fontana unified south tamarind elementary school school ...making south tamarind a place to shine....

-1-South Tamarind Elementary School Published: January 2016

SARC InformationEvery school in California is required by state law to publish a School Accountability Report Card (SARC) by February 1st of each year. 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 a 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 webpage at http://www.cde.ca.gov/ta/ac/sa/.

• View this SARC online at the school and/or LEA websites.• For more information about the LCFF or LCAP, see the CDE LCFF Webpage at http://www.

cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents and community members should contact

the school principal or the district office.

District GoalsLEARNING FOR ALL STUDENTS

Every student will be provided a comprehensive educational program aligned with the California State Standards that increases student achievement at the highest level and increases attendance.

SAFE, POSITIVE, WELL-MAINTAINED SCHOOLS

Every student will be provided with a clean, orderly, and adequately equipped school that is organized for its educational purpose and where every student is welcomed, respected, and valued.

QUALITY STAFF PROVIDING QUALITY SERVICE

Every student will be provided with a quality education by highly qualified staff who will be continuously trained in teaching strategies, support programs, and staff development activities.

SCHOOL/HOME/COMMUNITY PARTNERSHIPS & COMMUNICATION

Every student will be supported, and relationships enhanced, through open communication with parents, students, colleagues, and the community to develop partnerships.

ACQUISITION & ALLOCATION OF RESOURCES THAT SUPPORT THE ABOVE GOALS

Every student will be supported through the strategic allocation of all resources by continuously reviewing, updating, and fully implementing all district plans.

Principal’s MessageI would like to take this opportunity to invite you to explore South Tamarind’s annual School Accountability Report Card (SARC). The SARC is a valuable tool helpful in understanding the overall Educational Program at South Tamarind Elementary. The SARC describes the instructional programs offered at the school, as well as information regarding the school’s academic achievement/progress, classroom and faculty configurations and the school safety. Understanding the educational program being offered will assist both the school and the community in moving towards the goal of higher learning for all.

South Tamarind Elementary School8561 Tamarind Avenue, Fontana, CA 92335

(909) 357-5760CDS Code: 36-67710-6035901

Serving Grades Pre-Kindergarten through Five

Joel Aviña, [email protected]

2014-2015 School Accountability Report Card

“Every Student Successful. Engaging Schools. Empowered

Communities.”

9680 Citrus Avenue Fontana, CA 92335

(909) 357-7600www.fusd.net

Board of EducationLorena Corona, President

Mary Sandoval, Vice President/Clerk

Jesse Armendarez, MemberBarBara L. Chavez, Member

Matt Slowik, MURP, MPA, Member

Isaac Rubalcava, Student Board Member

District AdministrationLeslie Boozer, Ed.D., J.D.

[email protected]

Randal S. Bassett Associate Superintendent,

Business Services

Oscar Dueñas Associate Superintendent,

Student Services

David Creswell Associate Superintendent,

Human Resources

Antonio J. Cediel, Ed.D. Associate Superintendent,

Teaching & Learning

Martin Sissac Chief of School Police Services

Fontana UnifiedSchool District


The staff at South Tamarind strives to provide a learning environment that maximizes opportunities for all students. We believe that commitment to continuous learning, both for our students and ourselves will lead to marked improvement in our instructional program and academic growth. This continuous improvement will allow for increased student achievement and a quality education for all of our students.

At South Tamarind we set high expectations for academics and behavior. We believe and instill in our students that they are all college-bound students and college begins with us. Through a strong foundational start, our students will be ready and able to achieve their goals and realize their dreams.

We are fortunate to have a strong relationship with our families and community members. Through an active and committed PTA we are able to provide extra-curricular activities for our students and their families. With our partnership with the Fontana Afterschool Program, our ties to the community continue to grow and strengthen. Together we are all making South Tamarind a place to shine.

Our goal in presenting this information is to keep our community and the general public well informed. It is our intent to keep lines of communication open and we welcome any suggestions, comments, or questions you may have. Thank you for helping South Tamarind Elementary grow and improve as we continue to help each student achieve their full potential.

School Enrollment (School Year 2014-15)In the 2014-15 school year, the school served 773 students in grades kindergarten through five. The charts display school enrollment broken down by grade and student group.

School Profile (School Year 2015-16)The South Tamarind Elementary School community is dedicated to maximizing the personal, social, and academic successes of each child by providing a safe and challenging environment where all students work collaboratively and actively participate in the process of learning. Every staff member celebrates the school’s success and continues to recognize strategies for improving academic achievement of ALL students.

Attendance is a critical component in academic success. South Tamarind Elementary School Takes measurable efforts to emphasize the value of being on time and in class every day. The school’s counselor, community aide and assistant principal work together to identify students whose regular attendance profiles them as at risk. When absences are excessive, home visits are made to discuss attendance concerns with families to provide needed support and express the importance of the regular school attendance.

A state preschool program is on campus and open to eligible 4 year olds. The preschool program offers a child-centered curriculum focusing on physical, cognitive, and social-emotional growth.

A. Conditions of Learning

State Priority: BasicThe 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.

Highly Qualified Teachers (School Year 2014-15)The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified”. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/.

Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 39 percent or less.

Teacher AssignmentThe district recruits and employs qualified credentialed teachers. This chart shows information about teacher credentials.

Enrollment Trend by Grade Level2012-13 2013-14 2014-15

K 132 129 127

1st 130 142 131

2nd 128 125 137

3rd 131 121 122

4th 118 117 124

5th 126 117 132

Enrollment by Student Group2014-15

Percentage

Black or African American 3.0%

Filipino 0.1%

Hispanic or Latino 92.8%

Native Hawaiian or Pacific Islander 0.1%

White 3.9%

Two or More Races 0.1%

English Learners 52.8%

Socioeconomically Disadvantaged 86.8%

Students with Disabilities 8.7%

Foster Youth 1.4%

NCLB Compliant Teachers% of Core Academic Courses Taught

By Highly Qualified Teachers

% of Core Academic Courses

Taught By Non-Highly Qualified Teachers

School 100.0% 0.0%

All Schools in District 99.1% 0.9%

High-Poverty Schools in District 99.1% 0.9%

Low-Poverty Schools in District N/A N/A

Teacher Credential StatusSchool District

13-14 14-15 15-16 15-16

Fully Credentialed 28 27 29 1532

Without Full Credentials 0 1 0 14

Teaching Outside Subject Area of Competence (with full credential)

0 0 0 5


Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester or year.

Instructional Materials (School Year 2015-16)Fontana Unified School District held a public hearing on September 16, 2015, and determined that each school within the district had sufficient and good quality textbooks, instructional materials, foreign language materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California.

All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects, Foreign Languages, Health, and Visual and Performing Arts, for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education. Materials approved for use by the state are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption.

The table displays information collected in November 2015 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.

*Note: In 2008, the State of California offered a waiver for adopting new instructional materials due to the statewide education budget crisis. Fontana Unified School District was granted a waiver, which is why all elementary and middle schools in the district used English/Language Arts textbooks that were adopted in 2003 in the 2015-16 school year. In order to adequately provide instruction consistent with the state-adopted Common Core curriculum, the District supplements the curriculum with Curriculum Associates, Inc. Ready Common Core. In the 2016-17 school year, all Fontana Unified schools will be using newly adopted McGraw-Hill textbooks, which are on the current state approved list provided by the California Department of Education.

School Facilities (School Year 2015-16)South Tamarind Elementary School takes great pride in providing students with a clean, safe, and functional environment for learning through proper facilities maintenance and campus supervision. Built in 1951, the school sits on 8.54 acres and includes a library, 30 permanent classrooms, 18 portable classrooms, a staff lunch room, and a cafeteria/multipurpose room. Original facilities underwent modernization over a three-year period concluding in 2003. Ongoing maintenance by site custodians and district trade specialists ensures facilities remain up-to-date and provide adequate space for students and staff.

The district’s maintenance department inspects facilities and operating systems at South Tamarind Elementary School at least twice a year. A formal inspection report is prepared annually in accordance with Education Code §17592.72(c)(1). Fontana Unified School District uses the Facilities Inspection Tool developed by the California Office of Public School Construction to assess current conditions of the campus and identify facilities improvement needs.

Campus SupervisionSchool staff take every opportunity to make sure students remain safe on campus. Before school starts, breakfast is served in the cafeteria. Each morning as students arrive for class, the front and back entrance gates are monitored. Noon duty aides supervise students in the cafeteria receiving breakfast and on the playground. Kindergarten students are escorted to their classroom by a parent/guardian or activities supervisor. During recess, administrators and activities supervisors monitor assigned areas on the playground. At the end of the school day, teachers ensure students depart in a safe and orderly manner. Gates are supervised by staff members.

Two crossing guards help students cross the nearby streets safely. Administrators circulate throughout the playground each morning before arriving at the front of the school to meet and greet students and parents. At the end of the day, administrators are stationed at the front of the school to oversee and assist with student supervision. South Tamarind Elementary School is a closed campus. During school hours, all visitors must sign in at the school’s office and wear identification badges while on school grounds.

Misassignments/Vacancies13-14 14-15 15-16

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 0 0 0

District-Adopted Textbooks

Grade Levels Subject Title Publisher Adoption

Year

From Most Recent State

Adoption% Lacking

TK English/Language Arts Imagine It! SRA/McGraw Hill 2014 No* 0.0%

K-5 English/Language Arts Open Court SRA/McGraw-Hill 2001 No* 0.0%

K-5 English Language Development Avenue Hampton Brown 2003 No* 0.0%

TK-5 Mathematics My Math SRA/McGraw Hill 2015 Yes 0.0%

TK-5 Science California Science Houghton Mifflin 2007 Yes 0.0%

TK-5 Social Science/History California Social Studies Houghton Mifflin 2006 Yes 0.0%


Campus MaintenanceSchool custodial staff and the district’s maintenance department work together to ensure playgrounds, classrooms, and campus grounds are well-maintained and kept safe and functioning for students, staff, and visitors. The Fontana Unified School District publishes a comprehensive custodial manual which outlines cleaning standards and prioritization guidelines. Each custodial staff member receives job training and is provided a copy of the district’s cleaning manual which defines individual responsibilities regarding maintenance procedures, daily responsibilities, performance expectations, and safety measures.

One full-time day custodian and one full-time plus one part-time evening custodians are assigned to South Tamarind Elementary and are responsible for keeping classrooms and facilities clean, safe, and in good repair and working order. Each morning before students arrive on campus, the day custodian inspects facilities for graffiti, safety hazards or other conditions that need attention prior to students and staff entering school grounds. Restrooms are checked before and after each recess by the custodians and cleaned as needed. Administrators and custodians meet formally two to three times a month and communicate informally on a daily basis to address campus maintenance and safety issues. Daily housekeeping and cleaning takes place in the evening. When students and staff are on intersession or school break, custodial teams focus on deep cleaning of carpets, floors, windows, restrooms, and other major components of the campus.

An electronic work order process is in place for non-routine school repairs and maintenance projects. School staff submit work orders to the school secretary who forwards all work orders to the district’s maintenance department who identifies the scope of each project and then assigns the projects to either district maintenance technicians/specialists or site custodians. Each site custodian is capable of handling general repairs; projects requiring specialists or third party contractors are completed by the district’s maintenance department. Emergency repairs are typically resolved immediately by either school custodians or district maintenance specialists. The custodian, office personnel, school administrators, and a supervision aide carry hand-held radios to facilitate immediate communications regarding safety and emergency issues.

The chart displays the results of the most recent facilities inspection at the school. Facilities information was collected in October 2015.

School Facility ConditionsDate of Last Inspection: 05/08/2015

Overall Summary of School Facility Conditions: Good

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

C Building/ RM K1 P- T 21, Building E/ RM 18, RM 17: 4. Water stain ceiling tiles (wet); RM 9, Library/Media Center, P- T 20, RM 15, RM 16, RM 21: Water stain ceiling tiles; Book Storage: Carpet has waves/trip hazard; P- T 11: Carpet has waves/worn/trip hazard; P- T 8: Carpet is worn/stained has waves/trip hazard; P- Boys RR, P- Girls RR: Linoleum floors are cracked/stained; P- T 14: Carpet is wavy/trip hazard; P- T 13: Carpet has waves/trip hazard (Work

orders submitted)

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X Book Storage: Inadequate lighting/seven panels are out (ballast) (Work order submitted)

Restrooms/Fountains X C Building/ RM K1: 9. Drinking fountain is

leaking/linoleum trim is missing; RM 5: Faucet is very loose at fitting (Work orders submitted)

Safety (Fire Safety, Hazardous Materials) X P- T 4: No skid paint is chipping (Work order

submitted)

Structural (Structural Damage, Roofs) X

P- T 9: Plywood is lifted at door entry; P- T 8: Dry rot on ramp/no skid paint is peeling; P- T 15: Dry rot on skirting of ramp; Playgrounds: Trip hazard/rubber flooring has holes/tears

(Work orders submitted)

External (Grounds, Windows, Doors, Gates, Fences) X

Book Storage: Trip hazard at ramp entry asphalt/cement seam; P- T7, P- T 14, P- T 15,

P- T 17, P- T 18, P- Boys RR, P- Girls RR: Trip hazard at ramp entry; RM 16: Trip hazard

asphalt walkway 18 thru 15; Boys RR: Trip hazard/hole in asphalt walkway; Cafeteria: Trip

hazard/asphalt/cement seam at picnic area (Work orders submitted)


San Bernardino County Williams Inspection ResultsOn an annual basis, representatives from the San Bernardino County Superintendent of Schools visit Fontana Unified School District’s schools that are in the API Decile Ranks 1-3. The inspection is designed to evaluate and verify that school facilities conditions are in “good repair” and that any deficiencies are accurately reported in the School Accountability Report Cards. The most recent facility inspection completed by the county took place on August 12, 2015. Results of the inspection and corrective action taken by the district are provided in the table. Items noted as “remedied” were fixed at the time of the visit. All other deficiencies had work orders generated for repairs.

B. Pupil Outcomes

State Priority: Pupil AchievementThe SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):

• Statewide assessments (i.e., California Assessment of Student Performance and Progress and its predecessor the Standardized Testing and Reporting Program); 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 (CAASPP)California EC Section 60640 authorized the replacement of the Standardized Testing and Reporting (STAR) Program with a new assessment program, referred to as the CAASPP. All students in grades three through eight and eleven were assessed using computer-based tests in English/Language Arts (ELA) and Mathematics; students in grades five, eight, and ten were also tested in Science. Science assessments were paper-based and included California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).

Students receive an overall score for each subject, ranging from 2,000 to 3,000. Overall scores are reported within one of four levels:

• Performance Level 1: Standard not met - Needs substantial improvement for success in future coursework.• Performance Level 2: Standard nearly met - May require further development for success in future coursework.• Performance Level 3: Standard met - Demonstrates progress toward mastery.• Performance Level 4: Standard exceeded - Demonstrates advanced progress toward mastery.

San Bernardino County Williams Facilities InspectionInspection Date: 8/12/2015

Area Inspected Category Deficiency & Remedial Actions Taken or Planned

21 Hazardous Materials Cleansers not stored properly (remedied).

T19 Hazardous Materials Materials labeled “keep out of reach of children” are within reach of children (remedied).

21 Fire Safety Fire extinguisher out of date or missing monthly inspection sign-off (remedied).

4 Fire Safety Fire extinguisher out of date or missing monthly inspection sign-off (remedied).

K1 Fire Safety Fire extinguisher out of date or missing monthly inspection sign-off (remedied).

T19 Fire Safety Fire extinguisher out of date or missing monthly inspection sign-off (remedied).

T7 Fire Safety Fire extinguisher out of date or missing monthly inspection sign-off (remedied).

Work Room by B1 Fire Safety Fire extinguisher missing.

21 Electrical Lighting fixtures or bulbs are not functioning properly or missing (work order #193482).

T19 Electrical Lighting covers are missing, damaged, or loose (remedied).

21 Drinking Fountains Classroom sink paper towel dispenser empty (remedied).

Girls Restroom by room 15 Restrooms Toliet is not working (work order #193478).

Girls Restroom by T12 Restrooms Toliet is not working (work order #193480).

Northwest Kindergarten Playground

Playground/School Grounds Significant cracks, trip hazards, holes or deterioration.

Southeast Playground Playground/School Grounds

Open “S” hooks, protruding bolt ends, sharp points and edges in playground equipment.

Southeast Playground Playground/School Grounds Significant cracks, trip hazards, holes or deterioration.

25 Overall Cleanliness Unsecured items are stored too high (remedied).


ELA results include information about the students’ performance in the areas of reading, writing, listening, and research. Reports of Mathematics results include information about students’ performance in problem solving, using concepts and procedures, and communicating mathematical reasoning.

The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English Language Arts/Literacy (grades 3-8 and 11) and Math (grades 3-8 and 11).

The following tables display information on student achievement at each performance level in English/Language Arts and Mathematics for the school by student groups for grades three through five.

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: A student is defined as socioeconomically disadvantaged if the student was eligible for the free or reduced-price lunch program (also known as the National School Lunch Program or NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.

California Assessment of Student Performance and Progress

Percent of Students Meeting or Exceeding the State Standards

Subject School District State

English Language Arts/Literacy (Grades 3-8 and 11) 27 28 44

Mathematics (Grades 3-8 and 11) 23 17 33

California Assessment of Student Performance and Progress - Grade 3English-Language Arts Mathematics

Percent Achievement Level Percent Achievement Level

Student Groups Total Enrollment

Number Tested

Percent Tested One Two Three Four Number

TestedPercent Tested One Two Three Four

All Students 127 125 98.4 52 23 17 8 126 99.2 47 28 22 3

Male 127 57 44.9 54 26 12 7 57 44.9 44 26 26 4

Female 127 68 53.5 50 21 21 9 69 54.3 49 29 19 3

Black or African American 127 7 5.5 -- -- -- -- 7 5.5 -- -- -- --

Filipino 127 1 0.8 -- -- -- -- 1 0.8 -- -- -- --

Hispanic or Latino 127 113 89 52 26 14 8 114 89.8 45 31 21 4

Native Hawaiian or Pacific Islander 127 1 0.8 -- -- -- -- 1 0.8 -- -- -- --

White 127 3 2.4 -- -- -- -- 3 2.4 -- -- -- --

Socioeconomically Disadvantaged 127 110 86.6 53 23 16 8 111 87.4 47 28 23 3

English Learners 127 61 48 57 30 10 3 62 48.8 45 35 18 2

Students with Disabilities 127 19 15 84 5 11 0 19 15 84 5 11 0





Number Tested



All Students 127 124 97.6 48 28 17 6 125 98.4 27 49 21 2

Male 127 66 52 59 23 12 6 66 52 32 45 18 3

Female 127 58 45.7 36 34 22 7 59 46.5 22 53 24 2

Black or African American 127 2 1.6 -- -- -- -- 2 1.6 -- -- -- --

American Indian or Alaska Native 127 0 0 -- -- -- -- 0 0 -- -- -- --

Hispanic or Latino 127 117 92.1 50 26 17 7 118 92.9 29 47 21 3

White 127 3 2.4 -- -- -- -- 3 2.4 -- -- -- --

Two or More Races 127 2 1.6 -- -- -- -- 2 1.6 -- -- -- --


English Learners 127 43 33.9 79 21 0 0 44 34.6 50 41 7 0

Students with Disabilities 127 10 7.9 -- -- -- -- 10 7.9 -- -- -- --




Number Tested



All Students 135 133 98.5 39 28 27 6 133 98.5 50 29 17 5

Male 135 64 47.4 44 22 27 8 64 47.4 42 33 19 6

Female 135 69 51.1 35 33 28 4 69 51.1 57 25 14 4

Black or African American 135 4 3 -- -- -- -- 4 3 -- -- -- --

Hispanic or Latino 135 122 90.4 39 27 29 6 122 90.4 49 29 16 6

White 135 7 5.2 -- -- -- -- 7 5.2 -- -- -- --


English Learners 135 34 25.2 82 12 6 0 34 25.2 85 15 0 0

Students with Disabilities 135 22 16.3 95 5 0 0 22 16.3 95 5 0 0


California Standards Test (CST) - ScienceThe California Standards Test (CST), a component of the CAASPP Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).

The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in science (for grades 5, 8, and 10), for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

For detailed information regarding the results for each grade and performance level, see the CDE CAASPP Results Web site at http://caaspp.cde.ca.gov/caaspp2015/Index.aspx.

State Priority: Other Pupil OutcomesThe SARC provides the following information relevant to the Other Pupil Outcomes State Priority:

• Pupil outcomes in the subject areas of English, mathematics, and physical education.

Physical Fitness (School Year 2014-15)In the spring of each year, South Tamarind Elementary School is required by the state to administer a physical fitness test to all students in the fifth grade. The physical fitness test is a standardized evaluation that measures each student’s ability to perform fitness tasks in six major areas. This table displays by grade level the percent of students meeting fitness standards (scoring in the “healthy fitness zone” on all six fitness standards) for the most recent testing period. Detailed information regarding this test may be found at the CDE website at http://www.cde.ca.gov/ta/tg/pf/.

Percentage of Students in Healthy Fitness Zone2014-15

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

5 21.1% 10.9% 18.8%

California Standards Test Percentage of Students

Meeting or Exceeding State StandardsSubgroups

Subject Science

District 49

School 53

Hispanic or Latino 50

Males 56

Females 50

Socioeconomically Disadvantaged 53

English Learners 13

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

California Standards Test Percentage of Students Meeting or Exceeding State Standards

Subject School District State

2013 2014 2015 2013 2014 2015 2013 2014 2015

Science (Grades 5, 8, and 10) 29 45 53 50 52 49 59 60 56


C. Engagement

State Priority: Parental InvolvementThe 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 school site.

Parent Involvement (School Year 2015-16)Parents are encouraged to get involved in South Tamarind Elementary School’s learning community by volunteering in the classroom or office, attending school events, helping with after-school functions, working on home-projects, or sharing in the decision-making process. Events such as Back-to-School Night, Open House, Literacy Nights, parent workshops, and student performances provide opportunities for parents to interact with school staff while supporting their child’s academic programs.

Parent education activities include Parent Center workshops. The School Site Council, Parent Teacher Association, Superintendent’s Advisory Council, and English Learner Advisory Council provide opportunities for parents to have input on curricular programs and student achievement.

All school-to-home communication is provided in English and Spanish. The monthly school newsletter features messages from the principal, information on how to improve attendance, a calendar of events, parent tips, and general educational issues. Blackboard Connect is an Internet-based telephone messaging system that forwards personalized messages from school staff to each student’s home. Flyers notify parents of upcoming events and special announcements.

Contact InformationParents seeking more information about volunteering their time to the school community may contact the principal or school secretary at (909) 357-5760.

State Priority: School ClimateThe 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.

Discipline & Climate for LearningStudents at South Tamarind Elementary School are guided by school rules and behavior expectations that promote respect, cooperation, courtesy, and acceptance of others. School staff explain and discuss the various types of appropriate and inappropriate behavior as well as the consequences that follow poor decision-making.

A progressive discipline approach is taken when students have difficulty following school rules. Disciplinary measures are applied in the classroom, students who continue demonstrating poor conduct are referred to school administrators. When determining appropriate consequences, administrators take into consideration past behavior trends when addressing consequences for poor choices in conduct. Student discipline is always dealt with in a fair, firm, and consistent manner.

School rules and behavior expectations are introduced to students at discipline assemblies, outlined in the student handbook, and reinforced in weekly bulletins and announcements. Administrators visit each classroom during the first few weeks of school to explain students’ responsibilities on campus. Teachers and administrators remind students individually and in small groups as needed to conduct themselves in a safe and responsible manner.

Each morning after students settle into their first class of the day, administrators deliver a daily bulletin which helps set a positive tone for the rest of the day. The daily bulletin is ended daily with select students leading the school in a Character Pledge.

The table displays the suspension and expulsion rates at the school, in the district, and throughout the state. Expulsions occur only when required by law or when all other alternatives are exhausted.

Every student has the opportunity to be recognized for outstanding academic efforts and demonstrating good citizenship. Each teacher has adopted their own classroom incentives rewarding academic, citizenship, and attendance efforts on a monthly basis in alignment with the Superstars program. At the end of each semester, students demonstrating outstanding academic accomplishments, showing improvement, and demonstrating positive behavior are recognized in schoolwide awards assemblies.

Honor Roll, Perfect Attendance, and Teacher Choice awards are presented to students during semester assemblies where families and community are invited. To honor success throughout the school teacher, teachers award students with individual progress certificates in Lexia, Accelerated Math, System 44, and Read 180. At the end of the year, special assemblies are held to honor our 100 Mile Club recipients and Promotion of our fifth and kindergarten students.

Safe School Plan (School Year 2015-16)In 1998, the comprehensive Safe School Plan was developed by the Safe Schools Committee and the Office of Child Welfare and Attendance to comply with Senate Bill 187 of 1997. The plan was last reviewed and updated in March 2015. Components of the schools safety plan are reviewed throughout the year in staff meetings. An updated copy is available to the public at the school office.

Highlights of the Safe School Plan include:

• Safe Schools’ Plan of Action• Comprehensive disaster and crisis plan• State and local discipline policies• Intervention programs for at-risk students• Addressing student aggression• Visible authoritative presence on campus• Safe transportation• Communication strategies• Conflict resolution

Suspensions & ExpulsionsSuspensions Expulsions

12-13 13-14 14-15 12-13 13-14 14-15

School 1.7% 1.2% 1.3% 0.0% 0.0% 0.0%

District 7.5% 7.2% 6.1% 0.1% 0.0% 0.0%

State 5.1% 4.4% 3.8% 0.1% 0.1% 0.1%


D. Other SARC InformationThe information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Adequate Yearly Progress (School Year 2014-15)No Child Left Behind (NCLB) is a Federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the State academic achievement standards for Mathematics and English/Language Arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal.

The Federal NCLB Act requires that all schools and districts meet the following AYP requirements:

• Participation rate on the State’s standards-based assessments in English/Language Arts (ELA) and Mathematics.• Percent proficient on the State’s standards-based assessments in ELA and Mathematics.• Graduation rate.

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their District) that have met their AYP, and the former school would be required to provide transportation to the new site. Results of school, District, and State performance are displayed in the chart.

More information about Title I and NCLB requirements can be found on the California Department of Education’s website http://www.cde.ca.gov/ta/ac/ay/ and the U.S. Department of Education’s website http://www.nclb.gov.

Federal Intervention Program (School Year 2015-16)Schools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language Arts or Mathematics) or on the same indicator (graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP.

For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Staff DevelopmentAll training and curriculum development activities at Fontana Unified School District revolve around the Common Core State Standards, Thinking Maps Training, Instructional Leadership Team, and Response to Instruction and Intervention. The school supplements district training with site-based training focused on meeting the needs of the school based upon student assessment results and teacher input.

Fontana Unified School District plans, implements, and evaluates professional development opportunities for administrators and teachers. Staff members are encouraged to attend district sponsored training and professional development programs. In the 2012-13 school year, the district offered two staff development days. In the 2013-14 school year, five days of staff development were provided to every elementary school teacher and three days to every middle school and high school teacher. In the 2014-15 school year, no districtwide staff development days were provided.

New and veteran teachers are offered support through Peer Assistance and Review and Beginning Teacher Support Assistance programs. Each program pairs participating teachers with qualified veterans to gain the skills and knowledge to be effective in the classroom. Paraprofessionals receive specialized training to support current classroom curricula and effective instructional strategies. Classified support staff receive job-related training from department supervisors and district representatives.

Adequate Yearly Progress (AYP)School District State

Made AYP Overall Yes Yes Yes

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes Yes Yes

Percent Proficient N/A N/A N/A N/A N/A N/A

Met Attendance Rate Yes Yes Yes

Met Graduation Rate N/A Yes Yes

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status In PI In PI

First Year in PI 2011-2012 2008-2009

Year in PI (2015-16) Year 3 Year 3

# of Schools Currently in PI - 40

% of Schools Currently in PI - 93.0%


Counseling & Support Staff (School Year 2014-15)South Tamarind Elementary School makes every effort to meet the academic, emotional and physical needs of its students. The school employs highly qualified personnel to provide counseling and support services. South Tamarind has a 50% school counselor available to students 2 ½ days a week to provide these services. Student Intervention Teams (SITs) address issues that affect the ability of a student to perform at his or her best in school and recommend various intervention strategies/ services to meet the unique needs of referred students.

In the 2014-15 school year, the academic counselor-to-pupil ratio was 1:773. The chart displays support staff available to students at the school in the reporting year. Note: 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.

The district’s Special Education Local Plan Areas (SELPA) provides a wide range of specialized instructional and support services for students with exceptional needs. The SELPA employs highly qualified professionals and special education experts to meet the unique needs of each child based upon their IEP. South Tamarind Elementary’s special education staff collaborates with the district’s SELPA to coordinate designated instruction and services (DIS), special education programs, and resource programs to ensure students receive instruction and services to support their individual learning needs.

Class Size DistributionThe table indicates the average class size by grade level, as well as the number of classrooms that fall into each size category.

Availability of Additional Internet Access at Public LocationsParents may access the Internet at any of the county’s public libraries. Libraries in the local area include:

• Fontana Branch Library: (909) 822-2321• Fontana Lewis Library & Technology Center: (909) 574-4500• Kaiser High School Public Library: (909) 357-5900 ext. 8029• Summit High School Public Library: (909) 357-5950 ext. 3024

DataQuestDataQuest 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).

District Revenue Sources (Fiscal Year 2014-15)In addition to general fund state funding, Fontana Unified School District receives state and federal categorical funding for the following special programs:

• ARRA: State Fiscal Stabilization Fund• After School Learning & Safe Neighborhood Partnerships• Arts & Music Block Grant • CA High School Exit Examination • CA School-age Families Education Program • California Peer Assistance & Review• Community Based Tutoring • Economic Impact Aid (EIA)• Gifted & Talented Education (GATE)• Lottery: Instructional Materials• Partnership Academies Program• Professional Development Block Grant • Pupil Retention Block Grant • Quality Education Investment Act• Regional Occupation Centers & Programs• School & Library Improvement Block Grant• School Safety & Violence Prevention• Special Education• Staff Development• Supplemental School Counseling Program• Supplementary Programs• Targeted Instructional Improvement Block Grant• Teacher Credentialing Block Grant• Title I, II, III, IV, V• Transportation• Transportation: Special Education• Vocational Programs• Williams Case Settlement

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

13 14 15 13 14 15 13 14 15 13 14 15

By Grade Level

K 16 16 13 8 8 10 1 - - - - -

1 30 28 30 - - - 4 5 4 - - -

2 29 31 29 - - - 4 4 5 - - -

3 29 30 29 - - - 5 4 4 - - -

4 26 28 31 - - - 3 4 4 - - -

5 28 19 26 1 2 1 1 4 4 3 - -

Other - 6 10 - 1 1 - - - - - -

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Community Liaison 1 1.0

Counselor 1 0.5

Health Assistant 1 0.6

Outreach Liaison 1 0.1

Psychologist 1 0.5

School nurse 1 0.2

Special Education Aides 5 2.9

Speech & Language Therapist 1 1.0

Tutor/Monitor 2 1.2


District Expenditures (Fiscal Year 2013-14)At the time this report was published, the most recent financial and salary comparison data from the State of California was for the 2013-14 school year. The figures shown in the Expenditures Per Pupil table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.

Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures, except for general guidelines, are not controlled by law or donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

School Site Teacher Salaries (Fiscal Year 2013-14)The Average Teacher Salaries table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and throughout the state.

Salary & Budget Comparison (Fiscal Year 2013-14)This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district’s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website.

Average Salary InformationTeachers - Principal - Superintendent

2013-14 District State

Beginning Teachers $41,006 $43,165

Mid-Range Teachers $69,104 $68,574

Highest Teachers $87,206 $89,146

Elementary School Principals $107,691 $111,129

Middle School Principals $110,317 $116,569

High School Principals $124,509 $127,448

Superintendent $225,000 $234,382

Salaries as a Percentage of Total Budget

Teacher Salaries 40.0% 38.0%

Administrative Salaries 4.0% 5.0%

Expenditures per PupilSchool

Total Expenditures Per Pupil $4,576

From Supplemental/Restricted Sources $621

From Basic/Unrestricted Sources $3,955

District


Percentage of Variation between School & District 149.4%

State


Percentage of Variation between School & State -26.0%

Average Teacher SalariesSchool & District

School $72,838

District $72,272

Percentage of Variation 0.8%

School & State

All Unified School Districts $72,971

Percentage of Variation -0.2%

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