RANCHO SANTA MARGARITA

Transcription

CALIFORNIA TITLE COMPANY
RANCHO
SANTA MARGARITA
Community & School Information
WWW.CALTITLE.COM
This information is provided solely as a courtesy by California Title Company. It is deemed reliable, but not guaranteed. For the latest Title news and information go to www.caltitle.com.
Where schools, shopping centers and residential neighborhoods now stand,
Native Americans once lived. On July 23, 1769, they were visited by a Spanish
expedition under Captain Gaspar de Portola, who camped near the site of Tijeras
Creek Golf Course in Rancho Santa Margarita.
On July 24, the expedition headed inland to avoid the many streams and
swamps in the area. They found a large plateau area and camped that night
on its western edge by a canyon, which the Franciscans named San Francisco
Solano. This was on the eastern side of Trabuco Creek about three miles
downstream from the present site of Trabuco Oaks.
While camped here on July 24-25, one of the soldiers lost his trabuco, or
musket, a most valuable possession to any soldier. To mark this loss, the stream
was named Trabuco. The name has been associated with the mesa, the canyon,
and the entire area ever since. The Spaniards founded Mission San Juan
Capistrano in 1776, and ruled the region until 1821, when California became
part of Mexico.
The Mexican governors carved the area around the mission into three large
ranchos: Rancho Trabuco, Rancho Mission Viejo, and Rancho Santa Margarita.
James L. Flood and his partner Jerome O’Neill purchased the combined ranchos
in 1882. The huge estate was run as a working ranch into the 1920s. In 1940,
the ranch was divided, with the Flood family taking the lower portion, in today’s
San Diego County, with the upper portion retained by the O’Neill family. In 1942,
the Navy annexed the Flood family’s portion of the ranch for use as Camp Joseph
H. Pendleton.
In 1948, the O’Neill family donated 278 acres of canyon bottom land to the
County of Orange for park purposes. The O’Neill family donated an additional
120 acres of parkland in 1963, the same year they founded the Mission Viejo
Company and drew up plans for a master-planned community of the same
name.
By the 1960s, a rural cluster of homes had been present in Trabuco Canyon for
decades. The area’s first tract developed homes didn’t arrive until late in the
decade in what would become Coto de Caza, which started out as a hunting and
fishing resort. The area remained fairly remote until 1986, when the first homes
in the new master planned community of Rancho Santa Margarita were sold.
The economic boom of the 1980s also fueled home construction in nearby Dove
Canyon, Robinson Ranch, Wagon Wheel and a handful of smaller developments.
The area became better linked to the rest of the county in 1992, when
extensions of Oso, Antonio and Alicia Parkways were completed.
In 1989, the people of the community of Rancho Santa Margarita established
a Community Civic Association (CCA) for the purpose of providing a political
voice for the community. The CCA, later known as the Rancho Margarita Civic
Association (and still later as the Civic Council), briefly explored self-governance,
but it was in 1995 that the RSM Cityhood Committee, a separate community
organization, began the official drive for cityhood. Rancho Santa Margarita was
planned to be an “Urban Village”, offering the best of two worlds: all of the
elements and advantages of a small city plus the quality of life of a small village.
In November 1999, area voters opted to incorporate the Rancho Santa Margarita
Planned Community and the neighboring Robinson Ranch, Dove Canyon, Rancho
Cielo, Trabuco Highlands and Walden Communities. The newly formed City of
Rancho Santa Margarita incorporated on January 1, 2000, and became the 33rd
city in the County of Orange.
The City is a general law city and operates under the council-manager form
of government. Rancho Santa Margarita is a contract city. Police services are
provided through contract with the Orange County Sheriff. Fire Protection
services are provided through the Orange County Fire Authority.
Quality of Life
Rancho Santa Margarita is a small city with the soul of a village. The City is
instilled with traditions that honor the heritage of our land. A mix of land uses
and a balance of jobs and housing provide a planned community oasis in which
people live, work, shop, and play. Community events and public gathering
places promote a family-oriented community and encourage community spirit
and participation. The City maintains a safe environment through a variety of
community programs, law enforcement, and fire protection services. Quality
educational programs and facilities are promoted through cooperation between
the City and the school districts.
As the community looks toward the future, Rancho Santa Margarita will strive
to ensure its small town village character is protected and enhanced by welldesigned and well-maintained neighborhoods that complement the natural
environment. The quality of environmental, open space, scenic resources and
our watershed shall be preserved to enhance the community’s distinct setting
and natural beauty. Other amenities such as Lake Santa Margarita, parks, pools,
community centers, and pedestrian/bicycle trails will also be protected and wellmaintained to meet the needs of the community.
As the community matures, residential, commercial, and industrial areas will
be revitalized to enhance quality of life and encourage economic development.
Because most facilities in Rancho Santa Margarita are owned and maintained
by private organizations, the City will collaborate with public and private
organizations, such as public service agencies, Homeowner Associations, and
community foundations, to improve and maintain public services and facilities.
The City will also maintain the transportation system to ensure safe and
convenient access is provided to serve local and inter-community needs. These
factors will continue to attract businesses that are beneficial to and thrive in the
community.
Public Safety
The City of Rancho Santa Margarita contracts with the Orange County Sheriff’s
Department for all of its law enforcement needs. The Sheriff’s Department
is responsible for providing for the protection of citizens, the enforcement of
laws and crime prevention. Law enforcement services include patrol, criminal
investigations, traffic enforcement, traffic accident analysis and investigation,
along with parking enforcement.
Rancho Santa Margarita is recognized as the safest city in California (of cities
with populations between 20,000 to 100,000). The City is dedicated in its
crime fighting strategy, as well as maintaining an atmosphere of community.
There are a variety of community policing programs available to residents and
businesses in the City. Police Services encourages you to participate in these
programs and aid in our endeavor to preserve the quality of life in Rancho Santa
Margarita.
The City of Rancho Santa Margarita contracts with the Orange County Fire
Authority for all of its fire safety needs. The Fire Authority is responsible for
providing for the protection of citizens, the enforcement of fire safety laws and
fire prevention and suppression. The Battalion Chief is the Department Head for
Fire Services and is responsible for the day-to-day operation of fire services in
the City.
The City is dedicated in its fire safety strategy, as well as maintaining an
atmosphere of community. There are a variety of community fire safety
programs available to residents and businesses in the City including business
inspection and plan check, the Water Watcher Program, community CPR and the
Junior Firefighter Program. Fire Services encourages you to participate in our
resources and aid in our endeavor to preserve the quality of life in Rancho Santa
Margarita. Together we can continue to make this City a place where people
want to live, work and play.
Utilities
Cable & Internet: Cox Cable 949.240.1212 / www.cox.com
Phone: AT&T 800.310.2355 / www.att.com
Water: Santa Margarita Water District 949.459.6400 / www.smwd.com
Trabuco Canyon Water District 949.858.0277 / www.tcwd.ca.gov
Electricity: Southern California Edison 800.655.4555 / www.sce.com
Gas: Southern California Gas Company 800.427.2200 / www.socalgas.com
Trash: CR&R Waste Services 714.826.9049 / www.crrwasteservices.com
Recreation
Parks, community centers and recreational opportunities are essential public
services that help maintain a high quality of life in the community. Rancho
Santa Margarita was developed as a group of planned communities emphasizing
the central role of these facilities in civic life.
The Rancho Santa Margarita park and recreation system consists of
neighborhood parks, community parks, O’Neill Regional Park, joint use parks,
community services and facilities, an extensive open space system, and a
Community Center. All parks in the City (with the exception of O’Neill Regional
Park and County Trails) are privately owned, operated, and maintained by HOA’s,
although public access to most parks is available. Rancho Santa Margarita is
also located immediately adjacent to the Cleveland National Forest.
Parks and recreation services in Rancho Santa Margarita can be characterized
as primarily neighborhood-serving with facilities well distributed throughout the
City. Most of the neighborhoods in the City are within walking distance from
an existing park. Rancho Santa Margarita currently has 22 private developed
parks which range in size from 0.5 acre Dove Canyon Trail Rest Area to the 21.4
acre Central Park in the Trabuco Highlands Planned Community. Several of the
smaller parks function only as passive parks. Active recreational parkland is
provided in the City at 17 of the 22 parks. Of the nearly 152 acres of parkland
located in the City, approximately 85 acres (56 percent) are devoted to active
recreational use. Approximately 68 acres (44 percent) are devoted to passive
uses.
O’Neill Regional Park (approximately 3,358 acres) serves both as an overnight
camping facility and offers day/picnic use. The picnic area provides for single and
group uses and contains picnic tables, barbecues, a large turf area, horseshoe
pits and playground equipment. About 3.5 acres are available for RV camping.
The park facilities offer recreational opportunities including an equestrian
campground, an arena, and 18 miles of riding trails.
The Lago Santa Margarita Beach Club is owned and operated by the Rancho
Santa Margarita Landscape and Recreation Corporation (SAMLARC). It consists
of a 12.6 acre man-made lake surrounded by 16.8 acres of parks, trails, and
a lakeside beach. A grill and picnic area, boating, swim lagoon, two volleyball
courts, and Fiesta Room are provided at the facility for local SAMLARC residents.
The Rancho Santa Margarita Community Center is the social, cultural, civic, and
wellness center of the southeast regional community. The facility is located in
the heart of the town center, near Central Park and City Hall. It provides cultural
and recreational programming for all age groups and all interest groups in order
to meet the needs of the entire community.
The City of Rancho Santa Margarita Dog Park and Skate Park is located at
Canada Vista Park at 24328 Antonio Parkway. It is located approximately one
mile from Oso Parkway and is open to the public free of charge seven days a
week from dawn to dusk. The park is unsupervised and there is no age limit.
Lago Santa Margarita is located a long stone’s throw west of the intersection
of Santa Margarita and Antonio Parkways, in the shadow of Mount Modjeska
and Mount Santiago, Saddleback’s twin peaks. This lake covers 11.5 surface
acres and holds 31 million gallons of water. It is only one foot deep at the edge
so that anyone who accidentally falls in will be able to stand up and wade out
easily. Throughout the year, Lago Santa Margarita is the site of special events,
including a Star-Spangled Spectacular in celebration of the Fourth of July and a
Fishing Derby held regularly the third Saturday morning in May. In addition, the
lake is ideal for a variety of year-round recreational activities. The walk around
Lago Santa Margarita, a distance of 1.1 miles, is a favorite with local residents.
Although California law prohibits swimming in man-made recreational lakes
where the water is not recirculated, Lago Santa Margarita welcomes boaters
and anglers. Each spring, the lake is stocked with bass, bluegill, and catfish,
to the delight of anglers, and with mosquito fish, to the dismay of mosquitoes.
These small North American cousins of the tropical guppy satisfy their voracious
appetites by dining on mosquito larvae, which keeps the mosquito population at
bay.
Annual Events
New Year’s Eve Celebrating Family & Friends
The mission of the Annual New Year’s Eve “Celebrating Family & Friends” event
is to produce a safe and fun event that brings the community together in an
alcohol-free setting. The event is intended to build community spirit and inspire
hope for the future through the broadening and deepening public appreciation of
the arts from our community. This event celebrates the arts in this community
by providing space and opportunity to showcase local talents through music,
dance and fine arts.
This celebration – which commemorates Rancho Santa Margarita’s anniversary
of an incorporated City – features fun, varieties of food, a diverse array of live
musical entertainment, performers from local performing arts organizations,
strolling magicians, balloonists, fire eaters, and jugglers, inflatable rides,
interactive crafts and games, and the popular Children’s Art Contest in which all
local schools are able to participate and showcase their fine artists.
Summer Concerts
The City of Rancho Santa Margarita provides a variety of excellent musical
performances with the sunset as your backdrop. These concerts offer an
opportunity for residents to benefit from the Rancho lifestyle in a safe and
positive environment. Join your friends and neighbors to celebrate fantastic
live music and dancing while enjoying the great outdoors. Please visit some of
RSM’s local restuarants before the concerts and bring a picnic dinner with you!
For more information, please contact Erin Mudry at 949.216.9700 x 250 or at
[email protected]
Bell Tower Regional Community Center
The Community Center was opened in 2004 as a central meeting place for
Rancho Santa Margarita residents. The building holds beautiful charm indoors
and mountain views outdoors. The 5,000 square ft ballroom is a perfect setting
for a wedding, bar mitzvah, or other celebration. The Quiet Lounge is home
to a cozy fireplace and couches for residents to chat with friends, read a book,
or play a game of chess. Toddlers and seniors alike can enjoy the multitude of
community events and recreation programs offered in the Community Center.
Community Center Hours: Mon–Thur 8am–9pm / Fri 8am–6pm
Saturday and Sunday: Special Events Only
22232 El Paseo / Rancho Santa Margarita, CA 92688 / 949.216.9700
The Bell Tower Regional Community Center is home to the City of Rancho Santa
Margarita Community Services Department as well as the YMCA Youth Lounge,
Santiago Seniors Club, Age Well Senior Services, and The Bell Tower Foundation
offices. These organizations offer services to the community within the
Community Center. Together we encourage public participation in quality and
diverse creative activities for all ages in an interactive environment; enhance
community identity and build community awareness of the value and function of
leisure activities.
County Wilderness Parks
Starr Ranch Sanctuary: Audubon’s Starr Ranch Sanctuary is a 4,000-acre
nature preserve adjacent to Dove Canyon and Coto de Caza. Though closed to
drop-in visitation, the Ranch offers a growing number of educational programs
for all ages. Staff members are biologists who offer groups of all ages an
opportunity to experience nature hands-on as wildlife biologists. Minimum group
size is six, and programs can be tailored to suit each group. Mon-Sun: Year
Round (By Reservation Only) 7am to overnight. Adjacent to Dove Canyon and
Coto de Caza. 949.858.0309 / www.starr-ranch.org
O’Neill Regional Park: This park offers a true wilderness experience among
its 3,100 acres of scrub-covered hills, oak and sycamore trees and grassy
meadows. The office off Live Oak Canyon Road has information about guided
nature walks and special presentations given by Park Rangers. Other facilities
include a picnic area, grassy fields, tot lot, interpretive center, hiking trails and
butterfly garden. Wildlife includes mountain lions, rattlesnakes and poison oak,
so caution is advised. Camping is also available on a first-come, first served
basis. Mon-Sun: Year Round 7am to sunset. 30892 Trabuco Canyon Road,
Trabuco Canyon. 949.923.2260 / www.ocparks.com
Thomas F. Riley Wilderness Park: This 523-acre wilderness park has miles of
trails offering outdoor enjoyment for hikers, equestrians and mountain bikers,
including two seasonally flowing creeks plus groves of sycamores and oaks. The
ranger station houses a visitor center, a hands-on classroom, and volunteeroperated gift shop. Surrounding the station is a one-acre native-plant butterfly
garden and a large deck for picnicking or just enjoying the views. Ranger-led
programs as well as self-guided hikes provide opportunities for the visitor to
learn about the richness of this sanctuary. Mon-Sun: Year Round 7am to sunset.
30952 Oso Parkway, Coto de Caza. 949.923.2265 / www.ocparks.com
Whiting Ranch Wilderness Park: Dramatic 100-foot sandstone cliffs and
coiled red-rock formations distinguish this 1,800-acre park. Tree creek beds wind
along a canyon floor densely forested with sycamore and oak trees inhabited
by diverse wildlife. Hikers enjoy 20 miles of trails and ranger-led nature walks
for groups are available by reservation. In addition to mountain lions, there are
rattlesnakes and poison oak in the park, so caution is advised. Mountain lion
attacks have occurred at Whiting Ranch in the recent past, so extreme caution is
advised. (Check the website for tips on preventing mountain-lion attacks.) Dogs
are not allowed. Mon-Sun: Year Round 7am to sunset. Off Portola Parkway on
Glen Ranch Road in Lake Forest. 949.923.2245 / www.ocparks.com
Education
Saddleback Valley Unified School District
25631 Peter Hartman Way / Mission Viejo, CA 92691
949-586-1234 / www.svusd.k12.ca.us
Elementary Schools
Cielo Vista
21811 Avenue de las Fundadores, RSM, 92688 / 949-589-7456
Melinda Heights
21001 Rancho Trabuco, RSM, 92688 / 949-888-7311
Trabuco Mesa
21301 Avenida de las Flores, RSM, 92688 / 949-858-3339
Middle Schools
Rancho Santa Margarita
21931 Alma Aldea, RSM, 92679 / 949-459-8253
High Schools
Trabuco Hills
27501 Mustang Run, Mission Viejo, 92691 / 949-768-1934
Capistrano Unified School District
33122 Valle Road / San Juan Capistrano, CA 92675
(949) 234-9200 / Fax (949) 493-8729 / capousd.ca.schoolloop.com
Elementary Schools
Arroyo Vista School
23371 Arroyo Vista, Rancho Santa Margarita, CA 92688
949-234-5951 Phone | 949-589-6924 Fax
Las Flores Elementary
25862 Antonio Parkway, Rancho Santa Margarita, California 92688
(949) 589-6935 Phone | (949) 589-9286 Fax
Tijeras Creek Elementary
23072 Avenida Empresa, Rancho Santa Margarita, CA 92688
(949) 234-5300 Phone | (949) 858-3862 Fax
High Schools
Tesoro High School
1 Tesoro Creek Road, Las Flores, CA 92688
(949) 234-5310 Phone | (949) 766-3370 Fax
22112 EL PASEO
RANCHO SANTA MARGARITA, CA 92688
Mayor:
Anthony L. Beall
Mayor Pro Tem:
Steven Baric
Council Members:
Carol Gamble
INCORPORATED: 2000
AREA: 13.1 square miles
TELEPHONE: (949) 635-1800
WEBSITE: www.cityofrsm.org
City Manager:
(949) 635-1800 ext. 6301
Community Development:
ext. 6702
City Council:
ext. 6301
Parks & Recreation:
ext. 6403
Fire Authority:
(714) 573-6000
Police Department:
(949) 770-6011
Jerry Holloway
Jesse Petrilla
Population Characteristics
2010 Racial and Ethnic Population (*1)
Population
1960:
1970:
1980:
1990:
2000:
2010:
*
*
*
*
47,214 (*1)
47,853 (*1)
2001:
2002:
2003:
2004:
2005:
2006:
2007:
2008:
2009:
2010:
2011:
47,695
47,998
48,078
48,063
47,822
47,536
47,728
47,764
47,723
47,849
47,947
White
Hispanic
Asian & Pacific Islander
Black
All Other Races
Total Population:
(*2)
(*2)
(*2)
(*2)
(*2)
(*2)
(*2)
(*2)
(*2)
(*3)
(*3)
Number
32,054
8,902
4,268
788
1,841
%
67.0%
18.6%
8.9%
1.6%
3.8%
47,853
100%
Current Projections Series (*4)
Population (OCP-2010 Modified)
2015
2020
2025
2030
2035
48,852
49,464
49,398
49,653
48,993
Total Births
Birth Rate
Total Deaths
Death Rate
2008
595
12.5
145
3.0
0-4
5-9
10-14
15-19
20-24
25-34
35-44
45-54
55-59
60-64
65-74
75-84
85+
Total
3,026
3,702
4,356
4,130
2,458
5,624
8,082
9,318
2,721
1,725
1,520
796
395
%
6.3%
7.7%
9.1%
8.6%
5.1%
11.7%
13.7%
19.5%
5.7%
3.6%
3.1%
1.6%
0.8%
Total:
47,853
100.0%
Median Age:
Vital Statistics (*5)
2007
#
#
125
2.6
2010 Population by Age (*1)
2009
612
12.8
121
2.5
36.0
Percent of County:
1.7%
Voter Registration, 2011 (*6)
Democratic
Republican
Independent
Green
Libertarian
7,032
14,535
747
102
196
* City not incorporated at this date.
# Data not available
Sources: (*1) April Decennial Census of Population, U.S. Census Bureau.
(*2) E-4 Released August 2011, State Dept. of Finance.
(*3) E-5 (Revised) Released May 2011, State Dept. of Finance.
(*4) Center for Demographic Research, CSUF.
Peace & Freedom
Misc.
Decline To State
Total:
49
77
6,195
28,933
(*5) OC Health Care Agency rates per 1,000 population.
2009 is the latest published data by city.
(*6) OC Registrar of Voters, 2011.
2012 Orange County Progress Report
Rancho Santa Margarita Landscape and Recreation Corporation
Parks, Trails and Recreation Facilities
City of
Lake Forest
Trabuco Oaks
Trab
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Regional Park
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Tijeras Creek
Golf Course
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Coto de Caza
PARK FACILITIES
1. Trabuco Mesa Park
2. Lago Santa Margarita Beach Club
3. Monte Vista Park
4. Cielo Vista Park
11
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City of
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El Paseo
Town
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Plano Trabuco Road
R
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A
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5. Arroyo Vista Park
6. Mesa Linda Park
7. Solana Park
8. Altistima Park
COMMUNITY TRAILS
A. Vereda Laguna Trail
B. Florecita Trail
C. Ama Daisy Trail
D. Urban Trail East
9. Central Park
E. Urban Trail West
10. Vista Verde Park
F. Los Paseos Trail
11. Canada Vista Park
G. Los Abanicos Trail
12. Tijeras Creek Park
H. Bluff Top Trail
13. Estrella Vista Park
I. Mesa Linda Trail
For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at
For additional information about the school, parents and community members should contact the school principal or the district
office.
http://www.cde.ca.gov/ta/ac/sa/.
23371 Arroyo Vista
Rancho Santa Margarita, CA 92688
Street-------
City, State, Zip-------
[email protected]
30-66464-6110852
E-mail Address-------
CDS Code-------
2011-12 School Accountability Report Card for Arroyo Vista K-8 School
Tim Brooks
Principal-------
Phone Number------- (949) 234-5951
Arroyo Vista K-8 School
School Name-------
School Contact Information
Contact Information (School Year 2012-13)
II. About This School
www.capousd.org
[email protected]
Page 2 of 12
At our school, parent participation is evidenced through a large volunteer program. Parents provide many volunteer hours in the
classrooms, assisting individual or small groups of children and doing clerical work for the classroom teacher. Our very supportive
Parent Teacher Association (PTA) works hand-in-hand with the school to provide funds and programs, which further enrich the
school experience for our students. Parents also have the opportunity to participate in and support Education for the Children (EFC),
a valuable resource for the Tesoro family of schools.
Opportunities for Parental Involvement (School Year 2011-12)
This section provides information on how parents can become involved in school activities, including contact information pertaining
to organized opportunities for parent involvement.
As a Professional Learning Community, Arroyo Vista recognizes that quality instruction, parent support, and community
collaboration are key to student progress. Our vision is clear, our care is sincere, and our standards are high. We are proud of our
students at Arroyo Vista and continue to promote the Wildcat Way.
Students are encouraged to help others through such programs as the PTA Care/Share program, a monthly food donation for a local
food bank, the middle school ASB-sponsored Angel Tree, and “Caring Boxes”, toy-filled boxes donated by families for global
distribution. Meanwhile, we offer peer tutoring between middle and elementary students as well as peer tutoring between middle
school students. All emphasizing the “T” in Wildcat Way, we "Take Care of Each Other”. Students who participate above and beyond
in their community service are awarded the Voluntary Service Award in their 7th and 8th grade years.
Character education is also an important aspect of education and children are recognized for their good character and academic
achievements. We do things the “Wildcat Way” here which is a series of expectations agreed upon by staff, students, and parents.
Arroyo Vista’s partnership with the community stands as a key foundation for our success. The PTA partners with the school to
provide additional programs such as the Meet the Masters Art program, additional music instruction for primary grades, field trips
and educational assemblies for all grade levels. A highlight over the years has been the funding of our state of the art fitness center
in order to enhance our Physical Education Program. Meanwhile, a volunteer parent group, the Arroyo Vista Children’s Theater,
casts and produces an amazing play each year, featuring approximately 100 elementary students.
Arroyo Vista is honored to be a California Distinguished School! Parents, students and teachers work together to ensure student
learning. The school’s consistently high API is earned through this successful collaboration.
Child and family focused, Arroyo Vista K-8 School is serenely nestled in the premier master planned community of Rancho Santa
Margarita with its historic influence of local indigenous Spanish and Indian influences.
Our Mission Is Learning
We will ensure that all our children will learn more today than yesterday, and more tomorrow than today. Through active, engaged
learning and real world application of knowledge, we will empower students to succeed.
School Description and Mission Statement (School Year 2011-12)
This section provides information about the school, its programs and its goals.
Superintendent------- Joseph M. Farley, EdD
Web Site-------
Phone Number------- (949) 234-9200
District Name-------
Arroyo Vista School - Capistrano Unified School District
Page 1 of 12
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible. Access to the Internet at libraries and
public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation,
the length of time that a workstation may be used (depending on availability), the types of software programs available on a
workstation, and the ability to print documents.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest webpage at http://dq.cde.ca.gov/dataquest/ that contains additional
information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a
dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly
Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English
learners.
EdData Partnership Web Site
EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis Management and Assistance Team (FCMAT) that provides
extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school
districts and schools.
I. Data and Access
•
•
Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year.
The SARC contains information about the condition and performance of each California public school.
Published During 2012-13
Arroyo Vista K-8 School
School Accountability Report Card
Reported Using Data from the 2011-12 School Year
District Contact Information
0.2
Native Hawaiian/Pacific Islander
34.3
White
0
0
0
0
0
3
21-32
4
3
0
0
0
0
33+
35
33.7
30.3
30.7
31.3
Avg.
Class
Size
14.7
0
0
0
0
0
6
1-20
0
0
3
3
3
0
21-32
4
3
0
0
0
0
33+
Number of Classrooms
2010-11
Students with Disabilities
English Learners
2011-12
0
0
0
0
0
6
1-20
4
0
3
3
4
0
21-32
0
3
0
0
0
0
33+
9.2
6.6
11.3
4.4
64
Percent of
Total Enrollment
0
0.9
2009-10
School
0
0.1
2010-11
0
0
2011-12
0.3
3.3
2009-10
District
0.1
3.3
2010-11
The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment (and multiplying by 100).
Description of the safety, cleanliness, and adequacy of the school facility
Description of any planned or recently completed facility improvements
The year and month in which the data were collected
Description of any needed maintenance to ensure good repair
0.15
3.10
2011-12
System Inspected
[ ]
Restrooms/Fountains:
Restrooms, Sinks/ Fountains
[ ]
[ ]
[ ]
Electrical:
Electrical
Cleanliness:
Overall Cleanliness, Pest/ Vermin Infestation
Interior:
Interior Surfaces
[ ]
Exemplary
[X]
[X]
[X]
[X]
[X]
Good
[ ]
[ ]
[ ]
[ ]
[ ]
Fair
Repair Status
Determination of repair status for systems listed
The Overall Rating (bottom row)
Systems:
Gas Leaks, Mechanical/HVAC, Sewer
•
•
•
[ ]
[ ]
[ ]
[ ]
[ ]
Poor
Page 4 of 12
Fountain in lunch area by room 8
low water pressure.
Fountain by room 16 spray pattern
not usable, other fountain has green
moss staining.
Repair Needed and
Action Taken or Planned
School Facility Good Repair Status (School Year 2012-13)
This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including:
The district maintenance staff ensures that the repairs necessary to keep the school in good repair are completed in a timely
manner. A work order process is used to ensure services and emergency repairs are given high priority. The custodial staff has
developed a cleaning schedule to ensure an orderly, hygienic, and safe school environment.
This school has 48 classrooms, two multipurpose rooms, two libraries and an administration building. The main campus was built in
1992. Portable classrooms were added in 1997 to accommodate class size reduction. A middle school side of the campus was added
beginning in 2004 and completed in 2007. These new buildings dedicated to the middle school include a new multipurpose room,
library, performing arts classrooms, new science lab rooms, a computer lab, and a fitness center. Also, one new elementary building
was completed which now accommodates 4th and 5th grade classes.
Year and month in which data were collected: 05/09/2012
•
•
•
•
School Facility Conditions and Planned Improvements (School Year 2012-13)
IV. School Facilities
*
Expulsions-------
Suspensions-------
Rate*
Suspensions and Expulsions
Page 3 of 12
Each Capistrano Unified school site has a School Safety Plan, which includes a comprehensive disaster preparedness plan. Copies are
available to read at each school office. Aerial pictures and floor plans of each school site are loaded on all local police unit
computers. Fire drills are held monthly in elementary schools; drop, cover and hold drills are held each semester throughout the
district. Lockdown drills and disaster drill are held once a year.
School Safety Plan (School Year 2011-12)
This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was
last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan.
28
33
30.7
32
30.5
Avg.
Class
Size
14.7
Socioeconomically Disadvantaged
Two or More Races
Number of classes indicates how many classes fall into each size category (a range of total students per class).
7
III. School Climate
*
0
36
4
5
0
18.7
3
5
19.8
4
0
1-20
2
Other
2009-10
19.5
Avg.
Class
Size
28.7
1
K
Grade
Level
Average Class Size and Class Size Distribution (Elementary)
2.8
18.4
8.5
Asian-------
Hispanic or Latino-------
0.2
American Indian or Alaska Native----
Filipino-------
1.1
Percent of
Total Enrollment
Black or African American-------
Group
Group
609
Total Enrollment-------
Student Enrollment by Group (School Year 2011-12)
99
106
Grade 3------112
91
Grade 2-------
Grade 5-------
105
Grade 1-------
Grade 4-------
96
Number of Students
Kindergarten-------
Grade Level
Student Enrollment by Grade Level (School Year 2011-12)
[ ]
[ ]
External:
Playground/School Grounds, Windows/
Doors/Gates/Fences
Overall Rating
1
0
Teaching Outside Subject Area of Competence
0
Vacant Teacher Positions
0
0
21
0
0
0
2011-12
0
20
2011-12
2012-13
---
4
2,076
2011-12
District
Tree well by room 13 section broken
tripping hazard
Repair Needed and
97.6
98.4
High-Poverty Schools in District
Low-Poverty Schools in District
1.6
2.4
1.9
0.0
-----
Other-------
2008 - All students are provided an individual
textbook or instructional material as determined by
verification from Textlink, an automated tracking
system - 2011. All textbooks are state-adopted and
standards-based.
standards-based.
Science-------
History-Social Science
standards-based.
1999- All students are provided an individual
standards-based.
Textbooks and Instructional Materials/
Year of Adoption
Mathematics
Reading/Language Arts
Core Curriculum Area
Year and month in which data were collected:
Yes
Yes
Yes
Yes
From
Most Recent
Adoption?
Page 6 of 12
0%
0%
0%
0%
Percent of Students
Lacking Own
Assigned Copy
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13)
This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption;
whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any
supplemental curriculum or non-adopted textbooks or instructional materials.
VII. Curriculum and Instructional Materials
One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of fulltime.
---
Resource Specialist-------
*
---
Speech/Language/Hearing Specialist
-----
---
Psychologist------Nurse-------
---
Library Media Services Staff (Paraprofessional)
Social Worker-------
---
Average Number of Students per
Academic Counselor
Library Media Teacher (Librarian)
Number of FTE
Assigned to School
Counselor (Social/Behavioral or Career Development)
Academic Counselor-------
Title
Academic Counselors and Other Support Staff (School Year 2011-12)
VI. Support Staff
Page 5 of 12
High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program.
Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.
98.1
All Schools in District
*
100.0
Not Taught by Highly Qualified Teachers
Percent of Classes In Core Academic Subjects
Taught by Highly Qualified Teachers
This School
Location of Classes
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12)
The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core
academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California
teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving
Teacher and Principal Quality webpage at: http://www.cde.ca.gov/nclb/sr/tq/
“Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
0
Total Teacher Misassignments
*
0
School
[ ]
[ ]
[ ]
[ ]
Poor
2010-11
2010-11
[ ]
[X]
[ ]
[ ]
Misassignments of Teachers of English Learners
Indicator
Teacher Misassignments and Vacant Teacher Positions
20
Without Full Credential
2009-10
[X]
[ ]
[X]
[X]
Fair
Repair Status
Good
With Full Credential
Teacher Credentials
Teachers
[ ]
Structural:
Structural Damage, Roofs
V. Teachers
[ ]
Exemplary
Safety:
Fire Safety, Hazardous Materials
System Inspected
standards-based.
standards-based.
Health-------
Visual and Performing Arts
-----
State-------
Percent Difference: School Site and State
-12.9
$5,455
-16.4
$5,681
$4,749
Basic/
Unrestricted
22.4
$68,835
9.2
$77,094
$84,225
Average
Teacher
Salary
0%
0%
0%
Percent of Students
Lacking Own
Assigned Copy
$106,564
$133,145
$275,000
Average Principal Salary (Middle)
Average Principal Salary (High)
Superintendent Salary
California Alternate Performance Assessment (CAPA), includes ELA 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 Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA 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 Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven;
science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.
Page 8 of 12
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.
The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of
these assessments, student scores are reported as performance levels.
•
•
•
The Standardized Testing and Reporting (STAR) Program consists of several key components, including:
5%
39%
$223,357
$121,754
$111,101
$106,714
$85,397
$66,043
$41,455
State Average for
Districts In Same Category
For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at http://www.cde.ca.gov/ds/fd/cs/.
IX. Student Performance
*
4%
$118,227
Average Principal Salary (Elementary)
Percent of Budget for Administrative Salaries
$97,766
Highest Teacher Salary
45%
$72,593
Percent of Budget for Teacher Salaries
$48,312
Mid-Range Teacher Salary
District
Amount
Beginning Teacher Salary
Category
Teacher and Administrative Salaries (Fiscal Year 2010-11)
We are very concerned with the future of public school funding in California. CUSD remains hopeful that Proposition 98 will no
longer be suspended each time California legislators are short of money. This proposition, voter approved in 1988, guarantees
minimal funding levels for schools.
The direct school site expenditures covered the basic expenses for teachers, instructional supplies, school site administrators, and
clerical staff. Each school site budget was augmented by additional funds that covered such areas as music, reading, health services,
special education, library media, textbooks, custodial, maintenance, transportation, and other support services. In some instances,
school expenditures were augmented by various categorical funding sources as well as private donations.
Page 7 of 12
Funds were received from the state and federal governments for school improvement, compensatory education (Title I), English
language learners, migrant services, special education, preschool services, Accelerated Academic Achievement (AAA/GATE), child
welfare and attendance, and instructional and library materials.
Capistrano Unified School District received fewer dollars per ADA (Average Daily Attendance) than the state average for unified
school districts. Our school district lobbied for equitable funding per student for all school districts in California.
Types of Services Funded (Fiscal Year 2011-12)
This section provides specific information about the types of programs and services available at the school that support and assists
students. For example, this narrative may include information about supplemental educational services related to the school’s
federal Program Improvement (PI) status.
For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending webpage 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 webpage 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.
**
---
---
---
---
$1,514
Supplemental/
Restricted
Yes
Yes
Yes
From
Most Recent
Adoption?
Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the
district or governing board is not considered restricted.
Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.
---
*
---
Percent Difference: School Site and District
$6,263
Total
District-------
School Site-------
Level
Expenditures Per Pupil
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11)
VIII. School Finances
standards-based.
Year of Adoption
Foreign Language
82
86
Science-------
School
90
89
88
2011-12
68
74
64
71
2009-10
District
72
78
66
73
2010-11
73
81
67
75
2011-12
44
54
48
52
2009-10
State
48
57
50
54
2010-11
49
60
51
56
2011-12
Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
82
86
83
2010-11
88
85
89
All Student at the School
Male-------
Female-------
62
55
65
82
74
25.4
Five of Six Standards
57
Six of Six Standards
12
-5
11
2009-10
2
-8
0
2010-11
Actual API Change
6
10
2010
7
36
17
2011-12
7
10
2011
Page 10 of 12
"N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target
information. “C” means the school had significant demographic changes and there is no Growth or target information.
*
English Learners
Two or More Races
White-------
Page 9 of 12
7.9
-------5-------
Percent of Students Meeting Fitness Standards
*
Four of Six Standards
Grade
Level
California Physical Fitness Test Results (School Year 2011-12)
The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade
level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding
this test, and comparisons of a school’s test results to the district and state, see the CDE PFT webpage at
http://www.cde.ca.gov/ta/tg/pf/.
*
Students Receiving Migrant Education Services
71
English Learners-------
94
78
Hispanic or Latino
95
Two or More Races-------
86
Filipino------89
86
White-------
Asian-------
82
89
84
Hispanic or Latino
American Indian or Alaska Native
100
Filipino-------
100
Black or African American
Group
Academic Performance Index Growth by Student Group – Three-Year Comparison
6
Similar Schools-------
2009
10
API Rank
Statewide-------
97
73
Asian------95
98
83
90
81
Science
All Students at the School
97
89
88
89
67
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 ten 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.
Academic Performance Index Ranks - Three-Year Comparison
This table displays the school’s statewide and similar schools’ API ranks. 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 ten percent of all schools in the state, while a statewide rank of 10
means that the school has an API score in the highest ten percent of all schools in the state.
Academic Performance Index
The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California.
API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API webpage
at http://www.cde.ca.gov/ta/ac/ap/.
X. Accountability
75
Mathematics
Percent of Students Scoring at Proficient or Advanced
English-Language Arts
All Students in the LEA
Group
Standardized Testing and Reporting Results by Student Group - Most Recent Year
*
85
Mathematics-------
2009-10
Subject
Standardized Testing and Reporting Results for All Students - Three-Year Comparison
27
37
769
925
885
968
938
905
1000
986
940
3,202
5,603
8,547
2,021
23,645
55
9,330
634
2,044
133
363
38,239
# of Students
646
727
766
914
905
882
786
916
963
846
811
879
Growth API
District
2012 Growth API
530,935
1,530,297
2,779,680
88,428
1,221,860
26,563
2,425,230
124,824
404,670
31,606
313,201
4,664,264
Participation rate on the state’s standards-based assessments in 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)
Yes
Yes
Yes
Yes
Yes
N/A
Met Participation Rate: Mathematics
Met Percent Proficient: English-Language Arts
Met Percent Proficient: Mathematics
Met API Criteria
Met Graduation Rate (if applicable)
Yes
Met Participation Rate: English-Language Arts
School
Made AYP Overall
AYP Criteria
Adequate Yearly Progress Overall and by Criteria (School Year 2011-12)
Page 11 of 12
Indicator
---
---
School
12.7
8
Year 3
2010-2011
In PI
District
Page 12 of 12
Beginning teachers receive systematic training and support during their first two years of teaching within the CUSD Induction
Program. This program assists new teachers as they build upon the skills they already possess upon entering the field of teaching,
and provides them with support from a veteran teacher. The program is approved by the California State Commission on Teacher
Credentialing and meets the requirements necessary to “clear” teaching credentials. In addition to those activities previously
described, all teachers may receive support, assistance, and opportunities to grow professionally through their participation in
school site learning teams, student study teams, from district resource teachers, and the Peer Assistance and Review Program.
Guiding specific professional development plans of each team are annual measurable goals based upon identified areas of need in
student learning, which translate to priorities for teacher training and implementation. These areas are determined through the
analysis of student learning data from multiple sources, including, but not limited to high stakes testing. The targeted goals and the
action plans toward their accomplishment create each team’s yearlong plan for continuous improvement. Teacher teams engage in
ongoing examination of standards-based curriculum, the examination of meaningful assessment data that is formative in nature,
and powerful teaching strategies that get results. These embedded professional development activities help prepare teams to
provide a differentiated instructional program that meets the needs of all students.
In keeping with best practices found in effective schools nationwide, Capistrano Unified School District has created a systems-wide
structure and culture of professional learning communities that is focused on continuous improvement in student learning. The
model for CUSD professional development is a balanced one, ranging from large-scale district-wide professional development
“academies” focused on district initiatives to increase student learning, to site-specific, embedded professional development that is
designed to meet the unique needs of students at each school. Courses offered through the Professional Development Academy are
conducted outside of the professional day and/or school calendar. However, all schools provide specific release time for embedded
professional development using late start or early release days, also known as ACE time (Articulation and Collaboration for
Excellence) in K-8 schools.
Professional Development
This section provides information on the number of days provided for professional development and continuous professional growth
in the most recent three year period. Questions that may be answered include:
• What are the primary/major areas of focus for staff development and specifically how were they selected? For example, were
student achievement data used to determine the need for professional development in reading instruction?
• What are the methods by which professional development is delivered (e.g., after school workshops, conference attendance,
individual mentoring, etc.)?
• How are teachers supported during implementation (e.g., through in-class coaching, teacher-principal meetings, student
performance, and data reporting, etc.)?
XI. Instructional Planning and Scheduling
Percent of Schools Currently in Program Improvement
Number of Schools Currently in Program Improvement
Year in Program Improvement
First Year of Program Improvement
Program Improvement Status
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 (ELA 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 webpage: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Yes
Yes
No
No
Yes
Yes
No
District
Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the
CDE Adequate Yearly Progress (AYP) webpage at http://www.cde.ca.gov/ta/ac/ay/.
•
•
•
•
607
716
737
849
853
775
740
869
905
742
710
788
Growth API
State
# of Students
Adequate Yearly Progress
The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
44
1
English Learners
73
Hispanic or Latino
11
Filipino-------
20
35
Asian-------
Two or More Races
1
253
6
White-------
400
Growth API
School
# of Students
Group
Academic Performance Index Growth by Student Group - 2012 Growth API Comparison
This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, district, and
state level.
office.
25862 Antonio Parkway
Street-------
[email protected]
30-66464-6114516
CDS Code-------
2011-12 School Accountability Report Card for Las Flores Elementary School
Shele Tamaki
Principal-------
Phone Number------- (949) 589-6935
Las Flores Elementary School
School Name-------
www.capousd.org
[email protected]
From the district level, the CUSD Foundation also provides resources and support to our schools.
Page 2 of 12
classrooms, assisting with individual or small groups of children and doing clerical work for the classroom teacher. Our very
supportive Parent Teacher Association (PTA) works hand-in-hand with the school to provide funds and programs to enrich the
academic and social school experience for our students. Members of the local community also support the Education for the
Children (EFC) Foundation—an organization founded to support the programs of schools within the Tesoro Family.
For additional information about school and district programs, please visit www.capousd.org.
Technologically, computers are available in all classrooms. We have a new PC lab accessible to students and staff. Technology is a
focus here and is integrated into the core curriculum. Our classrooms are equipped with a fiber optic delivery system and each room
is connected to the Internet allowing students to research and extend learning beyond the traditional classroom.
Our primary academic focus centers on the core academic areas of reading literacy and mathematics. In addition to learning the
basic skills, our students participate in hands-on learning activities, simulations, dramatizations, assemblies, and field trips. Las Flores
Elementary has been named on the California Business for Education Excellence Honor Roll and has twice received the $5,000
Governor’s Reading Award. This award was the direct result of our students’ participation in the Reader Leader and Best Foot
Forward reading programs—each of which encourage the support of reading at home.
Our school facility contains state-of-the-art equipment inside its 29 classrooms, four small group instruction rooms, and three
teacher workrooms. We share administrative offices, a multipurpose room, and a library-media center with Las Flores Middle
School.
Nearly all students who attend Las Flores Elementary School are from families whose parents represent middle or upper income
levels.
Las Flores Elementary School was named a California Distinguished School in 2002. We are proud of our academic achievement.
Currently, our school has an Academic Performance Index (API) of 911. The school is located at 25862 Antonio Parkway in the
community of Las Flores. Las Flores Elementary School has approximately 650 students enrolled in Grades Pre K-5 and shares the
campus with Las Flores Middle School. The school houses a fee-based preschool and a Special Day Class preschool program.
“We will ensure that all our children will learn more today than yesterday, and more tomorrow than today.”
Web Site-------
Phone Number------- (949) 234-9200
Las Flores Elementary - Capistrano Unified School District
Page 1 of 12
Internet Access
DataQuest
learners.
I. Data and Access
•
•
Las Flores Elementary School
107
103
116
587
Grade 3-------
Grade 4-------
Grade 5-------
White
90
Grade 2-------
8
2.6
17.4
Asian-------
Filipino-------
33.7
0
0
0
0
0
3
3
2
0
0
0
0
33+
33
32.7
32
31.5
29.5
Avg.
Class
Size
15.2
0
0
0
0
0
6
1-20
1
1
4
4
4
0
21-32
2
2
0
0
0
0
33+
2010-11
English Learners
0
0
0
0
0
4
1-20
2
3
3
4
5
0
21-32
2
0
0
0
0
0
33+
2011-12
6.8
7.5
11.8
7.2
63.2
Percent of
Total Enrollment
0
0
2009-10
School
0
0
2010-11
0
0.17
2011-12
0.16
4.02
2009-10
District
0.13
3.32
2010-11
System Inspected
[ ]
[ ]
Structural:
Overall Rating
[ ]
Safety:
[ ]
[ ]
External:
Doors/Gates/Fences
[ ]
[ ]
[ ]
Electrical:
Electrical
Cleanliness:
Interior:
Interior Surfaces
[ ]
Exemplary
[X]
[ ]
[X]
[X]
[X]
[X]
[X]
[X]
[X]
Good
[ ]
[X]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
Fair
Repair Status
Systems:
•
•
•
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
Poor
0.15
3.10
2011-12
Page 4 of 12
Planter areas need cleaning, space
vents clogged with leaves, sprinkler
heads broken/missing, excessive
weeds in back of EP-10-13.
Rooms 107 & 108 are closed due to
environmental air quality issue,
abatement required.
Drinking fountain in kinder area has
low water pressure.
Repair Needed and
•
•
•
•
*
Expulsions-------
Suspensions-------
Rate*
Page 3 of 12
32
30.3
31
31
29.6
Avg.
Class
Size
16
Two or More Races
Other
6
III. School Climate
*
0
34.5
4
5
0
19.3
3
7
20.0
2
5
0
21-32
2009-10
1-20
19.6
Avg.
Class
Size
30.3
1
K
Grade
Level
0
0.2
1.4
Percent of
Total Enrollment
Group
Group
96
Grade 1-------
75
Number of Students
Kindergarten-------
Grade Level
0
0
0
0
25
0
2
2
2011-12
0
22
2011-12
2012-13
---
4
2,076
2011-12
District
95.72
97.86
0
2.14
4.28
2.81
-----
Psychologist-------
---
---
---
---
standards-based.
standards-based.
standards-based.
Mathematics
Science-------
standards-based.
Year of Adoption
Yes
Yes
Yes
From
Most Recent
Adoption?
Page 6 of 12
0%
0%
0%
Percent of Students
Lacking Own
Assigned Copy
*
Other-------
Nurse-------
---
---
---
Academic Counselor
1
Number of FTE
Assigned to School
Title
VI. Support Staff
Page 5 of 12
97.19
*
100
This School
Location of Classes
0
*
0
School
2010-11
2010-11
Indicator
0
2009-10
25
Teachers
Teacher Credentials
V. Teachers
standards-based.
standards-based.
Health-------
-----
State-------
-9.8
$5,455
-13.4
$5,681
$4,922
Basic/
Unrestricted
7.4
$68,835
-4.1
$77,094
$73,941
Average
Teacher
Salary
0%
0%
0%
Percent of Students
Lacking Own
Assigned Copy
$106,564
$133,145
$275,000
Page 8 of 12
•
•
•
5%
39%
$223,357
$121,754
$111,101
$106,714
$85,397
$66,043
$41,455
State Average for
*
4%
$118,227
$97,766
45%
$72,593
$48,312
District
Amount
Category
Page 7 of 12
**
---
---
---
---
$1,908
Supplemental/
Restricted
Yes
Yes
Yes
From
Most Recent
Adoption?
---
*
---
$6,830
Total
District-------
School Site-------
Level
standards-based.
Year of Adoption
Foreign Language
73
69
Science-------
School
81
81
82
2011-12
68
74
64
71
2009-10
District
72
78
66
73
2010-11
73
81
67
75
2011-12
44
54
48
52
2009-10
State
48
57
50
54
2010-11
49
60
51
56
2011-12
87
82
81
2010-11
78
86
Male-------
Female------Group
44
48
48
44
63
32.8
50.9
26
32
2010-11
Actual API Change
1
9
2010
5
-6
2011-12
4
9
2011
Page 10 of 12
-6
*
English Learners
Two or More Races
White-------
Page 9 of 12
12.9
-------5-------
*
Grade
Level
*
56
Hispanic or Latino
83
90
81
Filipino------86
85
White-------
Asian-------
59
Hispanic or Latino
67
Filipino-------
-11
2009-10
2
2009
9
API Rank
Statewide-------
73
Asian------81
81
81
81
81
Science
87
83
80
81
67
X. Accountability
87
82
75
Mathematics
Group
*
75
Mathematics-------
2009-10
Subject
29
40
30
23
Two or More Races
English Learners
725
819
769
927
926
824
952
911
3,202
5,603
8,547
2,021
23,645
55
9,330
634
2,044
133
363
38,239
# of Students
646
727
766
914
905
882
786
916
963
846
811
879
Growth API
District
2012 Growth API
530,935
1,530,297
2,779,680
88,428
1,221,860
26,563
2,425,230
124,824
404,670
31,606
313,201
4,664,264
Yes
No
No
Yes
N/A
Met API Criteria
No
Yes
School
Made AYP Overall
AYP Criteria
Page 11 of 12
Indicator
---
---
School
12.7
8
Year 3
2010-2011
In PI
District
Page 12 of 12
Yes
Yes
No
No
Yes
Yes
No
District
•
•
•
•
607
716
737
849
853
775
740
869
905
742
710
788
Growth API
State
# of Students
265
0
White-------
8
29
Asian-------
66
0
Hispanic or Latino
6
Filipino-------
403
Growth API
School
# of Students
Group
state level.
office.
23072 Avenida Empresa
Street-------
[email protected]
30-66464-6117741
CDS Code-------
2011-12 School Accountability Report Card for Tijeras Creek Elementary School
Diann Buckingham
Principal-------
Phone Number------- (949) 234-5300
Tijeras Creek Elementary School
School Name-------
www.capousd.org
[email protected]
Page 2 of 14
Teachers utilize differentiation strategies for all learners. Our teachers integrate engagement strategies into their lessons to ensure
that students meet the learning objectives of their lessons. At Tijeras Creek teachers recognize the need to tailor learning
environments and practices to create appropriately different learning experiences for students based on individual needs, abilities,
and interests. Curriculum differentiation is utilized to meet the individual needs of the scholars in the class. Teachers employ an
array of instructional strategies such as grouping students by readiness and by interest. Acceleration, learning centers, enrichment
activities, curriculum compacting, and flexible groupings are all tools teachers use to meet the needs of all students. Teachers
regularly use the thinking tools of depth and complexity to deepen their students' understanding of content areas.
Tijeras Creek draws 531 kindergarten through fifth grade students from the communities of Dove Canyon, Coto de Caza, and Rancho
Santa Margarita. The highly qualified staff is comprised of 16 caring, enthusiastic, and experienced teachers, a resource specialist,
and principal. The staff is dedicated to nurturing each child’s ability to learn and apply basic skills, think critically and creatively,
while developing respect for each other’s differences.
The school offers research-based instructional programs designed to ensure that all students master a solid educational foundation
of basic skills within each subject area and apply these skills in challenging academic learning activities. At Tijeras Creek Elementary
School, educators begin with the state standards to determine the essential understandings for each grade level. Each student is
challenged to progress in these standards to achieve academic excellence. Educators facilitate an active and supportive learning
environment by collaborating with colleagues and by ongoing evaluation of student work and assessment results. Student learning is
stimulated by using problem-solving, critical, and creative thinking skills. Students learn through differentiated activities and have
opportunities for student choice. Working as a team, staff, parents, and the community assist all Tijeras Creek students to become
contributing members of society by empowering them with the skills, knowledge, and values necessary to excel in a changing world.
Tijeras Creek is committed to developing a learning environment that encourages scholarly attributes and the pursuit of lifelong
learning through a partnership of school, home, and community. We believe that children need a safe learning environment that
promotes academic risk-taking, mutual respect, and personal pride. In order to help ensure that all students are college and career
ready in literacy and mathematics, we must implement a rigorous standards-based curriculum and the use of exemplary teaching
methods that meet the needs of all learners.
“A Community of Scholars”
Web Site-------
Phone Number------- (949) 234-9200
Tijeras Creek Elementary - Capistrano Unified School District
Page 1 of 14
Internet Access
DataQuest
learners.
I. Data and Access
•
•
Tijeras Creek Elementary School
White
116
531
Grade 5------Total Enrollment-------
1.3
4.1
3.6
12.1
0.2
Asian------Filipino------Hispanic or Latino------Native Hawaiian/Pacific Islander
1.3
Percent of
Total Enrollment
Group
English Learners
Two or More Races
Group
101
Grade 4-------
84
100
Grade 3-------
85
Grade 2-------
45
Grade 1-------
Number of Students
Kindergarten-------
Grade Level
12.6
3.2
6.8
3.8
73.4
Page 4 of 14
Percent of
Total Enrollment
At Tijeras Creek, parent participation is evidenced through a large volunteer program. Parents provide many volunteer hours in the
classrooms, library, and computer lab. Volunteering parents can be found assisting individuals, working with small groups of
children, assisting scholars in the computer lab, checking out library books, reading with students, monitoring students as they work
independently or completing clerical work for the classroom teacher. Our very supportive Parent Teacher Association (PTA) works
hand-in-hand with the school to provide funds for programs which further enrich the school experience for our scholars. At Tijeras
Creek we foster a strong partnership of school, home, and the community through continual home/school communication, parent
and community volunteers, parent education programs, an active PTA, and the seeking of business connections. Our PTA sponsored
Family Fun Nights and parent education nights help to build a strong sense of community. Parent volunteers organize and run a
Book Fair for our scholars, which is a fundraiser and provides high quality books for students to purchase. Our PTA events and other
school events are publicized in the weekly electronic Principal’s Press and on our school website. In addition, teachers post
information about classroom events and classroom assignments on their individual websites that can be accessed through the
school website. This helps to keep our community informed of all school activities. Log on and visit our school on our website at
http: tces.capousd.ca.schoolloop.com. Our PTA funds field trips and on site programs/assemblies for every grade level that support
curriculum standards. The PTA purchases supplemental reading materials, the computers for our library computer lab, maintains
the yearly fees for our web based supplemental programs, purchases playground equipment and much more. They also sponsor
staff development for our teachers and sponsor our school play. Our Meet the Masters Art program and primary music are funded
by our PTA. In addition, they support our school’s organic garden and maintain safety and disaster supplies for our school. Each year
the Boy Scouts, Eagle Scouts, and Girl Scouts have donated their time and played a role in various school beautification projects.
Tijeras Creek also has a Booster Club that supports fundraising to offset the costs of 5th grade science camp and other programs
such as in intervention for scholars who are experiencing reading challenges. Finally, the Education for the Children Foundation gives
our school an average of $9,000/year for grants written by teachers. Parents are involved in all of these organizations.
Page 3 of 14
For additional information about school and district programs, please visit www.capousd.org or our school web site at http:
tces.capousd.ca.schoolloop.com.
Technology is integrated into all curricular areas, and scholars begin to use technology as early as kindergarten. Students use
technology as a tool for thinking, learning, communicating, and problem solving. Access to the internet is available in every
classroom. Each classroom has a laptop computer, LCD projector, and document camera. Technology is accessed by students in the
classroom to support the academic standards. Each classroom has 3-4 computers with internet connections. Students also have
access to two computer labs with 34 computers in each lab. Computer based programs such as the Scholastic Reading Inventory,
Scholastic Reading Counts, FasttMath and Envision online math assessments are regularly used by students. Teachers also use the
Illuminate data program to deliver immediate feedback to students on assessments. The data on student progress generated by
these online assessments are an invaluable tool for teachers in guiding their instruction.
In order to promote positive citizenship, the Character Counts program is emphasized at Tijeras Creek. In addition to Character
Counts, there is a special focus on “bucket filling” or doing things for others that makes them feel happy. Students regularly fill out
“bucket slips” to recognize others for their kindness. These scholars are then recognized during school wide weekly announcements
and receive certificates for their acts of kindness. In addition, the school’s Green Council/Student Council present skits during these
same broadcasts that demonstrate positive character traits. Tijeras Creek’s Green Council is also involved with helping to maintain
our school’s organic garden. The Tijeras Creek’s Student Ambassador Program provides another opportunity for 4th and 5th grade
students to develop positive citizenship and participate in community service for our school. These ambassadors facilitate our
school’s highly successful recycling program by sorting and collecting plastic bottles, cans, and newspapers. They also provide
valuable services before school such as helping with carpool duty, bringing tricycles to the Kindergarten playground, and watering
plants. Both the Green Council and the Student Ambassadors facilitate community outreach projects to raise money or gather
donations for charitable causes such as NEGU (Never Ever Give Up), Stockings for Marines, and the Heifer Project, to name a few.
The California State frameworks provide the educational foundation at Tijeras Creek. A comprehensive language arts program is
integrated throughout all subject areas with a specific focus on reading comprehension. Teachers provide instruction in phonemic
awareness, decoding skills, and comprehension skills in well-balanced instructional programs. The "Comprehension Toolkit" is used
by primary as well as upper grade teachers to explicitly teach comprehension strategies. Students read a wide variety of high quality
and engaging reading materials such as Junior Great Books, literature books, leveled guided reading books, Time for Kids and
National Geographic Explorer magazines. The Scholastic Reading Inventory is used by primary and upper grade teachers to monitor
student growth in reading comprehension. The Scholastic Reading Counts incentive program allows students to read books in their
appropriate lexile range and complete comprehension quizzes to earn points. Through this tool students have the opportunity to
become a member of the “1,000,000 Word Club”. Writing is a natural part of our students’ language arts program and is guided by
the state curriculum standards. All students learn mathematics in a balanced curriculum based on state frameworks while utilizing
the Envision math program. Lessons include the perfect balance of basic skills and problem-solving instruction as a means of
ensuring that all students meet or exceed grade level math performance standards. TC students participate in a comprehensive
science program which includes a balance of physical, earth, and life science content. Scholars experience hands-on activities using
the scientific method. Science is often integrated into other curricular areas, and students learn about the application of science to
the real world. All students are provided with a social science program designed to enhance their growth as responsible members of
society and to increase their awareness of global interdependence. Our goal is to provide a strong academic program with an
emphasis on high student achievement.
19.5
33.0
33.0
3
4
5
1
0
0
0
0
2
2
3
0
0
0
0
33+
26
31.8
30.7
26.4
28.8
Avg.
Class
Size
14.4
1
0
0
1
0
5
1-20
2
5
3
4
4
0
21-32
1
1
0
0
0
0
33+
2010-11
0
0
4
5
5
0
21-32
2009-10
1-20
32.3
33
32
31
26.6
Avg.
Class
Size
15.5
0
0
0
0
1
2
1-20
1
0
5
3
4
0
21-32
2
3
0
0
0
0
33+
2011-12
0
0
0.17
2010-11
School
0
0.19
2011-12
0.16
4.02
2009-10
0.13
3.32
2010-11
District
Page 5 of 14
0.15
3.10
2011-12
System Inspected
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
Electrical:
Electrical
Safety:
Structural:
External:
Doors/Gates/Fences
Overall Rating
[X]
[X]
[X]
[X]
[X]
[X]
[X]
[X]
[X]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
Fair
Repair Status
Good
[ ]
[ ]
Cleanliness:
Interior:
Interior Surfaces
[ ]
Exemplary
Systems:
•
•
•
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
Poor
Page 6 of 14
Playgound blacktop has tripping
hazards, excessive weed growth
behind building E, F, & G.
Kitchen and building B roof leaks
needs repairs.
Repair Needed and
Tijeras Creek Elementary is a clean and well-maintained school. Items that are broken or not functioning are quickly repaired by
CUSD’s maintenance department. Two student restrooms have recently been refurbished, and the carpet in the multipurpose room
has been replaced. Primary classrooms were reconfigured to accommodate the increase in primary class size, and carpeting was
replaced in the new larger classrooms. Lawns are regularly cut and maintained. The front of the school has been “beautified” by the
addition of pots of flowers in the front planter by the office. Our Booster Club sponsors tile painting events each year, and these new
tile walls have enhanced our school’s appearance. Grade levels are assigned an area of the school to keep clean. School safety is
priority at Tijeras Creek. Students and teachers regularly participate in fire, earthquake, lockdown, and NIMS drills. Teachers on duty
have walkie talkies so they can quickly report emergency situations to the office. Parent volunteers must sign in and wear their
badges at all times when on campus.
•
•
•
•
Expulsions-------
*
0.34
2009-10
Suspensions-------
Rate*
III. School Climate
*
19.4
2
Other
19.4
Avg.
Class
Size
32.0
1
K
Grade
Level
1
0
0
0
1
21
0
1
1
2011-12
0
1
20
2011-12
District
2012-13
---
4
2,076
2011-12
97.86
0
2.14
4.28
2.81
---------------
Psychologist-------
Nurse-------
Other-------
standards-based.
standards-based.
Foreign Language
Health-------
standards-based.
standards-based.
standards-based.
standards-based.
Mathematics
Science-------
standards-based.
Year of Adoption
Year and month in which data were collected: 10/11
Yes
Yes
Yes
Yes
Yes
Yes
Yes
From
Most Recent
Adoption?
Page 8 of 14
0%
0%
0%
0%
0%
0%
Percent of Students
Lacking Own
Assigned Copy
Page 7 of 14
---
*
---
Academic Counselor
Number of FTE
Assigned to School
Title
VI. Support Staff
95.72
*
100
97.19
This School
Location of Classes
2
*
2
School
2010-11
2010-11
Indicator
25
2009-10
Teachers
Teacher Credentials
V. Teachers
-----
State-------
-11.1
$5,455
-14.6
$5,681
$4,852
Basic/
Unrestricted
12.9
$68,835
0.8
$77,094
$77,724
Average
Teacher
Salary
$275,000
85
91
Mathematics------Science-------
91
86
84
2011-12
68
74
64
71
2009-10
72
78
66
73
2010-11
District
73
81
67
75
2011-12
44
54
48
52
2009-10
State
48
57
50
54
2010-11
49
60
51
56
2011-12
Page 10 of 14
92
83
84
2010-11
School
*
79
2009-10
Subject
•
•
•
5%
39%
$223,357
$121,754
$111,101
$106,714
$85,397
$66,043
$41,455
State Average for
*
4%
$133,145
$106,564
45%
$118,227
$97,766
$72,593
$48,312
District
Amount
Category
Page 9 of 14
**
---
---
---
---
$1,901
Supplemental/
Restricted
---
*
---
$6,753
Total
District-------
School Site-------
Level
84
78
89
Male-------
Female-------
92
72
Filipino-------
Hispanic or Latino
78
95
96
87
91
81
Science
73
64
78
89
87
81
100
90
88
84
86
67
Mathematics
29.1
47
16.2
-------5-------
API Rank
8
10
2009
10
4
2010-11
Actual API Change
7
8
2011-12
6
10
2011
-5
-5
2009-10
5
10
2010
11
48
English Learners
750
887
879
928
935
868
980
935
927
26
1
42
Hispanic or Latino
18
12
Filipino-------
Two or More Races
19
Asian-------
286
6
White-------
4
388
Growth API
School
# of Students
Group
3,202
5,603
8,547
2,021
23,645
55
9,330
634
2,044
133
363
38,239
# of Students
646
727
766
914
905
882
786
916
963
846
811
879
Growth API
District
2012 Growth API
530,935
1,530,297
2,779,680
88,428
1,221,860
26,563
2,425,230
124,824
404,670
31,606
313,201
4,664,264
# of Students
Page 12 of 14
607
716
737
849
853
775
740
869
905
742
710
788
Growth API
State
state level.
*
English Learners
Two or More Races
White-------
Hispanic or Latino
Filipino-------
Asian-------
Group
Statewide-------
Page 11 of 14
X. Accountability
*
Grade
Level
*
45
78
87
White-------
80
Asian-------
75
Group
Yes
Yes
Yes
Yes
Yes
N/A
Met API Criteria
Yes
Yes
No
No
Yes
Yes
No
District
Indicator
---
---
School
Page 13 of 14
Page 14 of 14
12.7
8
Year 3
2010-2011
In PI
District
Yes
School
Made AYP Overall
AYP Criteria
•
•
•
•
office.
1 Tesoro Creek Road
Las Flores, CA 92688
Street-------
[email protected]
30-66464-3030756
CDS Code-------
2011-12 School Accountability Report Card for Tesoro High School
Daniel Burch
Principal-------
Phone Number------- (949) 234-5310
Tesoro High School
School Name-------
www.capousd.org
[email protected]
From the district level, the CUSD Foundation also provides resources and support to our schools.
Page 2 of 16
classrooms, assisting individual or small groups of children and doing clerical work for the classroom teacher. Our very supportive
Parent Teacher Student Association (PTSA) works hand-in-hand with the school to provide funds and programs, which further enrich
the school experience for our students. Our newly created Tesoro Titan Foundation has funded a computer lab, teacher
conferences, and instructional technology for individual teachers.
For additional information about school and district programs, please visit www.capousd.org
As a Professional Learning Community, Tesoro High School provides an atmosphere where teachers collaborate regularly on vertical
and horizontal curricular teams working on standards-based curriculum maps, assessment tools, and teaching methodologies. Team
goals are based on standards-based test results. The vision of Tesoro High School is that it becomes a school where every student’s
needs are met in an environment where all adults and students consistently do the right and proper thing.
Tesoro High School benefits from three very active community groups: The Education for the Children Foundation, PTSA. and Tesoro
Titan Foundation. All three work hard to support individual teacher programs by providing mini-grants to teachers. In addition, the
parents and community have provided a host of volunteers to serve in the library, the copy room, and the computer labs every day.
Getting parents and community members to serve on advisory boards, such as Site Council, Science Olympiad, and Mock Trial, has
proven to be nearly effortless.
A continuously refined component to the homeroom program is IMPACT, a student mentoring program. Approximately 175 handselected juniors and seniors are trained on a weekly basis to work with all freshmen in the Homeroom classes over the Fall semester.
The IMPACT program focuses on the key transition from middle to high school and provides structure and leadership training to
upper-class students who in turn work with freshman in a mentoring capacity.
Tesoro High School has built many support systems into the daily schedule. The school operates on a block schedule. While students
have six classes in their schedule, they attend only three classes per day, every other day. This reduces the load to approximately 75
to 100 students per day per teacher. Included in the schedule is a forty-minute period, called “tutorial”. Three days a week students
attend tutorial in any class of their choice. Students use this time to get extra help from their teacher, make up labs and tests, or
work on projects. Every Mondayonth, students meet in Homeroom. Each student is assigned a certificated staff member with whom
they meet weekly for four years. Focusing on the forty developmental assets, the homeroom program provides a venue to hold
individual students accountable for grades, to discuss study skills, and to develop lasting and meaningful connections between staff
and students, thereby making a large school seem small.
Tesoro High School, Capistrano Unified’s fifth high school, opened its doors in the fall of 2001. Currently Tesoro serves
approximately 2,400 students in Grades 9-12 and served just fewer than 3,100 at its peak. An extensive program in academics,
including college prep and advanced courses, special education services, athletics, and fine and performing arts, are available to all
students. Tesoro provides technology and computer access throughout the campus. Specially designed classrooms for physics,
advanced mathematics, digital photography, video production, graphic arts, and several computer labs support instruction and
learning.
Web Site-------
Phone Number------- (949) 234-9200
Tesoro High - Capistrano Unified School District
Page 1 of 16
Internet Access
DataQuest
learners.
I. Data and Access
•
•
Tesoro High School
582
2,442
Grade 12-------
White
622
Grade 11-------
0.3
6.6
2.6
12.4
0.2
Asian-------
Filipino-------
31.2
32.5
32.0
Mathematics
Science-------
Social Science
2009-10
5
5
8
8
1-22
35
21
32
19
23-32
41
44
38
56
33+
32.7
33.2
28.1
Avg.
Class
Size
31.1
6
2
15
12
1-22
4
13
22
12
23-32
34
38
33
48
33+
2010-11
English Learners
30.5
30.3
28.8
Avg.
Class
Size
29
Two or More Races
8
6
14
15
1-22
2
20
28
17
23-32
35
32
30
44
33+
2011-12
7.3
2.9
7.8
2.6
74.2
Percent of
Total Enrollment
Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this
information is reported by subject area rather than grade level.
0.19
2.56
2009-10
School
0.2
2.95
2010-11
0.08
3.28
2011-12
0.16
4.02
2009-10
District
0.13
3.32
2010-11
0.15
3.10
2011-12
System Inspected
[ ]
[ ]
[ ]
[ ]
Cleanliness:
Electrical:
Electrical
Safety:
[ ]
Interior:
Interior Surfaces
[ ]
Exemplary
[X]
[X]
[X]
[X]
[X]
[X]
Good
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
Fair
Repair Status
Systems:
•
•
•
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
Poor
Page 4 of 16
Stadium fountain needs cleaning.
Baseball (lower) fountain needs
cleaning bird feces.
Repair Needed and
In 2007, the school received a donation for 20 permanent benches for outdoor student seating. In addition, 26 outdoor lunch tables
were installed. Eight additional permanent benches were donated in 2010. Two large shade structures were installed in February
2008. A dedicated science computer lab was completed in spring 2008. Banners and building signage were added in 2011 and 2012.
Tesoro High School opened in 2001 and was completed in 2003. The school consists of 104 classrooms, two Gymnasiums, Theater,
Library, Career Center, two Music rooms, boys’ and girls’ Locker Rooms, Food Court, Weight Room, Pool, Stadium, and
Administrative Building. Tesoro received an all-weather track and field surface in the stadium in 2006. While the school is still new,
the need for repairs does arise. A work order process is used to ensure that any needed repairs are attended to on a timely basis.
The district Maintenance staff coordinates follow-up on the work orders. Safety concerns receive the highest priority from the
school staff and district Maintenance. The custodial staff maintains a consistent schedule to ensure that the school is clean.
•
•
•
•
*
Expulsions-------
Suspensions-------
Rate*
Page 3 of 16
Additionally, school administrators work closely with the School Mobile Assessment Resource Team (SMART) to thoroughly
investigate threats of harm. School officials help foster lines of open communication with students and parents to create a climate
where individuals feel comfortable reporting inappropriate activity, such as bullying and threats. School staff members take a strong
stand against any kind of bullying and threatening behavior and investigate such matters fully.
A comprehensive safety plan is in place and is updated multiple times each year. Aerial pictures and floor plans of each school site
are loaded on all local police unit computers. The plan involves emergency preparedness for natural disasters as well as for a
potential school shooter. Staff members are trained to handle a wide range of emergencies and the entire school population
participates in bi-annual drills. After each drill, feedback is used to update the school safety plan. The school staff continues to work
collaboratively with district office staff, the Orange County Sheriff’s Department, students, parents, and community leaders to
update and improve the plan as well as raise funds, obtain necessary safety equipment and food and water, and store these items
on campus.
III. School Climate
*
English-------
Avg.
Class
Size
32.8
Subject
Average Class Size and Class Size Distribution (Secondary)
1.1
Percent of
Total Enrollment
Group
Group
628
Grade 10-------
610
Number of Students
Grade 9-------
Grade Level
0
0
0
0
0
88
0
8
8
2011-12
0
106
2011-12
2012-13
---
4
2,076
2011-12
95.72
97.86
2.14
4.28
2.81
5.42
0
0
---
---
---
---
---
---
---
---
---
2,475
Academic Counselor
standards-based.
standards-based.
Science-------
standards-based.
standards-based.
Year of Adoption
Mathematics
Yes
Yes
Yes
From
Most Recent
Adoption?
Page 6 of 16
0%
0%
0%
Percent of Students
Lacking Own
Assigned Copy
*
Other-------
0
0
Nurse------Speech/Language/Hearing Specialist
0
Page 5 of 16
97.19
*
94.58
This School
Location of Classes
8
*
8
School
[ ]
2010-11
2010-11
[ ]
Indicator
89
2009-10
Teacher Credentials
[ ]
District
0
Psychologist-------
Teachers
2
V. Teachers
0
[X]
Number of FTE
Assigned to School
Overall Rating
Title
1
[ ]
3
[ ]
VI. Support Staff
[X]
[ ]
Repair Needed and
[ ]
[ ]
Poor
External:
Doors/Gates/Fences
[X]
Fair
Repair Status
Good
[ ]
Exemplary
Structural:
System Inspected
standards-based.
standards-based.2008 - All students are provided an
individual textbook or instructional material as
determined by verification from Textlink, an
automated tracking system - 2011. All textbooks are
state-adopted and standards-based.
Health-------
-----
State-------
-4.3
$5,455
-8.1
$5,681
$5,222
Basic/
Unrestricted
14.9
$68,835
2.6
$77,094
$79,082
Average
Teacher
Salary
0%
0%
0%
Percent of Students
Lacking Own
Assigned Copy
$106,564
$133,145
$275,000
Page 8 of 16
•
•
•
5%
39%
$223,357
$121,754
$111,101
$106,714
$85,397
$66,043
$41,455
State Average for
*
4%
$118,227
$97,766
45%
$72,593
$48,312
District
Amount
Category
Page 7 of 16
**
---
---
---
---
$1,639
Supplemental/
Restricted
Yes
Yes
Yes
From
Most Recent
Adoption?
---
*
---
$6,861
Total
District-------
School Site-------
Level
standards-based.
Year of Adoption
Foreign Language
75
77
Science-------
79
83
56
77
2010-11
School
81
82
59
81
2011-12
68
74
64
71
2009-10
72
78
66
73
2010-11
District
44
54
48
52
2009-10
48
57
50
54
2010-11
81
79
82
86
Male-------
Female-------
83
71
Filipino-------
Hispanic or Latino
80
62
33
36
49
60
51
56
2011-12
35
35
44
55
59
47
73
81
31
57
61
59
67
39
17
34
85
81
78
86
92
81
83
82
81
Science
36
44
66
79
82
70
86
87
100
76
86
81
73
Page 9 of 16
School
76
82
2010-11
77
76
2011-12
69
71
2009-10
District
69
75
2010-11
71
73
2011-12
30
18
Male------Female-------
21
33
Filipino------Hispanic or Latino
27
45
77
73
Two or More Races
English Learners------Students with Disabilities
State
56
59
2010-11
58
56
2011-12
8
23
39
32
30
32
43
26
32
29
31
27
19
0
15
41
47
36
36
55
50
40
45
46
Advanced
75
62
45
32
21
36
29
16
23
23
23
29
Not
Proficient
11
23
36
36
47
34
43
18
46
40
43
45
Proficient
Mathematics
14
15
18
32
33
30
29
66
31
38
34
27
Advanced
29
55.3
Page 10 of 16
10.8
*
-------9-------
Grade
Level
23
White-------
18
Asian-------
24
27
Proficient
Not
Proficient
Group
California High School Exit Examination Grade Ten Results by Student Group - Most Recent Year
*
54
54
2009-10
72
Mathematics
*
72
2009-10
Subject
California High School Exit Examination Results for All Students - Three-Year Comparison
For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.
California High School Exit Examination
The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results
of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or
advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB.
82
White-------
91
Asian-------
75
Mathematics
Group
*
73
81
67
75
2011-12
State
59
Mathematics-------
*
75
2009-10
Subject
5
669
3,202
5,603
Yes
Yes
Met API Criteria
Yes
Page 11 of 16
Yes
Yes
School
Yes
AYP Criteria
530,935
1,530,297
2,779,680
88,428
1,221,860
26,563
2,425,230
124,824
404,670
31,606
313,201
4,664,264
607
716
737
849
853
775
740
869
905
742
710
788
Growth API
Yes
Yes
No
No
Yes
Yes
No
District
Page 12 of 16
•
•
•
•
Yes
*
646
727
766
914
905
882
786
916
963
846
811
879
State
# of Students
123
784
8,547
2,021
23,645
55
9,330
634
41
13
1
2
10
2011-12
52
English Learners
806
878
898
838
922
2,044
133
363
38,239
Growth API
33
5
19
2
7
2010-11
119
47
1,339
Two or More Races
White-------
4
216
Hispanic or Latino
40
Filipino-------
955
877
893
# of Students
District
2012 Growth API
Made AYP Overall
8
24
37
33
23
2009-10
7
10
2011
5
116
14
Asian-------
1,781
Growth API
School
# of Students
Group
state level.
English Learners
Two or More Races
White-------
Hispanic or Latino
Filipino-------
Asian-------
Group
6
10
2010
Actual API Change
10
2009
Statewide-------
API Rank
X. Accountability
---
12.7
8
Year 3
2010-2011
In PI
District
99.70
0.1
2009-10
97.44
0.9
2010-11
97.67
0.6
2008-09
98.05
1.6
2009-10
District
The National Center for Education Statistics graduation rate as reported in AYP is provided in this table.
99.00
0.2
2008-09
School
*
Graduation Rate
Dropout Rate (1-year)
Indicator
96.63
1.8
2010-11
80.53
16.6
2009-10
Page 13 of 16
76.26
14.4
2010-11
Page 14 of 16
The District’s Carl Perkins strategic (five-year) and annual plans are annually reviewed and approved by the California Department of
Education as meeting or exceeding the State’s curriculum and content standards. Students have the opportunity to take coursework
in Grades 11 and 12 with the Capistrano-Laguna Beach Regional Occupation Program (ROP). These programs are taught by recently
employed or retired industry professionals with specialized credentials. The highlight of the ROP is the opportunity to engage in job
shadowing, internships, and apprenticeships in various industry sectors and pathways.
The District maintains two school-to-career, tech/prep academies certified by the California Department of Education as California
Partnership Academies. These specialized pathways provide students with internships between the student’s junior and senior year
of high school. In addition to these academies, there are several other pathways existing at the District’s comprehensive high
schools.
78.59
5.7
2008-09
State
In Grades 10 and 11 students are encouraged to enroll in a Career Technical Education (CTE) course of their choice. Each District
approved CTE course is compliant with the California State CTE Curriculum Model Curriculum Standards and Curriculum Framework.
Each of the State’s 15 industry sectors and 58 pathways contain guidance for teachers about the preparation of students to reach
“industry level” standards at the time of graduation. All District CTE teachers receive annual staff development to ensure that they
are aware of and know how to implement the latest industry sector standards in their respective career pathway.
Programs and classes offered that are specifically focused on career preparation and or preparation for work
How these programs and classes are integrated with academic courses and how they support academic achievement
How the school addresses the needs of all students in career preparation and/or preparation for work, including needs unique
to defined special populations of students
The measurable outcomes of these programs and classes, and how they are evaluated
State the primary representative of the district’s CTE advisory committee and the industries represented on the committee
---
---
---
---
---
---
---
---
---
---
---
---
State
Dropout Rate and Graduation Rate
•
•
•
•
•
Career Technical Education Programs (School Year 2011-12)
This section provides information about Career Technical Education (CTE) programs including:
82.2
86.9
92.7
97.7
97.8
100
92.8
98.6
97.8
91.3
98.3
96.6
District
Graduating Class of 2012
Preparation of students to enter the workforce begins in Grade 9 with completion of a required course entitled “Career and College
Preparation.” In this course, students research and present information through a desktop presentation on one career that does not
require post-secondary education and one that does require post-secondary education. Students also learn job searching, job
application, resume building, and interviewing techniques. Further, students learn the basics of job retention skills, including those
strongly recommended by the SCANS Report of 1991 and the Partnership for the 21st Century.
Specific high school courses
Grades in specified courses and test scores
Graduation from high school
81
“N/D” means that no data were available to the CDE or LEA to report.
100
English Learners
*
93.6
97.4
White------Socioeconomically Disadvantaged
100
100
95.5
Hispanic or Latino
Two or More Races
100
100
100
100
97.4
School
Filipino-------
Asian-------
All Students
Group
Completion of High School Graduation Requirements
This table displays, by student group, the percent of students who began the 2011-12 school year in grade twelve and were a part of
the school’s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion,
including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.
Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the
number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most
CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are
historically served by a CSU campus in that region. For admission, application, and fee information see the CSU webpage at
http://www.calstate.edu/admission/admission.shtml. (Outside source)
•
•
•
California State University
Eligibility for admission to the California State University (CSU) is determined by three factors:
For general admissions requirements, please visit the UC Admissions Information webpage at
http://www.universityofcalifornia.edu/admissions/. (Outside source)
University of California
Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the
top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified
college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are
adequately prepared for University-level work.
Admission Requirements for California’s Public Universities
XI. School Completion and Postsecondary Preparation
---
School
Indicator
% of CTE courses sequenced/articulated between the school/institutions of postsecondary education
3
6
6
21
50
Foreign Language
Mathematics
Science-------
Social Science
All courses
Where there are student course enrollments.
2
Fine and Performing Arts
*
10
English-------
Number of AP Courses Offered*
2
Subject
Computer Science
Page 15 of 16
Page 16 of 16
XII. Instructional Planning and Scheduling
10.9
---
---
---
---
---
---
---
Percent of Students In AP Courses
62.2
Advanced Placement Courses (School Year 2011–12)
74.8
2010-11 Graduates Who Completed All Courses Required for UC/CSU Admission
UC/CSU Course Measure
2011-12 Students Enrolled in Courses Required for UC/CSU Admission
Percent
100%
95.04%
% of pupils completing a CTE program and earning a high school diploma
Courses for University of California and/or California State University Admission
624
CTE Program
Participation
Number of pupils participating in CTE
Measure
Career Technical Education Participation (School Year 2011-12)
Finally, in Grades 10 through 12, students have the opportunity to take CTE courses that are available at Saddleback College for high
school and college credit. The District maintains a 2+2 Tech/Prep agreement with Saddleback, providing students opportunities to
take high school classes that eventually count for college credit when students transfer to Saddleback College. Additionally, the
District maintains a Concurrent College Studies Agreement with Saddleback, which permits students to take over 200 college courses
for high school and college credit concurrently. Many of these courses are CTE in nature and most articulate to college awarded and
industry recognized certificate programs that lead to immediate employment or promotion with an employment sector. Both CTE
and articulated courses available to high school students are indicated in each school’s curriculum guide.

RANCHO SANTA MARGARITA

Transcription

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