Portola Springs Elementary 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- Portola Springs Elementary 12100 Portola Springs City, State, Zip- Irvine, CA 92620 Phone Number- 949-936-8800 Principal- E-mail Address- Grades Served K-6 Heather Phillips HeatherPhillips@iusd.org CDS Code 30 73650 0129296 2014-15 School Accountability Report Card for Portola Springs Elementary Page 1 of 12
District Contact Information District Name- Irvine Unified School District Phone Number- 949-936-8800 Superintendent- Terry Walker E-mail Address- TerryWalker@iusd.org Web Site- www.iusd.org School Description and Mission Statement (Most Recent Year) The vision of Portola Springs Elementary is to inspire students, parents, and staff to communicate and collaborate, creating a vibrant learning community that is safe, inclusive, innovative, and encourages a growth mindset. Our focus is to instill a joy for learning, and empower our students to become creative problem solvers and responsible caring members of our local and global communities. Our mission statement reads: Portola Springs Elementary is a family of respectful and responsible learners. Together with our community we empower our students to be compassionate, empathetic citizens who make a positive difference in our world. Our Positive Behavior Intervention and Supports (PBIS) philosophy can be found throughout the school in calling our students to be GREAT Grizzlies are... Respectful, Empathetic, Always positive, and Truly responsible. Our ELA goal is to support writing instruction across disciplines with a focus on formative and summative assessments, pre-writing, writing prompts, utilization of rubrics, and providing feedback to students. This year, our mathematics focus is to support and emphasis three key components with new math adoption: conceptual development, problem solving, and procedural skill and fluency. Our staff also continues to focus on Multi-Tier System of Supports (MTSS) and supporting students across disciplines, with behavior, and with socio-emotional development. We do this through a comprehensive MTSS process along with our focus on Professional Learning Community (PLC) teams. These PLC teams meet weekly to review data and formulate and analyze assessments and practices. We ask ourselves as professionals, what do we want our students to learn? How do we know they ve learned it? How do we respond when they re having difficulty? How do we respond when they already know it? Additionally, we are focusing on an integration of technology through Chromebook and Ipad carts throughout the school as well as a Bring Your Own Device model being implemented in upper grades (4th-6th). We value opportunities for Risk-Taking both as a staff and with students. Student Enrollment by Grade Level (School Year 2014-15) Grade Level Number of Students Kindergarten 112 Grade 1 57 Grade 2 27 Grade 3 19 Grade 4 17 Grade 5 10 Total Enrollment 242 2014-15 School Accountability Report Card for Portola Springs Elementary Page 2 of 12
Student Enrollment by Group (School Year 2014-15) Student Percent of Group Total Enrollment Asian 51.7 Filipino 2.9 Hispanic or Latino 14.9 White 21.1 Two or More Races 9.5 Socioeconomically Disadvantaged 11.2 English Learners 26 Students with Disabilities 4.1 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 Teachers School District 2013-14 2014-15 2015-16 2015-16 With Full Credential 0 12.80 28 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 Total Teacher Misassignments * - 0 0 Vacant Teacher Positions - 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 Portola Springs Elementary Page 3 of 12
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 or instructional material as determined by a survey conducted in September, 2011. All textbooks purchased are state-adopted, and are standards aligned. 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 Portola Springs Elementary Page 4 of 12
School Facility Conditions and Planned Improvements (Most Recent Year) Brand new facility as of August 2015. 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 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 86 77 44 Mathematics 75 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. 2014-15 School Accountability Report Card for Portola Springs Elementary Page 5 of 12
CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15) Student Group Grade Number of Students Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded All Students 3 27 25 92.6 0 12 32 56 4 20 20 100.0 5 15 20 60 5 14 12 85.7 0 8 42 50 Male 3 12 44.4 0 17 33 50 4 15 75.0 7 20 27 47 5 9 64.3 Female 3 13 48.1 0 8 31 62 4 5 25.0 5 3 21.4 Black or African American 3 1 3.7 Asian 3 10 37.0 4 10 50.0 5 2 14.3 Filipino 4 1 5.0 5 1 7.1 Hispanic or Latino 3 5 18.5 4 6 30.0 5 2 14.3 White 3 6 22.2 4 3 15.0 5 2 14.3 Two or More Races 3 3 11.1 5 5 35.7 Socioeconomically Disadvantaged 3 3 11.1 4 1 5.0 5 1 7.1 English Learners 3 1 3.7 4 5 25.0 5 1 7.1 Students with Disabilities 4 2 10.0 Foster Youth 3 4 5 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. 2014-15 School Accountability Report Card for Portola Springs Elementary Page 6 of 12
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. CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15) Student Group Grade Number of Students Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded All Students 3 27 27 100.0 0 19 30 52 4 20 20 100.0 5 25 20 50 5 14 12 85.7 0 33 25 42 Male 3 12 44.4 0 17 17 67 4 15 75.0 7 33 13 47 5 9 64.3 Female 3 15 55.6 0 20 40 40 4 5 25.0 5 3 21.4 Black or African American 3 1 3.7 Asian 3 12 44.4 0 0 25 75 4 10 50.0 5 2 14.3 Filipino 4 1 5.0 5 1 7.1 Hispanic or Latino 3 5 18.5 4 6 30.0 5 2 14.3 White 3 6 22.2 4 3 15.0 5 2 14.3 Two or More Races 3 3 11.1 5 5 35.7 Socioeconomically Disadvantaged 3 3 11.1 4 1 5.0 5 1 7.1 English Learners 3 3 11.1 4 5 25.0 5 1 7.1 Students with Disabilities 4 2 10.0 Foster Youth 3 4 5 2014-15 School Accountability Report Card for Portola Springs Elementary Page 7 of 12
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) 90 88 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. California s Tests Results by Student Group in Science (School Year 2014-15) Student Percent of Students Scoring at Group Proficient or Advanced All Students in the LEA 88 All Students at the School 90 Male Female Asian Filipino Hispanic or Latino White Two or More Races English Learners Students with Disabilities 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) Grade Level Percent of Students Meeting Fitness s Four of Six s Five of Six s Six of Six s -5-8.30 25.00 41.70 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. 2014-15 School Accountability Report Card for Portola Springs Elementary Page 8 of 12
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) Parent involvement is critical to the mission of Portola Springs; it supports the staff and helps reinforce the importance of education to your child. There are many ways to get involved. Following are details of organizations available for parent volunteers. Parent- Teacher Association (PTA) Portola Springs is fortunate to have the support of an active group of parents who devote their time and talents to promote activities and events for our students. Our PTA assists in community building, planning, and providing financial support, not available by other means, which improves the quality of learning and increases opportunities for enrichment for all students. Parents are encouraged to attend meetings, support activities, and volunteer. Dates and times of meetings and activities will be posted on the PTA link of the Portola Springs website and on the Portola Springs PTA Facebook page. School Site Council (SSC) The School Site Council is a group of parents and school personnel whose responsibility is to plan, monitor, and evaluate our School Improvement Plan. Parent members are elected by vote of all parents in the fall. Meetings are open to the general parent community and the schedule of times will be listed on the Portola Springs Website and in the Grizzly Bizz Newsletter. English Language Advisory Committee (ELAC) The ELAC is composed of the principal, staff, and parents of English Language Learners who meet to review our instructional support of English Language Learner students. Sometimes this committee is combined with the SSC. 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- 0.31 1.96 1.33 1.37 5.07 4.36 3.80 Expulsions- 0.00 0.00 0.04 0.03 0.13 0.10 0.09 School Safety Plan (Most Recent Year) Portola Springs Comprehensive Safety Plan was revised and reviewed in October 2015. It was reviewed with PTA, Staff, and School Site Council in October. The three main safety goals are as follows: First, personnel training and prep for a disaster- Including training for new staff on roles and duties in the event of a disaster. Training have been completed along with support of Irvine Police. Second, facility awareness- Basic understanding of the new safety features of this facility (including key cards, locking doors, parking lot, etc). Third, community awareness and collaboration- Encouraging staff and students to work with the community to understand the dynamics of the community safety issues including wildlife and traffic. Along with the safety components, Portola Springs also continues to implement both Positive Behavior Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS) to ensure socio-emotional safety of all students as well as academic and behavioral success and safety. Portola Springs G.R.E.A.T. (our school wide PBIS slogan) is a school-wide commitment to positive behavior support. Identifying, teaching, and reinforcing the expected behaviors allow students to achieve academic, behavioral, and social success. Portola Springs G.R.E.A.T. stems from the University of Oregon s Center of Positive Behavior Interventions and Support (P.B.I.S.). Portola Springs Elementary staff has undergone extensive training and has experience with the P.B.I.S. philosophies. Our staff adopted the P.B.I.S. philosophy and our first step was our behavioral statement of purpose: Portola Springs Elementary is a family of respectful and responsible learners. Together with our community we empower our students to be compassionate, empathetic citizens who make a positive difference in our world. 2014-15 School Accountability Report Card for Portola Springs Elementary Page 9 of 12
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 Federal Intervention Program (School Year 2015-16) Program Improvement Status Indicator School District First Year of Program Improvement 2012-2013 Year in Program Improvement* 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) Grade 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 25 5 1 22 2 2 14 1 1 3 19 1 4 1 1 5 26 1 Note: Number of classes indicates how many classes fall into each size category (a range of total students per class). In PI 2014-15 School Accountability Report Card for Portola Springs Elementary Page 10 of 12
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 N/A Library Media Teacher (Librarian) 0.4 N/A Library Media Services Staff (Paraprofessional) 1.25 N/A Psychologist- 0.6 N/A Social Worker- 0 N/A Nurse- 0.3 N/A Speech/Language/Hearing Specialist 0.4 N/A Resource Specialist- 2.0 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 School Site- - - - - Average Teacher Salary District- N/A N/A - $74,022 Percent Difference: School Site and District N/A N/A - - State- N/A N/A $5,348 $72,971 Percent Difference: School Site and State N/A N/A - - Note: Cells with N/A values do not require data. 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 isn t 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/. 2014-15 School Accountability Report Card for Portola Springs Elementary Page 11 of 12
Professional Development (Most Recent Three Years) 6 Hour Full day staff development (fall) Friday, August 29, 2014- Math Common Core to help implement new CCSS aligned Math curriculum Wednesday, August 27,2014-8:00-2:00 Climate and Culture, PBIS, Emergency Preparedness, AERIES.net Site Wednesday, September 10, 2014- Canvas Site Wednesday, January 21, 2015- Common Collaborative Assessment Site Wednesday, April 22, 2015- SMART Team/MTSS Site On site PLC days- October 6, 2014 January 12, 2015 May 18, 2015 2015-2106 Staff Development 1. Thursday, August 20th, 2015- Strategic Initiatives & CIEs, District, School Wide & Individual Goals, PLCs, MTSS & Common Core, Intellectual Risk-Taking- on Site led by Principal and staff 2. Monday, August 24th, 2015- Waiver day 6 hour full day PD #1- Mathematics at the district level 3. Wednesday, September 30, 2015-6 hour full day PD #2- Professional Learning Communities & Evaluating Assessment Data- Led by Principal and MTSS Psychologists 4. Monday, October 12, 2015-2 hours site meeting #1- PLCs/MTSS, Curriculum & Technology Integration, Safety and Security with Irvine PD Lockdown simulation training- Led by Principal, Staff, and Irvine Police 5. Wednesday, January 13, 2016-6 hour full day PD #3- Mental Health Inservice- Led by Site (with 3 other schools joining) 6. Friday, February 12, 2016-6 hour full day PD #4- Science/ Content Literacy- Led by District 7. Wednesday, April 20, 2016-2 hour site meeting #3- PLCs/MTSS, Reflection on 2015-16 Goals, Goal Setting for 2016-17- Led by Site 2014-15 School Accountability Report Card for Portola Springs Elementary Page 12 of 12