School Profile
Weimar Hills, having opened in 1962, is a beautiful school perched on the top of a knoll overlooking the snow-capped Sierras. Weimar Hills School was recognized as a California Distinguished School in 1999, 2005, and again in 2009. During the 2012-13 school year, Weimar operated as two schools: Weimar Hills School served 192 4th and 5th grade students as in the past; Weimar Hills Charter School served 299 6th - 8th grade students as in the past, but with added focus on 21st Century Learning, especially related to Technology, the Arts, and Communications.
The Weimar Hills School Community strives to create and support an educational atmosphere which . . .
•Presents information, skills, processes, and concepts through integrated instruction, which has meaning
and clear purpose for our students.
•Integrates technology and the arts into mastery of state content and performance standards.
•Emphasizes active and creative learning, stimulating students to ask challenging questions, to seek their
own answers, and to develop responsibility.
•Encourages “risk-taking” in a safe, yet challenging environment wherein staff, students, and parents are
considered capable, valued, and respected members of the school community.
•Emphasizes the development of critical thinking which fosters creativity in decision-making and problem
solving.
•Develops within every student the ability and desire to communicate their learning with others in their
community and throughout the world using the latest in technological advances.
•Stimulates and supports the academic, aesthetic, physical, and social/emotional growth of ALL our stu -dents.
Discipline & Climate for Learning
The school program is designed to create and support an educational atmosphere. Part of the school
mission is to “stimulate and support the academic, aesthetic, physical, and social/emotional growth of ALL our students.” We do this in many ways, but in particular we are very concerned our community environment is supportive and encouraging. Our C.A.R.E. Crew 8th grade mentors provide leadership in setting the
tone for all students. We believe that ALL students can and will be successful. Adults and students provide needed remediation and assistance for students who are struggling academically. We do this daily during school through Flex period and before school informally with teachers and student tutors and mentors availing themselves to any student needing help who drops in.
Anthony Loumena
[email protected]
(530) 637-4121
200 West Weimar
Cross Road
Weimar, CA
95736-0255
Superintendent:
16801 Placer Hills
Road
Meadow Vista, CA
95722-0068
(530) 878-2606
www.phusd.k12.ca.us
Principal:
Steve Schaumleffel
[email protected]
District Address:
School Address:
Placer Hills Union
Elementary School
District
Enrollment by Student Group
2012-13
Percentage African American 2.0% American Indian 1.7%
Asian
-Filipino
-Hispanic or Latino 8.4%
Pacific Islander
-White 85.2%
Two or More 2.7%
None Reported
-English Learners 0.7% Socioeconomically Disadvantaged 32.6% Students with Disabilities 9.1%
Weimar Hills
Charter School
2012-2013 School Accountability Report Card
CDS Code:
31 66886 0122531
The Weimar Hills Schools have a school-wide management policy in effect to promote a positive learning environment. Students, parents,
and teachers have copies of the policy. Significant changes were made
to the policy four years ago and the changes were formally approved by the Site Council. The intent of the changes was to provide more support and encouragement for positive behavior and to offer more assistance to students who struggle with meeting expectations. Though the system focuses on rewarding appropriate behavior, it also swiftly administers
predetermined consequences for inappropriate behavior, and constantly
keeps parents informed. The goal is to provide the best possible learning environment for students and encourage all students to avail themselves of the opportunities. Academic performance is central in the system and
quality performance is rewarded informally and formally. A smile and a
pat on the back are vital forms of daily recognition. Students also receive extrinsic rewards given by teachers and the school administration. Honor
roll students, exemplary attendees, and students with “A” behavior are rewarded each trimester. Principal’s List students (all A’s) and V.I.P
students (those who raised their GPA by 0.5) are taken out to lunch.
The Suspensions and Expulsions table illustrates total cases for the last
three years, as well as a percentage of enrollment. Suspensions are expressed in terms of total infractions, not number of students suspended, as some students may have been suspended on multiple occasions.
Expulsions occur only when required by law or when all other alternatives
are exhausted.
Class Size
In the 6th grade the average class size was 30 at the Weimar Hills Charter
School. 7th grade class size averaged 28, while in the 8th grade they had an average class size of 32. The Class Size Distribution table illustrates the average class size by subject and grade level. The corresponding numbers show how many classes were taught with a certain number of students in each class, based on three different class sizes.
Enrollment By Grade
Regular attendance and punctuality are necessary parts of the learning
process and are critical to academic success. In addition, school districts receive financial support from the state for the education of the students
they serve based on how many students attend each day. Attendance,
Regular daily attendance is a priority at Weimar Hills Charter School. Absence reports are regularly reviewed by the school’s secretary. Parents are advised of absences through phone calls, letters, and if necessary, home visits. Those students who continue to exhibit excessive absences are directed to the appropriate authorities including the Student Study Team, Sheriff’s Department, and School Attendance Review Board. This chart illustrates the enrollment trend by grade level for the past three school years.
Parent Involvement
Parents play important roles in Weimar Hills Charter School through their participation and involvement in the District Advisory Board, various events and regular volunteering in the classrooms. Parent support is vital to many valuable annual projects: Clubs and morning extension programs, Book Faires and Reading Nights, Spelling Bee, Visual Arts Performances, Art Shows, Art Docent Program, graduation, and numerous end-of-year activities.
Teacher Assignment
Placer Hills Union School District recruits and employs the most qualified
credentialed teachers available.
Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. Teacher vacancies reflect the number of positions to which a single designated certificated employee
has not been assigned at the beginning of the year for an entire year. There are no misassignments or vacancies at Weimar Hills Charter.
Note: “Misassignments” refers to the number of positions filled by teachers
who lack legal authorization to teach that grade level, subject area, student group, etc.
Highly Qualified Teachers (School Year
2012-13)
The federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of the 2006-07 school year. Minimum
Suspensions & Expulsions
School District
10-11 11-12 12-13 10-11 11-12 12-13
Suspensions 0 35 30 35 46 32
Suspension Rate 0.0% 10.2% 10.1% 3.4% 4.9% 3.8%
Expulsions 0 0 0 0 0 0
Expulsion Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Class Size Distribution
Classrooms Containing: Average
Class Size Students1-20 Students21-32 Students33+ 11 12 13 11 12 13 11 12 13 11 12 13
By Grade Level
6 20 - 20 7 - 7 20 - 20 - - -By Subject Area
27 28 21 - - 4 10 8 6 - - -27 25 21 - 2 5 9 7 5 - - -27 -27 26 1 1 1 9 7 7 - - -Social 26 27 26 1 2 2 9 6 6 - -
-Enrollment Trend by Grade Level
2010-11 2011-12 2012-13
6th 104 118 89 7th 128 103 113 8th 155 121 96
Teacher Credential Status
School District
10-11 11-12 12-13 12-13 Fully Credentialed 19 16 16 68 Without Full Credentials 0 0 0 0 Working Outside Subject 0 0 0 0
Misassignments/Vacancies
11-12 12-13 13-14 Misassignments of Teachers of English Learners 0 0 Misassignments of Teachers (other) 0 0
Total Misassignments of Teachers 0 0
For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/.
Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 25 percent or less.
Counseling & Support Staff (School Year
2012-13)
It is a goal of Weimar Hills Charter School to assist students in their social
and personal development as well as academics. The school gives special
attention to students who experience achievement problems, difficulty
coping with personal and family problems, trouble with decision making, or handling peer pressure. During the 2011-2012 school year Weimar Hills shared with the Charter School a 60% counselor and a 60% remedial
teacher. Also, a group of twenty 8th grade students called C.A.R.E.
Crew worked closely with the Counselor to provide mentoring assistance and leadership to the rest of the school to further our goals related to our positive academic environment. The table lists the support service personnel available at Weimar Hills Charter.
Staff Development
The district believes in staff development. All teachers are asked to
participate in professional development activities. In addition to this
professional development, teacher grade level and subject matter meetings are held weekly to work on instructional strategies, assessment,
implementation of standards, and textbook use. Each Monday students
are released an hour early so that teachers and administration can take part in Professional Development activities centered on a yearly
school-wide theme; last year was the first of a two-year focus on staff training
to provide the foundation for the successful implementation of the new
California Common Core State Standards. Many teachers are also required to complete additional hours of professional development in
order to keep their credentials current. Administration evaluates all staff development relative to the student state assessment results which have steadily improved the past eight years. Curriculum guides that include the state standards are in place and instruction is in accordance with those
guides. Last year we began the process of updating these Guides to reflect
adoption of the new Common Core Standards. Full implementation will be in place for the 2014-15 school year.
Additional Internet Access/Public Libraries
For additional research materials and Internet availability outside of school,students are encouraged to visit the public libraries located in the city of
Meadow Vista or Auburn, which contain numerous computer workstations.
While at school, students have access to over 300 computer work stations
with access to the Internet. Parents also have Internet access through a dedicated work station in the office.
Instructional Materials (School Year 2013-14)
Placer Hills Union Elementary held a public hearing on September12, 2013, and determined that each school within the district had
sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own
individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by
the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State
are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the
district office prior to adoption. The table displays information collected in September, 2012 about the quality, currency, and availability of the
standards-aligned textbooks and other instructional materials used at the school.
Federal Intervention Program (School Year
2013-14)
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years in the same content areaas (English/Language Arts or Mathematics) or on the same indicator (API). Both Weimar Hills
and Weimar Hills Charter Schools in the Placer Hills Union School District
continue to meet all required progress goals so PI status does not apply. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.
asp.
NCLB Compliant Teachers
% of Core Academic Courses
Taught By NCLB Compliant
Teachers
% of Core Academic Courses Taught By Non-NCLB Compliant Teachers
School N/A N/A
District N/A N/A
High-Poverty Schools in District N/A N/A
Low-Poverty Schools in District N/A N/A District-Adopted Textbooks
Grade
Levels Subject Publisher Adoption Year Sufficient Lacking%
8th Mathematics Preparatory College
Math 2002 Yes 0.0% 6th Mathematics McDougal Littell 2002 Yes 0.0% 7th Mathematics UCLA Math 2007 Yes 0.0% 6th-8th Language Reading/
Arts Holt 2003 Yes 0.0% 6th-8th Science Prentice Hall 2007 Yes 0.0% 6th-8th Science/Social
History History Alive 2006 Yes 0.0%
Federal Intervention Programs
School District
Program Improvement (PI) Status Not in PI Not in PI First Year in PI
-Year in PI (2013-14)
-# of Schools Currently in PI - 1
California Standards Test
The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance
in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets
standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).
The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/
language arts, mathematics, social science, and science, for the most recent three-year period.
The second 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.
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.
Standardized Testing and Reporting (STAR) Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Test (CST), California
Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). CST description and scores are reported in detail within the
SARC.
The CMA is an alternate assessment based on modified achievement standards in English/language arts (ELA) for grades three through eleven; mathematics for grades three through seven, Algebra I and Geometry; and science in grades five and eight, Life Science in grade ten. This test is designed to assess students whose disabilities preclude them from achieving grade level proficiency of the California content standards with or without
California Standards Test (CST)
Subgroups
Subject Language English/
Arts Mathematics Science
History/ Social Science
District 73 78 84 65
School 76 74 82 65
African American/
Black * * * *
American Indian * * * *
Asian * * * *
Filipino * * * *
Hispanic or Latino 64 80 * *
Pacific Islander * * * *
White 79 75 88 67
Males 75 75 81 63
Females 77 72 84 68
Socioeconomically
Disadvantaged 65 56 80 52
English Learners * * * *
Students with
Disabilities 52 35 * *
Migrant Education * * * *
Two or More
Races * * * *
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
California Standards Test (CST)
Subject School District State
2011 2012 2013 2011 2012 2013 2011 2012 2013
English/Language Arts 75 79 76 71 74 73 54 56 55 Mathematics 51 72 74 62 74 78 49 50 50
Science 80 88 82 80 85 84 57 60 59
History/Social Science 66 72 65 66 72 65 48 49 49
Academic Performance Index (API)
The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.
Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to
type of school (elementary, middle, or high school).
Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.
The first table displays the school’s API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the Growth API at the school, district, and state level.
Adequate Yearly Progress (School Year 2012-13)
No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It
mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have
limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/Language Arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:
• Participation rate on the state’s standards-based assessments in English/Language Arts (ELA) and Mathematics. • Percent proficient on the state’s standards-based assessments in ELA and Mathematics.
• API as an additional indicator.
• Graduation rate (for secondary schools).
There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to
the new site. Results of school and district performance are displayed in the chart.
Physical Fitness (School Year 2012-13)
In the spring of each year, Placer Hills schools are required by the state to administer a physical fitness test to all students in grades five and seven. The physical fitness test is a standardized evaluation of six specific areas that tracks the development of high-quality fitness and assists students in establishing
physical activity as part of their daily lives. This test does not apply to the students
at Sierra Hills School/Sierra Hills Arts and Science Charter Academy. API School Results
2010 2011 2012
Statewide - 8 9
Similar Schools - 4 8
Group 10-11 11-12 12-13
All Students at the School Actual API Change B 27 1
White
Actual API Change - 31 6 Socioeconomically Disadvantaged Actual API Change - 31 3
Adequate Yearly Progress (AYP)
School District
Made AYP Overall No No
Met AYP Criteria Language English -
Arts Mathematics
English - Language
Arts Mathematics
Participation Rate Yes Yes Yes Yes
Percent Proficient No No No Yes
API School Results Yes Yes
Graduation Rate N/A N/A
2013 Growth API Comparison
School District State Number
of Students
Growth Score
Number of Students
Growth Score
Number of Students
Growth Score
All Students at the
School 290 895 645 892 4,655,989 790 Hispanic or Latino 24 871 49 862 2,438,951 744 White 246 904 557 896 1,200,127 853 Socioeconomically
Disadvantaged 88 840 196 852 2,774,640 743 Students with
Disabilities 31 694 87 721 527,476 615
Percentage of Students in Healthy Fitness Zone 2012-13
Grade Level Four of Six Standards Five of Six Standards StandardsSix of Six
7 16.1% 28.6% 49.1%
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
School Facilities
Weimar Hills School shares a facility with Weimar Hills Charter School that is comprised of 20 permanent classrooms, eight portable classrooms, one performing arts room, one multipurpose room, one gymnasium, one library, and two computer labs. The community is very proud of the beautiful school setting and all stakeholders work diligently together to maintain the school’s functionality.
The principal works daily with the custodial staff of two to ensure that the school is clean and safe. The district ‘s governing board has adopted cleaning
standards for all schools in the district. A summary of these standards are available at the district office for review.
District maintenance staff ensures that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. A work
order process is used to ensure efficient service and highest priority are given to emergency repairs. While reviewing this report, please note that even
minor discrepancies are reported in the inspection process. The items noted in the table have been corrected or are in the process of remediation.
The district participates in the State School Deferred Maintenance Program, which may provide matching funds to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating, electrical systems, interior or exterior painting, and floor systems. For the 2012-13 school year the district allocated $47,633 for deferred maintenance program. This represents .9%
of the district’s general fund budget. During the 2012-13 school year, the district’s governing board did approve deferred maintenance projects for the
school which included flooring, painting, roofing, plumbing, HVAC, paving, and septic.
Safe School Plan
According to the requirements established in Senate Bill 187, the district developed a
school district safety plan in 1998. The District Safety Committee reviews the document annually and appropriate adjustments are made. School staff reviews and discusses the document at least once per year in a formal setting. The plan includes four action
items and other required policy items dealing with: Child Abuse Reporting, Disaster Procedures, Notification of Dangerous Students, Rules for School Discipline, Sexual Harassment, Dress Codes, Ingress and Egress Procedures, Safe Environments with
particular focus on our anti-bullying program. The school safety plan is reveiwed each Fall with the staff.
At Weimar Hills, the safety of students is of great importance. Visitors to the campus
are required to check in and out of the office and receive a visitor badge. Before school supervision is provided by certificated staff, lunch time supervision is provided by four classified staff, and recess supervision is provided by three teachers on duty.
Teacher & Administrative Salaries (Fiscal Year
2011-12)
Average Salary Information Teachers - Principal - Superintendent
2011-12
District State Beginning Teachers $37,514 $38,719 Mid-Range Teachers $52,863 $55,637 Highest Teachers $66,691 $70,797 Elementary School Principals - $90,284 Middle School Principals $94,965 $94,675 High School Principals - $85,183 Superintendent $131,000 $104,272
School Facility Conditions
Date of Last Inspection: 09/13/2012 Overall Summary of School Facility Conditions: Good
Items Inspected Facility Component System Status Remedial Actions Deficiency & Taken or Planned Good Fair Poor
Systems (Gas Leaks,
Mech/HVAC, Sewer) X
Interior X
Cleanliness (Overall Cleanliness, Pest/
Vermin Infestation) X Electrical X
There was a power bar/surge protector
issue in one classroom. Restrooms/Fountains X water flow in one There was low
drinking fountain. Safety (Fire Safety,
Hazardous Materials) X Structural (Structural
Damage, Roofs) X
External (Grounds, Windows, Doors,
School Site Teacher Salaries (Fiscal Year 2011-12)
The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state.
District Expenditures (Fiscal Year 2011-12)
Placer Hills Union School District spent an average of $9,579 to educate each student.
The table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.
Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures, except for general
guidelines, is not controlled by law or donor.
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 Website at: http://www.ed-data.org.
District Revenue Sources (Fiscal Year 2012-13)
In addition to general state funding, Sierra Hills School receives state and federal funding for the following categorical funds and other support
programs:
• Supplemental School Counseling • Gifted and Talented Education (GATE)
• K-12 IMFRP Grant • CA Peer Assistance & Review
• Math and Reading Professional Development • Professional Development Block Grant • School & Library Improvement Block Grant • School Safety and Violence Prevention
• Arts and Music Block Grant • State Lottery
• Class Size Reduction K-3 • NCLB-Title I
• Education Protection Act • Special Ed Local Assistance PL94-142
• Special Ed IDEA: Preschool Grants • Title II Part A - Teacher Quality • Special Education: Mental Health Services • Medical Billing Option (MAA) • Lottery: Instructional Materials • Economic Impact Aid (EIA) • Home to School Transportation • Placer Hills Education Foundation • Parent Teacher Club
Contact Information
Parents and community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact Weimar Hills Charter School at (530) 637-4121.
Data Sources
Data within the SARC was provided by Placer Hills Union Elementary School District, retrieved from the 2012-13 SARC template, located on Dataquest (http://data1.cde.ca.gov/dataquest), and/or Ed-Data website.
Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. 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.
Average Teacher Salaries
School & District
School $58,006
District $60,433
Percentage of Variation -4% School & State
All Elementary School Districts $57,720 Percentage of Variation 0.5%
Expenditures per Pupil
School
Total Expenditures Per Pupil $9,382 From Supplemental/Restricted Sources $4,550 From Basic/Unrestricted Sources $4,833
District
From Basic/Unrestricted Sources $9,579 Percentage of Variation between School & District -49.5%
State
From Basic/Unrestricted Sources $5,537 Percentage of Variation between School & State -12.7%
