William G. Paden Elementary School 444 Central Ave. Alameda, CA 94501 (510) 748-4014 s K-5 Dr. Katherine Barr, Principal kbarr@alameda.k12.ca.us http://paden.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 District Governing Board Ardella Dailey, Trustee Gray Harris, Vice President Solana Henneberry, Trustee Gary K. Lym, President Jennifer Williams, Trustee School Description Paden Elementary School is a fabulous neighborhood school that looks out onto San Francisco Bay. The school community, families, staff and community partners, work together to ensure the success of every child. Numerous school-wide programs are routinely used to create a warm and nurturing learning environment with high expectations for all. At Paden we use life skills to build a caring community of active learners. Paden School has a highly experienced staff, committed parent volunteers, and effective support staff working together to educate well-rounded citizens of the future. During the 2015-16 school year, we created an Innovative Program called Learn and Play by the Bay. This research-backed plan will provide students with additional time and resources for play during the school day and put an emphasis on science and community service related to the San Francisco bay. We also continued small group instruction in English language arts, focusing on providing English Language Development to all English Learners along with literacy support to students who were below grade level. This strategy also provides enrichment to students who are working at or above grade level. Like other California schools, we face budget challenges on how to support the needs of all students with fewer and fewer resources. Katherine Barr, Principal 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 William G. Paden Elementary School Page 1 of 9
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 64 1 42 2 49 3 49 4 46 5 47 Total Enrollment 297 2015-16 Student Enrollment by Group Group Percent of Total Enrollment Black or African American 6.7 American Indian or Alaska Native 0.7 Asian 21.9 Filipino 12.1 Hispanic or Latino 21.2 Native Hawaiian or Pacific Islander 0.3 White 23.6 Two or More Races 13.5 Socioeconomically Disadvantaged 42.4 English Learners 30.3 Students with Disabilities 7.7 Foster Youth 0.3 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 William G. Paden Elementary School 14-15 15-16 16-17 With Full Credential 21 20 17 Without Full Credential 0 0 0 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 William G. Paden Elementary 14-15 15-16 16-17 Teachers of English Learners 0 0 0 Total Teacher Misassignments 0 0 0 Vacant Teacher Positions 1 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 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 William G. Paden Elementary School Page 2 of 9
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: 11-2015 Textbooks and Instructional Materials/Year of Adoption Reading/Language Arts Houghton Mifflin Medallions Series (2001/2004) Mathematics Science Eureka Math (2013) - s K-5 - Josey-Bass/Common Core Inc,/Great Minds Full Option Science System (FOSS) Adopted in 2007 and updated in 2014 History-Social Science Foreign Language Pearson/Scott Foresman (2003) K-5 Series including Our Community, Our California, Our Nation N/A 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: 8/25/2015 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 William G. Paden Elementary School Page 3 of 9
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 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 61 60 63 66 44 48 Math 55 63 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 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 60 62 47 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 Meeting Fitness Standards 4 of 6 5 of 6 6 of 6 ---5--- 11.4 13.6 20.5 * 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) Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced All Students 46 45 97.8 46.7 Male 29 28 96.6 46.4 Female 17 17 100.0 47.1 Asian 13 13 100.0 38.5 Socioeconomically Disadvantaged 21 21 100.0 23.8 English Learners 13 13 100.0 23.1 * 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 William G. Paden Elementary School Page 4 of 9
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 English Learners School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Standard Met or Exceeded 3 50 45 90.0 51.1 4 47 46 97.9 65.2 5 46 45 97.8 62.2 3 24 21 87.5 52.4 4 20 20 100.0 55.0 5 29 28 96.5 67.9 3 26 24 92.3 50.0 4 27 26 96.3 73.1 5 17 17 100.0 52.9 3 11 11 100.0 45.5 5 13 13 100.0 69.2 3 12 10 83.3 40.0 3 11 10 90.9 70.0 4 11 10 90.9 80.0 3 21 19 90.5 15.8 4 21 20 95.2 45.0 5 21 21 100.0 42.9 3 18 17 94.4 47.1 5 13 13 100.0 30.8 2015-16 School Accountability Report Card for William G. Paden Elementary School Page 5 of 9
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 Standard Met or Exceeded 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 Filipino Hispanic or Latino School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Standard Met or Exceeded 3 50 46 92.0 56.5 4 47 46 97.9 69.6 5 47 46 97.9 63.0 3 24 22 91.7 50.0 4 20 20 100.0 70.0 5 29 28 96.5 75.0 3 26 24 92.3 62.5 4 27 26 96.3 69.2 5 18 18 100.0 44.4 3 11 11 100.0 45.5 5 13 13 100.0 92.3 3 12 11 91.7 54.5 2015-16 School Accountability Report Card for William G. Paden Elementary School Page 6 of 9
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 Standard Met or Exceeded 3 11 10 90.9 80.0 4 11 10 90.9 90.0 3 21 19 90.5 31.6 4 21 20 95.2 40.0 5 21 21 100.0 57.1 3 18 17 94.4 52.9 5 14 14 100.0 50.0 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. 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) Paden Elementary greatly benefits from its supportive parents who participate in PTA and on the English Language Advisory Committee, volunteer in the classrooms, and sit on School Site Council. The school has a strong base of parent volunteers who organize monthly Family Fun Nights, an art docent program, and a variety of fundraising events. Parents volunteer in the classroom on a regular basis. The school also benefits from community partnerships, including Girls, Inc which provides literacy support to 1st and 2nd grade girls and opportunities to explore science topics for 4th and 5th grade girls. California PTA's School Smarts program has become an integral part of parent education at our school. 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. 2015-16 School Accountability Report Card for William G. Paden Elementary School Page 7 of 9
School Safety Plan Safety of students and staff is a primary concern at Paden Elementary. Staff members monitor the school grounds before and after school, at recesses, and at lunch time. We implemented Positive Behavior Intervention Systems two years ago; schoolwide behavioral expectations and reward systems support the character education already in place. Lifelong Guidelines and Lifeskills form the foundation of all interactions. These concepts are taught and modeled at Opening Ceremony, a daily gathering of families, students and staff. Teachers use classroom meetings to address issues related to rules and to support students to use the Lifelong Guidelines and Life skills that are posted in every classroom. Parents are an integral part of our community and support us by knowing the rules and ensuring that students follow the rules. The school is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The School Site Safety plan was last reviewed and updated in March 2015 by the School Safety Committee. All revisions were communicated to both the classified and certificated staff. The school s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire and disaster drills are conducted on a regular basis throughout the school year. Lockdown drills are held once a year. Students are supervised for ten minutes before school by certificated staff. Trained noon supervisors, the principal, and classified staff help with supervision during lunch. There is a designated area for student drop off and pick up. Visitors must sign in with the office staff and wear a visitor s badge at all times during their stay on campus. Implementation of Share911 provides immediate access to emergency staff when needed. Suspensions and Expulsions School 2013-14 2014-15 2015-16 Suspensions Rate 3.4 1.2 1.9 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 2 Year 2 Number of Schools Currently in Program Improvement 4 Percent of Schools Currently in Program Improvement 50.0 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) 0.0 Library Media Teacher (Librarian) 0.69 Library Media Services Staff (Paraprofessional) 0 Psychologist------- 0.4 Social Worker------- 0.0 Nurse------- 0.0 Speech/Language/Hearing Specialist 1.0 Resource Specialist------- 0 Other------- 0.4 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. 2016-17 School Accountability Report Card for William G. Paden Elementary School Page 8 of 9
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 23 24 21 1 1 2 3 2 1 24 25 21 2 2 2 2 25 17 25 1 2 2 2 3 25 25 25 2 2 2 4 29 32 31 1 1 1 5 20 31 32 1 3 2 1 Other 3 30 1 1 Professional Development provided for Teachers Staff members build teaching skills and knowledge by participating in a variety of experiences throughout the year. The district typically dedicates three days to staff development annually. Topics for staff development during the 2015-2016 school year were site based and included PBIS, implementation of FOSS and Writer's Workshop. The district provides support for PBIS with professional development and coaching. Staff attended FOSS workshops and the designated Teacher Leaders offer professional development during staff meetings. We also have staff who are trained in Writer's Workshop who support staff to review student work using the rubrics from the program. This activity had allowed us to calibrate across the site for expectations at each grade level. The district also supports math coaches who model lessons and support teachers to implement the district math curriculum. At the site, teachers share their expertise with the whole staff and grade level teams collaborate on implementation of agreed upon strategies. We are continuing our work with the Common Core standards building understanding across grade levels of expected student outcomes and the instruction needed to support students to meet them. Paden School supports teachers in pursuing their own specialized professional development. 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- 11,116.67 4,090.62 7,026.05 62,430.12 District------ 6768.07 $67,845 - State------- $5,677 $71,517 Percent Difference: School Site/District 3.8-8.0 Percent Difference: School Site/ State 23.8-12.7 * 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 William G. Paden Elementary School Page 9 of 9