Principal’s Message
This school report is issued annually for all schools in the Las Virgenes Unified School District. It is designed to provide parents and community members with information about the school, its resources, programs, successes, and areas for growth. Fourteen areas selected by the State are addressed within this document, yielding a comprehensive profile of the school.
Our public schools exist to provide an educational program that offers all students opportunities to develop to their potential intellectually, socially, physically, and emotionally. Our goal at Sumac L-STEM Elementary School is that students will become contributing citizens in our changing society, prepared for the challenges of the 21st century.
As you read through our Report Card, you will find a school with a strong focus on academics and character development, a faculty that is professionally skilled and personally committed to meeting the learning needs of students, a generous and supportive parent community, and a student body that is motivated to succeed. The 2011-12 school year was our first year as an L-STEM school. The acronym stands for Language, Science, Technology, Engineering and Math. These areas of emphasis are supported and celebrated by our staff and community.
Each year, we establish, then evaluate measurable goals for our programs and ourselves to insure that we continue to provide a climate of excellence for our children.
School Mission Statement
To promote 21st century learning that goes above and beyond our standards-based instructional program in an effort to elevate global literacy for our students through Language immersion and STEM: Science, Technology, Engineering, and Mathematics. It is our goal to develop students who are academically and socially prepared for the multicultural, technologically-oriented society in which they live, and who possess a high level of self-esteem and a sense of personal, social, and civic responsibility.
School Leadership
Leadership at Sumac Elementary is a responsibility shared among District administration, the principal, instructional staff, students, and parents. Principal Carol Martino has led the school for six years. Ms. Martino has 36 years of experience in education.
Staff members are encouraged to participate on various committees that make decisions regarding the priorities and direction of the educational plan. These committees ensure that instructional programs are consistent with students’ needs and comply with district goals. Avenues of opportunity include:
• Bilingual Advisory Committee • Curriculum Council
• GATE Advisory Committee • Grade-Level Representatives • Parent Faculty Association • RTI Committee
• School Site Council • Student Study Team
Parent & Community Involvement (School Year 2012-13)
Parents and the community are very supportive of the educational program at Sumac Elementary School. Parents are welcome to volunteer in the classroom, library, and office. Other opportunities for involvement include classroom volunteer program, School Site Council, and Parent-Faculty Association (PFA).
2012-2013 School Accountability Report Card
Sumac Elementary School
Las Virgenes Unified
School District
4111 Las Virgenes Road
Calabasas, CA 91302
(818) 880-4000
www.lvusd.org
District Administration
Dr. Dan Stepenosky
Superintendent
[email protected]
Mary Schillinger
Asst. Superintendent of
Education
Dr. Rose Dunn
Asst. Superintendent of
Personnel
Karen Kimmel
Asst. Superintendent of
Business
Evan Bartelheim
Director of Instruction
Jim Klein
Chief Instructional
Technology Officer
Robbie Amodio
Director of
Classified Personnel
Board of Education
Jill Gaines,
President
Cindy Iser,
Vice President
Lesli Stein,
Clerk
Angela Cutbill,
Member
Dallas Lawrence,
Member
6050 N. Calmfield Avenue, Agoura Hills, CA 91301 • (818) 991-4940 • Fax (818) 889-6729
Serving Grades Kindergarten through Five
CDS Code: 19-64683-6093025
Numerous programs and activities are enriched by the generous contributions from:
• Amgen • Bank of America
• PFA • Wells Fargo
• Target • THE Foundation
Contact Information
Parents who wish to participate in the school’s leadership teams, committees, activities, or become volunteers may contact the office at (818) 991-4940, or visit the district’s website at http://corp.lvusd.org/.
Community & School Profile (School Year 2012-13)
Las Virgenes Unified School District educates approximately 11,000 students from transitional kindergarten through twelfth grade students on a traditional calendar schedule. Serving students from Calabasas, Agoura Hills, Hidden Hills, and Westlake Village, the district is currently comprised of two comprehensive high schools, two continuation high schools, three middle schools, nine elementary schools, one pre-school, an alternative K-8 school and an independent study program.Sumac Elementary School is dedicated to ensuring the academic success of all students, and provides the most comprehensive educational experience possible. All programs at the school are founded on the principle that students come first.
Sumac Elementary School is located in the northern section of Agoura Hills. In the 2012-13 school year, the school served 385 students in grades kindergarten through five. The charts display school enrollment broken down by student group and grade.
Discipline & Climate for Learning
The goal of Sumac Elementary School’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Sumac believes students who develop a sense of personal responsibility will mature both academically and emotionally. Most LVUSD schools have implemented the CHAMPS program.
The school’s Pride program teaches students to peacefully negotiate conflicts themselves rather than avoiding them or relying on others for mediation.
Parents and students are informed of discipline policies at the beginning of each school year through the Student/Parent Handbook and the Minder Binder (3rd-5th). Rules are reinforced at parent-teacher conferences and daily at morning assembly and in classrooms. Infractions of the conduct code result in corrective measures, including parent notification. The table illustrates the suspensions and expulsions for the school and district for all grade levels. Expulsions occur only when required by law or when all other alternatives have been exhausted.
Student Recognition
Schoolwide and classroom incentives promote positive attitudes, encourage achievement, and aid in the prevention of behavioral problems. The following recognition programs are ongoing at the school:
• Perfect Attendance Awards • President’s Education Awards • Presidential Physical Fitness Award • Pride Awards for Character • Student-of-the-Week
Extracurricular & Enrichment Activities
Students are encouraged to participate in the school’s academic and extracurricular activities. The following clubs and programs are offered:
• After School Tutoring • Chorus
• Community Outreach • GATE Program • Reading Counts • Recycling Club • Student Council
The school’s Enrichment Program, offered Monday - Friday after school hours, allows students to diversify their education through the following classes:
• Art • Chorus • Cooking • Legos • Science • Woodworking
School Attendance
School districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Most importantly, attendance is critical to academic achievement and regular daily attendance is a priority at the school.
Student attendance is carefully monitored to identify those students exhibiting excessive absences. The office staff makes daily phone calls to parents when children are absent. Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences are fairly administered. In the event of habitual truancy, students may be referred to the district’s School Attendance Review Board (SARB). The SARB is utilized when students have persistent attendance and behavior problems in school, and when the normal avenues of classroom, school, and district counseling are not effective.
Suspensions & Expulsions
School District
10-11 11-12 12-13 10-11 11-12 12-13 Suspensions 16 26 0 385 394 136 Suspension Rate 4.0% 6.6% 0.0% 3.4% 3.5% 1.2%
Expulsions 0 0 0 14 40 0
Expulsion Rate 0.0% 0.0% 0.0% 0.1% 0.4% 0.0%
Enrollment by Student Group
2012-13
Percentage African American 2.1%
American Indian 0.3%
Asian 3.7%
Filipino 0.8%
Hispanic or Latino 32.1%
White 56.6%
Two or More 4.5%
English Learners 29.7% Socioeconomically Disadvantaged 24.7% Students with Disabilities 15.0% Enrollment Trend by Grade Level
2010-11 2011-12 2012-13
K 76 81 72
1st 64 53 58
2nd 59 65 55
3rd 66 61 66
4th 72 59 67
Teacher Assignment
Las Virgenes Unified School District recruits and employs only the most qualified credentialed teachers. who meet all credential requirements in accordance with the 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 EL students) 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.
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.” 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.
Professional Development
Staff members build teaching skills and concepts through participation in conferences and workshops throughout the year. The district sponsors two staff development days annually where teachers are offered a broad-based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies.
Class Size
The Class Size Distribution table illustrates the average class size by grade. The corresponding numbers show how many classes were taught with a certain number of students in each class, based on three different class sizes.
Counseling & Support Staff (School Year 2012-13)
In addition to academics, the staff strives to assist students in their social and personal development. Staff members are trained to recognize at-risk behavior in all students. The school values the importance of on-site counseling and has procedures in place to ensure that students receive the services they need. The support staff is devoted to helping students deal with problems and assisting them to reach positive goals. The academic counselor-to-pupil ratio is 1:385. The chart displays support staff that are available to students at the school.The district uses all available resources in the community to assist students in their emotional and academic development including County Mental Health and Child Protective Services. Sumac Elementary partners with Agoura High School through the “Careers in Education” program and Project Socrates. High school students act as teaching aides, assisting students in their studies. Pepperdine University also provides student teachers to help Sumac students in reading.
Teacher Credential Status
School District
10-11 11-12 12-13 12-13 Fully Credentialed 24 21 22 516 Without Full Credentials 0 0 0 0 Working Outside Subject 0 0 0 27
Misassignments/Vacancies
11-12 12-13 13-14
Misassignments of Teachers of
English Learners 0 0 0
Misassignments of Teachers (other) 0 0 0
Total Misassignments of Teachers 0 0 0
Vacant Teacher Positions 0 0 0
NCLB Compliant Teachers
% of Core Academic Courses
Taught By NCLB Compliant
Teachers
% of Core Academic Courses Taught By Non-NCLB Compliant Teachers
School 90.9% 9.1%
District 92.2% 7.8%
High-Poverty Schools in District N/A N/A Low-Poverty Schools in District 92.2% 7.8%
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
K 19 22 15 4 3 4 - 2 1 - - -1 20 22 19 3 1 3 - 1 - - - -2 19 24 14 3 - 2 - 3 2 - - -3 21 25 17 2 - 2 1 3 2 - -
-4 34 22 22 - 1 1 - 2 1 2 - 1
5 33 28 21 - 1 1 1 - 2 2 3
-Counseling & Support Services Staff
Number of
Staff EquivalentFull Time
Adaptive PE Specialist 1 0.2
Counselor 1 0.4
Health Clerk 1 1.0
Media Clerk 1 0.5
Psychologist 1 As Needed
Resource Specialist
Program (RSP) Teacher 2 2.0 Special Day Class
(SDC) Teacher 1 1.0
Speech and Language
Sumac Elementary School offers additional academic assistance to students who are performing below grade-level standards. Students in grades one through five may participate in the Reading Lab program in addition to using the Successmaker program. First through third grade students receive daily phonetic instruction through the “Essential Skills” classroom software program.
Students with special education needs are accommodated with a variety of options and in the least restrictive environment possible. The Student Study Team (SST) develops an Individual Education Plan (IEP) for any student with emotional, social, and/or developmental disabilities. The IEP defines the individualized instruction a special needs student will receive, which may include services through one of our three “Learning Centers” and/or Speech Language, Occupational Therapy, etc.
English Learner (EL) students in grades K-5 are placed in classrooms with teachers who are certified to provide SDAIE (Specially Designed Academic Instruction in English). Additionally, those students who are not yet proficient in English receive supplemental instruction in ELD (English Language Development) from appropriately credentialed specialists.
The Gifted and Talented Education (GATE) program is offered to students in grades K-5 who have been recognized by their teachers as capable of attaining high levels of achievement. GATE students are provided with differentiated instruction during the school day. Students are formally assessed for GATE before they enter middle school.
Curriculum Improvement
Las Virgenes Unified School District’s emphasis is on a well-balanced and rigorous core curriculum at all grade levels. Instructional programs are aligned with Common Core State Standards. The district structures its educational program so that all students receive instruction appropriate to their learning level. To ensure the success of every student, teachers use a variety of instructional techniques and supplemental instructional materials and programs.
Textbooks & Instructional Materials (School Year 2013-14)
Las Virgenes Unified School District sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support instructional programs. The district held a Public Hearing on September 17, 2013, 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, Visual and Performing Arts, Health, and Foreign Language for use in the classroom and to take home. All textbooks and instructional materials used within the district are aligned with the Common Core State Standards and have been approved by the Board of Education.
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. The table displays information collected in August 2013 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.
Media Center Information
The school’s Media Center, staffed by a part-time Media Center Clerk, is stocked with more than 17,000 books that are available for students to check out. It also contains a collection of video- and audio-tapes that tie into curricular areas of study. Students visit the Media Center on a weekly basis with their classrooms. Four computer workstations within the Media Center are connected to the Internet so students may access resources and information online.
Computer Resources
Computer skills and concepts integrated throughout standard curriculum prepare students for technological growth and opportunities. Each classroom contains a minimum of two computers for student use. In addition, the school’s two computer labs contain a combined total of 54 Internet-accessible workstations.
District-Adopted Textbooks
Grade
Levels Subject Publisher Adoption Year Sufficient % Lacking
K-5 Language ArtsEnglish/ Houghton Mifflin 2003 Yes 0.0%
K-5 Language ArtsEnglish/ Sopris West 2005 Yes 0.0% 3rd-5th Mathematics Harcourt Brace 2002 Yes 0.0% K-2 Mathematics Harcourt Brace 2009 Yes 0.0% K-5 Science Harcourt School
Publishers 2007 Yes 0.0% K-5 Science Houghton Mifflin 2007 Yes 0.0%
K-5 Science McGraw HillMacMillan/ 2007 Yes 0.0% K-5 Science/Social
History
Houghton
Classes attend Computer Lab three to five times weekly. Software includes Successmaker Math and ELA, Essential Skills, and programs to develop keyboarding, data entry, spreadsheet, and word processing skills. The school utilizes IXL Math and Spelling City, both which allow teachers to incorporate the concept of the “flipped classroom.” Additionally, all classrooms have access to BrainPop and BrainPop Jr., including the English Language Development component.
Additional Internet Access/Public Libraries
For additional research materials and Internet availability, students are encouraged to visit the public libraries located in Agoura Hills, Calabasas, Thousand Oaks, Woodland Hills, and Westlake Village which contain numerous computer workstations.
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 accommodations.
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. Assessment covers ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten.
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 2013 Growth API at the school, district, and state level.
Federal Intervention Program (School Year 2013-14)
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.API School Results
2010 2011 2012
Statewide 9 9 8
Similar Schools 10 10 9 Group 10-11 11-12 12-13
All Students at the School
Actual API Change -3 -13 -7
Hispanic or Latino
Actual API Change -33 -19 -1
White
Actual API Change 13 -9 -16
Socioeconomically Disadvantaged
Actual API Change -3 -42 5
English Learners
Actual API Change - - 41 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 247 878 8,417 897 4,655,989 790
Hispanic or Latino 72 824 766 844 2,438,951 744
White 148 901 6,573 900 1,200,127 853
Socioeconomically Disadvantaged 59 792 579 813 2,774,640 743
English Learners 73 829 590 832 1,482,316 721
Students with Disabilities 57 808 1,100 735 527,476 615
Federal Intervention Programs
School District
Program Improvement (PI) Status In PI In PI First Year in PI 2012-2013 2012-2013 Year in PI (2013-14) Year 2 Year 2 # of Schools Currently in PI - 2
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’s, 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.
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.
California Standards Test (CST)
Subgroups
Subject Language English/
Arts Mathematics Science
History/ Social Science
District 81 71 84 71
School 74 74 67
Asian 82 82 *
Hispanic or Latino 58 66 50
White 79 78 76
Males 73 73 67
Females 75 74 70
Socioeconomically
Disadvantaged 48 57 50
English Learners 60 68 55
Students with
Disabilities 59 62 50
*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 76 74 74 81 82 81 54 56 55
Mathematics 81 78 74 72 71 71 49 50 50
Science 82 79 67 83 84 84 57 60 59
History/Social Science 72 70 71 48 49 49
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
Physical Fitness (School Year 2012-13)
In the spring of each year, Sumac Elementary School is required by the state to administer a physical fitness test to all students in the fifth grade. The physical fitness test is a standardized evaluation that measures each student’s ability to perform fitness tasks in six major areas. This table displays by grade level the percent of students meeting fitness standards (scoring in the “healthy fitness zone” on all six fitness standards) for the most recent testing period. Detailed information regarding this test may be found at the CDE Web site at http://www. cde.ca.gov/ta/tg/pf/.
School Facilities (School Year 2013-14)
Originally constructed in 1975, Sumac Elementary School is situated on 11.5 acres. The campus consists of 17 permanent classrooms, nine portable classrooms, a library, a multi-purpose room, two computer labs, and one playground. The most recent modernizations to the facilities occurred in 2005 and included construction of a new auditorium (multipurpose room) and remodeling of the office and classrooms in the main building.
In the 2008-09 school year, Mariposa Elementary School of Global Education was opened on Sumac’s campus. The facility is a newly renovated building on site, and houses more than 100 students. The chart displays the results of the most recent school facilities inspection.
Cleaning Process
The school provides a safe and clean environment for students, staff, and volunteers. The district governing board has adopted cleaning standards for all schools in the district. Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. The principal works daily with the custodial staff to develop sanitation schedules that ensure a clean, safe, and functional learning environment.
Maintenance & Repair
A scheduled maintenance program is administered by the school’s custodial staff on a regular basis, with heavy maintenance functions occurring during vacation periods. Additionally, a scheduled maintenance program is administered by Las Virgenes Unified School District to ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the highest priority; repair requests are completed efficiently and in the order in which they are received.
Deferred Maintenance Budget
The district participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2013-14 school year, the district budgeted $350,000 for the deferred maintenance program. This represents 0.01% of the district’s general fund budget.
Deferred Maintenance Projects
The district’s governing board has approved deferred maintenance projects for this school that include paint the exterior of the buildings and roof repairs.
School Facility Conditions
Date of Last Inspection: 12/13/2013 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
Interior X
Cleanliness (Overall Cleanliness, Pest/Vermin
Infestation) X P4, P5: Traps set.
Electrical X
Restrooms/Fountains X
Safety (Fire Safety,
Hazardous Materials) X
Structural (Structural
Damage, Roofs) X
External (Grounds, Windows,
Doors, Gates, Fences) X
Percentage of Students in Healthy Fitness Zone 2012-13
Grade Level Four of Six Standards Five of Six Standards StandardsSix of Six
School Safety
The safety of students and staff is a primary concern of Sumac Elementary School. All guests to the campus must sign in at the office and wear a visitor’s badge at all times. Supervision is provided to ensure the safety of each student before school, during breaks, at lunch, and after school. Supervision is a responsibility shared among teachers and school administrators. To safeguard the well-being of students and staff, a comprehensive School Site Safety Plan has been developed. The plan was last updated and reviewed with school staff in October 2012. Any revisions made to the plan are reviewed immediately with the staff. Key elements of the Safety Plan focus on the following:
• Current status of school crime • Child abuse reporting procedures
• Disaster procedures, routine, and emergency • Policies related to suspension and expulsion • Notification to teachers
• Sexual harassment policy
• Provision of a school-wide dress code • School rules and procedures
• Safe ingress and egress of pupils, parents, and school employees, safe and orderly school environment
District Revenue Sources (Fiscal Year 2012-13)
In addition to general state funding, Las Virgenes Unified School District received state and federal categorical funding for the following support programs:• Class Size Reduction • Drug/Alcohol/Tobacco Funds • Economic Impact Aid (EIA)
• Educational Technology Assistance Grants • Gifted & Talented Pupils
• Home-to-School Transportation • Peer Assistance & Review • Regional Occupational Program • School Improvement Program (SIP) • Special Education
• Special Education Transportation • Staff Development
• Title I
• Vocational & Applied Technology Education Act
District Expenditures (Fiscal Year 2011-12)
At the time this report was published, the most recent financial and salary comparison data from the State of California was for the 2011-12 school year. 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.
Teacher & Administrative Salaries
(Fiscal Year 2011-12)
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 Website.
School Site Teacher Salaries (School Year 2011-12)
The Average Teacher Salaries table 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 Las Virgenes Unified 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 Salary Information Teachers - Principal - Superintendent
2011-12
District State Beginning Teachers $40,055 $40,933 Mid-Range Teachers $66,104 $65,087 Highest Teachers $84,177 $84,436 Elementary School Principals $100,339 $106,715 Middle School Principals $115,263 $111,205 High School Principals $123,093 $120,506 Superintendent $195,520 $207,812
Salaries as a Percentage of Total Budget
Teacher Salaries 41.0% 40.0% Administrative Salaries 4.0% 5.0%
Average Teacher Salaries
School & District
School $64,661
District $67,872
Percentage of Variation -4.7%
School & State
All Unified School Districts $68,841 Percentage of Variation -6.1% Expenditures per Pupil
School
Total Expenditures Per Pupil $7,726 From Supplemental/Restricted Sources $3,330 From Basic/Unrestricted Sources $4,396
District
From Basic/Unrestricted Sources $4,396 Percentage of Variation between School & District 0.0%
State
From Basic/Unrestricted Sources $5,537 Percentage of Variation between School & State -20.6%
