---- ---- FIPPS PRIMARY SCHOOL 21320 Feland Avenue, P.O. Box 1058 Riverdale, CA 93656 (559) 891-4350 Grades K-3 Gina Daniels, Principal ginadaniels@rjusd.org http://www.rjusd.org/fps 2015-16 School Accountability Report Card Published During the 2016-17 School Year ---- ---- Riverdale Joint Unified School District 3160 W. Mt. Whitney Avenue Riverdale, CA 93656 (559) 867-8200 http://www.rjusd.org Principal s Message Fipps Primary School is located in the heart of Riverdale, serving approximately 450 grade K-3 students. Teachers and staff are dedicated to providing a safe and productive learning experience for all students, regardless of ethnicity, gender, disability, or religion. Operating on a traditional calendar, the educational programs are designed to provide the skills and tools necessary for students to explore their creativity while developing a strong educational base. Mission Statement Students of the school shall be competent in the subjects offered by the district and shall have a positive attitude toward self and others. The curriculum offered shall reflect the subjects and activities approved by the District Governing Board and shall reflect the California State Standards. District Governing Board Dan Conway, President Paul Brooks, Clerk Charles Cox, Member Anita Cuevas, Member John L. Mendes, Member Andy Rollin, Member District Administration Jeff Percell Superintendent Jeff Moore Assistant Superintendent Brian Curwick Director of Instructional Services 2015-16 School Accountability Report Card for FIPPS PRIMARY SCHOOL Page 1 of 8
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 Grade Level Grade Level Kindergarten 120 Grade 1 121 Grade 2 114 Grade 3 106 Total Enrollment 461 2015-16 Student Enrollment by Group Group Percent of Total Enrollment Black or African American 0.2 American Indian or Alaska Native 0.2 Asian 0.2 Filipino 0.2 Hispanic or Latino 83.1 Native Hawaiian or Pacific Islander 0.2 White 15.6 Two or More Races 0 Socioeconomically Disadvantaged 89.4 English Learners 54.9 Students with Disabilities 6.1 Foster Youth 0 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 FIPPS PRIMARY SCHOOL 14-15 15-16 16-17 With Full Credential 25 24 23 Without Full Credential 0 0 0 Teaching Outside Subject Area of Competence 0 0 0 Riverdale Joint Unified School District 14-15 15-16 16-17 With Full Credential 74 Without Full Credential 8 Teaching Outside Subject Area of Competence 0 Teacher Misassignments and Vacant Teacher Positions at this School FIPPS PRIMARY SCHOOL 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 100.0 0.0 High-Poverty Schools 100.0 0.0 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 FIPPS PRIMARY SCHOOL Page 2 of 8
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Teacher representatives from each school site comprise the textbook/instructional committee for their respective schools. In grades K-8, textbooks from the adopted State list are previewed and a recommendation is made to the Superintendent and RJUSD Board of Trustees. Additionally, the Board approves the list of textbooks and instructional materials for grades 9-12 annually that have been selected by the teachers and administrators. All of the textbook content is aligned to the curriculum framework adopted by the State Board of Education. In grades K-12, all students, including English Learners, have a textbook for classroom use and take home use. Core Curriculum Area Textbooks and Instructional Materials Year and month in which data were collected: 11/2016 Textbooks and Instructional Materials/Year of Adoption Reading/Language Arts McGraw Hill - Wonders (K-3) 2015-2016 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Mathematics McGraw Hill My Math (K-3) 2013-2014 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Science Houghton Mifflin (K-3) 2007-08 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 History-Social Science Houghton Mifflin (K-3) 2006-07 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) Fipps Primary provides a safe, clean environment for students, staff and volunteers. School facilities were built in the 1960s and include seven buildings which are all up to date and provide adequate space for students and staff. During the day, the custodian ensures classrooms, restrooms, and campus grounds are kept clean and safe. At the end of the day and in the evening, a team of five janitors visit the campus for cleaning. A scheduled maintenance program is administered by Riverdale Joint Unified to ensure all classrooms and facilities are maintained to a degree of adequacy that provides for good learning. Facilities have been inspected and are free of any gas, electrical, heating, sewage, pest, safety, structural, and hazardous material problems. 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: 1/4/2017 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor ---------- Repair Needed and Action Taken or Planned Clogged Drain Line in A-1, waiting repair. Leaking Faucet in Cafeteria and Leaking Urinal in C-5. Both items undergoing repair. Roof Leak in A-3, waiting repair. 2015-16 School Accountability Report Card for FIPPS PRIMARY SCHOOL Page 3 of 8
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 CAASPP Results for All Students - Three-Year Comparison Percent of Students 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 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. Grade 2015-16 Percent of Students Meeting Fitness Standards Level 4 of 6 5 of 6 6 of 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. Subject 2015-16 CAASPP Results for All Students Percent of 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 29 39 28 34 44 48 Math 41 60 24 29 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. 2015-16 CAASPP Results by Student Group Science (grades 5, 8, and 10) Percent of Students Group Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced * 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. All Students Male Female Hispanic or Latino White Student Group Socioeconomically Disadvantaged English Learners School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 108 107 99.1 39.3 3 62 61 98.4 37.7 3 46 46 100.0 41.3 3 90 90 100.0 34.4 3 18 17 94.4 64.7 3 94 93 98.9 32.3 3 40 39 97.5 2.6 2015-16 School Accountability Report Card for FIPPS PRIMARY SCHOOL Page 4 of 8
Student Group Students with Disabilities School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 15 15 100.0 6.7 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. All Students Male Female Hispanic or Latino White Student Group Socioeconomically Disadvantaged English Learners Students with Disabilities School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 109 109 100.0 59.6 3 62 62 100.0 64.5 3 47 47 100.0 53.2 3 91 91 100.0 56.0 3 18 18 100.0 77.8 3 95 95 100.0 54.7 3 40 40 100.0 40.0 3 15 15 100.0 80.0 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. Opportunities for Parental Involvement (School Year 2016-17) Parental Involvement All parents are encouraged to become involved in their children s education and in Fipps Primary School activities. Parents that would like to volunteer in the classrooms may attend a Parent Volunteer Training. Also, the assistance and involvement of parents is encouraged on field trips, classroom parties, and other site events. Parents can become active members of the Fipps School Site Council, Fipps English Learner Advisory Committee, or the Riverdale Parent-Teacher Club. Parental Involvement Workshops are held at the beginning of each school year. For more information on how to become involved at the school, please contact Principal Gina Daniels at (559) 867-3353 or ginadaniels@rjusd.org. 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. 2015-16 School Accountability Report Card for FIPPS PRIMARY SCHOOL Page 5 of 8
School Safety Plan School Safety Safety of students and staff is a primary concern of Fipps Primary. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The school s disaster preparedness plan included steps for ensuring students and staff during a disaster. Fire and disaster drills are conducted on a regular basis throughout the school year. The plan was adopted by the Board in January 2017. In 1998, the comprehensive Safe School Plan was developed by the district in consultation with the Fresno County Office of Education to comply with Senate Bill 187 (SB 187) of 1997. The plan provides students and staff a means of ensuring a safe and orderly learning environment. Each school includes the following requirement of SB 187 within their safe school plan: Current status of school crime Child abuse reporting procedures Disaster procedures, both routine and emergency Policies related to suspension and expulsion Notification to teacher Sexual harassment policy Provision of schoolwide dress code Safe ingress and egress of pupils, parents, and school employees to and from school School rules and procedures The school evaluates the plan annually and updates it as needed. The plan was reviewed with staff in August 2016. An updated copy is available to the public at the school site. Suspensions and Expulsions School 2013-14 2014-15 2015-16 Suspensions Rate 3.1 0.0 0.2 Expulsions Rate 0.2 0.0 0.0 District 2013-14 2014-15 2015-16 Suspensions Rate 5.3 4.3 4.0 Expulsions Rate 0.6 0.8 0.7 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 2013-2014 Year in Program Improvement Year 1 Number of Schools Currently in Program Improvement 2 Percent of Schools Currently in Program Improvement 66.7 Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor------- 0 Counselor (Social/Behavioral or Career Development) 0.5 Library Media Teacher (Librarian) 0 Library Media Services Staff (Paraprofessional) 1.00 Psychologist------- 0.25 Social Worker------- 0 Nurse------- 0.05 Speech/Language/Hearing Specialist 1.00 Resource Specialist------- 0 Other------- Average per Staff Member Academic Counselor------- 505 * 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. 2016-17 School Accountability Report Card for FIPPS PRIMARY SCHOOL Page 6 of 8
Average Class Size and Class Size Distribution (Elementary) Number of Classrooms* Average Class Size Grade 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 26 25 25 1 4 6 6 1 21 20 20 3 3 6 3 3 2 24 23 23 5 5 5 3 20 20 20 1 6 6 6 Other 7 7 1 1 Professional Development provided for Teachers A year-long plan for professional development for 2015-2016 was designed to improve instructional processes and to produce improved student learning and higher student achievement. This plan consisted of the following for all teachers: Learning about and understanding the Common Core State Standards to provide standards-based instruction Curriculum calibration training, results, and monitoring grade-level instruction Examination of the new California Standards for ELA/Literacy and Math along with the Next Generation ELD Standards and Next Generation Science Standards Instructional Technology Integration Finding and sharing resources for teaching the standards Early Release Monday's, which occur twice a month, and three full days were dedicated to staff and professional development for the 2015-2016 academic year. The format of these days centered on after-school workshops and peer collaboration. Teachers were supported through means of inclass coaching, teacher-principal meetings, grade level/department meetings and student performance data reporting. FY 2014-15 Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $43,025 $42,063 Mid-Range Teacher Salary $60,981 $64,823 Highest Teacher Salary $76,275 $84,821 Average Principal Salary (ES) $93,480 $101,849 Average Principal Salary (MS) $107,678 Average Principal Salary (HS) $100,868 $115,589 Superintendent Salary $120,000 $169,152 Percent of District Budget Teacher Salaries 34% 35% 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- $9,999 $1,333 $8,666 $63,930 District------ $8,760 $62,923 - State------- $5,677 $67,348 Percent Difference: School Site/District -1.1 1.6 Percent Difference: School Site/ State 52.7-5.1 * Cells with do not require data. Types of Services Funded Title I, Part A Title II, Part A Teacher Improvement Title III - Limited English Proficient Migrant Special Education After School Education 2015-16 School Accountability Report Card for FIPPS PRIMARY SCHOOL Page 7 of 8
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 FIPPS PRIMARY SCHOOL Page 8 of 8