sarc report for fern drive elementary€¦ · and the efforts made to ensure that students are...

Fern Drive Elementary

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (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 addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2015-16 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe 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 is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Julie Brandon, PrincipalPrincipal, Fern Drive Elementary

At Fern Drive School, we have been celebrat ing students’ successes and accomplishments through a variety of studentrecognit ion programs. We ut ilize a weekly student recognit ion called the Principal’s Pipping Awards. Our school mascot,the falcon, hatches after spending a few days "pipping" its shell w ith the sharp egg tooth on its beak. The purpose ofinstat ing this award was to honor students who are breaking out of their shells and are showing progress towardsmeeting personal goals and challenges. One student from each class is presented w ith the Principal’s Pipping Award everyweek at our spirit assembly.

To fully develop the whole child, Fern Drive School also focuses on the importance of personal character traits. Eachmonth we focus on a unique character trait and how students can embody it at school and at home. Character traitsinclude respect, responsibility, courage, creat ivity and imaginat ion and perseverance. At the end of each month, onestudent is chosen from each classroom that has shown outstanding embodiment of that trait , and is honored at our spiritassembly.

Finally, students are honored at trimester awards assemblies. Honors are given to students in the follow ing categories:Accelerated Reader, Most Improved Academically, 100% Homework, Cit izenship and the Honorary Falcon Award.

Fern Drive Elementary1400 West Fern Dr.Fullerton, CA 92833-2331

Phone: 714-447-7710E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/22/2017


About This School

Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)

District Contact Information (School Year 2016-17)

District Name Fullerton Elementary

Phone Number (714) 447-7400

Superintendent Bob Pletka

E-mail Address [email protected]

Web Site www.fullertonsd.org/

School Contact Information (School Year 2016-17)

School Name Fern Drive Elementary

Street 1400 West Fern Dr.

City, State, Zip Fullerton, Ca, 92833-2331

Phone Number 714-447-7710

Principal Julie Brandon, Principal

E-mail Address [email protected]

Web Site www.fullertonsd.org/fern/

County-District-School (CDS) Code

30665066028039

School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)

Fern Drive Elementary is a 2016 Gold Ribbon School, 2016 Common Sense Media Cert ified Digital Cit izenship school, California Dist inguished School and Golden Bellw inning campus. We believe in fostering crit ical thinking, problem solving and creat ivity through Science, Technology, Engineering, Arts and Mathematics, orSTEAM. Students immerse themselves in year-round hands on science labs, and express their learning through collaborat ive projects rooted in STEAM principles.Fern Drive’s students receive innovat ive instruct ion in music, dance, theatre and art through our All the Arts program, and further their hands on experiencesthrough the All the Arts Creat ivity Center located on our campus. Our expanding iPad program is seamlessly integrated throughout the curriculum providingstudents the opportunity to pioneer their own learning through thoughtfully designed, engaging lessons both at school and at home. Our teachers are highlytrained in all aspects of Curriculum and Instruct ion and use research-based teaching strategies to ensure all students are learning successfully.

Eleanor Roosevelt said, “The future belongs to those who believe in the beauty of their dreams.” Fern Drive is proud of the strong partnerships forged w ithfamilies and community, working together to build a bright future for our students!

2015-16 SARC - Fern Drive Elementary

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www.fullertonsd.org/


www.fullertonsd.org/fern/



Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)

Grade Level Number of Students

Kindergarten 95

Grade 1 75

Grade 2 77

Grade 3 81

Grade 4 77

Grade 5 82

Grade 6 98

Total Enrollment 585

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 60

20

40

60

80

100

Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)

Student Group Percent of Total Enrollment

Black or African American 0.5 %

American Indian or Alaska Nat ive 1.0 %

Asian 15.9 %

Filipino 1.4 %

Hispanic or Lat ino 42.2 %

Native Hawaiian or Pacific Islander 0.0 %

White 31.8 %

Two or More Races 7.2 %

Other 0.0 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 32.0 %

English Learners 17.4 %

Students w ith Disabilit ies 8.5 %

Foster Youth 0.2 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 23 24 22 545

Without Full Credent ial 1 1 0 1

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0 0

2014-15 2015-16 2016-170

5

10

15

20

25Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2014-15 2015-16 2016-17-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: September 2016

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 100.0% 0.0%

High-Poverty Schoolsin District

100.0% 0.0%

Low-Poverty Schoolsin District

100.0% 0.0%

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)

Note: Cells w ith N/A values do not require data.

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/LanguageArts 2010-11 Houghton Mifflin MedallionsK-5

2001-02 Holt 6-82009-10 Steck-Vaughn California Gateways Intensive Intervent ion 4-8

Yes 0.0 %

Mathematics2014-15 Houghton Mifflin Go Math K-8

2014-15 McGraw Hill Geometry 8

Yes 0.0 %

Science2007-08 MacMillan/McGraw-Hill K-5

2007-08 Holt McDougal 6-8

Yes 0.0 %

History-Social Science2006-07 Houghton Mifflin K-52006-07 McDougal Lit tell 6-8

Yes 0.0 %

Foreign Language2001-02 En Español 7-8

Yes 0.0 %

HealthOn-line Health Curriculum

Dairy Council of California (grade appropriate materials)Too Good for Drugs (grades 4-6)

2004-05 Holt McDougal Decisions for Health 7

Yes 0.0 %

Visual and PerformingArts “All the Arts for all the Kids” lessons/curriculum in visual art, music, dance, and

theater Instrumental music (grades 5-6)Band and string instruments and musical scores (grades 7-8)

Yes 0.0 %

Science Lab Eqpmt(Grades 9-12)

N/A N/A 0.0 %


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School Facility Good Repair StatusYear and month of the most recent FIT report: December 2016

Overall Facility RateYear and month of the most recent FIT report: December 2016

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

The District takes great efforts to ensure that all schools are clean, safe, and funct ional. Listed below is more specific information on the condit ion of the schooland the efforts made to ensure that students are provided w ith a clean, safe, and funct ional learning environment. Fern Drive Elementary School has 25classrooms, a library media center, and a mult i-purpose room. The main campus was built in 1954. Addit ions were constructed in 1964 and 1997. One portableclassroom was added in 1988, two more were added in 1997, and two more in 1998. District maintenance staff ensures that the repairs necessary to keep theschool in good repair and working order are completed in a t imely manner. A work order process is used to ensure efficient service and that emergency repairs aregiven the highest priority. The District has established cleaning standards for all schools in the district . A summary of these standards is available at the districtmaintenance office. The Maintenance and Operat ions staff works w ith the custodial staff to develop cleaning schedules to ensure a clean and safe school. TheDistrict part icipates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist school districtsw ith expenditures for major repair or replacement of exist ing school building components. Typically, this includes roofing, plumbing, heat ing, air condit ioning,electrical systems, interior and exterior paint ing, and floor systems. During 2015-16 the District spent $562,445 on Deferred Maintenance. For the 2016-17 schoolyear the District budgeted $400,000 for Deferred Maintenance expenditures.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

FairGirls RR flushometer

leaking. Boys RR 2 sinks nowater.

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Exemplary


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing 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 SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All StudentsCAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

English Language Arts / Literacy (grades 3-8 and 11) 43.0% 45.0% 52.0% 56.0% 44.0% 48.0%

Mathematics (grades 3-8 and 11) 37.0% 46.0% 46.0% 50.0% 34.0% 36.0%


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Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated 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 stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

ELA - Grade 3ELA - Grade 3

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 85 80 94.1% 33.8%

Male 39 37 94.9% 18.9%

Female 46 43 93.5% 46.5%

Black or African American -- -- -- --

American Indian or Alaska Nat ive -- -- -- --

Asian 16 14 87.5% 50.0%

Filipino -- -- -- --

Hispanic or Lat ino 31 30 96.8% 13.3%

Native Hawaiian or Pacific Islander -- -- -- --

White 32 31 96.9% 45.2%

Two or More Races -- -- -- --

Socioeconomically Disadvantaged 34 31 91.2% 19.4%

English Learners 23 19 82.6% 10.5%

Students w ith Disabilit ies -- -- -- --

Students Receiving Migrant Educat ion Services -- -- -- --

Foster Youth -- -- -- --


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All Students 77 76 98.7% 56.6%

Male 48 48 100.0% 43.8%

Female 29 28 96.6% 78.6%



Asian -- -- -- --




White 27 27 100.0% 59.3%








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All Students 79 78 98.7% 39.7%

Male 38 37 97.4% 24.3%

Female 41 41 100.0% 53.7%



Asian 12 11 91.7% 72.7%




White 18 18 100.0% 38.9%








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ELA- ELA- Grade 6Grade 6


All Students 101 93 92.1% 50.5%

Male 56 50 89.3% 48.0%

Female 45 43 95.6% 53.5%



Asian 17 15 88.2% 73.3%




White 36 33 91.7% 51.5%



English Learners -- -- -- --





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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.



CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

Mathematics - Grade 3Mathematics - Grade 3


All Students 85 84 98.8% 46.4%

Male 39 39 100.0% 46.2%

Female 46 45 97.8% 46.7%



Asian 16 16 100.0% 75.0%




White 32 31 96.9% 58.1%








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All Students 77 76 98.7% 59.2%

Male 48 48 100.0% 56.3%

Female 29 28 96.6% 64.3%



Asian -- -- -- --




White 27 27 100.0% 70.4%








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All Students 79 78 98.7% 26.9%

Male 38 37 97.4% 27.0%

Female 41 41 100.0% 26.8%



Asian 12 11 91.7% 81.8%




White 18 18 100.0% 16.7%








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All Students 101 94 93.1% 51.1%

Male 56 50 89.3% 50.0%

Female 45 44 97.8% 52.3%



Asian 17 16 94.1% 81.3%




White 36 33 91.7% 48.5%



English Learners -- -- -- --





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Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)

Note: 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 studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced


2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Science (grades 5, 8, and 10) 79.0% 67.0% 59.0% 76.0% 71.0% 68.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 79 78 98.7% 59.0%

Male 38 37 97.4% 51.4%

Female 41 41 100.0% 65.9%

Black or African American 0 0 0.0% 0.0%

American Indian or Alaska Nat ive 0 0 0.0% 0.0%

Asian 12 11 91.7% 81.8%



Native Hawaiian or Pacific Islander 0 0 0.0% 0.0%

White 18 18 100.0% 55.6%





Students Receiving Migrant Educat ionServices

0 0 0.0% 0.0%



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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical educat ion

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2015-16)California Physical Fitness Test Results (School Year 2015-16)

Grade Level

Percentage of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

5 17.9% 34.6% 38.5%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)

Parents are involved in an advisory capacity through part icipat ion in PTA, The Fern Drive Foundat ion for Educat ion and Techknowledgey, ELAC, and School SiteCouncil. Groups meet monthly, and meetings are open to all. Weekly folders go home every Wednesday informing parents of student progress and events, andthe principal gives weekly updates on school act ivit ies using Connect Ed. Parents have opportunity to provide input on school plans and policies.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 11.4% 11.5% 10.7%

Graduat ion Rate 0.00 0.00 0.00 80.44 80.95 82.27

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2012-13 2013-14 2014-15-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2016-17)

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Suspensions 1.2 1.1 0.6 1.5 1.5 1.6 4.4 3.8 3.7

Expulsions 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1

Suspensions

2013-14 2014-15 2015-160.0

1.0

2.0

3.0

4.0

5.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-160.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance w ith Educat ion Code Sect ions 33126, 35256, and 32286as well as applicable District policies and regulat ions. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed w ith staff and SchoolSite Council. Annually, the school's staff reports on the status of its safety plan w ith the school leadership team, PTA and School Site Council. Status reports andupdates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is approved by the members of theSchool Site Council on March 1. The key elements of the plan include: a) providing a safe teaching and learning environment for all students and staff members,b) ensuring that all students are safe and secure while at school sponsored act ivit ies, c) making district programs and community resources available to studentsand parents, and d) creat ing a school where students, programs, and community members interact in an atmosphere of mutual respect that enhances theenvironment for learning. Each year the school submits along w ith the safety plan a detailed "act ion plan" which addresses the ident ified areas the staff andSchool Site Council has brought forward as crit ical areas of concern or how they should improve. A copy of the plan is available at all t imes in the school office andwill provide a more detailed descript ion of each element of the plan including specific act ions, resources and t ime lines to be implemented by the school. Copiesare also available at the District Office in the office of Child Welfare and Attendance.

Updated and reviewed w ith staff on October 21, 2016


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Average Class Size and Class Size Distribution (Elementary)

* Number of classes indicates how many classes fall into each size category (a range of total students per class).

Academic Counselors and Other Support Staff (School Year 2015-16)


Federal Intervention Program (School Year 2016-17)Federal Intervention Program (School Year 2016-17)

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2010-2011

Year in Program Improvement Year 3

Number of Schools Current ly in Program Improvement N/A 8

Percent of Schools Current ly in Program Improvement N/A 88.9%

2013-14 2014-15 2015-16

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

K 30.0 0 4 0 27.0 1 1 2 31.1 0 2 0

1 31.0 0 2 0 32.0 0 2 0 30.9 0 2 0

2 32.0 0 2 0 32.0 0 3 0 28.4 0 2 0

3 32.0 0 1 2 32.0 0 2 0 28.7 0 3 0

4 32.0 0 3 0 31.0 0 3 0 30.9 0 2 0

5 31.0 0 3 0 24.0 1 3 0 29.6 0 3 0

6 23.0 1 0 2 33.0 0 1 2 34.1 0 0 2

Other 0.0 0 0 0 0.0 0 0 0 32.0 0 0 0

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 0.0 0.0

Counselor (Social/Behavioral or Career Development) 0.0 N/A

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.5 N/A

Psychologist 0.4 N/A

Social Worker 0.0 N/A

Nurse 0.1 N/A

Speech/Language/Hearing Specialist 0.6 N/A

Resource Specialist (non-teaching) 1.0 N/A

Other 0.0 N/A


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*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $4403.0 $46.0 $4357.0 $82512.0

District N/A N/A $4800.0 $81850.0

Percent Difference – School Site andDistrict

-- -- -9.2% 0.8%

State N/A N/A $5677.0 $75137.0

Percent Difference – School Site and State -- -- -23.3% 9.8%


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)

• Teacher Induct ion• Gifted and Talented Educat ion• Instruct ional Materials and support training• Instruct ional Technology• Peer Assistance and Review (PAR)• School Safety and Violence Prevent ion• Special Educat ion• T it le I, Economically Disadvantaged• T it le II, Teacher and Principal Quality• T it le III, Educat ion for English Learners

Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $50,285 $44,573

Mid-Range Teacher Salary $81,693 $72,868

Highest Teacher Salary $103,414 $92,972

Average Principal Salary (Elementary) $122,305 $116,229

Average Principal Salary (Middle) $126,535 $119,596

Average Principal Salary (High) $ $121,883

Superintendent Salary $250,000 $201,784

Percent of Budget for Teacher Salaries 43.0% 39.0%

Percent of Budget for Administrat ive Salaries 6.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

120000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

140000


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http://www.cde.ca.gov/ds/fd/cs/


Professional DevelopmentProfessional Development

2013/2014Primary Focus• K-8 Intervent ion Programs• K-8 English Language Development• K-8 Writ ing Strategies• K-8 Language Arts Strategies• K-8 Mathematics StrategiesDelivery of Professional Development• Staff Development Day• Workshops• Conferences• After- school Workshops• In-class Coaching Other Related Professional Development Act ivit ies• Data-Driven instruct ion• Different iated Instruct ion• Technology Integrat ion• Marzano Instruct ional Strategies• Systematic ELD• Response to Intervent ion

2014/2015• K-8 Intervent ion Programs• K-8 English Language Development• K-8 Writ ing Strategies• K-8 Language Arts Strategies• K-8 Mathematics StrategiesDelivery of Professional Development• Staff Development Day• Workshops• Conferences• After- school Workshops• In-class CoachingOther Related Professional Development Act ivit ies• Data-Driven instruct ion• Different iated Instruct ion• Technology Integrat ion• Marzano Instruct ional Strategies• Systematic ELD• Response to Intervent ion

2015/2016• K-8 Intervent ion Programs• K-8 English Language Development• K-8 Writ ing Strategies• K-8 Language Arts Strategies• K-8 Mathematics StrategiesDelivery of Professional Development• Staff Development Day• Workshops• Conferences• After- school Workshops• In-class CoachingOther Related Professional Development Act ivit ies• Data-Driven instruct ion• Different iated Instruct ion• Technology Integrat ion• Marzano Instruct ional Strategies• Systematic ELD• Response to Intervent ion• Thinking Maps• Writer’s Workshop• Cognit ively Guided Instruct ion


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sarc report for fern drive elementary€¦ · and the efforts made to ensure that students are...

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