Washington Elementary

Transcription

1 Washington Elementary 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 and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents/guardians and community members should contact the school principal or the district office. 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. Stephanie Palmeri Farias, Principal Principal, Washington Elementary About Our School About Our School Welcome to Washington Elementary. I am Stephanie Palmeri-Farias, I have been in education for over 23 years. Throughout that time I have always focused my energy to ensure children receive a high quality education. I am a great believer in collaboration and working together which will enhance our student s educational experiences. Contact Washington Elementary 100 Oak St. San Jose, CA Phone: spalmerifarias@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 Washington Elementary Phone Number (408) Street 100 Oak St. Superintendent Nancy Albarrán City, State, Zip San Jose, Ca, Address Phone Number Web Site Principal Ms. Stephanie Palmeri Farias, Principal Address Web Site County-District-School (CDS) Code Last updated: 1/3/2018 School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) Washington Elementary School s (WES) children thrive in a school environment that promotes achievement by developing teacher collaboration, student initiative, and parent/community partnerships. Every Friday morning students stand and raise their hands in salute, as they recite the Washington Pledge: As a Washington student, I pledge to value academic excellence,to belong to clubsandassociations,andto uphold the Washington Way: 1.Ipledge to be cooperative;2.i pledge to be respectful; 3. I pledge to be a leader. And ifi uphold my pledge, I know that higher education and a successful future await me. Because this is the Washington Way! With a student population of 500 students,w ES teachers are committed to accelerating the academic growth of all students. Last updated: 2/1/2018 Page 2 of 29

3 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten Grade 1 78 Grade Grade 3 74 Grade 4 70 Grade 5 67 Total Enrollment Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Student Group Percent of Total Enrollment Black or African American 1.3 % American Indian or Alaska Native 0.0 % Asian 0.9 % Filipino 0.6 % Hispanic or Latino 95.7 % Native Hawaiian or Pacific Islander 0.4 % White 1.1 % Two or More Races 0.0 % Other 0.0 % Student Group (Other) Percent of Total Enrollment Socioeconomically Disadvantaged 95.1 % English Learners 76.2 % Students with Disabilities 9.9 % Foster Youth 0.0 % Page 3 of 29

4 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: 1/24/2018 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions 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: 1/24/2018 Page 4 of 29

5 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Year and month in which the data were collected: January 2018 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts Elementary Core Curriculum 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: 1/16/2018 Page 5 of 29

6 School Facility Conditions and Planned Improvements School Facility Conditions and Planned Improvements Washington Elementary School is over 115 years old. A new main building was constructed in 1974 and a two story G-Wing, housing nine additional classrooms, was completed in Renovation of the site began in the summer of 2002 and was completed in the summer of An artificial field was installed in Six portables were added to meet QEIA requirements in The facilities were inspected on 5/11/16. The school was recently painted, with an updated color scheme that unites all wings of the campus. School Facility Good Repair Status Year and month of the most recent FIT report: September 2017 Last updated: 1/31/2018 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 Rating Good Good Good Good Good Good Good Good Repair Needed and Action Taken or Planned Overall Facility Rate Year and month of the most recent FIT report: September 2017 Overall Rating Exemplary Last updated: 1/5/2018 Page 6 of 29

7 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. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most 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 ELA and Mathematics for All Students CAASPP Test Results in ELA and Mathematics for All Students Grades Three through Eight and Grade Eleven (School Year ) Percentage of Students Meeting or Exceeding the State Standards School District State Subject English Language Arts / Literacy (grades 3-8 and 11) 36% 33% 54% 53% 48% 48% Mathematics (grades 3-8 and 11) 28% 30% 42% 42% 36% 37% 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. Page 7 of 29

8 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 ) Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 33.33% Male % 25.96% Female % 40.57% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 32.68% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 33.00% English Learners % 30.81% 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 (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: 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 8 of 29

9 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 ) Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 29.72% Male % 31.43% Female % 28.04% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 29.95% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 29.70% English Learners % 28.34% 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 (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: 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 9 of 29

10 CAASPP Test Results in Science for All Students CAASPP Test Results in Science for All Students Grades Five, Eight and Ten Grades Five, Eight and Ten Percentage of Students Scoring at Proficient or Advanced School District State Subject Science (grades 5, 8, and 10) 27.0% 28.0% 57.0% 55.0% 56% 54% 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. Note:The data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring The CST and CMA for Science will no longer be administered. Career Technical Education Programs (School Year ) N/A Last updated: 12/18/2017 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 -- Percent of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education -- 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: 12/18/2017 UC/CSU Course Measure Percent Pupils Enrolled in Courses Required for UC/CSU Admission 0.0% Graduates Who Completed All Courses Required for UC/CSU Admission 0.0% Page 10 of 29

11 State Priority: Other Pupil Outcomes 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 Fitness Standards Five of Six Fitness Standards Six of Six Fitness Standards % 9.2% 1.5% 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. Page 11 of 29

12 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 parent involvement is what makes Washington special. Our parents attend a variety of engagement meetings at our site. Every Thursday our parents have the opportunity to participate in our weekly, Madre a Madre. In addition our PTA meets weekly to discuss how they can provide more opportunities for our students. Through our partnerships our parents also engage in Yoga, Zumba and Positive Discipline. If you would like more information our parent involvement opportunities, please contact our Page 12 of 29

13 State Priority: Pupil Engagement 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% 11.5% 10.7% 9.7% Graduation Rate 0.0% 0.0% 0.0% 85.9% 85.4% 87.7% 81.0% 82.3% 83.8% Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 1.0 Dropout Rate Graduation Rate Page 13 of 29

14 Completion of High School Graduation Requirements - Graduating Class of 2016 Completion of High School Graduation Requirements - Graduating Class of 2016 (One-Year Rate) (One-Year Rate) Student Group School District State All Students % 87.1% Black or African American % 79.2% American Indian or Alaska Native % 80.2% Asian % 94.4% Filipino % 93.8% Hispanic or Latino % 84.6% Native Hawaiian or Pacific Islander % 86.6% White % 91.0% Two or More Races % 90.6% Socioeconomically Disadvantaged % 85.5% English Learners % 55.4% Students with Disabilities % 63.9% Foster Youth Page 14 of 29

15 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 1.0% 2.5% 1.8% 3.5% 3.7% 3.6% 3.8% 3.7% 3.7% Expulsions 0.0% 0.0% 0.0% 0.1% 0.0% 0.1% 0.1% 0.1% 0.1% Suspensions Expulsions School Suspensions District Suspensions State Suspensions School Expulsions District Expulsions State Expulsions School Safety Plan (School Year ) SAN JOSE UNIFIED SCHOOL DISTRICT Washington Elementary School Site Emergency Plan UPDATED OCTOBER 2017 Site Name: Washington Elementary School Address: 100 Oak Street, San Jose Main Phone: (408) Site Manager: Principal: Stephanie Palmeri Farías Assistant Site Manager: Assistant Principal: Ramón Sánchez (See page 29 for current Washington personnel list) Command Post Location: Office and/or Blacktop (see Map pag 7) First Aide Station Location: Library and/or Blacktop (see Map page 7) Student Release Area Location: Field (see Map page 7) Assembly Area Location: Blacktop (see Map page 7) Command Personnel Principal or Designee: Stephanie Palmeri Farías Assistant Principal: Ramón Sánchez Site Secretary: Lourdes Islas Site Attendance Clerk: Nancy Montiel Tapia Site Custodian: Elizabeth Flores Site Emergency Preparedness Committee Principal or Designee: Stephanie Palmeri Farías Site Secretary: Lourdes Islas Primary Teacher: Ana Silva Upper Grade Teacher: Lupe Basulto Page 15 of 29

16 Site Custodian: Elizabeth Flores Site Health Clerk: Gaby Burgueno SITE EMERGENCY PLAN TABLE OF CONTENTS Site Information. 1 Location Phones.. 1 Emergency Area Locations.. 1 Command Post Personnel.. 1 Emergency Preparedness Committee Emergency Protocol. 2 Table of Contents. 3 Site Emergency Plan Overview Emergency Response Plans 6 Map of Washington Elementary... 7 Plot Plans 8 District Responsibility for Students 9 Site Organization During a Declared Emergency 10 Command Post Duties and Personnel Organization of Instructional Staff During a Declared Emergency Off-Site Assembly Area and Evacuation Map. 16 Response to Specific Emergencies Site Emergency Team Roster and Responsibilities Location of Emergency Supplies and Equipment.. 34 Washington Staff Roster 35 SITE EMERGENCY PLAN OVERVIEW This Site Emergency Plan has been designed to be a practical document for use during a Declared Emergency of such magnitude, i.e., earthquake, that the school would be isolated from immediate outside assistance. The principal, with assistance from the parent/teacher organization, will see to it that the information required by the Plan is supplied and that this information is review and updated annually. The Principal or designee has the ultimate responsibility for all local decisions in a disaster situation. The Principal must be available to all emergency teams, the emergency radio equipment, police and fire personnel, parents and the news media. Through the Site Emergency Teams, the Principal will assess building damage, casualties and facility status, and report same to the District Emergency Services Center. Annual review Site emergency plans shall be reviewed annually. Because of the need for clear understanding of policies and procedures to be followed during an emergency, each Principal shall appoint an Emergency Preparedness Committee to review the Site Emergency Plan for the purpose of: Update staff assignments Verifying status and location of supplies and equipment Modifying site procedures Planning for staff in service activities Reviewing emergency signals for evacuation, fire alarm, and chemical alarm. This annual review will be completed by September 30 of each year and an updated Site Plan will be submitted to the District Safety Coordinator at that time. The Committee shall be composed of the Principal, head custodian, secretary, nurse or nurse s aide, two teachers and two parents. Student membership is optional. Staff Awareness By October 30 each year each site shall devote one complete staff meeting to Emergency Preparedness planning including Team assignments, evacuation procedures and basic District policies during emergencies. The Site Plan and or appropriate pages of Plan is to be given to each staff member by this date. School Emergency Recall Plan This site Emergency Preparedness Plan deals primary with emergency situations that occur during the school day. The possibility remains, however, that a severe earthquake could occur at night or on a weekend or holiday. If an earthquake were strong enough to cause structural damage to private homes the Red Cross would use public school buildings for mass care centers. The high schools and middle schools have the highest priority for such use, with elementary schools much lower. All public employees, however, could be impressed into services by City or County offices of emergency services. In that case, the District Superintendent would be directed to secure District employees to open and work at the designated mass care centers. It shall be standing District policy that all Site Administrators and site custodians report in person to their work sites in the event of a Declared Emergency or a major earthquake. Additionally, each Principal shall prepare and keep current a telephone list network of home emergency numbers for all the site personnel. These lists shall be submitted periodically to the Safety Coordinator who shall maintain the emergency telephone file housed in a District Emergency Service Center (SE.S.C.). The superintendent, or designee, would utilize these lists to recall site personnel as needed. EMERGENCY RESPONSE PLANS FIRE RESPONSE PLANS Entire class exits with the teacher through classroom doors. Class exits through door to location posted in room on fire sign. Teacher needs to take class list and close door upon exiting. The fire alarm will announce a fire or fire drill. If the alarm does not work, we will use the P.A. EARTHQUAKE OR BOMB THREAT At the first indication of an earthquake, all persons should Duck and Cover at the Drop command of the adult in charge. When the shaking stops an earthquake evacuation to the Assembly Area shall automatically be carried out, with or without any P. A. or other announcement. If this same type of evacuation is needed because of a Bomb Threat, the announcements will be made over the P. A. to do an earthquake evacuation to the Assembly Area. CHEMICAL SPILL An announcement will be made to evacuate the building and gather in the Assembly Area. The announcement will be made by the P. A. system, or if this fails to operate, classes will be alert by messenger. PLOT PLANS Principals should assess their sites to determine where the emergency areas listed below might best be housed. Actual situations may require this plan to be changed, but preplanning should prove valuable. PLOT PLAN #1 One plan showing areas designated and person(s) assigned for: Page 16 of 29

17 Area Assignment Command Post Office/Blacktop Principal or designee and Secretary Triage Basketball court Samantha Araiza, Ana Silva, Juanita Gonzalez, Silvia Rendon, Tejal Khatri, Health Clerk, Nurse First Aid Health Office or Blacktop Ana Silva, Allison Pruitt, Alysa Morales, Morgue Students bathrooms by Juanita Garcia, Alysia Morales, Anthony Bonano, South side of cafeteria Jessica Davis, Aeriele Johnson, Jasmine Land, Sanitation Dumpsters by cafeteria Liz Flores, Evacuation Assembly Martha Benavides and Steffanie White Student Release Area - Office/Blacktop Lupe Basulto and Luz Camey Search and Rescue Team - Office Luz Camey, Rosalia Canela, Sandra Herrera, Rosantina Cavazsos, Adriana Montoya Security - Around school perimeter Ana Silva, Alice Antonini, Carolina Vanek, Rosa Valdez, Stacey Morey PLOT PLAN #2 One plan showing: as indicated on school map 9A Utility shut-offs: Office and Day Care Center Water Gas no gas in Washington Electric Location of tools to shut utilities off: Custodian Rooms and Office Fire Extinguishers: Classrooms, Office and Cafeteria Chlorine gas or other chemical storage: Storage shed DISTRICT RESPONSIBILITY FOR STUDENTS If the Superintendent declares a District emergency during the school day, the District has a clear statement of policy governing its actions. SAN JOSE UNIFIED S POLICY IS AS FOLLOWS: To provide this supervision and care, San Jose Unified School District personnel will be utilized under Title 1, Division 4, Chapter 8 Government Code and OTHER legal statutes included in the District Emergency Service Guide. The statutes state that all public employees are designated disaster service workers when an emergency is declared. The District Superintendent, or designee, has the legal authority to declare an emergency in this District. The authority also extends to the City of San Jose and Santa Clara County to declare an emergency and impress public employees into service as disaster service workers. San Jose Unified School District encourages the utilization of a buddy system at District sites wherein staff responsibilities for specific emergency functions are assigned to pairs of employees who could, with the approval of the Principal, carry on legal required supervision and care requirements while allowing emergency home visits to assure welfare of their own families. SITE ORGANIZATION DURING A DECLARED EMERGENCY Command Post The Principal or designee is the final authority at each school. He/she must be available for all decisions, information and authority during the time the schools are isolated. Therefore, the Principal and Command Post should be housed in a central area i.e., the front of the school, where the Principal is available to radio, telephone, emergency equipment or personnel and parents. The Command Post will begin to operate immediately after a disaster. This is where the record keeping, communication, and major decision-making will take place. The Principal or designee will be here. In addition, a separate Student Release Area will be established to coordinate the release of students to authorize adults. Emergency Release Information Forms are needed at the Release area to document the release of all the students. While the Command Post is functioning, the first Aide and Search/Assessment Teams will carry out the functions and provide information to the Principal about the: Condition of students Condition of staff Condition of facilities This information will be communicated to the District at regular intervals. COMMAND POST DUTIES AND PERSONNEL If notified of a Declared Emergency from the Superintendent s Office, OR if the site suffers a severe disaster, the Principal shall immediately implement the plans and procedures in the Site Emergency Plan. The Principal shall: Activate alarm notify staff Activate Command Post and 2-way radio Activate Emergency Teams Assess total school situation Make initial site assessment report to District Check to see that Site Emergency Teams are operating Assigned messengers to needed areas Request help from 911 or District as required Get information from Emergency Teams Update Site Status Reports Report to District Reassign team members to other duties as required when they finish initial assignment duties. Personally check these items: Is campus secure? Are utilities off or secure? Are signs directing adults to release area up? Are Traffic controllers needed? Is First Aide Center functioning? Have buildings been searched for victims? Is student release program set up and operating? Site Secretary shall: Respond immediately to the Command Center with: Master keys Current roster Office supplies to assist Principal The Site Clerical Staff shall: A. Report Students Release center with Current roster of students Emergency Forms & documents The Site Custodian shall: Check the condition of the utilities and connecting pipes and lines and if necessary, turn them off. Check the site completely for: Fire hazards Page 17 of 29

18 Chemical hazards (Chlorine storage) Electrical hazards Other hazards Notify Principal of hazards and services needed Barricade hazardous areas using whatever materials handy When site is secure, report to the Command Post for direction Provide emergency sanitation areas if toilets are unavailable The Nurse or Health Clerk shall: Report immediately to the identified site First Aide station with: Health/Emergency Information cards for all students Emergency first Aid supplies and equipment Assist the injured The Site Food Services staff shall: Oversee conservation and distribution of food Assist outside agencies (i.e., Red Cross) Utilize available adult volunteers ORGANIZATION OF INSTRUCTIONAL STAFF DURING A DECLARED EMERGENCY Teachers, Teachers Aides, and Support Staff shall: Respond immediately to emergency signals requiring specific actions If signal is one to Leave Building, know if signal is for: Fire evacuation Disaster evacuation Chemical spill evacuation Evacuate accordingly! When leaving building: Take roll book or current roster and permanent marker Require students to silent in order to hear instructions Close doors to classroom Go directly to pre-assigned location Take cell phone & lap top or tablet Check with nearby classrooms when evacuating. If there are seriously injured persons who cannot move, assign one teacher to remain and the other to evacuate the rest of the students. Teachers shall provide First Aid to the best of their ability to students under their supervision until the emergency First Aid station is activated. Students with major injuries are to remain in the classroom supervised by a teacher or aid. Students with minor injuries are to be cared for after evacuation. Upon reaching evacuation destination, teachers shall: Take roll Make list of missing and absent students Give list to Assembly Area Team members Calm students. Remind them of District policies about remaining at school Monitor warmth and protection of students. Move if necessary If assigned to Site Emergency Team, transfer your students to paired teacher to supervise, report immediately to Command post for supplies and begin implementation of Team responsibilities. Teachers supervising students shall: Keep track of all students under their care. Note on the roster any who leave, giving reasons, time and destination. Remain with students until given an authorization to release a student to messenger from the Release Area. No student is to be released without this form. If student chooses to leave without permission, warn them of policy and note time, destination and accompanying students. If student is released to anyone but a parent or authorized adult, such as First Aid center, write student s name on the student with a felt pen. This will provide positive identification in the event of shock or unconsciousness. Enlist the help of any adult who volunteer but make them aware or your responsibility and the limits of theirs. Encourage students to talk about their experiences and feelings. Talking is the best way for a fearful child to give expression to his/her concerns. Talking it out is absolutely essential in psychological adjustment to disaster. As the time period extends reassure students that they are in perhaps the safest place possible under disaster conditions. Fill in the time with games, songs, stories, exercise, and rest periods. Report to the Command Post when all students have been released. Report to Principal for permission to be released. RESPONSES TO SPECIFIC EMERGENCIES These emergencies cover a wide range of possible situations that may occur. The pages that follow are immediate response plans with action options listed for the Principal. Each Principal should be knowledgeable about what plans should be used to mitigate the emergencies listed and should ensure that all personnel under his/her jurisdiction are aware of the plans and capable of performing their responsibilities to implement them. DISASTER EMERGENCIES Earthquake Fire Explosion or Threat of Explosion Chemical Accident Flood Fallen Aircrafts Smog Episodes Bomb Threats Utilities Failure Civil Defense Campus Unrest Drive-By Shootings Hostage Situations Earthquake Warning: Little or none Earthquakes usually strike without warning. The following actions, as time permits, shall be accomplished: Inside School Building Teacher, or other person in authority, implements Action DROP, COVER, HOLD. Face away from windows. Try to avoid glass and falling objects. Move away from under heavy suspended light fixtures. After Earthquake stops, implement Action LEAVE BUILDING, Leave Door Open. Do not return to buildings for any reason until they have been declared safe by school authorities. Page 18 of 29

19 Do not return to buildings for any reason until they have been declared safe by school authorities. Adult guards should be posted at a safe distance from all building entrances to see that no one reenters buildings. All site personnel should assemble in preplanned assembly area. Teachers take roll and make list of missing students. Do not light any fires after the earthquake. Turn off main gas valve. Keep a safe distance from electrical wires, which may have fallen. Turn off main electrical switch. Render first aid if necessary. Call 911 for fire or medical help. Notify the Office of the District Superintendent. Use Emergency Communications equipment to contact Emergency Services Center. Request assistance as needed, through channels, from the SAN JOSE UNIFIED SCHOOL DISTRICT SUPERINTENDENT S OFFICE. The Principal will try to procure the advice of school authorities about the safety of the building, and whether students and staff may return. On School Grounds: The teacher, or other person in authority, implements Action DROP, COVER, HOLD. The safest place is in the open. Stay there until the earthquake is over. Move away from buildings, trees, and exposed wires. DO NOT RUN! Follow procedures 4 through 13 under inside School Building. On school Bus: (Regular routes, field trips, etc.) Students shall follow the directions of the bus driver and monitor. The bus driver is legally responsible for welfare of student riders. Walking to and from school: The safest place is in the open. Stay there. Move away from buildings, trees and exposed wires. DO NOT RUN! After the earthquake, if on way to school, continue to school. After the earthquake, if on way from school, continue home. Fire A. Warning: Fire within the school Fire Alarm Fire near the school Visual sighting, messenger, telephone. Fire Within School Building: In the event a fire is detected within a school building, the following will be accomplished: Sound the school fire alarm. This will automatically implement Action LEAVE BUILDING. Become familiar with Pull Box locations. Leave Door open when exiting Classroom. Students remain under direct control of teachers until released. Render first aid as necessary. Notify the SAN JOSE FIRE DEPARTMENT AT 911. Fight incipient fires without endangering life. Keep access roads open for emergency vehicles. Take roll. Notify the Superintendent of schools. The Principal will determine what emergency action should be implemented. Students and staff should not return to the buildings until Fire Department officials declare the area safe. Fire Near School: The Principal shall: Determine the need to execute the Action LEAVE BUILDING if nearby fire poses an immediate threat to the students of the build. Notify the SAN JOSE FIRE DEPARTMENT AT 911. Determine whether the students and staff should leave the school grounds and, if the situation warrants, leave the area. Explosion and threat of Explosion Warning: When the condition is detected or the explosion occurs. In the event of an explosion at the school, or the threat of an explosion - such as those caused by leaking gas or a faulty boiler within a school building, the following will accomplish: Explosion Command DROP is given. If the explosion occurred within the building, or threatened the building, the teachers should immediately implement Action LEAVE BUILDIN. Sound the fire alarm. Move to an area of safety, and maintain control of students. Render first aid as necessary. Notify the SAN JOSE DEPARTMENT AT 911. Fight incipient fires without endangering life. Take roll. Notify the office of the District Superintendent. Notify utility companies of a break or suspected break. The School Principal will direct further Action as required Threat of Explosion: Sound the school fire alarm. This will automatically implement Action LEAVE BUILDING. Follow procedures d, f, i, j, and k under Explosion above. Chemical Accident Warning: By telephone, radio, messenger, or P.A. system. Chemical accidents of disaster magnitude would include tank truck accidents involving large quantities of toxic gases. Should such an accident endanger the students or staff, the following will be accomplished: Determine the need to implement Action LEAVE BUILDING. Determine whether the students and staff should leave the school grounds. If appropriate, take action to evacuate buildings, and if necessary, the area. Move crosswind - never up, or downwind to avoid fumes. With the school staff, maintain control of the students at a safe distance. Render first aid as necessary. Notify the SAN JOSE FIRE DEPARTMENT AT 911. Take roll. Notify the Office of the District Superintendent. The principal will direct other action as required. Students and staff should not return to the school until Principal declares the area safe. Flood Warning: 1. Method: by telephone, radio, or messenger. Page 19 of 29

20 The EXTENT of the flood will dictate the course of action to be taken. The principal may initiate the following Emergency Actions: The execute Action LEAVE BUILDING Provide care for students at school. At Superintendent s direction, execute Action COVERT SCHOOL At Superintendent s direction, execute Action DIRECTED TRANSPORTATION Fallen Aircraft Warning: When the accident occurs, messenger or telephone. If any aircraft falls on or near school grounds, the following shall be implemented: The Principal shall determine which Actions, if any, should be implemented. Where necessary, teachers will take immediate action for the safety of students without waiting for directions from the Principal. All students and staff shall be kept at a safe distance (300 feet), allowing for possible explosion of fuel tanks or ordnance. If possible, the Principal shall determine whether the aircraft is military, commercial or private plane. Notify SAN JOSE FIRE DEPARTMENT AT 911. Notify the SAN JOSE POLICE DEPARTMENT AT 911. Notify the office of the District Superintendent. The Principal shall direct further action as required. Smog Episodes Warning: Notification by Alert. The Bay Area Quality Management District uses Pollution Standards Index to measuring the healthfulness of the air in Santa Clara Valley. The index is divided into 6 air quality levels Good Moderate Unhealthful Very Unhealthful Hazardous To receive Air Quality Information, you may dial (415) 673-SMOG at any time for the recorded message. On receipt of notification by the District that a 200, Very Unhealthful status has been reached, all sites will be notified via from Superintendent s Office Upon receipt of a Smog Alert, the Principal shall: Notify all personnel of the Warning and the Index level. At an expected Smog Index level of Unhealthful, the Principal shall: If received the day before, students and staff shall be encourage to reduce vehicular use the following day. Encourage the staff to modify activities and work programs to reduce prolonged or strenuous physical activities that would increase the respiration rate. At level declared to have reached 200 Unhealthful, the Principal shall: Notify all students and staff of the index reading. Notify P.E. teachers to excuse from P.E. students who have respiratory problems, students with notes from parents, and students complaining about effects of smog. All P.E activities are to be modified to be less strenuous. Reschedule athletic contest. Cancel sport and activity practices and intramural recreational activities schedule before 6:00p.m. At an Index of 300 Unhealthful the Principal shall: Have all strenuous physical activities stopped. Limit use of District vehicles to emergency use only. Contact the Superintendents Office to determine if school should be closed. At an index of Hazardous, school would be closed and students will remain at school until it is safe to send them home. In the event of a Hazardous condition, schools should be prepared to respond to City/County disaster procedures. Bomb Threat Planning for bomb threat incidents cannot overemphasized even though experiences shows that over 95% of all bomb threats are hoaxes. However, the chance remains that the threat may be authentic and appropriate action should be taken in each case to provide for the safety of personnel and property, and to locate the device so it can be neutralized. If anonymous telephone call or written threat is received by school personnel regarding placement of bombs or explosives in a building or on the campus, certain procedures shall be followed immediately: If the message is a telephone call, collect as much information as possible about the device and the person when called. Upon hanging up, notify the Principal immediately. IF the massage is in the form of a letter, the manner in which arrived, who found it, and where it was found should be noted; care should be taken in handling the message by immediately placing it in a cellophane envelope so possible fingerprints may be detected. The Principal shall take appropriate action which SHALL include; Determine whether or not to evacuate the site (a minimum of 300 feet from the building is considered safe). Notify the District Police Department. Notify the Superintendent s office. Notify the San Jose Police department 911 Assist Police units with site search as necessary. Submit a Major Incident Report (MIR) to Superintendent after incident is over on Report of Bomb Threat form. Appropriate action MAY include: Preliminary visual search by volunteer staff persons in their own work areas to detect anything unusual. Search of outside areas of buildings, grounds, boiler rooms, restrooms, closets by custodian personnel. Evacuation of site. If a suspected explosive device is found: DO NOT TOUCH IT! Report it to the police. Evacuate all personnel to a safe distance. Open windows and doors to reduce potential damage if device should explode. Utilities Failure Failure of one or more of the utilities (electricity, gas, water) constitutes an emergency that must be dealt with on a situational basis. The basic District Policy governing actions that should be taken is that school should remain in operation to the extent possible and students should be cared for until regular dismissal time. Warning: Occurrence of outage. In response to the failure of any utility the following actions shall be taken: Call Maintenance immediately Do not call the utility. Maintenance will do that. Call the Director of Maintenance to request portable lights and/or space heaters if necessary. Advise the faculty and staff of the problem and what actions are begin considered. Establish prudent procedures to keep students warm and dry in classrooms or large group areas. Notify Food Services if outage will affect lunches. In the event of an outage early in the school day that has the possibility of lasting several hours, request permission from the Assistant Superintendent, School Services, to bus students to other District sites able to provide accommodations for them. Notify the Superintendent s office of all actions taken so that office will be able to respond to calls from parents or the media. Page 20 of 29

21 Water Services Failure: Sanitation becomes a problem after approximately 2 hours of interrupted water service. If you anticipate shut down of water for that long, request maintenance to deliver portable sanitary facilities to your school. Notify Food Services if lack of water will affect lunches. Electrical Service Failure: Actions to be planned and/or taken or electrical service failure will depend on the time of the year, the amount of natural light available in classrooms, the outside temperature, and the length of time electricity if expected to be off. The Principal shall determine from Maintenance when services will or is expected to be restored and keep close contact. The Director of Maintenance will keep in touch with his electrical crew by radio and in turn advise the school frequently on the current status for restoration of service. Some classes will necessarily have to be alter classroom work schedules due to the lack of electrical current when classes are to continue. Several flashlights should be available to handle situations where emergency lighting has failed or is inadequate. Ensure that all personnel are kept clear of down or dangling electrical wires, even though you may think they are dead. Evacuation routes must be planned to avoid fallen electrical wiring. Gas Services Failure: Gas service is a primary source of heat; therefore in most instances, the outside temperature will dictate whether or not supplementary heaters are needed. Students may need to put on additional clothes to keep warm. If gas leak creates a danger of explosion, the actions described under Threat of Explosion should immediately be implemented. Civil Defense The County Office of Emergency Services maintains more than 75 disaster warning sirens throughout the County. During an actual emergency the sirens would sound for: 3 to 5 minutes as follows: Peace Time Emergency Steady 3-5 minutes blast Immediate Enemy Attack Wavering tone or short, intermittent blasts School Response: When sirens sound all shall immediately turn on radios and/or television sets and listen for essential emergency information. Campus Unrest Campus unrest may result when students move about in large groups, challenging authority, committing acts of vandalism, gang activity, etc. to the point where the Principal determines that the safety of students and staff is jeopardized. Principal Responsibilities Initiate Action SECURE BUILDING. Notify the Guidance department, 6066 or the San Jose Unified School District Police. Inform students who refuse to report to class that they are subject to suspension, expulsion and possible arrest. Utilize non-teaching staff, campus or district police officers, central office personnel, etc. to move students either into classrooms or off campus. Instruct all staff members to take names of all students who fail to cooperate. If time permits and staff members are available, parents of uncooperative students are to be called. Under extreme circumstances, discuss with Superintendent the closing of the school. Schools may be closed only at the direction of the Superintendent or Deputy Superintendent. Staff Responsibilities Teachers will maintain classes at the direction of the Principal. Drive-By shooting In the event that a drive-by shooting occurs on or adjacent to a school, these procedures should be followed: Principal Responsibilities Initiate Action SHELTER IN PLACE or Action DUCK, COVER AND HOLD. Immediately call 911 and the Guidance Department, Work in coordination with and at direction of law enforcement officials. Staff Responsibilities In classrooms, maintain Action SHELTER IN PLACE or Action DUCK, COVER AND HOLD until the all clear signal sounds. In open areas, move students to safer areas (e.g. classrooms) as quickly as possible. Initiate Action DROP only if it is not possible to safely reach enclosed area. Note: Drive-by shootings usually happen very quickly. Unlike hostage situations the perpetrators of drive-by shootings usually leave the scene instantly. Staff members who witness such incident should attempt, without putting themselves in danger, to get the license number and as precise a description of the vehicle as possible. Hostage Situations If an intruder(s) enters a classroom or enclosed area with a weapon and threatens to shoot or injure person, these guidelines should be followed: Responsibilities: Principal Immediately notify San Jose Police and other appropriate law enforcement agencies. Initiate Action Run, Hide, Defend. Notify the Superintendent. Monitor the hostage situation as best as possible without doing anything to exacerbate it. Follow instructions of law enforcement official who will take over when they arrive on campus. Staff Remain calm. Talk with the individual(s) in a law-key, non-threatening manner. Do not argue with or antagonize the individual(s) in any way. Keep your distance. Give the intruders(s) ample personal space. Do not attempt to deceive or threaten the intruder(s). Do not but into the delusions of the intruder(s). Suggest marching the students quietly out the back door. Back off if this approach angers the intruder(s). Be constantly alert and prepared for violence. Initiate Action DUCK AND COVER if the intruder(s) open fire. Tips for Handling Hostage Takers: Note: If any site becomes involve in a hostage situation the primary concern must be the safety of students and staff. Individuals who take hostage are frequently emotionally disturbed, and the key to dealing with them is to make every attempt to avoid antagonizing them. Communication must be handle in a non-threatening, non-joking manner, always remember that it may take very little to cause such persons to become violent. If individual(s) begins firing a weapon(s) on campus, the following actions will be taken: Principal Inform staff supervising student in classrooms to initiate Action RUN, HIDE, DEFEND. Immediately notify San Jose Unified School District Police and appropriate law enforcement agencies. Call 911 Notify the Superintendent s Office. Work in coordination with supervisors of law enforcement agencies until the situation is resolved. Initiate pupil release procedures and/or evacuation procedures if it becomes necessary. Staff In classrooms, maintain Action RUN, HIDE, DEFEND until the situation is resolved. In open areas, move students to safer areas as quickly as possible. Only in extreme cases should it become necessary to initiate Action DROP; this should be done only when there is no chance for students to reach safer areas. 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22 SITE EMERGENCY TEAM ROSTER Search & Assessment Team Area A Media Center, Main Bldg. Classrooms, Main Bldg. Restrooms Area B G Building Classrooms and Restrooms, F Portables, Preschool Area C Office Building, Cafeteria, and H Portables Assembly Area Team All other classroom teachers Site Security Team Yard Supervisors and Custodian Student Release Team Attendance Clerk: Nancy Montiel Tapia First Aide Team Secretary: Lourdes Islas Commander Principal: Stephanie Palmeri Farías 2nd Lieutenant Assistant Principal: Ramón Sánchez Morgue Site Health Clerk: Gaby Burgueno Team A Ana Silva, Stacy Morey Team B Silvia Rendón, Juanita González Team C Alysia Morales, Jason Carulla ALL UNASSIGNED PERSONNEL REPORT TO THE COMMAND POST EMERGENCY FIRST AID TEAM The Purpose of the First Aid team is to provide emergency and long-term First Aid, to set up the First Aid Station near the Command Post (away from possible hazards) and to manage and utilize First Aid supplies. Note: Education Code Section states that No school district employee shall be held personally liable for civil damages on account of personal injury to or death of any person resulting from civil defense and fire drills. The First Aid Team leader who can act as a triage person is: Leticia Vazquez & Allison Pruitt First Aid Team members are: Ana Silva Stacy Morey Preparation Annually: Update First Aid certification of team members. Note on site map the location of all First Aid kits supplies. Replenish and update as necessary. Develop triage procedures with First Aid team members. Decide Primary and alternate location for the emergency First Aid center and the morgue. In an Emergency, Teachers on the First Aide Team shall: Evacuate their class to the assigned evacuation area. Transfer their students and enrollment/emergency data to another teacher. Report to and activate the predetermined emergency First Aid Center. Implement triage and administer First Aid as necessary. Supervise the use and distribution of First Aid supplies. Notify the Command Post of staff and student injuries. SEARCH ASSESSMENT TEAM Search/Assessment Team members must search all areas of the campus (buildings and grounds) in a predetermined pattern shortly after the emergency has occurred and when it is safe to do so. Areas to be covered are shown on next page with names of assigned personnel. The Search/Assessment Team is divided into sub-teams of two each (buddy system safety) who search for the injured trapped assess the safety of the various structures. Preparation: Annually: Choose personnel pair for sub-teams on school size. Divide campus into predetermined sweep areas. Sub-teams become familiar with their areas. Know locations of: First aid supplies and equipment. Water supplies and emergency food supply. In an Emergency, teachers on he Search/Assessment Team shall: Evacuate their room to evacuation area and transfer their students and enrollment/emergency data to another teacher. Report to assigned area, link up with partner and begin sweep of area. Give status report to Command Post. Continue to monitor as needed during emergency. Cautions: Proceed carefully Buildings will be unstable. Proceed quietly so calls for help can be heard. Call out when entering your area, then wait for answer. Remain in voice contact with your partner at all times. Secure unsafe buildings/classrooms against reentry. Post an adult sentry if necessary. Notify Command Post of unsafe buildings/ classrooms. ASSEMBLY AREA TEAM When the site is evacuated to their assigned spots in the general assembly area the Assembly Area Team shall assume control. The individual teachers and/or aides will continue to be responsible for their individual class or classes. Preparation: Page 22 of 29

23 Maintain a current map of the assembly area showing where classes are to congregate. Take appropriate action to reduce fear and anxiety among students. Take control! Emergency Action: Have teachers take roll of students. Create list of missing students. Begin process of locating children or identifying them as absent. Prepare summary of missing, injured, or dead students and deliver to Command Post. Work from facts, not rumors. Work with Security Team to keep students on site. SITE SECURITY TEAM The District s policy in a Declared Emergency is to provide supervision and care for student until it is safe to release them or until pick up by an authorized adult. To accomplish this, site personnel must take steps to patrol the site perimeter to keep students from leaving. If parents have followed the District s directions, students will have been told about this policy and should follow instruction of school personnel. The site Security Team will require all students to remain on site until released. No physical force shall be used to retain students intent on leaving. In that case, request students to give his/her name and stated destination. Report this information to the Assembly Area Team. Parents or other adults coming on campus should be directed to the Student Release Area to have their student released to them. STUDENT RELEASE TEAM In order to expedite the release of students to their parents, a Student Release Area should be established and procedures developed to provide for an orderly release process. The Student Release Area should be away from the evacuation assembly area and parents should be required to follow release procedure. The most important task is to guarantee that documentation is kept about to whom each student is released. Preparation: Maintain current roster of all students. Maintain a copy of the Health and Emergency Card for each student, which lists persons authorized to pick up students. Maintain a supply of the Student Release forms for adults to fill out to release their student. In an Emergency: Have parents/adults complete release form. Check form against authorized list. Of O.K. send messenger to evacuation area for student. Teacher or other adults supervising students shall take authorization slip release student to parent to parent and note in register. Authorization slip shall then be delivered to the Command Post where they will be posted to a Master roster. Messengers: If communications on site cannot be accommodated by adult personnel, upper-grade students may be utilized to assist. Preparation: Identify students who could be used for internal, on-site message delivery. Instruct them of their responsibilities, of where they are to report. And most importantly, of safety practice to follow. In an Emergency: Messengers are released from teacher responsible, and report to Command Post. LOCATION OF EMERGENCY SUPPLIES AND EQUIPMENT Location: Office First Aid Supplies: Kit with teacher First Aide Equipment: First Aid Post Emergency Water Supply Office/Cafeteria Emergency Food Supply: Office/Cafeteria Two-Way Radio Transmitter: School Office Command Post AM/FM Radio: School office Command Post Utility Turn-Off Tools: Office Name Grade Rm.# Ext. Classroom Teachers Juanita Garcia TK ALA C Luz Camey K ALA C Rosalia Canela K ALA E Aeriale Johnson K SEI B Rosantina Cavazos 1 ALA D Sandra Herrera 1 ALA A Jasmine Land 1 SEI D Alice Antonini 2 ALA E Adriana Montoya 2 SEI E Ana Silva 2 ALA D Stacy Mascitelli Morey 3 SEI A Rosa Valdez 3 ALA G Carolina Vanek 3 ALA G Tejal Khatri 4 G Silvia Rendon 4 G Juanita Gonzalez 4/5 G Lupe Basulto 5 G Steffanie White 5 G Hannerly Crystal 3rd-5th SDC G Susan Flores Preschool F Narinder Pabla Preschool F Resource Teachers/Staff Samantha Araiza IC G Allison Pruitt IS B Martha Benavides IS E Alysia Morales RSP H Jessica Dishmon Psych F Gina Alcantar SLP Lib Anthony Bonanno Counselor /Little room B Puja Satwani Seneca Coach B Page 23 of 29

24 Puja Satwani Seneca Coach B Jessica Davis 4/5 PE H Elvia Casas CORAL H Name Ext. Administration/Office Staff Stephanie Palmeri Farías Principal Ramón Sánchez AP Lourdes Islas Secretary Nancy Montiel Tapia COAII Gaby Burgueno LMT Brandon Ahlstrom Nurse Other Staff/Rooms Elena Barba LMA Sammy Gutierrez TSC Noe Guzman B-4 Parent Liaison Liz Flores Custodian Teresa Lopez Cafeteria Sang Dan Cook PD Room/Book Rm. A Staff Lounge A Parent Room B Migrant Ed D Babysitting Room F Outside Provider Rm. H Paraprofessionals/Program Assistants Jason Carulla RSP IA Lourdes Cisneros SDC IA Alethia Yu Occupational Therapist Shannon Bass Spec. Ed. IA Veronica Letona Colunga PAPL Maria Cruz ECE IA Cindy Valenzuela ECE IA Graciela Guerra ECE IA Bus/Site/Yard/Supervision/Babysitting Graciela Guerra Teresa Lopez Esmeralda Rivera Lupe Lopez Elena Barba Nancy Montiel Tapia Health Clinic Angela Bymaster, MD Last updated: 1/11/2018 Page 24 of 29

25 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 4 Year 3 Number of Schools Currently in Program Improvement N/A 16 Percent of Schools Currently in Program Improvement N/A 61.5% Average Class Size and Class Size Distribution (Elementary) Last updated: 1/25/2018 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: 1/25/2018 Page 25 of 29

26 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 English Mathematics Science Social Science Average Class Size Average Class Size Average Class 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. Academic Counselors and Other Support Staff (School Year ) Last updated: 1/25/2018 Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) 1.1 N/A Library Media Teacher (Librarian) 0.0 N/A Library Media Services Staff (Paraprofessional) 0.5 N/A Psychologist 0.0 N/A Social Worker 0.0 N/A Nurse 0.5 N/A Speech/Language/Hearing Specialist 1.0 N/A Resource Specialist (non-teaching) 5.4 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: 1/24/2018 Level Total Expenditures Per Pupil Expenditures Per Pupil (Restricted) Expenditures Per Pupil (Unrestricted) Average Teacher Salary School Site $ $ $ $ District N/A N/A $ $ Percent Difference School Site and District N/A N/A 8.0% 6.4% State N/A N/A $ $ Percent Difference School Site and State N/A N/A 27.6% -2.2% Note: Cells with N/A values do not require data. Page 26 of 29

27 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) Special Ed Washington Elementary s Student Study Team (SST/COST) is comprised of a counselor, health clerk, principal, school psychologist, speech therapist, RSP teacher and Intervention teachers. Student progress is monitored at monthly meetings. Supplemental services include: daily intervention groups in reading by certificated teachers and instructional aides, SES services (Tutorworks) and CORAL (Catholic Charities after school program)-- and before and after school and Saturday liibrary access to adaptive learning programs and Accelerated Reader for students and parents. English language learners Washington employs 18 ALA (Academic Language Acquisition) instructors, who offer instruction in primary language. The ELD program provides second language learners with leveled instruction in English, based upon CELDT scores. The remaining classes incorporate the Structured English Immersion program, which supports English language development with instructional practices and activities for all English Language Learners. Students with disabilities A part-time Resource Specialist who works with students who qualify forspecial Education Services. A full-time speech therapist provides services for all children who qualify for speech services. A school psychologist provides testing services once a week. After-school programsseveral before, after-school, and Saturday programs operate at Washington: CORAL, Nobili Project, Collaborative Community Project, Tuesday Family Reading Campaign. Tutoring Students who score at the Basic level of the CST may qualify for small group tutoring with classroom teachers before or after school. An intervention specialist may work with students in reading or math during school hours. After School Programs Several before, after-school, and Saturday programs operate at Washington, including C.O.R.A.L. (Catholic Charities: serves struggling Students), Nobili Project (Santa Clara University: focusses on enrichment opportunities for Proficient and Advanced students), Collaborative Community Project (Community Volunteers support Struggling Primary students in literacy), Tuesday Family Reading Campaign (Parent Volunteers work with all interested parents and students). Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Last updated: 1/31/2018 Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $53,358 $47,808 Mid-Range Teacher Salary $77,532 $73,555 Highest Teacher Salary $93,642 $95,850 Average Principal Salary (Elementary) $103,741 $120,448 Average Principal Salary (Middle) $108,855 $125,592 Average Principal Salary (High) $117,012 $138,175 Superintendent Salary $263,799 $264,457 Percent of Budget for Teacher Salaries 33.0% 35.0% Page 27 of 29

28 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 28 of 29