Clara Barton Elementary School School Accountability Report Card Reported Using Data from the 2014-15 School Year Published During 2015-16 By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. About This School Contact Information (Most Recent Year) School Contact Information School Name------- Street------- Clara Barton Elementary School 1926 Clearbrook Lane City, State, Zip------- Anaheim, CA 92804 Phone Number------- (714) 517-8900 Principal------- E-mail Address------- Web Site------- s Served K-6 Shawnna Derache sderache@acsd.k12.ca.us http://barton.acsd.us/ CDS Code 30-66423-6027288 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 1 of 13
District Contact Information District Name------- Anaheim City School District Phone Number------- (714) 517-7500 Superintendent------ Dr. Linda Wagner E-mail Address------- lkwagner@acsd.k12.ca.us Web Site------- www.acsd.k12.ca.us School Description and Mission Statement (Most Recent Year) Clara Barton School is focused on providing our students with the highest level of instruction by: building a community of life-long learners; maintaining high expectations for student learning; supporting the social and emotional growth of all by teaching and modeling clear expectations for learning and behavior, and by providing them with an atmosphere of caring and well-being. Our dedicated teaching staff plans learning activities to meet the individual needs of students based on the California State s and state-approved curricular materials. Barton s distinguished practice is Healthy Living which is comprised of physical education, nutrition, social and emotional health, and the 40 developmental assets. Students and parents are offered a variety of opportunities which focus on healthy living such as; 100 Mile Club, Dance Club, Lunch Clubs, nutrition classes, and an after school soccer program. Clara Barton serves a variety of students with special needs. We are fortunate to have special education programs that provide specialized instruction for learning disabilities and speech and language development. Our visually impaired program includes students from many different grade levels and schools. Our specialized Co-Lab kindergarten classrooms provides the opportunity for students who have been identified with special needs, to be mainstreamed into a general education classroom with their peers over 70% of their instructional day. Barton is also the home of a Gifted and Talented Education (GATE) program that serves more than 120 students identified for an enriched curriculum in third through sixth grades. All students participate in field trips, in part through the county office s Inside the Outdoors program. Sixth grade students attend Outdoor Science Camp for four days and three nights each year. The arts are encouraged through a variety of classroom art programs, special assemblies, an after school music program for students in grades 4-6, and community art contests. Student Council and conflict management teach leadership and life skills. The use of mobile computer carts help students learn basic keyboarding skills as well as computer literacy. The library media clerk stimulates the love of reading while working with students on reference and study skills. Each trimester a variety of after-school programs are offered to students to provide both enrichment and tutoring opportunities. Anaheim Achieves is an after school program that serves approximately 100 students in first through sixth grade. Additionally, our SST (School Study Team) meets monthly to support teachers in meeting the needs of at risk students. Teachers are given support materials and strategies to help them meet the needs of their students. Peer tutors have been trained to help SST students achieve success in the classroom. Student Enrollment by Level (School Year 2014-15) Number of Level Students Kindergarten 119 1 85 2 98 3 112 4 99 5 99 6 101 Total Enrollment 713 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 2 of 13
Student Enrollment by Group (School Year 2014-15) Student Percent of Group Total Enrollment Black or African American 2.2 Asian 13.7 Filipino 4.5 Hispanic or Latino 66.1 Native Hawaiian or Pacific Islander 1.3 White 8.7 Two or More Races 2.8 Socioeconomically Disadvantaged 76.3 English Learners 52.2 Students with Disabilities 10.1 Foster Youth 0.6 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 Teachers School District 2013-14 2014-15 2015-16 2015-16 With Full Credential 23 26 28 729 Without Full Credential 0 0 0 0 Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0 Teacher Misassignments and Vacant Teacher Positions Indicator 2013-14 2014-15 2015-16 Misassignments of Teachers of English Learners 0 0 0 Total Teacher Misassignments * 0 0 0 Vacant Teacher Positions 0 0 0 Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15) Location of Classes Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 100.0 0.0 All Schools in District 100.0 0.0 High-Poverty Schools in District 100.0 0.0 Low-Poverty Schools in District 0.0 0.0 Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 3 of 13
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) Year and month in which data were collected: 9/9/2015 Instructional Materials Resolution adopted on 9/9/2015. The Anaheim City School District follows the State s curriculum cycle to adopt updated, high quality textbooks and related materials. Students are provided with an adequate supply of Board-approved textbooks for all subject areas that are aligned with District and State content standards. Core Curriculum Area Textbooks and Instructional Materials/ Year of Adoption From Most Recent Adoption? Lacking Own Assigned Copy Reading/Language Arts 2001-02 Houghton Mifflin Reading c2003 Yes 0% Mathematics Scott Foresman - Addison Wesley envisionmath California, c2009 (K-2nd),McGraw-Hill MyMath, c2010 (3rd-5th), McGraw-Hill California Math, c2010 (6th) Yes 0% Science Houghton Mifflin Science c2007 Yes 0% History-Social Science 2006-07 California Vistas Macmillan/McGraw-Hill c2006 Yes 0% School Facility Conditions and Planned Improvements (Most Recent Year) Inspection Date: 10/12/15 Average Percentage of 15 categories evaluated: 100.00 Overall rating: EEMPLARY General The District takes great effort 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. Safety inspections take place on a quarterly basis at all sites. Maintenance and Repair District maintenance staff ensures that repairs necessary to keep the school maintained and in working order are completed in a timely manner. An electronic work order process is used to ensure timely and efficient service. Emergency repairs have highest priority. A maintenance worker is assigned to the site, and is usually on campus once every week. No emergency repair needs exist at this site. Cleaning Process and Schedule The District has standard cleaning procedures and guidelines used at each school site. Cleaning schedules are developed jointly between the principal and custodial staff to ensure a clean and safe school. Since January of 2006, the District has implemented the General Deep Cleaning crew procedure. On average, once every 10 months all schools are being deep cleaned on a rotation schedule. The District s completed deferred maintenance plan is available at the Operations Center at 1411 S. Anaheim Blvd. Anaheim, CA 92805. School Facility Good Repair Status (Most Recent Year) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 10/12/2015 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 4 of 13
System Inspected Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 10/12/2015 Repair Status Good Fair Poor Repair Needed and Action Taken or Planned Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Facility Rating (Most Recent Year) Year and month in which data were collected: 10/12/2015 Exemplary Good Fair Poor Overall Rating 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], Science California s Tests); and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15) Subject Meeting or Exceeding the State s (grades 3-8 and 11) School District State English Language Arts/Literacy 30 24 44 Mathematics 30 20 33 Note: 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. CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, s Three through Eight and Eleven (School Year 2014-15) Student Group Number of Students Enrolled Tested Tested Not Met Nearly Met Met Exceeded All Students 3 109 109 100.0 61 22 13 4 4 98 97 99.0 41 26 21 12 5 94 93 98.9 42 27 20 11 6 104 104 100.0 25 35 30 11 Male 3 66 60.6 68 15 14 3 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 5 of 13
Student Group Number of Students Enrolled Tested Tested Not Met Nearly Met Met Exceeded 4 45 45.9 38 33 24 4 5 48 51.1 46 29 15 10 6 56 53.8 29 29 34 9 Female 3 43 39.4 51 33 12 5 4 52 53.1 44 19 17 19 5 45 47.9 38 24 27 11 6 48 46.2 21 42 25 13 Black or African American 3 2 1.8 -- -- -- -- 4 3 3.1 -- -- -- -- 5 1 1.1 -- -- -- -- 6 6 5.8 -- -- -- -- Asian 3 16 14.7 25 38 31 6 4 11 11.2 9 27 27 36 5 13 13.8 0 15 38 46 6 19 18.3 0 32 26 42 Filipino 3 5 4.6 -- -- -- -- 4 4 4.1 -- -- -- -- 5 3 3.2 -- -- -- -- 6 9 8.7 -- -- -- -- Hispanic or Latino 3 73 67.0 71 22 5 1 Native Hawaiian or Pacific Islander 4 63 64.3 51 27 14 8 5 64 68.1 55 25 17 3 6 57 54.8 35 35 26 4 3 1 0.9 -- -- -- -- 5 2 2.1 -- -- -- -- 6 3 2.9 -- -- -- -- White 3 5 4.6 -- -- -- -- 4 15 15.3 27 20 40 13 5 8 8.5 -- -- -- -- 6 8 7.7 -- -- -- -- Two or More Races 3 4 3.7 -- -- -- -- 4 1 1.0 -- -- -- -- 5 2 2.1 -- -- -- -- 6 2 1.9 -- -- -- -- Socioeconomically Disadvantaged 3 92 84.4 67 21 9 3 4 79 80.6 46 24 22 9 5 74 78.7 47 24 20 8 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 6 of 13
Student Group Number of Students Enrolled Tested Tested Not Met Nearly Met Met Exceeded 6 78 75.0 27 38 28 6 English Learners 3 69 63.3 68 20 10 1 4 34 34.7 76 21 3 0 5 33 35.1 67 30 3 0 6 22 21.2 68 23 9 0 Students with Disabilities 3 11 10.1 82 9 0 9 4 6 6.1 -- -- -- -- 5 7 7.4 -- -- -- -- 6 5 4.8 -- -- -- -- Foster Youth 3 -- -- -- -- -- -- 4 -- -- -- -- -- -- 5 -- -- -- -- -- -- 6 -- -- -- -- -- -- Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, s Three through Eight and Eleven (School Year 2014-15) Student Group Number of Students Enrolled Tested Tested Not Met Nearly Met Met Exceeded All Students 3 109 109 100.0 51 25 19 5 4 98 97 99.0 37 25 27 11 5 94 93 98.9 47 32 14 6 6 104 104 100.0 30 33 18 19 Male 3 66 60.6 53 20 21 6 4 45 45.9 24 27 38 11 5 48 51.1 46 33 15 6 6 56 53.8 25 30 18 27 Female 3 43 39.4 49 33 16 2 4 52 53.1 48 23 17 12 5 45 47.9 49 31 13 7 6 48 46.2 35 35 19 10 Black or African American 3 2 1.8 -- -- -- -- 4 3 3.1 -- -- -- -- 5 1 1.1 -- -- -- -- 6 6 5.8 -- -- -- -- Asian 3 16 14.7 13 19 44 25 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 7 of 13
Student Group Number of Students Enrolled Tested Tested Not Met Nearly Met Met Exceeded 4 11 11.2 0 27 18 55 5 13 13.8 8 38 23 31 6 19 18.3 5 11 26 58 Filipino 3 5 4.6 -- -- -- -- 4 4 4.1 -- -- -- -- 5 3 3.2 -- -- -- -- 6 9 8.7 -- -- -- -- Hispanic or Latino 3 73 67.0 63 26 11 0 Native Hawaiian or Pacific Islander 4 63 64.3 44 22 30 3 5 64 68.1 59 27 11 3 6 57 54.8 42 39 12 7 3 1 0.9 -- -- -- -- 5 2 2.1 -- -- -- -- 6 3 2.9 -- -- -- -- White 3 5 4.6 -- -- -- -- 4 15 15.3 20 40 27 13 5 8 8.5 -- -- -- -- 6 8 7.7 -- -- -- -- Two or More Races 3 4 3.7 -- -- -- -- 4 1 1.0 -- -- -- -- 5 2 2.1 -- -- -- -- 6 2 1.9 -- -- -- -- Socioeconomically Disadvantaged 3 92 84.4 57 25 17 1 4 79 80.6 41 23 25 11 5 74 78.7 50 32 15 3 6 78 75.0 33 35 15 17 English Learners 3 69 63.3 49 29 17 4 4 34 34.7 74 21 3 3 5 33 35.1 79 18 3 0 6 22 21.2 77 23 0 0 Students with Disabilities 3 11 10.1 91 0 0 9 4 6 6.1 -- -- -- -- 5 7 7.4 -- -- -- -- 6 5 4.8 -- -- -- -- Foster Youth 3 -- -- -- -- -- -- 4 -- -- -- -- -- -- 5 -- -- -- -- -- -- 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 8 of 13
Number of Students Student Group Enrolled Tested Tested Not Met Nearly Met Met Exceeded 6 -- -- -- -- -- -- Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. California s Tests for All Students in Science (Three-Year Comparison) Subject Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 Science (grades 5, 8, and 10) 63 59 35 45 46 37 59 60 56 Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California s Tests Results by Student Group in Science (School Year 2014-15) Student Group Scoring at Proficient or Advanced All Students in the LEA 37 All Students at the School 35 Male 34 Female 36 Black or African American -- Asian 76 Filipino -- Hispanic or Latino 24 Native Hawaiian or Pacific Islander -- White Two or More Races -- -- Socioeconomically Disadvantaged -- English Learners 9 Students with Disabilities 30 Foster Youth -- Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California Physical Fitness Test Results (School Year 2014-15) Level Meeting Fitness s Four of Six s Five of Six s Six of Six s ---5--- 29.30 15.20 10.90 Note: 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. 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 9 of 13
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 (Most Recent Year) Parents at Barton School are given multiple opportunities to participate and be involved in their child's learning. Barton has an extensive parent volunteer program which allows parents to participate in a variety of activities within their child's classroom. In these situations parents can assist the teacher by completing specific activities, tutor students who are struggling, or complete other tasks as needed. In addition the PTA is very active at Barton School. We have a large contingency of parents who participate in the monthly meetings as well as volunteer their time at assemblies and other activities. Our School Site Council is also another way our parents volunteer their time and expertise. Parents also are given multiple opportunities to provide input on student safety, instruction, and general concerns regarding the school site and their child's education. Parent trainings on various topics, Coffee Chats, or Classroom walk throughs are offered monthly. 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. Suspensions and Expulsions Rate School District State 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 Suspensions------- 0.25 1.25 0.39 0.07 0.56 0.51 5.07 4.36 3.80 Expulsions------- 0.00 0.00 0.00 0.00 0.00 0.00 0.13 0.10 0.09 School Safety Plan (Most Recent Year) Most recent review date: 12/17/2014 Each year Barton School reviews and updates its comprehensive School Safety Plan and forwards a copy to the District s Pupil Services Office for approval. Before adopting its comprehensive School Safety Plan, the School Site Council/School Safety Plan Committee holds a public meeting at the school site for input about the school safety plan. The School Safety Plan covers: A Mission & Vision Statement School Programs and Practices Data Analysis & Recommendations People & Programs Physical Environment Data Analysis School Safety Laws The school safety plan is a public document and will be readily available for inspection at the school site and at the district office. 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 10 of 13
D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year 2014-15) AYP Criteria School District State Made AYP Overall Yes Yes Yes Met Participation Rate: English-Language Arts Yes Yes Yes Met Participation Rate: Mathematics Yes Yes Yes Met Percent Proficient: English-Language Arts N/A N/A N/A Met Percent Proficient: Mathematics N/A N/A N/A Met Attendance Rate Yes Yes Yes Met Graduation Rate N/A N/A Yes Federal Intervention Program (School Year 2015-16) Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2011-2012 2004-2005 Year in Program Improvement* Year 3 Year 3 Number of Schools Currently in Program Improvement N/A 23 Percent of Schools Currently in Program Improvement N/A 95.8 Note: Cells with N/A values do not require data. Average Class Size and Class Size Distribution (Elementary) Level Avg. Class Size 2012-13 2013-14 2014-15 Number of Classes Avg. Number of Classes Avg. Number of Classes Class Class 1-20 21-32 33+ Size 1-20 21-32 33+ Size 1-20 21-32 33+ K 27 1 3 26 1 3 24 2 3 1 30 3 32 1 28 3 2 32 3 30 3 25 4 3 28 3 30 4 28 4 4 31 3 31 1 2 33 1 2 5 30 3 31 3 32 1 2 6 33 1 3 28 4 25 3 1 Other 7 1 24 1 2 5 1 Note: Number of classes indicates how many classes fall into each size category (a range of total students per class). 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 11 of 13
Academic Counselors and Other Support Staff (School Year 2014-15) Academic Counselor------- Title Number of FTE Assigned to School Average Number of Students per Academic Counselor Counselor (Social/Behavioral or Career Development) 0 N/A Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) 1 N/A Psychologist-------.5 N/A Social Worker------- Nurse-------.5 N/A Speech/Language/Hearing Specialist 1 N/A Resource Specialist------- 2 N/A Other------- N/A Note: Cells with N/A values do not require data. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14) Level Total Expenditures Per Pupil Supplemental/ Restricted Basic/ Unrestricted N/A N/A Average Teacher Salary School Site------- $6,171.46 $232.46 $5,938.99 $93,467 District------- N/A N/A $5,401.79 $85,702 Percent Difference: School Site and District N/A N/A 9.9 9.1 State------- N/A N/A $5,348 $72,993 Percent Difference: School Site and State N/A N/A 11.1 28.0 Note: Cells with N/A values do not require data. Types of Services Funded (Fiscal Year 2014-15) Barton School received funding from restricted sources such as Title I (federal) and Local Control Funding Formula (state) for supplementary education programs, materials, professional development, professional development TOSAs, and parent education. A detailed description of programs and services provided to support student achievement is documented in the Single Plan for Student Achievement located at https://sites.google.com/a/acsd.k12.ca.us/categorical-state-federal-projects/home/singleplan-for-student-achievement. Teacher and Administrative Salaries (Fiscal Year 2013-14) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $48,810 $43,091 Mid-Range Teacher Salary $82,628 $70,247 Highest Teacher Salary $98,950 $89,152 Average Principal Salary (Elementary) $124,351 $112,492 Average Principal Salary (Middle) $116,021 Average Principal Salary (High) $117,511 Superintendent Salary $231,000 $192,072 Percent of Budget for Teacher Salaries 40% 41% Percent of Budget for Administrative Salaries 5% 6% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 12 of 13
Professional Development (Most Recent Three Years) The vision of ACSD is to create an exceptional learning environment that engages, challenges, and supports all students so that they thrive and achieve their academic potential every year, while preparing them to pursue college and career opportunities to be global citizens. To increase the achievement of all students, close the achievement gap for our English Learners and build the 21st century competencies needed of communication, collaboration, critical thinking and creativity, a comprehensive professional learning program is provided to all teaching, classified and district staff. Two instructional areas of focus aligned with both local and state assessment data and the language and rigor demands of the common core standards have been identified: *During instruction, teachers explicitly teach the language that students need to engage in academic discourse about content through multiple and frequent opportunities to discuss and collaborate using complete sentences and academic language to develop their understanding. *During mathematics instruction, teachers provide frequent and ample opportunities for teachers and students to demonstrate the standards for mathematical practice. Professional learning opportunities are provided through various venues to allow for differentiated needs. Teachers can attend expected development through available summer dates, all district staff development days, and in/after school support with release time provided. Additionally, all schools are provided with on site specific professional development as needed through district curriculum specialist. A professional learning calendar and online registration process is available and digitally accessible to all staff 24hrs a day. Job embedded professional learning through peer support is orchestrated and provided by on site coaching opportunities. All schools have support from a full time Curriculum Coach and shared Digital Learning coach to help apply professional learning through co-plan/co-teach opportunities, lesson studies, grade level calibrating and planning, peer learning walks and modeling of effective delivery of instruction. 2014-15 School Accountability Report Card for Clara Barton Elementary School Page 13 of 13