---- ---- La Jolla Elementary 14745 Willowgrove Place Moreno Valley, CA, 92555 951-571-4740 s K-5 Tia May, Principal tmay@mvusd.net 2015-16 School Accountability Report Card Published During the 2016-17 School Year School Description We have prepared a community of professional educators and support staff to ensure that La Jolla Elementary School is the best school around. Working with you together as a partnership, we will create a distinguished school of excellence where La Jolla students will demonstrate: ---- ---- Moreno Valley Unified School District 25634 Alessandro Blvd Moreno Valley, CA 92553 (951) 571-7500 www.mvusd.net Proficiency in the California academic standards Positive self-esteem, self discipline, and self expression Effective communication and social skills Critical/creative thinking, problem solving, and focused decision-making Individual excellence and a desire for lifelong learning So, on behalf of the teaching faculty and support staff, let me welcome you to La Jolla Elementary School, home of the Patriots. District Governing Board Cleveland Johnson Gary E Baugh, Ed.S Susan Smith Jesus M. Holguin Evan Morgan District Administration Martinrex Kedziora, Ed.D. Superintendent Maribel Mattox Interim Chief Academic Officer, Educational Services Tina Daigneault Chief Business Official, Business Services Robert J. Verdi, Ed.D. Chief Human Resources Officer, Human Resources 2015-16 School Accountability Report Card for La Jolla Elementary Page 1 of 11
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 132 1 116 2 134 3 154 4 172 5 135 Total Enrollment 843 2015-16 Student Enrollment by Group Group Percent of Total Enrollment Black or African American 25.1 American Indian or Alaska Native 0.9 Asian 4 Filipino 3.9 Hispanic or Latino 50.5 Native Hawaiian or Pacific Islander 0.5 White 9.3 Two or More Races 5.7 Socioeconomically Disadvantaged 73.4 English Learners 15.2 Students with Disabilities 9.6 Foster Youth 2.5 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 La Jolla Elementary 14-15 15-16 16-17 With Full Credential 22 33 33 Without Full Credential 0 0 0 Teaching Outside Subject Area of Competence 0 0 0 Moreno Valley Unified School District 14-15 15-16 16-17 With Full Credential 1253 Without Full Credential 0 Teaching Outside Subject Area of Competence 0 Teacher Misassignments and Vacant Teacher Positions at this School La Jolla Elementary 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 96.8 3.2 Districtwide All Schools 86.1 13.9 High-Poverty Schools 86.1 13.9 Low-Poverty Schools 0.0 0.0 * 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 La Jolla Elementary Page 2 of 11
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) The District provides all students with high-quality textbooks and instructional resources. Instructional materials are reviewed and approved by State Board of Education(SBE) committees for local adoption in grades K-8; high school grades 9-12 materials are reviewed and approved locally. All core instructional materials are reviewed by District level committees which may be comprised of community members, teachers and administrators and approved by the local MVUSD Board of Education. This textbook adoption process is aligned with the California Department of Education s seven-year review textbook adoption cycle. Each adoption cycle provides for districts to adopt and purchase texts within a 24-month period. Once adopted by the State Board s adoption cycle historically included the following: Health 2005-07: History Social Science 2006-08; Science and Visual & Performing Arts 2007-09. Beginning in the 2009-10 school year the seven-year adoption cycle was suspended. Assembly Bill 4 2 (Chaper 2, Statutes of 2009-10 Fourth Extraordinary Session) signed on July 28, 2009, suspended the process and procedures for adopting instructional materials, including framework revisions, until the 2013-14 school year. The new adoption cycle resumed with Mathematics 2012-14 and English Language Arts 2015-7. Each school has a library to supplement and enrich the school s instructional program. In accordance with Education Code Section 60422(a) and 60119, the Governing Board certified on September 2, 2010 that each pupil in the District, in Kindergarten through 12, utilized standards-aligned textbooks or basic instructional materials in each of the areas listed below. The chart below outlines the content areas where textbooks have been adopted and used by Moreno Valley Unified School District. 2004-05 Health 2005-06 History-Social Science 2006-07 Science and Visual & Performing Arts 2008-09 Reading-Language Arts 2014-16 Mathematics Core Curriculum Area Reading/Language Arts Textbooks and Instructional Materials Year and month in which data were collected: 10/2015 Read 180 Stage A, Scholastic (Adopted in 2005) Textbooks and Instructional Materials/Year of Adoption Read 180 Next Generation State A, Scholastic (Adopted in 2014) Legacy of Literacy & Lectura, Houghton Mifflin (Adopted in 2003) Mathematics Science History-Social Science Foreign Language Health Visual and Performing Arts Go Math!(Spanish and English) Houghton Mifflin (Adopted in 2014) 2008: California Science, MacMillan/McGraw-Hill 2007: California History-Social Science, Scott Foresman N/A N/A N/A 2015-16 School Accountability Report Card for La Jolla Elementary Page 3 of 11
Core Curriculum Area Science Laboratory Equipment Textbooks and Instructional Materials Year and month in which data were collected: 10/2015 Textbooks and Instructional Materials/Year of Adoption N/A School Facility Conditions and Planned Improvements (Most Recent Year) General: The District takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the District office, or on the Internet at www.mvusd.k12.ca.us. Listed below is more specific information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment. Age of School Building: This school has 36 classrooms, 32 permanent classes, four portables, a multipurpose room, a library, and an administration building. The main campus was built in 2005. The school opened in 2005. Maintenance and Repair: District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and all emergency repairs are given the highest priority. Cleaning Process and Schedule: The District governing board has adopted cleaning standards for all schools in the District. A summary of these standards is available at the District s M & O office. The District Custodial Supervisor works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Deferred Maintenance Budget: The District participates in the State School Deferred Maintenance Program, which provides State-matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2008-09 school year, the District has budgeted $1,280,000 for the Deferred Maintenance Program. This represents 0.44% of the District s general fund budget. 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: 10/12/2016 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor ---------- Repair Needed and Action Taken or Planned 2015-16 School Accountability Report Card for La Jolla Elementary Page 4 of 11
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 23 30 29 30 44 48 Math 17 20 17 18 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 37 36 31 44 37 33 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--- 21.6 23.7 25.9 * 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 142 139 97.9 30.9 Male 73 73 100.0 28.8 Female 69 66 95.7 33.3 Black or African American 40 38 95.0 21.1 Hispanic or Latino 68 67 98.5 26.9 White 12 12 100.0 50.0 Socioeconomically Disadvantaged 106 104 98.1 20.2 English Learners 16 16 100.0 6.3 Students with Disabilities 24 23 95.8 21.7 * 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 La Jolla Elementary Page 5 of 11
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 3 157 153 97.5 30.1 4 173 167 96.5 26.9 5 144 142 98.6 33.8 3 79 76 96.2 21.1 4 88 84 95.5 22.6 5 73 73 100.0 26.0 3 78 77 98.7 39.0 4 85 83 97.7 31.3 5 71 69 97.2 42.0 3 48 46 95.8 15.2 4 47 46 97.9 10.9 5 42 40 95.2 25.0 3 75 75 100.0 28.0 4 92 87 94.6 29.9 5 68 68 100.0 29.4 4 18 18 100.0 50.0 5 12 12 100.0 41.7 3 11 10 90.9 40.0 3 120 118 98.3 20.3 4 135 130 96.3 20.8 5 108 107 99.1 26.2 2015-16 School Accountability Report Card for La Jolla Elementary Page 6 of 11
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 18 18 100.0 5.6 4 20 20 100.0 5.0 5 16 16 100.0 3 16 15 93.8 6.7 4 26 23 88.5 4.3 5 24 23 95.8 8.7 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 3 157 153 97.5 30.7 4 173 168 97.1 18.0 5 144 142 98.6 11.3 3 79 76 96.2 23.7 4 88 85 96.6 13.1 5 73 73 100.0 9.6 3 78 77 98.7 37.7 4 85 83 97.7 22.9 5 71 69 97.2 13.0 3 48 46 95.8 17.4 4 47 47 100.0 6.5 5 42 40 95.2 5.0 2015-16 School Accountability Report Card for La Jolla Elementary Page 7 of 11
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 75 75 100.0 28.0 4 92 87 94.6 17.2 5 68 68 100.0 7.3 4 18 18 100.0 38.9 5 12 12 100.0 16.7 3 11 10 90.9 30.0 3 120 118 98.3 24.6 4 135 131 97.0 15.4 5 108 107 99.1 6.5 3 18 18 100.0 11.1 4 20 20 100.0 5 16 16 100.0 6.3 3 16 15 93.8 6.7 4 26 24 92.3 4.3 5 24 23 95.8 4.3 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. Opportunities for Parental Involvement (School Year 2016-17) Excellent schools don t just happen They re created. 2015-16 School Accountability Report Card for La Jolla Elementary Page 8 of 11
Parents and teachers have a tremendous impact on a child s success in school and life. Just imagine the possibilities when these two most important people in a child s education work together. We want and need your support as we design La Jolla Elementary School to be a School of Excellence. Schools that succeed have high academic and behavioral standards as well as standards for family involvement and support. Six standards previously established by the National Standards for Parent/Family Support Programs include: Communication between home and school Promoting and supporting parenting skills Supporting parent involvement in student learning Welcoming and supporting parents as school volunteers Involving parents in school decision-making that affects children and families Using community resources to strengthen schools, families, and student learning For more information on how to become involved, contact Wade N. Hamilton, Principal, at (951) 571-4740. 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 The comprehensive School Safety Plan includes, but is not necessarily limited to, assessing the current status of school crime committed on school campuses and at schoolrelated functions, identifying appropriate strategies and programs that will provide or maintain a high level of school safety, and addressing procedures for complying with existing laws related to school safety. Fire drills are held at least twice a year at the secondary schools and once a month at the elementary schools. Disaster and earthquake drills are conducted as needed. The School Safety Plan also includes the MVUSD discipline policy, which describes the consequences for student misconduct (such as detention, Saturday School, suspension, and expulsion). The School Safety Plan was last reviewed, updated, and discussed with school staff on April 17, 2012. Suspensions and Expulsions School 2013-14 2014-15 2015-16 Suspensions Rate 1.0 2.7 0.6 Expulsions Rate 0.0 0.0 0.0 District 2013-14 2014-15 2015-16 Suspensions Rate 8.6 6.3 5.8 Expulsions Rate 0.1 0.2 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 Not in PI In PI First Year of Program Improvement 2004-2005 Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement 21 Percent of Schools Currently in Program Improvement 53.8 2015-16 School Accountability Report Card for La Jolla Elementary Page 9 of 11
Academic Counselor------- Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Counselor (Social/Behavioral or Career Development) 1.0 Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) 1 Psychologist------- 0.4 Social Worker------- Nurse------- 0.25 Speech/Language/Hearing Specialist 0.4 Resource Specialist------- Other------- 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 28 26 26 4 5 5 1 31 29 29 4 4 4 2 31 23 23 1 1 5 4 4 3 31 26 26 1 1 4 5 5 4 34 32 32 2 2 4 2 2 5 33 33 33 1 2 2 4 3 3 Other 18 18 1 1 1 1 Professional Development provided for Teachers Professional development is a critical and extensive service provided by the Moreno Valley Unified School District (MVUSD) focused on supporting the implementation of the district s strategic plan which include specific goals and outcomes. The thirteen outcomes are: 1. Increase the meets/exceeds standards rate in grades 3-8 and 11 SBAC ELA and Math by 5% annually. 2. Progressively increase the number of students who meet expected growth as measured by the Achievement Status Growth report in the areas of Reading and Math on the Interim MAP assessment with 50 % or better of your students. 3. Increase the English Learners reclassification rate by 5% annually. 4. Increase the percentage of English Learners meeting AMAO 2a and 2b by 5% annually. 5. Ensure all students have access to standards aligned instructional materials as measured by the Williams Report. 6. Progressively increase high school graduation rates to 90% for all students with an emphasis on African American, English Learner and Special Education subgroups. 7. Decrease high school dropout rate by 2% annually with an emphasis on African American, English Learner and Special Education subgroups. 8. Increase the A-G course completion rate by 5% annually with an emphasis on African American, English Learner and Special Education subgroups. 9. Attain a 40% AP passage rate of 3+ for all students with an emphasis on African American students. 10. Increase the number of students exceeding standards on grade 11 SBAC ELA and Math (EAP) by 5% annually. 11. Decrease suspension rate for Foster Youth and African American students by 5% annually. 12. Meet or exceed a 95% attendance rate for all students. 13. Decrease the chronic absenteeism rate for all students to 8% or less. The MVUSD Professional Development and Digital Learning Department develops a wide variety of sessions to support staff members as they grow and extend their skillsets for providing highly-effective instruction to ensure student success and meet the goals and outcomes mentioned above. These sessions include, but are not limited to, initial full-day or half-day trainings, on-site trainings, classroom coaching, classroom observation and feedback, co-planning/co-teaching, webinars, demonstration lessons, and conferences. The department also assists with promoting curriculum understanding, curriculum development, programs focused primarily on grade level academic content standards, highly-effective instructional strategies, assessment (data analysis and content training), review processes, individual school site needs, and addressing special needs students. Further, the department focuses on the analysis of teaching (effectiveness) and student learning, accountability strategies, and the integration of technology. There are twenty- 2015-16 School Accountability Report Card for La Jolla Elementary Page 10 of 11
six Professional Development Specialists who serve all of MVUSD's thirty-nine school sites. They have been trained to coach and support the Professional Learning Communities model and are available for assistance with implementation on all campuses. Additional professional development support areas are as follows: 1. Teachers with preliminary credentials new to Moreno Valley are provided the opportunity to clear their credentials through the Induction Program coordinated by Professional Development and RCOE. 2. Multilingual and Special Education trainings are coordinated through Professional Development. 3. CPR and Instructional Assistant trainings are also coordinated through Professional Development. 4. Local colleges and universities partner with the district and the department to offer a wide variety of professional development coursework. Teachers are compensated for attending professional development during their non-contract time. Substitutes are provided through various funding sources for trainings taking place during the school day.. FY 2014-15 Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $47,943 $45,092 Mid-Range Teacher Salary $73,636 $71,627 Highest Teacher Salary $95,891 $93,288 Average Principal Salary (ES) $121,224 $115,631 Average Principal Salary (MS) $131,305 $120,915 Average Principal Salary (HS) $137,294 $132,029 Superintendent Salary $220,000 $249,537 Percent of District Budget Teacher Salaries 38% 37% 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 2014-15 Expenditures Per Pupil and School Site Teacher Salaries Level Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site- $4,833.56 $572.23 $4,261.33 $72,952.80 District------ $4,321 $77,108 State------- $5,677 $75,837 Percent Difference: School Site/District -1.4-5.4 Percent Difference: School Site/ State -24.9-3.8 * Cells with do not require data. Types of Services Funded The average daily attendance (ADA) dollars provide services budgeted from the general fund and Local Control Funding Formula (LCFF) including regular classroom instruction and support, special education, counseling, psychology, child welfare, services for English Learners, Gifted and Talented Education (GATE), support for foster youth, support for homeless students and attendance and program assessment. Additional services funded as categorical programs include: Title I, which provides supplemental funds designed to ensure every student is proficient and meets the grade level standards. 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. 2016-17 School Accountability Report Card for La Jolla Elementary Page 11 of 11