School Accountability Report Card Published During the School Year

Transcription

1 Tres Pinos Elementary School 5635 Airline Hwy. Tres Pinos, CA (831) Grades K-8 Luciano L. Medeiros, Principal School Accountability Report Card Published During the School Year Tres Pinos Union Elementary School District 5635 Airline Highway Tres Pinos, CA (831) District Governing Board Tom Tobias Linda Kershaw Jeannie Cezar Edward Schmidt Gregg Hoffman District Administration Luciano L. Medeiros Superintendent Mission Statement It is the mission of Tres Pinos Union Elementary School, in partnership with the school community, to support and sustain a system of learning which will inspire all students to think, to learn, and to care. We will strive to instill in each student a desire for lifelong learning and offer them the opportunity to realize their highest aspirations for the good of both the individual and society. School Profile Tres Pinos Union Elementary School District is a small rural K-8 single school district located one mile north of the village of Tres Pinos and 5 miles south of Hollister. During school year the school had a maximum student enrollment of 134 pupils. As a direct result of our rural setting, our school operates multigrade classrooms. Therefore, teachers, administrator, and the school community are continuously working together to plan staff development activities that will help us better understand the complexity of multigrade curricula implementation and the corresponding workload required of teachers for the quality program they provide. The desired outcome is to have a program that is focused on ensuring that each child is successful. Presently assigned to Tres Pinos Union School are six teachers, one Academic Intervention Program paraprofessional, one Physical Education Paraprofessional, one instructional aide, one service aide/secretary, and one administrator. The school enjoys the active support of its parents and community members. The Tres Pinos Parent/Teacher Organization sponsors various fund raising activities and use funds to support the instructional program, after school athletics, and playground improvement. During the school year, a group of parents and community members established the E3 Foundation, a 501-C- 3 non-profit organization, to support enrichment programs for the school. The E3 Foundation has funded numerous fine arts programs and financially supported our science curriculum. The E3 Foundation now operates as a non-profit working to support programs in all the rural schools located in south San Benito County School Accountability Report Card for Tres Pinos Elementary School Page 1 of 7

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 (831) Student Enrollment by Grade Level Grade Level Number of Students Kinder. 11 Gr Gr Gr Gr Gr Gr Gr Gr Total Student Enrollment by Group Group 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 65.2 Two or More Races 0.8 Socioeconomically Disadvantaged 20.5 English Learners 3.8 Students with Disabilities 13.6 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 Tres Pinos Elementary School Fully Credentialed Without Full Credential Teaching Outside Subject Area of Competence Tres Pinos Union Elementary School District Fully Credentialed 6 Without Full Credential 0 Teaching Outside Subject Area of Competence 0 Teacher Misassignments and Vacant Teacher Positions at this School Tres Pinos 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 Tres Pinos Elementary School Page 2 of 7

3 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Tres Pinos Union Elementary held a public hearing on August 8, 2013, 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. The table displays information collected in August 2013 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school. Core Curriculum Area Reading/Language Arts Textbooks and Instructional Materials Year and month in which data were collected: 8/14/2013 No Textbooks and Instructional Materials/Year of Adoption Glencoe (MacMillan/McGraw Hill) Adopted 1999 Houghton Mifflin Adopted 1999 Mathematics Yes Science History-Social Science No Yes Health Yes Pearson Scott Foresman Adopted 2008 Pearson/Prentice Hall Adopted 2008 Glencoe (MacMillan/McGraw Hill) Adopted 2001 McGraw-Hill Adopted 2001 Prentice Hall Adopted 2005 MacMillan/McGraw Hill Adopted 1999 MacMillan/McGraw Hill Adopted School Accountability Report Card for Tres Pinos Elementary School Page 3 of 7

4 School Facility Conditions and Planned Improvements (Most Recent Year) Tres Pinos Elementary School is comprised of six classrooms, multipurpose room, library/office building, staff lounge, and playground. Cleaning Process: Tres Pinos Union Elementary School contracts out for janitorial services. The principal and staff work daily with the custodial staff to ensure that the cleaning of the school is maintained to provide for a clean and safe school. The district governing board, in its contriact with the janitorial service company, has adopted cleaning standards for the enitre school site. A summary of these standards are available at the district office for review. Maintenance and Repair: The District contracts out with maintenance staff to ensure that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. Deferred Maintenance Budget The district participates in the State School Deferred Maintenance Program, which provides matching funds on a dollar for dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating, electrical systems, interior or exterior painting, and floor systems. If yes, please fill in the blanks on the following statement: For the school year, the district budgeted $37,710 for the deferred maintenance program. This represents 4% of the district s general fund budget. 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: 08/26/2013 Repair Status Good Fair Poor Carpet is frayed Repair Needed and Action Taken or Planned Light sensors in Academic Intervention Room need to be replaced and/or repaired. Overall Rating Exemplary Good Fair Poor [ ] Rodent removal is well under control; however, there is a need to landscape the field to get rid of squirrel holes. Water has caused edges of blacktop to rise and may cause a trip hazard. Types of Services Funded at Tres Pinos Elementary School In addition to general state funding, Tres Pinos Elementary receives state and federal funding for categorical funds and other support programs. A grant from First Five San Benito provides funding for the Rural Mobile Preschool program. Also, the school receives some funding from the E Cubed Foundation to support the fine arts program. Professional Development provided for Teachers at Tres Pinos Elementary School Staff members build teaching skills and concepts by participating in many conferences and workshops throughout the year, then sharing their experiences and knowledge with district colleagues. Throughout the school year, the staff focused on classroom management strategies and the implementation of the Olweus bullying prevention program. During the school year, the staff expanded its use of the DIBELS program. The school now administers the easycbm mathematics and DIBELS reading assessments to all students in grades K-6. During the fall of 2012, the staff has participated in training and begun the implementation of the Engrade program. Parents and students now have access to their child s grades on a daily basis via their computers. During the summer of 2013, all staff members were trained in first aide, CPR, and the use of an AED. Staff also participated in English Language Arts common core training for several days during the summer. Currently staff is preparing to implement an universal access reading program School Accountability Report Card for Tres Pinos Elementary School Page 4 of 7

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 * 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 ELA Math HSS * 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 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 CAASPP Results by Student Group Group Percent of Students Scoring at Proficient or Advanced Science (grades 5, 8, and 10) All Students in the LEA 52 All Student at the School 52 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 * 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 Group Three-Year Comparison Group Actual API Change 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 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 Tres Pinos Elementary School Page 5 of 7

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 Tres Pinos Elementary greatly benefits from its supportive parents. Parents volunteer in the classrooms, providing instructional support, and coach after school athletics. The District Advisory Committee and the Parent/Teacher Organization provide opportunities for parents to provide input about programs and activities at the school. Other parent/teacher committees that meet on a regular basis are the Eighth Grade Graduation Committee. Contact Information Parents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact the Tres Pinos Elementary School at They may also the school at lmedeiro@sbcoe.org. 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 Safety of students and staff is a primary concern of Tres Pinos Elementary School. The school is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. All revisions were communicated to the both the classified and certificated staff. The school s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Disaster, fire, and lock-down drills are conducted on a regular basis throughout the school year. Last date reviewed & updated: Fall, 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 Tres Pinos Elementary School Page 6 of 7

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 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 No Federal Intervention Program Indicator School District Program Improvement Status 0 0 First Year of Program Improvement 0 0 Year in Program Improvement 0 0 Number of Schools Currently in Program Improvement 0 Percent of Schools Currently in Program Improvement 0.0 * 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 Gr Gr Gr Gr 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) Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist.20 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 $43,902 $38,970 Mid-Range Teacher Salary $53,925 $56,096 Highest Teacher Salary $75,462 $71,434 Average Principal Salary (ES) $90,000 $91,570 Average Principal Salary (MS) $0 $97,460 Average Principal Salary (HS) $0 $99,544 Superintendent Salary $0 $107,071 Percent of District Budget Teacher Salaries Administrative Salaries 9 7 * 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 $7,314 $875 $6,439 $59,389 District $6,439 $59,389 State $6,456 $57,931 Percent Difference: School Site/District Percent Difference: School Site/ State School Accountability Report Card for Tres Pinos Elementary School Page 7 of 7