University Park Elementary School School Accountability Report Card Reported Using Data from the 2014-15 School Year Published During 2015-16 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 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. 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, the county, and the state. 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. About This School Contact Information (Most Recent Year) School Contact Information School Name------- Street------- University Park Elementary School 4572 Sandburg Way City, State, Zip------- Irvine, CA 92612 Phone Number------- (949) 936-6300 Principal------- E-mail Address------- s Served K-6 Christine Amoroso christineamoroso@iusd.org CDS Code 30-73650-6030191 2014-15 School Accountability Report Card for University Park Elementary School Page 1 of 13
District Contact Information District Name------- Irvine Unified School District Phone Number------- (949) 936-5000 Superintendent------- Terry Walker E-mail Address------- TerryWalker@iusd.org Web Site------- www.iusd.org School Description and Mission Statement (Most Recent Year) University Park was the first elementary school built in the Irvine Unified School District in 1967. The staff and community are proud of it's heritage and particularly their commitment to meet the challenges of providing a top notch education to a dynamic population. University Park is a Title 1 school, houses one of our district's Newcomer English Learner Programs and serves our special education population with a Learning Center model, maximizing learning in the least restrictive environment. We celebrate the diversity of cultures as our families come from all over the world and nearly 30 languages are represented by our population. University Park's mission is to have ALL staff collaborate in ways that result in the creation and continuous implementation of a learning model that maximizes learning for ALL students in ALL learning environments. Our teachers attend professional development to ensure the implementation of best instructional practice. We at University Park consider the whole child and were one of the first schools to implement Positive Behavior and Intervention Support (PBIS) school wide. We believe that if we teach expected behaviors and support that learning with positive reinforcement that we can maximize instructional time with a rigorous curriculum. Through PBIS, we teach and instill the habits of Punctual & Prepared, Respect, Integrity, Dependability and keeping Everyone Safe, known as Panther P.R.I.D.E. University Park teachers and staff focus on respect of the individual student, their learning strengths, and the belief that while students may have learning challenges, ALL students can learn. Student Enrollment by Level (School Year 2014-15) Number of Level Students Kindergarten 86 1 76 2 87 3 83 4 64 5 70 6 75 Total Enrollment 541 2014-15 School Accountability Report Card for University Park Elementary School Page 2 of 13
Student Enrollment by Group (School Year 2014-15) Student Percent of Group Total Enrollment Black or African American 3.3 Asian 40.1 Filipino 1.7 Hispanic or Latino 12.2 Native Hawaiian or Pacific Islander 0.4 White 35.1 Two or More Races 7.2 Socioeconomically Disadvantaged 20.9 English Learners 43.4 Students with Disabilities 10.4 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Teachers School District 2013-14 2014-15 2015-16 2015-16 With Full Credential 24.2 23.90 25.20 1352.99 Without Full Credential 0 0 0 0 Teaching Outside Subject Area of Competence (with full credential) 0 0 0 108.806 Teacher Misassignments and Vacant Teacher Positions Indicator 2013-14 2014-15 2015-16 Misassignments of Teachers of English Learners 0 0 0 Total Teacher Misassignments * 0 0 0 Vacant Teacher Positions 0 0 0 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. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15) Location of Classes Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 100.0 0.0 All Schools in District 100.0 0.0 High-Poverty Schools in District 100.0 0.0 Low-Poverty Schools in District 100.0 0.0 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. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. 2014-15 School Accountability Report Card for University Park Elementary School Page 3 of 13
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) Year and month in which data were collected: September 2015 Core Curriculum Area Reading/Language Arts Mathematics Science History-Social Science Health Visual and Performing Arts Textbooks and Instructional Materials/ Year of Adoption All students are provided an individual textbook or instructional material as determined by textbook software in September, 2015. All textbooks purchased are state-adopted, and are standards aligned. All students are provided an individual textbook or instructional material as determined by textbook software in September, 2015. All textbooks purchased are state-adopted, and are standards aligned. All students are provided an individual textbook or instructional material as determined by textbook software in September, 2015. All textbooks purchased are state-adopted, and are standards aligned. All students are provided an individual textbook or instructional material as determined by a survey conducted in September 2015. All textbooks purchased are state-adopted, and are standards aligned. All students are provided an individual textbook or instructional material as determined by textbook software in September, 2015. All textbooks purchased are state-adopted, and are standards aligned. All students are provided an individual textbook and/or instructional material From Most Recent Adoption? Percent of Students Lacking Own Assigned Copy Yes 0% Yes 0% Yes 0% Yes 0% Yes 0% Yes 0% 2014-15 School Accountability Report Card for University Park Elementary School Page 4 of 13
School Facility Conditions and Planned Improvements (Most Recent Year) University Park underwent an extensive modernization of our campus several years ago. This provided our Media Center with new acoustics and lighting for staged productions, new playground equipment and playground resurfacing, Nurse s Office and Conference Room. Expansion of our library and creation of a new computer lab, seating forty students, was completed in 2005. Landscaping provided by staff and students created a beautiful garden at the entrance to the school. Continued attention to ongoing maintenance keeps the school clean and well landscaped. School Facility Good Repair Status (Most Recent Year) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: July 2015 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned 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 Overall Facility Rating (Most Recent Year) Year and month in which data were collected: July 2015 Exemplary Good Fair Poor Overall Rating 2014-15 School Accountability Report Card for University Park Elementary School Page 5 of 13
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], Science California s Tests); and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15) Subject Percent of Students Meeting or Exceeding the State s (grades 3-8 and 11) School District State English Language Arts/Literacy 64 77 44 Mathematics 65 74 33 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. CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, s Three through Eight and Eleven (School Year 2014-15) Student Group Number of Students Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded All Students 3 90 72 80.0 19 22 28 31 4 69 56 81.2 25 14 34 25 5 75 65 86.7 20 14 38 28 6 80 66 82.5 14 15 35 36 Male 3 33 36.7 27 15 24 33 4 21 30.4 29 5 38 24 5 35 46.7 23 20 37 20 6 39 48.8 23 10 23 44 Female 3 39 43.3 13 28 31 28 4 35 50.7 23 20 31 26 5 30 40.0 17 7 40 37 6 27 33.8 0 22 52 26 Black or African American 3 4 4.4 -- -- -- -- 4 1 1.4 -- -- -- -- 5 3 4.0 -- -- -- -- 6 3 3.8 -- -- -- -- Asian 3 23 25.6 13 26 17 43 4 17 24.6 35 12 29 24 5 26 34.7 23 12 35 31 6 19 23.8 21 11 42 26 Filipino 3 2 2.2 -- -- -- -- 4 2 2.9 -- -- -- -- 2014-15 School Accountability Report Card for University Park Elementary School Page 6 of 13
Student Group Number of Students Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded 6 2 2.5 -- -- -- -- Hispanic or Latino 3 8 8.9 -- -- -- -- Native Hawaiian or Pacific Islander 4 8 11.6 -- -- -- -- 5 9 12.0 -- -- -- -- 6 12 15.0 17 33 25 25 6 2 2.5 -- -- -- -- White 3 29 32.2 24 17 34 24 4 25 36.2 28 12 32 24 5 24 32.0 4 8 50 38 6 26 32.5 12 12 27 50 Two or More Races 3 6 6.7 -- -- -- -- 4 3 4.3 -- -- -- -- 5 3 4.0 -- -- -- -- 6 2 2.5 -- -- -- -- Socioeconomically Disadvantaged 3 15 16.7 47 20 33 0 4 17 24.6 29 29 24 12 5 16 21.3 44 25 19 13 6 14 17.5 14 29 43 14 English Learners 3 28 31.1 21 32 21 25 4 23 33.3 39 22 22 17 5 23 30.7 30 17 43 9 6 15 18.8 47 20 27 7 Students with Disabilities 3 9 10.0 -- -- -- -- 4 10 14.5 -- -- -- -- 5 9 12.0 -- -- -- -- 6 9 11.3 -- -- -- -- Foster Youth 3 -- -- -- -- -- -- 4 -- -- -- -- -- -- 5 -- -- -- -- -- -- 6 -- -- -- -- -- -- 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 students that did not receive a score; 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 students with scores. 2014-15 School Accountability Report Card for University Park Elementary School Page 7 of 13
CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, s Three through Eight and Eleven (School Year 2014-15) Student Group Number of Students Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded All Students 3 90 84 93.3 11 19 32 38 4 69 63 91.3 11 27 29 33 5 75 75 100.0 17 19 29 35 6 80 78 97.5 18 21 27 35 Male 3 42 46.7 12 21 33 33 4 25 36.2 12 12 32 44 5 39 52.0 18 21 38 23 6 47 58.8 23 19 19 38 Female 3 42 46.7 10 17 31 43 4 38 55.1 11 37 26 26 5 36 48.0 17 17 19 47 6 31 38.8 10 23 39 29 Black or African American 3 4 4.4 -- -- -- -- 4 1 1.4 -- -- -- -- 5 3 4.0 -- -- -- -- 6 3 3.8 -- -- -- -- Asian 3 35 38.9 6 20 29 46 4 23 33.3 9 17 39 35 5 34 45.3 15 21 24 41 6 30 37.5 23 23 20 33 Filipino 3 2 2.2 -- -- -- -- 4 2 2.9 -- -- -- -- 6 2 2.5 -- -- -- -- Hispanic or Latino 3 8 8.9 -- -- -- -- Native Hawaiian or Pacific Islander 4 8 11.6 -- -- -- -- 5 9 12.0 -- -- -- -- 6 12 15.0 25 8 42 25 6 2 2.5 -- -- -- -- White 3 29 32.2 7 24 34 34 4 26 37.7 15 27 31 27 5 26 34.7 8 12 35 46 6 27 33.8 15 15 26 44 Two or More Races 3 6 6.7 -- -- -- -- 4 3 4.3 -- -- -- -- 5 3 4.0 -- -- -- -- 2014-15 School Accountability Report Card for University Park Elementary School Page 8 of 13
Student Group Number of Students Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded 6 2 2.5 -- -- -- -- Socioeconomically Disadvantaged 3 16 17.8 38 13 31 19 4 16 23.2 19 44 31 6 5 16 21.3 44 19 25 13 6 15 18.8 27 7 47 20 English Learners 3 40 44.4 8 25 30 38 4 30 43.5 17 27 37 20 5 33 44.0 21 21 30 27 6 27 33.8 37 22 22 19 Students with Disabilities 3 9 10.0 -- -- -- -- 4 10 14.5 -- -- -- -- 5 9 12.0 -- -- -- -- 6 9 11.3 -- -- -- -- Foster Youth 3 -- -- -- -- -- -- 4 -- -- -- -- -- -- 5 -- -- -- -- -- -- 6 -- -- -- -- -- -- 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 students that did not receive a score; 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 students with scores. California s Tests for All Students in Science (Three-Year Comparison) Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 Science (grades 5, 8, and 10) 78 76 72 87 88 88 59 60 56 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. 2014-15 School Accountability Report Card for University Park Elementary School Page 9 of 13
California s Tests Results by Student Group in Science (School Year 2014-15) Student Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 88 All Students at the School 72 Male 75 Female 69 Black or African American -- Asian 60 Hispanic or Latino -- White 84 Two or More Races -- Socioeconomically Disadvantaged -- English Learners 48 Students with Disabilities 60 Foster Youth -- 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. California Physical Fitness Test Results (School Year 2014-15) Level Percent of Students Meeting Fitness s Four of Six s Five of Six s Six of Six s ---5--- 9.60 26.00 46.60 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. C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (Most Recent Year) Research has shown that a major contributing factor to a child's success in school is directly related to their parents' involvement in their education at home and at school. We encourage a high degree of parent involvement in every aspect of school life. We have a strong PTA, and parent members on our School Site Council, and English Language Advisory Council. Parents volunteer in classrooms, our media center and in our workroom on a daily basis. As a Title 1 School, we have a Parent Involvement Policy that is reviewed and updated each year by our School Site Council, listing the variety of volunteer opportunities available to our community. In addition to volunteerism, parents are invited to goal setting and discussion of student progress at parent conferences each fall and and spring. We also provide educational opportunities for parents that include parenting support through Irvine Family Resource Center, Family Math Night, PBIS and GATE/APAAS information evenings. Our parents play an integral role in school improvement and our educational program through fundraising, classroom support and participation in the LCAP process. Parent-school dialogue is encouraged with community service activities, regular voice messages and emails from the school principal, regular email and newsletters from the classroom teachers, our school and district websites, individual student contracts and student organizer notes. 2014-15 School Accountability Report Card for University Park Elementary School Page 10 of 13
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. Suspensions and Expulsions Rate School District State 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 Suspensions------- 0.75 0.28 1.58 1.96 1.33 1.37 5.07 4.36 3.80 Expulsions------- 0.00 0.00 0.00 0.00 0.04 0.03 0.13 0.10 0.09 School Safety Plan (Most Recent Year) We have a comprehensive emergency preparedness plan which was updated September, 2014. The policy includes detailed procedures for a variety of possible emergencies including earthquakes, fires, site evacuations, and lockdown situations for intruders on campus. We work each year with the Irvine School District to perform monthly practice drills and simulate necessary communications utilizing satellite radios. Students are taught during these drills exactly what procedures to follow in the event of an emergency. All students are kept on campus and supervised by school staff. Additionally, our staff is trained annually by both district/site professional development activities and in coordination with the Irvine Police Department. Emergency response teams have been identified within our school site staff and each member has been trained in their responsibilities. Emergency supplies are maintained for the safety and protection of our students. We have phones installed in every classroom and an electronic security system in key areas of the school. Our school has developed a comprehensive Safe School Plan which is evaluated yearly and amended as needed. Key elements of this plan include: 1. Assessing the current status of school crime committed on the school campus and at school-related functions, 2a. Child Abuse Reporting Procedures, 2b. Disaster Procedures-Routine and Emergency, 2c. Policies for Suspension, Expulsion and Mandatory Expulsion, 2d. Procedures for Notification to Staff regarding dangerous students, 2e. Policies on Sexual Harassment, 2f. Policy relating to School Dress Code (especially gang related apparel), 2g. Procedures for Safe Ingress and Egress of Pupils, Parents, and School Employees To and From School, 2h. Procedures that Create a Safe and Orderly Environment Conducive to Learning at School and 2i. Rules and Procedures on School Discipline. D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year 2014-15) AYP Criteria School District State Made AYP Overall Yes No Yes Met Participation Rate: English-Language Arts Yes Yes Yes Met Participation Rate: Mathematics Yes Yes Yes Met Percent Proficient: English-Language Arts N/A N/A N/A Met Percent Proficient: Mathematics N/A N/A N/A Met Attendance Rate Yes Yes Yes Met Graduation Rate N/A No Yes 2014-15 School Accountability Report Card for University Park Elementary School Page 11 of 13
Federal Intervention Program (School Year 2015-16) Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2011-2012 2012-2013 Year in Program Improvement* Year 2 Year 3 Number of Schools Currently in Program Improvement N/A 7 Percent of Schools Currently in Program Improvement N/A 46.7 Note: Cells with N/A values do not require data. Average Class Size and Class Size Distribution (Elementary) Level Avg. Class Size 2012-13 2013-14 2014-15 Number of Classes Avg. Number of Classes Avg. Number of Classes Class Class 1-20 21-32 33+ Size 1-20 21-32 33+ Size 1-20 21-32 33+ K 27 1 3 24 1 4 29 3 1 32 2 28 2 25 3 2 26 2 31 3 29 3 3 27 4 28 3 28 3 4 31 2 34 2 28 2 5 30 2 34 2 31 2 6 31 2 2 27 4 31 3 Note: Number of classes indicates how many classes fall into each size category (a range of total students per class). Academic Counselors and Other Support Staff (School Year 2014-15) Title Number of FTE Assigned to School Average Number of Students per Academic Counselor Academic Counselor------- 0 0 Counselor (Social/Behavioral or Career Development) 0.4 N/A Library Media Teacher (Librarian) 1.25 N/A Library Media Services Staff (Paraprofessional) 1.4 N/A Psychologist------- 0.5 N/A Social Worker------- 0 N/A Nurse------- 0.3 N/A Speech/Language/Hearing Specialist 1.0 N/A Resource Specialist------- 2.5 N/A Other------- 0 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 2013-14) Level Total Expenditures Per Pupil Supplemental/ Restricted Basic/ Unrestricted Average Teacher Salary School Site------- $5,014 $400 $4,614 $77,273 District------- N/A N/A $4,650 $75,749 Percent Difference: School Site and District N/A N/A -0.8 2.0 State------- N/A N/A $5,348 $72,971 Percent Difference: School Site and State N/A N/A -13.7 5.9 Note: Cells with N/A values do not require data. 2014-15 School Accountability Report Card for University Park Elementary School Page 12 of 13
Types of Services Funded (Fiscal Year 2014-15) The Local Control Funding Formula has replaced California s previous method of allocating funds to school districts. In place of more than 40 specific funding categories, the new model has essentially established three sources of state funding with increased local discretion to determine how best to spend those funds in the service of students. All districts now start with a base level of perstudent funding that varies slightly depending on grade levels. Then there s supplemental funding, which adds 20 percent of the base for each English-language learner, low-income student and foster youth. Finally, there s a third pot called a concentration grant that is equal to 50 percent of the entire base. But that s only for schools and districts where English-learners, low-income students and foster youth exceed 55 percent of the total enrollment, and IUSD is not eligible. Teacher and Administrative Salaries (Fiscal Year 2013-14) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $41,630 $43,165 Mid-Range Teacher Salary $74,349 $68,574 Highest Teacher Salary $96,107 $89,146 Average Principal Salary (Elementary) $119,550 $111,129 Average Principal Salary (Middle) $127,346 $116,569 Average Principal Salary (High) $142,899 $127,448 Superintendent Salary $249,900 $234,382 Percent of Budget for Teacher Salaries 39% 38% Percent of Budget for Administrative Salaries 5% 5% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Professional Development (Most Recent Three Years) Staff Development Days 2011-12: 1 Full Day and 6 two hour after-school session 2012-2013: 1 Full day and 6 two hour after-school sessions. Additionally, every grade level received full days of Common Core Training from district office staff. University Park also trained 3 teachers to be trainers for Thinking Maps and thier implementation school wide for the 2013-2014 school year 2013-14: 1 Full day at District Level, 1 Full day at Site Level, 3 two-hour after-school sessions, 2 additional full days of Common Core Training from district office staff. Topics of study include, Common Core, Thinking Maps and Emergency Training 2014-2015: The Primary Focus for the UP Staff was to improve math instruction to support Common Core Mathematics. Training to support this learning took place on August 29, 2014 and October 13, 2014 from the District Office. Additional focus was on improving instruction to support Common Core ELA. Training to support this learning took place on March, 2015 from the District Office. All staff members received specific grade level training, one day for Math and one day for ELA. These occurred at the District Office throughout the 2014-2015 School year. At the site level, we concentrated our learning efforts on the Multi-tiered levels of Support System (MTSS) model for student intervention, December 10, 2014, Technology in instruction, March 18, 2015, and behavioral assessment (SRSS) and support (PBIS) February 18, 2015. Data was not used during the training as the focus was more for gaining knowledge and expertise when implementing Common Core s. However, data was used at level PLC meetings to determine the effectiveness of teaching. Data was also used when developing grade level teaching goals. 2014-15 School Accountability Report Card for University Park Elementary School Page 13 of 13