SARC Report for Alondra Middle · 2016-11-02 · Vacant Teacher Positions 0 0 0 2013-14 2014-15...

Alondra Middle

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (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 addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2014-15 School Year

Published During 2015-16

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, highschool graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

Last updated: 1/27/2016


About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

District Contact Information - Most Recent Year

District Name Paramount Unified

Phone Number (562) 602-6000

Superintendent Ruth Perez

E-mail Address [email protected]

Web Site www.paramount.k12.ca.us

School Contact Information - Most Recent Year

School Name Alondra Middle

Street 16200 Downey Ave.

City, State, Zip Paramount, Ca, 90723-5528

Phone Number 562-602-8004

Principal Carolynn But ler, Principal

E-mail Address lbut [email protected]

County-District-School (CDS) Code

19648730119446

School Description and Mission Statement - Most Recent YearSchool Description and Mission Statement - Most Recent Year

The mission of Alondra School’s learning community focuses on the academic achievement for all students. Alondra Middle School’s vision is focused on thesuccess and growth of each child by cult ivat ing a learning community rooted in a challenging academic curriculum and supported by a posit ive, respectful, andnurturing learning environment.

• We expect all students to master rigorous, Common Core Standards enabling them to compete in a global society. • We hold our students and staff accountable to the precepts of posit ive character development through our Safe & Civil Schools Program. • We strive to promote a desire for life-long learning throughout our school community. • We collaborate as a learning community in order to foster powerful teaching/learning w ith the sole purpose support ing all learners. • We provide all students w ith a posit ive, nurturing learning environment w ith an emphasis on academic learning.

We expect parents to be informed and part icipate in their children's educat ion.

2014-15 SARC - Alondra Middle

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mailto:[email protected]

www.paramount.k12.ca.us

mailto:[email protected]



Student Enrollment by Grade Level (School Year 2014-15)Student Enrollment by Grade Level (School Year 2014-15)

Grade Level Number of Students

Grade 6 299

Grade 7 323

Grade 8 321

Total Enrollment 943

Grade 6 Grade 7 Grade 80

50

100

150

200

250

300

350

Student Enrollment by Student Group (School Year 2014-15)Student Enrollment by Student Group (School Year 2014-15)

Student Group Percent of Total Enrollment

Black or African American 7.0 %

American Indian or Alaska Nat ive 0.0 %

Asian 1.3 %

Filipino 0.4 %

Hispanic or Lat ino 87.1 %

Native Hawaiian or Pacific Islander 1.6 %

White 1.7 %

Two or More Races 1.0 %

Socioeconomically Disadvantaged 94.0 %

English Learners 23.9 %

Students w ith Disabilit ies 11.8 %

Foster Youth 0.5 %

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Foster Youth

7%1%

87%

1%1%1%

94%

23%

11%


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2013-14

2014-15

2015-16

2015-16

With Full Credent ial 33 34 40 616

Without Full Credent ial 0 1 1 14

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

3 3 1 28

2013-14 2014-15 2015-160

5

10

15

20

25

30

35

40

45Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2013-

142014-

152015-

16

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: August 2015

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 100.0% 0.0%

High-Poverty Schoolsin District

100.0% 0.0%

Low-Poverty Schoolsin District

0.0% 0.0%

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language Arts(Hampton-Brown) Grade 6-8 Inside the USA / 2011

(Hampton-Brown) Grade 6-8 Inside Phonics / 2011

(Hampton-Brown) Grade 6-8 Inside Level A-E / 2011

(Sopris West) Grade 6-8 Language! (Level A,B,C,D) / 2001

(Prent ice Hall) Grade 6-8 Prent ice Hall Literature: T imeless VoicesTimeless Themes / 2003

(Prent ice Hall) Grade 6-8 Prent ice Hall Writ ing and Grammar / 2003

(Glencoe) Grade 6-8 Triumphs Levels 1-6 / 2009

Yes 0.0 %

Mathematics

(Glencoe/McGraw-Hill) Grade 6 Math Course 1 / 2014



(Agile Mind) Grade 8 8th Grade Common Core Math / 2013

(Pearson) Grade 8 Algebra 1 / 2015

Yes 0.0 %

Science(Glenco/Mcgraw-Hill) Grade 6 Focus on Earth Science / 2007

(Glenco/Mcgraw-Hill) Grade 7 Focus on Life Science / 2007

(Glenco/Mcgraw-Hill) Grade 6-8 Teen Health / - -

(Glenco/Mcgraw-Hill) Grade 8 Focus on Physical Science / 2007

Yes 0.0 %

History-Social Science(Glenco/Mcgraw-Hill) Grade 6 Ancient Civilizat ions / 2006

(Glenco/Mcgraw-Hill) Grade 7 Medieval and Early Modern T imes /2006

(Glenco/Mcgraw-Hill) Grade 8 The American Journey to WWI / 2006

Yes 0.0 %

Foreign Language 0.0 %

Health 0.0 %

Visual and PerformingArts

0.0 %

Science Lab Eqpmt(Grades 9-12)

0.0 %


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School Facility Good Repair Status - Most Recent YearYear and month in which data were collected:

Overall Facility Rate - Most Recent YearYear and month in which data were collected:

School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

Alondra school is in very good condit ion for the cleanliness of all classrooms and restrooms.

There have been no major facilit ies projects this year.

Tree trimming has been completed and all safety lines have been repainted.

There are not any major maintenance repairs needed at the t ime.

System Inspected RatingRepair Needed and Action Taken

or Planned

Systems: Gas Leaks,Mechanical/HVAC, Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: OverallCleanliness, Pest/VerminInfestat ion

Good

Electrical: Electrical GoodElectrical panel and transformer near

the mult ipurpose room wasremoved as it was no longer

needed.

Restrooms/Fountains:Restrooms, Sinks/Fountains

Good

Safety: Fire Safety, HazardousMaterials

Good

Structural: StructuralDamage, Roofs

Good

External: Playground/SchoolGrounds,W indows/Doors/Gates/Fences

GoodResurfaced ramp to second story.

Overall Rat ing Exemplary


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study

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 forstat ist ical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

English Language Arts / Literacy (grades 3-8 and 11) 42.0% 35.0% 44.0%

Mathematics (grades 3-8 and 11) 19.0% 21.0% 33.0%


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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 stat ist icalaccuracy or to protect student privacy.

Note: 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 tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

ELA- ELA- Grade 6Grade 6

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 297 294 99.0% 29.0% 35.0% 30.0% 5.0%

Male 297 152 51.2% 38.0% 32.0% 26.0% 3.0%

Female 297 142 47.8% 20.0% 38.0% 35.0% 8.0%

Black or African American 297 21 7.1% 43.0% 38.0% 10.0% 10.0%

American Indian or Alaska Nat ive 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 297 5 1.7% -- -- -- --

Filipino 297 1 0.3% -- -- -- --

Hispanic or Lat ino 297 255 85.9% 28.0% 35.0% 32.0% 5.0%

Native Hawaiian or Pacific Islander 297 7 2.4% -- -- -- --

White 297 4 1.3% -- -- -- --

Two or More Races 297 1 0.3% -- -- -- --

Socioeconomically Disadvantaged 297 149 50.2% 32.0% 34.0% 29.0% 5.0%

English Learners 297 88 29.6% 52.0% 36.0% 11.0% 0.0%

Students w ith Disabilit ies 297 13 4.4% 77.0% 8.0% 15.0% 0.0%

Students Receiving MigrantEducat ion Services

0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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ELA - Grade 7ELA - Grade 7

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 313 310 99.0% 26.0% 31.0% 35.0% 7.0%

Male 313 157 50.2% 33.0% 36.0% 25.0% 6.0%

Female 313 153 48.9% 20.0% 26.0% 45.0% 9.0%



Asian 313 4 1.3% -- -- -- --

Filipino 313 2 0.6% -- -- -- --



White 313 4 1.3% -- -- -- --

Two or More Races 313 3 1.0% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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ELA - Grade 8ELA - Grade 8

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 324 297 91.7% 21.0% 32.0% 44.0% 3.0%

Male 324 156 48.1% 28.0% 28.0% 43.0% 2.0%

Female 324 141 43.5% 13.0% 37.0% 46.0% 4.0%



Asian 324 3 0.9% -- -- -- --

Filipino 324 2 0.6% -- -- -- --



White 324 2 0.6% -- -- -- --

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Mathematics - Grade 6Mathematics - Grade 6

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 297 294 99.0% 48.0% 40.0% 9.0% 2.0%

Male 297 152 51.2% 51.0% 37.0% 10.0% 2.0%

Female 297 142 47.8% 44.0% 44.0% 8.0% 3.0%



Asian 297 5 1.7% -- -- -- --

Filipino 297 1 0.3% -- -- -- --



White 297 4 1.3% -- -- -- --

Two or More Races 297 1 0.3% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 313 309 98.7% 41.0% 39.0% 15.0% 5.0%

Male 313 156 49.8% 46.0% 38.0% 11.0% 6.0%

Female 313 153 48.9% 37.0% 41.0% 18.0% 4.0%



Asian 313 4 1.3% -- -- -- --

Filipino 313 2 0.6% -- -- -- --



White 313 4 1.3% -- -- -- --

Two or More Races 313 3 1.0% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 324 297 91.7% 41.0% 32.0% 20.0% 7.0%

Male 324 156 48.1% 44.0% 29.0% 18.0% 9.0%

Female 324 141 43.5% 39.0% 35.0% 22.0% 4.0%



Asian 324 3 0.9% -- -- -- --

Filipino 324 2 0.6% -- -- -- --



White 324 2 0.6% -- -- -- --

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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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 stat ist icalaccuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests Results by Student Group in Science (School Year 2014-15)

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 stat ist icalaccuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests for All Students in Science – Three-Year ComparisonCalifornia Standards Tests for All Students in Science – Three-Year Comparison

Subject

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


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

Science (grades 5, 8, and 10) 78.0% 71.0% 68.0% 46.0% 50.0% 49.0% 59.0% 60.0% 56.0%

Student Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 49.0%

All Students at the School 68.0%

Male 69.0%

Female 66.0%

Black or African American 78.0%

American Indian or Alaska Nat ive --

Asian --

Filipino --

Hispanic or Lat ino 66.0%

Native Hawaiian or Pacific Islander --

White --

Two or More Races --

Socioeconomically Disadvantaged 65.0%

English Learners 26.0%

Students w ith Disabilit ies --

Students Receiving Migrant Educat ion Services --

Foster Youth --


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion

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 forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2014-15)California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

7 17.5% 21.2% 24.2%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

Parents are encouraged to be a part of their child's educat ion and are welcome to meet w ith staff members to improve the learning experiences for theirstudents. Each year, the school surveys parents regarding the effect iveness of school programs and uses the parent responses to improve the educat ionalprogram.

Parents may be act ively involved in the school through the Parent Teacher Student Associat ion (PTSA), by being elected a School Site Council (SSC) memberand attending the School Site Council meet ings or being elected to the English Advisory Committee (ELAC). The School Site Council and English AdvisoryCommittees are parent groups that assist the principal and staff w ith the educat ional programs at the school. Parents are encouraged and welcomed to volunteerin their child's or children’s classroom(s).

Parent involvement/educat ion remains a priority during the 2014 - 2015 school year. Spirit Nights and Performances are held throughout the year. TheLiteracy/Reading Coach and Math Coach offer on-going trainings to our parents on the new Common Core Reading and Math strategies. Teachers have offeredspecific parent workshops on how to assist students w ith math or how to augment reading comprehension. Alondra’s Administrat ion, Literacy/Intervent ion Coach,Math Coach, and Counselors provide information sessions and workshops. Our parent collaborat ion sessions cover a myriad of topics such as how to increasestudent achievement as well as student motivat ion. To facilitate ongoing home/school communicat ion, the principal holds a Principal’s Breakfast monthly torecognize the achievements of students. Newsletters, Parent Bullet ins, and Connect Ed. Messages are used to convey important information to parents.

Our parent program offers Alondra parents an on-site weekly parent ing class. This class, run by our counselor, provides many opportunit ies for parents/guardiansto discuss and learn about current issues our middle school students are faced w ith on a daily basis. In addit ion, community speakers address our student ’s andparent ’s needs and provide alternat ives and strategies to be used at home.


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan - Most Recent Year

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Suspensions 5.0 5.3 2.4 4.9 5.9 3.7 5.1 4.4 3.8

Expulsions 0.0 0.0 0.0 0.1 0.1 0.0 0.1 0.1 0.1

Suspensions

2012-13 2013-14 2014-150

1

2

3

4

5

6

7School Suspensions

District Suspensions

State Suspensions

Expulsions

2012-13 2013-14 2014-150.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

Providing our staff and students w ith a clean, orderly, and safe environment is a district-w ide priority. Alondra Middle School has been implementing the Safe &Civil Schools program. Our custodial staff consists of one lead custodian along w ith rotat ing district evening team. Faculty and students are provided training onemergency preparedness throughout the school year. Emergency drills are held once a month along w ith a District-w ide earthquake drill so students and schoolpersonnel can become familiar w ith appropriate safety routes and learn to exhibit acceptable behavior in case of an emergency. Drills consist of fire, disaster, andlockdown. The school-w ide disaster plan is updated yearly. In August of 2014, the plan was rewritten and presented to the staff. On September 25, 2014 theadaptat ions, modificat ions, addit ions, and delet ions of the current site disaster plan were discussed along w ith approval of the site disaster plan.

For the safety of students and staff, the front and back gates are locked at 8:00 a.m. All visitors must enter through the office. If visitors are on campus, theyare required to wear a visitor's badge.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall Yes Yes

Met Part icipat ion Rate - English Language Arts Yes Yes

Met Part icipat ion Rate - Mathematics Yes Yes

Met Percent Proficient - English Language Arts N/A N/A

Met Percent Proficient - Mathematics N/A N/A

Met Attendance Rate

Met Graduat ion Rate N/A Yes

Federal Intervention Program (School Year 2015-16)Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2008-2009

Year in Program Improvement Year 3

Number of Schools Current ly in Program Improvement N/A 13

Percent of Schools Current ly in Program Improvement N/A 68.4%


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* 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 isreported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2014-15)

Note: Cells w ith N/A values do not require data.

*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.

Note: Cells w ith N/A values do not require data.

Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2012-13 2013-14 2014-15

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

English 28.0 2 18 8 30.0 2 13 13 26.0 8 15 5

Mathematics 27.0 6 15 5 27.0 10 9 7 30.0 1 8 11

Science 34.0 4 14 35.0 3 15 34.0 5 13

Social Science 34.0 4 14 33.0 7 12 30.0 15 5

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 2.0 476.0

Counselor (Social/Behavioral or Career Development) 0.0 N/A

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 1.0 N/A

Psychologist 0.5 N/A

Social Worker 0.0 N/A

Nurse 0.2 N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist (non-teaching) 2.0 N/A

Other 4.0 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $4270.0 $178.0 $4092.0 $78253.0

District N/A N/A $1740.0 $75970.0

Percent Difference – School Site andDistrict

N/A N/A 135.1% 3.0%

State N/A N/A $5348.0 $71529.0

Percent Difference – School Site and State N/A N/A -23.5% 9.4%


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2014-15)Types of Services Funded (Fiscal Year 2014-15)

Tit le I - A federal program designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality educat ion and reach, at aminimum, proficiency on challenging state academic achievement standards and state academic assessments.

T it le II - A federal program designed to ensure teacher and principal quality.

T it le III – A federal program designed to ensure that English Learner students have the access and opportunity to obtain a high-quality educat ion.

Economic Impact Aid – Limited English Proficient –A state program designed to ensure that English Learner students have the access and opportunity to obtain ahigh-quality educat ion.

Gifted and Talented Educat ion (GATE) – A state funded program w ithin the Local Control Funding Formula (LCFF) designed to provide gifted and talentedstudents w ith integrated and different iated learning experiences w ithin the regular school day.

Beginning Teacher Support and Assessment (BTSA) - A program designed as a system of support and professional growth for preliminary credent ialed teachers.

Supplemental Educat ional Services (SES) - Addit ional academic instruct ion provided outside of the regular school day designed to increase the academicachievement of students attending schools in Program Improvement Years 2 through 5. Eligible students include low-income, academically challenged studentswho attend T it le I PI Years 2 through 5 schools.

Teacher and Administrative Salaries (Fiscal Year 2013-14)Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $46,421 $43,062

Mid-Range Teacher Salary $70,119 $67,927

Highest Teacher Salary $90,366 $87,811

Average Principal Salary (Elementary) $115,592 $110,136

Average Principal Salary (Middle) $115,592 $115,946

Average Principal Salary (High) $128,779 $124,865

Superintendent Salary $182,938 $211,869

Percent of Budget for Teacher Salaries 39.0% 39.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000

150000


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



Professional Development – Most Recent Three Years

In 2015-16, professional development has been driven by the implementat ion of Common Core State Standards. Student achievement data is analyzed todetermine the specific needs for professional development. Professional development is provided in a variety of ways. Teachers are provided w ith subst itutecoverage during the school day, teachers attend after school workshops and academic coaches model lessons and provide teachers w ith individual mentoring andsupport. Teachers are also supported through collaborat ion meetings w ith teachers at their sites and district w ide.

Training for K-12 teachers, coaches and principals has included Thinking Maps and Safe and Civil Leadership Teams. Teachers have had collaborat ion t ime toanalyze writ ing and/or ELA constructed response quest ions and math constructed response quest ions. Professional development is also developed specifically forpart icular grade levels.

K-5 professional development act ivit ies have included Instruct ional Leadership Teams, Common Core Modules, Basic Math Facts, Math Curriculum and DevelopmentTeams, Spat ial Temporal Math for grades 3-4, English Language Arts Curriculum and Development Teams, and Write from the Beginning and Beyond.

6-12 professional development act ivit ies have included Instruct ional Leadership Teams, Math Curriculum and Development Teams, English Language ArtsCurriculum and Development Teams, Write from the Beginning and Beyond and Career Technical Educat ion training.

The district further promotes structured professional development programs through the Beginning Teacher Support and Assessment.


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SARC Report for Alondra Middle · 2016-11-02 · Vacant Teacher Positions 0 0 0 2013-14 2014-15...

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