District Vision & Mission Statement
Vision:
We will create academic pathways and a supportive environment that empowers our students to realize their potential and dreams.
Mission:
We are committed to increase student achievement through a purposeful and effective instructional program that engages all students in academically rigorous learning. All staff will be supported in the development of knowledge and skills to enhance professional practices that lead to the academic achievement of our students. Parents, community and staff will work collaboratively to support students in achieving their personal, social and career goals.
Principal’s Message
Welcome to our sixth official school year at César Chávez Elementary School. Our teachers, staff, and I are looking forward to meeting you and developing a successful working relationship with you this upcoming 2012-13 school year. We look forward to developing César Chávez Elementary School into a successful learning community where a safe learning environment is provided and where diversity is celebrated and all members demonstrate responsibility and respect to each other and the learning community.
Our dedicated staff will continue to work to establish a learning culture by providing a well balanced curriculum and data driven instruction that motivates students to become successful academic achievers and social participants. In addition, we look forward to honoring and educating our students, parents and school community with the spirit, philosophy and accomplishments of César E. Chávez. As with all systems, communication is the key to success. We have several ways for you to stay in touch with us. Our school website is constantly being updated and refreshed and is a great tool to use to find out what is going on daily at our school.
We would like to invite you to come to one of our following monthly meetings that include: General Parent Meeting, School Site Council (SSC), English Language Advisory Committee (ELAC), Coffee with the Principal or the CC Lobos Parent Association meeting and help set the direction for our learning community. Newsletters are sent out every month and notes will be sent home describing special events. These important documents will constantly be posted on the web site as well. I look forward to hearing from you about our school, and hope you enjoy learning about the many wonderful things we do at César Chávez Elementary School. If you would like to discuss any of the programs offered or any school related subjects please contact us either by e-mail or call the school’s main office at (760) 768-6400.
School Vision Statement
At César Chávez we will create a community of English proficient speakers, readers and writers in all academic areas to prepare our students to reach academic, technological, personal and social success as productive citizens in our ever changing society.
Serving Grades
Kindergarten through Sixth
District Administration
Maria Ambriz
Interim SuperintendentBoard of Trustees
Norma A. Aguilar
President
Leticia Z. Vizcarra
Vice President/ClerkRuth V. Duarte
MemberJoong S. Kim
Member
Ciro C. Calderon
Member
2011-2012 School Accountability Report Card
Published in the 2012-2013 School Year
César Chávez
Elementary School
a l e x i c o U n i f i e d S c h o o l D i s t r i c t
C
Norberto Nuñez, Principal
http://www.calexico.k12.ca.us
School Mission Statement
The mission of César Chávez Elementary School’s students, staff, parents and community members is to provide a safe learning environment where diversity is celebrated and all members demonstrate responsibility and respect to each other and the learning community. As a dedicated staff we will establish, promote and sustain a learning culture by providing a well balanced, standards based curriculum and data driven instruction which motivates all students to become successful academic achievers and social participants and life long learners.
School Profile
The Calexico Unified School District is located in the City of Calexico which is within walking distance of the international border. The City of Calexico is located within Imperial County which lies in the extreme southeastern desert region of California.
The district consists of seven elementary schools, two junior high schools, one ninth grade academy, one comprehensive high school, one continuation high school, and one independent studies program. César Chávez Elementary School is the newest elementary school in the Calexico Unified School District. It was inaugurated on August 27, 2007. It serves children in grades Kindergarten through sixth grade in a state-of-the-art facility named after the famous civil rights leader César E. Chávez. During the 2011-12 school year, the school served 1,081 students in grades Kindergarten through six.
Discipline & Climate for Learning
César Chávez Elementary School provides a safe and secure campus that assists students in acquiring the necessary skills needed to become confident, conscientious and productive citizens within our community. César Chávez Elementary School aids students in the transition from elementary school to middle school and is dedicated to meeting the personal needs of our students. The staff, in conjunction with the administration, parents and community promotes the success, self-esteem and academic excellence of the existing and entering student population. César Chávez School is committed to the belief that students from all cultural and economic backgrounds can achieve success. We encourage students to utilize their abilities and knowledge to make learning an exciting and lifelong process; which enables them to develop to their fullest potential.
Students at César Chávez Elementary are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy and acceptance of others. The school has Five Major Student Expectations:
Respect and Responsibility Expectations
I will follow directions at all times.
I will speak and act respectfully at all times.
Academic Expectations
I will be prepared to learn at all times.
Physical Expectations
I will use safe, nonviolent actions at all times.
Language Expectations
I will use polite and appropriate language at all times.
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.
Staff Development
Staff members build teaching skills and concepts by participating in many conferences and workshops throughout the year, then share their experiences and knowledge with district colleagues. The district dedicates three days to staff development annually. Staff development topics included:
• Methodologies and Strategies on Inclusion of Special Education students in mainstream classes
• Professional Learning Communities • Common Core Transition
• Technology
Teacher Assignment
Calexico Unified School District recruits and employs qualified credentialed teachers who meet all credential requirements in accordance with State of California guidelines.
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.
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.
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.
Student Enrollment by Ethnic Group
2011-12
Percentage African American 0.1%
Asian 1.4%
Hispanic or Latino 97.9%
White 0.6%
Suspensions & Expulsions
School District
09-10 10-11 11-12 09-10 10-11 11-12 Suspensions 5 14 7 944 1167 789 Suspension Rate 0.6% 1.4% 0.6% 10.2% 12.6% 8.6%
Expulsions 0 0 0 10 17 4
Expulsion Rate 0.0% 0.0% 0.0% 0.1% 0.2% 0.0%
Teacher Credential Status
School District 09-10 10-11 11-12 11-12 Fully Credentialed 32 40 42 406 Without Full Credentials 0 2 0 2 Working Outside Subject 0 0 0 23
Misassignments/Vacancies
10-11 11-12 12-13
Misassignments of Teachers of
English Learners 0 0 0
Misassignments of Teachers (other) 0 1 1 Total Misassignments of Teachers 0 1 1 Vacant Teacher Positions 0 0 0
NCLB Compliant Teachers (School Year
2011-12)
The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered NCLB Compliant. Minimum qualifications include:
• Possession of a Bachelor’s Degree
• Possession of an appropriate California teaching credential • Demonstrated competence in core academic subjects
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
2011-12)
It is the goal of César Chávez Elementary 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. The school does not have an academic counselor. The table lists the support service personnel available at César Chávez Elementary School.
Instructional Minutes & Minimum Days
In the 2011-12 school year, all instructional time at César Chávez Elementary School either met or exceeded the daily instructional minute requirements specified in the California Education Code. The table displays a comparison of the number of instructional minutes offered at the school as compared to the state requirement for each grade level. The school had no minimum days.
Class Size
Average class sizes vary by grade level and subject area taught. The table indicates the average class size by grade level, as well as the number of classes offered in reference to their enrollment.
School Leadership
Leadership at César Chávez Elementary School is a responsibility shared among district administration, the principal, instructional staff, students, and parents. The district’s emphasis is on a well-balanced and rigorous core curriculum at all grade levels. Principal Norberto Nuñez has led the school for four years. Prior to his position at César Chávez Elementary School, he served as principal at Jefferson Elementary School for two years, and assistant principal at Dool Elementary School, Kennedy Gardens Elementary School, and Rockwood Elementary School. Co-leading the school with Principal Nuñez is Vice-Principal Alejandra Limon-Sandoval, who returned in the 2012-13 school year. Prior to this position, she was Vice-Principal at Enrique Camarena Jr. High and a former Academic Coordinator at César Chávez in 2009-10. She has taught and been an administrator in the school district for over 15 years. Staff members and parents participate on various committees that make decisions regarding the priorities and direction of the educational plan to ensure instructional programs are consistent with students’ needs and comply with district goals. Leadership teams include the Advisory Committee and School Site Council.
Parent Involvement
César Chávez Elementary School encourages parents to participate in parent committees and meetings at the school and district level. Committees include the School Site Council, English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), Migrant Advisory Committee, General Parent meetings, and CC Lobos Parent Association meetings. Parents are also invited to become volunteers in their child’s classroom, school library, or afterschool programs.
Parents and community members are welcome at various events throughout the school year, including Back-to-School Night, Open House, Literacy or Math Nights, Book Fairs, Redesignation Celebrations, Halloween Carnival, Winter Program, César Chávez Day, Talent Show, and Student of the Month assemblies.
Contact Information
Parents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact the César Chávez Elementary School office at (760) 768-6400. NCLB Compliant Teachers
% of Core Academic Courses
Taught By NCLB Compliant
Teachers
% of Core Academic Courses Taught By Non-NCLB Compliant Teachers
School 91.9% 8.1%
District 90.1% 9.9%
High-Poverty Schools in District 90.1% 9.9% Low-Poverty Schools in District N/A N/A
Class Size Distribution
Classrooms Containing: Average
Class Size Students1-20 Students21-32 Students33+ 10 11 12 10 11 12 10 11 12 10 11 12
By Grade Level
K 29 29 28 - - - 4 5 5 - - -1 29 29 27 1 - 1 5 5 5 - - -2 29 27 30 1 1 - 4 5 5 - - -3 30 28 26 - 1 1 4 4 6 - - -4 31 33 32 - - - 3 - 3 1 4 1 5 32 33 31 - - 1 3 1 1 1 3 4 6 32 31 33 - - - 2 3 1 2 2 3 K-3 8 - - 1 - - -
-Counseling & Support Services Staff
Number of
Staff EquivalentFull Time
Health Clerk 1 1.0
Psychologist 1 0.6
Speech and Language
Specialist 1 0.4
Instructional Minutes By Grade Level
Minutes Required Actual Minutes
K 36,000 46,535 1st-3rd 50,400 50,400 4th-6th 54,000 54,000
Academic Performance Index
The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800.
Statewide and similar schools API ranks are published when the Base API is released each March. 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 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 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 10 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.
The first table displays the school’s statewide and similar schools API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the 2012 Growth API at the school, district, and state level. Due to the April 4, 2010 earthquake and subsequent school closures, the state waived the Spring 2010 California Standards Test assessments for all CUSD schools. There are no scores to report for the 2009-10 school year.
B - The school did not have a valid 2010 Base API and will not have any growth or target information.
Adequate Yearly Progress (School Year 2011-12)
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.
API School Results
2009 2010 2011
Statewide 3 - 4
Similar Schools 5 - 2
Group 09-10 10-11 11-12
All Students at the School
Actual API Change - B 1
Hispanic or Latino
Actual API Change - - 1
Socioeconomically Disadvantaged
Actual API Change - - 19
English Learners
Actual API Change - - -7
2012 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 740 779 6,699 705 4,664,264 788 Hispanic or Latino 728 777 6,635 704 2,425,230 740 Socioeconomically Disadvantaged 739 779 6,679 705 2,779,680 737 English Learners 577 755 5,174 670 1,530,297 716 Students with Disabilities 35 594 609 555 530,935 607
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 No API School Results Yes Yes
Federal Intervention Program (School Year 2012-13)
Schools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language Arts or Mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP.For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
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. Due to the April 4, 2010 earthquake and subsequent school closures, the state waived the Spring 2010 California Standards Test assessments for all CUSD schools. There are no scores to report for the 2009-10 school year.
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.
California Modified Assessment (CMA)
California Modified Assessment (CMA) is an alternate assessment (a STAR Program component) that is based on modified achievement standards in English/Language Arts 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)
California Alternate Performance Assessment (CAPA), a component of the STAR Program, includes English/Language Arts 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.
California Standards Test (CST)
Subgroups
Subject Language English/
Arts Mathematics Science
History/ Social Science
District 37 39 30 28
School 49 58 34
Hispanic or Latino 49 58 33
Males 46 55 37
Females 53 61 29
Socioeconomically
Disadvantaged 49 58 34
English Learners 30 47 18 Students with
Disabilities 32 38 *
Migrant Education 19 32 *
*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
2010 2011 2012 2010 2011 2012 2010 2011 2012 English/Language Arts * 48 49 * 36 37 52 54 56 Mathematics * 57 58 * 36 39 48 50 51
Science * 24 34 * 30 30 54 57 60
History/Social Science * 26 28 44 48 49
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Federal Intervention Programs
School District
Program Improvement (PI) Status In PI In PI First Year in PI 2012-2013 2009-2010 Year in PI (2012-13) Year 1 Year 3 # of Schools Currently in PI - 12
Physical Fitness (School Year 2011-12)
In the spring of each year, César Chávez Elementary School is required by the state to administer a physical fitness test to all students in fifth grade. The physical fitness test measures each student’s ability to perform fitness tasks in six major areas. Students who either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the “healthy fitness zone” (HFZ).
Instructional Materials (School Year 2012-13)
Calexico Unified School District held a public hearingon October 25, 2012, and determined that each school within the district has 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 and foreign languages for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the State 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 January 2013 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.
The district also uses supplemental ELD instructional materials for grades K-6. These include materials from SRA/McGraw-Hill (grades K-2) and Ballard and Tighe (for grades 3-6). Note: The district does not have a formal textbook adoption for health and visual/performing arts.
Additional Internet Access/Public Libraries
Calexico Unified School District provides Enrique Camarena Public Library with free internet access available to all community members at both the main branch and the Wm. Moreno Junior High School branch. Some community businesses may offer Internet availability to patrons who are able to access this service with their personal equipment.
School Facilities
César Chávez Elementary School consists of 41 permanent classrooms. The school is a state-of-the-art facility that opened in August 2007. The facility strongly supports teaching and learning through its ample classroom and playground space.
For the 2011-12 school year, César Chávez was designated as a Williams Lawsuit Settlement School and its site was inspected by the Imperial County of Education.
Cleaning Process
The administration works daily with the custodian staff members to ensure classrooms, restrooms, and campus grounds are kept clean and safe.
Maintenance and Repair
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.
District-Adopted Textbooks
Grade
Levels Subject Publisher Adoption Year Sufficient % Lacking
K-6 History/Social Studies Houghton Mifflin 2006 Yes 0.0% K-6 Mathematics Houghton Mifflin 2008 Yes 0.0% K-2 Mathematics Houghton Mifflin 2008 Yes 0.0% K-6 Language ArtsReading/ Houghton Mifflin 2002 Yes 0.0% K-6 Language Reading/
Arts/ELD
Houghton
Mifflin 2002 Yes 0.0%
K-6
Reading/ Language
Arts/ELD (Spanish)
Houghton
Mifflin 2003 Yes 0.0%
K-6 Science McGraw HillMacMillan/ 2007 Yes 0.0%
School Facility Conditions Date of Last Inspection: 01/23/2013 Overall Summary of School Facility Conditions: Good
Items Inspected Facility Component System Status Actions Taken or PlannedDeficiency & Remedial Good Fair Poor
Systems (Gas Leaks, Mech/
HVAC, Sewer) X Office: A/C doesn’t work. Work order 21220.
Interior X
Cleanliness (Overall Cleanliness, Pest/Vermin
Infestation) X
Electrical X
Restrooms/Fountains X Fixed. Rms 1, 10, 14: Clean Rm 4: Leak in girls toilet. sink. Custodian will clean.
Safety (Fire Safety,
Hazardous Materials) X Structural (Structural
Damage, Roofs) X
External (Grounds, Windows, Doors, Gates, Fences) X
Kinder Playground: Swing broken, holes in turf by
swings. Work order 20814.
Playground: Double slide,
hole in bottom. Work order 20815. Percentage of Students in Healthy Fitness Zone
2011-12
Grade Level Four of Six Standards Five of Six Standards StandardsSix of Six
Safe School Plan
The safety of students and staff is a primary concern at César Chávez Elementary School. The Comprehensive Safety Plan was developed by the school in consultation with local law enforcement in order to comply with Senate Bill 187 of 1997. The plan provides students and staff a means to ensure a safe and orderly learning environment.
Components of the Comprehensive Safety Plan include the following: child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe drop off and pick up from school, sexual harassment policy, and dress code policy. César Chávez Elementary School reviews the plan in the spring of each school year and updates it as needed. The School Site Safety plan was last reviewed and updated in September 2012. A copy of the safety plan is available to the public at the school office.
Fire drills are conducted on a monthly basis and earthquake drills are conducted several times each year. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards.
To ensure student safety, staff members and playground supervisors monitor students at all times before, during, and after school. All visitors must sign in at the office, obtain a visitor’s badge, and sign out upon leaving.
District Expenditures (Fiscal Year 2010-11)
At the time this report was published, the most recent financial and salary comparison data from the State of California was for the 2010-11 school year. The figures shown in the Expenditures Per Pupil 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, are 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 Web site at: http://www.ed-data.org.
School Revenue Sources (Fiscal Year
2011-12)
In addition to general state funding, César Chávez Elementary School receives state and federal funding for the following categorical, special education, and support programs:
• ASES • EIA • Title I • Title III
Teacher & Administrative Salaries (Fiscal
Year 2010-11)
This table displays district salaries for teachers, principals, and superintendents, 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 the 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 at the CDE Web site.
School Site Teacher Salaries (Fiscal Year
2010-11)
The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state.
Data Sources
Data within the SARC was provided by Calexico Unified School District, retrieved from the 2011-12 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. Expenditures per Pupil
School
Total Expenditures Per Pupil $3,473 From Supplemental/Restricted Sources $472 From Basic/Unrestricted Sources $3,001
District
From Basic/Unrestricted Sources $3,659 Percentage of Variation between School & District -17.98%
State
From Basic/Unrestricted Sources $5,455 Percentage of Variation between School & State -44.99%
Average Salary Information Teachers - Principal - Superintendent
2010-11
District State Beginning Teachers $36,083 $40,656 Mid-Range Teachers $62,605 $64,181 Highest Teachers $79,487 $82,486 Elementary School Principals $100,722 $102,165 Middle School Principals $106,294 $108,480 High School Principals $112,596 $117,845 Superintendent $156,000 $181,081
Salaries as a Percentage of Total Budget
Teacher Salaries 37.2% 40.0% Administrative Salaries 4.6% 5.8%
Average Teacher Salaries School & District
School $63,694
District $65,396
Percentage of Variation -2.61%
School & State
All Unified School Districts $66,336 Percentage of Variation -3.99%
