators are always life-long learners. Opportunities for training and staff development are provided at both the district and individual school sites to administrators, teachers, and classified staff. The district offers professional growth opportunities in curriculum, teaching strategies, and methodologies. Teachers are also given time to assess student achievement and work collaboratively to design instruction that is aligned to Common Core State Standards. Grade level teams participate in self guided professional development. The district offered one or more staff development days a year for the past three years. FY Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $45,248 $44,573 Mid-Range Teacher Salary $71,587 $72,868 Highest Teacher Salary $97,470 $92,972 Average Principal Salary (ES) $94,894 $116,229 Average Principal Salary (MS) $111,312 $119,596 Average Principal Salary (HS) $121,883 Superintendent Salary $181,684 $201,784 Percent of District Budget Teacher Salaries 41% 39% Administrative Salaries 6% 5% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at FY Expenditures Per Pupil and School Site Teacher Salaries Level Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site- $3,503 $4 $3,499 $66,220 District $4,173 $69,569 - State $5,677 $75,137 Percent Difference: School Site/District -16.2% 3.4% Percent Difference: School Site/ State -36.8% -5.7% * Cells with do not require data. 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 and the county. 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 School Accountability Report Card for Las Colinas Page 10 of 10

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