Germain Academy For Academic Achievement

Transcription

1 California Department of Education School Accountability Report Card Reported Using Data from the School Year Published During Germain Academy For Academic Achievement 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 and community members should contact the school principal or the district office. 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 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 D I S T R I C T C O N T A C T I N F O R M A T I O N ( S C H O O L Y E A R ) District Name Los Angeles Unified School District Phone Number Superintendent E mail Address Web Site Michelle King michelle.king@lausd.net achieve.lausd.net bin/fccgi.exe?w3exec=sarc &which=4117 1/21

2 S C H O O L C O N T A C T I N F O R M A T I O N ( S C H O O L Y E A R ) School Name Street Germain Academy For Academic Achievement Germain Academy for Academic Achievement (Germain Acad AA) GERMAIN ST City, State, Zip CHATSWORTH, CA Phone Number Principal E mail Address Web Site LOPEZ, LUIS O llopez10@lausd.net germaincharter.org County District School (CDS) Code School Description and Mission Statement (School Year ) All youth achieving is the overall mission of Los Angeles Unified School District. The District's vision is that every LAUSD student will complete high school college prepared and careerready. To achieve our mission and vision, all schools in the District are committed to meeting the five goals listed below: % Graduation 2. Academic Proficiency for All Students % Attendance 4. Student, Parent, and Community Engagement 5. School Safety This School Accountability Report Card shows how well our school and students are meeting the District's goals. S T U D E N T E N R O L L M E N T B Y G R A D E L E V E L ( S C H O O L Y E A R ) Grade Level Number of Students Kindergarten 97 Grade 1 87 Grade 2 91 Grade 3 83 Grade 4 75 Grade 5 73 Grade 6 0 Grade 7 0 Grade 8 0 Ungraded Elementary 0 Grade 9 0 Grade 10 0 Grade 11 0 Grade 12 0 Ungraded Secondary 0 Total Enrollment bin/fccgi.exe?w3exec=sarc &which=4117 2/21

3 S T U D E N T E N R O L L M E N T B Y S T U D E N T G R O U P ( S C H O O L Y E A R ) Group of Total Enrollment Black or African American 6.1 American Indian or Alaska Native 0.8 Asian 13.4 Filipino 5.1 Hispanic or Latino 47.4 Native Hawaiian or Pacific Islander 0.2 White 23.5 Two or More Races 3.4 Socioeconomically Disadvantaged 60.5 English Learners 12.3 Students with Disabilities 9.1 Foster Youth bin/fccgi.exe?w3exec=sarc &which=4117 3/21

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. T E A C H E R C R E D E N T I A L S Teachers School School School District Teachers With Full Credential 23 24!!tcred2016(5)!!!!tcred2016(8)!! Teachers Without Full Credential 0 0!!tcred2016(6)!!!!tcred2016(9)!! Teachers Teaching Outside Subject Area of Competence (with full credential) 2 3!!tcred2016(7)!!!!tcred2016(10)!! T E A C H E R M I S A S S I G N M E N T S A N D V A C A N T T E A C H E R P O S I T I O N S Indicator Misassignments of Teachers of English Learners 0 0!!tp2016(5)!! Total Teacher Misassignments* 2 3!!tp2016(7)!! Vacant Teacher Positions 0 0!!tp2016(8)!! 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. C O R E A C A D E M I C C L A S S E S T A U G H T B Y H I G H L Y Q U A L I F I E D T E A C H E R S ( S C H O O L Y E A R ) of Classes In Core Academic Subjects Location of Classes Taught by Highly Qualified Teachers 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. bin/fccgi.exe?w3exec=sarc &which=4117 4/21

5 Q U A L I T Y, C U R R E N C Y, A V A I L A B I L I T Y O F T E X T B O O K S A N D I N S T R U C T I O N A L M A T E R I A L S ( S C H O O L Y E A R ) ( M O N T H A N D Y E A R I N W H I C H D A T A W E R E C O L L E C T E D : O C T O B E R ) Subject Textbooks and Instructional Materials / Year of Adoption From Most Recent Adoption? Students Lacking Own Assigned Copy Reading / Language Arts 2011 Yes 0% Mathematics 2015 Yes 0% Science 2007 Yes 0% History Social Science 2006 Yes 0% Foreign Language N/A N/A N/A Health 2005 Yes 0% Visual and Performing Arts 2008 Yes 0% Science Laboratory Equipment (Grades 9 12) N/A N/A N/A Note: Assembly Bill X4 2 (Chapter 2, Statutes of Fourth Extraordinary Session) signed on July 28, 2009, suspended the process and procedures for adopting instructional materials, including framework revisions, until the school year. Senate Bill (Chapter 7 of the Statutes of 2011) extended that suspension until the school year. Note: Cells with N/A values do not require data. * Science Lab equipment sufficiency is per school, not per pupil. School Facility Conditions and Planned Improvements The District takes great efforts to ensure that all schools are clean, safe, and functional within the available resources. The District has established cleaning standards for all school facilities in assigning and inspecting custodial work. Food service and restroom facilities are given highest priority on a daily basis to ensure the health and safety of students and staff. Other cleaning functions may be scheduled on a less than daily frequency due to the limitation of available custodial resources. Determination of repair status is based on the most recent SARC Inspection. Additional information about the condition of the school facilities may be obtained from the school. bin/fccgi.exe?w3exec=sarc &which=4117 5/21

6 S C H O O L F A C I L I T Y G O O D R E P A I R S T A T U S ( M O N T H A N D Y E A R O F M O S T R E C E N T F I T R E P O R T : A P R I L ) System Inspected Repair Status Repair Needed and Action Taken or Planned Gas Leaks Mechanical / HVAC Sewer Interior Surfaces Overall Cleanliness Pest / Vermin Infestation Electrical (Interior and Exterior) Restrooms Sinks / Drinking Fountains (Inside and Outside) Fire Safety Hazardous Materials (Interior and Exterior) Structural Damage Roofs Playground / School Grounds Windows / Doors / Gates / Fences Overall Rating EXEMPLARY Note: Not all of the cited maintenance deficiencies in this category have been repaired or mitigated to date, but have been reported via a Service Call and will be completed based on the priority, age and our resource availabilities. bin/fccgi.exe?w3exec=sarc &which=4117 6/21

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 [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. C A A S P P T E S T R E S U L T S I N E N G L I S H L A N G U A G E A R T S / L I T E R A C Y ( E L A ) A N D M A T H E M A T I C S F O R A L L S T U D E N T S age of Students Meeting or Exceeding the State Standards School District State Subject English Language Arts / Literacy (Grades 3 8 and 11) Mathematics (Grades 3 8 and 11) Note: ages 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. bin/fccgi.exe?w3exec=sarc &which=4117 7/21

8 C A A S P P T E S T R E S U L T S I N E N G L I S H L A N G U A G E A R T S ( E L A ) B Y S T U D E N T G R O U P, G R A D E S T H R E E T H R O U G H E I G H T A N D G R A D E E L E V E N ( S C H O O L Y E A R ) E L A G R A D E 3 Student Group Total Enrollment Number Met or Exceeded All Students Male Female 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 English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The " 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. Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The " 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. Note: 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. bin/fccgi.exe?w3exec=sarc &which=4117 8/21

9 C A A S P P T E S T R E S U L T S I N E N G L I S H L A N G U A G E A R T S ( E L A ) B Y S T U D E N T G R O U P, G R A D E S T H R E E T H R O U G H E I G H T A N D G R A D E E L E V E N ( S C H O O L Y E A R ) E L A G R A D E 4 Student Group Total Enrollment Number Met or Exceeded All Students Male Female 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 English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The " 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. Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The " 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. Note: 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. bin/fccgi.exe?w3exec=sarc &which=4117 9/21

10 C A A S P P T E S T R E S U L T S I N E N G L I S H L A N G U A G E A R T S ( E L A ) B Y S T U D E N T G R O U P, G R A D E S T H R E E T H R O U G H E I G H T A N D G R A D E E L E V E N ( S C H O O L Y E A R ) E L A G R A D E 5 Student Group Total Enrollment Number Met or Exceeded All Students Male Female 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 English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The " 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. Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The " 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. Note: 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. bin/fccgi.exe?w3exec=sarc &which= /21

11 C A A S P P T E S T R E S U L T S I N M A T H E M A T I C S B Y S T U D E N T G R O U P, G R A D E S T H R E E T H R O U G H E I G H T A N D G R A D E E L E V E N ( S C H O O L Y E A R ) M A T H E M A T I C S G R A D E 3 Student Group Total Enrollment Number Met or Exceeded All Students Male Female 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 English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The " 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. Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The " 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. Note: 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. bin/fccgi.exe?w3exec=sarc &which= /21

12 C A A S P P T E S T R E S U L T S I N M A T H E M A T I C S B Y S T U D E N T G R O U P, G R A D E S T H R E E T H R O U G H E I G H T A N D G R A D E E L E V E N ( S C H O O L Y E A R ) M A T H E M A T I C S G R A D E 4 Student Group Total Enrollment Number Met or Exceeded All Students Male Female 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 English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The " 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. Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The " 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. Note: 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. bin/fccgi.exe?w3exec=sarc &which= /21

13 C A A S P P T E S T R E S U L T S I N M A T H E M A T I C S B Y S T U D E N T G R O U P, G R A D E S T H R E E T H R O U G H E I G H T A N D G R A D E E L E V E N ( S C H O O L Y E A R ) M A T H E M A T I C S G R A D E 5 Student Group Total Enrollment Number Met or Exceeded All Students Male Female 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 English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The " 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. Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The " 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. Note: 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. bin/fccgi.exe?w3exec=sarc &which= /21

14 C A A S P P T E S T R E S U L T S I N S C I E N C E F O R A L L S T U D E N T S age of Students Scoring at Proficient or Advanced School District State Subject Science (Grades 5, 8, and 10) Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. 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. C A A S P P T E S T R E S U L T S I N S C I E N C E B Y S T U D E N T G R O U P G R A D E S F I V E, E I G H T, A N D T E N ( S C H O O L Y E A R ) Student Group Total Enrollment Number of Students with Valid Scores age of Students with Valid Scores age at Proficient or Advanced All Students Male Female 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 English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Note: 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. 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. State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): bin/fccgi.exe?w3exec=sarc &which=4117 Pupil outcomes in the subject area of physical education. 14/21

15 Pupil outcomes in the subject area of physical education. C A L I F O R N I A P H Y S I C A L F I T N E S S T E S T R E S U L T S ( S C H O O L Y E A R ) Level Grade 5 Grade 7 Grade 9 age of Students Meeting Four of Six Fitness Standards age of Students Meeting Five of Six Fitness Standards age of Students Meeting Six of Six Fitness Standards Note: ages 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. bin/fccgi.exe?w3exec=sarc &which= /21

16 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 ) To participate with any of the following opportunities, contact the school principal. School Year Advisory Council Governance Council PTA / PTO Classroom Volunteer Office Volunteer Supervision Volunteer Fund Raising School Beautification Other X X X X X X 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. S U S P E N S I O N S A N D E X P U L S I O N S School District State Rate Suspensions Expulsions School Safety Plan (School Year ) Our school makes every effort to provide a safe, clean environment for learning. Classroom space is used to support our instructional program. Emergency drills are routinely held for earthquake and fire preparedness for our students and staff. As required by California Education Code (CEC), Section 35294, the school's Safe School Plan was revised and reviewed with staff on the following dates: Safe School Plan Date Revised Date Reviewed with Staff Volume 1 Prevention Programs Volume 2 Emergency Procedures bin/fccgi.exe?w3exec=sarc &which= /21

17 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. On August 6, 2013, the United States Secretary of Education awarded the NCLB Waiver to eight California school districts, including Los Angeles Unified School District, that are part of the California Office to Reform Education (CORE) Consortium. The waiver allows the CORE districts to immediately implement an alternative accountability system, instead of the AYP. This new accountability system, School Quality Improvement System, will give the participating districts more flexibility and accountability in how they measure student performance and raise academic performance at the district level. While the California Department of Education (CDE) continues to publish AYP status for LAUSD schools, beginning in school year, the district will implement the School Quality Improvement System. The NCLB Waiver awarded to LAUSD allows for several flexibilities from the previous accountability system. While CDE continues to identify LAUSD and certain district schools to be in PI status, the corrective actions and other interventions previously required of PI district and schools are no longer mandatory as the district implements the School Quality Improvement System in Using the School Quality Improvement Index, the district will identify several categories of schools for improvement, including 'Priority', 'Focus', and 'Support'. The School Quality Improvement Index will also identify 'Reward' and 'Collaborative Partner' schools that have made progress, who may be required to partner with a Priority or Focus school to support improvement efforts. F E D E R A L I N T E R V E N T I O N P R O G R A M ( S C H O O L Y E A R ) Indicator School District Program Improvement Status Not in PI In PI First Year of Program Improvement Year in Program Improvement* Year 3 Number of Schools Currently in Program Improvement N/A 652 of Schools Currently in Program Improvement N/A 71.3 Note: Cells with NA values do not require data. A V E R A G E C L A S S S I Z E A N D C L A S S S I Z E D I S T R I B U T I O N ( E L E M E N T A R Y ) Grade Level Avg. Class Size Number of Classes* Avg. Class Number of Classes* Avg. Class Number of Classes* Size Size K Other * Number of classes indicates how many classes fall into each size category (a range of total students per class) bin/fccgi.exe?w3exec=sarc &which= /21

18 A V E R A G E C L A S S S I Z E A N D C L A S S S I Z E D I S T R I B U T I O N ( S E C O N D A R Y ) Material English Mathematics Science Social Science Avg. Class Size Number of Classes* Avg. Class Number of Classes* Avg. Class Number of Classes* Size Size * 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. A C A D E M I C C O U N S E L O R S A N D O T H E R S U P P O R T S T A F F ( S C H O O L Y E A R ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor 0.00 Counselor (Social/Behavioral or Career Development) 0.00 N/A Library Media Teacher (librarian) 0.00 N/A Library Media Services Staff (paraprofessional) n/a N/A Psychologist 0.28 N/A Social Worker 0.00 N/A Nurse 0.40 N/A Speech/Language/Hearing Specialist 0.00 N/A Resource Specialist (non teaching) 0.00 N/A Other 0.00 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. bin/fccgi.exe?w3exec=sarc &which= /21

19 E X P E N D I T U R E S P E R P U P I L A N D S C H O O L S I T E T E A C H E R S A L A R I E S ( F I S C A L Y E A R ) Expenditures Per Pupil Level Total Expenditures Supplemental / Restricted Basic / Unrestricted Average Teacher Salary School Site $7,327 $1,511 $5,817 $71,832 District N/A N/A $5,729 $68,881 Difference School Site and District N/A N/A 2% 4% State N/A N/A $5,348 $72,971 Difference School Site and State N/A N/A 9% 2% Note: Cells with N/A values do not require data. Types of Services Funded (Fiscal Year ) This section provides information about the programs and supplemental services that are available at the school and funded through categorical sources. Title I funds are used to support effective, research based educational strategies for students not meeting the state's challenging academic achievement standards. Title I funds are distributed to schools with a minimum of 50% poverty on a per pupil basis. Based on an analysis of student achievement data, Title I resources may be used for professional development, TIER II supplemental instruction and intervention, parental involvement, personalization and support for students with at risk behaviors. Title III funds assist English Learners (EL) in acquiring English fluency, gaining access to the curriculum, and achieving grade level and graduation standards. Funds are distributed to school sites based on the number of EL students enrolled. Economic Impact Aid Limited English Proficient (EIA LEP) is a state categorical program that provides supplemental funds to support programs for English Learners. Use of supplemental EIA funds for English Learners at the school level is administered through the Single School Plan as approved by the School Site Council and the local governing board. Typical examples include funds set aside for professional development, the purchase of supplemental materials and expenses that support paraprofessionals, supplemental resource teachers, and the operation of EL advisory committees. School Year Title I Title III EIA LEP X X bin/fccgi.exe?w3exec=sarc &which= /21

20 T E A C H E R A N D A D M I N I S T R A T I V E S A L A R I E S ( F I S C A L Y E A R ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $39,788 $43,165 Mid Range Teacher Salary $63,553 $68,574 Highest Teacher Salary $78,906 $89,146 Average Principal Salary (Elementary) $105,723 $111,129 Average Principal Salary (Middle) $115,222 $116,569 Average Principal Salary (High) $116,595 $127,448 Superintendent Salary $350,000 $234,382 of Budget for Teacher Salaries of Budget for Administrative Salaries 5 5 Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at bin/fccgi.exe?w3exec=sarc &which= /21

21 Professional Development Most Recent 3 Years The professional development provided in the school year was designed to deepen the knowledge of teachers and schools leaders of the California content standards in English language arts, English language development, mathematics, science, and literacy in history/social studies, science, and technical subjects, visual performing arts, health, physical education, and other content subjects. The professional development has built upon the phases of implementation of the standards, the Professional Learning and Leadership Development initiatives incorporating the Teaching and Learning and School Leadership frameworks, and targeted instruction for our subgroups. The primary focus of professional development within the District continues to be focused on effective first instruction using the California Content Standards as the foundation for equity, access, culturally and linguistically responsive teaching, Universal Design for Learning, integration of social emotional learning, and multi tiered systems of support for both tier I instruction and tier II/III interventions for behavior and academics. The District encourages schools to use a Plan Deliver Reflect Revise model where teachers work collaboratively to construct instructional lessons, analyze student work, and reflect on instructional practices. The specific focus areas have been on the delivery of literacy and language instruction that ensures that all students read, write, speak and listen effectively, accurately, and fluently by the end of 2nd grade; the implementation of the California English Language Development Standards (CA ELD); the transition to the Next Generation Science Standards (NGSS); and the development of the instructional leadership team to collectively build capacity that increases the ability of all educators to make the instructional changes needed for all students to be college and career ready. Time Contractually Allotted for Professional Development for Teachers* E L E M E N T A R Y S C H O O L S Academic Year Banked Time (Hours) Pupil Free (Hours) Hours 6 Hours Hours 6 Hours Hours 6 Hours S E C O N D A R Y S C H O O L S Academic Year Banked Time (Hours) Pupil Free (Hours) Hours 6 Hours Hours 6 Hours Hours 6 Hours Note: * Schools often provided additional professional development time based on specific school site scheduling and budgetary decisions. bin/fccgi.exe?w3exec=sarc &which= /21