Ruby Bridges Elementary School 351 Jack London Ave. Alameda, CA 94501 (510) 748-4006 s K-5 Cheryl Wilson, Principal cwilson@alameda.k12.ca.us http://rubybridges.alamedausd.ca.schoolloop.com/ 2015-16 School Accountability Report Card Published During the 2016-17 School Year ---- ---- Alameda Unified School District 2060 Challenger Drive Alameda, CA 94501 (510) 337-7000 http://www.alameda.k12.ca.us School Description Welcome to Ruby Bridges, the newest elementary school in Alameda and home of the Stars. We invite participation from parents, guardians, and community members as partners in education. We are proud to be named after Ruby Bridges, the first African American child to attend an integrated New Orleans public school. Similar to the legacy of Ms. Bridges, we help our students learn and understand that their thoughts, words, and actions can make a positive and significant difference in their lives. We are proud to be one of the most diverse communities in Alameda that provides personalized instruction to meet each child's learning needs, rigorous academically enriched classrooms, advanced reading and technology, ample student opportunities for leadership, and a diverse highly educated and deeply dedicated teaching staff. Cheryl Wilson, PRINCIPAL District Governing Board Ardella Dailey, Trustee Gray Harris, Vice President Solana Henneberry, Trustee Gary K. Lym, President Jennifer Williams, Trustee District Administration Sean McPhetridge, Ed.D. Superintendent Sean McPhetridge, Ed.D. Superintendent Shariq Khan Chief Business Officer Timothy Erwin Chief Human Resources Officer Chad Pimentel General Counsel Kirsten Zazo Chief Student Support Officer Steven Fong Chief Academic Officer 2015-16 School Accountability Report Card for Ruby Bridges Elementary School Page 1 of 10
About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians and community members should contact the school principal or the district office. 2015-16 Student Enrollment by Level Level Kindergarten 81 1 83 2 89 3 105 4 77 5 100 Total Enrollment 535 2015-16 Student Enrollment by Group Group Percent of Total Enrollment Black or African American 17.4 American Indian or Alaska Native 0.6 Asian 21.9 Filipino 6.4 Hispanic or Latino 18.9 Native Hawaiian or Pacific Islander 3.6 White 22.6 Two or More Races 8.6 Socioeconomically Disadvantaged 63.7 English Learners 33.5 Students with Disabilities 10.3 Foster Youth 0.7 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 Ruby Bridges Elementary School 14-15 15-16 16-17 With Full Credential 34 34 30 Without Full Credential 0 0 2 Teaching Outside Subject Area of Competence 0 0 0 Alameda Unified School District 14-15 15-16 16-17 With Full Credential 494 Without Full Credential 24 Teaching Outside Subject Area of Competence 8 Teacher Misassignments and Vacant Teacher Positions at this School Ruby Bridges Elementary School 14-15 15-16 16-17 Teachers of English Learners 0 0 0 Total Teacher Misassignments 0 0 0 Vacant Teacher Positions 0 0 0 * Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers 2015-16 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers This School 96.3 3.7 Districtwide All Schools 92.3 7.8 High-Poverty Schools 90.5 9.5 Low-Poverty Schools 93.3 6.7 * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. 2015-16 School Accountability Report Card for Ruby Bridges Elementary School Page 2 of 10
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Core Curriculum Area Textbooks and Instructional Materials Year and month in which data were collected: 5.10.16 Textbooks and Instructional Materials/Year of Adoption Reading/Language Arts Houghton Mifflin Medallions Series (2001/2004) The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Mathematics Science Eureka Math (2013) - s K-5 - Josey-Bass/Common Core Inc,/Great Minds The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Full Option Science System (FOSS) Adopted in 2007 and updated in 2014 History-Social Science Foreign Language The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Pearson/Scott Foresman (2003) K-5 Series including Our Community, Our California, Our Nation The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 N/A The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 School Facility Conditions and Planned Improvements (Most Recent Year) Our school is in good repair, according to the criteria established by the Office of Public School Construction. Our deficiencies are minor ones resulting from common wear and tear, and there are few of them. We scored between 90 and 99 percent on the 15 categories of our evaluation. 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: November 17, 2014 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor Repair Needed and Action Taken or Planned [STATUS AS OF Jan 6 2010] Several classrooms,including Kindegarten classrooms report water leaks through windows. Maintenance has list and is working with General Contractor for resolution as this was new construction and should be covered under warranty. 11/25/13: There has been a temporary fix in place and a permanent repair to mitigate the problem will be completed summer of 2014 2015-16 School Accountability Report Card for Ruby Bridges Elementary School Page 3 of 10
System Inspected ---------- School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: November 17, 2014 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study Subject 2015-16 CAASPP Results for All Students Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) School District State 14-15 15-16 14-15 15-16 14-15 15-16 ELA 42 32 63 66 44 48 Math 37 26 54 57 34 36 * Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Subject CAASPP Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 Science 74 39 41 73 68 66 60 56 54 * Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Level 2015-16 Percent of Students Meeting Fitness Standards 4 of 6 5 of 6 6 of 6 ---5--- 12 22 37 * 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. Group 2015-16 CAASPP Results by Student Group Science (grades 5, 8, and 10) Percent of Students Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced All Students 103 101 98.1 40.6 Male 54 53 98.2 37.7 Female 49 48 98.0 43.8 Black or African American 15 15 100.0 26.7 Asian 24 24 100.0 58.3 Hispanic or Latino 20 20 100.0 15.0 White 25 24 96.0 58.3 Socioeconomically Disadvantaged 61 60 98.4 31.7 English Learners 25 25 100.0 8.0 * Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The Proficient or Advanced is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. 2015-16 School Accountability Report Card for Ruby Bridges Elementary School Page 4 of 10
All Students Male Female Student Group 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 School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 108 106 98.2 20.9 4 83 79 95.2 34.2 5 103 102 99.0 41.2 3 60 59 98.3 22.4 4 44 42 95.5 26.2 5 54 54 100.0 33.3 3 48 47 97.9 19.1 4 39 37 94.9 43.2 5 49 48 98.0 50.0 3 17 17 100.0 6.3 4 22 20 90.9 20.0 5 15 15 100.0 33.3 3 26 26 100.0 15.4 4 17 17 100.0 52.9 5 24 24 100.0 62.5 3 14 14 100.0 21.4 4 15 14 93.3 28.6 5 20 20 100.0 40.0 3 27 26 96.3 30.8 4 20 19 95.0 42.1 5 25 24 96.0 33.3 3 80 79 98.8 16.7 4 56 53 94.6 20.8 5 61 60 98.4 28.3 2015-16 School Accountability Report Card for Ruby Bridges Elementary School Page 5 of 10
English Learners Student Group Students with Disabilities Foster Youth School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 46 46 100.0 10.9 4 25 24 96.0 20.8 5 25 25 100.0 8.0 3 15 13 86.7 7.7 4 15 14 93.3 ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Student Group All Students Male Female Black or African American American Indian or Alaska Native Asian School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 108 106 98.2 27.4 4 83 81 97.6 27.2 5 103 102 99.0 24.5 3 60 59 98.3 35.6 4 44 42 95.5 23.8 5 54 54 100.0 24.1 3 48 47 97.9 17.0 4 39 39 100.0 30.8 5 49 48 98.0 25.0 3 17 17 100.0 23.5 4 22 21 95.5 14.3 5 15 15 100.0 20.0 3 26 26 100.0 38.5 4 17 17 100.0 41.2 5 24 24 100.0 45.8 2015-16 School Accountability Report Card for Ruby Bridges Elementary School Page 6 of 10
Filipino Hispanic or Latino Student Group Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 14 14 100.0 14.3 4 15 15 100.0 26.7 5 20 20 100.0 10.0 3 27 26 96.3 23.1 4 20 19 95.0 26.3 5 25 24 96.0 25.0 3 80 79 98.8 21.5 4 56 54 96.4 14.8 5 61 60 98.4 18.3 3 46 46 100.0 21.7 4 25 25 100.0 4.0 5 25 25 100.0 8.0 3 15 13 86.7 4 15 14 93.3 14.3 Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. 2015-16 School Accountability Report Card for Ruby Bridges Elementary School Page 7 of 10
Opportunities for Parental Involvement (School Year 2016-17) Our school greatly benefits from supportive parents and guardians who get their children to school on time, help with classroom tasks, and organize and staff special events that include Family Heritage Night, Winter Crafts Night, and Field Day. The PTA also raises funds for assemblies, field trips, class projects, 5 Science Camp, and incentives to recognize positive behavior. Parents and guardians have opportunities to serve on the PTA Executive Board, the English Learner Advisory Committee, and the School Site Council/Title I Advisory Committee. They may also participate as academic volunteers. With the support of our district office, we help sponsor a seven-week School Smarts Academy that provides participants with information and activities to help them become empowered members of their children s educational team. Our Title I and English Language Development program sponsor two Family Education Nights. These nights offer grade specific workshops in reading, mathematics and other topics that relate to parenting issues. All parents and guardians are welcome to attend school-wide events that highlight the talent and achievement of their children such as our Awards Assemblies that are held three times a year so that all students receive an award, our Annual Talent Show, and our Annual Art Show. All students feel gifted and appreciated when their parents or guardians show up to see them on the stage. For more information about opportunities for parent involvement, ways to support the academic success of our students, and volunteer, feel free to contact the principal, Cheryl Wilson, by email cwilson@alameda.k12.ca.us or phone (510)748-4112. We welcome all families as partners in serving and educating our students. 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 Safety is a primary concern at Ruby Bridges. The school is in compliance with laws, rules, and regulations regarding hazardous materials and earthquake standards and is a locked campus with only one access point through the main office. Entrance into the school grounds is possible five minutes after the school day begins until five minutes before end of day dismissal times and also is secured during extended day programs. All staff members, including guest teachers, have Ruby Bridges name badges or photo identification, and all visitors are required to report to the office to obtain a sticker. Faculty members and students have been instructed to report anyone on campus without a badge or visitor sticker. Our 2016-17 Safety Plan was updated and presented to staff in October 2016. In the event of a serious emergency, we have a storage bin on site with ample supplies to cover a 72-hour period for all students and staff. Fire, earthquake, and lock-down drills are practiced during the year. The yard is staffed by teachers, our Student Support Provider, and noon supervisors. Students are only released to adults who are listed on emergency cards. Suspensions and Expulsions School 2013-14 2014-15 2015-16 Suspensions Rate 2.2 1.4 2.0 Expulsions Rate 0.0 0.0 0.0 District 2013-14 2014-15 2015-16 Suspensions Rate 3.4 2.8 3.1 Expulsions Rate 0.0 0.1 0.0 State 2013-14 2014-15 2015-16 Suspensions Rate 4.4 3.8 3.7 Expulsions Rate 0.1 0.1 0.1 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. 2016-17 Federal Intervention Program Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2011-2012 2013-2014 Year in Program Improvement Year 3 Year 2 Number of Schools Currently in Program Improvement 4 Percent of Schools Currently in Program Improvement 50.0 2015-16 School Accountability Report Card for Ruby Bridges Elementary School Page 8 of 10
Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor------- 0.0 Counselor (Social/Behavioral or Career Development) 0 Library Media Teacher (Librarian) 1.19 Library Media Services Staff (Paraprofessional).75 Psychologist------- 1.0 Social Worker------- 0.0 Nurse------- 0.0 Speech/Language/Hearing Specialist 0.8 Resource Specialist------- 1.7 Other------- 2.0 Average 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. Average Class Size and Class Size Distribution (Elementary) Number of Classrooms* Average Class Size 1-20 21-32 33+ 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 K 22 20 20 1 1 4 4 3 1 25 24 21 2 4 4 2 2 23 24 22 1 3 4 3 3 25 24 25 5 3 4 4 32 30 30 3 4 2 5 23 27 30 1 1 3 3 3 Other 11 26 1 1 Professional Development provided for Teachers Our K-5 teachers not only provide on-site professional development for their peers but also take advantage of professional development provided by our district office. Examples of teacher led professional development include the reading instruction, English language development, technology, and science instruction. We focus on improvement in reading instruction because at least 33% of our students who are English language learners and about 20% of our students struggle with learning to read at grade level. Therefore, our literacy support team works with classroom teachers to provide instructional and intervention strategies to increase achievement in reading. Professional development sessions are held during monthly faculty meetings and grade level collaboration. To support on-going implementation and monitoring of student progress, grade level teams of teachers have been given an additional hour each month to meet and review student data, review current research, or brainstorm areas related to positive ways to support students and build in their strengths. Examples of district professional development training that various teachers are attending include English language development and best practices for implementing the newly adopted mathematics curriculum, Eureka (Story of Units). As of this year, all classroom teachers will have completed the English Language Development training provided by district office and all classroom teachers have attended at least one Reading/Writing workshop to assist them with implementation of Lucy Calkins Units of Study. A core group of 5 staff members continue to attend Positive Behavior and Intervention Support trainings held by district office. 2015-16 School Accountability Report Card for Ruby Bridges Elementary School Page 9 of 10
FY 2014-15 Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $44,015 $43,821 Mid-Range Teacher Salary $63,339 $69,131 Highest Teacher Salary $83,930 $89,259 Average Principal Salary (ES) $107,172 $108,566 Average Principal Salary (MS) $115,235 $115,375 Average Principal Salary (HS) $124,966 $125,650 Superintendent Salary $220,000 $198,772 Percent of District Budget Teacher Salaries 38% 37% Administrative Salaries 7% 6% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries Level Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site- 11,061.69 4,361.96 6,699.73 61,462.96 District------ 6,768.07 $67,845 State------- $5,677 $71,517 Percent Difference: School Site/District -1.0-9.4 Percent Difference: School Site/ State 18.0-14.1 * Cells with do not require data. Types of Services Funded All Alameda Unified School District (AUSD) schools are centrally funded for core services including general education, special education, and English Language Development and other English Learner services. Additionally, sites receive discretionary funding in the form of Local Control Funding Formula (LCFF) Base funding to serve ALL students and LCFF Supplemental funding to serve unduplicated students. Unduplicated students include English Learners and students who are socio-economically disadvantaged. Sites utilize their discretionary funding in a range of ways and detail their specific activities and services in their Single Plan for Student Achievement (SPSA). AUSD s SPSAs can be found at the following link: http://alameda.novusagenda.com/agendapublic/coversheet.aspx?itemid=6074&meetingid=306 DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. 2015-16 School Accountability Report Card for Ruby Bridges Elementary School Page 10 of 10