California Department of Education School Accountability Report Card Reported Using Data from the School Year. Published During

Allen at Steinbeck California Department of Education 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 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. Melinda Waller, Principal Principal, Allen at Steinbeck About Our School About Our School Allen at Steinbeck K-8 School is your neighborhood school of choice, where your child belongs to a caring community and students are afforded every opportunity to achieve academic excellence. Our commitment to a well rounded, standardsbased curriculum includes differentiated instruction in mathematics, language arts, science, social studies, PE and English Language Development (ELD). Students expand their horizons through participation in our Art Vistas, Cooking Vistas and music programs. Our teachers and staff are continuously improving their instruction through collaborative planning and ongoing analysis of student achievement. This ensures that the best instructional strategies are in place to meet all students learning styles. Technology is integrated into daily classroom instruction and students have access to a technology lab and our media center. Character development programs, such as ABC reading and Los Dichos de La Casa Reading allow us to build a positive school climate for our students in a fun, exciting way. Ask any Allen Gator and they will tell you our school wide goals: Always Respectful, Always Responsible, Always Safe. Our parents are an integral part of our school community, participating in a variety of leadership roles. We also offer a variety of extended day programs, such as band, choir, drama, sports/fitness, and Mad Science. Contact Allen at Steinbeck 820 Steinbeck Dr. San Jose, CA 95123-2634 Phone: 408-535-6205 E-mail: mwaller@sjusd.org

About This School Contact Information - Most Recent Year Contact Information - Most Recent Year District Contact Information - Most Recent Year School Contact Information - Most Recent Year District Name San Jose Unified School Name Allen at Steinbeck Phone Number (408) 535-6090 Street 820 Steinbeck Dr. Superintendent Vincent Matthews City, State, Zip San Jose, Ca, 95123-2634 E-mail Address vmatthews@sjusd.org Phone Number 408-535-6205 Web Site http://www.sjusd.org Principal Melinda Waller, Principal E-mail Address mwaller@sjusd.org Web Site www.sjusd.org/allen-at-steinbeck County-District- 43696666048417 School (CDS) Code Last updated: 1/26/2016 School Description and Mission Statement - Most Recent Year School Description and Mission Statement - Most Recent Year Principal s Comments Allen at Steinbeck K-8 School provides all students with the opportunity to excel. We accommodate individual learning styles and maintain high, yet attainable, expectations for our students. Allen at Steinbeck has highly trained staff members who work together to plan and implement a well-balanced curriculum that provides students with consistent, balanced instruction throughout their academic careers. We take a very proactive approach, identifying students who need extra help. We use the many resources available at our school to work with these students and their parents to provide whatever assistance best meets each child's needs. Technology is integrated throughout all curricular areas and its use reflects the school's innovative approach to teaching and sense of community. The Allen at Steinbeck K-8 School staff and the parent community works together to ensure student success and achievement and to promote life skills as well as promoting lifelong learning. Vision All Allen at Steinbeck students are inspired and prepared to succeed in a global society. We are Your K-8 Neighborhood School of Choice. Mission Allen at Steinbeck s mission is to eliminate the opportunity gap and provide every student with the finest 21st century education. We will do this providing our diverse student population with knowledge and skills required to achieve academic excellence and the skills necessary to become productive, responsible citizens. Six Gator Attributes: Universal Success for Students All students will achieve academic excellence High expectations for all students College bound culture Independent learners Celebration of achievements Student engagement in class and in learning Parent education that supports student learning Extending Enrichment and Excellence Engaging students in enrichment opportunities before during and after school. Performing Arts: Music, Choir, Dance and Drama Sports: Tennis, basketball, soccer, baseball, and football Individual interests and clubs: Science, Cultural activities Service learning extends to the community Volunteering time and ideas Page 2 of 37

Instructional Excellence Teachers and staff work collaboratively to deliver innovative strategies and expand learning. Team planning (Capitalizing on individual strengths) Systematic and strategic staff development Setting school, staff and individual development goals Flexibility-Accepting and adapting to change Leading with Technology Teachers and students are proficient users of technology in instruction and learning. Seamlessly integrating technology into lessons Articulation with secondary schools to build the technological competence and interests of students Nurturing Our Second Family Building community Always respectful Always responsible Always safe Celebrating personal and professional milestones Valuing your time and the ideas you bring to the team Conserving our Resources Ensuring the future of our school and community environment Increasing awareness of global issues Energy efficiency Reduce, reuse and recycle Paper free environments Constructivist Teaching Values: We are: Enhancing student opportunities to think critically, creatively, to learn to solve problems individually and collectively. Stressing academic excellence for all students in ELA, Math, Science, ELD, and Social Science. Promoting the Visual, Performing, and Fine Arts. Integrating active learning across the grade levels. Closing the achievement gap and accommodating individual differences by the use of standard based curriculum. Utilizing ongoing assessments to identify gaps through the use of best instructional practices by all teachers. Teaching and promoting a positive behavior system through our Gator Goals in order to obtain a positive school culture and climate. Goals: Objective 1: SJUSD will provide a high quality and comprehensive instructional program. Strategy 1.1: Employ an educational system that ensures opportunities and successes for all students. Strategy 1.2: Accelerate and enrich learning for every student. Strategy 1.3: Implement a systematic instructional framework. Strategy 1.4: Implement a comprehensive assessment system that drives instruction. Strategy 1.5: Implement a rigorous and relevant 21st Century K-12 curriculum. Objective 2: SJUSD will ensure students, staff, parents, and community are both engaged and satisfied. Strategy 2.1: Build a coherent system of support for at-risk students socio emotional, behavioral, and health needs, including effective partnerships with community organizations. Strategy 2.2: Strengthen family-school relationships by dramatically expanding opportunities for parent leadership, engagement, and advocacy. Strategy 2.3: Create, maintain, and rigorously assess partnerships with industry, government, and non-profit organizations to reinforce the 21st century skills. Strategy 2.4: Design and implement a process that measures, assesses, and responds to employee satisfaction. Objective 3: SJUSD will demonstrate effective, efficient, and exemplary practices in all divisions, departments, and schools. Strategy 3.1: Leverage best practices from all sectors, public and private, to define and refine SJUSD practices. Strategy 3.2: Create a results-driven district-wide accountability system that identifies students needs in schools, departments, and divisions. Objective 4: SJUSD will attract and recruit, support and retain a highly effective and diverse workforce. Strategy 4.1: Develop a rigorous employee hiring process with a focused effort on hiring a diverse workforce with 21st century skills. Strategy 4.2: Design and implement a professional growth system for all employees to sustain and improve employee performance. Objective 5: SJUSD will align resources to the strategic plan and equity policy and demonstrate cost effective budget management. Strategy 5.1: Develop an accountability system for all managers with budget control authority. Strategy 5.2: Establish an annual system for validating priorities that align to the Strategic Plan and Equity Policy. Principal s Experience Janice Samuels is a graduate of San Jose State University and has a Masters in Educational Administration. She has worked as an administrator for San Jose Page 3 of 37

Unified School District since 2003 and has worked at Allen at Steinbeck K-8 School since the fall of 2015. Major s Our music program had several transformational outcomes for our school site: o On a student survey students expressed their number their number one reason for wanting to come to school is for music. o When holding middle school recruitment this winter or music program and specifically our music teacher was in the top two reasons why families selected our middle grades program. o By offering zero period music programs and actively encouraging students with truancy and tardy concerns to participate we were able to significantly reduce absence and tardies for targeted students. We had 25 students in 4th-8th grades attend a zero period two mornings a week to participate in our school band. We had 20 students in 4th-8th grades attend a zero period two mornings a week to participate in our school choir. All students in grades K-3 had music every week for 30minutes. While students attended their music class, their classroom teacher worked with our school-site instructional coach on DI lessons. Our 4th and 5th grade students attended music two times per week for their 4/5 release period. Opportunities for Parent Invlovement Our School Site council consists of parent members, staff, and the administration. We have a parent advisory committee that oversees the English Learner program (SELAC) at our school. We also have a School Advisory Committee (SAC). In addition, we have added a parent liaison this year, who acts as a communication liaison within the school community. Our PTA consists of parents, teachers, and administration. They have raised funds to provide additional instructional materials for the classrooms and funded other student activities. There are always opportunities for parents to volunteer in the classrooms and throughout the campus. To find out about our volunteer program you can call Parent Liaison Marisela Valenzuela at (408) 535-6205. School Facility Conditions and Planned Improvements Allen at Steinbeck K-8 School has been open since the fall of 2005. The facilities include 44 classrooms, a Media Center, a Computer Lab, two mobile computer labs, Speech & Language Rooms, and ELD/Reading Room, RSP Resource rooms, and a Science center with an art classroom. The school incorporates into its yearly schedule periodic fire and disaster drills in addition to campus-wide emergency plans and a close working relationship with local law enforcement agencies and neighboring schools. Safety Date safety plan updated: August 2015 Date safety plan last reviewed with staff: September 2015 Allen at Steinbeck K-8 School's Safety Plan is updated yearly. We participate in District emergency drills several times during the school year as well as monthly fire drills. During the school year, we have safety assemblies presented by the police, fire department, and other social/city agencies. Students receive directions on how to deal with strangers and safety tips on walking to and from school. Types of Services Funded (Fiscal Year 2015-16) Counselors Allen at Steinbeck K-8 School has a full time counselor available for students. GATE GATE students are individually assessed and assigned stimulating activities in reading and writing, as well as higher-level instruction. Such activities are accelerated reader, field trips, and science projects. Our GATE students participate in a published collection of writings generated by the students. Special Ed We have two teams, the Student Study Team (SST) and the Coordination of Services Team (COST), that consist of our Resource teachers, nurse, attendance Page 4 of 37

clerk, health clerk, classroom teachers and the principal. These teams meet with staff and the families who may suspect a learning disability or whose behavior issues interrupt learning. At-risk students At-risk students receive intensive in-class support. English language learners Based on our API (Academic Performance Index) our English learners continue to make sufficient progress Students with disabilities Two full time Special Day Class (SDC) classroom teachers, three (RSP) teachers, three Speech teachers, an Occupational Therapist (OT) part-time, and one adaptive PE teacher are available to students who qualify under Special Education Guidelines. After-school programs Allen at Steinbeck K-8 School has built a relationship with the YMCA, which offers a variety of fee-based, reduced-cost, or free programs. They offer homework support and Kinder readiness classes for K-5, and Fit for Fun for the middle grades. For more information, please contact Joan at the YMCA at 408-226-9622. Tutoring Volunteer and paid tutors are available to assist the students with the greatest need in ELA or Math. Peer tutoring Allen at Steinbeck K-8 has a Cross-Age Buddy Program. Instructional Planning and Scheduling: Professional Development The District offers a number of staff development opportunities. Teachers that go to workshops or trainings, then present trainings and presentations to other staff members. The district has three staff development days per year. Currently most of our trainings are centered on implementation of the common core standards. We also have a staff development day once per month on Tuesday afternoons to work on reading, math, ELD, and other content areas. Last updated: 1/25/2016 Page 5 of 37

Student Enrollment by Grade Level (School Year 2014-15) Student Enrollment by Grade Level (School Year 2014-15) Grade Level Number of Students Kindergarten 113 120 Grade 1 100 Grade 2 75 Grade 3 93 Grade 4 103 Grade 5 116 Grade 6 60 Grade 7 60 Grade 8 43 Total Enrollment 763 100 80 60 40 20 0 KindergartenGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Last updated: 1/25/2016 Student Enrollment by Student Group (School Year 2014-15) Student Enrollment by Student Group (School Year 2014-15) Student Group of Total Enrollment Black or African American 4.1 % American Indian or Alaska Native 0.3 % Asian 5.0 % 4% 4% 5% 2% Filipino 2.5 % 20% Hispanic or Latino 62.4 % Native Hawaiian or Pacific Islander 0.1 % White 20.6 % 62% Two or More Races 4.6 % Other 0.4 % Student Group (Other) of Total Enrollment Socioeconomically Disadvantaged 55.3 % English Learners 25.3 % Students with Disabilities 11.9 % Foster Youth 0.1 % Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Other Last updated: 1/25/2016 Page 6 of 37

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 Teacher Credentials Teachers School District 2013-14 2014-15 2015-16 2015-16 With Full Credential 33 31 29 1294 Without Full Credential 0 2 3 27 35 30 25 Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 1 32 20 15 10 5 0 2013-14 2014-15 2015-16 Last updated: 1/25/2016 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners 2013-14 2014-15 2015-16 0 0 0 Total Teacher Misassignments* 0 0 0 Vacant Teacher Positions 0 0 1 1.2 1.0 0.8 Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions 0.6 0.4 0.2 0.0 2013-14 2014-15 2015-16 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. Last updated: 1/25/2016 Page 7 of 37

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15) Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15) Location of Classes of Classes In Core Academic Subjects Taught by Highly Qualified Teachers of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 99.0% 1.0% All Schools in District 96.0% 4.0% High-Poverty Schools in District Low-Poverty Schools in District 95.0% 5.0% 97.0% 3.0% 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. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year Year and month in which data were collected: December 2015 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Students Lacking Own Assigned Copy Reading/Language Arts New textbooks are selected from State approved list that have been piloted by all grade levels through the District. Reading and Language Arts adoption was 2003-2004. A list of textbooks and adoption dates is available at: https://sjusd.box.com/corecurriculum2014-15 Reading/Language Arts textbooks are not from the most recent adoptions because the state did not require schools to update curriculum due to a state wide budget crisis. The new adoption time line was halted. No 0.0 % Mathematics New textbooks are selected from State approved list that have been piloted by all grade levels through the District. Math textbooks were adopted in 2009-2010. A list of textbooks and adoption dates is available at: https://sjusd.box.com/corecurriculum2014-15 Yes 0.0 % Science New textbooks are selected from State approved list that have been piloted by all grade levels through the District. Science textbooks were adopted for the year 2008-2009. A list of textbooks and adoption dates is available at: https://sjusd.box.com/corecurriculum2014-15 Yes 0.0 % History-Social Science New textbooks are selected from State approved list that have been piloted by all grade levels through the District. Social Studies texts were adopted for the school year 2007-2008. A list of textbooks and adoption dates is available at: https://sjusd.box.com/corecurriculum2014-15 Yes 0.0 % Foreign Language 0.0 % Health 0.0 % Visual and Performing Arts Science Lab Eqpmt (Grades 9-12) 0.0 % 0.0 % Last updated: 1/21/2016 Page 8 of 37

School Facility Conditions and Planned Improvements - Most Recent Year School Facility Conditions and Planned Improvements - Most Recent Year Allen at Steinbeck K-8 School has been open since the fall of 2005. The Allen at Steinbeck K-8 School enrollment is 845 students. The facilities include 44 classrooms, a Media Center, a Computer Lab, two mobile computer labs, Speech & Language Rooms, and ELD/Reading Room, RSP Resource rooms, and a Science center with an Art Vista Room. The school incorporates into its yearly schedule periodic fire and disaster drills in addition to campus-wide emergency plans and a close working relationship with local law enforcement agencies and neighboring schools. The facilities were inspected on 9/20/13. School Facility Good Repair Status - Most Recent Year Year and month in which data were collected: September 2015 Last updated: 1/27/2016 System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Electrical: Electrical Rating Good Good Good Poor Repair Needed and Action Taken or Planned Several light fixtures are not working: Custodian will replace all burnt out bulbs while doing summer cleaning. Restrooms/Fountains: Restrooms, Sinks/Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/Doors/Gates/Fences Good Good Good Good Overall Facility Rate - Most Recent Year Year and month in which data were collected: September 2015 Overall Rating Good Last updated: 12/29/2015 Page 9 of 37

B. Pupil Outcomes State Priority: Pupil The SARC provides the following information relevant to the State priority: Pupil (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards 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) California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15) of Students Meeting or Exceeding the State Standards Subject School District State English Language Arts / Literacy (grades 3-8 and 11) 31.0% 51.0% 44.0% Mathematics (grades 3-8 and 11) 19.0% 40.0% 33.0% 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. Double dashes (--) appear in the table when the number of students tested is ten or less. Last updated: 1/25/2016 Page 10 of 37

CAASPP Assessment Results - English Language Arts (ELA) CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15) ELA - Grade 3 ELA - Grade 3 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 94 93 98.9% 52.0% 22.0% 16.0% 11.0% Male 94 41 43.6% 56.0% 20.0% 10.0% 15.0% Female 94 52 55.3% 48.0% 23.0% 21.0% 8.0% Black or African American 94 2 2.1% -- -- -- -- American Indian or Alaska Native 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Asian 94 5 5.3% -- -- -- -- Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Hispanic or Latino 94 59 62.8% 59.0% 22.0% 15.0% 3.0% Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0% White 94 26 27.7% 38.0% 19.0% 15.0% 27.0% Two or More Races 94 1 1.1% -- -- -- -- Socioeconomically Disadvantaged 94 53 56.4% 64.0% 23.0% 9.0% 4.0% English Learners 94 20 21.3% 90.0% 10.0% 0.0% 0.0% Students with Disabilities 94 10 10.6% -- -- -- -- Students Receiving Migrant Education Services 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/25/2016 Page 11 of 37

ELA - Grade 4 ELA - Grade 4 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 97 96 99.0% 51.0% 25.0% 15.0% 9.0% Male 97 50 51.5% 54.0% 26.0% 12.0% 8.0% Female 97 46 47.4% 48.0% 24.0% 17.0% 11.0% Black or African American 97 4 4.1% -- -- -- -- American Indian or Alaska Native 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Asian 97 2 2.1% -- -- -- -- Filipino 97 2 2.1% -- -- -- -- Hispanic or Latino 97 55 56.7% 60.0% 27.0% 9.0% 4.0% Native Hawaiian or Pacific Islander 97 1 1.0% -- -- -- -- White 97 19 19.6% 53.0% 21.0% 21.0% 5.0% Two or More Races 97 13 13.4% 23.0% 31.0% 15.0% 31.0% Socioeconomically Disadvantaged 97 51 52.6% 67.0% 22.0% 10.0% 2.0% English Learners 97 12 12.4% 92.0% 0.0% 8.0% 0.0% Students with Disabilities 97 12 12.4% 83.0% 0.0% 8.0% 8.0% Students Receiving Migrant Education Services 97 1 1.0% -- -- -- -- Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 12 of 37

ELA - Grade 5 ELA - Grade 5 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 112 108 96.4% 41.0% 27.0% 30.0% 3.0% Male 112 44 39.3% 43.0% 23.0% 32.0% 2.0% Female 112 64 57.1% 39.0% 30.0% 28.0% 3.0% Black or African American 112 9 8.0% -- -- -- -- American Indian or Alaska Native 112 1 0.9% -- -- -- -- Asian 112 6 5.4% -- -- -- -- Filipino 112 5 4.5% -- -- -- -- Hispanic or Latino 112 50 44.6% 48.0% 34.0% 16.0% 2.0% Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0% White 112 32 28.6% 41.0% 16.0% 41.0% 3.0% Two or More Races 112 4 3.6% -- -- -- -- Socioeconomically Disadvantaged 112 54 48.2% 50.0% 26.0% 24.0% 0.0% English Learners 112 19 17.0% 84.0% 16.0% 0.0% 0.0% Students with Disabilities 112 18 16.1% 78.0% 6.0% 11.0% 6.0% Students Receiving Migrant Education Services 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 13 of 37

ELA- Grade 6 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 58 57 98.3% 39.0% 28.0% 26.0% 7.0% Male 58 31 53.4% 45.0% 32.0% 10.0% 13.0% Female 58 26 44.8% 31.0% 23.0% 46.0% 0.0% Black or African American 58 2 3.4% -- -- -- -- American Indian or Alaska Native 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Asian 58 3 5.2% -- -- -- -- Filipino 58 1 1.7% -- -- -- -- Hispanic or Latino 58 42 72.4% 43.0% 24.0% 29.0% 5.0% Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0% White 58 9 15.5% -- -- -- -- Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged 58 34 58.6% 44.0% 24.0% 26.0% 6.0% English Learners 58 9 15.5% -- -- -- -- Students with Disabilities 58 3 5.2% -- -- -- -- Students Receiving Migrant Education Services 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 14 of 37

ELA - Grade 7 ELA - Grade 7 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 62 60 96.8% 38.0% 27.0% 33.0% 2.0% Male 62 25 40.3% 60.0% 8.0% 32.0% 0.0% Female 62 35 56.5% 23.0% 40.0% 34.0% 3.0% Black or African American 62 1 1.6% -- -- -- -- American Indian or Alaska Native 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Asian 62 3 4.8% -- -- -- -- Filipino 62 1 1.6% -- -- -- -- Hispanic or Latino 62 44 71.0% 43.0% 25.0% 30.0% 2.0% Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0% White 62 8 12.9% -- -- -- -- Two or More Races 62 1 1.6% -- -- -- -- Socioeconomically Disadvantaged 62 39 62.9% 44.0% 28.0% 28.0% 0.0% English Learners 62 12 19.4% 83.0% 17.0% 0.0% 0.0% Students with Disabilities 62 10 16.1% -- -- -- -- Students Receiving Migrant Education Services 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 15 of 37

ELA - Grade 8 ELA - Grade 8 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 44 44 100.0% 34.0% 27.0% 39.0% 0.0% Male 44 20 45.5% 55.0% 15.0% 30.0% 0.0% Female 44 24 54.5% 17.0% 38.0% 46.0% 0.0% Black or African American 44 4 9.1% -- -- -- -- American Indian or Alaska Native 44 1 2.3% -- -- -- -- Asian 44 2 4.5% -- -- -- -- Filipino 44 2 4.5% -- -- -- -- Hispanic or Latino 44 26 59.1% 35.0% 35.0% 31.0% 0.0% Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0% White 44 7 15.9% -- -- -- -- Two or More Races 44 1 2.3% -- -- -- -- Socioeconomically Disadvantaged 44 29 65.9% 34.0% 28.0% 38.0% 0.0% English Learners 44 9 20.5% -- -- -- -- Students with Disabilities 44 6 13.6% -- -- -- -- Students Receiving Migrant Education Services 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 16 of 37

ELA - Grade 11 ELA - Grade 11 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students -- -- -- -- -- -- -- Male -- -- -- -- -- -- -- Female -- -- -- -- -- -- -- Black or African American -- -- -- -- -- -- -- American Indian or Alaska Native -- -- -- -- -- -- -- Asian -- -- -- -- -- -- -- Filipino -- -- -- -- -- -- -- Hispanic or Latino -- -- -- -- -- -- -- Native Hawaiian or Pacific Islander -- -- -- -- -- -- -- White -- -- -- -- -- -- -- Two or More Races -- -- -- -- -- -- -- Socioeconomically Disadvantaged -- -- -- -- -- -- -- English Learners -- -- -- -- -- -- -- Students with Disabilities -- -- -- -- -- -- -- Students Receiving Migrant Education Services -- -- -- -- -- -- -- Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 17 of 37

CAASPP Assessment Results - Mathematics CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15) Mathematics - Grade 3 Mathematics - Grade 3 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 94 93 98.9% 41.0% 30.0% 20.0% 9.0% Male 94 41 43.6% 34.0% 32.0% 24.0% 10.0% Female 94 52 55.3% 46.0% 29.0% 17.0% 8.0% Black or African American 94 2 2.1% -- -- -- -- American Indian or Alaska Native 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Asian 94 5 5.3% -- -- -- -- Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Hispanic or Latino 94 59 62.8% 51.0% 31.0% 15.0% 3.0% Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0% White 94 26 27.7% 27.0% 35.0% 27.0% 12.0% Two or More Races 94 1 1.1% -- -- -- -- Socioeconomically Disadvantaged 94 53 56.4% 53.0% 28.0% 15.0% 4.0% English Learners 94 20 21.3% 85.0% 10.0% 5.0% 0.0% Students with Disabilities 94 10 10.6% -- -- -- -- Students Receiving Migrant Education Services 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 18 of 37

Mathematics - Grade 4 Mathematics - Grade 4 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 97 96 99.0% 32.0% 31.0% 25.0% 10.0% Male 97 50 51.5% 36.0% 24.0% 26.0% 14.0% Female 97 46 47.4% 28.0% 39.0% 24.0% 7.0% Black or African American 97 4 4.1% -- -- -- -- American Indian or Alaska Native 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Asian 97 2 2.1% -- -- -- -- Filipino 97 2 2.1% -- -- -- -- Hispanic or Latino 97 55 56.7% 35.0% 36.0% 22.0% 5.0% Native Hawaiian or Pacific Islander 97 1 1.0% -- -- -- -- White 97 19 19.6% 37.0% 26.0% 26.0% 11.0% Two or More Races 97 13 13.4% 15.0% 31.0% 31.0% 23.0% Socioeconomically Disadvantaged 97 51 52.6% 47.0% 29.0% 18.0% 4.0% English Learners 97 12 12.4% 58.0% 33.0% 0.0% 0.0% Students with Disabilities 97 12 12.4% 67.0% 8.0% 0.0% 17.0% Students Receiving Migrant Education Services 97 1 1.0% -- -- -- -- Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 19 of 37

Mathematics - Grade 5 Mathematics - Grade 5 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 112 108 96.4% 59.0% 32.0% 7.0% 1.0% Male 112 44 39.3% 48.0% 36.0% 14.0% 2.0% Female 112 64 57.1% 67.0% 30.0% 3.0% 0.0% Black or African American 112 9 8.0% -- -- -- -- American Indian or Alaska Native 112 1 0.9% -- -- -- -- Asian 112 6 5.4% -- -- -- -- Filipino 112 5 4.5% -- -- -- -- Hispanic or Latino 112 50 44.6% 72.0% 22.0% 6.0% 0.0% Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0% White 112 32 28.6% 41.0% 44.0% 13.0% 3.0% Two or More Races 112 4 3.6% -- -- -- -- Socioeconomically Disadvantaged 112 54 48.2% 74.0% 24.0% 2.0% 0.0% English Learners 112 19 17.0% 79.0% 21.0% 0.0% 0.0% Students with Disabilities 112 18 16.1% 72.0% 17.0% 6.0% 6.0% Students Receiving Migrant Education Services 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 20 of 37

Mathematics - Grade 6 Mathematics - Grade 6 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 58 57 98.3% 54.0% 30.0% 12.0% 4.0% Male 58 31 53.4% 61.0% 19.0% 13.0% 6.0% Female 58 26 44.8% 46.0% 42.0% 12.0% 0.0% Black or African American 58 2 3.4% -- -- -- -- American Indian or Alaska Native 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Asian 58 3 5.2% -- -- -- -- Filipino 58 1 1.7% -- -- -- -- Hispanic or Latino 58 42 72.4% 60.0% 31.0% 10.0% 0.0% Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0% White 58 9 15.5% -- -- -- -- Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged 58 34 58.6% 56.0% 29.0% 15.0% 0.0% English Learners 58 9 15.5% -- -- -- -- Students with Disabilities 58 3 5.2% -- -- -- -- Students Receiving Migrant Education Services 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 21 of 37

Mathematics - Grade 7 Mathematics - Grade 7 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 62 60 96.8% 58.0% 32.0% 7.0% 3.0% Male 62 25 40.3% 60.0% 32.0% 4.0% 4.0% Female 62 35 56.5% 57.0% 31.0% 9.0% 3.0% Black or African American 62 1 1.6% -- -- -- -- American Indian or Alaska Native 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Asian 62 3 4.8% -- -- -- -- Filipino 62 1 1.6% -- -- -- -- Hispanic or Latino 62 44 71.0% 64.0% 27.0% 5.0% 5.0% Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0% White 62 8 12.9% -- -- -- -- Two or More Races 62 1 1.6% -- -- -- -- Socioeconomically Disadvantaged 62 39 62.9% 67.0% 28.0% 0.0% 5.0% English Learners 62 12 19.4% 75.0% 25.0% 0.0% 0.0% Students with Disabilities 62 10 16.1% -- -- -- -- Students Receiving Migrant Education Services 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 22 of 37

Mathematics - Grade 8 Mathematics - Grade 8 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 44 44 100.0% 68.0% 23.0% 9.0% 0.0% Male 44 20 45.5% 65.0% 15.0% 20.0% 0.0% Female 44 24 54.5% 71.0% 29.0% 0.0% 0.0% Black or African American 44 4 9.1% -- -- -- -- American Indian or Alaska Native 44 1 2.3% -- -- -- -- Asian 44 2 4.5% -- -- -- -- Filipino 44 2 4.5% -- -- -- -- Hispanic or Latino 44 26 59.1% 73.0% 23.0% 4.0% 0.0% Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0% White 44 7 15.9% -- -- -- -- Two or More Races 44 1 2.3% -- -- -- -- Socioeconomically Disadvantaged 44 29 65.9% 69.0% 24.0% 7.0% 0.0% English Learners 44 9 20.5% -- -- -- -- Students with Disabilities 44 6 13.6% -- -- -- -- Students Receiving Migrant Education Services 0 0 0.0% 0.0% 0.0% 0.0% 0.0% Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 23 of 37

Mathematics - Grade 11 Mathematics - Grade 11 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students -- -- -- -- -- -- -- Male -- -- -- -- -- -- -- Female -- -- -- -- -- -- -- Black or African American -- -- -- -- -- -- -- American Indian or Alaska Native -- -- -- -- -- -- -- Asian -- -- -- -- -- -- -- Filipino -- -- -- -- -- -- -- Hispanic or Latino -- -- -- -- -- -- -- Native Hawaiian or Pacific Islander -- -- -- -- -- -- -- White -- -- -- -- -- -- -- Two or More Races -- -- -- -- -- -- -- Socioeconomically Disadvantaged -- -- -- -- -- -- -- English Learners -- -- -- -- -- -- -- Students with Disabilities -- -- -- -- -- -- -- Students Receiving Migrant Education Services -- -- -- -- -- -- -- Foster Youth -- -- -- -- -- -- -- 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 24 of 37

California Standards Tests for All Students in Science Three-Year Comparison California Standards Tests for All Students in Science Three-Year Comparison of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 Science (grades 5, 8, and 10) 39.0% 46.0% 47.0% 58.0% 61.0% 57.0% 59.0% 60.0% 56.0% 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. Double dashes (--) appear in the table when the number of students tested is ten or less. California Standards Tests Results by Student Group in Science (School Year 2014-15) Student Group of Students Scoring at Proficient or Advanced All Students in the LEA 57.0% All Students at the School 47.0% Male 57.0% Female 40.0% Black or African American -- American Indian or Alaska Native -- Asian -- Filipino -- Hispanic or Latino 31.0% Native Hawaiian or Pacific Islander -- White 67.0% Two or More Races -- Socioeconomically Disadvantaged 36.0% English Learners 20.0% Students with Disabilities -- Students Receiving Migrant Education Services -- 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. Double dashes (--) appear in the table when the number of students tested is ten or less. Page 25 of 37

Career Technical Education Programs (School Year 2014-15) Career Technical Education Programs (School Year 2014-15) N/A Last updated: 12/17/2015 Career Technical Education Participation (School Year 2014-15) Career Technical Education Participation (School Year 2014-15) Measure CTE Program Participation Number of Pupils Participating in CTE 0 of Pupils Completing a CTE Program and Earning a High School Diploma 0.0% of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education 0.0% Courses for University of California and/or California State University Admission Courses for University of California and/or California State University Admission Last updated: 12/17/2015 UC/CSU Course Measure 2014-15 Pupils Enrolled in Courses Required for UC/CSU Admission 0.0% 2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0% Page 26 of 37

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 English, mathematics, and physical education California High School Exit Examination Results For Grade Ten Students Three-Year Comparison (if applicable) California High School Exit Examination Results For Grade Ten Students Three-Year Comparison (if applicable) of Students Scoring at Proficient or Advanced School District State Subject 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 English Language Arts 0.0% 0.0% 0.0% 61.0% 48.0% 52.0% 57.0% 56.0% 58.0% Mathematics 0.0% 0.0% 0.0% 63.0% 51.0% 51.0% 60.0% 62.0% 59.0% 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. Double dashes (--) appear in the table when the number of students tested is ten or less. English Language Arts of Students Scoring at Proficient or Advanced 1.0 Mathematics of Students Scoring at Proficient or Advanced 1.0 0.5 0.5 0.0 0.0-0.5-0.5-1.0 2012-13 2013-14 2014-15 -1.0 2012-13 2013-14 2014-15 Page 27 of 37

California High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (if applicable) English Language Arts Mathematics Student Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the LEA -- -- -- -- -- -- All Students at the School -- -- -- -- -- -- Male -- -- -- -- -- -- Female -- -- -- -- -- -- Black or African American -- -- -- -- -- -- American Indian or Alaska Native -- -- -- -- -- -- Asian -- -- -- -- -- -- Filipino -- -- -- -- -- -- Hispanic or Latino -- -- -- -- -- -- Native Hawaiian or Pacific Islander -- -- -- -- -- -- White -- -- -- -- -- -- Two or More Races -- -- -- -- -- -- Socioeconomically Disadvantaged -- -- -- -- -- -- English Learners -- -- -- -- -- -- Students with Disabilities -- -- -- -- -- -- Students Receiving Migrant Education Services -- -- -- -- -- -- Foster Youth -- -- -- -- -- -- 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. Double dashes (--) appear in the table when the number of students tested is ten or less. California Physical Fitness Test Results (School Year 2014-15) California Physical Fitness Test Results (School Year 2014-15) of Students Meeting Fitness Standards Grade Level Four of Six Standards Five of Six Standards Six of Six Standards 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. Page 28 of 37

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 schoolsite Opportunities for Parental Involvement - Most Recent Year Opportunities for Parental Involvement - Most Recent Year Our School Site council consists of parent members, staff, and the administration. We have a parent advisory committee that oversees the English Learner program (SELAC) at our school. We also have a School Advisory Committee (SAC). In addition, we have added a parent liaison this year, who acts as a communication liaison within the school community. Our PTA consists of parents, teachers, and administration. They have raised funds to provide additional instructional materials for the classrooms and funded other student activities. There are always opportunities for parents to volunteer in the classrooms or for Art Vistas, ABC Reading, and Los Dichos. To find out about our volunteer program you can call Marisella Valenzuela at (408) 535-6205. State Priority: Pupil Engagement Last updated: 1/25/2016 The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District State Indicator 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 13.1% 11.4% 11.5% Graduation Rate 0.00 0.00 0.00 83.80 81.70 85.90 78.87 80.44 80.95 Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 1.0 Dropout Rate Graduation Rate 0.5 0.0-0.5-1.0 2011-12 2012-13 2013-14 Page 29 of 37

Last updated: 1/25/2016 Page 30 of 37

Completion of High School Graduation Requirements Completion of High School Graduation Requirements Graduating Class of 2014 Student Group School District State All Students -- 85 84 Black or African American -- 77 76 American Indian or Alaska Native -- 83 78 Asian -- 96 92 Filipino -- 95 96 Hispanic or Latino -- 78 81 Native Hawaiian or Pacific Islander -- 81 83 White -- 92 89 Two or More Races -- 87 82 Socioeconomically Disadvantaged -- 85 81 English Learners -- 59 50 Students with Disabilities -- 55 61 Foster Youth -- -- -- Page 31 of 37

State Priority: School Climate Last updated: 1/25/2016 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 Suspensions and Expulsions School District State Rate 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 Suspensions 6.7 3.9 4.0 4.8 4.4 3.5 5.1 4.4 3.8 Expulsions 0.1 0.0 0.0 0.2 0.2 0.1 0.1 0.1 0.1 Suspensions Expulsions 7 6 School Suspensions District Suspensions State Suspensions 0.25 School Expulsions District Expulsions State Expulsions 0.20 5 4 0.15 3 0.10 2 0.05 1 0 2012-13 2013-14 2014-15 0.00 2012-13 2013-14 2014-15 School Safety Plan - Most Recent Year Date safety plan updated: August 2015 Date safety plan last reviewed with staff: September 2015 Allen at Steinbeck K-8 School's Safety Plan is updated yearly. We participate in District emergency drills several times during the school year as well as monthly fire drills. During the school year, we have safety assemblies presented by the police, fire department, and other social/city agencies. Students receive directions on how to deal with strangers and safety tips on walking to and from school Last updated: 1/25/2016 Page 32 of 37

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) Adequate Yearly Progress Overall and by Criteria (School Year 2014-15) AYP Criteria School District State Made AYP Overall Yes Yes Met Participation Rate - English Language Arts Yes Yes Met Participation Rate - Mathematics Yes Yes Met Proficient - English Language Arts N/A N/A Met Proficient - Mathematics N/A N/A Met Attendance Rate Met Graduation Rate N/A Yes Federal Intervention Program (School Year 2015-16) Federal Intervention Program (School Year 2015-16) Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2011-2012 2009-2010 Year in Program Improvement Year 3 Year 3 Number of Schools Currently in Program Improvement N/A 19 of Schools Currently in Program Improvement N/A 95.0% Note: Cells with NA values do not require data. Average Class Size and Class Size Distribution (Elementary) 2012-13 2013-14 2014-15 Number of Classes * Number of Classes * Number of Classes * Grade Level Average Class Size 1-20 21-32 33+ Average Class Size 1-20 21-32 33+ Average Class Size 1-20 21-32 33+ K 28.0 4 1 24.0 2 4 22.0 2 4 1 30.0 1 26.0 1 29.0 3 2 25.0 1 5 27.0 5 27.0 3 3 30.0 4 27.0 4 30.0 3 4 26.0 4 27.0 4 31.0 2 1 5 22.0 2 4 25.0 4 22.0 5 23 6 22.0 1 10 28.0 1 10 28.0 1 13 Other 20.0 2 1 13.0 2 8.0 3 * Number of classes indicates how many classes fall into each size category (a range of total students per class). Page 33 of 37

Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) 2012-13 2013-14 2014-15 Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size 1-22 23-32 33+ Average Class Size 1-22 23-32 33+ Average Class Size 1-22 23-32 33+ English 21.0 4 2 17.0 4 2 26.0 2 2 Mathematics 25.0 2 2 21.0 2 2 25.0 2 2 Science 25.0 2 2 21.0 2 2 26.0 2 2 Social Science 25.0 2 2 21.0 2 2 26.0 2 2 * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. 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 0.0 Counselor (Social/Behavioral or Career Development) 1.3 N/A Library Media Teacher (librarian) 0.0 N/A Library Media Services Staff (paraprofessional) 0.5 N/A Psychologist 0.0 N/A Social Worker 0.0 N/A Nurse 1.0 N/A Speech/Language/Hearing Specialist 2.0 N/A Resource Specialist (non-teaching) 1.0 N/A Other 3.2 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) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14) Last updated: 1/7/2016 Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site $9650.8 $2809.2 $6841.6 $66380.8 District N/A N/A $8547.0 $67386.0 Difference School Site and District N/A N/A -20.0% -1.5% State N/A N/A $5348.0 $72971.0 Difference School Site and State N/A N/A 27.9% -9.0% Note: Cells with N/A values do not require data. Last updated: 12/17/2015 Page 34 of 37

Types of Services Funded (Fiscal Year 2014-15) Types of Services Funded (Fiscal Year 2014-15) Counselors Allen at Steinbeck K-8 School has a full time counselor available for students. GATE GATE students are individually assessed and assigned stimulating activities in reading and writing, as well as higher-level instruction embedded into the general education studies. Special Ed We have two teams, the Student Study Team (SST) and the Coordination of Services Team (COST), that consist of our Resource teachers, nurse, attendance clerk, health clerk, classroom teachers and the principal. These teams meet with staff and the families who may suspect a learning disability or whose behavior issues interrupt learning. At-Risk Students At-risk students receive intensive in-class support. English Language Learners Based on our API (Academic Performance Index) our English learners continue to make sufficient progress Students with disabilities Three full time Special Day Class (SDC) classroom teachers, three (RSP) teachers, three Speech teachers, an Occupational Therapist (OT) part-time, and one adaptive PE teacher are available to students who qualify under Special Education Guidelines. After-School Programs Allen at Steinbeck K-8 School has built a relationship with the YMCA, which offers a variety of fee-based, reduced-cost, or free programs. They offer homework support and Kinder readiness classes for K-5, and Fit for Fun for the middle grades. For more information, please contact Joan at the YMCA at 408-226-9622. Tutoring Volunteer and paid tutors are available to assist the students with the greatest need in ELA or Math. Peer Tutoring Allen at Steinbeck K-8 has a Cross-Age Buddy Program. Teacher and Administrative Salaries (Fiscal Year 2013-14) Teacher and Administrative Salaries (Fiscal Year 2013-14) Last updated: 1/25/2016 Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $48,588 $43,165 Mid-Range Teacher Salary $71,772 $68,574 Page 35 of 37

Highest Teacher Salary $87,228 $89,146 Average Principal Salary (Elementary) $111,043 $111,129 Average Principal Salary (Middle) $116,516 $116,569 Average Principal Salary (High) $125,248 $127,448 Superintendent Salary $243,000 $234,382 of Budget for Teacher Salaries 36.0% 38.0% of Budget for Administrative Salaries 5.0% 5.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Teacher Salary Chart Principal Salary Chart 100000 140000 80000 120000 100000 60000 80000 40000 60000 40000 20000 20000 0 Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 36 of 37