Palos Verdes Intermediate

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Palos Verdes Intermediate

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Frank Califano, Principal

Principal, Palos Verdes Intermediate

Success at PVIS is a t eam effort . W it hout t he support of our communit y w e could not sust ain t he excellence t hat our school has achieved. Our st aff builds relat ionships w it h our st udent s w ho are mot ivat ed t o learn and succeed. T his has led t o a friendly, enriching and fun environment w here our kids are our first priorit y.

2161 Via Olivera Palos Verdes Estates, CA 90274-1983

Phone: 310-544-4816

E-mail: califanof@pvpusd.k12.ca.us

About Our SchoolAbout Our School

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Data and Access

Every school in California is required by st at e law t o publish a School Account abilit y Report Card (SARC), by February 1 of each year. T he SARC cont ains informat ion about t he condit ion and performance of each California public school.

For more informat ion about SARC requirement s, see t he California Depart ment of Educat ion (CDE) SARC W eb page.

For addit ional informat ion about t he school, parent s and communit y members should cont act t he school principal or t he dist rict office.

DataQuest

Internet Access

Additional Information

Dat aQuest is an online dat a t ool locat ed on t he CDE Dat aQuest W eb page t hat cont ains addit ional informat ion about t his school and comparisons of t he school t o t he dist rict , t he count y, and t he st at e. Specifically, Dat aQuest is a dynamic syst em t hat provides report s for account abilit y (e.g., st at e Academic Performance Index [API], federal Adequat e Y early Progress [AY P]), t est dat a, enrollment , high school graduat es, dropout s, course enrollment s, st affing, and dat a regarding English learners.

Int ernet access is available at public libraries and ot her locat ions t hat are publicly accessible (e.g., t he California St at e Library). Access t o t he Int ernet at libraries and public locat ions is generally provided on a first -come, first -served basis. Ot her use rest rict ions may include t he hours of operat ion, t he lengt h of t ime t hat a w orkst at ion may be used (depending on availabilit y), t he t ypes of soft w are programs available on a w orkst at ion, and t he abilit y t o print document s.

For furt her informat ion regarding t he dat a element s and t erms used in t he SARC see t he 2012-13 Academic Performance Index Report s Informat ion Guide locat ed on t he CDE API W eb page.

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Last updated: 1/14/2014

About This School

Contact Information (School Year 2012-13)

School

School Name Palos Verdes Int ermediat e St reet 2161 Via Olivera

Cit y, St at e, Zip Palos Verdes Est at es, Ca, 90274-1983 Phone Number 310-544-4816

Principal Frank Califano, Principal E-mail Address califanof@pvpusd.k12.ca.us

Count yDist rict -School (CDS) Code

19648656021257

Dist rict

Dist rict Name Palos Verdes Peninsula Unified Phone Number (310) 378-9966

Web Sit e w w w .pvpusd.k12.ca.us

Superint endent First Name

W alker

Superint endent Last Name

W illiams

E-mail Address supt @pvpusd.k12.ca.us

School Description and Mission Statement (School Year 2012-13)

Mission St at ement : “T o provide our yout h w it h an educat ional environment t hat challenges all st udent s t o develop t heir social, emot ional, and academic pot ent ials. T hat our st udent s w ill respect one anot her, t he diversit y of our surrounding communit y and w ill come t o desire life-long learning t hrough modern st rat egies and resources t oget her w it h ent husiast ic st aff members, involved parent s and a support ive communit y.”

T he vision of Palos Verdes Int ermediat e School is t o provide our yout h w it h an educat ional environment t hat challenges all st udent s t o develop t heir social, emot ional, and academic pot ent ials. Our st udent s, t oget her w it h ent husiast ic st aff members, involved parent s, and t he communit y, w ill respect one anot her, w ill appreciat e t he diversit y of our surrounding communit y, and w ill come t o desire life-long learning.

Palos Verdes Int ermediat e School is in a pict uresque set t ing, nest led in t he bluffs overlooking t he Pacific Ocean. T he Palos Verdes Int ermediat e School campus provides a rich environment for it s st udent s and st aff. T he effort s of t he communit y, parent s, t eachers, st aff, and st udent s have creat ed a t radit ion of excellence at PVIS.

Since incept ion, Palos Verdes Int ermediat e School has been a high achieving school. T hrough programs especially t ailored t o meet t he development al needs of early adolescence, Palos Verdes Int ermediat e School is commit t ed t o providing all st udent s w it h t he academic and personal foundat ions needed t o be prepared for a challenging high school curriculum and t o part icipat e posit ively as members of t he local and global communit y. T o encourage achievement and personal development , PVIS offers a support ive social and emot ional at mosphere. T he school has adopt ed a unique model in t he Dist rict , providing an addit ional school counselor along w it h a school assist ant principal. T he addit ional counselor offers more support t o st udent s so our Safe Schools’ Counselor can focus her at t ent ion on st udent ’s personal grow t h and charact er development . Creat ing a rich physical, academic, social, and emot ional environment at PVIS is clearly a t eam effort . T he dedicat ion and commit ment of all st akeholders demonst rat es a deep pride in t he school and places a high value on ensuring t hat every st udent reaches his or her pot ent ial. W e have also complet ely rest ruct ured our Special Educat ion depart ment and implement ed a model t hat includes full inclusion for most of our resource st udent s. Collaborat ion is occurring in t hese classrooms w it h a Direct St udy Inst ruct or available at all t imes.

W it h t he generous support of all dist rict st akeholders, w e have pilot ed our ST EM program and plan t o expand t he program in t he coming years. It is w it h all of t hese asset s in place t hat w e w ere proud t o accept a California Dist inguished School aw ard for t he year 2011-12

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Last updated: 1/14/2014 Palos Verdes Int ermediat e School parent s are a very import ant part of our school. T he t ime and effort s of our parent s have and cont inue t o be an import ant part of our school’s overall success. T he Parent T eacher St udent Associat ion along w it h t he Boost er Club offers every parent ample opport unit y t o get involved in t he day t o-day act ivit ies and running of our school. T here are mult iple opport unit ies for parent s t o part icipat e at t he commit t ee level. One of t he most popular commit t ees is “Parent s on Campus”. T he POC helps supervise during luncht ime. T hey w alk around t he school and t alk w it h t he st udent s helping t o maint ain a safe, caring environment for everyone. Also, w e have parent s w ho help us chaperone dances, field t rips and assist in t he Library. T hrough our school new slet t ers, t he PT SA, Boost er Club and school administ rat ion cont inually encourage all parent s t o become involved in t heir st udent ’s educat ion. Our English Language Advisory Commit t ee along w it h our various communit y cult ural support groups help assure every parent has an avenue t o access and get involved w it h t heir child’s school.

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Student Performance

Standardized Testing and Reporting Program

T he St andardized T est ing and Report ing (ST AR) Program consist s of several key component s, including:

California St andards Test s (CSTs), w hich include English-language art s (ELA) and mat hemat ics in grades t w o t hrough eleven; science in grades five, eight , and nine t hrough eleven; and hist ory-social science in grades eight , and nine t hrough eleven.

California Modified Assessment (CMA), an alt ernat e assessment t hat is based on modified achievement st andards in ELA for grades t hree t hrough eleven; mat hemat ics for grades t hree t hrough seven, Algebra I, and Geomet ry; and science in grades five and eight , and Life Science in grade t en. T he CMA is designed t o assess t hose st udent s w hose disabilit ies preclude t hem from achieving grade-level proficiency on an assessment of t he California cont ent st andards w it h or w it hout accommodat ions.

Alt ernat e Performance Assessment (CAPA), includes ELA and mat hemat ics in grades t w o t hrough eleven, and science for grades five, eight , and t en. T he CAPA is given t o t hose st udent s w it h significant cognit ive disabilit ies w hose disabilit ies prevent t hem from t aking eit her t he CST s w it h accommodat ions or modificat ions or t he CMA w it h accommodat ions.

T he assessment s under t he ST AR Program show how w ell st udent s are doing in relat ion t o t he st at e cont ent st andards. On each of t hese assessment s, st udent scores are report ed as performance levels.

For det ailed informat ion regarding t he ST AR Program result s for each grade and performance level, including t he percent of st udent s not t est ed, see t he CDE ST AR Result s W eb sit e.

Not e: Scores are not show n w hen t he number of st udent s t est ed is t en or less, eit her because t he number of st udent s in t his cat egory is t oo small for st at ist ical accuracy or t o prot ect st udent privacy.

Standardized Testing and Reporting Results for All Students - Three-Year

Comparison

Subject

Percent of St udent s Scoring at Proficient or Advanced (meet ing or exceeding t he st at e st andards)

School Dist rict St at e

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Art s 90% 90% 90% 85% 85% 85% 54% 56% 55% Mat hemat ics 86% 87% 86% 78% 78% 78% 49% 50% 50%

Science 95% 94% 96% 88% 90% 90% 57% 60% 59%

Hist ory-Social Science 93% 90% 91% 80% 80% 81% 48% 49% 49%

English-Language Art s Percent of St udent s Scoring at Proficient or Advanced 20 40 60 80 100

Mat h Percent of St udent s Scoring at Proficient or Advanced

0 20 40 60 80 100

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Science Percent of St udent s Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0 20 40 60 80 100

Hist ory Percent of St udent s Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0 20 40 60 80 100

Standardized Testing and Reporting Results by Student Group – Most Recent Year

Group

Percent of St udent s Scoring at Proficient or Advanced

English-Language Art s Mat hemat ics Science Hist ory-Social Science

All St udent s in t he LEA 85% 78% 90% 81% All St udent s at t he School 90% 86% 96% 91%

Male 86% 87% 96% 91%

Female 93% 85% 96% 91%

Black or African American 68% 73% N/A N/A

American Indian or Alaska Nat ive N/A N/A N/A N/A

Asian 93% 95% 100% 100%

Filipino 100% 92% N/A N/A

Hispanic or Lat ino 82% 73% 84% 84%

Nat ive Haw aiian or Pacific Islander N/A N/A N/A N/A

W hit e 89% 85% 96% 88%

T w o or More Races 98% 89% 100% 100%

Socioeconomically Disadvant aged 59% 55% N/A N/A

English Learners 56% 70% N/A N/A

St udent s w it h Disabilit ies 58% 43% 78% 54% St udent s Receiving Migrant Educat ion Services N/A N/A N/A N/A

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Last updated: 1/14/2014 T he California High School Exit Examinat ion (CAHSEE) is primarily used as a graduat ion requirement . How ever, t he grade t en result s of t his exam are also used t o est ablish t he percent ages of st udent s at t hree proficiency levels (not proficient , proficient , or advanced) in ELA and mat hemat ics t o comput e AY P designat ions required by t he federal ESEA, also know n as NCLB. For det ailed informat ion regarding CAHSEE result s, see t he CDE CAHSEE W eb sit e at ht t p://cahsee.cde.ca.gov/.

California High School Exit Examination Results for All Grade Ten Students –

Three-Year Comparison

Subject

Percent of St udent s Scoring at Proficient or Advanced

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Art s N/A N/A N/A 88% 86% 84% 59% 56% 57% Mat hemat ics N/A N/A N/A 86% 87% 86% 56% 58% 60%

English-Language Art s Percent of St udent s Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

-1.0 -0.5 0.0 0.5 1.0

Mat hemat ics Percent of St udent s Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

-1.0 -0.5 0.0 0.5 1.0

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Last updated: 1/14/2014 Not e: Scores are not show n w hen t he number of st udent s t est ed is t en or less, eit her because t he number of st udent s in t his cat egory is t oo small for st at ist ical accuracy or t o prot ect st udent privacy.

California High School Exit Examination Grade Ten Results by Student Group

Group

English-Language Art s Mat hemat ics

Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All St udent s in t he LEA 16% 21% 64% 14% 32% 54% All St udent s at t he School N/A N/A N/A N/A N/A N/A

Male N/A N/A N/A N/A N/A N/A

Female N/A N/A N/A N/A N/A N/A

Black or African American N/A N/A N/A N/A N/A N/A American Indian or Alaska Nat ive N/A N/A N/A N/A N/A N/A

Asian N/A N/A N/A N/A N/A N/A

Filipino N/A N/A N/A N/A N/A N/A

Hispanic or Lat ino N/A N/A N/A N/A N/A N/A

Nat ive Haw aiian or Pacific Islander N/A N/A N/A N/A N/A N/A

W hit e N/A N/A N/A N/A N/A N/A

T w o or More Races N/A N/A N/A N/A N/A N/A

Socioeconomically Disadvant aged N/A N/A N/A N/A N/A N/A

English Learners N/A N/A N/A N/A N/A N/A

St udent s w it h Disabilit ies N/A N/A N/A N/A N/A N/A St udent s Receiving Migrant Educat ion Services N/A N/A N/A N/A N/A N/A

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Last updated: 1/14/2014 T he California Physical Fit ness T est (PFT ) is administ ered t o st udent s in grades five, seven, and nine only. T his t able displays by grade level t he percent of st udent s meet ing t he fit ness st andards for t he most recent t est ing period. For det ailed informat ion regarding t his t est , and comparisons of a school’s t est result s t o t he dist rict and st at e, see t he CDE PFT W eb page.

California Physical Fitness Test Results (School Year 2012-13)

Grade level

Percent of St udent s Meet ing Fit ness St andards

Four of Six St andards Five of Six St andards Six of Six St andards

5 N/A N/A N/A

7 10.9% 25.4% 56.4%

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Accountability

Academic Performance Index

T he Academic Performance Index (API) is an annual measure of st at e academic performance and progress of schools in California. API scores range from 200 t o 1,000, w it h a st at ew ide t arget of 800. For det ailed informat ion about t he API, see t he CDE API W eb page.

T his t able displays t he school’s st at ew ide and similar schools’ API ranks. T he st at ew ide API rank ranges from 1 t o 10. A st at ew ide rank of 1 means t hat t he school has an API score in t he low est t en percent of all schools in t he st at e, w hile a st at ew ide rank of 10 means t hat t he school has an API score in t he highest t en percent of all schools in t he st at e.

T he similar schools API rank reflect s how a school compares t o 100 st at ist ically mat ched “similar schools.” A similar schools rank of 1 means t hat t he school’s academic performance is comparable t o t he low est performing t en schools of t he 100 similar schools, w hile a similar schools rank of 10 means t hat t he school’s academic performance is bet t er t han at least 90 of t he 100 similar schools.

Not e: “N/D” means t hat no dat a w ere available t o t he CDE or LEA t o report . “B” means t he school did not have a valid API Base and t here is no Grow t h or t arget informat ion. “C” means t he school had significant demographic changes and t here is no Grow t h or t arget informat ion.

Academic Performance Index Ranks – Three-Year Comparison

API Rank 2010-11 2011-12 2012-13

St at ew ide 10 10 10

Similar Schools 9 9 8

Academic Performance Index Growth by Student Group – Three-Year Comparison

Group Act ual API Change 2010-11 Act ual API Change 2011-12 Act ual API Change 2012-13

All St udent s at t he School -9 3 -4

Black or African American American Indian or Alaska Nat ive

Asian -9 14 -3

Filipino

Hispanic or Lat ino

Nat ive Haw aiian or Pacific Islander

W hit e -9 -1 -12

T w o or More Races

Socioeconomically Disadvant aged English Learners

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Last updated: 1/14/2014 T his t able displays, by st udent group, t he number of st udent s included in t he API and t he Grow t h API at t he school, LEA, and st at e level.

T he federal ESEA requires t hat all schools and dist rict s meet t he follow ing Adequat e Y early Progress (AY P) crit eria: • Part icipat ion rat e on t he st at e’s st andards-based assessment s in ELA and mat hemat ics

• Percent proficient on t he st at e’s st andards-based assessment s in ELA and mat hemat ics • API as an addit ional indicat or

• Graduat ion rat e (for secondary schools)

For det ailed informat ion about AY P, including part icipat ion rat es and percent proficient result s by st udent group, see t he CDE AY P W eb page.

Academic Performance Index Growth by Student Group – 2012-13 Growth API

Comparison

Group Number of St udent s School Number of St udent s LEA Number of St udent s St at e All St udent s at t he School 982 952 9,093 925 4,655,989 790 Black or African American 22 876 247 879 296,463 708 American Indian or Alaska Nat ive 0 13 857 30,394 743

Asian 217 984 2,441 963 406,527 906

Filipino 12 971 197 919 121,054 867

Hispanic or Lat ino 71 910 767 860 2,438,951 744

Nat ive Haw aiian or Pacific Islander 0 28 889 25,351 774

W hit e 598 942 5,029 918 1,200,127 853

T w o or More Races 62 980 369 945 125,025 824

Socioeconomically Disadvant aged 30 839 364 831 2,774,640 743

English Learners 47 900 652 882 1,482,316 721

St udent s w it h Disabilit ies 104 743 910 758 527,476 615

Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)

AYP Crit eria School Dist rict

Made AY P Overall No No

Met Part icipat ion Rat e - English-Language Art s Y es Y es Met Part icipat ion Rat e - Mat hemat ics Y es Y es Met Percent Proficient - English-Language Art s Y es No

Met Percent Proficient - Mat hemat ics No No

Met API Crit eria Y es Y es

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Last updated: 1/14/2014 Schools and dist rict s receiving federal T it le I funding ent er Program Improvement (PI) if t hey do not make AY P for t w o consecut ive years in t he same cont ent area (ELA or mat hemat ics) or on t he same indicat or (API or graduat ion rat e). Aft er ent ering PI, schools and dist rict s advance t o t he next level of int ervent ion w it h each addit ional year t hat t hey do not make AY P. For det ailed informat ion about PI ident ificat ion, see t he CDE PI St at us Det erminat ions W eb page .

Not e: Cells shaded in black or w it h N/A values do not require dat a.

Federal Intervention Program (School Year 2013-14)

Indicat or School Dist rict

Program Improvement St at us Not in PI

First Y ear of Program Improvement Y ear in Program Improvement

Number of Schools Current ly in Program Improvement N/A 1 Percent of Schools Current ly in Program Improvement N/A 33.3%

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School Climate

Student Enrollment by Grade Level (School Year 2012-13)

Grade Level Number of St udent s

Grade 6 362

Grade 7 319

Grade 8 318

T ot al Enrollment 999

Grade 6 Grade 7 Grade 8

0 50 100 150 200 250 300 350 400

Student Enrollment by Student Group (School Year 2012-13)

Group Percent of Tot al Enrollment

Black or African American 2.3 American Indian or Alaska Nat ive 0.0

Asian 22.0

Filipino 1.3

Hispanic or Lat ino 7.3 Nat ive Haw aiian or Pacific Islander 0.0

W hit e 61.3

T w o or More Races 5.8 Socioeconomically Disadvant aged 2.4 English Learners 5.3 St udent s w it h Disabilit ies 9.7

Black or A frican A merican

A merican Indian or A lask a Nativ e

A sian

Filipino

Hispanic or Latino

Nativ e Hawaiian or Pacific Islander

W hite

Two or More Races

2% 22% 1% 7% 62% 5%

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Last updated: 1/14/2014 * Number of classes indicat es how many classes fall int o each size cat egory (a range of t ot al st udent s per class).

* Number of classes indicat es how many classrooms fall int o each size cat egory (a range of t ot al st udent s per classroom). At t he secondary school level, t his informat ion is report ed by subject area rat her t han grade level.

Average Class Size and Class Size Distribution (Elementary)

2010-11 2011-12 2012-13

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 21.7 22.1 23.0

1 22.7 24.0 25.0

2 23.5 24.4 25.0

3 23.5 26.6 26.0

4 31.8 28.9 29.0

5 30.8 31.3 30.0 1

6 28.0 22 18 38

Ot her

Average Class Size and Class Size Distribution (Secondary)

2010-11 2011-12 2012-13

Subject Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English 29.9 3 9 9 32.2 1 6 14 27.0 5 11 8

Mat hemat ics 28.6 6 6 11 28.0 4 13 7 28.0 5 8 10

Science 31.6 0 12 8 32.8 0 8 12 32.0 12 8

Social Science 31.7 2 7 11 32.8 0 9 11 32.0 10 10

School Safety Plan (School Year 2012-13)

T his sect ion provides informat ion about t he school's comprehensive safet y plan.

T he Comprehensive School Safet y Plan is designed t o address safet y issues t hat are direct ly relat ed t o daily operat ion of t he school. It s goals are t o creat e a safe and effect ive school environment t hat maximizes learning and provides a place w here st udent s can remain focus on t he academic program.

T he Comprehensive School Safet y Plan addresses t en areas. • Child Abuse Report ing and Procedures

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Last updated: 1/16/2014 • Hat e Crime Report ing Procedures

A copy of t he Comprehensive School Safet y Plan is available for public inspect ion, upon request , in t he main office of t he school. A new Comprehensive Safet y Plan is current ly under development and w ill be available for Board approval March 1, 2013.

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Suspensions and Expulsions

* T he rat e of suspensions and expulsions is calculat ed by dividing t he t ot al number of incident s by t he t ot al enrollment .

School Dist rict

Rat e * 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Suspensions 10.00 31.00 29.00 134.00 116.00 97.00

Expulsions 0.00 0.00 0.00 1.00 0.00 0.00

Suspensions

2010-11 2011-12 2012-13

0 25 50 75 100 125 150

School Suspensions

District Suspensions

Expulsions

2010-11 2011-12 2012-13

0.0 0.2 0.4 0.6 0.8 1.0 1.2

School Expulsions

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School Facilities

School Facility Good Repair Status (School Year 2013-14)

School Facility Conditions and Planned Improvements (School Year 2013-14)

T he Palos Verdes Peninsula Unified School Dist rict t akes great effort s t o ensure t hat all schools are clean safe, and funct ional. T o assist in t his effort , t he dist rict uses a facilit y survey inst rument developed by t he St at e of California Office of Public School Const ruct ion. T he result s of t his survey are available at t he school office, at t he Dist rict office, or on t he Int ernet at W W W .pvpusd.k12.ca.us. Below is more specific informat ion on t he condit ion of t he school and t he effort s made t o ensure t hat st udent s are provided w it h a clean, safe, and funct ional learning environment .

Age of School Buildings

T his school has 31 classrooms, a mult ipurpose room, a library, and an administ rat ion building. T he main campus w as built in 12964. At t hat t ime is w as called Margat e Int ermediat e School. Due t o declining enrollment t he school w as closed in 1991 and t hen, because of increased enrollment Dist rict -w ide, reopened in 2002 as Palos Verdes Int ermediat e School. Bet w een 2002 and 2004 port ables w ere added t o t he campus. Seven are used as classrooms and t w o are used for lockers.

Maint enance and Repair

Dist rict maint enance st aff ensures t hat t he repairs necessary t o keep t he school in good repair and w orking order are complet ed in a t imely manner. An online w ork order process is used t o ensure efficient service and t hat emergency repairs are given t he highest priorit y.

Cleaning Process and Schedule

T he Dist rict Board of Educat ion has adopt ed cleaning st andards for all schools in t he dist rict . A summary of t hese st andards is available at t he school office, at t he Dist rict office, or on t he Int ernet at w w w .pvpusd.k12.ca.us. T he principal w orks daily w it h t he cust odial st aff t o develop cleaning schedules t o ensure a clean and safe school.

Deferred Maint enance Budget

T he Dist rict part icipat es in t he St at e School Deferred Maint enance Program, w hich provides st at e mat ching funds on a dollar-for-dollar basis, t o assist school dist rict s w it h expendit ures for major repair or replacement t o exist ing school building component s. T ypically, t his includes roofing, plumbing, heat ing, air condit ioning, elect rical syst ems, int erior or ext erior paint ing, and floor syst ems

Syst em Inspect ed

Repair St at us

Repair Needed and Act ion Taken or Planned Syst ems: Gas Leaks, Mechanical/HVAC,

Sew er

Fair

Int erior: Int erior Surfaces Fair Cleanliness: Overall Cleanliness, Pest /

Vermin Infest at ion

Fair

Elect rical: Elect rical Fair Rest rooms/Fount ains: Rest rooms,

Sinks/ Fount ains

Fair

Safet y: Fire Safet y, Hazardous Mat erials Fair St ruct ural: St ruct ural Damage, Roofs Fair Ext ernal: Playground/School Grounds, W indow s/ Doors/Gat es/Fences

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Teachers

Not e: “Misassignment s” refers t o t he number of posit ions filled by t eachers w ho lack legal aut horizat ion t o t each t hat grade level, subject area, st udent group, et c. * T ot al T eacher Misassignment s includes t he number of Misassignment s of T eachers of English Learners.

Teacher Credentials

Teachers School Dist rict

2010-11 2011-12 2012-13 2012-13

W it h Full Credent ial 38 38 35 493 W it hout Full Credent ial 0 0 0 4 T eachers T eaching Out side Subject

Area of Compet ence (w it h full credent ial)

0 1 0 0

2010-11 2011-12 2012-13

0 5 10 15 20 25 30 35 40

Teachers with Full C redential

Teachers without Full C redential

Teachers Teaching O utside Subject A rea of C ompetence

Teacher Misassignments and Vacant Teacher Positions

Indicat or 2011-12 2012-13 2013-14

Misassignment s of T eachers of English Learners

0 0 0

T ot al T eacher Misassignment s* 0 0 0 Vacant T eacher Posit ions 0 0 0

2011-12 2012-13 2013-14

-1.0 -0.5 0.0 0.5 1.0

Misassignments of Teachers of English Learners Total Teacher Misassignments

(20)

Last updated: 1/22/2014 T he federal ESEA, also know n as NCLB, requires t hat core academic subject s be t aught by Highly Qualified T eachers, defined as having at least a bachelor’s degree, an appropriat e California t eaching credent ial, and demonst rat ed core academic subject area compet ence. For more informat ion, see t he CDE Improving T eacher and Principal Qualit y W eb page.

Not e: Highpovert y schools are defined as t hose schools w it h st udent eligibilit y of approximat ely 40 percent or more in t he free and reduced price meals program. Low -povert y schools are t hose w it h st udent eligibilit y of approximat ely 39 percent or less in t he free and reduced price meals program.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13)

Locat ion of Classes

Percent of Classes In Core Academic Subject s Taught by Highly Qualified Teachers

Percent of Classes In Core Academic Subject s Not Taught by Highly Qualified Teachers

T his School 100 0

All Schools in Dist rict 99 1

High-Povert y Schools in Dist rict

0 0

Low -Povert y Schools in Dist rict

(21)

Support Staff

* One Full-T ime Equivalent (FT E) equals one st aff member w orking full-t ime; one FT E could also represent t w o st aff members w ho each w ork 50 percent of full-t ime.

Academic Counselors and Other Support Staff (School Year 2012-13)

Tit le Number of FTE* Assigned t o School Average Number of St udent s per Academic Counselor

Academic Counselor 1.0 1000.0

Counselor (Social/Behavioral or Career Development ) 1.0 N/A Library Media T eacher (librarian) 0.0 N/A Library Media Services St aff (paraprofessional) 0.0 N/A

Psychologist 1.0 N/A

Social W orker 0.0 N/A

Nurse 1.0 N/A

Speech/Language/Hearing Specialist 1.0 N/A Resource Specialist (non-t eaching) 0.0 N/A

(22)

Curriculum and Instructional Materials

T his sect ion describes w het her t he t ext books and inst ruct ional mat erials used at t he school are from t he most recent adopt ion; w het her t here are sufficient t ext books and inst ruct ion mat erials for each st udent ; and informat ion about t he school’s use of any supplement al curriculum or non-adopt ed t ext books or inst ruct ional mat erials. Y ear and mont h in w hich dat a w ere collect ed: Oct ober 2013

Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal

Year 2013-14)

Core Curriculum Area Text books and inst ruct ional mat erials

From most recent adopt ion?

Percent st udent s lacking own assigned copy Reading/Language Art s

No Insufficiencies;

Grade 6 Holt Lit erat ure and Language Art s, Int roduct ory Course, Holt , 2003 CORE Novels: Esperanza Rising, T he T rue Confession of Charlot t e

Doyle

Grade 7 Holt Lit erat ure and Language Art s, First Course, Holt , 2003 CORE Novels: T he Y earling, T reasure Island Grade 8 Holt Lit erat ure and Language Art s, Second Course, Holt , 2003

CORE Novels: Midsummer Night ’s Dream, Call of t he W ild

0.0

Mat hemat ics

No Insufficiencies

Grade 6 Mat hemat ics, Concept s and Skills: Course 1, McDougal Lit t ell, Inc., 2001

Grade 7 Pre-Algebra: Pre-Algebra, CA Pupil Edit ion, Prent ice Hall, Inc., 2001

Grade 8 Algebra; Algebra 1A, 1B; Algebra Readiness: Algebra 1, Prent ice Hall, Inc., 2001; Bridge t o Algebra, Carnegie Learning, 2009;

Algebra Readiness Concept s Skills and Problem, Glencoe 2008

Algebra Accelerat ed: St ruct ure and Met hod: Algebra, Book 1, McDougal Lit t ell, Inc., 2001

Geomet ry (8t h Grade Geomet ry Honors), Geomet ry, California Holt , 2008

0.0

Science

No Insufficiencies;

Grade 6 Eart h Science, Holt , Reinhart & W inst on, 2007 Grade 7 Life Science, Holt , Reinhart & W inst on, 2007 Grade 8 Physical Science, Holt , Reinhart & W inst on, 2007

Y es 0.0

Hist ory-Social Science

No Insufficiencies;

(23)

Last updated: 1/22/2014 Spanish 1 - Grades 6-8, En Espanol! McDougal Lit t ell, 2004 (ISBN: 0-618-25057-3)

Chinese 1 - Grades 6-8, Int ergrat ed Chinese Level 1 Part A: Simplified Charact ers 2nd Edit ion, Cheng & T sui 2005, (ISBN: 08-87274609)

Simplified W orkbook 2nd Edit ion, Cheng & T sui 2005, (ISBN: 08-87274625)

Healt h

No Insufficiencies;

Grade 7 Decisions for Healt h (Level Red), Holt , Reinhart and W inst on, 2004 Grades 8-12 Lifet ime Healt h, Holt , Reinhart and W inst on, 2004

Y es 0.0

Visual and Performing

Art s No Insufficiencies

Grades 6-7 Art I – Music: Art in Act ion, Hubbard & Herberholz, Holt , Reinhart & W inst on, 1986

Grade 8 Art II: Art in Act ion, Hubbard & Herberholz, Holt , Reinhart & W inst on, 1986

Grade 8 Art III: Art in Act ion, Hubbard & Herberholz, Holt , Reinhart & W inst on, 1987

Y es 0.0

Science Laborat ory Equipment (grades 9-12)

(24)

School Finances

Supplement al/Rest rict ed expendit ures come from money w hose use is cont rolled by law or by a donor. Money t hat is designat ed for specific purposes by t he dist rict or governing board is not considered rest rict ed. Basic/unrest rict ed expendit ures are from money w hose use, except for general guidelines, is not cont rolled by law or by a donor.

For det ailed informat ion on school expendit ures for all dist rict s in California, see t he CDE Current Expense of Educat ion & Per-pupil Spending W eb page. For informat ion on t eacher salaries for all dist rict s in California, see t he CDE Cert ificat ed Salaries & Benefit s W eb page. T o look up expendit ures and salaries for a specific school dist rict , see t he Ed-Dat a W eb sit e.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)

Level

Tot al Expendit ures Per Pupil

Expendit ures Per Pupil (Supplement al / Rest rict ed)

Expendit ures Per Pupil (Basic / Unrest rict ed)

Average Teacher Salary

School Sit e $3,720 $61 $3,659 $58,519

Dist rict N/A N/A $8,058 $68,904

Percent Difference – School Sit e and Dist rict

N/A N/A -54.00% -15.00%

St at e N/A N/A $298 $68,531

Percent Difference – School Sit e and St at e

N/A N/A -56.00% -15.00%

Types of Services Funded (Fiscal Year 2012-13)

For t he 2012-13 school year, Palos Verdes Peninsula Unified School Dist rict spent an average of $7,852.79 t o educat e each st udent (based on 2012-13 audit ed financial st at ement s). T he figures show n in t he t able below reflect t he direct cost of educat ional services, per ADA, excluding food services, facilit ies acquisit ion and const ruct ion, and cert ain ot her expendit ures. T his calculat ion is required by law annually and compared w it h ot her dist rict s st at ew ide. In addit ion t o general fund st at e funding, Palos Verdes Peninsula Unified receives st at e and federal cat egorical funding for special programs. For t he 2012-13 school year, t he Dist rict received approximat ely $942.47 per st udent in federal and st at e aid for t he follow ing cat egorical, special educat ion, support and T ier III programs:

T it le 1

Special Educat ion IDEA Local Assist Special Educat ion IDEA Preschool

Special Educat ion IDEA Preschool Local Ent it lement Special Educat ion IDEA Preschool St aff Development Vocat ional Educat ion

T it le II, Part A T it le II, Part D T it le V

(25)

For det ailed informat ion on salaries, see t he CDE Cert ificat ed Salaries & Benefit s W eb page. Special Educat ion Personnel St aff Development

T obacco Use Prevent ion Educat ion (T UPE) 6-12, Cohort G, T ier II Economic Impact Aid (EIA)

Special Educat ion T ransport at ion Music Donat ion Grant

Local Art s and Music Grant Honda Grant

Project Lead T he W ay Confidence Foundat ion Special Children's League Chevron Grant

Teacher and Administrative Salaries (Fiscal Year 2011-12)

Cat egory Dist rict Amount St at e Average For Dist rict s In Same Cat egory Beginning T eacher Salary $45,667 $40,933

Mid-Range T eacher Salary $67,349 $65,087

Highest T eacher Salary $83,964 $84,436

Average Principal Salary (Element ary) $104,652 $106,715 Average Principal Salary (Middle) $108,900 $111,205 Average Principal Salary (High) $119,584 $120,506 Superint endent Salary $219,103 $207,812 Percent of Budget for T eacher Salaries 41.0% 40.0% Percent of Budget for Administ rat ive Salaries 4.0% 5.0%

Teacher Salary Chart 90000

Principal Salary Chart 140000

(26)

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0

10000 20000 30000 40000 50000 60000 70000 80000 90000

A v erage Principal Salary (Elementary )

A v erage Principal Salary (Middle)

A v erage Principal Salary (High) 0

20000 40000 60000 80000 100000 120000 140000

(27)

School Completion and Postsecondary Preparation

Admission Requirements for California’s Public Universities

Universit y of California

Admission requirement s for t he Universit y of California (UC) follow guidelines set fort h in t he Mast er Plan, w hich requires t hat t he t op one-eight h of t he st at e’s high school graduat es, as w ell as t hose t ransfer st udent s w ho have successfully complet ed specified college course w ork, be eligible for admission t o t he UC. T hese requirement s are designed t o ensure t hat all eligible st udent s are adequat ely prepared for Universit y-level w ork.

For general admissions requirement s, please visit t he UC Admissions Informat ion W eb page. California St at e Universit y

Eligibilit y for admission t o t he California St at e Universit y (CSU) is det ermined by t hree fact ors: Specific high school courses

Grades in specified courses and t est scores Graduat ion from high school

Some campuses have higher st andards for part icular majors or st udent s w ho live out side t he local campus area. Because of t he number of st udent s w ho apply, a few campuses have higher st andards (supplement ary admission crit eria) for all applicant s. Most CSU campuses have local admission guarant ee policies for st udent s w ho graduat e or t ransfer from high schools and colleges t hat are hist orically served by a CSU campus in t hat region. For admission, applicat ion, and fee informat ion see t he CSU W eb page.

Dropout Rate and Graduation Rate

Indicat or

2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12

Dropout Rat e 16.6 14.7 13.1

Graduat ion Rat e 99.36 98.72 98.11 74.72 77.14 78.73

Dropout /Graduat ion Rat e Chart

2009-10 2010-11 2011-12

-1.0 -0.5 0.0 0.5 1.0

Dropout Rate (1 y ear)

(28)

Last updated: 2/4/2014 T his t able displays, by st udent group, t he percent of st udent s w ho began t he 2011-12 school year in grade t w elve and w ere a part of t he school’s most recent graduat ing class, meet ing all st at e and local graduat ion requirement s for grade t w elve complet ion, including having passed bot h t he ELA and mat hemat ics port ions of t he CAHSEE or received a local w aiver or st at e exempt ion.

Not e: “N/D” means t hat no dat a w ere available t o t he CDE or LEA t o report .

Completion of High School Graduation Requirements

Group

Graduat ing Class of 2012

All St udent s 1,049

Black or African American 24

American Indian or Alaska Nat ive 5

Asian 346

Filipino

Hispanic or Lat ino 91

Nat ive Haw aiian or Pacific Islander 6

W hit e 568

T w o or More Races 9

Socioeconomically Disadvant aged 33

English Learners 70

St udent s w it h Disabilit ies 91

Career Technical Education Programs (School Year 2012-13)

2012-13 CTE Course Offered

High School Adv Dance

Adv Orchest ra

Aerospace Engineering

(29)

AP Art Hist ory

AP Comput er Science

AP Music T heory

AP Psychology

AP St udio Art Draw ing

AP St udio Art -2D

AP St udio Art -3D

Archit ect ural & St ruct ural Engineering

Aut o Syst ems

Bank/Financial Services

Broadcast Journalism 1,2,3,4

Ceramics 1,2

Chamber Choir

Chamber Jazz Choral

Choreo Dance

Communicat ion Skills 1,2,3,4

Comparat ive Government

Concert Band

Consumer Skills 1,2,3,4

Cosmet ology

(30)

Digit al Animat ion 1,2,3

Digit al Elect ronics

Digit al Phot ography 3

Drama 1,2

Drama 1/Adv

Drama 3/Adv

Drama 4/Adv

Draw ing/Paint ing 1,2

ELD/Am Government

EM Med/1st Response

Engineering Design/Development

Graphic Design

Guided St udy

Int ermediat e Dance

Int ernship

Int ro t o Engineering Design

Jazz Band 1,2

Journalism 1,2,3,4

Lit erary Publicat ion1,2,3,4

(31)

Music Appreciat ion/Guit ar

Orchest ra

PE Choreo

Phot ography 1,2

Post Secondary T ransit ion

Pract ical Living Skills 1,2,3,4

Principles of Engineering

Psychology

Science Research 1,2,3,4

Sculpt ure 1,2

St age Design

T een Court

W eb Page Product ion 1,2,3,4

W eb T ech Adv Product ion (Int ernet Publishing)

W omens’ T reble Choir

W ork Experience

Video Product ion 1,2,3,4

Y earbook 1,2,3,4

Int ermediat e CTE courses

(32)

Last updated: 1/22/2014 Forensic Science

Journalism

Int ro W oodshop

Innovat ive W ood

Personal Financial

Robot ics – ST EM

Video Com – T elevision Product ion

Career Technical Education Participation (School Year 2012-13)

Measure CTE Program Part icipat ion

Number of pupils part icipat ing in CT E 0

Percent of pupils complet ing a CT E program and earning a high school diploma 0.0 Percent of CT E courses sequenced or art iculat ed bet w een t he school and inst it ut ions of post secondary educat ion 0.0

Courses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2012-13 St udent s Enrolled in Courses Required for UC/CSU Admission 2011-12 Graduat es W ho Complet ed All Courses Required for UC/CSU Admission

(33)

Last updated: 1/22/2014 Not e: Cells shaded in black or w it h N/A values do not require dat a.

*W here t here are st udent course enrollment s.

Advanced Placement Courses (School Year 2012-13)

Subject Number of AP Courses Offered* Percent of St udent s In AP Courses

Comput er Science N/A

English N/A

Fine and Performing Art s N/A

Foreign Language N/A

Mat hemat ics N/A

Science N/A

Social Science N/A

(34)

Instructional Planning and Scheduling

T his sect ion provides informat ion on t he annual number of school days dedicat ed t o st aff development for t he most recent t hree-year period.

Professional Development

Professional Development for t he 2012-2013 school year w as focused on t he aw areness and t hen t he t ransit ion t o t he Common Core St at e St andards. T he academic achievement of all st udent s t hrough a rigorous and balanced curriculum has been t he primary concern as w e t ransit ioned t o t he K-12 implement at ion of t he Common Core St at e St andards. All t eachers received informat ion and t raining in t he areas of crit ical t hinking, collaborat ion, creat ivit y, and communicat ion skills.

Professional development has included an underst anding of t he major shift s of t he CCSS as w ell as t he int egrat ion of t hese shift s int o t he inst ruct ional program. T eachers have learned common language and st rat egies for implement at ion of t he Common Core. All PVPUSD educat ors underst and t he t imeline for t he assessment s and t echnology implement at ion relat ed t o t he Common Core St at e St andards. During t he 2013-2014 school year Curriculum-Inst ruct ion-Assessment t eams have been creat ed at every grade level w it h represent at ion from all of t he school sit es. T eachers have been able t o share st rat egies, research, lessons, assessment s, et c. w it h t heir implement at ion of t he Common Core. T eachers on Special Assignment (T OSAs) have demonst rat ed lessons at sit es and have provided addit ional support by conferencing and being available t o answ er quest ions.