Highland Oaks Elementary School - Arcadia Unified School District

Highland Oaks Elementary School
2013-14
Published During 2014-15
Highland Oaks
Elementary
Contact Information (School Year 2014-15)
10 Virginia Dr.
Arcadia, CA 91006-1899
(626) 821-8354
Principal:
Tina Cunningham
Contact E-mail Address:
County-District-School (CDS) Code: 19642616011167
Arcadia Unified
Contact Information (School Year 2014-15)
(626) 821-8300
www.ausd.k12.ca.us
Superintendent:
Contact E-mail Address:
David Vannasdall
Highland Oaks Elementary 2013-14
School Accountability Report Card
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.
• For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at
http://www.cde.ca.gov/ta/ac/sa/.
• For additional information about the school, parents and community members should contact the school principal or the district
office.
I. Data and Access
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page 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.
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., 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 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.
Additional Information
For further information regarding the data elements and terms used in the SARC see the 2013-14 Academic Performance Index
Reports Information Guide located on the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.
II. About This School
District Contact Information - Most Recent Year
District Name
Arcadia Unified
Phone Number
(626) 821-8300
Superintendent
David Vannasdall
E-mail Address
Web Site
www.ausd.k12.ca.us
School Contact Information - Most Recent Year
School Name
Highland Oaks Elementary
Street
10 Virginia Dr.
City, State, Zip
Arcadia, CA 91006-1899
Phone Number
(626) 821-8354
Principal
Tina Cunningham
E-mail Address
Web Site
www.ho.ausd.net
County-District-School (CDS) Code
19642616011167
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Highland Oaks Elementary 2013-14
School Accountability Report Card
School Description and Mission Statement– Most Recent Year
In the spring of 2012, Highland Oaks School was honored as a California Distinguished School. Highland Oaks School is
committed to enhancing learning for all young scholars with an emphasis on higher order, critical thinking skills. We believe the
key components that favor quality results and improvement include a rigorous curriculum that is flexible enough to support all
students’ learning, opportunities for students to apply and practice problem solving in all academic areas, and support for a
faculty of lifelong learners who work together and provide effective instructional planning. Instruction in kindergarten through
fifth grade is individualized to challenge all students from diverse cultures.
Highland Oaks School is committed to a rigorous educational program with high academic expectations. Our curriculum is
designed to meet the diverse academic and social needs of students in a dynamic learning environment, with outstanding
resources and a vision for excellence. Our resources include dedicated and highly trained teaching professionals; wellprepared and eager students with a zest for learning; a talented and supportive parent community; and a vision for education
that demands commitment and support for academic excellence, technology, and the arts in a nurturing child-centered
environment. Our goal is to provide opportunities for all students to obtain the skills, knowledge, attitude, and values they need
to reach their full potential as productive citizens prepared for the 21st century.
Highland Oaks School is committed to consistently creating a safe, challenging, and joyful learning environment, where all
individuals are treated respectfully and are valued members of the school community. The philosophy of expected behaviors
and discipline is to promote self-respect, self-discipline, caring for others, problem-solving, and responsibility in a fair and
equitable manner. The parent-teacher-student partnership is an integral component of our school community in support of
student academic and social growth.
Major Achievements – Most Recent Year
The California Department of Education recognized Highland Oaks as a California Distinguished School in 2012. Highland
Oaks is currently recognized as a Top 60 Great School by Los Angeles Magazine. The California Business for Education
Excellence: Just for the Kids Honor Roll recognized Highland Oaks for sustained high academic achievement and steady
progress toward closing achievement gaps for all students. We attribute our success to many aspects of our educational
program, including a clear focus on school-wide goals; faculty participation in an authentic and active professional learning
community; strong support for students in small reading groups; technology to support and expand learning; and afterschool
enrichment classes in hands-on science experiences, chess, instrumental music, book clubs, and technology and video clubs.
Highland Oaks provides an educational program rich in opportunities for every student to excel. Unique to Highland Oaks is our
Performing Arts Program for all students. Each grade level meets once a week in the Performing Arts Program. Students are
engaged in active learning including music appreciation, multicultural music experience, musical note reading, rhythm
activities, instruments, drama, song, and dance, culminating in two productions each year. Highland Oaks also has a
dedicated school cable channel and broadcast room in which students produce and present weekly broadcasts of news,
weather reports, character study, and school spirit activities. Each grade level and every classroom also receives an enriched
fine arts program with experiences based on the work of great artists with varied art media, including clay, pastels, paint, and
charcoal.
Focus for Improvement – Most Recent Year
Through careful analysis of data on student performance by the faculty, the Leadership Team, and the School Site Council
(SSC), we defined three goals to further support student achievement this school year:Goal #1:Within four school years, 20122016, each grade will increase their reading comprehension proficiency by 5%, as measured by CST Reading Comprehension
(grades 2-5), DIBELS Oral Reading Fluency (K-1), and Scholastic Early Childhood Inventory (TK).Goal #2: Within four school
years, 2012-2016, overall grade level proficiency will increase by 4% in grades K-5 in each targeted trait measured by the
district writing assessment and on the CST Writing Strategies sub-test for grades 2-5.Goal #3: Within four school years, 20122016, overall grade level proficiency will increase by 3% in grades K-5 in each identified math sub-test as measured by
textbook assessments in grades TK-1 and by CST sub-tests in grades 2-5.
Homework – Most Recent Year
Arcadia Unified School District has a comprehensive homework policy. The Governing Board believes homework is an
important part of the instructional program and is a valuable tool to support students’ efforts to master grade-level content
standards. Homework is defined as school-related assignments that enhance or reinforce concepts taught in the classroom
and that require time and effort outside the regular school day for successful completion. Homework is designed to serve
specific purposes, which include developing good study habits and promoting independent learning, preparing for upcoming
instruction, and practicing or reviewing lessons taught in class. PTSA parents supervise the library after school two days a
week as a study hall open to all students.
School Schedule – Most Recent Year
The school year begins the last week in August and ends the second week of June. Arcadia Unified School District’s traditional
number of instructional days is 180.
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Highland Oaks Elementary 2013-14
School Accountability Report Card
Classes begin at 8:20 a.m. and end at 2:40 p.m. for students in first through fifth grade. Kindergarten has a split session: the
first group comes from 8:20 a.m. to 11:45 a.m. and the second group comes from 10:15 a.m. to 2:25 p.m. On Wednesdays the
school is on an early-release schedule to provide teachers time for professional collaboration, with classes beginning at 8:20
a.m. and ending at 1:20 p.m.
Office hours are from 7:30 a.m. to 4 p.m. daily.
Student Enrollment by Grade Level (School Year 2013-14)
Grade Level
Number of Students
Transitional Kindergarten
Kindergarten
114
Grade 1
126
Grade 2
115
Grade 3
107
Grade 4
105
Grade 5
124
Total Enrollment
691
Student Enrollment by Student Group (School Year 2013-14)
Group
Percent of Total Enrollment
Black or African American
1.3
American Indian or Alaska Native
0.1
Asian
60.1
Filipino
1.9
Hispanic or Latino
11.4
Native Hawaiian/Pacific Islander
0.3
White
24.9
Two or More Races
0.00
Socioeconomically Disadvantaged
12.4
English Learners
20
Students with Disabilities
3.5
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the Basic State Priority (Priority 1):
•
Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are
teaching;
•
Pupils have access to standards-aligned instructional materials; and
•
School facilities are maintained in good repair.
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Highland Oaks Elementary 2013-14
School Accountability Report Card
Teacher Credentials
School
2012-13
School
2013-14
School
2014-15
With Full Credential
31
31
31
Without Full Credential
0
0
0
Teaching Outside Subject Area of Competence (with full
credential)
0
0
0
Teachers
District
2014-15
Leadership – Most Recent Year
Mrs. Tina Cunningham is currently in her second year as principal of Highland Oaks Elementary School. Prior to this she
served as the Curriculum Coordinator and Principal of Temple Intermediate School in the Garvey School District. Mrs.
Cunningham also served as Curriculum Coordinator and Principal in the Temple City Unified School District. The previous
principal, Dr. Ilene Anderson, retired at the end of the 2013 school year.
Leadership at Highland Oaks School is a responsibility shared among district administration, the principal, instructional
staff, students, and parents.
Teachers are encouraged to participate in the school’s leadership teams, including the School Leadership Team, School
Site Council (SSC), Student Study Team, Caring Community Committee, Student Support Team, School Professional
Learning Community, English Learner Advisory Committee (ELAC), Parent-Teacher-Student Association (PTSA),
Curriculum Committees, and grade-level teams. The SSC provides structure, guidance, input, and organization for the
Single Plan for Student Achievement. Typically, meetings are held six times throughout the school year. Meetings are
usually one hour in length and are held on Monday afternoons beginning at 2:40 p.m.
Teacher Misassignments and Vacant Teacher Positions
Indicator
2012-13
2013-14
2014-15
Misassignments of Teachers of English Learners
0
0
0
Total Teacher Misassignments
0
0
0
Vacant Teacher Positions
0
0
0
Note: "Misassignments" refers to the number of positions filled by teachers who lack legal authorization to teach that grade
level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)
Location of Classes
Percent of Classes In Core
Academic Subjects
Taught by
Highly Qualified Teachers
This School
Percent of Classes In Core
Academic Subjects
Not Taught by
Highly Qualified Teachers
100
0
99.46
0.54
High-Poverty Schools in District
0
0
Low-Poverty Schools in District
99.46
0.54
All Schools in District
Note: 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 39 percent or
less in the free and reduced price meals program.
Quality, Currency, Availability of Textbooks and Instructional Materials – Most Recent Year
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.
Year and month in which data were collected:January 2015
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School Accountability Report Card
Subject
Textbooks and instructional
materials/year of adoption
From most recent adoption?
Percent students
lacking own assigned
copy
Reading/Language Arts
HM Reading: A Legacy of
Literature 2003 / 2003
Yes
0%
Mathematics
California Harcourt School
Publishers Math 2009 /
2009
Yes
0%
Science
California Science 2008 /
2008
Yes
0%
History-Social Science
Reflections (Grades K-5)
2007 / 2007
Yes
0%
Foreign Language
N/A
Health
N/A
Visual and Performing Arts
N/A
Science Laboratory Equipment
(grades 9-12)
N/A
GATE – Most Recent Year
Special Education – Most Recent Year
We have one full-time Resource Specialist Program (RSP) teacher and one full-time assistant. RSP uses a pullout program
outside the classroom as well as a push-in program within the classroom when appropriate that involves ongoing
collaboration with the general education classroom teachers. The resource teacher provides strategies and materials to
classroom teachers to help them meet students’ individual needs within the general education classroom. Services within the
RSP classroom are designed to provide support towards mastering grade-level content standards, to help students develop
coping strategies and organizational and study skills, and to foster self-esteem.
The Language and Speech Program provides services for students who have difficulties with speech (articulation, voice, and
fluency) and/or language. Students who are referred to the language/speech specialist are screened and/or evaluated
according to specific guidelines. Students enrolled in the program are seen individually, in small groups, or within the
classroom setting. Based on the student’s needs, an Individualized Educational Program (IEP) is developed. The core
curriculum is emphasized so the student’s new skills can transfer into the classroom more readily. We offer speech/language
services to children in the district from ages three to 22.
The two Special Day Classes (SDC) at Highland Oaks School enroll Arcadia Unified School District students in kindergarten
through second grade. SDC is included with same-age students for sheltered instruction where appropriate. Appropriate
adaptive PE, occupational therapy, and language and speech services are also provided as indicated in IEPs. SDC students
also attend a summer school program so that new skills are not lost over an extended break.
English Learners – Most Recent Year
Highland Oaks School offers an English Learners program for children who are learning English. All children who speak a
language other than English at home are tested for English competence in listening, speaking, reading, and writing, as
appropriate to their grade level. A credentialed teacher designs and presents our English Learner program lessons. The
sessions are provided four days a week in blocks of 30 to 90 minutes, depending on grade level and language knowledge.
School Facility Conditions and Planned Improvements - Most Recent Year
Highland Oaks School was built in 1949 and is a safe, clean environment for students, staff, and volunteers. All schools in the
Arcadia Unified School District underwent complete renovation in 1995–1996. In 2006–2007 Highland Oaks had the roof
repaired, the sound system in the multipurpose room upgraded, and the faculty lounge renovated. As a result of Measure I
passing by a strong local voter response in November 2006, Highland Oaks School was one of the first schools in the Arcadia
Unified School District to undergo major renovations beginning in the winter of 2008. The renovations included a spacious
new state-of the-art library and media center, cutting-edge technology in each classroom to enhance interactive instruction
and learning, a new enlarged covered outdoor lunch pavilion, new restrooms, and a new student services building as well as
new flooring in every classroom and new double-paned window systems for most classrooms. The multipurpose room has
new flooring, restrooms, and new stage drapes. Most renovation projects, including landscaping and a new drainage system
serving the entire site, were completed by August 2011.
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School Accountability Report Card
The district Governing Board has adopted cleaning standards for all schools in the district. A summary of these standards is
available at the school office or district office. The principal works daily with the custodial staff of two to develop cleaning
schedules to ensure a clean and safe school. District maintenance staff ensure that the repairs necessary to keep the school
in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service
and gives high priority to emergency repairs.
School Facility Good Repair Status – Most Recent Year
Using the most recent FIT data (or equivalent), provide the following:
• Determination of repair status for systems listed
• Description of any needed maintenance to ensure good repair
• The year and month in which the data were collected
• The Overall Rating
Repair Needed and Action Taken or Planned
System Inspected
Good
Fair
Poor
Systems: Gas Leaks, Mechanical/HVAC,
Sewer
Interior: Interior Surfaces
Cleanliness: Overall Cleanliness, Pest/
Vermin Infestation
Electrical: Electrical
Restrooms/Fountains: Restrooms, Sinks/
Fountains
Safety: Fire Safety, Hazardous Materials
Structural: Structural Damage, Roofs
External: Playground/School Grounds,
Windows/ Doors/Gates/Fences
Overall Facility Rate - Most Recent Year
Exemplary
Good
Fair
Poor
Overall Rating
Library – Most Recent Year
The school’s library is staffed by a part-time library clerk and is stocked with an excellent selection of books and resource
materials for all grade levels. Students visit the library weekly with their classrooms. Computer resources within the library are
connected to the Internet so students may access information online to improve their research skills. Resources in the
library/media center include DVDs, VHS tapes, AlphaSmart keyboards, an LCD projector, audio books, listening centers, an
array of books and literature, and teacher and parent resources. The literature inventory in the library exceeds an extraordinary
20,000 books, which is approximately 30 books per student. We encourage children to donate a book to the school library in
honor of their birthdays.
Book discussions of preassigned books are conducted for each grade level during lunch times. Book Battles are conducted
with grade-level specific teams of students responding to questions from preassigned literature books to earn points. A Book
Battle was organized this year with fourth and fifth grade students from a neighboring school.
PTSA parent volunteers supervise the library for one hour after school on Tuesdays and Thursdays for book checkout,
research, and homework. The media center has an electronic checkout and catalog system that tracks individual and class
records of use. We use the data to identify books that are used extensively so that similar books can be purchased.
Family Reading Nights are monthly gatherings at school for families to encourage reading as a vital and lifelong skill. Families
can use the Accelerated Reader program, and printouts from the Accelerated Reader program provide a record of the books
read, the reading level, and a score. This provides valuable input for teachers, students, and parents about student
comprehension.
Computers – Most Recent Year
Technology skills and concepts integrated throughout the curriculum prepare students for technological growth and
opportunities. All classrooms at Highland Oaks School have laser printers and six to ten computer workstations with Internet
access. The school also has four mobile computer labs with 30 laptop computers and a laser printer available for classroom
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School Accountability Report Card
use to work on individual and cooperative projects, or for building and programming in the Robotics program. All classrooms
are also equipped with LCD projectors and document presenters with interactive boards to enhance instruction and learning.
Seven of our classrooms now have classroom sets of Chromebooks as well. All teachers have access to email and the
Internet. Teachers work online to keep attendance, record grades, maintain report cards, and correspond via email with
parents and colleagues. All teachers are trained in and have access to United Streaming in their classrooms. This is a digital
video-based learning resource with access to 50,000 content-specific segments from 5,000 full-length educational videos. In
addition, our media center is equipped with an LCD projector, SMART Board, laser printers, and 32 computer workstations,
and is staffed by a part-time media clerk. Teachers bring their students to the computer lab once a week, where they learn to
type, conduct research on the Internet, do math on simple spreadsheets, and create PowerPoint presentations. Software
commonly used includes Microsoft Word, PowerPoint and Excel, Inspiration, Ultimate Writing, Accelerated Reader, and
KidPix. Three teachers also provide support for staff as technicians and provide afterschool classes for staff on developing
effective instructional templates, building web pages, blogging, podcasting, Excel worksheets, and troubleshooting technology
issues in classrooms.
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):
•
Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the
Standardized Testing and Reporting Program);
•
The Academic Performance Index; and
•
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.
California Assessment of Student Performance and Progress/ Standardized Testing and
Reporting Results for All Students in Science – Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
School
Subject
Science (grades 5, 8, and 10)
District
2011-12
2012-13
2013-14
2011-12
2012-13
96%
96%
90%
86%
86%
State
2013-14 2011-12
86%
60%
2012-13
2013-14
59%
60%
Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California
Alternate Performance Assessment (CAPA).
Note: 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.
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School Accountability Report Card
California Assessment of Student Performance and Progress Results by Student Group in
Science (School Year 2013-14)
Group
Percent of Students Scoring at Proficient
or Advanced
All Students in the LEA
86%
All Students at the School
90%
Male
88%
Female
91%
Black or African American
N/A
American Indian or Alaska Native
N/A
Asian
92%
Filipino
N/A
Hispanic or Latino
76%
Native Hawaiian or Pacific
Islander
N/A
White
100%
Two or More Races
N/A
Socioeconomically Disadvantaged
79%
English Learners
N/A
Students with Disabilities
N/A
Students Receiving Migrant
Education Services
N/A
Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.
Note: 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.
Standardized Testing and Reporting Results for All Students – Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
School
Subject
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13 2010-11
2011-12
2012-13
English-Language Arts
91%
89%
88%
83%
85%
83%
54%
56%
55%
Mathematics
94%
92%
92%
82%
82%
History-Social Science
N/A
N/A
N/A
76%
77%
81%
49%
50%
50%
75%
48%
49%
49%
Note: STAR Program was last administered in 2012–13. Percentages are not calculated 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.
Other Measures of Student Achievement – Most Recent Year
Academic Performance Index Ranks – Three-Year Comparison
API Rank
2011
2012
2013
Statewide
10
10
10
Similar Schools
7
6
7
Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced.
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Highland Oaks Elementary 2013-14
School Accountability Report Card
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group
Actual API Change
2010-11
Actual API Change
2011-12
Actual API Change
2012-13
11
-8
4
13
-6
2
16
-10
-14
15
-20
2
All Students at the School
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Note: '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.
State Priority: Other Pupil Outcome
The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):
•
Pupil outcomes in the subject areas of English, mathematics, and physical education.
California Physical Fitness Test Results (School Year 2013-14)
Grade Level
Percent of Students
Meeting Four of Six
Fitness Standards
Percent of Students
Meeting Five of Six
Fitness Standards
Percent of Students
Meeting Six of Six
Fitness Standards
5
14.2%
30.7%
34.6%
7
N/A
N/A
N/A
9
N/A
N/A
N/A
Note: Percentages are not calculated 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.
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
•
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.
Opportunities for Parental Involvement – Most Recent Year
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The extraordinary success of Highland Oaks School is in large part due to its tradition of strong parent support and
participation. Last year volunteers logged a total of 14,500 hours! We have many opportunities for parents to participate in the
life of our school, and we depend on parents to keep many enrichment programs running smoothly. Parents organize and teach
the art docent program, Foundations in Art, for each classroom. They also provide outdoor Rockin’ Recess activities for
students. Parents who wish to become a volunteer can contact the school office at (626) 821-8354.
Parents are active participants in our School Site Council, which works with the administration to help make decisions on the
School Improvement Budget, Single Plan for Student Achievement, and School Safety Plan. Parents of English Learners are
vital to our English Learner Advisory Committee (ELAC) and to our outreach efforts on behalf of new families.
Room parents organize parent volunteers to help with PTSA activities, special projects in the classroom and chaperone on field
trips. Parent volunteers sponsor cultural- and curriculum-based field trips and buy books for the library, playground equipment,
and computers for classrooms through parent-organized fundraisers. The PTSA sponsors community builders such as First Day
Coffee, Hawk Walk, Spring Carnival, and Family Fun Nights. We invite all parents to attend Back-to-School Night in the fall,
Open House in the spring, and student-led conferences.
Additionally, our parent community maintains a “Designing Dads” organization which provides support to our extraordinary
Performing Arts Program. If interested in more information on Designing Dads, please contact the school office.
State Priority: School Climate
The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
•
Pupil suspension rates;
•
Pupil expulsion rates; and
•
Other local measures on the sense of safety.
Suspensions and Expulsions
School
Rate*
District
State
20112012
20122013
20132014
20112012
20122013
20132014
20112012
20122013
20132014
Suspensions
0
0
1.3
0
0.5
0.6
4.4
5.1
5.7
Expulsions
0
0
0
0
0
0
0.1
0.1
0.1
Discipline – Most Recent Year
The Highland Oaks staff has embraced the philosophy of the Responsive Classroom (RC), a research-based approach to
teaching and learning that promotes safe, challenging, and joyful classrooms and schools. It consists of practical strategies and
respectful language for bringing together social and academic learning. It is a philosophy that encourages the empowerment of
children as individuals, as a classroom family, and ultimately as a school community. The RC enhances social awareness in a
caring learning environment that models a proactive approach to discipline and behavior management strategies schoolwide.
Like any good academic program, it encourages students to think, listen, work cooperatively, be actively engaged, and take
responsibility for their own choices, actions, and learning.
The RC philosophy and strategies have made the enhancement of antibullying policies a natural progression for the school
community. Bullying, harassment, and cyber bullying are unacceptable, harmful, and dangerous. Students displaying bullying
behavior will take part in a parent conference and receive counseling as well as consequences based on the Arcadia Unified
School District discipline matrix.
The staff at Highland Oaks provides many opportunities and incentives that promote the development of positive self-esteem
as well as academic excellence. The school Character Education program includes a commitment to weekly lessons which
focus on two character traits each trimester. Lessons include a common definition, literature which depicts the character trait,
school songs, a social action experience, and a schoolwide project or challenge. Each class sets a goal to demonstrate each
of the focused traits. Each trimester, two schoolwide pep rallies kick off the new focus of the next character trait. Students are
also recognized with Caught Being Good slips that are used in a monthly drawing for lunch with the principal. All students and
classes participate in the Acts of Kindness and Empathy Week school challenge.
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School Safety Plan – Most Recent Year
To safeguard the well-being of students and staff, a comprehensive School Site Safety Plan has been developed by the Safety
and Disaster Committee, which consists of classified staff, teachers, and the assistant principal. The committee sets long-term
goals for the school to continually improve safety and the condition of the school facilities. The Safety Plan is updated each
spring and addresses various safety issues, including creating procedures that detect and prevent bullying, ensuring
appropriate campus supervision, maintaining disaster kits, and monitoring emergency procedures. The Safety Plan is
reviewed with all staff members at the beginning of each school year. We hold safety drills on a regular basis; fire drills are
held monthly and earthquake drills and intruder/lockdown drills are held at least once a year. Staff members also receive
disaster training on a regular basis.
To ensure student safety, teachers, administrators, and school proctors supervise students on campus before and after
school, and during breaks and lunch. Highland Oaks has a closed campus, and permission is always required to leave school
grounds. Any visitors to the campus are required to check in at the school’s main office and must wear the proper identification
badge at all times.
The Safety Plan was last updated by March 2014. Plans are discussed with faculty and students at the beginning of each
school year in September.
D. Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)
AYP Criteria
School
District
Made AYP Overall
Met Participation Rate - English-Language Arts
Met Participation Rate - Mathematics
Met Percent Proficient - English-Language Arts
Met Percent Proficient - Mathematics
Met Graduation Rate
Federal Intervention Program (School Year 2014-15)
Indicator
School
Program Improvement Status
District
In PI
First Year of Program Improvement
2012-2013
Year in Program Improvement*
Year 2
Number of Schools Currently in Program Improvement
N/A
2
Percent of Schools Currently in Program Improvement
N/A
40%
Note: Cells with NA values do not require data.
* 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.
Average Class Size and Class Size Distribution (Elementary)
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Grade
Level
Avg. Class
Size
2011-12
Number of Classes*
1-20
21-32
33+
Avg. Class
Size
2012-13
Number of Classes*
1-20
21-32
Avg. Class
Size
2013-14
Number of Classes*
1-20
33+
21-32
K
29
0
3
0
20
2
4
29
1
22.2
2
3
0
14
4
4
16
4
4
2
20.5
1
3
0
16
4
3
16
4
3
3
22.2
3
3
0
16
3
3
18
3
3
4
27.5
0
4
0
32
4
26
4
5
32
0
3
0
32
4
31
4
33+
4
Other
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
Academic Counselors and Other Support Staff (School Year 2013-14)
Title
Number of FTE*
Assigned to School
Average Number of Students per
Academic Counselor
0.5
N/A
Academic Counselor
Counselor (Social/Behavioral or Career
Development
Library Media Teacher (Librarian)
N/A
Library Media Services Staff (Paraprofessional)
N/A
Psychologist
0.6
N/A
Social Worker
N/A
Nurse
N/A
Speech/Language/Hearing Specialist
1.35
N/A
Resource Specialist (non - teaching)
N/A
Other
N/A
Note: Cells with N/A values do not require data.
* 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 full time.
Specialized Program/Staff – Most Recent Year
Visual and performing arts are valued by the Highland Oaks School community. The arts inspire self-confidence, energize the
school environment, and help students develop critical skills for life and work. All students participate in at least three major
productions each year, culminating with an On Broadway show in April. Fourth and fifth grade students may participate in a
show choir and video club to gain experience with recording and mixing school productions. Our free instrumental music
program for fourth and fifth graders provides opportunities for music appreciation, learning an instrument of their choice, and
performing. A school music concert encourages students to participate.
The staff at Highland Oaks School strives to help students in their social and personal development as well as academics. A
qualified part-time counselor provides individual and small-group support to strengthen students’ social and problem-solving
skills and self-esteem. Support staff provide additional assistance. We also provide individual counseling for all grade levels,
based on parent, teacher, or principal referral. Designated Individual Service counseling is provided as part of an IEP to
address such issues as organizational skills, peer conflict, divorce, birth of a new sibling, bullying, lack of motivation, and
physical and/or verbal aggression.
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School Accountability Report Card
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)
Total
Expenditures Per Expenditures Per
Average Teacher
Expenditures Per Pupil (Supplemental /
Pupil (Basic/
Salary
Pupil
Restricted)
Unrestricted)
Level
School Site
$7,931
$2,815
$5,115
$82,335
District
N/A
N/A
$5,284
$82,225
Percent Difference – School Site and District
N/A
N/A
-3.2
0.13
State
N/A
N/A
$4,690
$67,762
Percent Difference – School Site and State
N/A
N/A
9.06
21.51
Note: Cells with N/A values do not require data.
Types of Services Funded (Fiscal Year 2013-14)
Federal Title II funds support two intervention teachers who meet with small groups of students throughout the day to support
reading, writing, and math.
Our PTSA raises funds to help pay for field trips, library books, scholarships for overnight field trips, and classroom
technology through the Hawk Walk, restaurant nights, and direct donation. Our Designing Dads parent organization raises
funds to support our Performing Arts Program, music education, and cultural arts experiences and enrichment for all
students. Professional development opportunities for teachers and character programs are funded by the profits of scrip
purchase by our parent community and with the support of the Arcadia Educational Foundation.
Teacher and Administrative Salaries (Fiscal Year 2012-13)
District Amount
State Average For Districts In
Same Category
Beginning Teacher Salary
$50,123
$41,243
Mid-Range Teacher Salary
$76,726
$64,893
Highest Teacher Salary
$99,522
$83,507
Average Principal Salary (Elementary)
$124,076
$103,404
Average Principal Salary (Middle)
$139,058
$109,964
Average Principal Salary (High)
$141,584
$120,078
Superintendent Salary
$206,026
$183,557
Percent of Budget for Teacher Salaries
47%
40%
Percent of Budget for Administrative Salaries
6%
6%
Category
For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at
http://www.cde.ca.gov/ds/fd/cs/.
Professional Development – Most Recent Three Years
This section provides information on the annual number of school days dedicated to staff development for the most recent
three-year period.
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In May of 2013, Governor Brown committed $1 billion of the extra $2.8 billion of revenue the state received in 2013 for
Common Core State Standards implementation. Additional monies have been made available to California school districts
for year 2 implementation in 2014-15, however under the Local Control Funding Formula, districts like Arcadia Unified School
District, with low numbers of unduplicated students will receive far less ongoing money to continue the implementation of
Common Core beyond 2014-15, while neighboring districts with greater numbers of targeted or “unduplicated” students (low
income, English Learners, or foster youth) will have greater opportunities to purchase materials, hire consultants, and pay for
hours of professional development for their instructional and student support staffs. Based on state budget projections,
additional one-time Common Core Implementation monies may be available for the 2015-16 school year.
In the Fall of 2013, the Arcadia Unified School District negotiated an interest-based solution for Common Core
implementation with its bargaining units to add 3 days to the school calendar for 2 years starting in the 2014-15 school year.
Negotiations also produced an agreement to spread the 3 days of additional paid time over 7 early release days with
development time of 2.5 hours per day built into the schedule.
In the Spring of 2014, a committee grew out of Arcadia’s Education 21 Task Force called the Collaboration Time Advisory
Council (C-TAC) with the task of putting legs to the plan. C-TAC is a representative group made up of bargaining unit
members and Management team members who were charged with serving as an advisory committee to the District in the
implementation of the District-wide Common Core Collaboration Time supporting TK-12 instructional programs both vertically
and horizontally, as they made dramatic instructional and curricular shifts.
The commitment from both our bargaining units and management was to build research-based professional development
around small collaborative working groups. Each group would be designed intentionally to have a vertical alignment of
teachers from TK-12 engaged in the work together.
In late Spring of 2014, the C-TAC committee reached out to all certificated staff to assist with generating ideas for the content
of the Common Core Days. The committee, after reviewing and discussing the many ideas that were submitted and looking
at survey data, generated a list of themes which became the foundation of the Common Core Days and assisted in guiding
the development of a Course Group Catalogue, which was given to staff during the first week of September. The planning of
the Common Core Days was research based focused on meaningful work, teacher choice, flexibility, and ongoing
commitment. The PD designed around teacher interests that included creating autonomous choice for teachers and support
providers in relation to where they felt they could best contribute their training, talents, interests, and education, by
participating in Small Working Groups (SWG) and engaging with other professionals to continue the real work of
implementing Common Core.
Each SWG is led by a self-selected Facilitator from amongst the various stakeholder groups and has been charged with
collaborating both with colleagues at their own site but also with fellow professionals from other district sites. Mentor-leaders
have self-selected several Facilitators to provide support throughout implementation of this professional development. The
crystal-clear goals of the CC Days include producing a comprehensive and fully articulated Arcadia Common Core
Curriculum in English-Language Arts and Mathematics; to research and make recommendations for curriculum and
instructional shifts in the Social Sciences, Sciences, Foreign Languages, Physical Education, Electives, Visual and
Performing Arts, Character Education, Technology implementation, English-Language Development, and Special Education
from a Transitional Kindergarten to Grade 12 perspective. Data continues to be collected from the SWGs through group
evaluations and is then disaggregated and shared through various modalities to each stakeholder group.
Over the past three years, additional professional development resources have been designated for Mathematics and
English-Language curriculum development and 21st Century instructional skill development, including National Council of
Teachers of Mathematics (NCTM) conferences, Thinking Maps, and Write From the Beginning, in support of Common Core
implementation. At the high school level, data indicated that a large segment of potentially college-bound students were not
being provided access and opportunity to pursue honors and college-level courses, as their high-achieving classmates were.
Leadership worked with teachers to engage in professional development around the themes of Advanced Placement (AP)
open access and equity for all students over the past two years. P.D. resources have been designated to send teachers,
counselors and leadership to the local and regional College Board/A.P. Forums. Continued professional development will be
pursued at the national level.
Similarly, both middle school and high school leadership mined data to identify a significant population of students who
should be college-bound but who were not achieving or engaged in school due to a variety of social, economic, or familial
factors. As a result, the full implementation of the Advancement Via Individual Determination (AVID) program has been a
primary focus of professional development dollars over the past 3 years, especially at grades 7-12.
Individual school sites have been tasked with working with the Common Core Coaches to conduct professional development
around the themes of the Common Core, including rigor, focus, coherence, instructional strategies, shifts in curriculum,
pacing and instructional materials, writing instruction and problem-solving.
Highland Oaks educators have been participating in intensive seven-day professional development of research-based
effective strategies in teaching writing called Write From the Beginning. All kindergarten, first, and second grade teachers
have received introductory training from the school district. Twenty-four Highland Oaks teachers spanning all grade levels
participated in an intense summer Trainer of Trainers workshop for four days that continued in October with three additional
days of training. Teachers share new strategies and collaborate at grade level and across grade levels in developing
engaging presentations and lessons targeted at specific skill mastery for students.
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Highland Oaks School uses the weekly early-release schedule on Wednesdays as well as the Performing Arts Program
instructional time to release grade-level teams of teachers for collaboration and planning. The faculty has also used minimum
days to look at test data and identify curriculum areas that need attention and to collaborate on schoolwide goals. Most of the
faculty also participates in a voluntary professional learning community to support lifelong learning and enhance instructional
strategies and student achievement.
Evaluation/Improving Teachers – Most Recent Year
A constructive evaluation process promotes quality instruction and is a fundamental element in a sound educational program.
Evaluations and formal observations are designed to encourage common goals and to comply with the state’s evaluation
criteria and district policies.
Temporary and probationary teachers are evaluated annually and tenured teachers are evaluated at least every other year.
Evaluations are conducted by qualified administrators, who have been trained and certified to perform teacher evaluations.
Teachers are evaluated on their performance of district-adopted criteria, which include engaging and supporting all students in
learning, understanding and organizing subject matter, assessing student learning, creating and maintaining effective
environments, planning instruction and designing learning experiences for all students, and developing as a professional
educator.
In addition to individual improvement plans, teachers may receive assistance through Beginning Teachers Support and
Assessment, which provides professional development for implementation in the classroom.
Substitute Teachers – Most Recent Year
The Arcadia Unified School District thoroughly screens and employs fully credentialed teachers as substitute teachers. At
Highland Oaks School we refer to them as guest teachers. Each teacher maintains a “Guest Teacher” folder to welcome the
substitute teacher and provide all necessary information to ensure a safe and productive day with our young scholars.
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