SARC Report for La Patera Elementary - goleta.k12.ca.us · La Patera School is one of the nine...
Transcript of SARC Report for La Patera Elementary - goleta.k12.ca.us · La Patera School is one of the nine...
La Patera Elementary
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 2015-16 School Year
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 and the county. 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 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.
Sonia DeHay, PrincipalPrincipal, La Patera Elementary
About Our School
Welcome to La Patera Elementary School. We are part of the Goleta Union School District and proudly promote thedistrict mission to maximize academic, intellectual, and personal growth in order for each student to prosper in, andposit ively influence a diverse and dynamic world.
As a school community, our mission is to provide a diverse educat ion in a safe and support ive environment that promotesself-discipline, motivat ion, and excellence in learning. Our students are expected to think crit ically while interact ing in asafe, respectful, and responsible manner.
Our school is focused on developing the whole child through rigorous and engaging academic curriculum, specialist classes,noontime clubs and sports, as well as before and after school enrichment opportunit ies. Our school promotes characterbuilding through the Character Counts educat ional program, which focuses on concepts of trustworthiness, respect,responsibility, fairness, caring, and cit izenship.
Our partnership w ith local universit ies and organizat ions enrich our school experiences through the opportunit ies andexpert ise provided by pre-professionals and volunteers.
Our parents are an integral part of our school community. Parents support our school through family events, fundraising,and volunteering in our classrooms. We encourage our parents and families to get involved and act ively support theeducat ional journey of our school community.
Sincerely,
Sonia Arnold-DeHay
Contact
About Our SchoolAbout Our School
La Patera Elementary School
555 North La Patera Lane
Goleta, CA 93117
Phone: (805) 681-1280
La Patera Elementary555 North La Patera Ln.Goleta, CA 93117-1507
Phone: 805-681-1280E-mail: [email protected]
ContactContact
2015-16 SARC - La Patera Elementary
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Last updated: 12/15/2016
About This School
Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)
District Contact Information (School Year 2016-17)
District Name Goleta Union Elementary
Phone Number (805) 681-1200
Superintendent William Banning
E-mail Address [email protected]
Web Site www.goleta.k12.ca.us
School Contact Information (School Year 2016-17)
School Name La Patera Elementary
Street 555 North La Patera Ln.
City, State, Zip Goleta, Ca, 93117-1507
Phone Number 805-681-1280
Principal Sonia DeHay, Principal
E-mail Address [email protected]
County-District-School (CDS) Code
42691956045496
School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)
La Patera School is one of the nine elementary schools of the Goleta Union School District . The Goleta Union School District (GUSD) serves the Goleta Valley, asuburban community of 80,000 people that includes the City of Goleta and a large unincorporated area. The area is known for its cultural, academic, andrecreat ional opportunit ies, as well as its mild climate.
The District offers a st imulat ing and challenging instruct ional program and school environment w ith a capable and art iculate professional staff. Many teachers,classified employees, and administrators have enjoyed long careers w ith GUSD. The staff is skilled at working to develop individual student potent ial by providingbasic skills and problem solving strategies. Every GUSD school offers programs in technology, music, art, and physical educat ion. Gifted and Talented Educat ion(GATE) offers a specialized program during the school day to students in grades 4-6. Every GUSD school has a computer center and all classrooms and offices haveInternet access.
The Board of Trustees has defined the strategic direct ion for the District and the schools through a comprehensive Strategic Plan and Local Accountability Plan,which are available on the District ’s website. The aspirat ions of the Goleta Union School District for each student are reflected in the follow ing core componentsof the Strategic Plan:
VisionPowerful Instruct ion
Purposeful Individualizat ionProduct ive Partnerships
Solid Evidence of Student Success
MissionThe Mission of the Goleta Union School District is to maximize academic, intellectual, and personal growth in order
for each student to prosper in, and posit ively influence, a diverse and dynamic world.
Shared Values and BeliefsSuccess for every student
Effort, perseverance, and responsibilityLearning beyond the basics
Safe, healthy, and secure environmentsTeamwork, partnership and respect
High-quality servicesBest instruct ional pract ices
Equity of experience
La Patera Mission Statement
The La Patera School staff, in partnership w ith families w ill provide a diverse educat ion in a safe, support ive environment that promotes self-discipline, motivat ionand excellence in learning. Our students w ill be expected to think crit ically, while interact ing in a safe, respectful and responsible manner.
2015-16 SARC - La Patera Elementary
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Last updated: 12/15/2016
2015-16 SARC - La Patera Elementary
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Last updated: 1/2/2017
Last updated: 1/2/2017
Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)
Grade Level Number of Students
Kindergarten 80
Grade 1 55
Grade 2 49
Grade 3 69
Grade 4 64
Grade 5 62
Grade 6 56
Total Enrollment 435
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 60
10
20
30
40
50
60
70
80
90
Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)
Student Group Percent of Total Enrollment
Black or African American 0.9 %
American Indian or Alaska Nat ive 0.0 %
Asian 0.9 %
Filipino 0.9 %
Hispanic or Lat ino 73.8 %
Native Hawaiian or Pacific Islander 0.0 %
White 20.5 %
Two or More Races 2.5 %
Other 0.5 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 65.7 %
English Learners 47.4 %
Students w ith Disabilit ies 9.0 %
Foster Youth 0.2 %
2015-16 SARC - La Patera Elementary
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Last updated: 12/14/2016
Last updated: 12/9/2016
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
2014-15
2015-16
2016-17
2016-17
With Full Credent ial 20 22 22 176
Without Full Credent ial 0 0 0 0
Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)
0 0 0 0
2014-15 2015-16 2016-170
5
10
15
20
25Teachers 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
Indicator2014-
152015-
162016-
17
Misassignments of Teachers of EnglishLearners
0 0 0
Total Teacher Misassignments* 0 0 0
Vacant Teacher Posit ions 0 0 0
2014-15 2015-16 2016-17-1.0
-0.5
0.0
0.5
1.0Misassignments of Teachers of English Learners
Total Teacher Misassignments
Vacant Teacher Positions
2015-16 SARC - La Patera Elementary
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Last updated: 1/5/2017
Last updated: 1/3/2017
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: September 2016
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)
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
100.0% 0.0%
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)
Note: Cells w ith N/A values do not require data.
SubjectTextbooks and Instructional Materials/year of
AdoptionFrom Most Recent
Adoption?Percent Students Lacking Own
Assigned Copy
Reading/Language ArtsOpen Court Reading (K-3)
Houghton-Mifflin Reading (4-6)
No 0.0 %
MathematicsBridges (K-5) The Math Learning Center
Core Connect ions 1 (Grade 6), College PreparatoryMathematics
Yes 0.0 %
ScienceFull Opt ion Science Systems (K-5)
Holt California Science: Earth Science (Grade 6)
Yes 0.0 %
History-Social ScienceReflect ions (K-6)
Yes 0.0 %
Foreign Language 0.0 %
Health 0.0 %
Visual and Performing Arts 0.0 %
Science Lab Eqpmt (Grades9-12)
N/A N/A 0.0 %
2015-16 SARC - La Patera Elementary
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Last updated: 1/3/2017
Last updated: 1/3/2017
School Facility Good Repair StatusYear and month of the most recent FIT report: October 2016
Overall Facility RateYear and month of the most recent FIT report: October 2016
School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements
Description of the condition and cleanliness of the school grounds, buildings, and restrooms
The school has sufficient space to house its classrooms, mandated special programs, and site-developed programs. Renovat ions have been performed tomodernize classrooms and upgrade the building infrastructure. Infrastructure projects included installat ion of new electrical, plumbing and gas ut ilit ies. Newcarpets, paint, flooring, wall fixtures, counters, and sinks were among the modernizat ion projects.
School CleanlinessThree custodians work at the site. One custodian works during the day, the others work at night. The custodians are responsible for general cleaning andupkeep of the site, classrooms, offices, walkways, and restrooms. Of the two night custodians, there is one full-t ime custodian and one part-t ime custodian thatworks for two (2) hours each night.
During the summer, classrooms, offices and common areas are thoroughly cleaned. To a lesser degree, thorough cleaning is undertaken during w inter and springrecesses. The custodial supervisor inspects site maintenance and cleanliness on a regularly scheduled basis.
District grounds keepers work at the school one full day per week. They perform general gardening dut ies necessary to maintain a safe and attract ive school site.
District maintenance staff ensures that the repairs necessary to keep the school in working order are completed in a t imely manner. A work order process is usedto ensure efficient service and that emergency repairs are given the highest priority.
The District part icipates in the State School Deferred Maintenance Program which provides state funds to assist school districts w ith expenditures for major repairor replacement of exist ing school building components. Typically, this includes roofing, plumbing, heat ing, air condit ioning, electrical systems, interior or exteriorpaint ing, and floor systems.
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 Good
Restrooms/Fountains:Restrooms, Sinks/Fountains
Good
Safety: Fire Safety, HazardousMaterials
Good
Structural: StructuralDamage, Roofs
GoodThe roofs at the site w ill cont inuedto be repaired unt il full replacement
can be scheduled.
External: Playground/SchoolGrounds,W indows/Doors/Gates/Fences
FairThe asphalt for all playgrounds is
beyond patching and repairing. Theasphalt needs to be removed and
replaced.
Overall Rat ing Good
2015-16 SARC - La Patera Elementary
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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):
Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and
The percentage of students 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.
CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All StudentsCAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students
Subject
Percent of Students Meeting or Exceeding the State Standards
School District State
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
English Language Arts / Literacy (grades 3-8 and 11) 31.0% 41.0% 54.0% 58.0% 44.0% 48.0%
Mathematics (grades 3-8 and 11) 27.0% 37.0% 45.0% 54.0% 34.0% 36.0%
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Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated in both assessments.
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 all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)
ELA - Grade 3ELA - Grade 3
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 66 64 97.0% 37.5%
Male 38 37 97.4% 29.7%
Female 28 27 96.4% 48.2%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 53 53 100.0% 32.1%
Native Hawaiian or Pacific Islander -- -- -- --
White 11 9 81.8% 66.7%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 42 42 100.0% 21.4%
English Learners 35 35 100.0% 20.0%
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
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Last updated: 1/5/2017
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated in both assessments.
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 all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
ELA - Grade 4ELA - Grade 4
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 65 64 98.5% 37.5%
Male 35 35 100.0% 28.6%
Female 30 29 96.7% 48.3%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 50 49 98.0% 24.5%
Native Hawaiian or Pacific Islander -- -- -- --
White 12 12 100.0% 83.3%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 43 42 97.7% 19.1%
English Learners 26 26 100.0% 7.7%
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
2015-16 SARC - La Patera Elementary
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Last updated: 1/5/2017
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated in both assessments.
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 all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
ELA - Grade 5ELA - Grade 5
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 63 62 98.4% 56.5%
Male 37 37 100.0% 59.5%
Female 26 25 96.2% 52.0%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 47 46 97.9% 43.5%
Native Hawaiian or Pacific Islander -- -- -- --
White 13 13 100.0% 92.3%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 43 42 97.7% 45.2%
English Learners 17 17 100.0% --
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
2015-16 SARC - La Patera Elementary
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Last updated: 1/5/2017
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated in both assessments.
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 all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
ELA- ELA- Grade 6Grade 6
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 56 55 98.2% 32.7%
Male 23 23 100.0% 30.4%
Female 33 32 97.0% 34.4%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 40 39 97.5% 25.6%
Native Hawaiian or Pacific Islander -- -- -- --
White -- -- -- --
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 41 40 97.6% 20.0%
English Learners 14 14 100.0% --
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
2015-16 SARC - La Patera Elementary
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Last updated: 1/5/2017
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.
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 all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)
Mathematics - Grade 3Mathematics - Grade 3
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 66 64 97.0% 53.1%
Male 38 37 97.4% 54.1%
Female 28 27 96.4% 51.9%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 53 53 100.0% 47.2%
Native Hawaiian or Pacific Islander -- -- -- --
White 11 9 81.8% 77.8%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 42 42 100.0% 40.5%
English Learners 35 35 100.0% 37.1%
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
2015-16 SARC - La Patera Elementary
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Last updated: 1/5/2017
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.
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 all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
Mathematics - Grade 4Mathematics - Grade 4
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 65 65 100.0% 32.8%
Male 35 35 100.0% 31.4%
Female 30 30 100.0% 34.5%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 50 50 100.0% 22.5%
Native Hawaiian or Pacific Islander -- -- -- --
White 12 12 100.0% 66.7%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 43 43 100.0% 14.3%
English Learners 26 26 100.0% 7.7%
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
2015-16 SARC - La Patera Elementary
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Last updated: 1/5/2017
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.
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 all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
Mathematics - Grade 5Mathematics - Grade 5
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 63 62 98.4% 35.5%
Male 37 37 100.0% 40.5%
Female 26 25 96.2% 28.0%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 47 46 97.9% 23.9%
Native Hawaiian or Pacific Islander -- -- -- --
White 13 13 100.0% 69.2%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 43 42 97.7% 26.2%
English Learners 17 17 100.0% --
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
2015-16 SARC - La Patera Elementary
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Last updated: 1/5/2017
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.
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 all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
Mathematics - Grade 6Mathematics - Grade 6
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 56 56 100.0% 26.8%
Male 23 23 100.0% 30.4%
Female 33 33 100.0% 24.2%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 40 40 100.0% 17.5%
Native Hawaiian or Pacific Islander -- -- -- --
White -- -- -- --
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 41 41 100.0% 22.0%
English Learners 14 14 100.0% --
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
2015-16 SARC - La Patera Elementary
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Last updated: 1/5/2017
Last updated: 1/5/2017
Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.
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.
CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)
Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.
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.
CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students
Subject
Percentage of Students Scoring at Proficient or Advanced
School District State
2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16
Science (grades 5, 8, and 10) 68.0% 58.0% 57.0% 72.0% 70.0% 67.0% -- -- --
Student GroupTotal
EnrollmentNumber of Students with Valid
ScoresPercent of Students with Valid
ScoresPercent Proficient or
Advanced
All Students 63 61 96.8% 57.4%
Male 37 37 100.0% 56.8%
Female 26 24 92.3% 58.3%
Black or African American -- -- -- --
American Indian or Alaska Nat ive 0 0 0.0% 0.0%
Asian 0 0 0.0% 0.0%
Filipino -- -- -- --
Hispanic or Lat ino 47 45 95.7% 46.7%
Native Hawaiian or Pacific Islander 0 0 0.0% 0.0%
White 13 13 100.0% 92.3%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 43 41 95.4% 43.9%
English Learners 17 16 94.1% 0.0%
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ionServices
0 0 0.0% 0.0%
Foster Youth -- -- -- --
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Last updated: 1/5/2017
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 area of 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 2015-16)California Physical Fitness Test Results (School Year 2015-16)
Grade Level
Percentage of Students Meeting Fitness Standards
Four of Six Standards Five of Six Standards Six of Six Standards
5 19.7% 37.7% 16.4%
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Last updated: 12/15/2016
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 (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)
Parents are partners in the educat ion of our students. Parents are encouraged to be involved as members of the Parent-Teacher Associat ion, school or classroomvolunteers, or as representat ives to school governance organizat ions such as School Site Council, the English Learner Advisory Committee/District English LearnerAdvisory Committee (DELAC), District GATE Advisory Committee, or District Advisory Council. Meet ings occur regularly over the course of the year.
There are three parent committees/groups at La Patera that meet regularly and are always looking for parent input and part icipat ion. The PTA works w ith theschool to support special programs, field trips and other events that benefit all students. ELAC advises the principal and staff on programs and services for Englishlearners (students that are learning English as their second language). The SSC is comprised of five elected parents and four elected staff members, plus theprincipal, whose main funct ion is providing input and oversight into development and implementat ion of the school plan and related budgets.
Other parent involvement opportunit ies include:
• Assist ing teachers in the classroom with materials and projects.• Assist ing w ith playground, parking lot, lunch supervision or garden day. • Providing expert advice and support as related to your job or expert ise.
Parent-teacher conferences are held in the fall and spring of each school year to discuss individual student progress. Addit ional site act ivit ies help parentsunderstand school programs and learn about support services for parents and children.
District communicat ion, school and classroom newsletters, new forums for electronic communicat ion such as Seesaw, Google Classroom, ParentSquare, andgeneral announcements provide parents/guardians w ith information about their school. Schools communicate regularly w ith parents/guardians.
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Last updated: 12/9/2016
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 (School Year 2016-17)
Suspensions and ExpulsionsSuspensions and Expulsions
School District State
Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16
Suspensions 0.0 0.0
Expulsions 0.0 0.0
Suspensions
2013-14 2014-15 2015-16-1.0
-0.5
0.0
0.5
1.0School Suspensions
District Suspensions
State Suspensions
Expulsions
2013-14 2014-15 2015-16-1.0
-0.5
0.0
0.5
1.0School Expulsions
District Expulsions
State Expulsions
The follow ing information on emergency preparedness and supervision of students is current w ith respect to student safety. The sect ion on student conductout lines the responsibilit ies of students for their own behavior and learning.
Security: The school posts required public signs to communicate rules prohibit ing smoking, skateboarding, and alcoholic beverages. Signs are also posted toinform visitors that the school grounds close at dusk. Alarm systems, fencing, and light ing are periodically tested to ensure a safe environment. Each school isrepresented on the district Safety Committee. Monthly, concerns or issues regarding campus security are shared. The District Maintenance and Operat ions staffand principals all carry walkie-talkies in order to be available at all t imes. All are quick to respond to any concerns.
Emergency Preparedness: The school updates the emergency plan annually. Periodically, a staff inservice is held for members to review his or her role in anemergency situat ion according to the plan. The plan is on file in the school office. Emergency preparedness drills are conducted regularly to ensure students andstaff safety in the event of fire, earthquake, or other disaster. The plan focuses on the three R’s of disaster preparedness: readiness, response, and recovery toteach all students and staff to be prepared should any emergency occur.
Supervision of Students: Classroom teachers are responsible for maintaining a safe learning environment. Students are carefully supervised w ithin classroomsand on the playground. Yard duty supervisors are employed at recess and luncht ime to ensure a safe environment for students. School policies regarding behaviorare reviewed w ith students and staff regularly. Policies are sent home to parents annually. We are committed to student safety and a posit ive school climate.
Badge Identification System for Employees, Volunteers, and Visitors: Signs are posted on campus to advise visitors to sign in at the office. Tosystematically ident ify persons who have a legit imate presence on our campus, all employees, volunteers, or visitors are required to wear a pocket or lanyardident ificat ion badge. Visitor and volunteer badges are obtainable in the school office. The staff reminds any visitor w ithout a badge to return to the office for onein order to heighten awareness of anyone who is on the campus.
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Last updated: 12/15/2016
2015-16 SARC - La Patera Elementary
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Last updated: 1/2/2017
Last updated: 12/19/2016
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.
Average Class Size and Class Size Distribution (Elementary)
* 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 2015-16)
Note: Cells w ith N/A values do not require data.
Federal Intervention Program (School Year 2016-17)Federal Intervention Program (School Year 2016-17)
Indicator School District
Program Improvement Status Not in PI In PI
First Year of Program Improvement 2009-2010
Year in Program Improvement Year 5
Number of Schools Current ly in Program Improvement N/A 1
Percent of Schools Current ly in Program Improvement N/A 11.0%
2013-14 2014-15 2015-16
Grade Level Average Class Size
Number of Classes *
Average Class Size
Number of Classes *
Average Class Size
Number of Classes *
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K 20.0 3 0 0 18.0 3 0 0 20.0 3 0 0
1 21.0 2 1 0 25.0 0 2 0 18.0 3 0 0
2 18.0 3 0 0 21.0 0 3 0 26.0 0 2 0
3 21.0 1 2 0 22.0 0 2 0 22.0 0 3 0
4 23.0 0 2 0 24.0 0 3 0 21.0 0 3 0
5 25.0 0 2 0 24.0 0 2 0 21.0 0 3 0
6 24.0 1 3 0 24.0 0 3 0 27.0 0 2 0
Other 0.0 0 0 0 17.0 2 0 0 19.0 2 0 0
Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor
Academic Counselor 0.0 0.0
Counselor (Social/Behavioral or Career Development) 0.0 N/A
Library Media Teacher (librarian) 0.0 N/A
Library Media Services Staff (paraprofessional) 0.8 N/A
Psychologist 1.0 N/A
Social Worker 0.0 N/A
Nurse 0.3 N/A
Speech/Language/Hearing Specialist 0.6 N/A
Resource Specialist (non-teaching) 1.0 N/A
Other 1.0 N/A
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Last updated: 12/19/2016
Last updated: 12/27/2016
*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.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)
LevelTotal Expenditures Per
PupilExpenditures Per Pupil
(Supplemental/Restricted)
Expenditures PerPupil
(Basic/Unrestricted)Average Teacher
Salary
School Site $11760.3 $486.2 $11274.0 $78445.0
District N/A N/A $11274.0 $78445.0
Percent Difference – School Site andDistrict
N/A N/A 0.0% 0.0%
State N/A N/A $5677.0 $71610.0
Percent Difference – School Site and State N/A N/A 15.0% 8.0%
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Last updated: 1/2/2017
Last updated: 12/27/2016
For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .
Professional Development
Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)
In addit ion to personnel costs for teachers, support staff, classified staff, and administrators, the District budget funds purchase of instruct ional supplies, officesupplies, transportat ion, and equipment. Categorical funds provide cert ificated tutors, instruct ional assistants, instruct ional supplies, and translat ions of schoolnewsletters and meetings.
Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)
Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $47,678 $44,507
Mid-Range Teacher Salary $83,177 $68,910
Highest Teacher Salary $97,735 $88,330
Average Principal Salary (Elementary) $127,711 $111,481
Average Principal Salary (Middle) $ $115,435
Average Principal Salary (High) $ $113,414
Superintendent Salary $182,416 $169,821
Percent of Budget for Teacher Salaries 46.0% 39.0%
Percent of Budget for Administrat ive Salaries 5.0% 6.0%
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)
Average Principal Salary
(Middle)
Average Principal Salary
(High)
0
20000
40000
60000
80000
100000
120000
140000
The District annually provides three days of in-service to cert ificated staff and District-w ide release-t ime throughout the year. Teachers are afforded common plant ime to work in Professional Learning Communit ies as well as opportunit ies to attend professional conferences and workshops. Classified staff members meet fortraining specific to their posit ions several t imes during the year.
During the 2013-14 school year, the Professional Development days provided Factsw ise training for all third grade teachers and all K-2 teachers not previouslytrained. Addit ionally, all teachers were trained on Number Talks and introduced to other topics including the follow ing: The Operat ions and Algebraic Thinking,Number and Operat ions in Base Ten/Number System learning progression documents and addit ion and subtract ion problem types. Ongoing math trainingcont inued throughout the year and expanded on incorporat ion of these topics into daily instruct ion. Teachers were also trained in the Coherent Writ ing programfocusing on Summary of Expository and Close Reading. Teachers administered two common formative assessments (CFA) (Fall CFA was Summary of Narrat ive and
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Last updated: 1/2/2017
Spring CFA was Summary of Expository) and analyzed and discussed student work w ith site grade level teams as part of the ongoing training efforts. Last ly,various opt ional after school workshops on Math and English Language Arts were offered to teachers throughout the years.
Professional Development during the 2014-2015 school year had a major focus on mathematics instruct ion. Teachers on special assignment ut ilized the Cognit iveGuided Instruct ion (CGI) model to help teachers understand the knowledge that students bring to the math process and how they connect that knowledgewith formal concepts and operat ions. The specific topics for the training were problem types, problem solving, the standards for mathematical pract ices andfract ions. Teachers were also trained on the writ ing standards and progressions and given an introduct ion to argument/opinion writ ing integrated w ith sciencecontent. Follow-up/cont inued training was also provided in the areas of close reading and text dependent quest ions. All school sites selected a team topart icipate in a foundat ional learning module on Mult i-T iered Systems of Support.
The district adopted a new series for the 2015-2016 school year, The Math Learning Center: Bridges for K-5 and College Preparatory Math (CPM) - CoreConnect ions 1 for sixth grade. Before contractual days, select teachers part icipated in two days of training the trainers. These teachers served as in-houseexperts throughout the year. In addit ion, our init ial contractual professional development days provided Bridges and CPM training for all staff. Init ial contractualdays provided a new teacher training day to orient teachers to Goleta Union School District . We also cont inued our Different iated Instruct ion for fourth throughsixth grade teachers w ith a focus on fifth grade teachers. Our special educat ion staff received professional development specific to their posit ions, e.g. CPItraining.
Curriculum Council serves as an ongoing steering committee. During the 2015-2016 school year, the Council reviewed SBE approved materials, ELA/ELDStandards, and used the 2015 Adoption Toolkit: English Language Arts/Literacy and English Language Development (California County SuperintendentsEducat ional Services Associat ion [CCSESA], 2015). Using the three resources and several publishers’ presentat ions, the Council chose two ELA/ELD series to pilotin the 2016-2017 school year and w ill cont inue into the follow ing year.
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