Lemoore Elementary School School Accountability Report Card Reported Using Data from the 2017-18 School Year Published During 2018-19 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. 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. About This School Contact Information (School Year 2018-19) School Contact Information School Name------- Street------- Lemoore Elementary School 573 W. Bush Street City, State, Zip------- Lemoore, CA 93245 Phone Number------- 559-924-6820 Principal------- E-mail Address------- Web Site------- Amy Garcia agarcia@myluesd.net https://www.luesd.k12.ca.us/o/le CDS Code 16639746069140 2017-18 School Accountability Report Card for Lemoore Elementary School Page 1 of 11
District Contact Information District Name------- Lemoore Union Elementary School District Phone Number------- (559) 924-6800 Superintendent------ Cheryl Hunt E-mail Address------- cherylhunt@myluesd.net Web Site------- www.luesd.k12.ca.us School Description and Mission Statement (School Year 2018-19) The following is the Mission and Vision for Lemoore Elementary School. Mission Lemoore Elementary School ensures all students will learn to their full potential. Vision Lemoore Elementary School will: Establish high expectations for all students and provide the support required to meet those expectations Provide a productive environment that fosters success skill by skill, student by student Commit to working collaboratively with staff and families Lemoore Elementary School is located in the center of Lemoore, CA. The school is comprised of 51 staff members: 30 teachers, 10 paraprofessionals, 1 full time librarian, 2 full time secretaries and 1 part time, 3 custodians, 1 full time counselor,1 full time LVN, 1 Principal, and 1 Learning Coordinator. Lemoore Elementary also shares 3 music teachers and 1 school psychologist with other schools. Lemoore Elementary averages 630 students in grades TK-6th grade, as well as SDC classes. All grades are fully implementing the Common Core State Standards (CCSS) in math and ELA. The school has implemented a fine arts/music program for grades 4th-6th. Grades TK - 6th also have one-to-one Chromebooks for each student, as well as a full set of Chromebooks in the ELD classroom. Students who struggle academically are provided academic intervention, and those students who are advanced have the opportunity to receive enrichment activities and be referred to GATE. Student Enrollment by Grade Level (School Year 2017-18) Grade Number of Level Students Kindergarten 123 Grade 1 92 Grade 2 80 Grade 3 91 Grade 4 79 Grade 5 77 Grade 6 80 Total Enrollment 622 2017-18 School Accountability Report Card for Lemoore Elementary School Page 2 of 11
Student Enrollment by Group (School Year 2017-18) Student of Group Total Enrollment Black or African American 4.7 American Indian or Alaska Native 1.4 Asian 1.0 Filipino 2.6 Hispanic or Latino 66.2 Native Hawaiian or Pacific Islander 0.0 White 22.0 Socioeconomically Disadvantaged 73.3 English Learners 16.6 Students with Disabilities 9.5 Foster Youth 1.8 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Teachers School District 2016-17 2017-18 2018-19 2018-19 With Full Credential 24 29 27 136 Without Full Credential 4 3 3 22 Teaching Outside Subject Area of Competence (with full credential) 0 0 0 1 Teacher Misassignments and Vacant Teacher Positions Indicator 2016-17 2017-18 2018-19 Misassignments of Teachers of English Learners 0 0 0 Total Teacher Misassignments * 0 0 0 Vacant Teacher Positions 0 0 2 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. 2017-18 School Accountability Report Card for Lemoore Elementary School Page 3 of 11
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018-19) Year and month in which data were collected: August 2018 Subject Textbooks and Instructional Materials/ Year of Adoption From Most Recent Adoption? of Students Lacking Own Assigned Copy Reading/Language Arts McGraw Hill/2016 Yes 0 Mathematics Houghton Mifflin/2015 Yes 0 Science SRA/McGraw Hill/2008 Yes 0 History-Social Science SRA/McGraw Hill/2002 Yes 0 School Facility Conditions and Planned Improvements (Most Recent Year) The school district ensures that students attend clean and safe facilities. The district's maintenance staff follows a comprehensive scheduled preventive and deferred maintenance program to offset costly repairs and minimize disruptions to the instructional program. In full compliance of the Williams Act, SB 550 and AB 607, the District uses a School Facilities Inspection Tool developed by the State of California and the Office of Public School Construction to ensure that each of it's schools is maintained in good repair. A work order process is used to promote efficient service and ensure that emergency repairs are given the highest priority. Daily custodial schedules ensure that classrooms, offices and bathrooms are clean and well maintained. Public areas and fields are ample and well maintained. A full- time custodian is on our campus throughout every school day. A night custodial crew cleans the classrooms, restrooms and offices nightly. School Facility Good Repair Status (Most Recent Year) Using the most recently collected FIT data (or equivalent), provide the following: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The overall rating System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: April 2018 Repair Status Repair Needed and Action Taken or Planned Interior: Interior Surfaces Vinyl floors in the corridor/hallway beginning to curl. The floor will be replaced on deferred maintenance plan year 3-4. Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs 2017-18 School Accountability Report Card for Lemoore Elementary School Page 4 of 11
System Inspected External: Playground/School Grounds, Windows/ Doors/Gates/Fences School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: April 2018 Repair Status Repair Needed and Action Taken or Planned Overall Facility Rating (Most Recent Year) Year and month of the most recent FIT report: April 2018 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] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Grades Three through Eight and Grade Eleven Subject English Language Arts/Literacy (grades 3-8 and 11) of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) School District State 2016-17 2017-18 2016-17 2017-18 2016-17 2017-18 34.0 41.0 44.0 49.0 48.0 50.0 Mathematics 26.0 33.0 34.0 35.0 37.0 38.0 (grades 3-8 and 11) Note: ages 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. Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2017-18) Student Group Total Enrollment Number Met or Exceeded All Students 326 324 99.39 41.05 Male 162 160 98.77 25.00 Female 164 164 100.00 56.71 Black or African American 17 17 100.00 23.53 2017-18 School Accountability Report Card for Lemoore Elementary School Page 5 of 11
Student Group Total Enrollment Number Met or Exceeded American Indian or Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic or Latino 222 221 99.55 38.46 Native Hawaiian or Pacific Islander -- -- -- -- White 63 62 98.41 40.32 Two or More Races -- -- -- -- Socioeconomically Disadvantaged 240 239 99.58 36.40 English Learners 94 93 98.94 48.39 Students with Disabilities 22 22 100.00 4.55 Students Receiving Migrant Education Services -- -- -- -- Foster Youth -- -- -- -- Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2017-18) Student Group Total Enrollment Number Met or Exceeded All Students 326 325 99.69 32.62 Male 162 161 99.38 25.47 Female 164 164 100 39.63 Black or African American 17 17 100 11.76 American Indian or Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic or Latino 222 222 100 28.83 Native Hawaiian or Pacific Islander -- -- -- -- White 63 62 98.41 32.26 Two or More Races -- -- -- -- Socioeconomically Disadvantaged 240 240 100 29.58 English Learners 94 94 100 31.91 Students with Disabilities 22 22 100 9.09 Students Receiving Migrant Education Services -- -- -- -- Foster Youth -- -- -- -- 2017-18 School Accountability Report Card for Lemoore Elementary School Page 6 of 11
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. CAASPP Test Results in Science for All Students Grades Five, Eight, and Ten Subject age of Students Meeting or Exceeding the State Standard School District State 2016-17 2017-18 2016-17 2017-18 2016-17 2017-18 Science (grades 5, 8, and 10) N/A N/A N/A N/A N/A N/A Note: Cells with N/A values do not require data. Note: The 2016 17 and 2017 18 data are not available. The CDE is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The CAST was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally during the 2018 19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016 17 and 2017 18) and the CAA for Science will be field-tested in 2018 19. Note: Science test results include the CAST and the CAA for Science. The Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAA for Science divided by the total number of students who participated on both assessments. State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject areas of physical education. California Physical Fitness Test Results (School Year 2017-18) Grade Level of Students Meeting Fitness Standards Four of Six Standards Five of Six Standards Six of Six Standards ---5--- 23.1 28.2 15.4 Note: ages 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 State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each school site. Opportunities for Parental Involvement (School Year 2018-19) Parents are encouraged to be involved in their child's learning environment either by volunteering in the classroom, participating in a decision-making committee, or simply attending school events. Some of the areas for volunteers include helping out in the classroom or library and school events, such as Back to School Night, Open House, Student Performances, trimester Family Nights, Latino Literacy, or Book Fairs. You can also participate in school committees such as School Site Council, ELAC, Lions Pride Partnership or the Parent Advisory Committee. Parents stay informed on upcoming events and school activities through school newsletters, teacher newsletters, the school website, the school marquee, flyers, Facebook, and School Messenger. Please contact the school office at (559) 924-6820 for more information on how to become involved in your child's learning environment. 2017-18 School Accountability Report Card for Lemoore Elementary School Page 7 of 11
State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. Suspensions and Expulsions Rate School District State 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 Suspensions------- 3.4 2.7 3.3 4.5 4.2 4.6 3.7 3.7 3.5 Expulsions------- 0.0 0.0 0.0 0.4 0.6 0.4 0.1 0.1 0.1 School Safety Plan (School Year 2018-19) Maintaining a safe and secure learning environment is a top priority for Lemoore Elementary. The Comprehensive School Site Safety Plan was developed for Lemoore Elementary in collaboration with local agencies and the district office to fulfill Senate Bill 187 requirements. Our plan is updated annually and includes procedures for emergencies, exit routes, and inventories of emergency supplies. Local law enforcement has a copy of our School Safety Plan as well as a school map. In conjunction with local law enforcement and city officials Safe School Routes have been determined and included in the Safe Schools Plan. All staff members review the School Safety Plan at the beginning of the school year. Students and staff participate in monthly drills and the staff is debriefed following the drill with the intent of improving upon our safety procedures. Students at Lemoore Elementary participate annually in Digital Citizenship Safety Training. The district has a Youth Development Officer through the Lemoore Police Department who is assigned and housed with the school district and is responsive to our needs. Our school is surrounded by a perimeter fence and all visitors must check into the office upon arrival. All volunteers must complete a district application and receive the appropriate clearances before they can volunteer or chaperone at a school site or during a school trip. A copy of the School Site Safety Plan is available in the school office for parent review with the site administrator upon request. The School Safety Plan was last reviewed, updated, and discussed with the school faculty: September 2018. 2017-18 School Accountability Report Card for Lemoore Elementary School Page 8 of 11
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. Average Class Size and Class Size Distribution (Elementary) Grade Level Avg. Class Size 2015-16 2016-17 2017-18 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 34 1 5 1 37 3 3 1 35 6 1 1 20 3 1 19 4 22 4 2 25 3 28 3 26 3 3 24 3 24 3 29 3 4 28 3 25 3 24 3 5 26 3 28 3 24 3 6 26 1 1 1 36 1 3 1 30 2 3 1 Other 13 1 10 1 Number of classes indicates how many classes fall into each size category (a range of total students per class). ** Other category is for multi-grade level classes. Academic Counselors and Other Support Staff (School Year 2017-18) Title Number of FTE Assigned to School Average Number of Students per Academic Counselor Academic Counselor------- 0 0 Counselor (Social/Behavioral or Career Development) 1.0 N/A Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 1.0 N/A Psychologist------- 0.40 N/A Social Worker------- 0 N/A Nurse-------.20 N/A Speech/Language/Hearing Specialist 0 N/A Resource Specialist (non-teaching)------- 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 2016-17) Level Total Expenditures Per Pupil Supplemental/ Restricted Basic/ Unrestricted Average Teacher Salary School Site------- $7,007 $1,032 $5,974 $72,782 District------- N/A N/A $6,453 $69,958 Difference: School Site and District N/A N/A -7.7 8.1 State------- N/A N/A $7,125 $76,046 Difference: School Site and State N/A N/A -9.6-1.9 Note: Cells with N/A values do not require data. The California Department of Education issued guidance to LEAs on August 1, 2018, regarding how to calculate school-level per-pupil expenditures that will be reported on 2018-19 report cards. 2017-18 School Accountability Report Card for Lemoore Elementary School Page 9 of 11
Types of Services Funded (Fiscal Year 2017-18) The district provides funding for: General operations salaries, benefits, services, materials, and support to the general education Special Education programs offering appropriate, individualized instruct ion to students with special needs School-Based Coordinated Program staff salaries, staff benefits, services, materials, and intervention support in core content areas Gifted and Talented Education Program specialized learning assistance for identified students of high ability, achievement, or potential Special projects monies from agencies (federal or state) earmarked for specific programs/projects or services Elementary Physical Education Program (2018-2019) Transportation Maintenance and operations District administration Each school in the district receives an instructional budget based on enrollment, programs and formulas set by Board of Education policy, state law, agreements with employee bargaining units and guidelines of outside funding. Teacher and Administrative Salaries (Fiscal Year 2016-17) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $45,285 $48,064 Mid-Range Teacher Salary $71,423 $75,417 Highest Teacher Salary $93,766 $94,006 Average Principal Salary (Elementary) $111,428 $119,037 Average Principal Salary (Middle) $115,885 $123,140 Average Principal Salary (High) $0 $135,974 Superintendent Salary $155,972 $183,692 of Budget for Teacher Salaries 32.0 36.0 of Budget for Administrative Salaries 6.0 6.0 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) Professional development activities support the adoption of new curriculum, implementation of new programs, and the transition to full implementation of Common Core standards. Decisions concerning selection of staff development activities are facilitated by the Director of Curriculum & Instruction, Site Principal, Learning Coordinator, and teachers using state and district achievement data, as well as site progress monitoring data and teacher surveys to determine the areas in which additional teacher training is needed to enhance classroom instruction and support student success through increased student academic achievement and accelerate English Language Development for English Language Learners. 2018-2019 Teachers received one day of training on the reading progression to support the ongoing efforts of having all students reading at grade level by the end of third grade. Ongoing support will be provided by the school's learning coordinator. Teachers are also receiving training in NGSS Standards. They have attended two training dates and will each attend two more grade-level specific training days. The Learning Coordinator provides job embedded on-going support engaging teachers and supporting them as adult learners throughout the school year in instructional strategies across content areas. Teachers are provided multiple opportunities to collaborate and reflect on data and plan during early out Mondays as a PLC, 5:00 Days (8 Days) and staff meetings. 2017-18 School Accountability Report Card for Lemoore Elementary School Page 10 of 11
2017-2018 Lemoore Elementary School focused on three areas of professional development for the 2018-2019 school year to address those needs evidenced in the student achievement data. Teachers were provided professional development regarding Guided Reading, sequencing of questioning and academic collaboration with an emphasis on our ELL students lesson development, and mathematical progressions and CCSS standards. Teachers have weekly collaboration time to analyze student data, plan and develop lessons and common formative assessments. During staff meetings and 5:00 day meetings, teachers work on student language development and guided reading. Upcoming professional development will include: Guided Reading, sequence of learning to read, and instructional practices in math to support all students. 2016-2017 Lemoore Elementary School focused on four areas of professional development for the 2016-2017 school year to address those needs evidenced in the student achievement data. Teachers were provided professional development regarding new ELA core curriculum, ELD/ELA framework and standards and Integrated ELD, lesson development, NGSS standards and Professional Learning Communities. Teachers have weekly collaboration time to analyze student data, plan and develop lessons and common formative assessments. During staff meetings and 5:00 day meetings, teachers work on standards and Integrated ELD and student language development. Teachers also use this time to come together as district-wide teams to discuss and score student writing. Upcoming professional development will include: Close Reading strategies, Response to Intervention, mathematical practices and instructional practices to support all students. 2017-18 School Accountability Report Card for Lemoore Elementary School Page 11 of 11