---- ---- Frances E. Willard Elementary School 3152 North Willard Avenue Rosemead, CA 91770 (626) 307-3375 s K-6 Michelle Collaso, Principal mcollaso@garvey.k12.ca.us willard.garvey.k12.ca.us 2015-16 School Accountability Report Card Published During the 2016-17 School Year School Description Willard Elementary School is a 2014 Distinguished school. Willard serves approximately 510 students from Transitional Kindergarten through sixth grade. Approximately 48.9% of our students are designated as English learners. We are fortunate to have a Federal Head Start Program on our campus. We are receiving support from the Franklin Covey Group to implement The Leader in Me process. It is through this process as well as PBIS that we will create a strong leadership model that will foster a positive climate where character building and academic skills will be developed and enhanced to a higher standard. ---- ---- Garvey School District 2730 North Del Mar Avenue Rosemead, CA 91770 (626) 307-3400 www.garvey.k12.ca.us District Governing Board Bob Bruesch Keilley Meng Maureen Chin Henry Lo Ronald Trabanino Mission Statement: The staff at Willard Elementary School is committed to the belief that all students can succeed, and we are dedicated to providing them with the skills necessary to be better prepared for their future in a changing society. The staff at Willard strives to create a community of academically enriched and technologically adept children, with positive social and ethical values, thus enabling them to become productive lifelong learners in an ever changing culturally diverse society. District Administration Anita Chu Superintendent Genaro Alarcon Assistant Superintendent Human Resources Grace Garner Chief Business Officer Carol Mehochko Director II Learning Support Services Rene Hernandez Director II Student Support Services 2015-16 School Accountability Report Card for Frances E. Willard Elementary School Page 1 of 9
About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians and community members should contact the school principal or the district office. 2015-16 Student Enrollment by Level Level Kindergarten 69 1 51 2 61 3 64 4 66 5 68 6 66 Total Enrollment 445 2015-16 Student Enrollment by Group Group Percent of Total Enrollment Black or African American 0.7 American Indian or Alaska Native 0 Asian 52.4 Filipino 0.7 Hispanic or Latino 45.2 Native Hawaiian or Pacific Islander 0.2 White 0.4 Two or More Races 0.4 Socioeconomically Disadvantaged 81.1 English Learners 51.9 Students with Disabilities 11.5 Foster Youth 1.1 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Frances E. Willard Elementary School 14-15 15-16 16-17 With Full Credential 23 18 18 Without Full Credential 0 0 0 Teaching Outside Subject Area of Competence 0 0 0 Garvey School District 14-15 15-16 16-17 With Full Credential 226 Without Full Credential 1 Teaching Outside Subject Area of Competence 0 Teacher Misassignments and Vacant Teacher Positions at this School Frances E. Willard Elementary 14-15 15-16 16-17 Teachers of English Learners 0 0 0 Total Teacher Misassignments 0 0 0 Vacant Teacher Positions 0 0 0 * Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers 2015-16 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers This School 100.0 0.0 Districtwide All Schools 99.7 0.3 High-Poverty Schools 99.7 0.3 Low-Poverty Schools 0.0 0.0 * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. 2015-16 School Accountability Report Card for Frances E. Willard Elementary School Page 2 of 9
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Core Curriculum Area Reading/Language Arts Textbooks and Instructional Materials Year and month in which data were collected: September 2015 Textbooks and Instructional Materials/Year of Adoption MacMillan McGraw-Hill Treasures s K - 6 Student Edition MacMillan McGraw-Hill Treasures s K - 6 Student Workbook Mathematics The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% Houghton Mifflin - Go Math 2015 s K-6 Student Edition Houghton Mifflin - Go Math 2015 s K-6 Student Workbooks The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% Science FOSS- Full Option Science System s K-5 CPO - 6 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% History-Social Science Scott Foresman - Social Studies s K - 5 Holt - Ancient Civilization 6 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% School Facility Conditions and Planned Improvements (Most Recent Year) Based on a recent site inspection on 6/23/2016, school grounds, classrooms, offices, cafeteria, library and restrooms were all found in good condition. System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 6/23/2016 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor ---------- Repair Needed and Action Taken or Planned 2015-16 School Accountability Report Card for Frances E. Willard Elementary School Page 3 of 9
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 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study Subject 2015-16 CAASPP Results for All Students Meeting or Exceeding the State Standards (grades 3-8 and 11) School District State 14-15 15-16 14-15 15-16 14-15 15-16 ELA 48 45 49 57 44 48 Math 42 44 47 51 34 36 * Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Subject CAASPP Results for All Students - Three-Year Comparison Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 Science 74 70 63 71 60 62 60 56 54 * Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Level 2015-16 Meeting Fitness Standards 4 of 6 5 of 6 6 of 6 ---5--- 23.2 18.8 24.6 * Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Group 2015-16 CAASPP Results by Student Group Science (grades 5, 8, and 10) Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced All Students 72 68 94.4 63.2 Male 39 36 92.3 69.4 Female 33 32 97.0 56.3 Asian 35 32 91.4 78.1 Hispanic or Latino 35 35 100.0 48.6 Socioeconomically Disadvantaged 60 56 93.3 62.5 English Learners 26 22 84.6 36.4 Students with Disabilities 12 9 75.0 33.3 * Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The Proficient or Advanced is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. 2015-16 School Accountability Report Card for Frances E. Willard Elementary School Page 4 of 9
All Students Male Female Student Group Black or African American Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Standard Met or Exceeded 3 63 61 96.8 45.9 4 68 66 97.1 43.9 5 72 69 95.8 44.9 6 71 69 97.2 43.5 3 39 37 94.9 56.8 4 40 39 97.5 53.9 5 39 38 97.4 39.5 6 38 38 100.0 36.8 3 24 24 100.0 29.2 4 28 27 96.4 29.6 5 33 31 93.9 51.6 6 33 31 93.9 51.6 3 28 27 96.4 59.3 4 34 33 97.1 57.6 5 35 32 91.4 68.8 6 41 39 95.1 59.0 3 33 32 97.0 37.5 4 32 31 96.9 29.0 5 35 35 100.0 25.7 6 27 27 100.0 22.2 3 59 57 96.6 45.6 4 60 59 98.3 42.4 5 60 57 95.0 40.4 6 58 57 98.3 38.6 3 30 30 100.0 26.7 4 35 35 100.0 20.0 5 26 23 88.5 17.4 6 23 21 91.3 9.5 2015-16 School Accountability Report Card for Frances E. Willard Elementary School Page 5 of 9
Student Group Students with Disabilities Students Receiving Migrant Education Services Foster Youth School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Standard Met or Exceeded 4 16 14 87.5 14.3 5 12 12 100.0 ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Student Group All Students Male Female Black or African American Asian Filipino School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Standard Met or Exceeded 3 63 62 98.4 43.5 4 68 66 97.1 42.4 5 72 71 98.6 45.1 6 71 71 100.0 45.1 3 39 38 97.4 57.9 4 40 39 97.5 51.3 5 39 39 100.0 51.3 6 38 38 100.0 44.7 3 24 24 100.0 20.8 4 28 27 96.4 29.6 5 33 32 97.0 37.5 6 33 33 100.0 45.5 3 28 27 96.4 63.0 4 34 33 97.1 60.6 5 35 34 97.1 64.7 6 41 41 100.0 61.0 2015-16 School Accountability Report Card for Frances E. Willard Elementary School Page 6 of 9
Hispanic or Latino Student Group Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Standard Met or Exceeded 3 33 33 100.0 30.3 4 32 31 96.9 22.6 5 35 35 100.0 28.6 6 27 27 100.0 22.2 3 59 58 98.3 43.1 4 60 59 98.3 42.4 5 60 59 98.3 42.4 6 58 58 100.0 43.1 3 30 30 100.0 26.7 4 35 35 100.0 20.0 5 26 25 96.2 16.0 6 23 23 100.0 8.7 4 16 14 87.5 7.1 5 12 12 100.0 Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. 2015-16 School Accountability Report Card for Frances E. Willard Elementary School Page 7 of 9
Opportunities for Parental Involvement (School Year 2016-17) During the 2015-2016 school year, Willard parents participated in the following: School Site Council (SSC), School Advisory Committee (SAC), English Learner Advisory Committee (ELAC), Parent Teacher Association (PTA) and in the classroom as volunteers. We also had parents who participated at the District level DAC and DELAC. Each school has a home school community coordinator who provides information to all families concerning opportunities for parent involvement. The District also has a district home school community services specialist who organizes weekly parent involvement activities at the Parent Education Center. Willard hosts a back to school night as well as open house to allow the parents to see the various classrooms. Parent conferences are held at least twice a year to share the growth of their students. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. School Safety Plan Willard Elementary has a comprehensive school safety plan that is updated annually by the School Safety Committee, and the School Site Council as well as outside community resources (Fire Department and Sheriff Deputy). This plan details measures for staff and students to implement during emergency situations. The Willard staff and students participate in practice drills on a monthly basis for one of the following emergency events: fire, earthquake, shelter-in-place, and lockdown. We also take part in an annual District Wide Earthquake drill. The District Discipline information was distributed to parents through our Student Agendas. Student Agendas include items specific to Willard School. Classroom and school rules were discussed with students, posted, and shared with parents during Back-to- School Night. The district provided Safety Programs (PBIS) as well as Bullying prevention programs in which students received exposure to school law, self esteem, and conflict resolution, as an alternative to suspension. Last Updated 8/13/16, Last Reviewed with Staff: 8/21/16 Suspensions and Expulsions School 2013-14 2014-15 2015-16 Suspensions Rate 1.5 1.4 1.7 Expulsions Rate 0.0 0.0 0.0 District 2013-14 2014-15 2015-16 Suspensions Rate 1.3 0.8 1.7 Expulsions Rate 0.1 0.1 0.0 State 2013-14 2014-15 2015-16 Suspensions Rate 4.4 3.8 3.7 Expulsions Rate 0.1 0.1 0.1 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. 2016-17 Federal Intervention Program Indicator School District Program Improvement Status Not in PI In PI First Year of Program Improvement 2004-2005 Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement 7 Percent of Schools Currently in Program Improvement 70.0 Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor------- 0 Counselor (Social/Behavioral or Career Development).25 Library Media Teacher (Librarian) 0 Library Media Services Staff (Paraprofessional).75 Psychologist-------.34 Social Worker------- 0 Nurse-------.25 Speech/Language/Hearing Specialist 1 Resource Specialist------- 1 Other-------.20 Average per Staff Member Academic Counselor------- 0 * 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. 2015-16 School Accountability Report Card for Frances E. Willard Elementary School Page 8 of 9
Average Class Size and Class Size Distribution (Elementary) Number of Classrooms* Average Class Size 1-20 21-32 33+ 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 K 23 23 23 1 3 4 4 1 23 20 20 2 2 2 2 21 21 21 1 1 1 2 2 2 3 22 18 18 4 4 3 4 31 35 35 2 2 2 5 23 26 26 1 2 2 2 6 29 25 25 1 1 3 3 3 Other 9 1 Professional Development provided for Teachers Learning Support Services Department provided numerous opportunities for professional development throughout 2015-2016 school year to align lessons to common core standards. Topics included: Revisions to the ELA Pacing Guides, Core English Language Development, English 3D, Collaborative Lesson Planning, and Using Technology in the Classroom. Each school identified areas based on student achievement data and focused teacher professional development in providing effective first instruction in these key areas. Willard teachers participated in weekly Professional Learning Communities to collaborate and implement instruction aligned with the district plan. Professional Conferences were offered to teachers to increase their knowledge of strategies to meet the needs of students. FY 2014-15 Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $45,710 $44,507 Mid-Range Teacher Salary $74,446 $68,910 Highest Teacher Salary $90,326 $88,330 Average Principal Salary (ES) $104,071 $111,481 Average Principal Salary (MS) $104,142 $115,435 Average Principal Salary (HS) $113,414 Superintendent Salary $170,000 $169,821 Percent of District Budget Teacher Salaries 39% 39% Administrative Salaries 6% 6% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries Level Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site- $4,777 $602 $4,174 $69,091 District------ $4,597 $78,680 - State------- $5,677 $71,610 Percent Difference: School Site/District -9.2-10.0 Percent Difference: School Site/ State -22.0-5.3 * Cells with do not require data. Types of Services Funded The school provides a wide range of programs and supplemental services to meet the learning needs of individual students in order to develop their full potential. They include: 1) the standards-based core program for all students that are supported by the district-adopted curricular materials; and 2) supplemental services for identified students that are funded by programs such as special education, Gifted and Talented (GATE, and other categorical programs, including programs for below grade level students, English learners and Migrant Education students. Students are serviced during school hours as well as before and after school. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ 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. 2015-16 School Accountability Report Card for Frances E. Willard Elementary School Page 9 of 9