Pepper Tree Elementary 1045 w 18th Street Upland 9099499635 Grades K-6 Dionthe Cusimano, Principal dionthe_cusimano@upland.k12.ca.us https://pte-uusd-ca.schoolloop.com/ 2013-14 School Accountability Report Card Published During the 2014-15 School Year ----{isarc_dlogo}---- Upland Unified School District 390 North Euclid Ave. Upland, CA 91786 (909) 985-1864 www.upland.k12.ca.us District Governing Board P. Joseph Lenz, President Steve Frazee, Vice-President Linda Angona, Clerk Wes Fifield, Member Michael J. Varela, Member District Administration Nancy Kelly, Ed.D. Superintendent Ellen Lugo Assistant Superintendent, Elementary Education Alex Ruvalcaba Assistant Superintendent, Secondary Education Donnie Salamanca Assistant Superintendent, Business Services School Description Pepper Tree staff and parents work collaboratively to foster a sense of individual responsibility while developing self-esteem. Together, staff, parents, and students participated in developing our Cornerstones for Success, the beliefs that guide our school-wide expectations. It states: We believe that: each student has the right to learn; each teacher has the right to teach; and parental involvement and support is essential to success. Therefore, all students and adults will come to school prepared to learn; do their best; take care of personal and school property; show courtesy, caring and respect towards self and others; and use safe conduct. Pepper Tree was built in 1991 and is the youngest school in Upland Unified. We are situated in the foothills below Mt. Baldy, approximately 35 miles east of Los Angeles, California. Pepper Tree is home to 26 regular education classes encompassing kindergarten through sixth grade, a resource specialist program, a speech and language specialist, an English Learner class and is also home to the district s home school program. We are the largest elementary school in the district with approximately 800 students and house the largest district-run day care program employing a coordinator and five assistants to serve the before and after needs of Pepper Tree s student population. In 2004, due to our fine academic program, Pepper Tree was named a California Distinguished School. Pepper Tree continued to show academic growth and program enrichment and was again named a California Distinguished School when eligible to apply in 2008 giving us eight continuous years with the honor. In 2012 and 2013 Pepper Tree was awarded the California Business of Educational Excellence Honor Roll Award. This award is given to schools demonstrating outstanding success for raising student academic achievement. We believe that all children can learn and we provide learning opportunities to meet the individual needs of all. 2013-14 School Accountability Report Card for Pepper Tree Elementary Page 1 of 8
About the SARC Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. 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/. View this SARC online at the school and/or LEA Web sites. 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 and community members should contact the school at 9099499635. 2013-14 Student Enrollment by Grade Level Grade Level Number of Students Kinder. 113 Gr. 1-- 90 Gr. 2-- 114 Gr. 3-- 114 Gr. 4-- 123 Gr. 5-- 131 Gr. 6-- 108 Total-- 793 2013-14 Student Enrollment by Group Group Percent of Total Enrollment Black or African American------- 4.0 American Indian or Alaska Native-- 0.4 ----- Asian------- 8.2 Filipino------- 2.1 Hispanic or Latino------- 34.8 Native Hawaiian/Pacific Islander 0.3 White 46.8 Two or More Races 3.4 Socioeconomically Disadvantaged 21.2 English Learners 5.4 Students with Disabilities 7.7 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Pepper Tree Elementary 12-13 13-14 14-15 Fully Credentialed 29 Without Full Credential 0 Teaching Outside Subject Area of Competence 0 Upland Unified School District 12-13 13-14 14-15 Fully Credentialed Without Full Credential Teaching Outside Subject Area of Competence Teacher Misassignments and Vacant Teacher Positions at this School Pepper Tree Elementary 12-13 13-14 14-15 Teachers of English Learners 0 Total Teacher Misassignments 0 Vacant Teacher Positions 0 * Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers 2013-14 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers This School 100.00 0.00 Districtwide All Schools 100.00 0.00 High-Poverty Schools 100.00 0.00 Low-Poverty Schools 100.00 0.00 * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. 2013-14 School Accountability Report Card for Pepper Tree Elementary Page 2 of 8
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15) Core Curriculum Area Reading/Language Arts The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: 0 Textbooks and Instructional Materials Year and month in which data were collected: 2014 August Yes Textbooks and Instructional Materials/Year of Adoption Adoption Year: 2002 Publisher: Houghton Mifflin - Reading Grade Level: K-6 Adoption Year: 2006 Publisher: Scholastic READ 180 Grade Level: 4-12 Adoption Year: 2005 Publisher: Hampton-Brown High Point Grade Level: 6-12 Adoption Year: 2007 Publisher: Hampton-Brown - Avenues Grade Level: K-5 Mathematics The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: 0 Science The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: 0 History-Social Science The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: 0 Yes Yes Yes Adoption Year: 2008 Publisher: Houghton Mifflin California K-6 Math Grade Level: K-6 Adoption Year: 2007 Publisher: Pearson Scott Foresman California Science Grade Level: K-6 Adoption Year: 2007 Publisher: Prentice Hall California Science Explorer: Focus on Physical and Life Science Grade Level: 6-8 Adoption Year: 2006 Publisher: Harcourt School Publishers for California Reflections series Grade Level: K-6 2013-14 School Accountability Report Card for Pepper Tree Elementary Page 3 of 8
School Facility Conditions and Planned Improvements (Most Recent Year) School custodial staff and the district s maintenance department work together to ensure classrooms and campus grounds are well-maintained and kept safe and functioning for students, staff, and visitors. The Maintenance and Operations Department employs an electronic work order system enabling school staff to communicate unscheduled maintenance needs, urgent repairs, or special projects. Most of the site s repairs, maintenance projects, and work order requests are performed by district maintenance personnel. Emergency situations are immediately resolved by the district maintenance staff or outside contractors, based upon the nature of the problem. The Facilities department provides the School Site with a work order system for the school to report any maintenance problems. If the repair is urgent the school will email the Facilities Department and personnel will respond accordingly. If a repair cannot be completed by our personnel then an outside vendor is called in to repair. System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: June 2014 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor ---------- Repair Needed and Action Taken or Planned 2013-14 School Accountability Report Card for Pepper Tree Elementary Page 4 of 8
B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); The Academic Performance Index; 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. Subject CAASPP Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14 Science 93 82 90 68 69 70 60 59 60 * Science (grades 5, 8, and 10) assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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. Subject STAR Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13 ELA 84 85 81 55 63 64 54 56 55 Math 90 88 88 49 54 57 49 50 50 HSS 42 51 53 48 49 49 * STAR Program was last administered in 2012-13. Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Academic Performance Index Ranks - Three-Year Comparison API Rank 2010-11 2011-12 2012-13 Statewide------- 10 10 10 Similar Schools------- 10 9 7 * For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Grade Level 2013-14 Percent of Students Meeting Fitness Standards 4 of 6 5 of 6 6 of 6 ---5--- 10.1 30.2 45.0 * Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. 2013-14 CAASPP Results by Student Group Group Percent of Students Scoring at Proficient or Advanced Science (grades 5, 8, and 10) All Students in the LEA 70 All Student at the School 90 Male------- 87 Female------- 92 Black or African American American Indian or Alaska Native Asian------- Filipino------- Hispanic or Latino 83 Native Hawaiian/Pacific Islander White------- 98 Two or More Races------- Socioeconomically Disadvantaged 92 English Learners------- Students with Disabilities Students Receiving Migrant Education Services * CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. 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. API Growth by Student Group Three-Year Comparison Group Actual API Change 10-11 11-12 12-13 All Students at the School 5-2 -10 Black or African American American Indian or Alaska Native Asian------- Filipino------- Hispanic or Latino 12-8 -4 Native Hawaiian/Pacific Islander White------- 9-7 -17 Two or More Races Socioeconomically Disadvantaged 14-8 -13 English Learners Students with Disabilities * "N/D means that no data were available to the CDE or LEA to report. B means the school did not have a valid API Base and there is no Growth or target information. C means the school had significant demographic changes and there is no Growth or target information 2013-14 School Accountability Report Card for Pepper Tree Elementary Page 5 of 8
C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement Pepper Tree has an outstanding PTA. Parents organize many well-attended events throughout the year to raise money for programs, playground equipment, field trips and other school needs. Parents at Pepper Tree are extremely generous with their time, talents, and money, which enable us to provide an even more quality program than we would otherwise be able to offer. Parents and grandparents help in the classrooms on a regular basis and assist daily in the library (shelving and repairing books) and workroom (running materials for classroom use). At the first grade level, parents organize and run the home reading program. They check out books to students, make sure they have been read when returned, and assign new books. In a number of grades, parents oversee students working on intervention programs to improve reading and math skills. Parents and community members help celebrate Read Across America to promote reading and provide a connection to careers in the community. Parents unable to help during the school day, help out by making monetary contributions that are in turn matched by their employers. Other employers make contributions to the school based on the number of hours their employees volunteer. We are still able to experience field trips because of parent participation and funding. Art and Music instruction was provided by funds donated by the PTA from their fundraising to pay the cost of the instructors. The arts are kept alive by each year celebrating students who enter the national Reflections contest, and organizing a talent show so students can demonstrate their artistic talents. A Saturday Art Day, where students come to be instructed in various art mediums by volunteers, is also offered each year. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. School Safety Plan Pepper Tree is committed to the safety and security of our students, staff, and parents. We are proactive by planning for almost any situation. Pepper Tree s Safety Committee modifies and aligns procedures and routines for specific site needs on an annual basis. This plan is reviewed monthly and adjustments are shared and implemented with all staff as they occur. The Comprehensive Plan addresses various emergency situations and outlines procedures and policies related to all situations. It outlines staff emergency and safety team responsibilities. We practice safety drills regularly and work proactively to prevent unsafe situations. Suspensions and Expulsions School 11-12 12-13 13-14 Suspensions Rate 1.4 0.9 1.0 Expulsions Rate 0.0 0.0 0.0 District 11-12 12-13 13-14 Suspensions Rate 4.9 5.2 4.2 Expulsions Rate 0.1 0.1 0.0 State 11-12 12-13 13-14 Suspensions Rate 5.7 5.1 4.4 Expulsions Rate 0.1 0.1 0.1 * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100. 2013-14 School Accountability Report Card for Pepper Tree Elementary Page 6 of 8
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. 2013-14 Adequate Yearly Progress Overall and by Criteria Made AYP Overall AYP Criteria School District Met Participation Rate: English-Language Arts Met Participation Rate: Mathematics Met Percent Proficient: English-Language Arts Met Percent Proficient: Mathematics Met API Criteria Program Improvement Status 2014-15 Federal Intervention Program Indicator School District In PI First Year of Program Improvement 2011-2012 Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement 7 Percent of Schools Currently in Program Improvement 87.5 * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. Average Class Size and Class Size Distribution Average Class Size Number of Classrooms* 1-20 21-32 33+ Grade 12 13 14 12 13 14 12 13 14 12 13 14 Kinder. 16.7 14 14 6 8 8 0 0 Gr. 1-- 29.5 29 23 0 1 4 4 3 0 Gr. 2-- 22.8 22 29 2 1 3 4 4 0 Gr. 3-- 27.4 22 28 0 2 5 4 4 0 Gr. 4-- 29.3 32 31 0 3 4 1 0 3 Gr. 5-- 30.5 26 26 0 1 1 4 3 2 0 2 Gr. 6-- 29.4 28 27 0 1 1 5 3 1 0 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 at this School Academic Counselor------- Number of Full-Time Equivalent (FTE) Counselor (Social/Behavioral or Career Development) Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) 0.5 Psychologist------- 0.5 Social Worker------- Nurse------- 0.2 Speech/Language/Hearing Specialist 1.0 Resource Specialist------- Other------- 0.5 Average Number of Students per Staff Member Academic Counselor------- * 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. FY 2012-13 Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $37,758 $41,318 Mid-Range Teacher Salary $67,625 $65,615 Highest Teacher Salary $87,887 $84,981 Average Principal Salary (ES) $99,563 $107,624 Average Principal Salary (MS) $103,430 $112,817 Average Principal Salary (HS) $113,868 $121,455 Superintendent Salary $187,823 $206,292 Percent of District Budget Teacher Salaries 44 40 Administrative Salaries 4 5 * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. FY 2012-13 Expenditures Per Pupil and School Site Teacher Salaries Level Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site------- 3968 20 3948 67615 District------- 5343 $73,729 State------- $4,690 $69,360 Percent Difference: School Site/District -26.1-8.3 Percent Difference: School Site/ State -15.8-2.5 2013-14 School Accountability Report Card for Pepper Tree Elementary Page 7 of 8
Types of Services Funded at Pepper Tree Elementary Pepper Tree receives funds to support its programs from: State Categorical Funds, Economic Impact Assistance, Student Activities Fund, Donations from Pepper Tree Parent Teacher Association, Donations from local community merchants and business organizations and Private donations from individuals Professional Development provided for Teachers at Pepper Tree Elementary The Upland Unified School District believes that high quality, research-based professional development is essential to continuous improvement of teaching skills and concepts. The District provides or coordinates on-going training based on needs identified through student performance indicators, including results of the California Standards Tests, the California High School Exit Exam, the California English Language Development Test, District benchmark assessments, and input from sites regarding specific needs. Professional development is aligned with the District Strategic Plan for Student Achievement and Board goals. Teachers, paraprofessionals and administrators participate in workshops, and conferences that allow them to grow professionally and provide opportunities for collegial sharing. Regular meetings of teacher leaders in literacy, mathematics, reading intervention and technology as well as follow-up coaching support full implementation of training. Additionally, each school provides time for teacher collaboration on student achievement data, curriculum development, and review of classroom-based performance measures. Examples of workshops and coaching implemented as the result of analysis of student achievement include: Effective Teaching, Classroom Management, Curriculum Alignment and Mapping, Project GLAD, Project IMPACT, SIOP (Sheltered Instruction Observation Protocol), 21st Century Classroom Technology, Common Core State Standards, Modeling Academic Language and character education. Staff members participate in professional development in all-day workshops, after-school workshops and meetings, individual coaching/mentoring, and off-site conferences. The Beginning Teacher Support and Assessment (BTSA) program provides support to new teachers. The Peer Assistance and Review Program is available to provide support to teachers in the areas of content knowledge and teaching strategies. Currently, the District calendar includes a minimum day each week to allow for on-going teacher dialogue and collaboration to meet student needs. 2013-14 School Accountability Report Card for Pepper Tree Elementary Page 8 of 8