Conley Elementary School 820 Sixth St. Taft, CA (661) Grades K-3 Lisa Kindred, Principal

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1 Conley Elementary School 820 Sixth St. Taft, CA (661) Grades K-3 Lisa Kindred, Principal School Accountability Report Card Published During the School Year ----{isarc_dlogo}---- Taft City School District 820 Sixth Street Taft, CA (661) District Governing Board Les Clark, President 2018 Mike McCormick, Vice President 2018 Dee Goodwin, Member 2016 School Description Principal's Message Conley School was built in 1913 and is located in South Taft, California. Conley School is one of four primary schools in the Taft City School District. Conley serves approximately 270 students on average in the kindergarten through third grades. The staff at Conley School is committed to meeting the needs of our students by providing an effective instructional program that bolsters their academic, social, physical, and emotional growth. Conley School is in year five of Program Improvement. Tremendous changes have been implemented in the areas of curriculum planning, staff development, student assessment, and intervention. Keith McElmurry, Clerk 2016 John Montgomery, Trustee Representative 2016 District Administration Julie Graves Superintendent Julie Graves Acting Superintendent School Accountability Report Card for Conley Elementary School Page 1 of 10

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 (661) Student Enrollment by Grade Level Grade Level Number of Students Kinder. 73 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 47.0 Two or More Races 1.3 Socioeconomically Disadvantaged 89.8 English Learners 39.0 Students with Disabilities 6.4 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 Conley Elementary School Fully Credentialed Without Full Credential Teaching Outside Subject Area of Competence Taft City School District Fully Credentialed 11 Without Full Credential 1 Teaching Outside Subject Area of Competence Teacher Misassignments and Vacant Teacher Positions at this School Conley 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 Conley Elementary School Page 2 of 10

3 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) All students in the Taft City School District receive the District s core curriculum, which is based on the State curriculum documents (including frameworks), State academic standards, reading and math task force reports, speci?c program requirement handbooks, or government reports. The following is a list of materials/textbooks that are considered core curriculum in the Taft City School District. Core Curriculum Area Reading/Language Arts The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: 0% Textbooks and Instructional Materials Year and month in which data were collected: 09/11/2013 Yes Textbooks and Instructional Materials/Year of Adoption Kindergarten-Third Grade Reading/Language Arts SRA McGraw Hill Open Court Reading 2002 Fourth and Fifth Grade Reading Language Arts Houghton Mifflin Reading Sixth Grade Reading/Language Arts Literature and Language Arts - Holt, Rinehart and Winston2003 Language! A Language Arts Intervention Program Sopris West (McGraw Hill) Seventh Grade Reading/Language Arts Literature & Language Arts Holt, Rinehart and Winston2003 Language Comprehensive - Sopris West 2005 Language! A Language Arts Intervention Program Sopris West (McGraw Hill) Eighth Grade Reading/Language Arts Literature and Language Arts Holt, Rinehart and Winston 2003 Language! A Language Arts Intervention Program Sopris West (McGraw Hill) School Accountability Report Card for Conley Elementary School Page 3 of 10

4 Core Curriculum Area The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: 0% Textbooks and Instructional Materials Year and month in which data were collected: 09/11/2013 Yes Textbooks and Instructional Materials/Year of Adoption Kindergarten-Third Grade Houghton Mifflin Math Fourth and Fifth Grade Macmillan McGraw-Hill California (2009) Sixth Grade Holt California Course 1 (2008) Glencoe/McGraw-Hill California Math Triumphs (Intervention Program) (2008) Seventh Grade Holt California Course 2 (2008) Glencoe/McGraw-Hill California Math Triumphs (Intervention Program) (2008) Eighth Grade Algebra for California McDougal Littell Algebra Readiness: Glencoe/McGraw-Hill Algebra Readiness: Concepts, Skills, and Problem Solving (2008) The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: 0% Yes Kindergarten-Third Grade SRA Open Court Fourth and Fifth Grade Harcourt 2000 Sixth Grade Voyages Earth Glencoe2001 Voyages Life & Physical s Glencoe2001 Seventh Grade Voyages Earth & Physical s Glencoe-McGraw2001 Voyages Life Glencoe-McGraw2001 Eighth Grade Voyages Physical Glencoe2001 Voyages Earth & Life s Glencoe School Accountability Report Card for Conley Elementary School Page 4 of 10

5 Core Curriculum Area History-Social The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: 0% Textbooks and Instructional Materials Year and month in which data were collected: 09/11/2013 Yes Textbooks and Instructional Materials/Year of Adoption Kindergarten-Third Grade Social Studies Social Studies Connections Fourth and Fifth Grade Social Studies Scott Foresman (2006 edition) Sixth Grade Social Studies Ancient World McGraw-Hill 2000 Seventh Grade Social Studies World History Medieval to Early Modern Times Holt (2008) Eighth Grade Social Studies US History Independence to 1914 Holt (2009) Foreign Language The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: Kindergarten-Third Grade English Language Development ELD Standards Benchmarks E.L. Achieve Systematic ELD Fourth and Fifth Grade English Language Learner Hampton-Brown High point E.L. Achieve Systematic ELD Sixth Grade English Language Learner High Point - Hampton-Brown 2002 E.L. Achieve Systematic ELD Seventh Grade English Language Learner High Point - Hampton-Brown 2002 Eighth Grade English Language Learner High Point - Hampton-Brown 2002 Fourth Eighth Grade Reading Language Arts Intervention for English Learners Steck-Vaughn California Gateways (4-8) School Accountability Report Card for Conley Elementary School Page 5 of 10

6 School Facility Conditions and Planned Improvements (Most Recent Year) The Taft City School District takes great effort to ensure that Conley School is clean, safe, and functional. To assist in this effort, Taft City School District uses a facility survey instrument developed by the State of California Office of Public Construction and approved by the State Allocation Board. The results of this survey are available in the District or school office. Conley School is a safe place for students and staff. Before and after school supervision is available. All visitors must enter the front entrance and check-in. Staff is trained to alert the office of visitors not wearing a visitor s badge. The school facility provides sufficient space for students and staff to have an adequate learning environment. The school playground and general areas are checked and cleaned on a daily basis to ensure a clean and safe environment. Conley School has a full-time and part-time custodian. Maintenance services attend to the grounds and the building on a daily basis and repairs are completed in a timely manner. During the spring of 2012, a school bond passed for improvements to Taft City School District. During the school year, Conley School received modernizing to the existing adult and student bathrooms. An adult bathroom was added and the new bathrooms meet ADA standards. The District also completed a district wide Photo Voltaic project in which roof mounted solar panels and solar paneled shade structures were installed on Conley's campus. 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: 09/09/2013 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor [ ] Repair Needed and Action Taken or Planned School Accountability Report Card for Conley Elementary School Page 6 of 10

7 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 * (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 CAASPP Results by Student Group Group All Students in the LEA All Student at the School 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 Percent of Students Scoring at Proficient or Advanced (grades 5, 8, and 10) * 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 Conley Elementary School Page 7 of 10

8 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 Parents of Conley Students have the opportunity to become involved in their children s school through the Parent Teacher Organization, School Site Council (SSC), and the English Language Advisory Committee (ELAC). The PTO offers parents a way to become involved in fundraising for student activities and special events. Meetings are held monthly and all parents are welcome. The SSC helps to construct our school s plan and is an advisory board made up of the principal, teachers, parents, and community members. This group meets almost monthly. The ELAC serves our Spanish speaking parents; the principal, teachers, and parents serve on this committee. This committee is also an advisory board and addresses special concerns for Spanish speaking students. Meetings are held almost monthly. For more information on how to become involved with the school, please contact Lisa Kindred, Principal, at: (661) or lkindred@taftcity.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 Conley School provides an environment that is safe and nurturing. School personnel supervise all school activities closely. We teach and consistently enforce safety procedures for the playground, classrooms, and all other areas. All visitors enter through the main entrance and all gates remain locked throughout the day. The main office clears all campus visitors, and staff members immediately report the arrival of any unidentified person on the school premises. All staff members, substitute personnel, and visitors wear identification badges. Additionally, the school staff is provided with a District Safety Handbook detailing procedures for action in the event of an unsafe event. We have monthly fire drills and bi-annual earthquake and lockdown drills. 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 Conley Elementary School Page 8 of 10

9 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 Made AYP Overall AYP Criteria School District Met Participation Rate: English-Language Arts Met Participation Rate: Met Percent Proficient: English-Language Arts Met Percent Proficient: Met API Criteria Average Class Size and Class Size Distribution Average Class Size Number of Classrooms* Grade Kinder 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 Federal Intervention Program Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement Year in Program Improvement Year 5 Year 3 Number of Schools Currently in Program Improvement 5 Percent of Schools Currently in Program Improvement 83.3 * 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. 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).4375 Psychologist Social Worker Nurse Speech/Language/Hearing Specialist.3498 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 $36,267 $41,535 Mid-Range Teacher Salary $53,869 $64,101 Highest Teacher Salary $68,556 $82,044 Average Principal Salary (ES) $91,100 $104,336 Average Principal Salary (MS) $87,940 $107,911 Average Principal Salary (HS) $0 $102,488 Superintendent Salary $132,843 $155,309 Percent of District Budget Teacher Salaries Administrative Salaries 5 6 * 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 $8, $2, $5, $54,654 District $5, $55,262 State $4,690 $67,289 Percent Difference: School Site/District Percent Difference: School Site/ State School Accountability Report Card for Conley Elementary School Page 9 of 10

10 Types of Services Funded at Conley Elementary School Conley School provides Migrant after school services to students who qualify. Additionally, an ASES afterschool programs is offered daily. Supplemental educational services are offered yearly by state approved providers and Bilingual Aide services. Professional Development provided for Teachers at Conley Elementary School Every Wednesday of the month, Conley has a minimum day for planned staff development, grade level meetings, and collaboration focused on the California Common Core Standards. Training focuses on Explicit Direct Instruction, reading and math strategies, data analysis, assessment, Common Core State standards, and strategies for English Language Learners. In we dedicated three full days for professional development. Professional Development for consisted of five days and was focused on Explicit Direct Instruction. Eight professional development days for the school year are scheduled and are focused on transitioning to the Common Core State Standards. In one day during the school year was dedicated to Professional Development and focused on Common Core implementation. All Students in the LEA Group All Students at the School 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 California High School Exit Examination Grade Ten Results by Student Group English-Language Arts Not Proficient Proficient Advanced Not Proficient Proficient Advanced * 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 Conley Elementary School Page 10 of 10