14 School Accountability Report Card for Foothill Knolls Elementary .. - PDF document

2013 - 14 School Accountability Report Card for Foothill Knolls Elementary Page 1 of 8 Foothill Knolls Elementary 1245 Veterans Court • Upland, CA 91786 • 909 - 949 - 7740 • Grades K - 6 Michelle Wavering, Principal michelle_wavering@upland.k12.ca.us http://fk - uusd - ca.schoolloop.com/ 2013 - 14 School Accountability Report Card Published During the 2014 - 15 School Year Upland Unified School District 390 North Euclid Ave. Upland, CA 91786 (909) 985 - 1864 www.upland.k12.ca.us District Governing Board P. Joseph Lenz, President Steve Frazee, Vice - President Linda Angona, Clerk Wes Fifield, Member Michael J. Varela, Member District Administration Nancy Kelly, Ed.D. Superintendent Ellen Lugo Assistant Superintendent, Elementary Education Alex Ruvalcaba Assistant Superintendent, Secondary Education Donnie Salamanca Assistant Superintendent, Business Services ---- {iSARC_DLogo} ---- School Description Foothill Knolls Elementary School is one of 14 schools within the Upland Unified School District. Our school is located at the base of the San Gabriel Mountains in the eastern section of Upland. Foothill Knolls is nestled in a neighborhood which includes single dwelling homes, apartments, town homes, and some commercial buildings. Our student population of 440, grad es TK through 6, reflects the diverse demographics of our community. We value the rich experiences and opportunities that our diversity offers us as we learn, work, and play together. Foothill Knolls has built a tradition of academic excellence and a stro ng commitment to helping every student to meet his/her potential. The staff at Foothill Knolls believes that all children can learn, and to that end, our highly qualified professional staff strives to provide every student access to a rigorous, standards - b ased core curriculum. We are extremely proud of our staff’s hard work, our parent and community involvement, and the academic success of our students. The dedicated staff at Foothill Knolls is committed to our District mission: “Every Single Student...Eve ry Single Day.” Our vision is that Foothill Knolls is a student - centered school where teachers design and implement innovative strategies to teach a highly rigorous standards - based curriculum that is developmentally appropriate, purposeful, and delivered i n the content of real world experiences. This rigorous curriculum also prepares our students to be knowledgeable and resourceful in our rapidly changing technological world and ensure s they are on the path to being college and career ready. To this end, Fo othill Knolls has created a plan this year to become a STEM Academy. Our new mission is: Empowering student achievement through exploration, creation, and innovation. 2013 - 14 School Accountability Report Card for Foothill Knolls Elementary Page 2 of 8 About the SARC Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Loca l Control Accountability Plan (LCAP), which describes how they intend to meet annual school - specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. • View this SARC online at the school and/or LEA Web sites. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents and community members should contact the school at 909 - 949 - 7740. 2013 - 14 Student Enrollment by Grade Level Grade Level Number of Students Kinder. 60 Gr. 1 -- 66 Gr. 2 -- 62 Gr. 3 -- 61 Gr. 4 -- 72 Gr. 5 -- 43 Gr. 6 -- 74 Total -- 438 2013 - 14 Student Enrollment by Group Group Percent of Total Enrollment Black or African American ------- 7.8 American Indian or Alaska Native -- ----- 0.2 Asian ------- 4.1 Filipino ------- 3.0 Hispanic or Latino ------- 57.3 Native Hawaiian/Pacific Islander 0.5 White 27.2 Two or More Races 0.0 Socioeconomically Disadvantaged 60.7 English Learners 15.1 Students with Disabilities 8.9 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards - aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials Foothill Knolls Elementary 12 - 13 13 - 14 14 - 15 Fully Credentialed 18 Without Full Credential 0 Teaching Outside Subject Area of Competence 0 Upland Unified School District 12 - 13 13 - 14 14 - 15 Fully Credentialed ♦ ♦ Without Full Credential ♦ ♦ Teaching Outside Subject Area of Competence ♦ ♦ Teacher Misassignments and Vacant Teacher Positions at this School Foothill Knolls Elementary 12 - 13 13 - 14 14 - 15 Teachers of English Learners 0 Total Teacher Misassignments 0 Vacant Teacher Positions 0 * “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Hig hly Qualified Teachers 2013 - 14 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers This School 100.00 0.00 Districtwide All Schools 100.00 0.00 High - Poverty Schools 100.00 0.00 Low - Poverty Schools 100.00 0.00 * High - poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low - poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. 2013 - 14 School Accountability Report Card for Foothill Knolls Elementary Page 3 of 8 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014 - 15) Textbooks and Instructional Materials Year and month in which data were collected: 2014 August Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption Reading/Language Arts The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Adoption Year: 2002 Publisher: Houghton Mifflin - Reading Grade Level: K - 6 Adoption Year: 2006 Publisher: Scholastic – READ 180 Grade Level: 4 - 12 Adoption Year: 2005 Publisher: Hampton - Brown – High Point Grade Level: 6 - 12 Adoption Year: 2007 Publisher: Hampton - Brown - Avenues Grade Level: K - 5 Mathematics The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Adoption Year: 2008 Publisher: Houghton Mifflin – California K - 6 Math Grade Level: K - 6 Science The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Adoption Year: 2007 Publisher: Pearson Scott Foresman – California Science Grade Level: K - 6 Adoption Year: 2007 Publisher: Prentice Hall – California Science Explorer: Focus on Physical and Life Science Grade Level: 6 - 8 History - Social Science The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Adoption Year: 2006 Publisher: Harcourt School Publishers for California – Reflections series Grade Level: K - 6 2013 - 14 School Accountability Report Card for Foothill Knolls Elementary Page 4 of 8 School Facility Conditions and Planned Improvements (Most Recent Year) The District takes great efforts to ensure that all schools are clean, safe, and functional through proper facilities maintenance and campus supervision. Ongoing maintenance and campus improvements ensure facilities remain up to date and provide adequate space for students and s taff. District maintenance and site custo dial staff ensures that the repairs necessary to keep the school in good condition are completed in a timely manner. A work order process is used by school and district staff to communicate non - routine maintenance requests. Every morning before school begi ns, the custodian and principal inspects the facilities for safety hazards or other conditions that need attention prior to students and staff entering school grounds. School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: June 2014 System Inspected Repair Status Repair Needed and Action Taken or Planned Good Fair Poor Systems: Gas Leaks, Mechanical/HVAC, Sewer [X] Interior: Interior Surfaces [X] Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation [X] Electrical: Electrical [X] Restrooms/Fountains: Restrooms, Sinks/ Fountains [X] Safety: Fire Safety, Hazardous Materials [X] Structural: Structural Damage, Roofs [X] External: Playground/School Grounds, Windows/ Doors/Gates/Fences [X] Overall Rating Exemplary Good Fair Poor ---------- [X] 2013 - 14 School Accountability Report Card for Foothill Knolls Elementary Page 5 of 8 B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): • Statewide assessments (i.e., Californ ia Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); • The Academic Performance Index; and • The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. CAASPP Results for All Students - Three - Year Comparison Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 11 - 12 12 - 13 13 - 14 11 - 12 12 - 13 13 - 14 11 - 12 12 - 13 13 - 14 Science 76 62 50 68 69 70 60 59 60 * Science (grades 5, 8, and 10) assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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 statistical accur acy or to protect student privacy. STAR Results for All Students - Three - Year Comparison Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 10 - 11 11 - 12 12 - 13 10 - 11 11 - 12 12 - 13 10 - 11 11 - 12 12 - 13 ELA 65 66 61 55 63 64 54 56 55 Math 66 69 69 49 54 57 49 50 50 HSS 42 51 53 48 49 49 * STAR Program was last administered in 2012 - 13. 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 for statistical accuracy or to protect student privacy. Academic Performance Index Ranks - Three - Year Comparison API Rank 2010 - 11 2011 - 12 2012 - 13 Statewide ------- 7 8 7 Similar Schools ------- 7 8 4 * For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Grade Level 2013 - 14 Percent of Students Meeting Fitness Standards 4 of 6 5 of 6 6 of 6 --- 5 --- 11.4 31.8 18.2 * 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 for statistical accuracy or to protect student privacy. 2013 - 14 CAASPP Results by Student Group Group Percent of Students Scoring at Proficient or Advanced Science (grades 5, 8, and 10) All Students in the LEA 70 All Student at the School 50 Male ------- 44 Female ------- 54 Black or African American American Indian or Alaska Native Asian ------- Filipino ------- Hispanic or Latino 40 Native Hawaiian/Pacific Islander White ------- 67 Two or More Races ------- Socioeconomically Disadvantaged 48 English Learners ------- Students with Disabilities Students Receiving Migrant Education Services * CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. 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 statistical accuracy or to protect student privacy. API Growth by Student Group – Three - Year Comparison Group Actual API Change 10 - 11 11 - 12 12 - 13 All Students at the School 9 22 - 20 Black or African American American Indian or Alaska Native Asian ------- Filipino ------- Hispanic or Latino 3 26 - 16 Native Hawaiian/Pacific Islander White ------- 17 6 - 28 Two or More Races Socioeconomically Disadvantaged 37 32 - 14 English Learners 17 Students with Disabilities * "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information 2013 - 14 School Accountability Report Card for Foothill Knolls Elementary Page 6 of 8 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement At Foothill Knolls we recognize that education is a team effort. Our parents and community play an important role in helping our students succeed. We encourage and appreciate parental involvement and see opportunities to engage their support through PTA, School Site Council, and classroom volunteers. The staff provides parent education and parent involvement opportunities to assist parents with strategies and resources to help them participate fully in the education of their child. Some of these events include literacy nights, Back - To - School Night, Open House, Parent/Teacher conferences, family fun nights, book fairs, etc. In our pla n to become a STEM school, Foothill Knolls is also in the process of creating a STEM Advisory Board to provide guidance and support. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. School Safety Plan A safe an orderly environment is an important characteristic of an effective school. Foothill Knolls is committed to the safe ty and security of our stude nts, staff, and parents. We are proactive in that we have an extensive safety plan that covers almost any situation. The District Office coordinates the development, annual review, and updating of the District Comprehensive Safety Plan through a committee comprised of school representatives. The safety committee at Foothill Knolls modifies the District plan and aligns procedures for our specific site needs. The plan is reviewed frequently and the adjustments are shared and implemented with all staff, when n eeded, at monthly meetings. We regularly practice safety drills and work actively to prevent unsafe conditions and situations. Suspensions and Expulsions School 11 - 12 12 - 13 13 - 14 Suspensions Rate 3.0 2.7 0.0 Expulsions Rate 0.0 0.0 0.0 District 11 - 12 12 - 13 13 - 14 Suspensions Rate 4.9 5.2 4.2 Expulsions Rate 0.1 0.1 0.0 State 11 - 12 12 - 13 13 - 14 Suspensions Rate 5.7 5.1 4.4 Expulsions Rate 0.1 0.1 0.1 * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100. 2013 - 14 School Accountability Report Card for Foothill Knolls Elementary Page 7 of 8 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. 2013 - 14 Adequate Yearly Progress Overall and by Criteria AYP Criteria School District Made AYP Overall Met Participation Rate: English - Language Arts Met Participation Rate: Mathematics Met Percent Proficient: English - Language Arts Met Percent Proficient: Mathematics Met API Criteria 2014 - 15 Federal Intervention Program Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2010 - 2011 2011 - 2012 Year in Program Improvement Year 4 Year 3 Number of Schools Currently in Program Improvement 7 Percent of Schools Currently in Program Improvement 87.5 * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. Average Class Size and Class Size Distribution Average Class Size Number of Classrooms* 1 - 20 21 - 32 33+ Grade 12 13 14 12 13 14 12 13 14 12 13 14 Kinder. 14.8 14 12 4 5 5 0 0 Gr. 1 -- 24.7 21 22 0 1 1 3 2 2 0 Gr. 2 -- 25.3 31 21 0 1 3 2 2 0 Gr. 3 -- 24.5 23 20 0 1 1 2 2 2 0 Gr. 4 -- 28.5 16 24 0 2 1 2 1 2 0 Gr. 5 -- 26 25 22 0 1 1 3 2 1 0 Gr. 6 -- 18.3 32 25 1 1 2 2 2 0 * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Academic Counselors and Other Support Staff at this School Number of Full - Time Equivalent (FTE) Academic Counselor ------- Counselor (Social/Behavioral or Career Development) Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) 0.5 Psychologist ------- 0.5 Social Worker ------- Nurse ------- 0.1 Speech/Language/Hearing Specialist 0.5 Resource Specialist ------- Other ------- 0.5 Average Number of Students per Staff Member Academic Counselor ------- * 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. FY 2012 - 13 Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $37,758 $41,318 Mid - Range Teacher Salary $67,625 $65,615 Highest Teacher Salary $87,887 $84,981 Average Principal Salary (ES) $99,563 $107,624 Average Principal Salary (MS) $103,430 $112,817 Average Principal Salary (HS) $113,868 $121,455 Superintendent Salary $187,823 $206,292 Percent of District Budget Teacher Salaries 44 40 Administrative Salaries 4 5 * F or detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. FY 2012 - 13 Expenditures Per Pupil and School Site Teacher Salaries Level Expenditures Per Pupil Average Teacher Salary Total Restricted Unrestricted School Site ------- 4660 127 4533 73758 District ------- ♦ ♦ 5343 $73,729 State ------- ♦ ♦ $4,690 $69,360 Percent Difference: School Site/District - 15.2 0.0 Percent Difference: School Site/ State - 3.3 6.3 2013 - 14 School Accountability Report Card for Foothill Knolls Elementary Page 8 of 8 Types of Services Funded at Foothill Knolls Elementary In addition to general state funding, Upland Unified School District receives state and federal categorical funding for: Titl e I, Title II, Title III, School Improvement Program, Economic Impact Aid, and Special Education. Professional Development provided for Teachers at Foothill Knolls Elementary The Upland Unified School District believes that high quality, research - based professional development is essential to continuous improvement of teaching skills and concepts. The District prov ides or coordinates on - going training based on needs identified through student performance indicators, including results of the California Standards Tests, the California High School Exit Exam, the California English Language De velopment Test, District be nchmark assessments, and input from sites regarding specific needs. Professional development is aligned with the District Str ategic Plan for Student Achievement and Board goals. Teachers, paraprofessionals and administrators participate in workshops, and c onferences that allow them to grow professionally and provide opportunities for collegial sharing. Regular meetings of teacher leaders in literacy, mathematics, reading intervention and technology as well as follow - up coaching support full implementation o f training. Additionally, each school provides time for teacher collaboration on student achievement data, curriculum development, and review of classroom - based performance measures. Examples of workshops and coaching implemented as the result of analysis of student achievement include: Effective Teaching, Classroom Management, Curriculum Alignment and Mapping, Project GLAD, Project IMPACT, SIOP (Sheltered Instruction Observation Protocol), 21st Centu ry Classroom Technology, Common Core State Standards, Mo deling Academic Language and character education. Staff members participate in professional development in all - day workshops, after - school workshops and meetings, individual coaching/mentoring, and off - site conferences. The Beginning Teacher Support and As sessment (BTSA) program provides support to new teachers. The Peer Assistance and Review Program is available to provide support to teachers in the areas of content knowledge and teaching strategies. Currently, the District calendar includes a mi nimum day each week to allow for on - going teacher dialogue and collaboration to meet student needs.