School Accountability Report Card Published During the School Year

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1 Boronda Elementary School -Dual Immersion Academy Salinas (DIAS) 1114 Fontes Lane Salinas, CA Grades Mary Pritchard, Principal School Accountability Report Card Published During the School Year Salinas City Elementary School District 840 S. Main Street Salinas, CA (831) School Description The Dual Immersion Academy Salinas- Boronda is dedicated to preparing all students linguistically, academically and socially to contribute to, and thrive in, an ever-changing world. Dual Immersion Academy Salinas - (Boronda) opened fall 2015 with one transitional kindergarten class and two kindergarten classes. The school is adding dual immersion classes every year through to become a TK-6 program. Based on the 90:10 model in the first two grades (90% Spanish and 10% English), Dual Immersion Academy of Salinas students incrementally increase the amount of English to a 50:50 model in the upper grades. In our program dual language or two-way bilingual immersion program all students are engaged in second language study for 5-7 years in an effort to develop high levels of bilingualism (the ability to speak fluently in both Spanish and English) and biliteracy (the ability to read and write in both languages). In addition to immersing students in language and literacy, the educational program integrates and emphasizes STEAM: Science, Technology, Engineering, Arts and Mathematics. District Governing Board Roberto Garcia Francisco Estrada Robert Foster Hoffman Amy Ish Stephen Kim District Administration Martha Martinez Superintendent Gerald Stratton Assistant Superintendent, Business Services Lori Sanders Assistant Superintendent, Educational Services Beatriz S. Chaidez Assistant Superintendent, Human Resources CDE has not released supporting data files as of the date of this publishing. Updated SARCs with data will be provided immediately upon release of data from CDE School Accountability Report Card for Boronda Elementary School -Dual Immersion Academy Salinas (DIAS) Page 1 of 7

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 Student Enrollment by Group Group Percent of Total Enrollment 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 Boronda Elementary School -Dual Immersion Academy Salinas (DIAS) With Full Credential 3 5 Without Full Credential 0 0 Teaching Outside Subject Area of Competence 0 0 Salinas City Elementary School District With Full Credential Without Full Credential Teaching Outside Subject Area of Competence Teacher Misassignments and Vacant Teacher Positions at this School Boronda Elementary School -Dual Immersion Academy Salinas Teachers of English Learners 0 Total Teacher Misassignments Vacant Teacher Positions 0 * 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 This School All Schools High-Poverty Schools Low-Poverty Schools 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 Districtwide * 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 School Accountability Report Card for Boronda Elementary School -Dual Immersion Academy Salinas (DIAS) Page 2 of 7

3 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Textbooks and Instructional Materials Year and month in which data were collected: Mathematics Core Curriculum Area Eureka Math, Great Minds, 2015 (English) Engage NY, 2014 (Spanish) Textbooks and Instructional Materials/Year of Adoption Foreign Language Houghton Mifflin, Legacy of Literacy in Spanish, TK-K Dual Immersion School Facility Conditions and Planned Improvements (Most Recent Year) The district administration is committed to ensuring schools are well maintained and safe for students and staff. During the school year the maintenance staff conducted numerous safety inspections and a facility inspection in accordance with state regulations. The results of the state mandated facilities inspection are available elsewhere in this report and they are also available for review at the district office. More specific information regarding this school s facilities follows. Classroom space is adequate for the current school enrollment. The campus is comprised of permanent buildings/classrooms and modular classrooms. The district uses modular classrooms to support instructional programs and extracurricular activities, our changing student enrollment, class size reduction and to meet state-established student housing capacity standards. There is adequate playground area and playground equipment for formative student recreation. Also, the principal deems the administrative spaces for staff to be adequate. For our school, the district operates and maintains a full suite of school site safety and security systems that include video monitoring. The video security system includes multiple cameras connected to high capacity video storage, with the cameras viewing critical outdoor areas across our campus. Our school also requires all visitors to check in during instructional hours before entering the school campus. The district s maintenance staff accomplishes facility maintenance and repair where their focus is on exceeding the established standards of good repair, cleanliness and safety. Facility maintenance is managed using a team concept; our maintenance team leader is in regular contact with our principal and our head custodian. The maintenance department uses a computerized work order system to request, assign, track and complete all maintenance and repair work at our school. Our school custodians, under the direction of our principal and with guidance from our head custodian, provide our school with daily cleaning for all classroom and toilet room spaces. The district s operations department secretary schedules substitute custodial staff and orders all custodial equipment and supplies. The Director of Maintenance and Operations and the Maintenance Supervisor communicate regularly with operations department staff and our school principal. 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: 9/2015 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor Repair Needed and Action Taken or Planned School Accountability Report Card for Boronda Elementary School -Dual Immersion Academy Salinas (DIAS) Page 3 of 7

4 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 - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State * 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 Percent of Students Meeting Fitness Standards Level 4 of 6 5 of 6 6 of 6 * Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Subject CAASPP Results for All Students Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) School District State * 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 Science (grades 5, 8, and 10) Percent of Students Group Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced * 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 Year CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Percent of Students Student Group Grade Standard Met or Enrolled Tested Tested 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. School Year CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Percent of Students Student Group Grade Standard Met or Enrolled Tested Tested 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 School Accountability Report Card for Boronda Elementary School -Dual Immersion Academy Salinas (DIAS) Page 4 of 7

5 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. 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 ) Parents play an important role at Dual Immersion Academy Salinas- Boronda through active participation and involvement in the School Site Council, the English Language Advisory Council, and our Parent Teacher Organization. Parents are encouraged to volunteer at school events and in classrooms. Participation in our PTO is encouraged, and no membership dues or fees are required in order for families to participate. Specifically, the PTO supports all fundraising, social and community outreach events, including family fun events. 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 Visitors are required to sign in at the school office and receive a visitor s pass. Staff members report anyone without a pass to the school office. Students who leave prior to the end of the school day must be signed out by a responsible adult at the school office. Discipline and safety procedures are reviewed with the staff throughout the school year. Playground rules have been developed and reviewed with students to ensure safety on the campus. Staff use radios to communicate with the office from the playground. There is an intercom system and intercom telephones are located in each classroom. Student supervision is offered 30 minutes prior to the start of instruction. Ten minutes prior to the start of instruction, students report to their classroom and are supervised by their teacher. During morning recess time, students are supervised by teachers and school staff. During the lunch period, supervision is provided by campus supervisors and school site administration. We review and revise our School Safety Plan annually. The School Safety Plan was last revised by the school administration and district administration and approved by School Site Council in March The plan includes procedures for various emergencies, exit routes, and inventories of emergency supplies. The plan is available in our school office. The safety plan was shared with school staff during a staff meeting. We conduct the following emergency response drills at the noted minimum frequency: fire/monthly (after school programs, 3 times annually); lockdown & shelter-in-place (after school programs 2 times annually) and earthquake/twice a year. We also participated in the Monterey County Disaster Drill which took place in October Safety concerns and procedures are shared and addressed at staff meetings. Suspensions and Expulsions School Suspensions Rate Expulsions Rate District Suspensions Rate Expulsions Rate State Suspensions Rate Expulsions Rate School Accountability Report Card for Boronda Elementary School -Dual Immersion Academy Salinas (DIAS) Page 5 of 7

6 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 Percent of Schools Currently in Program Improvement 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 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. Grade Average Class Size and Class Size Distribution (Elementary) Average Class Size Number of Classrooms* 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 Our teachers attend staff development before school begins and throughout the school year. Trainings were also available during the summer, Saturdays, and after school. Teachers also had opportunities to attend conferences such as the Two-Way Dual Language Education (ATDLE). The major areas of staff development were language arts, math, and English Language Development. On Thursdays students are dismissed early and teachers use the time for grade-level collaboration meetings, planning, and staff development. Grade-level meetings are used to look at student achievement and identify instructional focus areas School Accountability Report Card for Boronda Elementary School -Dual Immersion Academy Salinas (DIAS) Page 6 of 7

7 FY Teacher and Administrative Salaries Category Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary Average Principal Salary (ES) Average Principal Salary (MS) Average Principal Salary (HS) Superintendent Salary Teacher Salaries District Amount Percent of District Budget State Average for Districts In Same Category Administrative Salaries * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at FY Expenditures Per Pupil and School Site Teacher Salaries Level School Site- Expenditures Per Pupil Total Restricted Unrestricted District State Percent Difference: School Site/District Percent Difference: School Site/ State * Cells with do not require data. Average Teacher Salary Types of Services Funded In the 15/16 school year, Centralized special-purpose funds pay for a Compliance Bilingual Resource Teacher, who provides testing services to English Learners. Every school site has office staff and health aide positions to support and assist students.we use a combination of district and site based Local Control Funding Formula allocations to fund specialized Arts programs to our students. Our site funds also supported a week long extended learning program at the end of the regular school year. Funds are also used to provide instructional materials. Our PTO raises funds for classroom materials, field trips, assemblies and consultants, and supplementary instructional materials through fall and spring fund-raisers. 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 Boronda Elementary School -Dual Immersion Academy Salinas (DIAS) Page 7 of 7

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