California Department of Education School Accountability Report Card Reported Using Data from the School Year

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1 Allen at Steinbeck California Department of Education School Accountability Report Card Reported Using Data from the School Year 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 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. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page 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. Ms. Janice Samuels, Principal Principal, Allen at Steinbeck About Our School About Our School Allen at Steinbeck K-8 School is your neighborhood school of choice, where your child belongs to a caring community and students are afforded every opportunity to achieve academic excellence. Our commitment to a well rounded, standardsbased curriculum includes differentiated instruction in mathematics, language arts, science, social studies, PE and English Language Development (ELD). Students expand their horizons through participation in our Art Vistas, Cooking Vistas and music programs. Our teachers and staff are continuously improving their instruction through collaborative planning and ongoing analysis of student achievement. This ensures that the best instructional strategies are in place to meet all students learning styles. Technology is integrated into daily classroom instruction and students have access to a technology lab and our media center. Character development programs, such as ABC reading and Los Dichos de La Casa Reading allow us to build a positive school climate for our students in a fun, exciting way. Ask any Allen Gator and they will tell you our school wide goals: Always Respectful, Always Responsible, Always Safe. Our parents are an integral part of our school community, participating in a variety of leadership roles. We also offer a variety of extended day programs, such as band, choir, drama, sports/fitness, and Mad Science. Contact Allen at Steinbeck 820 Steinbeck Dr. San Jose, CA Phone: jsamuels@sjusd.org

2 About This School Contact Information (School Year ) Contact Information (School Year ) District Contact Information (School Year ) School Contact Information (School Year ) District Name San Jose Unified School Name Allen at Steinbeck Phone Number (408) Street 820 Steinbeck Dr. Superintendent Nancy Albarrán City, State, Zip San Jose, Ca, Address Phone Number Web Site Principal Ms. Janice Samuels, Principal Address Web Site County-District School (CDS) Code School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) Principal s Comments Allen at Steinbeck K-8 School provides all students with the opportunity to excel. We accommodate individual learning styles and maintain high, yet attainable, expectations for our students. Allen at Steinbeck has highly trained staff members who work together to plan and implement a well-balanced curriculum that provides students with consistent, balanced instruction throughout their academic careers. We take a very proactive approach, identifying students who need extra help. We use the many resources available at our school to work with these students and their parents to provide whatever assistance best meets each child's needs. Technology is integrated throughout all curricular areas and its use reflects the school's innovative approach to teaching and sense of community. The Allen at Steinbeck K-8 School staff and the parent community works together to ensure student success and achievement and to promote life skills as well as promoting lifelong learning. Vision All Allen at Steinbeck students are inspired and prepared to succeed in a global society. We are Your K-8 Neighborhood School of Choice. Mission Allen at Steinbeck s mission is to eliminate the opportunity gap and provide every student with the finest 21st century education. We will do this providing our diverse student population with knowledge and skills required to achieve academic excellence and the skills necessary to become productive, responsible citizens. Six Gator Attributes: Universal Success for Students All students will achieve academic excellence High expectations for all students College bound culture Independent learners Celebration of achievements Student engagement in class and in learning Parent education that supports student learning Extending Enrichment and Excellence Engaging students in enrichment opportunities before during and after school. Performing Arts: Music, Choir, Dance and Drama Sports: Tennis, basketball, soccer, baseball, and football Individual interests and clubs: Science, Cultural activities Service learning extends to the community Volunteering time and ideas Page 2 of 37

3 Instructional Excellence Teachers and staff work collaboratively to deliver innovative strategies and expand learning. Team planning (Capitalizing on individual strengths) Systematic and strategic staff development Setting school, staff and individual development goals Flexibility-Accepting and adapting to change Leading with Technology Teachers and students are proficient users of technology in instruction and learning. Seamlessly integrating technology into lessons Articulation with secondary schools to build the technological competence and interests of students Nurturing Our Second Family Building community Always respectful Always responsible Always safe Celebrating personal and professional milestones Valuing your time and the ideas you bring to the team Conserving our Resources Ensuring the future of our school and community environment Increasing awareness of global issues Energy efficiency Reduce, reuse and recycle Paper free environments Constructivist Teaching Values: We are: Enhancing student opportunities to think critically, creatively, to learn to solve problems individually and collectively. Stressing academic excellence for all students in ELA, Math, Science, ELD, and Social Science. Promoting the Visual, Performing, and Fine Arts. Integrating active learning across the grade levels. Closing the achievement gap and accommodating individual differences by the use of standard based curriculum. Utilizing ongoing assessments to identify gaps through the use of best instructional practices by all teachers. Teaching and promoting a positive behavior system through our Gator Goals in order to obtain a positive school culture and climate. Goals: Objective 1: SJUSD will provide a high quality and comprehensive instructional program. Strategy 1.1: Employ an educational system that ensures opportunities and successes for all students. Strategy 1.2: Accelerate and enrich learning for every student. Strategy 1.3: Implement a systematic instructional framework. Strategy 1.4: Implement a comprehensive assessment system that drives instruction. Strategy 1.5: Implement a rigorous and relevant 21st Century K-12 curriculum. Objective 2: SJUSD will ensure students, staff, parents, and community are both engaged and satisfied. Strategy 2.1: Build a coherent system of support for at-risk students socio emotional, behavioral, and health needs, including effective partnerships with community organizations. Strategy 2.2: Strengthen family-school relationships by dramatically expanding opportunities for parent leadership, engagement, and advocacy. Strategy 2.3: Create, maintain, and rigorously assess partnerships with industry, government, and non-profit organizations to reinforce the 21st century skills. Strategy 2.4: Design and implement a process that measures, assesses, and responds to employee satisfaction. Objective 3: SJUSD will demonstrate effective, efficient, and exemplary practices in all divisions, departments, and schools. Strategy 3.1: Leverage best practices from all sectors, public and private, to define and refine SJUSD practices. Strategy 3.2: Create a results-driven district-wide accountability system that identifies students needs in schools, departments, and divisions. Objective 4: SJUSD will attract and recruit, support and retain a highly effective and diverse workforce. Strategy 4.1: Develop a rigorous employee hiring process with a focused effort on hiring a diverse workforce with 21st century skills. Strategy 4.2: Design and implement a professional growth system for all employees to sustain and improve employee performance. Objective 5: SJUSD will align resources to the strategic plan and equity policy and demonstrate cost effective budget management. Strategy 5.1: Develop an accountability system for all managers with budget control authority. Strategy 5.2: Establish an annual system for validating priorities that align to the Strategic Plan and Equity Policy. Principal s Experience Janice Samuels is a graduate of San Jose State University and has a Masters in Educational Administration. She has worked as an administrator for San Jose Page 3 of 37

4 Unified School District since 2003 and has worked at Allen at Steinbeck K-8 School since the fall of Major Achievements Our music program had several transformational outcomes for our school site: o On a student survey students expressed their number one reason for wanting to come to school is for music. o When holding middle school recruitment this winter or music program and specifically our music teacher was in the top two reasons why families selected our middle grades program. All students in grades K-5 had music every week for minutes. While students attended their music class, their classroom teacher worked with our schoolsite instructional coach on DI lessons. Opportunities for Parent Invlovement Our School Site council consists of parent members, staff, and the administration. We have a parent advisory committee that oversees the English Learner program (SELAC) at our school. We also have a School Advisory Committee (SAC). In addition, we have added a parent liaison this year, who acts as a communication liaison within the school community. Our PTA consists of parents, teachers, and administration. They have raised funds to provide additional instructional materials for the classrooms and funded other student activities. There are always opportunities for parents to volunteer in the classrooms and throughout the campus. To find out about our volunteer program you can call Parent Liaison Marisela Valenzuela at (408) School Facility Conditions and Planned Improvements Allen at Steinbeck K-8 School has been open since the fall of The facilities include 44 classrooms, a Media Center, a Computer Lab, two mobile computer labs, Speech & Language Rooms, and ELD/Reading Room, RSP Resource rooms, and a Science center with an art classroom. The school incorporates into its yearly schedule periodic fire and disaster drills in addition to campus-wide emergency plans and a close working relationship with local law enforcement agencies and neighboring schools. Safety Date safety plan updated: December 2016 Date safety plan last reviewed with staff: December 2016 Allen at Steinbeck K-8 School's Safety Plan is updated yearly. We participate in District emergency drills several times during the school year as well as monthly fire drills. During the school year, we have safety assemblies presented by the police, fire department, and other social/city agencies. Students receive directions on how to deal with strangers and safety tips on walking to and from school. Types of Services Funded (Fiscal Year ) Counselors Allen at Steinbeck K-8 School has a full time counselor available for students. GATE GATE students are individually assessed and assigned stimulating activities in reading and writing, as well as higher-level instruction. Such activities are accelerated reader, field trips, and science projects. Our GATE students participate in a published collection of writings generated by the students. Special Ed We have two teams, the Student Study Team (SST) and the Coordination of Services Team (COST), that consist of our Resource teachers, nurse, attendance clerk, health clerk, classroom teachers and the principal. These teams meet with staff and the families who may suspect a learning disability or whose behavior issues interrupt learning. At-risk students At-risk students receive intensive in-class support. Page 4 of 37

5 English language learners Based on our API (Academic Performance Index) our English learners continue to make sufficient progress Students with disabilities Two full time Special Day Class (SDC) classroom teachers, three (RSP) teachers, three Speech teachers, an Occupational Therapist (OT) part-time, and one adaptive PE teacher are available to students who qualify under Special Education Guidelines. After-school programs Allen at Steinbeck K-8 School has built a relationship with the YMCA, which offers a variety of fee-based, reduced-cost, or free programs. They offer homework support and Kinder readiness classes for K-5, and Fit for Fun for the middle grades. For more information, please contact Joan at the YMCA at Tutoring Volunteer and paid tutors are available to assist the students with the greatest need in ELA or Math. Peer tutoring Allen at Steinbeck K-8 has a Cross-Age Buddy Program. Instructional Planning and Scheduling: Professional Development The District offers a number of staff development opportunities. Teachers that go to workshops or trainings, then present trainings and presentations to other staff members. The district has three staff development days per year. Currently most of our trainings are centered on implementation of the common core standards. We also have a staff development day once per month on Tuesday afternoons to work on reading, math, ELD, and other content areas. Last updated: 12/6/2016 Page 5 of 37

6 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten 117 Grade 1 81 Grade 2 91 Grade 3 74 Grade 4 93 Grade Grade 6 50 Grade 7 58 Grade 8 58 Total Enrollment KindergartenGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Last updated: 12/6/2016 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Student Group Percent of Total Enrollment Black or African American 2.9 % American Indian or Alaska Native 0.0 % Asian 5.2 % Filipino 2.6 % Hispanic or Latino 63.5 % Last updated: 12/6/2016 Native Hawaiian or Pacific Islander 0.1 % White 18.9 % Two or More Races 6.2 % Other 0.6 % Student Group (Other) Percent of Total Enrollment Socioeconomically Disadvantaged 61.6 % English Learners 27.6 % Students with Disabilities 13.7 % Foster Youth 0.1 % Page 6 of 37

7 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (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 Teacher Credentials Teachers School District With Full Credential Without Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teachers Teaching Outside Subject Area of Competence (with full credential) Last updated: 1/10/2017 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions 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. Last updated: 1/10/2017 Page 7 of 37

8 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 58.0% 41.0% All Schools in District 86.0% 13.0% High-Poverty Schools in District Low-Poverty Schools in District 84.0% 15.0% 89.0% 10.0% 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. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Year and month in which data were collected: September 2016 Last updated: 12/6/2016 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts Materials List: Yes 0.0 % Mathematics - Yes 0.0 % Science - Yes 0.0 % History-Social Science - Yes 0.0 % Foreign Language - Yes 0.0 % Health - Yes 0.0 % Visual and Performing Arts - Yes 0.0 % Science Lab Eqpmt (Grades 9-12) Note: Cells with N/A values do not require data. N/A N/A 0.0 % Last updated: 12/6/2016 Page 8 of 37

9 School Facility Conditions and Planned Improvements School Facility Conditions and Planned Improvements Allen at Steinbeck K-8 School has been open since the fall of The Allen at Steinbeck K-8 School enrollment is 845 students. The facilities include 44 classrooms, a Media Center, a Computer Lab, two mobile computer labs, Speech & Language Rooms, and ELD/Reading Room, RSP Resource rooms, and a Science center with an Art Vista Room. The school incorporates into its yearly schedule periodic fire and disaster drills in addition to campus-wide emergency plans and a close working relationship with local law enforcement agencies and neighboring schools. School Facility Good Repair Status Year and month of the most recent FIT report: August 2016 Last updated: 12/6/2016 System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Electrical: Electrical Rating Good Good Good Fair Repair Needed and Action Taken or Planned Several light bulbs burned out throughout site, custodian was made aware of it to replace burned bulbs Restrooms/Fountains: Restrooms, Sinks/Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/Doors/Gates/Fences Good Good Good Good Overall Facility Rate Year and month of the most recent FIT report: August 2016 Overall Rating Good Last updated: 12/6/2016 Page 9 of 37

10 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. CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Percent of Students Meeting or Exceeding the State Standards School District State Subject English Language Arts / Literacy (grades 3-8 and 11) 31.0% 38.0% 51.0% 54.0% 44.0% 48.0% Mathematics (grades 3-8 and 11) 20.0% 26.0% 39.0% 42.0% 34.0% 36.0% Note: 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. Last updated: 8/18/2017 Page 10 of 37

11 CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year ) Grades Three through Eight and Grade Eleven (School Year ) ELA - Grade 3 ELA - Grade 3 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 30.4% Male % 24.3% Female % 35.7% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 28.6% Native Hawaiian or Pacific Islander White % 23.5% Two or More Races Socioeconomically Disadvantaged % 24.5% English Learners % 15.8% Students with Disabilities % 20.0% Students Receiving Migrant Education Services Foster Youth Note: 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. 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. Last updated: 12/6/2016 Page 11 of 37

12 ELA - Grade 4 ELA - Grade 4 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 36.8% Male % 33.3% Female % 39.6% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 27.1% Native Hawaiian or Pacific Islander White % 50.0% Two or More Races Socioeconomically Disadvantaged % 28.6% English Learners % 13.0% Students with Disabilities % 7.7% Students Receiving Migrant Education Services Foster Youth Note: 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. 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. Last updated: 12/6/2016 Page 12 of 37

13 ELA - Grade 5 ELA - Grade 5 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 40.6% Male % 32.6% Female % 48.0% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 30.9% Native Hawaiian or Pacific Islander White % 52.6% Two or More Races % 61.5% Socioeconomically Disadvantaged % 28.8% English Learners % 21.4% Students with Disabilities % -- Students Receiving Migrant Education Services Foster Youth Note: 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. 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. Last updated: 12/6/2016 Page 13 of 37

14 ELA- Grade 6 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 46.2% Male % 33.3% Female % 52.9% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 39.3% Native Hawaiian or Pacific Islander White % 54.6% Two or More Races Socioeconomically Disadvantaged % 32.4% English Learners % 23.1% Students with Disabilities Students Receiving Migrant Education Services Foster Youth Note: 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. 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. Page 14 of 37

15 ELA - Grade 7 ELA - Grade 7 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 45.5% Male % 42.9% Female % 48.2% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 38.1% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 41.0% 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 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. 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. Page 15 of 37

16 ELA - Grade 8 ELA - Grade 8 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 33.9% Male % 28.0% Female % 38.7% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 30.8% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 25.6% English Learners % -- Students with Disabilities % 9.1% Students Receiving Migrant Education Services Foster Youth Note: 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. 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. Page 16 of 37

17 ELA - Grade 11 ELA - Grade 11 Student Group Total Enrollment Number Tested Percent Tested Percent 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 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. 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. Page 17 of 37

18 CAASPP Test Results in Mathematics by Student Group CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year ) Grades Three through Eight and Grade Eleven (School Year ) Mathematics - Grade 3 Mathematics - Grade 3 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 24.1% Male % 18.9% Female % 28.6% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 18.4% Native Hawaiian or Pacific Islander White % 29.4% Two or More Races Socioeconomically Disadvantaged % 22.6% English Learners % 10.5% Students with Disabilities % 20.0% Students Receiving Migrant Education Services Foster Youth Note: 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. 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. Page 18 of 37

19 Mathematics - Grade 4 Mathematics - Grade 4 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 39.0% Male % 40.5% Female % 37.7% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 25.4% Native Hawaiian or Pacific Islander White % 58.3% Two or More Races Socioeconomically Disadvantaged % 28.6% English Learners % 4.4% Students with Disabilities % 7.7% Students Receiving Migrant Education Services Foster Youth Note: 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. 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. Page 19 of 37

20 Mathematics - Grade 5 Mathematics - Grade 5 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 36.5% Male % 37.0% Female % 36.0% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 29.1% Native Hawaiian or Pacific Islander White % 36.8% Two or More Races % 61.5% Socioeconomically Disadvantaged % 27.1% English Learners % 7.1% Students with Disabilities % 6.7% Students Receiving Migrant Education Services Foster Youth Note: 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. 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. Page 20 of 37

21 Mathematics - Grade 6 Mathematics - Grade 6 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 15.4% Male % 16.7% Female % 14.7% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 10.7% Native Hawaiian or Pacific Islander White % 18.2% Two or More Races Socioeconomically Disadvantaged % 8.8% English Learners % -- Students with Disabilities Students Receiving Migrant Education Services Foster Youth Note: 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. 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. Page 21 of 37

22 Mathematics - Grade 7 Mathematics - Grade 7 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 14.6% Male % 21.4% Female % 7.4% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 9.5% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 12.8% English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Note: 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. 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. Page 22 of 37

23 Mathematics - Grade 8 Mathematics - Grade 8 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 10.7% Male % 12.0% Female % 9.7% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 5.1% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 5.1% English Learners % -- Students with Disabilities % 9.1% Students Receiving Migrant Education Services Foster Youth Note: 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. 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. Page 23 of 37

24 Mathematics - Grade 11 Mathematics - Grade 11 Student Group Total Enrollment Number Tested Percent Tested Percent 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: 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. 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. Page 24 of 37

25 CAASPP Test Results in Science for All Students CAASPP Test Results in Science for All Students Percentage of Students Scoring at Proficient or Advanced School District State Subject Science (grades 5, 8, and 10) 46.0% 47.0% 50.0% 61.0% 57.0% 55.0% 60.0% 56.0% 54.0% 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. CAASPP Tests Results in Science by Student Group Grades Five, Eight and Grade Ten (School Year ) Student Group Total Enrollment Number of Students with Valid Scores Percent of Students with Valid Scores Percent Proficient or Advanced All Students % 49.7% Male % 49.3% Female % 50.0% Black or African American American Indian or Alaska Native % 0.0% Asian Filipino Hispanic or Latino % 43.6% Native Hawaiian or Pacific Islander White % 55.2% Two or More Races % 71.4% Socioeconomically Disadvantaged % 39.2% English Learners % 12.0% Students with Disabilities % 38.5% 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. Page 25 of 37

26 Career Technical Education Programs (School Year ) Career Technical Education Programs (School Year ) N/A Last updated: 12/2/2016 Career Technical Education Participation (School Year ) Career Technical Education Participation (School Year ) Measure CTE Program Participation Number of Pupils Participating in CTE 0 Percent of Pupils Completing a CTE Program and Earning a High School Diploma 0.0% Percent of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education 0.0% Courses for University of California (UC) and/or California State University (CSU) Admission Courses for University of California (UC) and/or California State University (CSU) Admission Last updated: 12/2/2016 UC/CSU Course Measure Percent Pupils Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission 0.0% Page 26 of 37

27 State Priority: Other Pupil Outcomes Last updated: 1/25/2017 The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject area of physical education California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) Percentage of Students Meeting Fitness Standards Grade Level Four of Six Standards Five of Six Standards Six of Six Standards % 26.3% 15.8% 7 7.3% 34.5% 30.9% Note: 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. Last updated: 8/18/2017 Page 27 of 37

28 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (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 ) Opportunities for Parental Involvement (School Year ) Our School Site council consists of parent members, staff, and the administration. We have a parent advisory committee that oversees the English Learner program (SELAC) at our school. We also have a School Advisory Committee (SAC). In addition, we have added a parent liaison this year, who acts as a communication liaison within the school community. Our PTA consists of parents, teachers, and administration. They have raised funds to provide additional instructional materials for the classrooms and funded other student activities. There are always opportunities for parents to volunteer in the classrooms or for Art Vistas, ABC Reading, and Los Dichos. To find out about our volunteer program you can call Marisella Valenzuela at (408) State Priority: Pupil Engagement Last updated: 12/6/2016 The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District State Indicator Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 11.4% 11.5% 10.7% Graduation Rate Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 1.0 Dropout Rate Graduation Rate Page 28 of 37

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30 Completion of High School Graduation Requirements - Graduating Class of 2015 Completion of High School Graduation Requirements - Graduating Class of 2015 (One-Year Rate) (One-Year Rate) Student Group School District State All Students 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 Foster Youth Page 30 of 37

31 State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety Suspensions and Expulsions Suspensions and Expulsions School District State Rate Suspensions Expulsions Suspensions Expulsions 5.0 School Suspensions District Suspensions State Suspensions 0.25 School Expulsions District Expulsions State Expulsions School Safety Plan (School Year ) Date safety plan updated: December 2016 Date safety plan last reviewed with staff: December 2016 Allen at Steinbeck K-8 School's Safety Plan is updated yearly. We participate in District emergency drills several times during the school year as well as monthly fire drills. During the school year, we have safety assemblies presented by the police, fire department, and other social/city agencies. Students receive directions on how to deal with strangers and safety tips on walking to and from school. Last updated: 12/6/2016 Page 31 of 37

32 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. Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement Year in Program Improvement Year 3 Year 3 Number of Schools Currently in Program Improvement N/A 17 Percent of Schools Currently in Program Improvement N/A 94.4% Note: Cells with NA values do not require data. Average Class Size and Class Size Distribution (Elementary) Number of Classes * Number of Classes * Number of Classes * Grade Level Average Class Size Average Class Size Average Class Size K Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Last updated: 1/31/2017 Page 32 of 37

33 Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size Average Class Size Average Class Size 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. Academic Counselors and Other Support Staff (School Year ) Last updated: 1/25/2017 Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) 1.3 N/A Library Media Teacher (librarian) 0.0 N/A Library Media Services Staff (paraprofessional) 0.5 N/A Psychologist 0.7 N/A Social Worker 0.0 N/A Nurse 0.5 N/A Speech/Language/Hearing Specialist 2.0 N/A Resource Specialist (non-teaching) 3.0 N/A Other 0.1 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. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Last updated: 1/11/2017 Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site $ $ $ $ District N/A N/A $ $ Percent Difference School Site and District % -2.1% State N/A N/A $ $ Percent Difference School Site and State % -12.7% Note: Cells with N/A values do not require data. Last updated: 1/5/2017 Page 33 of 37

34 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) Counselors Allen at Steinbeck K-8 School has a full time counselor available for students. GATE GATE students are individually assessed and assigned stimulating activities in reading and writing, as well as higher-level instruction embedded into the general education studies. Special Ed We have two teams, the Student Study Team (SST) and the Coordination of Services Team (COST), that consist of our Resource teachers, nurse, attendance clerk, health clerk, classroom teachers and the principal. These teams meet with staff and the families who may suspect a learning disability or whose behavior issues interrupt learning. At-Risk Students At-risk students receive intensive in-class support. English Language Learners Based on our API (Academic Performance Index) our English learners continue to make sufficient progress Students with disabilities Four full time Special Day Class (SDC) classroom teachers, three (RSP) teachers, three Speech teachers, an Occupational Therapist (OT) part-time, and one adaptive PE teacher are available to students who qualify under Special Education Guidelines. After-School Programs Allen at Steinbeck K-8 School has built a relationship with the YMCA, which offers a variety of fee-based, reduced-cost, or free programs. They offer homework support and Kinder readiness classes for K-5, and Fit for Fun for the middle grades. For more information, please contact Joan at the YMCA at Tutoring Volunteer and paid tutors are available to assist the students with the greatest need in ELA or Math. Peer Tutoring Allen at Steinbeck K-8 has a Cross-Age Buddy Program. Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Last updated: 12/6/2016 Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $51,804 $45,092 Mid-Range Teacher Salary $75,277 $71,627 Page 34 of 37

35 Highest Teacher Salary $90,927 $93,288 Average Principal Salary (Elementary) $107,108 $115,631 Average Principal Salary (Middle) $113,822 $120,915 Average Principal Salary (High) $124,980 $132,029 Superintendent Salary $243,000 $249,537 Percent of Budget for Teacher Salaries 35.0% 37.0% Percent of Budget for Administrative Salaries 5.0% 5.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Teacher Salary Chart Principal Salary Chart Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 35 of 37