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SCHOOL ACCOUNTABILITY REPORT CARD Reported for 2011-12 School Year - Published in 2012-13

KNOB HILL ELEMENTARY SCHOOL 1825 Knob Hill Road, San Marcos, CA 92069-3301

(760) 290-2080 • FAX (760) 741-7843

Carrie Geldard, Principal E-mail Address: [email protected]

CDS Code: 37737916107148

Board of Trustees Beckie Garrett

Sharon Jenkins

Janet McClean

Jay Petrek

Randy Walton

Administration Kevin D. Holt, Ed.D.

Superintendent

Gina Bishop

Assistant Superintendent

Instructional Services

Brad Lichtman


Human Resources

Gary Hamels


Business Services

Contents

About This Report Card

About This School

Major Achievements

Focus For Improvement

Climate For Learning

School Facilities

Teachers

Support Staff

Instructional Materials

Specialized Services

Instructional Planning & Scheduling

School Finance

Student Performance

Accountability

Phone: 760.752.1299

FAX: 760.471.4928

www.smusd.org

San Marcos Unified School District

255 Pico Avenue, Suite 250

San Marcos, CA 92069

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1st of each year. The SARC contains information about the condition and performance of each California public school.

For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://

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

For additional information about the school, parents, and community members please contact the school principal or the district

office.

Data and Access: Ed-Data Partnership Web Site: Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools. Ed-Data can be located online at http://www.ed-data.k12.ca.us.

DataQuest Web Site:

DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], Adequate Yearly Progress [AYP], test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

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

Mission Statement Our vision is for every student to receive a standards-based education in a learning environment that will help develop responsible and global citizens of the future. We envision Knob Hill as a place where staff members, parents, and students feel valued and

respected and families are encouraged to be a partner in their child’s education.

Principal’s Message Knob Hill Elementary provides a quality education for our nearly 850 students. Over the past nine years student performance has continued to improve in annual standardized testing, leading to an API score of 906.

In addition to the outstanding teaching and learning, Knob Hill Elementary prides itself on the character of our students and the climate of our school. Our monthly character themes, the “Hawk Way”, reinforce universal values of respect, responsibility, appreciation, courtesy, cooperation and initiative as well as stresses the theme all Knob Hill students have an opportunity to attend college. We welcome our families and community partners to our school and encourage volunteers.

Parental Involvement

Contact Person: Kelley Kersher and Lisa Moore, PTO Presidents Phone Number: (760) 290-2080 ext. 2091

As members of our School Improvement Council, parents help plan and approve our School Safety Plan and Single Plan for Student Achievement, after review and input by all staff and parents. Parents are also on the English Language Learner Advisory Committee,

which meets four times during the school year. A core of volunteers and the PTO (Parent Teacher Organization) executive board members provide daily support in classrooms and the office, and oversee the implementation of the various fundraising activities.

ABOUT THIS SCHOOL

ABOUT THIS REPORT CARD

SCHOOL ACCOUNTABILITY REPORT CARD PAGE 2

Average Class Size and Class Size Distribution The average class size is calculated by dividing the number of students enrolled in classes, excluding special education and a few other minor categories, divided by the number of classes. The following table provides three years of data:

Major Achievements

California Distinguished School in 2002 and 2008.

“National Blue Ribbon” School in 2003.

Title I Achievement Award in 2005, 2008, 2009, and 2012.

California Business for Education Excellence Award in 2005, 2006, and 2009.

Focus for Improvement

Focus on providing differentiated instruction in order for each student to experience new learning each day.

Focus particular attention to reading comprehension through direct instruction and reading incentive programs.

Analyze STAR test results, summative and formative assessments to develop an annual/trimester plan to assist students not

meeting grade-level standards.


Grade Level

2009-10 2010-11 2011-12

Avg. Class Size

Number of Classes Avg. Class Size

Number of Classes Avg. Class Size

Number of Classes

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

Kindergarten 32.5 0 2 2 29.8 0 4 0 27.8 0 5 0

Grade 1 21.8 0 5 0 25.4 0 5 0 23.8 2 3 0

Grade 2 22.0 0 6 0 22.6 1 6 0 24.0 1 5 0

Grade 3 27.0 0 5 0 30.5 0 4 0 26.4 0 5 0

Grade 4 29.2 0 1 3 30.0 0 4 0 32.5 0 2 2

Grade 5 30.6 0 5 0 29.4 0 5 0 26.6 1 4 0

Student Enrollment by Subgroup (2011-12) This table displays the percent of students enrolled at the school who are identified as being in a particular group:

Group Percent of Total Enrollment

Black or African American 3.2%

American Indian or Alaska Native 0.5%

Asian 5.2%

Filipino 2.5%

Hispanic or Latino 51.6%

Native Hawaiian or Pacific Islander 1.0%

White 34.9%

Two or More Races 1.1%

Socioeconomically Disadvantaged 54.2%

English Learners 29.4%

Students with Disabilities 11.6%

Student Enrollment by Grade Level (2011-12) This table displays the number of students enrolled in each grade level as reported by the California Basic Educational Data Systems (CBEDS):

Grade Level Enrollment

Kindergarten 143

Grade 1 133

Grade 2 146

Grade 3 146

Grade 4 139

Grade 5 132

Total Enrollment 839

ABOUT THIS SCHOOL

MAJOR ACHIEVEMENTS & FOCUS FOR IMPROVEMENT

School Safety

SB187 Safety Plan Date the plan was last updated: September 5, 2012 Date the plan was last reviewed with staff: October 3, 2012 The Comprehensive Safe School Plan includes data regarding crime, safe school procedures and compliance with laws including: (1) child abuse reporting, (2) disaster response, (3) suspension and expulsion policies, (4) notification of teachers of dangerous pupils, (5) sexual harassment, (6) schoolwide dress codes prohibiting gang-related apparel, (7) procedures for safe ingress and egress from school, (8) procedures to ensure a safe and orderly environment conducive to learning, and (9) rules and procedures on school discipline adopted pursuant to Ed Code Sections 35291 and 35291.5. A copy of the plan is available for inspection by the public at each school.

Teachers and playground supervisors monitor students outside the classrooms. Staff monitors the playgrounds before school and during recesses. We also hold monthly drills including fire, disaster, earthquake, and intruder alerts.

Posters in all classrooms remind students to use nonviolent means to solve problems and to remember our monthly character themes, the “Hawk Way.” Students in our Peace Patrol help resolve conflicts on the playground. Teachers work with individual students on behavior issues by providing individual behavior contracts as needed.

Discipline Our staff teaches conflict resolution beginning in kindergarten, and we hold our students to a high standard of behavior that is reinforced with the school’s monthly character themes the “Hawk Way”. We recognize students at weekly and monthly awards assemblies for displaying positive behaviors and for academic improvement and achievement.

We believe that students should be accountable for their behavior. In the first week of school, all students are provided information that describes our expectations and the positive and negative consequences of various behaviors. Students who consistently break school rules, disrupt classrooms, or injure other students are suspended from school, following progressive discipline guidelines.

At times we find it necessary to suspend students who break certain school rules. We report only suspensions in which students are sent home for a day or longer. We do not report in-school suspensions, in which students are removed from one or more classes during a single school day.

Expulsion is the most serious consequence we can impose. Expelled students are removed from the school permanently and denied the opportunity to continue learning here.

Suspensions and Expulsions This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Attendance The attendance rate of teachers and students is one indicator of how connected they are to our school and how committed they are to teaching and learning.

The truancy rate for students is defined by the State of California as any student with 3 unexcused absences. The truancy rate for Knob Hill Elementary School for 2011-12 was 18%.

Homework First through fifth grade teachers assign homework Monday through Thursday. Teachers assign homework in accordance to board policy, and all students are required to read for 15 to 20 minutes a day.

Rate

School District

2009-10 2010-11 2011-12 2009-10 2010-11 2011-12

Suspensions 2.9% 0.6% 2.7% 6.7% 4.6% 4.7%

Expulsions 0.0% 0.0% 0.0% 0.5% 0.4% 0.4%


CLIMATE FOR LEARNING

School Facility Conditions and Planned Improvements Our school includes 11 buildings, of which six are portables. Knob Hill Elementary School has 39 classrooms, including 19 relocatables, a multipurpose room, a library, and an administration building. Together they accommodate approximately 850 students. This school opened in 1988 and we are near its maximum student capacity. Knob Hill Elementary has been updated technologically and has Internet connectivity in each classroom. Our cafeteria/multipurpose room serves as many as 500 hot lunches daily and doubles as our assembly room. We allocate one building to the school’s on-site day care program to serve our families before and after school and one to a state run preschool.

The physical quality of our school buildings influences learning and teaching. All students and faculty need a reasonable amount of classroom and open space. We strive to maintain and improve the facilities and land.

Library Our library contains 15,000 volumes and additional resources. We review selections regularly update or replace them as needed. We have books available in both English and Spanish to ensure that beginning English readers have materials to develop literacy skills.

All classes visit the library weekly to learn reference skills, hear “read-alouds,” and check out books. Our school and library are also linked to Accelerated Reader, our reading incentive program.

Computers We have 175 computers available for student use with software that is specifically chosen to address student learning needs in reading, writing, and math.

Maintenance and Repair District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Cleaning Process and Schedule The district governing board has adopted cleaning standards for all schools in the district. A summary of these standards is available at the school office and at the district office. The principal works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.

Deferred Maintenance Fund The district maintains a deferred maintenance program using funds contributed from the general fund. The state funded deferred maintenance program (matching funds) has been suspended during the current budget crisis. For Fiscal Year 2012-13 the district has $505,000 budgeted for projects.

The following projects have been or are projected to be completed in 2012-13:

Twin Oaks Elementary-Roofing

Pavement Repair, Sealcoating, Striping at:

Mission Hills High School, San Elijo Elementary School, San Elijo Middle School, Richland Elementary School

District New School Construction Projects The reconstruction of San Marcos High School and associated interim housing for the high school program continues in the 2012-13 school year. State and local bond funds are being used. Also, a new K-8 school, design engineering service for future Pre K-8 school to accommodate growth.

District Modernization Projects During the 2011-12 school year, local funds have been used to complete the addition of stairs, ramps, retaining walls, shade structures, upgrade for technology infrastructure, and tenant improvements at various locations within the District. Work on the

following projects will occur during the 2012-13 school year.

Signage at various locations.

Shade structures at various locations.

Construction for San Elijo Elementary School two story addition (approximately 14 classrooms).


SCHOOL FACILITIES


School Facility Good Repair Status (School Year 2012-13) To determine the condition of our facilities, our district sends experts from our facilities team to inspect them. They use a survey, called the Facilities Inspection Tool, issued by the Office of Public School Construction. Based on that survey, we’ve answered the questions you see on this report. Please note that the information reflects the condition of our buildings as of the date of the report. Since that time, those conditions may have changed. The inspection took place on September 18, 2012.

Campus overall rating is “Good” with a 98.75% inspection score.

Specialized Resource Staff The following table lists the number of full-time equivalent qualified support personnel who provide counseling and other pupil support services in our school. These specialists often work part-time at our school and some may work at more than one school in our district.

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

SUPPORT STAFF

SCHOOL FACILITIES

Title Number of FTE* Assigned to School

Counselor 0.5

Library Media Teacher Services Staff 1.0

Psychologist 1.0

Speech/Language/Hearing Specialist 1.5

Nurse (4.6 FTE’s) Shared District-Wide

System Inspected

Repair Status Repair Needed and Action Taken or Planned

Exemplary Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer X No repairs needed at the time of inspection.

Interior: Interior Surfaces X Room 1—Cabinet doors need repair. Room 12—Ceiling tile needs repair.

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation X No repairs needed at the time of inspection.

Electrical: Electrical X Pod B and Library—Lamps need replacement.

Restrooms/Fountains: Restrooms, Sinks/ Fountains X Room 24—Faucet needs work.

Safety: Fire Safety, Hazardous Materials X No repairs needed at the time of inspection.

Structural: Structural Damage, Roofs X No repairs needed at the time of inspection.

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X No repairs needed at the time of inspection.

I. Overall Rating X

Teacher Credentials Here we report the number of teachers assigned to the school and the district with a full credential, without a full credential, and those teaching outside their subject area of competence.

Core Academic Courses Taught by Highly Qualified Teachers Here, we report percentage of core courses in our district whose teachers are considered to be less than “highly qualified” by NCLB’s

standards. We show how these teachers are distributed among schools according to the percentage of low-income students enrolled.

When more than 40% of the students in a school are receiving subsidized lunches, that school is considered by the CDE to be a school with higher concentration of low-income students. About 70% of the state’s schools are in this category. When less than 25% of the students in a school are receiving subsidized lunches, that school is considered by the CDE to be a school with lower concentration of low-income students. About 19% of the state’s schools are in this category.

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/.

Teacher Misassignments and Vacant Teacher Positions Misassignments: A “misassigned” teacher is one who lacks the appropriate subject-area authorization for a class he/she is teaching.

Under the terms of the Williams settlement, schools must inform the public of the number of their teachers who are misassigned. It is possible for a teacher who lacks the authorization for a subject to get special permission-in the form of an emergency permit, waiver, or internship authorization-from the school board or county office of education to teach the subject anyway. This permission prevents the teacher from being counted as misassigned.

Teacher Vacancies: The Williams legislation asked districts to disclose how frequently full-time teachers were not permanently assigned to a classroom. There are two general circumstances that can lead to the unfortunate case of a classroom without a full-time, permanently assigned teacher. Within the first 20 days of the start of school, we can be surprised by too many students showing up for school and too few teachers to teach them. After school starts, however, teachers can also be surprised by sudden changes; family emergencies, injuries, accidents, etc. When that occurs it is our school’s and our district’s responsibility to fill that teacher’s vacancy with a qualified, full-time and permanently assigned replacement.

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) 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).

*Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.


TEACHERS

Indicator 2010-11 2011-12 2012-13

Misassignments of Teachers of EL 0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Positions 0 0 0

Percent of Classes in Core Academic Subjects Location of Classes

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 100.00% 0.00%

All Schools in District 99.90% 0.10%

High-Poverty Schools in the District 99.83% 0.17%

Low-Poverty Schools in the District 100.00% 0.00%

School District Teachers

2009-10 2010-11 2011-12 2011-12

With Full Credential 38 37 40 813

Without Full Credential 0 0 0 8

Teaching Outside Subject Area of Competence 0 0 0

http://www.cde.ca.gov/nclb/sr/tq/


Curriculum Reading and Writing: All Kindergarten through fifth grade teachers use Houghton Mifflin’s A Legacy of Literacy, for instruction in language arts. All students have access to this core curriculum everyday during the ELA block, with careful attention paid to Universal Access Time for students with special needs. A systematic and comprehensive intervention program using standards-based state approved materials is also in place to provide additional time and support to students not meeting grade level standards.

Math: The district has adopted the Houghton Mifflin California Mathematics program which also includes Math Expressions, to teach the district’s mathematics curriculum and state content standards. The emphasis in the California Math program is on number sense, computation, geometry and measurement, algebra, statistics, and problem-solving. In addition, Math Expressions is a standards-based curriculum that offers new ways to teach and learn math by using conceptual language and real-world situations to help students build mathematical skills.

Science: The district has adopted the Scott Foresman California Science program for Kindergarten through fifth grade. This program is used as a resource for teaching the California science content standards. Emphasis is on physical, life, and earth science, with investigation and experimentation a central focus of instruction.

Social Studies: The district has adopted California Reflections published by Harcourt as a resource for teaching the California content standards in history-social science. The curriculum content at each grade level focuses on chronology, research evidence, point of view, and historical interpretation.

Quality, Currency, and Availability of Textbooks and Instructional Materials (School Year 2012-13) This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school; whether the textbooks and instructional materials are from the most recent adoption (yes/no); and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. The adoption of the resolution regarding sufficiency of instructional and supplemental instructional materials for fiscal year 2011-2012 pursuant to Education Code Sections 60119, 60422(b) and 60451 was done on September 10, 2012.

Teacher Assignment All Knob Hill teachers participate on committees and additional activities. Our Instructional Leadership Team has teacher representatives from every grade level working to improve all aspects of the instructional program at Knob Hill. Teacher representatives participate on the School Site Council, ELAC and the PTO. Many Knob Hill teachers lead after or before school remediation classes.

CURRICULUM AND INSTRUCTIONAL MATERIALS

Core Curriculum Area Textbooks and Instructional Materials

Year of Adoption

From the Most Recent Adoption (Yes or No)

Percent of Students Lacking Their Own Assigned Copy

Reading/Language Arts Houghton Mifflin Reading: A Legacy of Literacy

2002 Yes 0%

Mathematics Houghton Mifflin California Math & Math Expressions

2008 Yes 0%

Science Scott Foresman Science 2007 Yes 0%

Social Studies Harcourt California Reflections

2006 Yes 0%


Special Programs Special needs students receive the support services they require from two special education teachers, a speech therapist, a part-time psychologist, and instructional aides. We have an active student study team consisting of teachers, a special education teacher, an administrator, and a psychologist. The team meets with parents whose child needs speech therapy, has a suspected learning disability, or whose behavior interrupts learning. An “At-Risk” Specialist is also available 2 days a week. We have a part-time nurse and a part-time health aide who provide first aid and perform health screenings as mandated or requested.

Gifted and Talented Education: Knob Hill offers a Gifted and Talented Instructional (GATE) Program for fourth and fifth graders. Beginning in third grade, educators identify academically gifted and talented students based on the teacher recommendation or tests.

Special Education Program: Students with moderate to severe learning differences are sometimes entitled to individual education plans and extra attention. Appropriate programs and services are provided to all students with disabilities, between the ages of 3 and 21. Referrals for special education identification and special education services come from the on-site Student Study Team and/or

parents.

English Learner Program: Students not yet fluent in English are provided with specialized instruction to assist in gaining fluency in English. We strive to advance our English Learners into regular classes as soon as possible. Knob Hill Elementary School had approximately 191 English Learner students enrolled in specific instructional settings in 2011-12.

Student Progress

Teachers in each grade level use a variety of assessment strategies to evaluate what students learn. Assessments include oral questioning, paper-and-pencil tests, and project-based evaluations. To determine whether students are mastering grade-level standards, teachers administer standards-based summative assessments in reading and mathematics each trimester. The results of these grade-level assessments are then analyzed, and specific intervention programs are targeted to students who are not meeting grade-level expectations.

We are on a trimester system, and there are three reporting periods each school year. Parents are encouraged to attend parent-teacher conferences after the first reporting period in the fall.

Professional Development San Marcos Unified School District is committed to the belief that the strongest predictor of student achievement is the quality of the teacher inside the classroom. In support of this belief SMUSD is deeply committed to teacher learning and professional development as evidenced by our district mission statement.

San Marcos Unified School District’s Mission Statement includes these commitments:

“hiring and retaining only the best educators and investing in their success”

“providing quality education based on high standards, effective practices, continuous improvement, and innovation.”

Every new teacher and administrator in our district is engaged in a rigorous 2 year training program where they receive a minimum of 30 hours of professional development on our research based instructional framework, the Essential Elements of Instruction (EEI). These instructional strategies are applicable to any curricular area and any grade level. Additionally we have established a cadre of teacher leaders to assist their site administrators in supporting more veteran staff in refining their implementation of EEI.

The district has focused on three priorities over the past several years: standards-based instruction; effective instructional strategies, and professional collaboration. During the 2011-12 school year, the main focus of San Marcos Unified School District Professional Development was the use of effective strategies for making content understandable, particularly for English language learners, and

providing all students with rigorous learning activities aligned to the state content standards. All teachers had one day of professional development conducted at their school on either August 22 or 23. In addition, principals provided staff development during regularly scheduled staff meetings (8 hours) throughout the year.

Selected groups of teachers began work on curriculum committees to learn about the expectations of the newly adopted Common Core Standards. Another group of teachers was trained in how to design inquiry lessons and use technology to support learners in the process. These groups of teachers will work with other teachers within the district in subsequent years.

Teachers engage in professional development each week as they work collaboratively during their structured teacher collaboration time (early release Wednesdays for elementary and middles school teachers or late-start Tuesdays for high school teachers). Teachers have the opportunity to share best practices and analyze data on student performance to plan interventions and enrichments to meet students’ needs.

INSTRUCTIONAL PLANNING AND SCHEDULING

SPECIALIZED SERVICES


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11) This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http:/www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http:/www.ed-data.org.

Note: Shaded cells do not require data.

Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated from 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.

Teacher & Administrative Salaries (Fiscal Year 2010-11) This table displays district-level salary information for teachers, principals, and the superintendent, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found on the Certificated Salaries and Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Other Funding (Fiscal Year 2011-12) To help ensure a quality education for all students, state and federal funding is provided for the following special programs to supplement the core instructional program provided by the school district:

Category District Amount State Average for Districts in Same Category

Beginning Teacher Salary $34,939 $40,932

Mid-Range Teacher Salary $69,876 $65,424

Highest Teacher Salary $88,329 $84,596

Average Principal Salary (Elementary) $103,707 $106,806

Average Principal Salary (Middle School) $111,744 $111,776

Average Principal Salary (High School) $126,516 $120,858

Superintendent’s Salary $241,090 $204,089

% of Budget for Teacher Salaries 41.00% 39.00%

% of Budget for Administrative Salaries 5.00% 5.00%

SCHOOL FINANCES

Program Amount

20 TO 1 $14,489

EIA-LEP $68,195

EIA-SCE $26,094

GATE $3.497

Instructional Materials Funding Realignment Program (IMFRP) $20,893

Lottery $20,582

School & Library Improvement Block Grant $9,000

Staples Foundation Grant $2,000

Title I, Title II Part A, & Title III-LEP $160,926

Total $326,576

Type of Funds Our School District Average School Variance State Average School Variance

Unrestricted Funds ($/student) $4,259 $4,941 (14%) $5,455 (22%)

Restricted Funds ($/student) $1,232

Total ($/student) $5,491

Average Teacher Salary $70,474 $67,466 4% $68,488 3%

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


Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including:

California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through

eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.

California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for

grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.

California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and

science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.

The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of

these assessments, student scores are reported as performance levels.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

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

Standardized Testing and Reporting Results for All Students—Three-Year Comparison This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Standardized Testing and Reporting Results by Student Group (2011-12) This table displays the percent of students by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

STUDENT PERFORMANCE

Subject

School District State

2010 2011 2012 2010 2011 2012 2010 2011 2012

English Language Arts 76% 74% 76% 68% 71% 73% 52% 54% 56%

Mathematics 83% 84% 82% 65% 68% 67% 48% 50% 51%

Science 72% 85% 71% 68% 75% 74% 54% 57% 60%

Percent of Students Scoring at Proficient or Advanced Level

English Language Arts Math Science History-Social Science

All Students in the District 73% 67% 74% 67%

All Students at the School 76% 82% 71%

Male 74% 82% 75%

Female 79% 82% 68%

Black or African American 90% 85% 0%

Asian 95% 95% 0%

Filipino 71% 82% 0%

Hispanic or Latino 67% 75% 55%

White 86% 92% 84%

Socioeconomically Disadvantaged 67% 77% 56%

English Learners 55% 67% 20%

Students with Disabilities 52% 55% 13%

http://star.cde.ca.gov


California Physical Fitness Test Results (2011-12) The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test, and comparisons of a school's test results to the district and state levels, may be found on the Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/.

Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.

Academic Performance Index Ranks—Three-Year Comparison This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state.

The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

Academic Performance Index Growth by Student Group—Three-Year Comparison

Group

Actual API Change

2009-10 2010-11 2011-12

All Students 10 1 0

Hispanic or Latino 9 1 -3

White 15 -2 0

Socioeconomically Disadvantaged 17 0 1

English Learners -6 3 -2

API Rank 2009-10 2010-11 2011-12

Statewide 9 9 9

Similar Schools 10 10 10

Percent of Students Meeting Fitness Standards (on all six fitness standards) Grade Level

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

5 23.10% 26.90% 20.00%

STUDENT PERFORMANCE

ACCOUNTABILITY

http://www.cde.ca.gov/ta/tg/pf/

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


Academic Performance Index Growth by Student Group – 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, LEA, and state level.

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

Adequate Yearly Progress The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Participation rate on the state’s standards-based assessments in ELA and mathematics

Percent proficient on the state’s standards-based assessments in ELA and mathematics

API as an additional indicator

For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

.

ACCOUNTABILITY

Adequate Yearly Progress Criteria School District

Made Adequate Yearly Progress Overall No No

Met Participation Rate—English Language Arts Yes Yes

Met Participation Rate—Mathematics Yes Yes

Met Percent Proficient—English Language Arts No No

Met Percent Proficient—Mathematics No No

Met Academic Performance Index Criteria Yes Yes

Group

2012 Growth API

Number of Students

School Number of Students

District Number of Students

State

All Students 534 906 13,606 868 4,664,264 788

Black or African American 20 950 398 852 313,201 710

American Indian or Alaskan Native 3 74 839 31,606 742

Asian 22 981 662 953 404,670 905

Filipino 15 925 395 949 124,824 869

Hispanic or Latino 275 866 6,276 806 2,425,230 740

Native Hawaiian or Pacific Islander 6 93 896 26,563 775

White 190 947 5,554 924 1,221,860 853

Two or More Races 3 139 897 88,428 849

Socioeconomically Disadvantaged 299 870 6,466 806 2,779,680 737

English Learners 169 856 4,260 778 1,530,297 716

Students with Disabilities 74 761 2,084 686 530,935 607

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

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