Reyburn Intermediate School - Clovis Unified School District
Transcription
Reyburn Intermediate School - Clovis Unified School District
Reyburn Intermediate School CDS Code: 10-62117-6116321 2901 DeWolf Avenue Clovis, CA 93619 • Phone: (559) 327-4500 • Grades: 7-8 • rec.cusd.com • Mr. Chuck Sandoval, Principal • [email protected] Principal’s Message At the Reagan Educational Center, Clovis East High School and Reyburn Intermediate take pride in meeting the needs of ALL students and preparing them in the areas of career and college post-graduation. Our core values and beliefs are based off the school district motto of “Be the Best You Can in Mind, Body, and Spirit.” The success of our students is evident in the accolades and awards our schools have received in the past from National Blue Ribbon, California State Distinguished, Schools to Watch, California Business for Educational Excellence, and WASC. One of our yearly goals is to have a strong line of communication with our families and to get parents involved at the site. This will allow our families to work closely with the school as we both support academic, cocurricular, and athletic programs. This will be done a variety of ways: Timberline, Parent Connect, newsletters, phone conversations, email, Web pages, and parent committees in which we hope all of you will become involved. The Timberwolf Foundation (look for our REC Foundation Membership application), School Site Council (SSC), English Learner Advisory Committee (ELAC), School Assessment Review Team (SART), and a variety of Booster Clubs are some of the many avenues available for parent involvement. Clovis Unified School District Janet Young, Superintendent E-mail: [email protected] Rosalie Baker, Assistant Superintendent www.cusd.com 1450 Herndon Avenue Clovis, CA 93611 Phone: (559) 327-9000 We look forward to another great school year and anticipate working with the staff, students, parents, and community of this exemplary school. The staff is committed to go above and beyond to ensure academic success; the student body is committed to being accessible to learning and displaying the Pillars of Character at all times. We want to challenge all of our students to become involved in every aspect of the school, have pride in being a part of the Wolf Pack, and embrace the spirit of our school. The Reagan Educational Center is a special place, and we will continue to work together as one cohesive family. Thank you to all of our Timberwolf families for making the REC such an amazing place to work. Chuck Sandoval Parental Involvement Reyburn encourages parents to become active participants in their student’s education through participation in one or more of our many parent committees. The Timberwolf Foundation is our major fundraising organization and always encourages parent involvement. The SART reviews school programs and conducts an annual survey to assess how well the school is meeting the needs of students and parents. Other parent committees include: • SSC • Hispanic Parent Outreach • Hmong Community Outreach • African American Parent Network • ELAC • Intercultural and Diversity Advisory Council (IDAC) • Student Study Team Parents are kept informed of school events through the quarterly school newspaper, The Timberline, and via the Reyburn school website. Ongoing orientations are conducted throughout the year to keep parents and students informed. Please contact Melanie Allen, Office Manager, at (559) 327-4071 or [email protected] for further details on how to offer your time at Reyburn. Clovis USD Governing Board The Clovis Unified School District Governing Board is comprised of seven board seats. Each seat represents a geographic portion of the District. Board Member terms are four years. Ginny Hovsepian, President Christopher Casado, Vice President Jim Van Volkinburg, D. D. S, Clerk Sandra A. Bengel, Member Betsy Sandoval, Member Brian Heryford, Member School Safety Richard Lake, C. P. A., Member Reyburn has a well-lit facility. Six years ago, 16 surveillance cameras were added. Seven administrators, campus monitors, one community liaison, one police officer, and six teachers are assigned supervision duty before, after, and during school hours. The School Safety Plan is updated annually during the first faculty meeting in August and is shared with staff and community members. Most recently, the plan was updated in January 2014. Monthly drills and debriefings are conducted regarding the steps to take in the event of a lockdown, evacuation, earthquake, fire, or any other hazardous situation. The staff is trained regarding each type of emergency, and a flip chart is kept in a handy location for referral. District AIMS Maximize Student Achievement for ALL Students Operate with Increasing Efficiency and Effectiveness 2013-14 School Accountability Report Card — Published during the 2014-15 school year In accordance with state and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of the school’s progress, test scores and achievements. Develop, Sustain, and Value a Quality Workforce 2 2013-14 School Accountability Report Card Enrollment by Student Group Enrollment by Grade Level The bar graph displays the total number of students enrolled in each grade for the 2013-14 school year. The total enrollment at the school was 1,166 students for the 2013-14 school year. The pie chart displays the percentage of students enrolled in each group. 2013-14 School Year Demographics 2013-14 Enrollment by Grade Two or More Races 1.7% White 28.5% 587 7 8 No Response 0.4% Hispanic or Latino 37.8% 579 Black or African-American 3.0% Filipino 3.4% Native Hawaiian or Pacific Islander 0.1% American Indian or Alaska Native 0.7% Asian 24.4% Socioeconomically disadvantaged English learners Students with disabilities 56.40% 7.70% 6.40% “Be the Best You Can be in Mind, Body, and Spirit” School Facility Items Inspected The tables show the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected. • Systems: Gas systems and pipes, sewer, mechanical systems (heating, ventilation and air-conditioning) • Interior: Interior surfaces (floors, ceilings, walls and window casings) • Cleanliness: Pest and vermin control, overall cleanliness (school grounds, buildings, rooms and common areas) • Electrical: Electrical systems (interior and exterior) • Restrooms/fountains: Restrooms, sinks/drinking fountains (interior and exterior) School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor. In order to maintain our facilities in top condition, CUSD has utilized the services from a third party to perform the 2014-15 William’s Inspection utilizing the Facilities Inspection Tool (FIT). This will allow Clovis Unified to obtain an objective evaluation of our facilities in order to continue to maintain the safest and best facilities for students and staff. 2014-15 School Year School Facility Good Repair Status Items Inspected Repair Status Items Inspected Repair Status Systems Good Restrooms/fountains Good Interior Good Safety Good Cleanliness Good Structural Good Electrical Good External Good • Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior) Overall summary of facility conditions • Structural: Structural damage, roofs Date of the most recent school site inspection 10/10/2014 • External: Windows, doors, gates, fences, playgrounds, school grounds Date of the most recent completion of the inspection form 10/10/2014 Good Reyburn Intermediate School 3 2013-14 School Accountability Report Card Deficiencies and Repairs The table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed. For all items inspected that were found to not be in “good repair,” a work-order has been created and maintenance will be done before the end of the 2014-15 school year. Maintenance items will be prioritized so that student safety is not compromised. 2014-15 School Year Deficiencies and Repairs Items Inspected Deficiencies, Action Taken or Planned, and Date of Action Systems R-116: AC Unit Is Rattling Interior R-218: Ceiling Tiles Are Cracked/Ceiling Tile Has Hole Interior R-505: Small Water Stains In Class Room; R-219: Water Stains Ceiling Tiles Interior Boys RR: Hand Dryer Is Rusted/Paint Chipping Interior Bldg H 1St Fl Library: Trip Hazard At Front Counter/3 Outlet Covers Are Sinking Electrical R-219: Exposed Wires/3 Intranet Outlets Are Missing Electrical Bldg. E Gym: Outlet Cover Is Missing By Fire Extinguisher Northeast Exit Restroooms/Fountains Boys RR: Urinal Leaking At Fitting Safety R-116: Items Stacked On Shelves Above Left/Earthquake Hazard Safety R-206: Certification Tag Is Missing On Fire Extinguisher External Boys RR: Stall Door Is Rusted School Facilities Continued from left • Boys’ and girls’ locker rooms with restrooms • A large gymnasium • Computer Lab We provide a clean, safe learning environment. Our custodial staff of daytime and evening custodians perform basic cleaning operations daily and maintain the grounds and buildings. In addition, deep cleaning is conducted two times a year at each site. Suspensions and Expulsions School Facilities Reyburn School is part of the Reagan Educational Center Complex and sits on 55 acres. Reyburn Intermediate School has a gymnasium, six lighted tennis courts, 12 basketball/volleyball courts, a football stadium, four soccer fields, two baseball diamonds, and two softball diamonds. One of the largest swimming complexes and agricultural farms in the United States is shared with adjoining Clovis East High School. Two additional restroom facilities are located next to the Athletic Office and near the 100 wing. Less than six years old, the classrooms all have modern equipment and Internet access. The Library Media Center is a state-of-the-art facility that supplies information in a variety of forms including print, email, Internet, video, CD-ROMs, and laser discs. The library media teacher works collaboratively with teachers and students. One library technician is also available to assist students and teachers. Reyburn has more than 70 classrooms as well as the following structures: • Six separate office areas • Nurse’s office • Teachers’ lounge This table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions. Suspension and Expulsion Rates Reyburn IS 11-12 12-13 13-14 Suspension rates 12.0% 11.2% 6.9% Expulsion rates 0.1% 0.3% 0.1% CUSD • Multipurpose room 11-12 12-13 13-14 Suspension rates 6.5% 5.2% 5.0% Expulsion rates 0.2% 0.2% 0.2% 11-12 12-13 13-14 Suspension rates 5.7% 5.1% 4.4% Expulsion rates 0.1% 0.1% 0.1% • Wrestling room • Art room • Drama room • Activities room • Band room California • Choir room • Exploring Technology lab • Thin Client Technology Lab • Two snack bars with restrooms Continued on sidebar 4 California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results Beginning in the 2013-14 school year, the Standardized Testing and Reporting (STAR) Program was eliminated and replaced by a new set of assessments called the California Assessment of Student Performance and Progress (CAASPP). Because of the state’s adoption of the Common Core State Standards and implementation of a new student-testing system, limited data is available to report in the SARC. For the 2013-14 school year, the CAASPP included the Smarter Balanced Assessments, alternate, science, and other optional assessments. In the spring of 2014, California began field-testing the Smarter Balanced Assessments in English language arts and mathematics. These tests were not officially scored, so there is no data to report. The science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA), similar to the STAR Program. Therefore it is acceptable to make comparisons to previous year results. The CST is a multiple-choice test in science for varying grade levels. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan (IEP). The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications, or the CMA with accommodations. For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca. 2013-14 School Accountability Report Card California Assessment of Student Performance and Progress Results: Science (grades 5, 8 and 10) The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Advanced levels (meeting or exceeding state standards) in science. Three-Year Data Comparison Students Scoring at Proficient or Advanced Levels Reyburn IS CUSD California Subject 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14 Science 80% 83% 84% 78% 77% 79% 60% 59% 60% California Assessment of Student Performance and Progress Results by Student Group: Science (grades 5, 8 and 10) Spring 2014 Results Students Scoring at Proficient or Advanced Levels Group Science All students in the district 79% All students at the school 84% Male 84% Female 83% Black or African-American 62% American Indian or Alaska Native v Asian 91% Filipino 100% Hispanic or Latino 74% Native Hawaiian or Pacific Islander v White 88% Two or more races 100% Socioeconomically disadvantaged 77% English learners 55% Students with disabilities 83% Students receiving Migrant Education services v Standardized Testing and Reporting Results for All Students The table below shows the percentage of students who scored at Proficient or Advanced levels (meeting or exceeding state standards) in English language arts, mathematics and history/social science. Because of the new CAASPP field-testing in the spring of 2014, there are no scores to be reported. The last available scores under the STAR Program are shown. Three-Year Data Comparison Students Scoring at Proficient or Advanced Levels Reyburn IS CUSD California Subject 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13 English language arts 69% 71% 70% 72% 74% 73% 54% 56% 55% Mathematics 49% 53% 64% 67% 68% 69% 49% 50% 50% History/social science 49% 53% 56% 60% 61% 62% 48% 49% 49% v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy. Reyburn Intermediate School 2013-14 School Accountability Report Card 5 API Ranks Schools are ranked in 10 categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” compares its API to the APIs of all other schools statewide of the same type (elementary, middle or high school). A “similar schools API rank” reflects how a school compares to 100 statistically matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools’ API rank. API Ranks Academic Performance Index The Academic Performance Index (API) is a numeric rating system that reflects a school and district’s performance level based on the results of annual statewide student assessments. It is used to measure the academic performance and progress of the schools within California. Individual outcomes are converted to points on the API scale and then averaged across all students and all tests, resulting in a single number, or API score, measured on a scale from 200 to 1,000. This score reflects the school, district or a student group’s performance level based on the results of statewide testing. The state has set an API score of 800 as the statewide target. 2011 2012 2013 With a complete change of the K-12 education system, the State Board of Education temporarily suspended API. No API scores or ranks will be calculated for the next two years, as California continues the transition to the new Common Core State Standards and California Assessment of Student Performance and Progress. Statewide API Rank 8 8 8 To learn more about API, please visit www.cde.ca.gov/ta/ac/ap for the API information guide and www.cde.ca.gov/ta/ac/ar/aprfaq.asp for information on the changes to API. Similar Schools API Rank 6 7 9 Three-Year Data Comparison API Growth by Student Group Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or at least 100 students with valid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district and state level followed by the actual API change in points added or lost for the past three years at the school. 2013 Growth API and Three-Year Data Comparison API Growth by Student Group Reyburn IS – Actual API Change 2013 Growth API Group Reyburn IS CUSD California 10-11 11-12 12-13 All students 866 878 790 7 23 9 Black or African-American 787 824 707 n n n v 835 742 n n n Asian 895 897 906 22 40 14 Filipino 970 938 867 n n n Hispanic or Latino 824 843 743 16 5 5 v 885 773 n n n White 887 897 852 -12 32 7 Two or more races 900 906 845 n n n Socioeconomically disadvantaged 836 829 742 6 20 14 English learners 809 813 717 -1 84 -28 Students with disabilities 658 718 616 n n n American Indian or Alaska Native Native Hawaiian or Pacific Islander v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy. n Data are reported only for numerically significant groups. 6 2013-14 School Accountability Report Card Adequate Yearly Progress Types of Services Funded “Children Are Our Most Precious Resource” On an annual basis, Clovis Unified School District submits the Application for Funding Consolidated Categorical Aid Programs commonly called the Con Ap. The application is submitted in two parts: Part I, which contains program and demographic information, is submitted by June 1 each year; Part II, which contains the budget information and additional program data, is submitted by January 31 each year. The categorical programs included in the application are Title I, Part A – (Improving the Academic Achievement of the Disadvantaged Improving, Title I, Part C – Migrant Education, Title II, Part A – Preparing, Training, and Recruiting High Quality Teachers and Principals, and Title III – Language Instruction for Limited English Proficient and Immigrant Students. Essentially, these funds are designed to assist students in mastering state standards. The 2013–14 California Department of Education (CDE) budget package replaces the previous K–12 finance system with a new Local Control Funding Formula (LCFF). For school districts and charter schools, the LCFF creates base, supplemental, and concentration grants in place of most previously existing K–12 funding streams, including revenue limits and most state categorical programs. For county offices of education (COEs), the LCFF creates separate funding streams for oversight activities and instructional programs. The goal of the LCFF is to significantly simplify how state funding is provided to local educational agencies (LEAs). Under the new funding system, revenue limits and most state categorical programs are eliminated. LEAs will receive funding based on the demographic profile of the students they serve and gain greater flexibility to use these funds to improve outcomes of students. The LCFF creates funding targets based on these student characteristics. The Local Control Accountability Plan (LCAP) is an important component of the LCFF. Under the LCFF all districts are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to EC Section 52060(d). Each school district must engage parents, educators, employees and the community to establish these plans. Parental and community engagement of all stakeholders is critical to the development of the district LCAP. CUSD continues to work with all stakeholder groups in holding various district and school committee meeting and forums designed to gather information on various specific areas of importance. Continued on page 7 The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. Because California is changing the assessments and the accountability system it uses to evaluate school performance, the U.S. Department of Education has approved a waiver to allow California not to make Adequate Yearly Progress determinations for elementary and middle schools. They will receive the same AYP determinations as in 2013. High schools will not be affected by this waiver and will continue to receive AYP determinations because they are based on California High School Exit Exam (CAHSEE) results and graduation rates. For more information on Adequate Yearly Progress, please visit www.cde.ca.gov/ta/ac/ay. 2013-14 School Year Adequate Yearly Progress Criteria Reyburn IS CUSD English language arts Mathematics English language arts Mathematics ÷ Met overall AYP Met participation rate Met percent proficient Met graduation rate Federal Intervention Program Schools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English language arts or mathematics) or on the same indicator (API or graduation rate) enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percent of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district. Due to the waiver that allows California to use the same AYP determinations as 2013, no new schools will enter or exit Program Improvement, and current PI schools will not advance a year in their PI status. This table displays the 2014-15 PI status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp. 2014-15 School Year Federal Intervention Program Reyburn IS CUSD Not Title I In PI First year of Program Improvement ² 2011-2012 Year in Program Improvement* ² Year 3 Program Improvement status Number of schools identified for Program Improvement 9 Percent of schools identified for Program Improvement 60.00% For 2014, only high schools and high school local educational agencies (LEAs) that enrolled students in grades nine, ten, eleven, and/or twelve on Fall Census Day in October 2013 will receive an AYP Report. Because students in grades three through eight participated in the Smarter Balanced Field Test during the 2013–14 academic year, the U.S. Department of Education approved a determination waiver for California which exempts elementary schools, middle schools, elementary school districts, and unified school districts from receiving a 2014 AYP Report. ÷ Not applicable. The graduation rate for AYP criteria applies to high schools. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. ² Not applicable. Reyburn Intermediate School 2013-14 School Accountability Report Card 7 Types of Services Funded Continued from page 6 District Mission Statement The plans will describe the school district’s overall vision for students, annual goals and specific actions the district will take to achieve the vision and goals. To be a quality educational system providing the resources for all students to reach their potential in mind, body, and spirit. The LCAPs must focus on eight areas identified as state priorities. District plans will also demonstrate how the district’s budget will help achieve the goals, and assess each year how well the strategies in the plan were able to improve outcomes. Clovis Unified Schools are committed to establishing a true partnership with all facets of the Clovis Learning Community. CUSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. We know from research that participation in your child’s education will not only bring success to your child but other children in the school. Our parents truly make a difference in the lives of Clovis kids! CUSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, District or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the CUSD include the following: • School Site Council (SSC) • English Learner Advisory Committee (ELAC) • District Advisory Committee (DAC) and School Advisory Committee (SAC) • District Advisory Committee (DAC) • District English Learner Advisory Committee (DELAC) • District Migrant Education Parent Advisory Committee (DMEPAC) • District Indian Education Parent Advisory Committee (IPAC) • School and District level School Assessment Review Team (SART) • Intercultural and Diversity Advisory Council (IDAC) School Motto Perseverance Academic Achievement Community Kids First PRIDE School Mission Statement We encourage all parents and guardians to become involved with their child’s education, at the classroom level, the school wide level, as well as the District level. Each school’s Single Plan for Student Achievement (SPSA) describes the school’s basic educational program and the categorical supplementary programs/services that are designed to support student achievement of each and every student. Parental involvement is a necessary and vital part of developing the SPSA as well as our overall program. At the District level parent committees provide input into each site’s SPSA and to the District’s Local Education Agency Plan (LEAP). If you would like additional information on any of the District Parent Council or Committee, please call your child’s school. The principal, learning director, or guidance instructional specialist (GIS) would be happy to assist you. You could also visit www.cusd.com/specialprojects. These two school committees meet on a quarterly basis. The committees are comprised of administration, staff, and parents. Students are also involved at the intermediate and secondary level. Listed below are several parent committees that assist with categorical programs and funding. For more information, please call your school or go to: www.cusd.com/specialprojects. The mission of the Reagan Educational Center is to graduate students who possess the background knowledge, academic skills, and technological expertise that they will need to become lifelong learners, productive workers, and civicminded community members. The REC also believes that participation in school activities builds stronger relationships, improves self-esteem, and develops the skills students need to prepare them to meet future challenges in college and the workforce. School Site Council (SSC): All schools receiving categorical funds are required to form an SSC. The SSC is composed of parents, students at the secondary level, and school personnel, and is responsible for developing, implementing and evaluating the SPSA programs. Members serve for two years and are elected by their peers. District Advisory Committee (DAC)/School Advisory Committee (SAC): If a district uses Economic Impact Aid (EIA) funds for State Compensatory Education programs, as Clovis does, it is required to have both a SAC and a DAC. The SAC and DAC are advisory committees for the purpose of advising schools and the District regarding compensatory education programs. The SSC has approved to designate our SSC pursuant to California Education Code Section 52852 to function as the SAC. English Language Advisory Committee (ELAC): All schools enrolling 21 or more English Learners are required to form an ELAC. The ELAC is composed of parents and school personnel. The ELAC provides input and makes recommendations to the principal, staff, and SSC regarding services for English Learners as well as conducts an annual survey. Members serve for two years. District English Language Advisory Committee (DELAC): Whenever there are 51 or more EL students in the District, there shall be a functioning DELAC. It is important that each school site ELAC elect a DELAC representative and arrange to have that representative attend every DELAC meeting. Currently the DELAC bylaws require each DELAC representative to be 1) a parent/guardian of an EL or former EL (i.e., a reclassified fluent English-proficient student) currently enrolled at the site he/she represents, and 2) elected to serve as the DELAC representative by the site ELAC. The following is an overview of the categorical funding and programs in CUSD. These funds are further discussed and outlined in each school’s SPSA and at the committee meetings. Rationale: General District funds provide support for the District’s base/core curriculum program. Some children have special characteristics, not reflective of the general school population, that affect their success in the base/core programs. Continued on page 8 Social Media Follow Clovis Unified news and events on Twitter and Facebook — Clovis Unified uses Facebook and Twitter to update our community on current events and decisions impacting our schools. Parents, students, employees, and community members are invited to follow the District by clicking on the social media icons located on the right-hand side of the District Web site, www.cusd.com. 8 Types of Services Funded Continued from page 7 Some come from economically disadvantaged homes. Some are educationally disadvantaged or lack English-language proficiency because they have a primary language other than English. Children, such as those described above, require supplemental services and materials not generally provided through the base/core curriculum program. The needs of our children are identified and supplemental services and materials are planned and targeted to meet their special needs. Categorical funds are to be used to provide the financial support to meet these special needs. Philosophy: All CUSD schools offer students with special needs the same kind of high-quality learning opportunities and access to the core curriculum in all curricular areas. Categorical funds are designed to support additional assistance to help students succeed in the regular classroom program (base/core curriculum) and address any learning gaps. The focus is on the effective utilization of supplementary materials, personnel, and staff development. Staff development activities are used to improve instructional practices and strategies to increase the ability of teachers and other staff to challenge and assist all students to reach their fullest potential. Categorical Program Descriptions 1. After School Safety and Education Funds (ASES) - This state funded and administered program provides three year grant funding to establish or expand after school programs that provide students with academic support and intervention, enrichment opportunities and supportive services to help the students meet state and local standards in core content areas. The purpose of the ASES program is to create additional educational and recreational opportunities for students within the learning community while providing a safe environment for students. The goals of this program are to: 1) improve academic achievement, and 2) provide enrichment opportunities that reinforce and complement the academic program. California Physical Fitness Test 2. Title I, Part A (Improving the Academic Achievement of the Disadvantaged) - A federal-funded program to provide high-quality opportunities for students in high-poverty schools to meet district and state content and performance standards. Each spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas: 3. Title I, Part A, Title X, Part C, Education for Homeless Children and Youths: Title I, Part A funds to provide comparable services to homeless children that assist them to effectively take advantage of educational opportunities as provided to children in schools funded under Title I, Part A. These comparable services shall be provided to homeless children in public and private schools, shelters and other locations where children may live, institutions for neglected children and, where appropriate, local institutions such as local community day school programs. This reservation requirement is not formula driven. 1. Aerobic Capacity 4. Title I, Part C (Migrant Education Program) - A federal-funded program focused on providing services for migratory students and their families. 2. Body Composition 3. Flexibility 4. Abdominal Strength and Endurance 5. Title I, Part D: Local Delinquent Programs - A funded program that serve students who are neglected, delinquent, or at-risk; including programs involving collaboration with locally operated correctional facilities. 5. Upper Body Strength and Endurance 6. Title II, Part A (Preparing, Training and Recruiting High Quality Teachers and Principals) - A federal-funded program focused on teacher and principal training and recruitment programs. 6. Trunk Extensor Strength and Flexibility Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram®. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf. Percentage of Students Meeting Fitness Standards 2013-14 School Year Grade 7 Four of six standards 13.70% Five of six standards 22.10% Six of six standards 55.80% 7. Title III (Language Instruction for English learners(ELs) and Immigrants) - A federal-funded program focused on assisting school districts in teaching English to limited English proficient students (English learners) and Immigrants and helping these students meet the same challenging State standards required of all other students. 8. Title VII (Indian Education Formula Grant) - A federal-funded program focused on helping Native American/Alaskan Native students meet the same challenging State standards required of all other students. The goal of the CUSD staff is to create and maintain the best educational environment possible. This can be accomplished with your support and input. If you have any questions, concerns, or would like to become more involved in the educational process at your school, please contact your school principal. Your school can assist you in learning more about categorical programs. You may want to become involved in your school’s School Site Council (SSC), English Learner Advisory Committee (ELAC), and/ or attend the Annual Title I Parent Meeting. During the fall each school will send additional Information about these activities. At the district level, we encourage you to become involved with our DELAC. We encourage and look forward to your involvement in the programs we offer our learning community. If you have any questions, please call your child’s school or the CUSD Department of Special Projects at (559) 327-9086, additional information may be found at www.cusd.com/specialprojects. “We encourage all parents and guardians to become involved with their child’s education, at the classroom level, the school wide level, as well as the District level.” Reyburn Intermediate School 2013-14 School Accountability Report Card 9 Class Size Distribution The bar graph displays the three-year data for average class size, and the table displays the three-year data for the number of classrooms by size. Three-Year Data Comparison Average Class Size 11-12 24 33 32 32 35 35 33 32 30 12-13 13-14 33 28 22 English-Language Arts Mathematics Science History-Social Science Three-Year Data Comparison Number of Classrooms by Size 2011-12 2012-13 2013-14 The district focused all professional development activities around five identified needs: First Time Best Instruction, Mastery Learning, Professional Learning Communities, Transitioning to the Common Core, and Systematic Interventions. In the 2014-2015 school year, we dedicated two additional days for professional development. This brings a total of five professional development days for our certificated staff. Due to state budget cuts and the addition of “furlough” days, in 2010-11, 2011-12, and 2012-13, all professional development opportunities for CUSD staff have been moved to before and after the school year, after school, early dismissal days, within the school day, and on weekends. These additional days will assist with the continued transition of Common Core State Standards. 2012-13 2 days 27 2013-14 3 days 10 22 2014-15 5 days 6 2 28 4 4 27 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ English language arts 19 17 14 20 8 22 6 4 Mathematics 5 25 4 9 21 7 Science 2 3 26 4 28 History/social science 8 17 14 4 22 8 Continued from left Professional Development Days Number of Students Subject Professional Development “Children Are Our Most Precious Resource” Professional Development The Leadership Team and the Professional Learning Community decide on the department needs for staff development. Each department sets goals that are aligned with site and District aims. Teachers have been given professional development days in the following areas: • Checking For Understanding (CFU) • Lesson Design • Writing Strategies • Career Technical Education • Mastery Learning Core Values • Visual Arts Curriculum Development • Students • Curriculum calendars and benchmark testing in English, math, science, social science, and foreign-language areas • Employees • Professional Learning Communities • Community • Schools and Facilities • Aligning counseling program with national standards • Guided Practice and Student Feedback • First-Time Best Instruction District Vision Statement • Explicit Direct Instruction • Common Core State Standards Continued on sidebar Clovis Unified School District strives to be America’s benchmark for excellence in education. 10 2013-14 School Accountability Report Card Textbooks and Instructional Materials Availability of Textbooks and Instructional Materials The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials. Percentage of Students Lacking Materials by Subject 2014-15 School Year Reading/language arts Clovis Unified School District sets a high priority upon ensuring there are sufficient textbooks and materials to support the district’s instructional program. CUSD Board Policy Number 3301 establishes criteria and procedures for the adoption of all textbooks. All K-8 textbooks purchased have been approved by the State Board of Education. Textbooks and instructional materials purchased for grades 9-12 are aligned to the State content standards and adopted by the Clovis Unified Governing Board. The Department of Special Projects continues to support the school sites with funding that allows for the purchase of supplementary instructional material for our students, including English Learners in grades K-12. The supplemental material is designed to accelerate pupils as rapidly as possible toward grade-level proficiency in the core subjects of English-language arts, math, social science, and science. These supplemental materials are used in addition to the basic reading/language arts and other core materials provided for every student and are correlated to state content standards. 0% 2014-15 School Year Textbooks and Instructional Materials List Mathematics 0% Science 0% History/social science Subject Textbook Adopted English language arts McDougal Littell 7th California Literature 2010 0% English language arts McDougal Littell 8th California Literature 2010 Visual and performing arts 0% Mathematics Glencoe/McGraw Hill California Math (6-8) 2014 Foreign language 0% Mathematics Glencoe/McGraw Hill Math Accelerated (7) 2014 Health 0% Mathematics Glencoe McGraw Hill Focus on Physical Science 2007 Mathematics Holt, Rinehart & Winston California Life Science 2007 Mathematics Glencoe Discovering Our Past – Medieval and Early Modern Times Holt Rinehart & Winston, U.S. History: Independence to 1914 2006 School Vision Statement Science The Reagan Educational Center continues to build on a long-held Clovis Unified tradition—the Sparthenian concept of “mind, body, and spirit.” This concept shapes the vision of the REC, which states that every student will be given an opportunity to maximize his or her potential in the areas of mind, body, and spirit. Science McDougal Littell 7th California Literature 2010 History/social science McDougal Littell 8th California Literature 2010 History/social science Glencoe/McGraw Hill California Math (6-8) 2014 2007 Quality of Textbooks The following table outlines the criteria required for choosing textbooks and instructional materials. 2014-15 School Year Quality of Textbooks Criteria Yes/No Are the textbooks adopted from the most recent state-approved or local governing board-approved list? Yes Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education? Yes Do all students, including English learners, have access to their own textbooks and instructional materials to use in class and to take home? Yes “Where Character Counts” Currency of Textbook Data This table displays the date when the textbook and instructional materials information was collected and verified. Currency of Textbooks 2014-15 School Year Data collection date 10/2014 Public Internet Access Internet access is available at all CUSD school sites, public libraries, and other locations that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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. For information on usage of Fresno County public libraries, including public use of computers with Internet access, please call (559) 488-3195 or visit www.fresnolibrary.org. Reyburn Intermediate School 11 2013-14 School Accountability Report Card Teacher Qualifications This table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov. Three-Year Data Comparison Teacher Credential Information CUSD Reyburn IS Teachers 14-15 12-13 13-14 14-15 With full credential 1,677 43 43 49 Without full credential 21 2 1 1 Teaching outside subject area of competence 20 3 5 1 Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassignments of English learners. Teacher Misassignments and Vacant Teacher Positions Three-Year Data Comparison Academic Counselors and School Support Staff Reyburn IS Teachers 12-13 13-14 14-15 Teacher misassignments of English learners 0 0 0 Total teacher misassignments 0 0 0 Academic Counselors and School Support Staff Data Vacant teacher positions 0 0 0 2013-14 School Year This table displays information about academic counselors and support staff at the school and their full-time equivalent (FTE). Academic Counselors Core Academic Classes Taught by Highly Qualified Teachers The No Child Left Behind Act (NCLB) extended ESEA to require 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 competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2013-14 school year. High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq. 2013-14 School Year No Child Left Behind Compliant Teachers Percent of Classes in Core Academic Subjects FTE of academic counselors Ratio of students per academic counselor 6.0 194:1 Support Staff FTE Social/behavioral or career development counselors 0.0 Library media teacher (librarian) 1.0 Library media services staff (paraprofessional) 1.0 Psychologist 0.8 Social worker 0.0 Nurse 1.0 Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers Reyburn IS 89.29% 10.71% All schools in district 92.53% 7.47% High-poverty schools in district 89.26% 10.74% Other Low-poverty schools in district 96.00% 4.00% Student relations liaison 1.0 Health aide 0.5 Speech/language/hearing specialist Resource specialist (non-teaching) 1.0 0.0 FTE 12 Financial Data School Financial Data The following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources. School Financial Data District Financial Data 2012-13 Fiscal Year Total expenditures per pupil Expenditures per pupil from restricted sources The financial data displayed in this SARC is from the 2012-13 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org. $4,319 $130 Expenditures per pupil from unrestricted sources $4,188 Annual average teacher salary $59,835 This table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits. CUSD Similar Sized District Beginning teacher salary $34,699 $41,761 Midrange teacher salary $57,833 $66,895 Highest teacher salary $74,146 $86,565 Average elementary school principal salary $90,140 $108,011 Average middle school principal salary $95,124 $113,058 Average high school principal salary $99,501 $123,217 $225,000 $227,183 Teacher salaries — percent of budget 36% 38% Administrative salaries — percent of budget 5% 5% Superintendent salary Expenditures Per Pupil 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. School Accountability Report Card Published By: www.sia-us.com | 800.487.9234 2012-13 Fiscal Year District Salary Data Financial Data Comparison This table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data. 2012-13 Fiscal Year Financial Data Comparison Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary Reyburn IS $4,188 $59,835 CUSD $4,610 $61,519 California $4,690 $70,720 School and district — percent difference -9.2% -2.7% School and California — percent difference -10.7% -15.4% Data for this year’s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners. For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page at www.cde.ca.gov/ta/ac/ap. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year. All data accurate as of December 2014. Local Control Accountability Plan (LCAP) Requirements The table below outlines the eight state priority areas and whether or not the data are included in the School Accountability Report Card. Local Control Accountability Plan Requirements Alignment Between the Eight State Priority Areas and the SARC Education Code (EC) Data Required in the SARC Priority 1: Basic Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. EC § 52060 (d)(1) Yes Pupils have access to standards-aligned instructional materials. EC § 52060 (d)(1) Yes School facilities are maintained in good repair. EC § 52060 (d)(1) Yes Priority 2: Implementation of State Standards Implementation of academic content and performance standards adopted by the state board for all students, including English Language Development standards for English learners. EC § 52060 (d)(2) No Priority 3: Parental Involvement Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC § 52060 (d)(3) Yes Priority 4: Pupil Achievement Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC § 52060 (d)(4)(A) Yes The Academic Performance Index. EC § 52060 (d)(4)(B) Yes The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. EC § 52060 (d)(4)(C) Yes The percentage of English learners who make progress toward English proficiency (e.g., California English Language Development Test). EC § 52060 (d)(4)(D) No The English learner reclassification rate. EC § 52060 (d)(4)(E) No The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher. EC § 52060 (d)(4)(F) No The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment Program. EC § 52060 (d)(4)(G) No Priority 5: Pupil Engagement School attendance rates. EC § 52060 (d)(5)(A) No Chronic absenteeism rates. EC § 52060 (d)(5)(B) No Middle school dropout rates. EC § 52060 (d)(5)(C) No High school dropout rates. EC § 52060 (d)(5)(D) Yes High school graduation rates. EC § 52060 (d)(5)(E) Yes Priority 6: School Climate Pupil suspension rates. EC § 52060 (d)(6)(A) Yes Pupil expulsion rates. EC § 52060 (d)(6)(B) Yes Other local measures including surveys of students, parents, and teachers on the sense of safety and school connectedness. EC § 52060 (d)(6)(C) Yes1 Priority 7: Course Access Pupils have access to and are enrolled in a broad course of study that includes all subject areas. EC § 52060 (d)(7) No Priority 8: Other Pupil Outcomes Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, career technical education, and other studies prescribed by the governing board. EC § 52060 (d)(8) 1 School safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC. 2 English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC. Yes2
Similar documents
Miramonte Elementary School - Clovis Unified School District
White Two or more races
More information