Spreckels Elementary School

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teachers

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Spreckels Union SD

Elementary

School

2014-15 School Accountability Report Card

Published in 2015-16

Eric Tarallo, Superintendent • [email protected] • Phone: (831) 455-2550

Spreckels Union School District • 130 Railroad Avenue Spreckels, CA 93962 • www.spreckelsunionsd.org

Teresa Scherpinski Principal [email protected] Fourth St. and Hatton Avenue

Spreckels, CA 93962 Grades: TK-5 Phone: (831) 455-1831 http://spreckelsunionsd.org/Page/9

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Principal’s Message

At Spreckels Elementary School, the students are the center of all that we do. The highly skilled and dedi-cated staff strives to provide all students with a challenging and rigorous curriculum. We believe each student can achieve academic success. Educating our children requires parents and teachers working together as a team. Through your interest and involvement, you model the importance of school, learning, and establishing high academic and behavior standards for our children.

We have an active and involved Parent Teacher Organization and Educational Foundation that support and contribute to our educational program. Volunteers are welcome in all classrooms.

Our school rules are: Be respectful, be responsible and be safe. We follow a positive-behavior policy, and each month, we focus on a character-building trait. Our children learn to be responsible for their actions and demonstrate kindness, concern, respect and cooperation toward others.

Spreckels School focuses on meeting the needs of every student and encourages each learner to achieve his or her personal best. I invite you to become involved with our school. If you have any questions, or if you need additional information, please call the school office at (831) 455-1831 or email me at tscherpinski@ spreckelsdistrict.org.

School Mission and Vision Statement

Spreckels Elementary School will serve as the foundation for the future of our students. We will inspire life-long learning using 21st-century tools. Through collaborative teams, we will focus on creative thinking and problem solving using Common Core State Standards. Our students will develop into respectful, responsible and safe citizens as they embrace diversity.

Enrollment by Grade

The bar graph displays the total number of students enrolled in each grade for the 2014-15 school year.

2014-15 Enrollment by Grade

School Accountability

Report Card

In accordance with state and federal requirements, the School Accountability

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

informed of the school’s progress, test scores and achievements.

Enrollment by Student Group

The total enrollment at the school was609 students for the 2014-15 school year. The pie chart displays the percentage of students enrolled in each group.

2014-15 School Year

Demographics

Socioeconomically

disadvantaged 14.6% learnersEnglish 8.9% Students with disabilities 3.1% Foster Youth 0.0%

District Mission Statement

The mission of the Spreckels Union School District is to be the premier district in Monterey County by providing all students an innovative education in a

traditional, small-town environment.

Parental Involvement

Parents become involved through organizations such as the Parent Teacher Organization, Spreckels Union Educational Foundation, or by volunteering in the classroom or with the Monterey County Reads program. Activities include, but are not limited to, student assembly programs, schoolwide fundraisers, district carnival/ barbecue/farmers’ market, Hoedown, talent show, book fairs, Holiday Gift Shop, Spirit Wear sales, Reading Is Fundamental, and school yearbook.

For more information on how to become involved, please contact your child’s teacher, or call our PTO presi-dent, Alissa Julliet at (831) 455-1831, for additional ideas and opportunities.

K 1 2 3 4 5 123 83 95 90 107 111 Hispanic or Latino 28.4% American Indian or Alaska Native 0.2% Asian 2.8% Native Hawaiian or Pacific Islander 0.3% Filipino_3.4% Black or African-American 0.3% White 56.8% Two or more races 7.6% No response 0.2%

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Three-Year Data

Number of Classrooms by Size

2012-13 2013-14 2014-15

Grade Number of Students

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ K 2 3 1 3 1 5 1 1 3 4 1 3 2 4 4 2 3 3 1 4 4 1 3 4 3 3 2 3 2 3 5 3 3 2 3 2 3

School Safety

The School Safety Plan was last reviewed, updated and discussed with the school faculty in August 2015. Spreckels School provides a clean and safe environment for its students and employees. A transportation assistant, and three-and-a-half full-time equivalent (FTE) maintenance staff and custodians maintain the buildings, grounds and buses. The district meets all federal and state standards for facilities and safety. Teachers, instructional aides and yard supervisors oversee children on the playground. School staff and parent volunteers oversee students at the crosswalks. Rules and procedures that promote safety are enforced. The School Site Council and the School Safety Committee continuously monitor and improve safety concerns throughout the school year. A comprehensive School Safety Plan is updated each year.

The purpose of this plan is to identify appropriate strategies and programs that will maintain a high level of school safety, address the school’s procedures for complying with existing laws related to schoolwide safety, and help assess the current status of school crimes committed on the campus.

The major points included in our plan are procedures for child-abuse reporting, emergencies and disasters, safe ingress and egress to and from school, and rules and procedures on school discipline. Other points included are policies regarding suspension and expulsion, employee security, sexual harassment, schoolwide dress code, and how to provide a safe and orderly environment conducive to learning. A control plan for blood-borne pathogens is also included.

Specific routine procedures for campus safety include scheduled fire, earthquake, and intruder drills. All visitors are required to sign in and sign out at the front office. All parents are required to sign out students whenever they take them from campus during school hours. Employees are provided CPR and first-aid training. There is a zero-tolerance district policy of for weapons and drugs on campus.

Suspensions and

Expulsions

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

Suspension and Expulsion Rates

Spreckels ES 12-13 13-14 14-15 Suspension rates 0.6% 0.3% 0.5% Expulsion rates 0.0% 0.0% 0.0% Spreckels Union SD 12-13 13-14 14-15 Suspension rates 1.2% 1.6% 1.1% Expulsion rates 0.0% 0.0% 0.0% California 12-13 13-14 14-15 Suspension rates 5.1% 4.4% 3.8% Expulsion rates 0.1% 0.1% 0.1%

Professional Development

New teachers are provided additional support through the Beginning Teacher Support and Assessment Program (BTSA) and by our master teachers. Minimum days are scheduled each month so teachers can collaborate and share ideas to improve instruction. Teachers are also encouraged to attend workshops and conferences to continue their professional development.

Professional Development Days

2013-14 3 days

2014-15 3 days

2015-16 3 days

Class Size Distribution

The bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size.

Three-Year Data

Average Class Size

13-14 12-13 14-15

“Our school rules are:

Be respectful, be responsible and be safe.”

K 1 2 3 4 5 22 23 24 ₂₁ 19 17 25 22 22 25 20 23 21 21 19 23 21 22

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Federal Intervention Program

Schools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English language arts or mathematics) or on the same indicator enter into Program Improve-ment (PI). Each additional year that the district or school(s) do not meet AYP results in advanceImprove-ment to the next level of intervention. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

This table displays the 2015-16 Program Improvement status for the school and district. For detailed informa-tion about PI identificainforma-tion, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

2015-16 School Year

Federal Intervention Program

Spreckels ES Spreckels Union SD

Program Improvement status In PI In PI

First year of Program Improvement 2013-2014 2013-2014

Year in Program Improvement Year 1 Year 1

Number of Title I schools currently in Program Improvement 2

Percentage of Title I schools currently in Program Improvement 100.00%

California Physical

Fitness Test

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

1. Aerobic Capacity 2. Body Composition 3. Flexibility

4. Abdominal Strength and Endurance 5. Upper Body Strength

and Endurance

6. Trunk Extensor Strength and Flexibility

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

Percentage of Students

Meeting Fitness Standards

2014-15 School Year

Grade 5

Four of six standards 8.6%

Five of six standards 27.6%

Six of six standards 40.0%

Adequate Yearly Progress

The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Ad-equate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas:

• Participation rate on statewide assessments in English language arts and mathematics

• Percentage of students scoring proficient on statewide assessments in English language arts and mathematics

• Attendance rates for schools with enrollment in Transitional Kindergarten through grade eight (TK-8) • Graduation rate for high schools

The table displays whether or not the school, district, and state met each of the AYP criteria and made overall AYP for 2014-15. For more information, visit www.cde.ca.gov/ta/ac/ay.

2014-15 School Year

Adequate Yearly Progress Criteria

Spreckels ES Spreckels Union SD California

Met overall AYP Yes Yes Yes

Met participation rate:

English language arts Yes Yes Yes

Mathematics Yes Yes Yes

Met percent proficient:

English language arts n n n

Mathematics n n n

Met attendance rates Yes Yes Yes

Met graduation rate Yes

Not applicable. This AYP indicator is only applicable for high schools.

Not applicable. Due to the transition to the Smarter Balanced Summative Assessments, the U.S. Department of Education approved the California Department of Education’s waiver request to exclude the percent proficient results from AYP determinations. For more information on the AYP reports, please visit http://data1.cde.ca.gov/dataquest/.

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California Assessment of

Student Performance and

Progress/Standardized

Testing and Reporting

Results

Beginning in the 2013-14 school year, the Standardized Testing and Reporting (STAR) Program was eliminated and replaced by a new set of assessments called the California Assessment of Student Performance and Progress (CAASPP).

For the 2015 school year, the CAASSP included a mix of online and paper-pencil assessments. The online component contained the Smarter Balanced English language arts/literacy and mathematics tests. The paper-pencil science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). There was also the optional Standards-based tests in Spanish for reading/language arts.

The CST is a multiple-choice test in science for varying grade levels. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan (IEP). The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations.

For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

CAASPP by Student Group:

English Language Arts and

Mathematics

The tables on the following pages display the information on student achievement at each performance level in English language arts and mathematics for the school by student groups for grades3-5. Levels of achievement include:

• Level 1 = Standard not met • Level 2 = Standard nearly met • Level 3 = Standard met • Level 4 = Standard exceeded Note: The number of students tested includes students who did not receive a score. However, the number of students tested is not the number that was used to calculate the performance level percentages. The performance level percentages are calculated using students with scores.

California Standards Tests for All Students: Science

(grades 5, 8 and 10)

The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Advanced levels (meeting or exceeding state standards) in science.

Three-Year Data

Students Scoring at Proficient or Advanced Levels

Spreckels ES Spreckels Union SD California

Subject 12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15

Science 63% 71% 64% 73% 79% 75% 59% 60% 56%

California Standards Tests Results by Student Group: Science

(grades 5, 8 and 10)

2014-15 School Year

Students Scoring at Proficient or Advanced Levels

Group Science

All students in the district 75%

All students at the school 64%

Male 68%

Female 59%

Black or African-American v

American Indian or Alaska Native v

Asian v

Filipino v

Hispanic or Latino 44%

Native Hawaiian or Pacific Islander v

White 66%

Two or more races 81%

Socioeconomically disadvantaged 56%

English learners v

Students with disabilities v

Students receiving Migrant Education services v

Foster youth ±

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

±Information is not available at this time.

California Assessment of Student Performance and Progress Results

for All Students (grades 3-8 and 11)

The table below shows the percentage of students meeting or exceeding the state standards in English language arts/literacy and mathematics.

2014-15 School Year

Percentage of Students Meeting or Exceeding State Standards

Subject Spreckels ES Spreckels Union SD California

English language arts/literacy 52% 52% 44%

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

Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

2014-15 School Year

Students Achieving at Each Performance Level

English Language Arts: Grade 3 Total

Enrollment Number Tested

Percentage Tested of Total

Enrollment

Percent Achievement

Group Level 1 Level 2 Level 3 Level 4

All students 90 88 97.8% 15% 32% 32% 22%

Male 42 46.7% 19% 38% 26% 17%

Female 46 51.1% 11% 26% 37% 26%

Black or African-American 0 0.0% v v v v

American Indian or Alaska Native 0 0.0% v v v v

Asian 2 2.2% v v v v

Filipino 3 3.3% v v v v

Hispanic or Latino 30 33.3% 7% 47% 27% 20%

Native Hawaiian or Pacific Islander 1 1.1% v v v v

White 45 50.0% 20% 22% 38% 20%

Two or more races 6 6.7% v v v v

Socioeconomically disadvantaged 16 17.8% 13% 63% 13% 13%

English learners 10 11.1% v v v v

Students with disabilities 2 2.2% v v v v

Students receiving Migrant Education services 1 1.1% v v v v

Foster youth ± ± ± ± ± ±

Mathematics: Grade 3 Total

Enrollment

All students 90 88 97.8% 9% 25% 44% 22%

Male 42 46.7% 12% 12% 55% 21%

Female 46 51.1% 7% 37% 35% 22%

Asian 2 2.2% v v v v

White 45 50.0% 9% 22% 53% 16%

Foster youth ± ± ± ± ± ±

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CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 4

2014-15 School Year

Students Achieving at Each Performance Level

English Language Arts: Grade 4 Total

Enrollment

All students 108 105 97.2% 23% 29% 18% 30%

Male 46 42.6% 28% 24% 20% 28%

Female 59 54.6% 19% 32% 17% 32%

Asian 4 3.7% v v v v

White 58 53.7% 16% 31% 21% 33%

English learners 11 10.2% 55% 18% 9% 18%

Foster youth ± ± ± ± ± ±

Mathematics: Grade 4 Total

Enrollment

All students 108 105 97.2% 10% 30% 40% 20%

Male 46 42.6% 11% 28% 35% 26%

Female 59 54.6% 10% 31% 44% 15%

Asian 4 3.7% v v v v

White 58 53.7% 9% 24% 43% 24%

English learners 11 10.2% 45% 27% 27% 0%

Foster youth ± ± ± ± ± ±

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CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 5

2014-15 School Year

Students Achieving at Each Performance Level

English Language Arts: Grade 5 Total

Enrollment

All students 111 106 95.5% 22% 24% 33% 22%

Male 58 52.3% 19% 28% 40% 14%

Female 48 43.2% 25% 19% 25% 31%

Asian 4 3.6% v v v v

White 58 52.3% 22% 28% 34% 16%

Two or more races 11 9.9% 9% 18% 36% 36%

Foster youth ± ± ± ± ± ±

Mathematics: Grade 5 Total

Enrollment

All students 111 104 93.7% 13% 36% 28% 22%

Male 57 51.4% 9% 33% 33% 25%

Female 47 42.3% 19% 38% 21% 19%

Asian 4 3.6% v v v v

White 57 51.4% 14% 32% 32% 23%

Two or more races 11 9.9% 9% 27% 45% 18%

Foster youth ± ± ± ± ± ±

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Textbooks and Instructional Materials

All textbooks are state- and school-board approved. This year, Spreckels Elementary is piloting Eureka Math Common Core State Standards-aligned program. Our K-2 grades utilize SuperKids for English language arts (ELA). Grades 3-5 use novels, mentor texts and integrated information text to teach ELA. Compliance is met per the Instructional Materials Survey for Compliance with Education Code Sections 1240 (i) and 60119 with a public hearing and a resolution for compliance adopted by the board of trustees September 8, 2015. Every student, including English learners, has access to his or her own textbooks and instructional materials to use in class and to take home.

2015-16 School Year

Textbooks and Instructional Materials List

Subject Textbook Adopted

English language arts Houghton Mifflin (K-5) 2005

English language arts SuperKids (TK-2) 2014

Mathematics Go Math!, Houghton Mifflin (3-5) 2013

Science FOSS, Delta Education (K-2) 2008

Science California Science, Harcourt School Publishers (3-5) 2008

History/social science History: Social Science, California; Houghton Mifflin (K-5) 2007

Quality of Textbooks

The following table outlines the criteria required for choosing textbooks and instructional materials.

2015-16 School Year

Quality of Textbooks

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local

governing-board-approved list? Yes

Are the textbooks consistent with the content and cycles of the curriculum

frameworks adopted by the State Board of Education? Yes Do all students, including English learners, have access to their own textbooks

and instructional materials to use in class and to take home? Yes

Currency of Textbook Data

This table displays the date when the textbook and instructional materials information was collected and verified.

Currency of Textbooks

2015-16 School Year

Data collection date 9/2015

Availability of Textbooks and Instructional Materials

The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

2015-16 School Year

Percentage of Students Lacking Materials by Subject

Spreckels ES Percentage Lacking

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts ²

Foreign language ²

Health ²

²Not applicable.

Types of Services Funded

Spreckels Elementary School pro-vides a differentiated, comprehensive, standards-based program that ensures academic success for everyone. In ad-dition to the core curriculum, there are many supplemental services provided through categorical and local funding. The Response to Intervention services include Title I, English Language Learners/Limited English Proficiency (LEP), induction sup-port through mentorship and training for new teachers, Grade Span Adjustment for grades K-3, special-education services, and National School Lunch Program. There are many enrichment opportunities provided to our students through the Par-ent Teacher Organization and the Spreck-els Union Educational Foundation. These include LCD projectors and document readers in each classroom; a technology lab; one-to-one technology for all grades; a K-5 music program; educational field trips; and special assembly programs that enhance our curriculum.

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

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

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

• Electrical: Electrical systems (interior and exterior)

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

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

• Structural: Structural condition, roofs

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

School Facility Items Inspected

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

School Facilities

Spreckels School is one of two schools in the Spreckels Union School District. The school’s main building was built in 1938. Newer buildings and portables have been added through the years. In January 1998, Buena Vista Middle School opened. Grade 6-8 students moved to the new site, and Spreckels School became a K-5 school. The elementary campus includes a library, technology lab, music room and a multipurpose room/gymnasium, which serves as our cafeteria. The maximum occupancy is 299. The library is the size of two classrooms with a collection of 13,500 titles and reference books. The technology lab houses 35 computers for student and staff use, and it provides Internet access. There are two play structures for both primary and intermediate students and a separate play area for kindergarten students. A large field play area is also part of the campus and includes a ball diamond.

There are 606 students currently enrolled. The goal of Spreckels School is to provide a positive educational environment in which students can succeed and learn to function as responsible members of society. Continuous efforts are made to provide a safe campus for everyone. Part of our modernization efforts included the addition of a drive-through lane for parents to drop off and pick up students before and after school.

Policies and procedures are in place to ensure student safety campuswide. These include a closed campus, visitor sign-in and sign-out procedures, and student passes when out of class. School facilities are designed to support student learning both in and out of school buildings. Although Spreckels School is made up of older building structures and portables, every effort is made to maintain their condition and cleanliness. District personnel take pride in our school campus and share in the responsibilities of caring for it.

The school employees include 31 certificated teachers; one administrator; seven instructional aides; one time health aide; a secretary; a part-time library-media specialist; a district technology coordinator; one technology support staff; and a custodial staff that includes one daytime and two nighttime positions and a district lead maintenance worker. There is minimal turnover among staff. A hearing-impaired class and a therapeutic intervention class from the Monterey County Office of Education are housed on campus. A YMCA day-care center is also located on-site, serving our students before and after school. District offices, including maintenance and buses, are housed adjacent to the school site.

Deficiencies and Repairs

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

2015-16 School Year

Deficiencies and Repairs

Items Inspected Deficiencies, Action Taken or Planned, and Date of Action

Cleanliness Continue ant and gopher control measures - ongoing.

Restrooms/fountains Replace staff sink and repair leaking faucet. Replace linoleum in boys’ restroom. Replace drinking fountains by large playground. January-February 2016

External

Increase the bark level in the small playground. Repair chain-link fence at electrical box; continue inspection of small playground to replace identified parts as needed until total replacement. Ongoing through summer 2016

School Facility Good Repair Status

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

2015-16 School Year

School Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/fountains Poor

Interior Good Safety Good

Cleanliness Poor Structural Good

Electrical Good External Fair

Overall summary of facility conditions Fair

Date of the most recent school site inspection 12/28/2015

Date of the most recent completion of the inspection form 12/28/2015

Public Internet Access

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

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Academic Counselors

and School Support Staff

This table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

Academic Counselors and

School Support Staff Data

2014-15 School Year

Academic Counselors

FTE of academic counselors 0.00000

Average number of students per academic counselor ²

Support Staff FTE

Social/behavioral or career

development counselors 0.00000 Library media teacher

(librarian) 0.46875

Library media services

staff (paraprofessional) 0.00000 Psychologist 0.50000 Social worker 0.00000 Nurse 0.00000 Speech/language/hearing specialist 0.50000 Resource specialist (nonteaching) 1.00000 Other FTE Health clerk 0.46875 Instructional aides 2.25000 Food service 0.62500

Teacher Qualifications

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

Three-Year Data

Teacher Credential Information

Spreckels Union SD Spreckels ES

Teachers 15-16 13-14 14-15 15-16

With full credential 49 25 31 31

Without full credential 1 0 0 0

Teaching outside subject area of

competence (with full credential) 0 0 0 0

Teacher Misassignments and Vacant Teacher Positions

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

Three-Year Data

Teacher Misassignments and Vacant Teacher Positions

Spreckels ES

Teachers 13-14 14-15 15-16

Teacher misassignments of English learners 1 0 0

Total teacher misassignments 1 0 0

Vacant teacher positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers

The No Child Left Behind Act (NCLB) extended the Elementary and Secondary Education Act (ESEA) to require 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 competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2014-15 school year.

High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

2014-15 School Year

No Child Left Behind Compliant Teachers

Percentage of Classes in Core Academic Subjects

Taught by Highly

Qualified Teachers Not Taught by Highly Qualified Teachers

Spreckels ES 100.00% 0.00%

All schools in district 100.00% 0.00%

High-poverty schools in district ² ²

Low-poverty schools in district 100.00% 0.00%

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

All data accurate as of December 2015.

School Accountability Report Card

Published by:

www.sia-us.com | 800.487.9234

School Financial Data

2013-14 Fiscal Year

Total expenditures

per pupil $4,832

Expenditures per pupil

from restricted sources $638 Expenditures per pupil

from unrestricted sources $4,194 Annual average

teacher salary $55,813

School Financial Data

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

Expenditures Per Pupil

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

Financial Data

The financial data displayed in this SARC is from the 2013-14 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending Web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

District Financial Data

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

2013-14 Fiscal Year

District Salary Data

Spreckels Union SD Similar Sized District

Beginning teacher salary $39,448 $39,948

Midrange teacher salary $56,237 $57,401

Highest teacher salary $78,101 $73,183

Average elementary school principal salary $83,973 $94,578

Average middle school principal salary ± $97,400

Superintendent salary $125,000 $112,657

Teacher salaries: percentage of budget 37% 35%

Administrative salaries: percentage of budget 7% 7%

Financial Data Comparison

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

2013-14 Fiscal Year

Financial Data Comparison

Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary Spreckels ES $4,194 $55,813 Spreckels Union SD $749 $57,388 California $5,348 $59,180

School and district: percentage difference +459.8% -2.7%

School and California: percentage difference -21.6% -5.7%

(13)

Note: State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently asked questions, please visit www.cde.ca.gov/fg/aa/lc/lcfffaq.asp.

The table below describes information in the SARC that is relevant to the Basic State Priority (Priority 1).

Alignment Between State Priority Areas and the SARC

Local Control Accountability Plan Requirements

Conditions of Learning

State Priority: Basic

Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. Education Code (EC) § 52060 (d)(1)

Pupils have access to standards-aligned instructional materials. EC § 52060 (d)(1) School facilities are maintained in good repair. EC § 52060 (d)(1)

Pupil Outcomes

The table below describes information in the SARC that is relevant to Pupil Achievement State Priority (Priority 4) and Other Pupil Outcomes State Priority (Priority 8).

Local Control Accountability Plan Requirements

Pupil Outcomes

State Priority: Pupil Achievements

Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC § 52060 (d)(4)(A) The Academic Performance Index. EC § 52060 (d)(4)(B)

The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and California State University, or career technical education sequences or programs of study. EC § 52060 (d)(4)(C)

State Priority: Other Pupil Outcomes

Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, career technical education, and other studies prescribed by the governing board.1 _{EC § 52060 (d)(8)}

English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC.

1

The school safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.

2

Engagement

The table below describes information in the SARC that is relevant to the Parental Involvement State Priority (Priority 3), Pupil Engagement State Priority (Priority 5) and School Climate State Priority (Priority 6).

Alignment Between State Priority Areas and the SARC

Local Control Accountability Plan Requirements

Engagement

State Priority: Parent Involvement

Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC § 52060 (d)(3)

State Priority: Pupil Engagement

High school dropout rates. EC § 52060 (d)(5)(D) High school graduation rates. EC § 52060 (d)(5)(E)

State Priority: School Climate

Pupil suspension rates. EC § 52060 (d)(6)(A) Pupil expulsion rates. EC § 52060 (d)(6)(B)

Other local measures including surveys of students, parents and teachers on the sense of safety and school connectedness.2 _{EC § 52060 (d)(6)(C)} Alignment Between State Priority Areas and the SARC