School Accountability Report Card Published During the School Year

Monterey Park Elementary School 410 San Miguel Avenue Salinas, CA 93901 (831) 753-5640 Grades K-6 David Brian Hays, Principal bhays@salinascity.k12.ca.us https://sites.google.com/a/salinascity.k12.ca.us/monterey-park-elementary/home ---- - --- 2015-16 School Accountability Report Card Published During the 2016-17 School Year ---- ---- Salinas City Elementary School District 840 S. Main Street Salinas (831) 753-5600 www.salinascityesd.org District Governing Board Roberto Garcia Francisco Javier Estrada Robert Foster Hoffman Amy Ish Stephen Kim District Administration Martha L. Martinez Superintendent Gerald Stratton Assistant Superintendent Business Services Lori Sanders Assistant Superintendent Education Services Beatriz S. Chaidez, Ed.D Assistant Superintendent Human Resources MESSAGE FROM THE PRINCIPAL As Principal of Monterey Park Elementary School, it is my pleasure to welcome you to our School Accountability Report Card. The School Accountability Report Card provides parents with information about school instructional programs, academic achievement, materials, facilities, and staff. If there are any questions that are not answered here in the School Accountability Report Card, please feel free to contact me. The staff at Monterey Park Elementary is committed to provide every student with a quality education where each individual has the opportunity to develop a powerful self-image by growing academically, socially, and emotionally. We believe each child can achieve academic success. Building upon our students strengths, we work to ensure that each has a positive school experience and is able to develop in themselves a lifelong desire to learn. We work to provide students with a challenging and rigorous curriculum appropriate to their academic level, monitor individual progress, and then intervene as needed. With parents and teachers working together as a team towards the same goal, everyone succeeds. We invite and encourage families to participate and help us prepare our students for the future. Through team work, open communication, powerful interventions for students, and a dedication to continuous improvement, Monterey Park School is a place where students succeed. Brian Hays Principal Monterey Park School MAJOR ACHIEVEMENTS The results from the 2016 California Assessment of Student Performance and Progress (CAASPP) indicate continuous growth in meeting or exceeding the California Common Core State Standards in the areas of Mathematics and English Language Arts. Intervention programs in Language Arts and Mathematics are helping students achieve grade-level standards. One reading intervention teacher was funded with special-purpose funds and uses the program System 44 with fourth through sixth grade students. Other students participate in the Read 180 or Rewards programs. All kindergarten through second grade students participate in the Imagine Learning program. Extended learning opportunities assist students in the areas of mathematics and reading in before and after school programs. All students participate in tutorials either to receive reteaching or enrichment. Instructional Aides work with our kindergarten through sixth grade students who are struggling in Language Arts using individual learning folders, the Phonics Readers, and other materials. Students participated in Accelerated Reader, reading over 65 million words. They participate in music classes biweekly. Students are afforded the opportunity to attend performing arts concerts and theatrical performances throughout the school year. Field trips provide enrichment for students. The Playworks program, after school sports program, and cycling club continue to build physical and social skills. 2015-16 School Accountability Report Card for Monterey Park Elementary School Page 1 of 11

We strive to continuously provide a positive school climate and culture for our students. Our school promotes student leadership through student council, the AAA student safety patrol, and by training students to be peer mediators. Our school participates in several programs (Olweus Anti-Bullying Program, Playworks, PBIS, and Restorative Justice) that are designed to promote a positive and safe campus. We also provide the opportunity for students to participate in the after school Best of Education and Safety Time (BEST) enrichment program. This program provides participants with a program that promotes student safety, academics, enrichment, and physical activity until 6 PM nightly. FOCUS FOR IMPROVEMENT Focus and work to improve overall literacy. Improve in all areas of Language Arts. Focus and work to improve overall Mathematics achievement. Focus and work to use the English Learner Expectancies forms to improve English Language Development. Implement 21st century classrooms to improve teaching and learning. Provide intervention strategies for all students who are not proficient or above in English Language Arts and/or Math. Focus on Professional Development in the areas of Professional Learning Communities and Systematic English Language Development. 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 Grade Level Grade Level Number of Students Kindergarten 84 Grade 1 77 Grade 2 62 Grade 3 76 Grade 4 69 Grade 5 91 Grade 6 66 Total Enrollment 525 2015-16 Student Enrollment by Group Group Percent of Total Enrollment Black or African American 0.6 American Indian or Alaska Native 0.2 Asian 0.4 Filipino 1.3 Hispanic or Latino 87.8 Native Hawaiian or Pacific Islander 0 White 7.6 Two or More Races 2.1 Socioeconomically Disadvantaged 82.9 English Learners 46.9 Students with Disabilities 12.8 Foster Youth 0.6 2016-17 School Accountability Report Card for Monterey Park Elementary School Page 2 of 11

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 Monterey Park Elementary School 14-15 15-16 16-17 With Full Credential 20 21 19 Without Full Credential 0 0 0 Teaching Outside Subject Area of Competence 0 0 0 Salinas City Elementary School District 14-15 15-16 16-17 With Full Credential Without Full Credential Teaching Outside Subject Area of Competence Teacher Misassignments and Vacant Teacher Positions at this School Monterey Park Elementary School 14-15 15-16 16-17 Teachers of English Learners 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 100.0 0.0 Districtwide All Schools 96.6 3.4 High-Poverty Schools 96.6 3.4 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. Lowpoverty 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 Monterey Park Elementary School Page 3 of 11

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) The Salinas City Elementary School District has made every effort to comply with the Instructional Quality Commission of the California State Board of Education. Curriculum frameworks have provided guidance for implementing the content standards adopted by the state and the district. Approved supplemental materials have also been provided for school sites to support instructional differentiation and the Response to Intervention program model. Core Curriculum Area Textbooks and Instructional Materials Year and month in which data were collected: 9/8/2016 Textbooks and Instructional Materials/Year of Adoption Reading/Language Arts Houghton Mifflin, Legacy of Literacy with supplemental programs, K-6, 2002 Mathematics Eureka Math, Great Minds, 2015 (English) Engage NY, 2014 (Spanish) Science McMillan/McGraw-Hill, Science, K-6, 2007 History-Social Science Pearson Scott-Foresman, Social Studies, K-5, 2006; Pearson Prentice Hall, Social Studies, 6th, 2006 Health ETR, Health Smart, K-5, 2009; A Talk in Time, 6th Visual and Performing Arts Silver Burdett, Music, K-6 2015-16 School Accountability Report Card for Monterey Park Elementary School Page 4 of 11

School Facility Conditions and Planned Improvements (Most Recent Year) The district administration is committed to ensuring schools are well maintained and safe for students and staff. During the 2015 2016 school year the maintenance staff conducted numerous safety inspections and a facility inspection in accordance with state regulations. The results of the state mandated facilities inspection are available elsewhere in this report and they are also available for review at the district office. More specific information regarding this school s facilities follows. Classroom space is adequate for the current school enrollment. The campus is comprised of permanent buildings/classrooms and modular classrooms. The district uses modular classrooms to support instructional programs and extracurricular activities, our changing student enrollment, class size reduction and to meet state-established student housing capacity standards. There is adequate playground area and playground equipment for formative student recreation. Also, the principal deems the administrative spaces for staff to be adequate. For our school, the district operates and maintains a full suite of school site safety and security systems that include video monitoring and a computerized perimeter security access control system. The video security system includes multiple cameras connected to high capacity video storage, with the cameras viewing critical outdoor areas across our campus. Our access control system includes dedicated card access with specific access rights by individual, mechanically assisted gate closers/operators and magnetic locks programmed for specific access security requirements. Our school also requires all visitors to check in during instructional hours before entering the school campus. The district s maintenance staff accomplishes facility maintenance and repair where their focus is on exceeding the established standards of good repair, cleanliness and safety. Facility maintenance is managed using a team concept; our maintenance team leader is in regular contact with our principal and our head custodian. The maintenance department uses a computerized work order system to request, assign, track and complete all maintenance and repair work at our school. Our school custodians, under the direction of our principal and with guidance from our head custodian, provide our school with daily cleaning for all classroom and toilet room spaces. The district s operations department secretary schedules substitute custodial staff and orders all custodial equipment and supplies. The Director of Maintenance and Operations and the Maintenance Supervisor communicate regularly with operations department staff and our school principal. 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: 4/12/2016 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned Room 19: replace broken ceiling tiles MPR: Tint MPR window Playground: Paint poles on playground Overall Rating Exemplary Good Fair Poor ---------- 2015-16 School Accountability Report Card for Monterey Park Elementary School Page 5 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 18 21 19 22 44 48 Math 9 11 13 15 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 41 22 30 35 28 28 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. Grade Level 2015-16 Percent of Students Meeting Fitness Standards 4 of 6 5 of 6 6 of 6 ---5--- 13.5 24.7 11.2 * 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) Number of Students Percent of Students Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced All Students 90 89 98.9 30.3 Male 45 45 100.0 33.3 Female 45 44 97.8 27.3 Hispanic or Latino 78 78 100.0 26.9 Socioeconomically Disadvantaged 79 78 98.7 28.2 English Learners 27 27 100.0 14.8 Students with Disabilities 19 19 100.0 26.3 * 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 Monterey Park Elementary School Page 6 of 11

All Students Male Female Hispanic or Latino White Student Group Socioeconomically Disadvantaged English Learners Students with Disabilities School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Number of Students Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 76 75 98.7 22.7 4 68 66 97.1 19.7 5 90 88 97.8 20.4 6 65 65 100.0 21.5 3 30 30 100.0 16.7 4 39 37 94.9 10.8 5 45 44 97.8 13.6 6 33 33 100.0 18.2 3 46 45 97.8 26.7 4 29 29 100.0 31.0 5 45 44 97.8 27.3 6 32 32 100.0 25.0 3 68 67 98.5 23.9 4 54 54 100.0 13.0 5 78 78 100.0 17.9 6 61 61 100.0 19.7 4 11 10 90.9 40.0 3 64 63 98.4 15.9 4 50 49 98.0 18.4 5 79 77 97.5 18.2 6 55 55 100.0 16.4 3 33 33 100.0 3.0 4 22 22 100.0 5 27 27 100.0 6 24 24 100.0 3 16 16 100.0 4 11 11 100.0 5 19 19 100.0 5.3 6 15 15 100.0 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. 2015-16 School Accountability Report Card for Monterey Park Elementary School Page 7 of 11

All Students Male Female Hispanic or Latino White Student Group Socioeconomically Disadvantaged English Learners Students with Disabilities School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Number of Students Enrolled Tested Tested Percent of Students Standard Met or Exceeded 3 76 75 98.7 24.0 4 68 66 97.1 6.1 5 90 88 97.8 6.8 6 65 65 100.0 6.2 3 30 30 100.0 20.0 4 39 37 94.9 2.7 5 45 44 97.8 2.3 6 33 33 100.0 6.1 3 46 45 97.8 26.7 4 29 29 100.0 10.3 5 45 44 97.8 11.4 6 32 32 100.0 6.3 3 68 67 98.5 22.4 4 54 54 100.0 3.7 5 78 78 100.0 5.1 6 61 61 100.0 4.9 4 11 10 90.9 10.0 3 64 63 98.4 22.2 4 50 49 98.0 6.1 5 79 77 97.5 6.5 6 55 55 100.0 3.6 3 33 33 100.0 6.1 4 22 22 100.0 5 27 27 100.0 6 24 24 100.0 3 16 16 100.0 4 11 11 100.0 5 19 19 100.0 6 15 15 100.0 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. 2015-16 School Accountability Report Card for Monterey Park Elementary School Page 8 of 11

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) We have a variety of ways for parents to participate in the life of our school, and we depend on parents to keep our programs running smoothly. Parents can join our School Site Council (SSC) and our English Language Advisory Committee (ELAC). Both committees work with the administration to help make educational and financial decisions. Our parent coordinator provides many services to our community, such as parent trainings, promotes student attendance, make referrals to community outreach programs and services, and works as an advocate between home and school. Parent volunteers help with special projects in the classroom and chaperone field trips. Our PTO (Parent Teacher Organization) generously funds field trips. The PTO sponsors school events such as the school carnival, art Show, book fair, after school sports, and other activities. We encourage parents to attend Back-to-School Night in the fall, Open House in the spring, and parent-teacher conferences in October and March. To find out about volunteering at our school, please contact our principal or the classroom teachers. We always need new volunteers! (831) 753-5640. 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 Monterey Park School has a fully surrounding security fence with electronically controlled access gates: 3 pedestrian and 2 vehicle these gates assure that all visitors enter through the main office when school is in session. Visitors are required to sign in at the school office and receive a visitor s pass. Staff members report anyone without a pass to the school's office. Students who leave prior to the end of the school day must be signed out by a responsible adult at the school office. We review discipline and safety procedures with the staff and students throughout the school year. We also review playground rules with students to ensure safety on the campus. Classified yard duty members use walkie-talkies to communicate with the office from the playground. There is an intercom system and intercom telephones are located in each classroom. Specialized door hardware allows teachers to lock any door on our campus, and in the district, from the inside. Students may be on campus 30 minutes prior to the start of instruction for breakfast only. Ten minutes prior to the start of instruction, students report to their classroom and are supervised by their teacher. Students are supervised by teachers during recesses. During the lunch period, supervision is provided by campus supervisors and the principal/vice-principal. The principal/vice-principal continually oversee the supervision of students. The principal/vice-principal and a morning campus supervisor help with safety on the school grounds and help monitor student behavior before and after school. We review and revise our School Safety Plan annually. The School Safety Plan was last revised by the school administration and district administration and approved by School Site Council in December of 2016. The plan includes procedures for various emergencies, exit routes, First Aid training and inventories of emergency supplies. The plan is available in our school office. The safety plan is shared with school staff during a staff meeting. We conduct the following emergency response drills at the noted minimum frequency: fire drills are conducted monthly (after school programs, 3 times annually); lockdown & shelter-in-place drills are conducted twice per year (after school programs 2 times annually), and earthquake drills are practiced twice a year. We also participated in the Monterey County Disaster Drill which took place in October 2016. We share safety concerns at staff meetings and review procedures as needed. Suspensions and Expulsions School 2013-14 2014-15 2015-16 Suspensions Rate 3.2 6.1 4.7 Expulsions Rate 0.0 0.0 0.0 District 2013-14 2014-15 2015-16 Suspensions Rate 4.0 3.9 4.2 Expulsions Rate 0.0 0.0 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 2015-16 School Accountability Report Card for Monterey Park Elementary School Page 9 of 11

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 8 Percent of Schools Currently in Program Improvement 80.0 Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor------- 0 Counselor (Social/Behavioral or Career Development) 0 Library Media Teacher (Librarian) 0 Library Media Services Staff (Paraprofessional) 0 Psychologist------- 0 Social Worker------- 0 Nurse------- 0 Speech/Language/Hearing Specialist 0 Resource Specialist------- 1 Other------- 0 Average Number of Students per Staff Member Academic Counselor------- 0 * 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 Grade 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 27 26 26 3 4 4 1 33 26 26 1 2 2 1 2 29 29 29 2 2 2 3 24 27 27 1 3 3 3 4 32 22 22 2 2 2 2 2 5 32 22 22 1 1 2 1 1 1 1 6 31 31 31 3 3 3 Other 13 4 Professional Development provided for Teachers Our teachers attend two days of staff development. Trainings are also available during the summer, Saturdays, and after school. Teachers also have opportunities to attend conferences such as, 21st century learning skills, student engagement strategies, classroom management skills, and Professional Learning Communities and Systematic English Language Development. Teachers and administrators analyze test scores and identify areas of need. The major areas of staff development were language arts, math, and English Language Development. There is also regular staff development in the areas of Technology use, implementation of the Common Core standards, Restorative Justice Partners and Positive Behavior Intervention Supports. On Thursdays, students are dismissed early and teachers use the time for grade-level meetings, planning, and staff development. We use grade-level meetings to look at student achievement data and identify instructional focus areas. Teachers take time each year to improve their teaching skills and to extend their knowledge of the subjects they teach. 2015-16 School Accountability Report Card for Monterey Park Elementary School Page 10 of 11

FY 2014-15 Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $42,347 $44,573 Mid-Range Teacher Salary $66,624 $72,868 Highest Teacher Salary $84,530 $92,972 Average Principal Salary (ES) $94,847 $116,229 Average Principal Salary (MS) $119,596 Average Principal Salary (HS) $121,883 Superintendent Salary $176,400 $201,784 Percent of District Budget Teacher Salaries 33% 39% Administrative Salaries 5% 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- $5,992 $1,903 $4,089 $66,331 District------ $6,100 $67,161 State------- $5,677 $75,137 Percent Difference: School Site/District -33.0-1.2 Percent Difference: School Site/ State -28.0-11.7 * Cells with do not require data. Types of Services Funded Our site has a 41% Intervention Teacher that teaches the System 44 program to various students and groups. We also provide five Instructional Aides that work with small groups of students in the areas of mathematics, English Language Arts and English Language Development. We fund six teachers to teach our before and after school programs. We fund several online intervention programs such as Imagine Learning, Read 180, MobyMax, and Big Brainz math. Our library is open for our students and the community for 1 hour after school each day. Our PTO raises funds for classroom supplies, field trips, PE equipment, after school sports, and office supplies. 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 Monterey Park Elementary School Page 11 of 11