John F. Kennedy Junior High 2010-2011 Accountability Report Card Jason Strickland, Principal Address: 1000 East Florinda Street Hanford, CA 93232 559.585.3850 Hanford Elementary Paul J. Terry, Superintendent Principal s Message John F. Kennedy Junior High is proud of the tradition its former students and faculty have established. Our job is to establish new traditions while maintaining the old. The faculty is always working on ways to improve the opportunities for our parents and students to be successful during their junior high school years and beyond. As a continued focus this year, we will; Continue instruction at high levels for all students in the following content areas; reading, writing, social science, mathematics, science and physical education. Continue to add new technology to every classroom that aids in the delivery of instruction. We feel this increases the level of classroom participation and also the rigor at which instruction can be delivered. Provide core materials that are state adopted and instruction that is aligned to the State Standards Continue to use multiple measures of assessment, and the data they provide, to determine student learning and continued needs. Examples are; weekly common mini-assessments, trimester benchmarks, teacher generated exams, and informal assessments Offer intervention classes for students in need of additional support to move toward mastery Provide a safe and nurturing environment, which is conducive to learning, for all students Continue to have high expectations for all students and faculty The faculty at John F. Kennedy Junior High is committed to meeting the unique needs facing our students and their families as they experience profound physical, social, emotional, and intellectual growth. Together, the school and families can help nurture and grow exceptional individuals who will be leaders of tomorrow! Jason Strickland, Principal Mission Statement Our mission is to provide an educational environment which reinforces basic cultural values, ethical behavior including respect for others, personal integrity, responsibility and accountability. We will work together to provide students with a safe environment in which they can discover their potential and strengthen their motivation for living and learning. As tomorrow s leaders, students will be prepared to participate and function effectively in society. Address: 714 North White Street Hanford, CA 93230-4029 (559) 585-3600 www.hesd.k12.ca.us Profile John F. Kennedy Junior High is one of two junior high schools in the Hanford Elementary. Hanford Elementary s emphasis is on a balanced and rigorous core curriculum at all grade levels. Instructional programs are aligned with the California state standards. The structures its educational program so that all students receive instruction appropriate to their learning level. To ensure the success of every student, teachers use a variety of instructional techniques and supplemental instructional materials and programs. The school supports cultural awareness on a daily basis through its diverse literature selections. During the 2010/11 school year, 540 7th-8th grade students were enrolled at the school with classes arranged on a traditional calendar. Student Enrollment by Ethnic Group 2010-11 Percentage African American 9.1% American Indian 0.4% Asian 1.3% Filipino 0.4% Hispanic or Latino 71.6% Pacific Islander - White 17.3% Two or More - None Reported - Kennedy (John F.) Junior High 1
Discipline & Climate for Learning at John F. Kennedy Junior High are guided by specifi c rules and classroom expectations that promote respect, cooperation, courtesy and acceptance of others. The goal of John F. Kennedy Junior High discipline program is to carry out these rules in a fair, fi rm, and supportive manner in order to safeguard each student s right to the fi nest education we can provide, to hold distracting forces to a minimum, and to eliminate behavior that disrupts the learning process. This will benefi t all students by allowing them to go to school free from unnecessary interruption. Parents and students are informed of school rules and discipline policies through the Parent/Student Handbook and the Conduct Code which are sent home at the beginning of the school year and through monthly newsletters. The Suspensions and Expulsions table illustrates total cases for the last three years, as well as a percentage of enrollment. Suspensions are expressed in terms of total infractions, not number of students suspended, as some students may have been suspended on multiple occasions. Expulsions occur only when required by law or when all other alternatives are exhausted. Suspensions & Expulsions 08-09 09-10 10-11 08-09 09-10 10-11 Suspensions 257 252 155 1616 1256 1015 Suspension Rate 49.1% 45.2% 28.2% 29.3% 22.5% 17.9% Expulsions 25 13 15 106 87 80 Expulsion Rate 4.8% 2.3% 2.7% 1.9% 1.6% 1.4% John F. Kennedy Junior High offers numerous extra and co-curricular activities for students to participate. Research has shown that students who participate in school related events have better attendance, more positive outlooks on challenges and have fewer referrals to the offi ce for behavior citations. We strongly encourage students and parents to get involved in their child s education. Extracurricular activities, clubs, and programs include: Student Government; Leadership; Community Leadership; Academic Fitness Awards Program; Band; Student of the Trimester; and Drama. JFK Junior High school participates in the esteemed Hanford/Visalia league which offers cross country, volleyball, basketball, wrestling, soccer, baseball, softball and track and field. Class Size Average class sizes vary by grade level and subject area taught. The table indicates the average class size by grade level or subject area, as well as the number of classes offered in reference to their enrollment. Average Class Size Class Size Distribution Classrooms Containing: 1-20 21-32 33+ 09 10 11 09 10 11 09 10 11 09 10 11 By Grade Level 7-29 - - - - - 10 - - - - 8-25 - - - - - 10 - - - - By Subject Area English 20-22 16-15 20-20 1-1 Mathematics 23-23 11-13 21-22 1-1 Science 25-27 1-1 18-18 1-1 Social Science 25-27 2-2 19-19 1-1 Enrollment By Grade This chart illustrates the enrollment trend by grade level for the past 3 school years. Enrollment Trend by Grade Level 2008-09 2009-10 2010-11 7th 259 297 260 8th 264 260 290 Governing Board Members During the 2010/11 school year Hanford Elementary was governed by the following Board of Education Members: Jeff Garner, President Dennis Hill, Vice President Tim Revious, Clerk Lupe Hernandez, Member James L. Jay III, Member Individualized Instruction John F. Kennedy Junior High provides special education services to students with special needs. Programs and services are developed through an Individualized Education Plan (IEP). Special Education students receive a multitude of services depending on their unique needs. John F. Kennedy Junior High has two distinct special education programs on the campus. The program that serves students placed in the Least Restrictive Environment (LRE) is the Resource Specialist Program (RSP). This program serves special educations students educated in the general education classroom setting with specially designed academic support. Specifi cally, RSP service is provided in either small group or one on one instruction inside the classroom (inclusion) or instructional support outside of the classroom in a pull out program with the RSP teacher and/ or aide. The RSP teacher and their aide serve students with exceptional needs who are able to function in a general education classroom for the majority of the day. The second program, a more restrictive program, is the Special Day Class (SDC). In this unique classroom students are mainly taught in a classroom with modifi ed curriculum and integrate out into the general education classroom or during general education activities for a short period of time each day to interact with typical peers. The school s special education programs include a Resource Specialist Program, Special Day Class, Speech and Language, Assistive Technology, Deaf and Hard of Hearing, Vision Service, Adaptive Physical Education and Counseling service. Staff Development Hanford Elementary believes that Staff Development is a critical component in the academic achievement of students. In order to maximize student learning, staff members must be continuously learning and improving their skills. Staff Development within the addresses the individual needs of teachers as well as broader school and district concerns. During the 2010-2011 school year, various opportunities for staff development were offered during after school in-services, during collaboration days, school site specifi c in-services, in-class coaching and summer institutes by which professional development was delivered. Topics for staff development included: SB 472 training in mathematics using the State adopted textbooks Standards-based curriculum and instruction in English language arts Standards-based curriculum and instruction in mathematics Teaching methods and strategies to enhance instruction in core academic areas Strategies for teaching English language learners Meeting the diverse needs of student populations Integration of academic subject areas to increase student learning In addition to the ongoing professional development opportunities offered, the has a Peer Assistance and Review Program and a New Teacher BTSA Induction Program which are designed to improve the education of students and increase the classroom teachers effi cacy and capacity in delivering standards-based instruction. Kennedy (John F.) Junior High 2
Counseling & Support Staff It is the goal of John F. Kennedy Junior High to assist students in their social and personal development as well as academics. The school gives special attention to students who experience achievement problems, diffi culty coping with personal and family problems, trouble with decision making, or handling peer pressure. The table lists the support service personnel available at John F. Kennedy Junior High. Counseling & Support Services Staff At Risk Interventions Number of Staff John F. Kennedy Junior High provides intervention classes in both English/Language Arts and Mathematics for those students performing below grade-level standards or who are at risk of retention. In addition to Mathematics and English Langauge Arts, JFK provides English Learners with an intervention that helps strengthen their ability to use and understand the English langauge. Intersession courses are offered during vacation periods when necessary. John F. Kennedy Junior High also partners with Kings Behavioral Health department to provide classes, in group format, for studnets to develop social skills and appropriate social awareness. can volunteer to take advantage of this resource. In addition, faculty can recommend a student. English Language Learners Hanford Elementary strives to provide English language learners with a challenging core curriculum and instruction that develops profi ciency in English as rapidly and effectively as possible. With an emphasis on reading, writing, speaking and listening, English language learners are provided differentiated learning opportunities based on their level of language proficiency. Furthermore, in order to effectively serve the needs of English language learners, site and district administrators along with classroom teachers examine the results of benchmark exams and artifacts of learning on an ongoing basis. Such analysis allows for greater insight in terms of the needs of the English language learners while at the same time allowing for re-teaching when needed. In addition, reports of students academic achievement and their progress toward profi ciency in English are regularly reviewed to ensure adequate yearly progress is being made and to pursue reclassification to English proficient when all the district specified criteria have been met. Highly Qualified Teachers Full Time Equivalent Nurse 3 As Needed Psychologist 4 As Needed Resource Officer 1 As Needed The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as Highly Qualified. Minimum qualifications include: possession of a Bachelor s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. NCLB Compliant Teachers % of Core Academic Courses Taught By NCLB Compliant Teachers % of Core Academic Courses Taught By Non-NCLB Compliant Teachers 100.0% 0.0% 99.8% 0.2% High-Poverty s in 99.8% 0.2% Low-Poverty s in N/A N/A Teacher Assignment Hanford Elementary recruits and employs the most qualifi ed credentialed teachers. Teacher misassignments refl ect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certifi cate or credential. Teacher vacancies refl ect the number of positions to which a single designated certifi cated employee has not been assigned at the beginning of the year for an entire year. For the 2011-12 school year, the most current data are reported. Teacher Credential Status 08-09 09-10 10-11 10-11 Fully Credentialed 25 27 0 0 Without Full Credentials 3 1 0 0 Working Outside Subject 1 0 0 1 Misassignments/Vacancies 09-10 10-11 11-12 Misassignments of Teachers of English Learners 0 0 0 Misassignments of Teachers (other) 0 0 0 Total Misassignments of Teachers 0 0 0 Vacant Teacher Positions 0 0 0 Leadership Leadership at John F. Kennedy Junior High is a responsibility shared between district administration, the principal, instructional staff, students, and parents. The district s emphasis is on a well-balanced and rigorous core curriculum at all grade levels. Instructional programs are aligned with state and district standards. Staff members and parents participate on various committees that make decisions regarding the priorities and direction of the educational plan to ensure instructional programs are consistent with students needs and comply with district goals. The Leadership team includes: Jason Strickland, Principal; Rick Johnston, Vice Principal; Kimberly Salter, Learning Director; Renee Westmoreland, Operations Offi cer. Parent Involvement Parents are encouraged to serve as volunteers, attend school performances and school meetings, participate in site councils, advisory councils and other activities in which they may undertake governance, advisory and advocacy roles. Parents/guardians of students enrolled in Title I programs are encouraged to become involved in the planning and implementing of these programs. HESD has a Parent Corporation with a representative from each of the school site parent clubs. Parent clubs are organized for the purpose of assisting and promoting activities for the educational, social and physical welfare of pupils in the school district. Contact Information Parents or community members who wish to participate in school committees, school activities, or become a volunteer may contact the John F. Kennedy Junior High at 1000 E. Florinda Street, Hanford, CA 93230, (559) 585-3850. Curriculum Development All curriculum development in the Hanford Elementary and John F. Kennedy is based on the California State Content Standards and Frameworks. developed pacing calendars and curriculum guides are updated regularly to align with the state standards, district goals, and the statewide assessment program. All instructional stakeholders take an active role in continued refi nement and revision of the calendars and guides in order to ensure alignment. Kennedy (John F.) Junior High 3
During the 2010-2011school year, changes to the curriculum included: Revisions to the K - 8 English language arts pacing calendars to ensure proper alignment to state standards and suffi cient coverage of key standards. Revisions to the K - 8 mathematics pacing calendars to ensure proper alignment to state standards and suffi cient coverage of key standards. Inclusion of academic vocabulary across the content areas Revision and development of benchmark assessments to monitor student progress toward grade level standards. Development of district-wide English language arts mini-assessments to monitor student learning on a regular and consistent basis. Instructional Materials Hanford Elementary held a public hearing on October 5, 2011 and determined that each school within the district had suffi cient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The table displays information collected in October, 2011 about the quality, currency, and availability of the standardsaligned textbooks and other instructional materials used at the school. Grade Levels 7th-8th Subject English/ Language Arts -Adopted Textbooks Publisher McDougal Littell Adoption Year Sufficient % Lacking 2002 Yes 0.0% 7th-8th History/Social Science Holt 2005 Yes 0.0% 7th-8th Mathematics Holt Rinehart 2008 Yes 0.0% 7th-8th Science CPO Science 2006 Yes 0.0% Library Information The school s library, staffed by a part-time Library Media Services Aide, provides an extensive variety of reference and special interest materials, in addition to hundreds of educational and recreational books. Additional Internet Access/Public Libraries For additional research materials and Internet availability, students are encouraged to visit the Hanford Public Library which contains numerous computer workstations. Facilities John F. Kennedy Junior High was constructed in 1994 and sits on approximately 23 acres of land. The school is comprised of 30 classrooms, a gym, a cafeteria, and a library. Cleaning Process: The district custodial supervisor works daily with the custodial staff to ensure that the cleaning of the school is maintained to provide for a clean and safe school. The district governing board has adopted cleaning standards for all schools in the district. A summary of these standards is available at the district office for review. Maintenance and Repair: maintenance staff ensures that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. A work order process is used to ensure effi cient service and highest priority is given to emergency repairs. While reviewing this report, please note that even minor discrepancies are reported in the inspection process. The items noted in the table have been corrected or are in the process of remediation. Deferred Maintenance Budget: The district participates in the State Deferred Maintenance Program which provides funds to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofi ng, plumbing, heating, electrical systems, interior or exterior painting, and fl oor systems. For the 2010/11 school year the State allocated $191,218 for the deferred maintenance program. During the 2010/11 school year, the district s governing board approved deferred maintenance projects for the school which included the installation of whiteboards, sealing and restriping hardcourts and parking lots. Facility Conditions Date of Last Inspection: 09/23/2011 Overall Summary of Facility Conditions: Exemplary Items Inspected Facility Component System Status Good Fair Poor Systems (Gas Leaks, Mech/HVAC, Sewer) Interior Cleanliness (Overall Cleanliness, Pest/ Vermin Infestation) Electrical Restrooms/Fountains Safety (Fire Safety, Hazardous Materials) Structural (Structural Damage, Roofs) External (Grounds, Windows, Doors, Gates, Fences) Deficiency & Remedial Actions Taken or Planned Kennedy (John F.) Junior High 4
Safe Plan Safety of students and staff is a primary concern of John F. Kennedy Junior High. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The Site Safety plan was last reviewed and updated in March 2011 by the school site administrators. All revisions were communicated to both the classifi ed and certifi cated staff. The school s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire drills are conducted on a monthly basis throughout the school year. Earthquake Drop and Cover Drills are conducted once per quarter during the school year. The Principal, Learning Director and classifi ed staff supervise students before and after school, during recess and lunch. There is a designated area for student drop off and pick up. All visitors are required to register in the school offi ce before entering any areas of the school campus. California Standards Test The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Profi cient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The fi rst table displays the percent of students achieving at the Profi cient or Advanced level (meeting or exceeding the state standards) in English/ language arts, mathematics, social science, and science, for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Profi cient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov. California Standards Test (CST) Subject State 2009 2010 2011 2009 2010 2011 2009 2010 2011 English/Language Arts 39 43 46 41 47 50 49 52 54 Mathematics 45 52 53 49 57 63 46 48 50 Science 43 49 49 37 43 47 50 54 57 History/Social Science 28 40 37 24 35 39 41 44 48 *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Subject California Standards Test (CST) Subgroups English/ Language Arts Mathematics Science History/ Social Science 50 63 47 39 46 53 49 37 African American/ Black 59 61 54 27 American Indian * * * * Asian * * * * Filipino * * * * Hispanic or Latino 42 51 43 34 Pacific Islander * * * * White 52 58 69 52 Males 37 49 49 38 Females 55 58 50 37 Socioeconomically Disadvantaged 42 50 45 32 English Learners 5 24 17 11 with Disabilities 27 23 11 9 Migrant Education 31 45 45 45 Two or More Races * * * * *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Kennedy (John F.) Junior High 5
Academic Performance Index The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet. Statewide Rank: s receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school). Similar s Rank: s also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools. The fi rst table displays the school s API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the most recent Growth API at the school, district, and state level. Number of Growth API State Growth Score Number of Growth Score Number of Growth Score All at the 514 768 4,002 795 4,683,676 778 Black or African American 43 772 304 778 317,856 696 Hispanic or Latino 370 756 2,711 778 2,406,749 729 White 90 805 852 844 1,258,831 845 Socioeconomically Disadvantaged 424 749 3,174 777 2,731,843 726 English Learners 174 704 1,276 759 1,521,844 707 with Disabilities 74 564 595 646 521,815 595 API Results 2008 2009 2010 Statewide 4 6 5 Similar s 9 10 10 Group 08-09 09-10 10-11 All at the Actual API Change 44 13-4 Hispanic or Latino Actual API Change 60 22 7 White Actual API Change 5 14-23 Socioeconomically Disadvantaged Actual API Change 45 25-2 English Learners Actual API Change - 48-11 Federal Intervention Program s and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language Arts or Mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http:// www.cde.ca.gov/ta/ac/ayp. Adequate Yearly Progress No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in grades 2-11 meet the state academic achievement standards for Mathematics and English/Language Arts by 2014. s must demonstrate Adequate Yearly Progress (AYP) toward achieving that goal. The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements: Participation rate on the state s standards-based assessments in English/Language Arts (ELA) and Mathematics. Percent proficient on the state s standards-based assessments in ELA and Mathematics. API as an additional indicator. Graduation rate (for secondary schools). There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. would also be allowed to transfer to schools (within their district) that have met their AYP s, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the chart. Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay. Adequate Yearly Progress (AYP) Made AYP Overall No No Met AYP Criteria Federal Intervention Programs Program Improvement (PI) Status In PI In PI First Year in PI 2008-2009 2004-2005 Year in PI (2011-12) Year 4 Year 3 # of s Currently in PI - 5 % of s Identified for PI - 41.67% English - Language Arts Mathematics English - Language Arts Mathematics Participation Rate Yes Yes Yes Yes Percent Proficient No No No No API Results Yes Yes Graduation Rate N/A N/A Kennedy (John F.) Junior High 6
Physical Fitness The California Physical Fitness Test is administered to students in grades 5 and 7. This table displays by grade level the percent of students meeting fi tness standards (scoring in the healthy fitness zone on all six fi tness standards) for the most recent testing period. Detailed information regarding this test, and comparisons of a school s test results to the district and state levels, may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/ pf/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. Percentage of in Healthy Fitness Zone 2010-11 Grade Level Four of Six Standards Teacher & Administrative Salaries as a Percentage of Total Budget This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the districts budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site. Average Salary Information Teachers - Principal - Superintendent 2009-10 State Beginning Teachers $38,780 $41,692 Mid-Range Teachers $63,764 $68,251 Highest Teachers $77,579 $86,582 Elementary Principals $99,739 $108,334 Middle Principals $99,524 $111,791 High Principals - $113,648 Superintendent $149,477 $180,492 Salaries as a Percentage of Total Budget Teacher Salaries 37.8% 42.7% Administrative Salaries 11.4% 5.6% Site Teacher Salaries Five of Six Standards Six of Six Standards 7 18.4% 23.0% 32.0% *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state based on 2009-10 FY fi nancial statements. Expenditures Hanford Elementary spent an average of $5,854 in Unrestricted funds to educate each student, based on 2009-10 audited fi nancial statements. The table provides a comparison of a school s per pupil funding from unrestricted sources with other schools in the district and throughout the state. Expenditures per Pupil Total Expenditures Per Pupil $4,505 From Restricted Sources $471 From Unrestricted Sources $4,034 From Unrestricted Sources $5,854 Percentage of Variation between & -31.09% State From Unrestricted Sources $5,455 Percentage of Variation between & State -26.05% Revenue Sources In addition to general purpose state funding, Hanford Elementary receives state and federal categorical funding for special programs. For the 2009-10 school year, the received approximately $1,846 per student in federal and state aid for the following categorical, special education and support programs: Title I; Title II; Title III; Special Education; Home-to- Transportation; Based Coordinated Programt; Instructional Materials; Lottery; Migrant; Safety, After Learning & Safe Neighborhoods; Targeted Insturction Improvement Grant, Arts in Education; Peer Assistance & Review; Carol M. White P.E. Program; Counseling; Partnerships in Character Education; Art & Music Block Grant; Teacher Credentialing Block Grant; Professional Development Block Grant; P.E. Teacher Block Grant, ARRA Federal Stimulus, and, Quality Education Investment Act. Data Sources Data within the SARC was provided by Hanford Elementary, retrieved from the 2010-11 SARC template, located on Dataquest (http://data1.cde.ca.gov/dataquest), and/or Ed-Data website. Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and fi gures pertaining to schools and districts throughout the state. Among the data available, parents and community may fi nd information about school performance, test scores, student demographics, staffi ng, and student misconduct/intervention. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive fi nancial, demographic, and performance information about California s public kindergarten through grade twelve school districts and schools. Average Teacher Salaries & $60,919 $58,983 Percentage of Variation 3.28% & State All Elementary s $69,419 Percentage of Variation -12.25% Kennedy (John F.) Junior High 7