sarc report for gardner elementary - sarconline.org · gardner elementary by february 1 of each...

Gardner 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 and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies toaddress state 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 2016-17 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.

Ms. Daisy Rojas, PrincipalPrincipal, Gardner Elementary

Daisy Rojas is the principal at Gardner Academy. Ms. Rojas has eighteen years of educat ional experience having taughtfrom second grade through high school. She also has ten years of business administrat ion experience in both the privateand public sector. Rojas holds a B.A. in Spanish w ith a second specialty in Business Administrat ion, a BCLAD K-8 TeachingCredential, a Master’s Degree in Educat ion w ith a focus on Curriculum and Instruct ion, and an Administrat ive Credent ial.W ith her administrat ive credent ials, she has served in various capacit ies including Curriculum and Accreditat ion Director,ELD Coordinator, Director of English Language Learner Services and Migrant Educat ion, Vice-Principal, and Principal. She iscurrent ly pursuing her doctorate degree in Organizat ional Leadership. She comes w ith extensive experience in workingwith English Learners and bilingual students. She has a passion for Curriculum and Instruct ion, and an expert ise in systemsdevelopment. Ms. Rojas is an act ive member of CALSA and ACSA. She current ly serves as the Region 1 Representat ive forCALSA.

As an instruct ional leader, Ms. Rojas’ goal is to close the opportunity gap for all students. She works relent lessly to ensurestudents develop 21st Century skills. She believes that every child can learn and there are no excuses to helping themfind their successful path. Students need to know that they can get smarter, they can learn from their mistakes, and thatgiving up is not an opt ion. Students can develop a growth mindset that w ill help carry them through adulthood andensure that they become life-long learners. In order to reach as many students as possible, her vision is to inspire, equip,and empower teachers to realize the responsibility they have of ensuring that every student reaches their potent ial,part icularly as 21st century learners, which is so crit ical for student success.

Gardner Elementary502 Illinois Ave.San Jose, CA 95125-1534

Phone: 408-535-6225E-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]

2016-17 SARC - Gardner Elementary

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Last updated: 1/3/2018

About This School

Contact Information (School Year 2017-18)Contact Information (School Year 2017-18)

District Contact Information (School Year 2017-18)

District Name San Jose Unified

Phone Number (408) 535-6090

Superintendent Nancy Albarrán

E-mail Address [email protected]

Web Site http://www.sjusd.org

School Contact Information (School Year 2017-18)

School Name Gardner Elementary

Street 502 Illinois Ave.

City, State, Zip San Jose, Ca, 95125-1534

Phone Number 408-535-6225

Principal Ms. Daisy Rojas, Principal

E-mail Address [email protected]

Web Site http://www.sjusd.org/gardner/

County-District-School(CDS) Code

43696666048532

School Description and Mission Statement (School Year 2017-18)School Description and Mission Statement (School Year 2017-18)

District Vision StatementPreparing today’s students to be the thinkers, leaders, and creators of tomorrow.

District Mission StatementUnit ing as one community, we elevate opportunit ies for all.

Gardner Academy ~ 2017-2018 ~ Developing Scholars

Gateway to CollegeGardner is a community of learners where children aspire to higher learning to further their knowledge of themselves and the world around them in order toensure they have choices as they grow. We strive to ensure that all students are College and Career Ready (CCR).

Academic SuccessAcademic success is the goal at Gardner where scholars are working either in a bilingual environment or in a structured English classroom at their highest potent ialto meet and exceed grade level standards. Two-thirds of the student populat ion are in bilingual classrooms and w ill reach grade level proficiency in both Englishand Spanish.

Rigorous, Relevant, Reflect ive Instruct ionScholars are act ive part icipants in construct ing their own learning. Gardner students are challenged, understand their purpose of their learning, and are able toart iculate their successes as well as become problem solvers and self-directed learners.

Data Driven Instruct ionThe Gardner community uses scholar data to ident ify student ’s needs and drive instruct ion. Teachers promote high academic achievement through observat ion,reflect ion, and conscious collaborat ion w ith each other, our district personnel, and our community partners.

Nurturing the Whole ChildThe Gardner community nurtures the whole child w ith posit ive behavior supports, academics, character development, growth mindset, arts, science (STEM), andtechnology as they develop into global cit izens. Parents are partners in the educat ion and development of their student.

EquityEquity at Gardner is demonstrated by culturally, mult ilingual competent teachers, scholars, and community members who act, think, feel, and experience others’worldviews. Through bilingualism, biliteracy, and mult iculturalism Gardner fosters an equitable environment.

Relat ionships and RespectParents, scholars, staff, and community members of the Gardner family are essent ial elements to make the school and neighborhood a safe, clean place to live andlearn. We foster respect for each other and ourselves. We respect our environment and our learning community.


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http://www.sjusd.org


http://www.sjusd.org/gardner/



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Student Enrollment by Grade Level (School Year 2016-17)Student Enrollment by Grade Level (School Year 2016-17)

Grade Level Number of Students

Kindergarten 65

Grade 1 74

Grade 2 71

Grade 3 57

Grade 4 43

Grade 5 80

Total Enrollment 390

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 50

10

20

30

40

50

60

70

80

90

Student Enrollment by Student Group (School Year 2016-17)Student Enrollment by Student Group (School Year 2016-17)

Student Group Percent of Total Enrollment

Black or African American 2.6 %

American Indian or Alaska Nat ive 0.5 %

Asian 2.1 %

Filipino 1.0 %

Hispanic or Lat ino 88.7 %

Native Hawaiian or Pacific Islander 0.0 %

White 4.1 %

Two or More Races 1.0 %

Other 0.0 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 80.0 %

English Learners 60.5 %

Students w ith Disabilit ies 9.2 %

Foster Youth 0.0 %


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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

2015-16

2016-17

2017-18

2017-18

With Full Credent ial 18 19 17 1427

Without Full Credent ial 1 2 0 34

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

1 0 0 11

2015-16 2016-17 2017-180

5

10

15

20Teachers 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

Indicator2015-

162016-

172017-

18

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2015-16 2016-17 2017-18-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Year and month in which the data were collected: January 2018

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18)

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

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own Assigned

Copy

Reading/Language ArtsElementary Core Curriculum

Yes 0.0 %

Mathematics Yes 0.0 %

Science Yes 0.0 %

History-Social Science Yes 0.0 %

Foreign Language Yes 0.0 %

Health Yes 0.0 %

Visual and Performing Arts Yes 0.0 %

Science Lab Eqpmt (Grades9-12)

N/A N/A 0.0 %


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https://sjusd.box.com/s/tmbewhumurg2z1crooxg5gg2cwijtqo6



School Facility Good Repair StatusYear and month of the most recent FIT report: July 2017

Overall Facility RateYear and month of the most recent FIT report: July 2017

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

The current Gardner site opened in 1978. The school is maintained on a regular basis. Modernizat ion took place during the summer of 2003. However, a firedestroyed the main building in November 2003. The new building was under construct ion in 2005-2006. The building was completed in March 2006. A newCafeteria/Mult i-Purpose building, parking lot w ith drop-off area, and art ificial turf was completed by fall, 2007. Gardner students and staff have a high regard forthe appearance of the school, and student volunteers take responsibility for keeping the school campus clean. Our HABLEMOS parent group, along w ith othercommunity partners sponsors two cleanup and campus beaut ificat ion days a year. The portable classrooms on the W illis Avenue side of the school w ererenovatedduring the summer of 2009. The ent ire campus was repainted July 2015. Solar panels were installed in the fall of 2017.

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

Good

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. Only eligible students may part icipate in the administrat ion of the CAAs. CAAs items arealigned w ith alternate achievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith the most significant cognit ivedisabilit 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 ELA and Mathematics for All StudentsCAASPP Test Results in ELA and Mathematics for All Students

Grades Three through Eight and Grade Eleven Grades Three through Eight and Grade Eleven (School Year 2016-17)(School Year 2016-17)

Subject

Percentage of Students Meeting or Exceeding the State Standards

School District State

2015-16 2016-17 2015-16 2016-17 2015-16 2016-17

English Language Arts / Literacy (grades 3-8 and 11) 20% 16% 54% 53% 48% 48%

Mathematics (grades 3-8 and 11) 10% 17% 42% 42% 36% 37%


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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 (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: 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 forstat ist ical accuracy 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 2016-17)Grades Three through Eight and Grade Eleven (School Year 2016-17)

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

All Students 172 172 100.00% 15.70%

Male 89 89 100.00% 11.24%

Female 83 83 100.00% 20.48%

Black or African American -- -- --

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

Asian -- -- --

Filipino -- -- --

Hispanic or Lat ino 162 162 100.00% 15.43%

Native Hawaiian or Pacific Islander

White -- -- --

Two or More Races -- -- --

Socioeconomically Disadvantaged 153 153 100.00% 11.76%

English Learners 134 134 100.00% --

Students w ith Disabilit ies 17 17 100.00% --

Students Receiving Migrant Educat ion Services

Foster Youth


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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 (i.e.,achieved Level 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: 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 forstat ist ical accuracy 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 Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2016-17)Grades Three through Eight and Grade Eleven (School Year 2016-17)

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

All Students 172 172 100.00% 16.86%

Male 89 89 100.00% 19.10%

Female 83 83 100.00% 14.46%

Black or African American -- -- --

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

Asian -- -- --

Filipino -- -- --

Hispanic or Lat ino 162 162 100.00% 17.90%

Native Hawaiian or Pacific Islander

White -- -- --

Two or More Races -- -- --

Socioeconomically Disadvantaged 153 153 100.00% 13.73%

English Learners 134 134 100.00% 13.43%

Students w ith Disabilit ies 17 17 100.00% 11.76%

Students Receiving Migrant Educat ion Services

Foster Youth


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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.

Note:The 2016-17 data are not available. The California Department of Educat ion is developing a new science assessment based on the Next Generat ion ScienceStandards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science w ill no longer beadministered.

Career Technical Education Programs (School Year 2016-17)

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

Grades Five, Eight and TenGrades Five, Eight and Ten

Subject

Percentage of Students Scoring at Proficient or Advanced


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

Science (grades 5, 8, and 10) 8.0% 17.0% 57.0% 55.0% 56% 54%

N/A

Career Technical Education Participation (School Year 2016-17)Career Technical Education Participation (School Year 2016-17)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 0

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma --

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion --

Courses for University of California (UC) and/or California State University (CSU) AdmissionCourses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2016-17 Pupils Enrolled in Courses Required for UC/CSU Admission 0.0%

2015-16 Graduates Who Completed All Courses Required for UC/CSU Admission 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 2016-17)California Physical Fitness Test Results (School Year 2016-17)

Grade Level

Percentage of Students Meeting Fitness Standards

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

5 10.3% 20.5% 20.5%


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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

Opportunities for Parental Involvement (School Year 2017-18)Opportunities for Parental Involvement (School Year 2017-18)

Gardner Academy is fortunate to have a Parent Outreach Coordinator, Amparo Barron. Mrs. Barron can be contacted at (408) 535-6225. Room 1 is the ParentResource Room at Gardner Academy.

Monthly Coffee w ith the Pricipal meetings and Family Nights provide parents w ith knowledge about the reading, writ ing, and math programs as well as strategiesused by the teachers to give parents ideas and techniques for working w ith their children at home. Parents part icipate in Back to School Night, parent/teacherconferences, Open House, School Site Council/Site English Learner Advisory Committee, and the HABLEMOS parent group. Tomando Control de tu Saludworkshops and Parent (Basic) Computer Classes for Family Engagement were offered. Familias Unidas through Sacred Heart and Parent Classes are cont inouslyoffered.

A family garden project was cont inued w ith the assistance of Santa Clara University students.

Parent Empow ering Nights are offered for parents to learn about Common Core and how to help and assist their students meet the new academic statestandards.


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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

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

Indicator


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

Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 11.5% 10.7% 9.7%

Graduat ion Rate 0.0% 0.0% 0.0% 85.9% 85.4% 87.7% 81.0% 82.3% 83.8%

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

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


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Completion of High School Graduation Requirements - Graduating Class of 2016 Completion of High School Graduation Requirements - Graduating Class of 2016

(One-Year Rate)(One-Year Rate)

Student Group School District State

All Students -- 88.4% 87.1%

Black or African American -- 85.0% 79.2%

American Indian or Alaska Nat ive -- 100.0% 80.2%

Asian -- 97.9% 94.4%

Filipino -- 90.6% 93.8%

Hispanic or Lat ino -- 83.4% 84.6%

Native Hawaiian or Pacific Islander -- 92.3% 86.6%

White -- 93.8% 91.0%

Two or More Races -- 91.3% 90.6%

Socioeconomically Disadvantaged -- 90.5% 85.5%

English Learners -- 52.6% 55.4%

Students w ith Disabilit ies -- 57.1% 63.9%

Foster Youth -- -- --


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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 2017-18)

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

Suspensions 3.6% 3.4% 0.7% 3.5% 3.7% 3.6% 3.8% 3.7% 3.7%

Expulsions 0.0% 0.0% 0.0% 0.1% 0.0% 0.1% 0.1% 0.1% 0.1%

Suspensions

2014-15 2015-16 2016-170.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2014-15 2015-16 2016-170.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

Date safety plan updated: November, 2017

Date safety plan last reviewed w ith staff: November, 2017

Students and staff part icipate in monthly fire drills and quarterly disaster drills.

All classrooms and offices are equipped w ith emergency backpacks. Staff is trained on lockdow in Code Red and Run-Hide-Defense emergency situat ions.

Three part-t ime yard dut ies staff member supervise the campus for students’ safety. They are here during the hours school is in session.

Gardner is a PBIS (Posit ive Behavior Intervent ions and Support) site and monitors safety and behavior through the SWIS system.


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Last updated: 12/7/20172016-17 SARC - Gardner Elementary

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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.

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).

Federal Intervention Program (School Year 2017-18)Federal Intervention Program (School Year 2017-18)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 1998-1999 2009-2010

Year in Program Improvement Year 5 Year 3

Number of Schools Current ly in Program Improvement N/A 16

Percent of Schools Current ly in Program Improvement N/A 61.5%

2014-15 2015-16 2016-17

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 27.0 0 3 0 26.0 0 3 0 22.0 0 3 0

1 27.0 0 3 0 25.0 0 3 0 25.0 0 3 0

2 22.0 0 2 0 22.0 0 3 0 24.0 0 3 0

3 27.0 0 4 0 19.0 2 0 0 19.0 2 1 0

4 28.0 0 2 0 26.0 0 3 0 24.0 0 1 0

5 25.0 1 4 0 23.0 1 3 0 23.0 2 3 0

6 0.0 0 0 0 0.0 0 0 0 0.0 0 0 0

Other 0.0 0 0 0 15.0 1 0 0 0.0 0 0 0


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* 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 isreported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2016-17)


*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.


Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2014-15 2015-16 2016-17

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

English

Mathematics

Science

Social Science

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) 1.2 N/A

Library Media Teacher (Librarian) 0.0 N/A

Library Media Services Staff (Paraprofessional) 0.3 N/A

Psychologist 0.2 N/A

Social Worker 0.0 N/A

Nurse 0.5 N/A

Speech/Language/Hearing Specialist 0.8 N/A

Resource Specialist (non-teaching) 3.0 N/A

Other 0.1 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16)

Level Total Expenditures Per PupilExpenditures Per Pupil

(Restricted)Expenditures Per Pupil

(Unrestricted) Average Teacher Salary

School Site $11554.5 $3247.8 $8306.7 $68733.4

District N/A N/A $8016.2 $72711.6

Percent Difference – School Site and District N/A N/A 3.6% -5.6%

State N/A N/A $6574.0 $79228.0

Percent Difference – School Site and State N/A N/A 23.3% -14.2%


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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 2016-17)Types of Services Funded (Fiscal Year 2016-17)

GATE: The Gardner GATE program follows the SJUSD pract ice of using various different iat ion strategies in the classrooms, so that students are challengedappropriately.

Special Ed: A full-t ime resource specialist and part-t ime speech and language specialist assist special educat ion students. We have Student Success Teams madeup of teachers, the principal, resource teachers, and a counselor. The teams meet w ith the families of children who may need speech therapy, have a suspectedlearning disability, attendance difficult ies or w hose behavior interrupts learning. A full-t ime counselor and part-t ime nurse are available to at-risk students. Twooutside agencies assists T ier 3 students w ith social/emotional needs.

English Language Learners: At Gardner, we have implemented a K-5 ELD program. Many teachers have been trained to use GLAD strategies to foster orallanguage development and collaborate on GLAD units to promote academic language and address student progress. T eachers implemented the Phonics andFriends and Avenues curriculum. SES programs were offered to students w ho qualified. During the school day, classes are grouped by appropriate CELDT levelsto provide the most targeted language instruct ion possible.

Students with Disabilit ies: Gardner has a full-t ime resource specialist who services students according to their IEP. Gardner has a part-t ime Speech andLanguage Specialist .

After-School Programs: Gardner students have extended opportunit ies for intervent ion and enrichment after school.

After school programs included: *Think Together, *Supplemental Educat ional Services for targeted students, *After school targeted tutoring for various gradelevels.

Afterschool Enrichment Classes are provided through ACE: *Folklorico *Mad Science Skateboarding *Soccer

BAWSI Girls: two 8-w eek session for 2nd-5th grade girls

Tutoring: Tutoring was provided by teachers before and after school. Supplemental Educat ional Services tutoring serviced approximately 70 students afterschool.

Teacher and Administrative Salaries (Fiscal Year 2015-16)Teacher and Administrative Salaries (Fiscal Year 2015-16)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $53,358 $47,808

Mid-Range Teacher Salary $77,532 $73,555

Highest Teacher Salary $93,642 $95,850

Average Principal Salary (Elementary) $103,741 $120,448

Average Principal Salary (Middle) $108,855 $125,592

Average Principal Salary (High) $117,012 $138,175

Superintendent Salary $263,799 $264,457

Percent of Budget for Teacher Salaries 33.0% 35.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

100000

Principal Salary Chart

120000


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


Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000


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*Where there are student course enrollments of at least one student.

Professional Development

Advanced Placement (AP) Courses (School Year 2016-17)Advanced Placement (AP) Courses (School Year 2016-17)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 0 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 0 N/A

All Courses 0 0.0%

The teachers at Gardner part icipated in monthly meetings to collaborate in grade level teams. In these meetings they are supported in review ing and analyzingstudent performance data. All teacher had professional development training around direct instruct ion and other best pract ices tw ice a month. New teachersreceived training in the district 's instruct ional framework provided. T eachers demonstrated lessons for their colleagues in order to learn best pract ices from eachother.

An Instruct ional Coach provides staff development in the content areas. T hey demonstrated lessons in the classrooms for classroom teachers and engaged themin complete coaching cycles to improve instruct ion. Coach part icipated in a coaching academy provided by SJUSD.

The PBIS team cont inues to work w ith posit ive supervision, classroom rules, and classroom rout ines and procedures. The PBIS team regularly trains the rest of thestaff in best pract ices around posit ive supports.


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sarc report for gardner elementary - sarconline.org · gardner elementary by february 1 of each...

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