Luiseño School · support the explosion of mobile devices, such as iPads, for classroom use. By...

2014-15 School Accountability Report Card for Luiseño School of 14

Luiseño School

13500 Mountain Road • Corona, CA 92530 • (951) 253-7480 • Grades TK-8 Ericka Restad, Principal

[email protected] http://ls.leusd.k12.ca.us

2014-15 School Accountability Report Card

Published During the 2015-16 School Year

Lake Elsinore Unified School District

545 Chaney St. Lake Elsinore, CA 92530

(951) 253-7000 www.leusd.k12.ca.us

District Governing Board

Stan Crippen, Trustee Area 1

Susan E. Scott, Trustee Area 2

Heidi Matthies Dodd, Trustee Area 3

Juan I. Saucedo, Trustee Area 4

Harold E. Stryker, Trustee Area 5

District Administration

Dr. Doug Kimberly Superintendent

Dr. George Landon Deputy Superintendent

Dr. Gregory J. Bowers Assistant Superintendent

Dr. Alain Guevara Assistant Superintendent

Dr. Kip Meyer Assistant Superintendent

Sam Wensel Executive Director

---- ----

Superintendent’s message The district is on track in providing programs, facilities, and student support for college and career success through a 21st Century education. LEUSD and its K-12 schools represent much more than statistics: implementing educational reform state wide is reshaping the way instructional programs, fiscal resources, and priorities prepare students for college and career success in the 21st Century. Governor Brown recently introduced widespread education and funding reforms, called the Local Control Funding Formula (LCFF), and districts receive revenue and justify expenses via a Local Control Accountability Plan (LCAP), a three-year rolling document, which is used by the State to track fiscal performance in eight priority areas. The eight performance areas include 1) Basic Services, 2) Implementation of State Standards, 3) Parent Involvement, 4) Student Achievement, 5) Student Engagement, 6) School Climate, 7) Course Access, and 8) Other Student Outcomes. The district’s LCAP report is available on our new district Web site, and details actions and measures that validate our efforts in these priority areas. LEUSD is investing in Wi-Fi network infrastructure, access points, switches, and bandwidth, to support the explosion of mobile devices, such as iPads, for classroom use. By adding Wi-Fi access and converting older PC labs into classrooms, the district has significantly increased capacity at many of our K-12 schools. This technology is also expanding opportunities for blended learning in our comprehensive high schools, so students can meet their A-G college requirements with greater flexibility mixing online coursework within their course schedules. Our demographics reflect a diverse population. Currently, we serve about 21,725 students throughout a 144 square mile area. The district’s unduplicated student population is 66%; this means two thirds of our students belong to one of the following subgroups: foster youth, low socio economic, or English Learners. California’s education reforms seek to eliminate the achievement gap by funneling additional resources to support these specific subgroups. Special Education is another expanded service we provide to a growing special needs population, though nearly half of total Special Education expenses are not reimbursed by the State. Student Accountability under the California Assessment of Student Performance and Progress (CAASPP) is far more sophisticated than the former pencil and paper STAR exams replaced by CAASPP. In 2015, 98.7% of LEUSD’s student population successfully completed over 45,720 online tests in English Language Arts and Mathematics. First year CAASPP results will establish a new baseline for measuring student achievement in future years. One leading predictor of student success in school is every day attendance. We are working hard to educate parents about the need to bring their children to school every day (unless they are sick), and to schedule off-campus appointments for later in the day, so students do not miss valuable instruction. Every day counts! Successful parent and community partnerships are the bedrock of thriving schools. We are fortunate to have strong support from community based organizations, businesses, and parent-volunteers to put kids first in everything we do. Thank you for your support! Dr. Doug Kimberly, Superintendent


Principal's Message Luiseño School, a California Distinguished School, continues its tradition of high academic achievement, enthusiastic school spirit, and comprehensive education. Tucked away in the community of Horsethief Canyon, the large parent volunteer force supports the staff and students as we strive together toward excellence as a cohesive learning community. Teachers regularly collaborate to set and reach goals toward student academic success in a the Common Core State Standards curriculum. Students discover individual interests and abilities by participating in a variety of experiences, including drama, dance, readers theater, and visual arts, as well as sports, technology, and academic competition. Teachers continue to hone their teaching craft as they participate in Common Core training and workshops. Parents are invited to attend evening, grade-level training taught by the staff with a focus on how to support their children’s education in the home. Luiseño expanded to become a K-8 school. In January of 2011, the expansion construction began that resulted in three new buildings to house secondary student instruction: A two-story structure that houses eight classrooms, a two-story specialty classroom building that includes two Science lab classrooms, one arts room and a computer lab, and a new multiuse gym and cafeteria. In addition, we have added programs to support our students physical and social/emotional growth – Rachel’s Challenge, PLUS (Peer Leaders Uniting Students), ROAR and the 100-mile club. Rachel’s Challenge teaches our students to treat others with kindness and compassion and PLUS develops peer leadership in our secondary students. All students develop the characteristics of ROAR (Respect, Organization, Attitude, Responsibility) throughout their day, in classrooms and around the campus. The 100-mile club encourages students of all grades to exercise regularly as they run miles throughout the year, celebrating achievements at mile 25, 50, 75, and 100. As our student numbers and facility expand, high expectations and achievement remain top priority. The Luiseño School learning community welcomes you to join us in the support of our children through a high quality, balanced education program. Luiseño School is a learning community exemplifying positive character and academic achievement, in a creative and engaging environment.

About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • 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 more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

• For additional information about the school, parents/guardians and community members should contact the school at (951) 253-7480 or the district office.

2014-15 Student Enrollment by Grade Level

Grade Level Number of Students

Kindergarten 129

Grade 1 116

Grade 2 113

Grade 3 123

Grade 4 104

Grade 5 107

Grade 6 129

Grade 7 102

Grade 8 119

Total Enrollment 1,042

2014-15 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 6.9

American Indian or Alaska Native 0.4

Asian 2.6

Filipino 1.8

Hispanic or Latino 42.1

Native Hawaiian or Pacific Islander 0.4

White 43.1

Two or More Races 2.6

Socioeconomically Disadvantaged 38.7

English Learners 8.4

Students with Disabilities 10.9

Foster Youth 0.3


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.

Teacher Credentials

Luiseño School 13-14 14-15 15-16

With Full Credential 44 45 44

Without Full Credential 0 0 1

Teaching Outside Subject Area of Competence 0 0 0

Lake Elsinore Unified School District 13-14 14-15 15-16

With Full Credential ♦ ♦ 928

Without Full Credential ♦ ♦ 8

Teaching Outside Subject Area of Competence ♦ ♦ 0

Teacher Misassignments and Vacant Teacher Positions at this School

Luiseño School 13-14 14-15 15-16

Teachers of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0 1

* “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

2014-15 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers

Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 100.0 0.0

Districtwide

All Schools 99.8 0.2

High-Poverty Schools 99.8 0.2

Low-Poverty Schools 100.0 0.0

* 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 (School Year 2015-16) Lake Elsinore Unified School District chooses instructional materials which are aligned to State content standards, present a broad spectrum of knowledge and viewpoints, reflect society’s diversity, and enhance the use of multiple teaching strategies and technologies. Materials for grades K-8 are chosen from the State-adopted list. Materials for grades 9-12 are evaluated and recommended by subject area teachers. Curriculum and textbook subcommittees are comprised of teachers (subject or grade level) and administrators. The subcommittee recommends instructional materials to the Curriculum Advisory Committee (CAC), which has representatives from every school. The CAC evaluates and recommends materials to the school board, which makes the final approval of all adopted instructional materials. Parents and community members may review adopted materials at the District office. Lake Elsinore Unified School District held a hearing for the sufficiency of textbooks September 10, 2015

Textbooks and Instructional Materials

Year and month in which data were collected: September 10, 2015

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts Reading {Ca} Medallion Edition, Houghton Mifflin, 2008 Adopted 2002/2012 Corrective Reading Comprehension & Decoding, SRA Adopted 2006 READ 180, Level A and B, Scholastic Adopted 2006 Language of Literature 6, 7, 8, Mc Dougal Littell, 2002 Adopted 2005. Adopted 2005 Inside, National Geographic/Hampton Brown

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0%

Mathematics enVision Math Common Core, Scott Foresman/Addison Wesley, 2012 Adopted 2013 enVision Math California, Scott Foresman/Addison Wesley, 2006 Adopted 2008 Number Worlds, SRA/ McGraw-Hill Adopted 2008 Scholastic MATH 180 Adopted 2013 California Math Grade 6, Prentice Hall, 2008 Adopted 2008 California Pre-Algebra, Prentice Hall, 2008 Adopted 2008 California Algebra Readiness, Prentice Hall, 2008 Adopted 2008 California Algebra I, Prentice Hall, 2008 Adopted 2008 California Geometry, Prentice Hall, 2008 Adopted 2008


Percent of students lacking their own assigned textbook: 0

Science California Science, Houghton Mifflin, 2005 Adopted 2007 Focus on Earth Science {CA}, Prentice Hall, 2007 Adopted 2007 Focus on Life Science {CA}, Prentice Hall, 2007 Adopted 2007 Focus On Physical Science {CA}, Prentice Hall, 2007 Adopted 2007



History-Social Science History-Social Science for California, Scott Foresman, 2006 Adopted 2006 History Alive! The Ancient World, Teachers’ Curriculum Institute, 2004 Adopted 2005 History Alive! The Medieval World & Beyond, Teachers’ Curriculum Institute, 2004 Adopted 2005 History Alive! The US Through Industrialism, Teachers’ Curriculum Institute. 2004 Adopted 2005



Foreign Language Avenues, Hampton Brown Adopted 2005 Inside, National Geographic/Hampton Brown, 2009 Adopted 2013




School Facility Conditions and Planned Improvements (Most Recent Year) The Lake Elsinore Unified School District (LEUSD) is committed to maintaining a safe, secure, and aesthetically pleasing environment for our students. The LEUSD Governing Board has adopted cleaning standards for all schools in the District. A summary of these standards is available at the school office and at the District Office. The principal works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. In addition to District-level support of routine and periodic maintenance needs, LEUSD holds high standards for cleanliness, appearance, and good repair of all campuses daily and maintains them through the efforts of the students, staff, day custodian, evening custodial crew, and District Maintenance Department. Our maintenance staff ensures 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 that emergency repairs are given the highest priority. LEUSD regularly assesses maintenance, modernization, and new construction needs. Any pesticide use at our school sites is in compliance with the Healthy Schools Act of 2000. Fire drill evacuations are conducted on a monthly basis at all elementary and middle schools, and twice a year at the high schools in the District. A fire safety inspection is conducted once each year by the Riverside County Fire Department, while site personnel conduct site inspections on a regular basis. The school’s Disaster Preparedness Plan is updated annually, and disaster drills are conducted four times per year at each elementary school and middle school, and once each semester at the high schools. Currently, the District provides storage areas for emergency supplies to be kept on campus in the event of a disaster. A radio communication system allows for continuous communication with the District office in the event of a disaster. A Crisis Intervention Team has been identified and trained to deal with stress experienced by students and staff as a result of a crisis situation. Team members are called upon to assist across the District as necessary. As part of the comprehensive School Safety Program, School Resource Officers provide prevention and intervention procedures on all LEUSD campuses at least part time. Our school was built in 2002. It has 26 regular classrooms, six science labs, eight portables, a library, a computer lab, a multipurpose room, and five special education rooms. The designed capacity of the school is 1,300 students. Athletic facilities include a gym, dance room, and outside courts and fields. A progressive discipline plan is in place and multiple discipline and Character Counts assemblies are conducted throughout the year. Four campus supervisors and a part-time School Resource Officer also help maintain a safe environment. The WE TIP program is utilized so that students may report crime anonymously and all leads are followed up immediately.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 10/16/2015

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces

X rooms 11-13: RM 12 several stained ceiling tiles

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical

X rooms 3-6 & student restrooms: RM 3 low flow drinking fountain - RM 4 burned out bulbs

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X rooms 24-27 & restrooms: RM 26 has low flow drinking fountain rooms 3-6 & student restrooms: RM 3 low flow drinking fountain - RM 4 burned out bulbs

Safety: Fire Safety, Hazardous Materials

X

Structural: Structural Damage, Roofs

X


School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 10/16/2015

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X lunch area & student restrooms: Lunch shelter needs refurbishing, defer project 2016 rooms 14-16: Concrete lifting by room 14

Overall Rating Exemplary Good Fair Poor

---------- X

B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student

Performance and Progress [CAASPP], Science California Standards Tests); 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

2014-15 CAASPP Results for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

ELA 36 35 44

Math 30 23 33

* 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.

CAASPP Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15

Science 70 71 63 58 61 55 59 60 56

* Results are for grades 5, 8, and 10. 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.

Grade Level

2014-15 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---5--- 27.30 28.30 35.40

---7--- 16.70 23.50 16.70 * 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.

2014-15 CAASPP Results by Student Group

Group

Percent of Students Scoring at Proficient or Advanced

Science (grades 5, 8, and 10)

All Students in the LEA 55

All Student at the School 63

Male 63

Female 63

Black or African American 28

Asian --

Filipino --

Hispanic or Latino 48

Native Hawaiian or Pacific Islander --

White 77

Two or More Races --

Socioeconomically Disadvantaged --

English Learners --

Students with Disabilities 50

Foster Youth --

* 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.


School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Not

Met Standard

Nearly Met Standard

Met Standard Exceeded

All Students 3 122 121 99.2 37 37 17 8

4 98 93 94.9 40 30 14 16

5 108 104 96.3 43 25 19 12

6 127 125 98.4 27 34 32 6

7 102 102 100.0 31 23 34 11

8 121 120 99.2 17 35 39 9

Male 3 66 54.1 42 33 15 8

4 42 42.9 50 29 14 7

5 56 51.9 48 23 20 7

6 59 46.5 25 32 37 3

7 56 54.9 45 27 21 5

8 53 43.8 26 38 26 9

Female 3 55 45.1 31 42 18 9

4 51 52.0 31 31 14 24

5 48 44.4 38 27 19 17

6 66 52.0 29 35 27 9

7 46 45.1 15 17 50 17

8 67 55.4 9 33 49 9

Black or African American 3 11 9.0 36 27 27 9

4 1 1.0 -- -- -- --

5 15 13.9 60 33 7 0

6 13 10.2 31 38 23 8

7 8 7.8 -- -- -- --

8 5 4.1 -- -- -- --

American Indian or Alaska Native 7 1 1.0 -- -- -- --

Asian 3 3 2.5 -- -- -- --

4 3 3.1 -- -- -- --

5 1 0.9 -- -- -- --

6 4 3.1 -- -- -- --

7 6 5.9 -- -- -- --

8 3 2.5 -- -- -- --

Filipino 3 3 2.5 -- -- -- --

4 2 2.0 -- -- -- --

5 1 0.9 -- -- -- --

6 5 3.9 -- -- -- --

7 4 3.9 -- -- -- --

8 1 0.8 -- -- -- --



Student Group Grade



Met Standard

Nearly Met Standard


Hispanic or Latino 3 48 39.3 42 38 15 6

4 40 40.8 48 33 13 8

5 40 37.0 55 28 8 10

6 51 40.2 33 37 25 2

7 39 38.2 41 26 28 5

8 45 37.2 27 51 22 0

Native Hawaiian or Pacific Islander 6 1 0.8 -- -- -- --

8 1 0.8 -- -- -- --

White 3 51 41.8 37 39 10 12

4 42 42.9 38 31 10 21

5 46 42.6 26 22 35 15

6 47 37.0 23 30 38 9

7 43 42.2 19 28 37 16

8 64 52.9 11 27 45 17

Two or More Races 3 5 4.1 -- -- -- --

4 5 5.1 -- -- -- --

5 1 0.9 -- -- -- --

6 4 3.1 -- -- -- --

7 1 1.0 -- -- -- --

8 1 0.8 -- -- -- --

Socioeconomically Disadvantaged 3 57 46.7 51 30 11 7

4 32 32.7 38 38 16 9

5 40 37.0 58 28 10 5

6 53 41.7 38 32 26 4

7 35 34.3 46 17 34 3

8 48 39.7 29 33 35 2

English Learners 3 10 8.2 -- -- -- --

4 9 9.2 -- -- -- --

5 8 7.4 -- -- -- --

6 5 3.9 -- -- -- --

8 2 1.7 -- -- -- --

Students with Disabilities 3 12 9.8 75 17 0 0

4 11 11.2 100 0 0 0

5 10 9.3 -- -- -- --

6 16 12.6 44 19 19 13

7 16 15.7 69 0 25 0

8 17 14.0 53 35 12 0



Student Group Grade



Met Standard

Nearly Met Standard


Foster Youth 3 -- -- -- -- -- --

4 -- -- -- -- -- --

5 -- -- -- -- -- --

6 -- -- -- -- -- --

7 -- -- -- -- -- --

8 -- -- -- -- -- --

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.

School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Met Standard

Nearly Met Standard


All Students 3 122 121 99.2 36 31 26 7

4 98 93 94.9 32 47 17 3

5 108 104 96.3 41 38 13 6

6 127 126 99.2 30 37 26 6

7 102 102 100.0 27 41 24 8

8 121 120 99.2 24 33 26 18

Male 3 66 54.1 36 27 29 6

4 42 42.9 36 52 10 2

5 56 51.9 41 39 13 5

6 60 47.2 27 42 27 3

7 56 54.9 32 38 23 7

8 53 43.8 28 30 19 23

Female 3 55 45.1 35 36 22 7

4 51 52.0 29 43 24 4

5 48 44.4 42 38 15 6

6 66 52.0 33 33 26 8

7 46 45.1 22 46 24 9

8 67 55.4 21 34 31 13

Black or African American 3 11 9.0 36 9 55 0

4 1 1.0 -- -- -- --

5 15 13.9 67 33 0 0

6 13 10.2 46 38 8 8

7 8 7.8 -- -- -- --

8 5 4.1 -- -- -- --

American Indian or Alaska Native 7 1 1.0 -- -- -- --



Student Group Grade



Met Standard

Nearly Met Standard


Asian 3 3 2.5 -- -- -- --

4 3 3.1 -- -- -- --

5 1 0.9 -- -- -- --

6 4 3.1 -- -- -- --

7 6 5.9 -- -- -- --

8 3 2.5 -- -- -- --

Filipino 3 3 2.5 -- -- -- --

4 2 2.0 -- -- -- --

5 1 0.9 -- -- -- --

6 5 3.9 -- -- -- --

7 4 3.9 -- -- -- --

8 1 0.8 -- -- -- --

Hispanic or Latino 3 48 39.3 50 25 23 2

4 40 40.8 40 50 10 0

5 40 37.0 50 38 8 5

6 51 40.2 33 39 25 0

7 39 38.2 36 44 18 3

8 45 37.2 38 36 20 7

Native Hawaiian or Pacific Islander 6 1 0.8 -- -- -- --

8 1 0.8 -- -- -- --

White 3 51 41.8 27 41 18 12

4 42 42.9 24 50 19 7

5 46 42.6 24 43 24 7

6 48 37.8 31 35 25 8

7 43 42.2 16 47 21 16

8 64 52.9 17 31 25 27

Two or More Races 3 5 4.1 -- -- -- --

4 5 5.1 -- -- -- --

5 1 0.9 -- -- -- --

6 4 3.1 -- -- -- --

7 1 1.0 -- -- -- --

8 1 0.8 -- -- -- --



Student Group Grade



Met Standard

Nearly Met Standard


Socioeconomically Disadvantaged 3 57 46.7 46 32 18 4

4 32 32.7 41 47 9 3

5 40 37.0 55 38 5 3

6 53 41.7 38 36 26 0

7 35 34.3 34 43 20 3

8 48 39.7 35 27 29 8

English Learners 3 10 8.2 -- -- -- --

4 9 9.2 -- -- -- --

5 8 7.4 -- -- -- --

6 5 3.9 -- -- -- --

8 2 1.7 -- -- -- --

Students with Disabilities 3 12 9.8 50 42 0 0

4 11 11.2 82 18 0 0

5 10 9.3 -- -- -- --

6 16 12.6 56 13 19 6

7 16 15.7 69 25 6 0

8 17 14.0 76 24 0 0

Foster Youth 3 -- -- -- -- -- --

4 -- -- -- -- -- --

5 -- -- -- -- -- --

6 -- -- -- -- -- --

7 -- -- -- -- -- --

8 -- -- -- -- -- --

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.

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 Luiseño School encourages parents to be involved in their child’s education. We offer many opportunities for parent participation, including the following:

• Volunteering in the classroom • Tutoring students • Participating in School Site Council (SSC) • Volunteering for Parent-Teacher-Student Association (PTSA) activities • Chaperoning students on grade-level field trips • Supporting secondary students with afterschool activities • Participation on the English Learner Advisory Committee (ELAC)

For more information on how to become involved, contact Principal Susan Jones at (951) 253-7480 or [email protected].


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. School Safety Plan Our School Safety Plan was reviewed by our School Site Council in February 10, 2015 and updates were presented for review to our Governing Board in March, 2015. The School Safety Plan was last reviewed and discussed with the school faculty February 10, 2015. The Safe School Plan (SSP) is updated annually at each site to address components that the site will proactively seek to improve as it relates to student and staff safety. The SSP is available to the public for review upon request. The Comprehensive Safe School Plan is fully incorporated in the Single Plan for Student Achievement, Goal Seven, and includes data regarding the California Healthy Kids Survey, crime, safe school procedures, and compliance with laws including: (1) child abuse reporting, (2) disaster response and crisis intervention, (3) suspension and expulsion policies, (4) notification of teachers of dangerous pupils, (5) sexual harassment, (6) schoolwide dress codes prohibiting gang-related apparel, (7) procedures for safe ingress and egress from school, (8) procedures to ensure a safe and orderly environment conducive to learning, and (9) rules and procedures on school discipline adopted pursuant to California Education Code Sections 35291 and 35291.5.

Suspensions and Expulsions

School 2012-13 2013-14 2014-15

Suspensions Rate 0.10 0.84 1.17

Expulsions Rate 0.00 0.09 0.00

District 2012-13 2013-14 2014-15



State 2012-13 2013-14 2014-15



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.

2014-15 Adequate Yearly Progress Overall and by Criteria

AYP Criteria School District State

English Language Arts

Met Participation Rate Yes Yes Yes

Met Percent Proficient N/A N/A N/A

Mathematics

Met Participation Rate Yes Yes Yes

Met Percent Proficient N/A N/A N/A

Made AYP Overall Yes Yes Yes

Met Attendance Rate Yes Yes Yes

Met Graduation Rate N/A Yes Yes

2015-16 Federal Intervention Program

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2013-2014

Year in Program Improvement Year 1

Number of Schools Currently in Program Improvement 11

Percent of Schools Currently in Program Improvement 84.6


Average Class Size and Class Size Distribution (Elementary)

Average Class Size Number of Classrooms*

1-20 21-32 33+

Grade 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

K

24 28 26 4 4 5

1

21 25 23 3 2 4 5

2

23 23 26 4 5 4

3

23 24 21 1 5 4 5

4

33 30 32 3 3 3

5

27 24 28 1 2 1 2 2 2 2 3

6

34 31 23 2 2 7 4 10 11 8 7

Other

12 1

Average Class Size and Class Size Distribution (Secondary)

Average Class Size Number of Classrooms*

1-22 23-32 33+

Subject 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

English 24 31 23 4 2 3 6 5 6 1

Math--- 25 29 18 3 3 8 3 1 4 4 6 2

Science

3 3 5 1 2 2

SS----- 30 36 26 3 1 3 2 1 11 9 11 1

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- 1

Counselor (Social/Behavioral or Career Development) 0

Library Media Teacher (Librarian) 0

Library Media Services Staff (Paraprofessional) 1

Psychologist------- 0

Social Worker------- 0

Nurse------- 0

Speech/Language/Hearing Specialist 0

Resource Specialist------- 2

Other------- 0

Average Number of Students per Staff Member

Academic Counselor------- 959 * 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.

Professional Development provided for Teachers Each year, LEUSD strongly supports and encourages teachers, administrators, and support staff to participate in professional development on a regular basis throughout the school year. The Instructional Support Services Division’s first priority is to provide assistance for teachers and classroom para-educators to reach highly qualified status under the No Child Left Behind legislation. Workshops and trainings scheduled throughout the year are based on the academic needs of students. Offerings include data analysis, curriculum and content knowledge, Standards-based instruction, instructional strategies, and leadership skills. Subsequent to initial training, follow up and coaching take place districtwide. The District’s goal is to provide opportunities for teachers, administrators, and staff to become highly qualified to successfully meet the learning needs of all students. An in-house professional growth program is provided for all staff. In 2010-11, we dedicated 21 days to professional development, and in 2011-12, there were 60 days dedicated for professional development. In 2012-13, 31 days were dedicated.


FY 2013-14 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $37,173 $43,165

Mid-Range Teacher Salary $68,201 $68,574

Highest Teacher Salary $89,763 $89,146

Average Principal Salary (ES) $115,279 $111,129

Average Principal Salary (MS) $123,496 $116,569

Average Principal Salary (HS) $126,916 $127,448

Superintendent Salary $205,000 $234,382

Percent of District Budget

Teacher Salaries 42% 38%

Administrative Salaries 4% 5% * For detailed information on salaries, see the CDE Certificated Salaries &

Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

$5,080 $465 $4,615 $90,581

District-------

♦ ♦ $4,747 $73,217

State------- ♦ ♦ $5,348 $72,971

Percent Difference: School Site/District -2.8 23.7

Percent Difference: School Site/ State -13.7 24.1

* Cells with ♦ do not require data.

Types of Services Funded

These programs and supplemental services are provided at the school either through categorical funds or other sources that support and assist students:

• Class Size Reduction • Gifted and Talented Education (GATE) • Resource Specialist Program (RSP) • Special Day Class (SDC) • PAWS (Leveled grouping for ELA grades K-5) and English Language Development

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., 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.

http://www.cde.ca.gov/ds/fd/cs/

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