orchard school - school accountability report cardsarconline.org/sarcpdfs/8/43696336048185.pdf ·...

SARC2015-16

School Accountability Report Card

Published in 2016-17

To view the SARC in Spanish or Vietnamese, please visit:

www.orchardsd.org

Orchard SDDr. Joel Ruiz Herrera, Superintendent • [email protected] • Phone: (408) 944-0397

Orchard School District • 921 Fox Lane San Jose, CA 95131 • www.orchardsd.org

Orchard School

Mildred Arellano Principal

[email protected]

921 Fox Lane San Jose, CA 95131

Grades: K-8 Phone: (408) 944-0388

www.orchardsd.org

CDS Code: 43-69633-6048185

2015-16 School Accountability Report Card • Published by School Innovations & Achievement • www.sia-us.com

Orchard SchoolSARC 3

Principal’s MessageWelcome to Orchard School. As one of the oldest teaching institutions in California, Orchard began as a school for settlers in 1856. With more than a century-and-a-half of academic history, we continue to educate today’s young minds in becoming tomorrow’s leaders. Orchard blends teaching and technology to imbue students with the 21st century skills required for future success.

School Mission StatementAll students are valued and have

the capacity to reach their full potential through an innovative and well-

balanced education.

Provide a safe and secure learning environment.

All staff is valued and respected.

Dedicated to ensure fiscal responsibility and financial accountability.

Govern in an open, trusting and professional manner, treating everyone

with civility and respect.

Parent and community involvement is essential for students’ growth

and success.


In accordance with state and federal requirements, the School Accountability

Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of

the school’s progress, test scores and achievements.

Parental InvolvementOrchard School is committed to providing a variety of activities and events to bring the community and parents together to promote involvement in the educational process. Involvement of parents and morale of students continues to soar. Many teachers are delighted to have parents involved in their classes on a daily basis to help with reading, math activities, art projects and much more. From back-to-school night to Honor Roll assemblies, students and families participate and enjoy the school. Parents feel welcome on the school campus. Highlights of current and past parent and community events include the Parent Teacher Association (PTA), spelling bee, science fair, bingo night, swap meet, California Assessment of Student Performance and Progress (CAASPP) education nights, Science Camp Parent Information nights, Coffees with the Principal, Los Dichos, and more.

For more information on how to become involved at the school, please contact principal Mildred Arellano at (408) 944 -0388 or [email protected].

School SafetyOrchard School has established school safety practices. Monthly drills are conducted, and staff and students are trained annually in proper processes, policies and behaviors during earthquakes, fire, Shelter in Place and Lockdown intruder alerts. Orchard School District has partnered with the San Jose Police Department to facilitate the Lockdown process. Parent, staff and community input has been provided and incorporated into the School Safety Plan. The School Site Council annually reviews the plan and approves the procedures. The safety plan was most recently reviewed and updated in October-November 2016.

Professional DevelopmentThe district has set aside three pupil-free days for teacher professional development as well as having one full-time instructional coach who supports teachers in numerous ways on a daily basis. Teachers receive pro-fessional development related to standards-based materials in conjunction with the adoption and implemen-tation of the curriculum. New staff members receive training from peers and the Beginning Teacher Support and Assessment (BTSA). Teachers also receive training on the integration of technology into the delivery of instruction in core curriculum areas. Teachers receive instruction on how to utilize data to make instructional decisions in the classroom. Student discipline, motivation and engagement have been important topics of discussion on teacher training days. In addition, Orchard School District has a partnership with the Santa Clara County Office of Education. Teachers have the opportunity to attend professional development work-shops on the Common Core State Standards and the English Language Development Standards to assist in implementation of those standards. In addition, teachers participate in trainings and workshops for Writer’s Workshop and Developmental Reading Assessment. Many of these teachers then return from their training and provide professional development for the rest of the staff.

Three-Year DataProfessional Development Days

2014-15 2015-16 2016-17

Orchard School 3 days 3 days 3 days

Public Internet AccessInternet access is available at public libraries and other locations that are publicly accessible (e.g., the Califor-nia State Library). Access to the internet at libraries and public locations is generally provided on first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.

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Three-Year DataNumber of Classrooms by Size

2013-14 2014-15 2015-16

GradeNumber of Students

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 1 5 4 3 2 3

K-1 3 4 1

1 4

2 4 4 1 3

2-3 1

3 3 5 3

4 3 3 3

5 1 4 4 1 3

6 1 11 1 1 16 1

SubjectNumber of Students

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English language arts 2 4 2 4 3 2 4 8

Mathematics 2 6 1 1 3 9

Science 2 4 1 2 3 2 3 9

History/social science 2 4 1 3 2 4 8

Class Size DistributionThe bar graphs display the three-year data for average class size, and the table displays the three-year data for the number of classrooms by size. The number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

14-1513-14 15-16

Three-Year DataAverage Class Size

California Physical Fitness TestEach spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas:

1. Aerobic Capacity

2. Body Composition

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

Percentage of Students Meeting Fitness Standards

2015-16 School Year

Grade 5

Four of six standards 18.4%

Five of six standards 17.2%

Six of six standards 11.5%

Grade 7

Four of six standards 18.2%

Five of six standards 19.2%

Six of six standards 42.4%

K K-1 1 2 2-3 3 4 5 6

21

26 2527

30

24

29

18

24 23 2325

32

25

2024 24 22 24

22

27 26

English languagearts

Mathematics Science History/socialscience

26 2527

32

24

12

2729

23 24 24 24


²Not applicable. The district is not in Program Improvement.

Orchard School Orchard SD

Program Improvement status In PI Not In PI

First year of Program Improvement 2009-2010 ²

Year in Program Improvement Year 5 ²

Number of schools currently in Program Improvement 1

Percentage of schools currently in Program Improvement 100.00%

2016-17 School YearFederal Intervention Program

Federal Intervention ProgramSchools and districts will not be newly identified for Program Improvement (PI) in the 2016-17 school year under the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the Elementary and Secondary Education Act (ESEA). Schools and districts receiving Title I, Part A funding for the 2015-16 school year and were “In PI” in 2015-16 will retain their same PI status and placement year for 2016-17. Schools and districts receiving Title I, Part A funding for the 2015-16 school year and either had a status of “Not in PI” for the 2015-16 school year or did not receive Title I, Part A funding in the 2014-15 school year will have a status of “Not in PI” for the 2016-17 school year. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

This table displays the 2016-17 Program Improvement status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Suspensions and ExpulsionsThis table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions.

Suspension and Expulsion Rates

Orchard School

13-14 14-15 15-16

Suspension rates 0.9% 1.2% 0.9%

Expulsion rates 0.0% 0.0% 0.1%

Orchard SD

13-14 14-15 15-16



California

13-14 14-15 15-16



Enrollment by Student GroupThe total enrollment at the school was 905 students for the 2015-16 school year. The pie chart displays the percentage of students enrolled in each group.

2015-16 School YearDemographics

Socioeconomically disadvantaged

55.10%English

learners43.00%

Students with disabilities

9.00%Foster youth

0.20%

Hispanic or Latino38.0%

American Indian or Alaska Native

0.4%Asian36.1%

Native Hawaiian or Pacific Islander

2.3%

Filipino9.2%

Black or African-American

3.2%

White5.3%

Two or More Races3.4% No Response

2.0%

Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2015-16 school year.

2015-16 Enrollment by Grade

K

1

2

3

4

5

6

7

8

110

109

100

83

116

90

104

100

93

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California Assessment of Student Performance and Progress (CAASPP)For the 2015-16 school year, the CAASSP consists of several key components, including:

California Alternate Assessment (CAA) test includes both ELA/literacy and mathematics in grades 3-8 and 11. The CAA is given to those students with significant cognitive disabilities which prevent them from taking the Smarter Balanced Assessments with universal tools, designated supports or accommodations.

Smarter Balanced Assessments include ELA/literacy in grades 3-8 and 11. Smarter Balanced Assessments are designed to measure student progress toward college and career readiness.

The assessments under CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards. For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Test Results for All Students: English Language Arts/Literacy and Mathematics (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English language arts (ELA) and literacy and mathematics.

Two-Year DataPercentage of Students Meeting or Exceeding State Standards

Orchard School Orchard SD California

Subject 14-15 15-16 14-15 15-16 14-15 15-16

English language arts/literacy 46% 48% 46% 48% 44% 48%

Mathematics 38% 44% 38% 44% 33% 36%

CAASPP by Student Group: English Language Arts/Literacy and MathematicsThe tables on the following pages display the percentage of students that met or exceeded state standards in English language arts and mathematics for the school by student groups for grades 3-8.

The “percentage 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.

Note: 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.

CAASPP Test Results by Student Group: Science (grades 5, 8 and 10)Science test results include CSTs, CMA, and CAPA in grades 5, 8, and 10. The “Proficient or Advanced” is calculated by taking the total number of students who scored proficient or Advanced on the science assess-ment divided by the total number of students with valid scores.

2015-16 School YearPercentage of Students Scoring at Proficient or Advanced

Group Total Enrollment

Number of Students with Valid Scores

Percentage of Students with Valid Scores

Percentage Proficient or Advanced

All students 183 176 96.17% 63.64%

Male 97 90 92.78% 65.56%

Female 86 86 100.00% 61.63%

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian 72 71 98.61% 73.24%

Filipino 19 19 100.00% 63.16%

Hispanic or Latino 71 69 97.18% 56.52%

Native Hawaiian or Pacific Islander v v v v

White 12 8 66.67% 62.50%

Two or more races v v v v

Socioeconomically disadvantaged 104 100 96.15% 60.00%

English learners 46 44 95.65% 38.64%

Students with disabilities 19 13 68.42% 23.08%

Students receiving Migrant Education services v v v v

Foster youth v v v v

CAASPP Test Results for All Students: Science (grades 5, 8 and 10)Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA) in grades 5, 8 and 10. The tables show the percentage of students scoring at proficient or advanced.

Three-Year DataPercentage of Students Scoring at Proficient or Advanced

Orchard School Orchard SD California

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

Science 65% 68% 64% 65% 68% 64% 60% 56% 54%


CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 3


Percentage of Students Meeting or Exceeding State Standards 2015-16 School Year

English Language Arts: Grade 3

Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded

All students 86 82 95.40% 34.20%

Male 34 34 100.00% 32.40%

Female 52 48 92.30% 35.40%



Asian 30 27 90.00% 48.20%

Filipino v v v v



White v v v v




Students with disabilities v v v v



Mathematics: Grade 3


All students 87 84 96.60% 53.60%

Male 34 34 100.00% 50.00%

Female 53 50 94.30% 56.00%



Asian 30 28 93.30% 75.00%

Filipino v v v v



White v v v v







8






All students 114 112 98.30% 42.90%

Male 58 56 96.60% 37.50%

Female 56 56 100.00% 48.20%



Asian 45 44 97.80% 52.30%

Filipino 13 13 100.00% 53.90%



White v v v v









All students 114 112 98.30% 40.20%

Male 58 56 96.60% 41.10%

Female 56 56 100.00% 39.30%



Asian 45 44 97.80% 59.10%

Filipino 13 13 100.00% 53.90%



White v v v v













All students 88 84 95.50% 45.80%

Male 46 42 91.30% 39.00%

Female 42 42 100.00% 52.40%



Asian 32 32 100.00% 58.10%

Filipino v v v v



White v v v v




Students with disabilities 12 8 66.70% v





All students 88 84 95.50% 30.10%

Male 46 42 91.30% 29.30%

Female 42 42 100.00% 31.00%



Asian 32 32 100.00% 34.40%

Filipino v v v v



White v v v v




Students with disabilities 12 8 66.70% v



10






All students 106 104 98.10% 46.15%

Male 56 55 98.20% 38.18%

Female 50 49 98.00% 55.10%



Asian 35 35 100.00% 60.00%

Filipino 12 12 100.00% 75.00%



White v v v v









All students 106 104 98.10% 33.65%

Male 56 55 98.20% 34.55%

Female 50 49 98.00% 32.65%



Asian 35 35 100.00% 48.57%

Filipino 12 12 100.00% 66.67%



White v v v v













All students 101 95 94.10% 60.00%

Male 44 40 90.90% 45.00%

Female 57 55 96.50% 70.91%



Asian 37 37 100.00% 67.57%

Filipino v v v v



White v v v v









All students 101 96 95.10% 51.04%

Male 44 41 93.20% 41.46%

Female 57 55 96.50% 58.18%



Asian 37 37 100.00% 59.46%

Filipino v v v v



White v v v v







12






All students 95 94 99.00% 57.45%

Male 51 50 98.00% 52.00%

Female 44 44 100.00% 63.64%



Asian 40 40 100.00% 72.50%

Filipino v v v v



White v v v v









All students 95 94 99.00% 54.26%

Male 51 50 98.00% 54.00%

Female 44 44 100.00% 54.55%



Asian 40 40 100.00% 80.00%

Filipino v v v v



White v v v v








Textbooks and Instructional MaterialsThe textbook-selection process starts with the formation of school adoption committee in which teachers and administrators work together to outline a timeline for the process. Teachers went to the Santa Clara County Office of Education to review possible textbooks for the adoption and decided upon which instructional pro-grams to pilot. The committee looks at a wide variety of instructional programs, including programs on the state-approved list. During the pilot, the adoption committee meets regularly to evaluate the programs used. At the end of the year, a final decision is made on the best program to meet student needs.

2016-17 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

English language arts HSP California Excursions (K-5) 2011

English language arts Lucy Calkins Writer’s Workshop (K-5) 2013

English language arts Literature & Language Arts, Holt (6-8) 2010

Mathematics EngageNY Mathematics 2016

Mathematics EngageNY Mathematics 2016

Science California Science, Houghton Mifflin (K-5) 2007

Science California Earth Science, California Life Science, California Physical Science; Holt (6-8)

2007

History/social science History-Social Science, Houghton Mifflin (K-2) 2007

History/social science History-Social Science, Scott Foresman (3-5) 2007

History/social science Teachers’ Curriculum Institute (6-8) 2007

Currency of TextbooksThis table displays the date when the most recent hearing was held to adopt a resolution on the sufficiency of instructional materials.

2016-17 School YearCurrency of Textbook Data

Data collection date 9/6/2016

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

2016-17 School YearPercentage of Students Lacking Materials by Subject

Orchard School Percentage Lacking

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts ²

Foreign language ²

Health ²

Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.

Quality of Textbooks

2016-17 School Year

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing- board-approved list?

Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

Yes

Do all students, including English learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

² Not applicable.

“As one of the oldest teaching institutions in California, Orchard began as a school for settlers

in 1856.”

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• Systems: Gas systems and pipes, sewer, mechanical systems (heating, ventilation and air-conditioning)

• Interior: Interior surfaces (floors, ceilings, walls and window casings)

• Cleanliness: Pest/vermin control, overall cleanliness (school grounds, buildings, rooms and common areas)

• Electrical: Electrical systems (interior and exterior)

• Restrooms/fountains: Restrooms, sinks and drinking fountains (interior and exterior)

• Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior)

• Structural: Structural condition, roofs

• External: Windows/doors/gates/fences, playgrounds/school grounds

School Facility Items Inspected The tables show the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

School FacilitiesThe Orchard campus is approximately 18 years old and retains the look of a new school. The school meets all requirements outlined in the Williams case legislation. There have been no formal complaints regarding cleanliness or disrepair of the facility. The Board of Education has authorized several building projects to enhance educational programs for students in the last several years, including a new Event Center, rede-signed playgrounds, solar panels in the parking areas, remodeled classrooms and common areas, classroom technology upgrades (consisting of projectors, document cameras, teacher microphones and speakers), a remodeled and expanded library, safety fencing in the front of the school, and a remodeled cafeteria and kitchen area. Most recently, two new portable classrooms were added to the Orchard campus, and the stu-dent bathrooms were remodeled. The Orchard School Board of Education is always looking into new ways to improve and enhance the school grounds and facilities, including more technology upgrades, increased solar panel coverage and new safety endeavors, to name a few.

Deficiencies and RepairsThe table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed.

2016-17 School YearDeficiencies and Repairs

Items Inspected Deficiencies and Action Taken or Planned Date of Action

Cleanliness Vermin in buildings D, F, G, and the event center. Clarks Pest Control has been assisting with vermin control.

Fall and winter 2016

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor.

School Facility Good Repair Status 2016-17 School Year

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/fountains Good

Interior Good Safety Good

Cleanliness Fair Structural Good

Electrical Good External Good

Overall summary of facility conditions Good

Date of the most recent school site inspection 11/29/2016

Date of the most recent completion of the inspection form 12/2/2016

“Orchard blends teaching and technology to imbue students

with the 21st century skills required for future success.”

Types of Services FundedOrchard School receives state and federal funding to equalize opportunities for at-risk students. Limited-English proficient students receive support from primary-language assistance in Vietnamese and Spanish. Title I, low-achieving students receive assistance as well. The school has implemented several before- and after-school intervention programs in language arts and mathematics to assist students who are below grade level. Many teachers conduct after-school tutorial sessions for students to help them acquire core con-tent. In addition, volunteers assist students with reading. Each summer, a summer school program for at-risk learners is op-erated to reinforce basic skills. The 4’C’s council operates a parent-pay preschool program on the Orchard campus, serving infants through age 4.

In addition, the district has developed an extensive range of opportunities for special education students on the district campus, including a district-operated preschool program and county-run autism classes. The campus accepts and main-streams special needs students in a safe, protected environment. This successful program continues to grow and service more students.


Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note that total teacher misassignments includes the number of teacher misassignments of English learners.

Three-Year DataTeacher Misassignments and Vacant Teacher Positions

Orchard School

Teachers 14-15 15-16 16-17

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 0

Vacant teacher positions 0 0 1

Core Academic Classes Taught by Highly Qualified TeachersHigh-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced-priced meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced-priced meals program. For more information about ESEA teacher requirements, visit www.cde.ca.gov/nclb/sr/tq.

2015-16 School YearHighly Qualified Teachers

Percentage of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Orchard School 100.00% 0.00%

All schools in district 100.00% 0.00%

High-poverty schools in district 100.00% 0.00%

Low-poverty schools in district ² ²

² Not applicable.

Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.

Three-Year Data

Orchard SD Orchard School

Teachers 16-17 14-15 15-16 16-17

With a full credential 45 46 47 45

Without a full credential 1 0 0 1

Teaching outside subject area of competence (with full credential) 1 0 0 1

Teacher Credential Information

Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

Academic Counselors and School Support Staff Data

2015-16 School Year

Academic Counselors

FTE of academic counselors 0.0

Average number of students per academic counselor ²

Support Staff FTE

Social/behavioral counselor 0.4

Career development counselor 0.0

Library media teacher (librarian) 1.0

Library media services staff (paraprofessional) 0.0

Psychologist 0.6

Social worker 0.0

Nurse 0.0

Speech/language/hearing specialist 1.4

Resource specialist (nonteaching) 0.0

Data for this year’s SARC was provided by the California Department of Education (CDE), school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1.

All data accurate as of January 2017.


PubliShed by:

www.sia-us.com | 800.487.9234

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Financial Data The financial data displayed in this SARC is from the 2014-15 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending web page at 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 www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

District Financial DataThis table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note: The district salary data does not include benefits.

2014-15 Fiscal YearDistrict Salary Data

Orchard SD Similar Sized District

Beginning teacher salary $44,422 $41,085

Midrange teacher salary $75,780 $59,415

Highest teacher salary $89,818 $75,998

Average elementary school principal salary $120,963 $100,438

Superintendent salary $137,901 $116,069

Teacher salaries: percentage of budget 43% 33%

Administrative salaries: percentage of budget 7% 7%

Financial Data ComparisonThis table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

2014-15 Fiscal YearFinancial Data ComparisonExpenditures

Per Pupil From Unrestricted Sources

Annual Average Teacher Salary

Orchard School $6,538 $67,937

Orchard SD $6,538 $67,937

California $5,677 $60,985

School and district: percentage difference u u

School and California: percentage difference +15.2% +11.4%

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

School Financial Data

2014-15 Fiscal Year

Total expenditures per pupil $8,617

Expenditures per pupil from restricted sources $2,079

Expenditures per pupil from unrestricted sources $6,538

Annual average teacher salary $67,937

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

u The percentage difference does not apply to single-site districts.

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