SARC Report for Miraleste Intermediate School · California Department of Education ... competition...

Miraleste Intermediate School

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.

Mr. Brent Kuykendall, PrincipalPrincipal, Miraleste Intermediate School

Welcome to Miraleste Intermediate School. Miraleste is one of three intermediate schools in the Palos Verdes PeninsulaUnified School District , but is one of the most unique learning environments on “The Hill”. Our students enjoy a campusthat includes a full-size sw imming pool, competit ion gymnasium and a high school caliber woodshop. Students atMiraleste are also provided w ith the opportunity to take a variety of science, technology, engineering and math classes(STEM) including robot ics, mechanical design (ut ilizing our 4 3D printers!) and space-and-flight. We are a high performingintermediate school that seeks to address the learning and growth of the whole child. Through campus act ivit ies, sports,a w ide variety of academic and social clubs and organizat ions and a full roster of elect ives our students are able to exploretheir interests and get the most out of their middle grade years. We pride ourselves on an act ive parent community viathe PTA and Booster Club in support of programs that foster student achievement and school spirit . MiralesteIntermediate School is truly a place that is on the move in preparing students for the challenges of the 21st century. GoMarauders!

Miraleste Intermediate School29323 Palos Verdes Drive EastRancho Palos Verdes, CA 90275-6470

Phone: 310-732-0900E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

Exhibit K - MIS - SARC - 2016-17 02-08-17

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

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

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

mailto:[email protected]

Last updated: 1/26/2017


About This School

Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)

District Contact Information (School Year 2016-17)

District Name Palos Verdes Peninsula Unified

Phone Number (310) 378-9966

Superintendent Don Aust in, Ed.D.

E-mail Address [email protected]

Web Site www.pvpusd.net

School Contact Information (School Year 2016-17)

School Name Miraleste Intermediate School

Street 29323 Palos Verdes Drive East

City, State, Zip Rancho Palos Verdes, Ca, 90275-6470

Phone Number 310-732-0900

Principal Mr. Brent Kuykendall, Principal

E-mail Address [email protected]

Web Site www.pvpusd.net

County-District-School (CDS) Code

19648656021331

School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)

Miraleste Intermediate School (MIS) occupies a terraced, twenty-acre campus on a Rancho Palos Verdes hillside that overlooks the Los Angeles and Long Beachharbors. MIS serves three of the cit ies on the Palos Verdes Peninsula: Rancho Palos Verdes, Rolling Hills, and Rolling Hills Estates. The campus opened to studentsin 1968 as a high school. In June 1991, the school became an intermediate campus serving grades 6, 7, and 8. Students attending Miraleste are lucky enough tohave access to facilit ies not normally found at an intermediate site: a sw imming pool, gymnasium, tennis courts, track, theater arts building w ith a full-size stage,an orchestral music room and a chorus room.

Our two-fold mission is to provide our students w ith the best possible preparat ion for high school while also offering them an excit ing three-year intermediateexperience that helps them successfully navigate the adolescent years. W ith the combined efforts of our students, dedicated staff members, involved parents,and the community, our students are well supported. We have out lined our school vision in our mission statement: Miraleste Intermediate School is a dedicatedand friendly community committed to high standards of achievement and discipline in academics, athlet ics, and creat ive extra-curricular experiences in order tomeet the intellectual, emotional, physical, and social needs of all students. Combined w ith home and community-at-large, Miraleste gives students the opportunityto develop their potent ial, self-worth and love of learning while becoming responsible contribut ing members of society.”

2015-16 SARC - Miraleste Intermediate School

of 24Exhibit K - MIS - SARC - 2016-17

02-08-17


www.pvpusd.net


www.pvpusd.net



Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)

Grade Level Number of Students

Grade 6 276

Grade 7 289

Grade 8 283

Total Enrollment 848

Grade 6 Grade 7 Grade 80

50

100

150

200

250

300

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 3.3 %

American Indian or Alaska Nat ive 0.4 %

Asian 14.4 %

Filipino 3.5 %

Hispanic or Lat ino 19.0 %

Native Hawaiian or Pacific Islander 0.1 %

White 55.7 %

Two or More Races 3.7 %

Other -0.1 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 6.5 %

English Learners 2.1 %

Students w ith Disabilit ies 7.8 %

Foster Youth 0.0 %



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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

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 41 39 35 506

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

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

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

0 0 2

Total Teacher Misassignments* 0 0 2

Vacant Teacher Posit ions 0 0 0

2014-15 2015-16 2016-170.0

0.5

1.0

1.5

2.0

2.5Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions



02-08-17


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 97.0% 4.0%

All Schools in District 96.0% 4.0%

High-Poverty Schoolsin District

0.0% 0.0%

Low-Poverty Schoolsin District

96.0% 4.0%

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/LanguageArts Grade 6

Holt Literature and Language Arts, Introductory Course, Holt , 2003

Grade 7

Holt Literature and Language Arts, First Course, Holt , 2003

Grade 8

Holt Literature and Language Arts, Second Course, Holt , 2003

Yes 0.0 %

MathematicsPVCM 6, 6 Accl

Big Ideas Math Course 1, Houghton Mifflin Harcourt, 2015

PVCM 7; PVCM 7/8

Bridge to Algebra Big Ideas Math Course 2 Accelerated, Houghton MifflinHarcourt, 2015; ISBN #978-1-60840-671-5

PVCM 8

Big Ideas Math Course 3, Houghton Mifflin Harcourt, 2015

Grade 8 Algebra; Algebra 1/B; Algebra 1 Honors:

Big Ideas Math Algebra 1, HMH, 2015, ISBN #978-0-544-58568-3

Geometry; Geometry Honors:

Big Ideas Math Geometry, HMH, 2015; ISBN #978-0-544-58586-7

Yes 0.0 %

ScienceGrade 6

Earth Science, Holt , Reinhart & W inston, 2007

Grade 6

Study Guide B/Directed Rdg for Science & Technology Earth (CA), Holt , 2007

Grade 7

Yes 0.0 %



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

Life Science, Holt , Reinhart & W inston, 2007

Grade 7

Study Guide B/Directed Rdg Worksheets for Life Science (CA), Holt 2007

Grade 8

Physical Science, Holt , Reinhart & W inston, 2007

Grade 8

Study Guide A/Directed Rdg Worksheets for Physical Science (CA), Holt , 2007

Grade 8

Study Guide B/Directed Rdg Worksheets for Physical Science (CA), Holt , 2007

History-Social ScienceGrade 6

World History: Ancient Civilizat ions, Holt , 2006

Grade 7

World History: Medieval to Early Modern T imes, Holt , 2006

Grade 8

United States History Independence to 1914, Holt , 2006

Yes 0.0 %

Foreign LanguageSpanish 1 (grades 6-12)

En Espanol, Level 1, McDougal, Lit tell & Company, 2004Espanol Workbook 1, McDougal Lit tell, 2004

Yes 0.0 %

HealthGrade 7

Decisions for Health (Level Red), Holt , Reinhart and W inston, 2004

Grades 8-12

Lifet ime Health, Holt , Reinhart and W inston, 2004

Yes 0.0 %

Visual and PerformingArts Grade 6-7 Art I – Music:

Art in Act ion, Hubbard & Herberholz, Holt , Reinhart & W inston, 1986

Grade 8 Art II:


Grade 8 Art III:


Yes 0.0 %

Science Lab Eqpmt(Grades 9-12)

N/A N/A 0.0 %



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School Facility Good Repair StatusYear and month of the most recent FIT report: January 2017

Overall Facility RateYear and month of the most recent FIT report: January 2017

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

The physical plant at Miraleste Intermediate is, for the most part, in good condit ion.

System Inspected RatingRepair Needed and

Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

GoodHydrojett ing of storm and

sewer lines in Summer2016.

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials GoodKitchen Ansul system (firesystem) upgraded in 2016.

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Good



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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) 67.0% 71.0% 77.0% 80.0% 44.0% 48.0%

Mathematics (grades 3-8 and 11) 59.0% 66.0% 73.0% 73.0% 34.0% 36.0%



02-08-17


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 277 250 90.3% 76.7%

Male 154 137 89.0% 72.3%

Female 123 113 91.9% 82.1%

Black or African American -- -- -- --

American Indian or Alaska Nat ive -- -- -- --

Asian 33 30 90.9% 93.3%

Filipino -- -- -- --

Hispanic or Lat ino 47 44 93.6% 61.4%

Native Hawaiian or Pacific Islander -- -- -- --

White 166 148 89.2% 77.6%

Two or More Races 17 14 82.4% 78.6%

Socioeconomically Disadvantaged 19 15 79.0% 60.0%

English Learners -- -- -- --

Students w ith Disabilit ies 21 14 66.7% 14.3%

Students Receiving Migrant Educat ion Services -- -- -- --

Foster Youth -- -- -- --



02-08-17





ELA - Grade 7ELA - Grade 7


All Students 287 236 82.2% 69.5%

Male 145 126 86.9% 68.3%

Female 142 110 77.5% 70.9%

Black or African American 14 10 71.4% 50.0%


Asian 34 29 85.3% 75.9%

Filipino 11 10 90.9% 70.0%



White 166 134 80.7% 77.6%









02-08-17





ELA - Grade 8ELA - Grade 8


All Students 285 251 88.1% 67.2%

Male 143 130 90.9% 60.5%

Female 142 121 85.2% 74.4%



Asian 54 49 90.7% 79.6%

Filipino 11 9 81.8% 88.9%



White 142 122 85.9% 69.7%

Two or More Races -- -- -- --








02-08-17


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.



Mathematics - Grade 6Mathematics - Grade 6


All Students 277 252 91.0% 63.9%

Male 154 139 90.3% 69.1%

Female 123 113 91.9% 57.5%



Asian 33 32 97.0% 75.0%

Filipino -- -- -- --



White 166 148 89.2% 66.2%









02-08-17







All Students 287 236 82.2% 65.3%

Male 145 126 86.9% 65.1%

Female 142 110 77.5% 65.5%

Black or African American 14 10 71.4% 20.0%


Asian 34 29 85.3% 89.7%

Filipino 11 10 90.9% 80.0%



White 166 134 80.7% 73.9%









02-08-17







All Students 285 252 88.4% 69.7%

Male 143 130 90.9% 68.5%

Female 142 122 85.9% 71.1%



Asian 54 50 92.6% 89.8%

Filipino 11 9 81.8% 77.8%



White 142 122 85.9% 73.0%

Two or More Races -- -- -- --








02-08-17



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


2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Science (grades 5, 8, and 10) 97.0% 92.0% 94.0% 91.0% 87.0% 87.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 285 251 88.1% 94.4%

Male 143 130 90.9% 93.1%

Female 142 121 85.2% 95.9%



Asian 54 49 90.7% 95.9%

Filipino 11 9 81.8% 100.0%



White 142 122 85.9% 95.1%





Students Receiving Migrant Educat ionServices

0 0 0.0% 0.0%




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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 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

7 10.0% 18.5% 56.9%



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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 (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)

Parent involvement is a crit ical factor support ing a child’s success in school; this is especially true in the years spanning elementary school through high school.Miraleste is committed to including parents in their child’s intermediate school career, start ing w ith establishing contact w ith their student ’s teachers. Teacheremail addresses and telephone extensions are published throughout the year to provide parents easy access to the staff. Aeries.net and Edlio serve as the hub ofparent-school communicat ion. Aeries.net allows parents to email teachers, check grades, review explanat ions of assignments and projects, and ident ify sources ofenrichment or assistance through the internet. Our campus has a very act ive Parent Teacher Student Associat ion (PTSA) that meets monthly. The PTSAsponsors all school assemblies, Red Ribbon and Yellow Ribbon Week programs, teacher appreciat ion act ivit ies, and a book fair. The PTSA publishes an electroniccomprehensive weekly electronic parent newsletter that contains information about the school, events in the district , and school success t ips. Our Booster Clubalso holds monthly meetings open to all interested part ies. The Booster Club sponsors all after-school act ivit ies. These programs include sports teams thatcompete against other local intermediate schools in league competit ion and are open to all students who w ish to part icipate. Addit ionally, the Booster Clubsponsors an annual spring musical, school improvement projects including new lockers in the PE area, and the Cot illion program that teaches the “social graces” topart icipat ing students. The School Site Council includes elected parent members and is responsible for developing and monitoring our school goals. QuestMeetings are scheduled four t imes a year and provide parent educat ion speakers.



02-08-17


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


Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Suspensions 2.4 2.1 2.3 1.5 1.0 1.1 4.4 3.8 3.7

Expulsions 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1

Suspensions

2013-14 2014-15 2015-160.0

1.0

2.0

3.0

4.0

5.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-160.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

Our Comprehensive School Safety Plan was developed by the School Site Council, in cooperat ion w ith the Lomita Sheriff’s Department, and is evaluated andupdated annually. Our Safe School Coordinator oversees the plan. Components of the plan include the follow ing:

1. Child abuse report ing procedures

2. Disaster response procedures

3. Suspension and expulsion policies

4. Procedures for teacher not ificat ion of dangerous pupils

5. Sexual harassment policy

6. Dress code

7. Procedures for safe entering and leaving school

8. A safe and orderly environment conducive to learning, including ant i-bullying/respect and social media educat ion (Internet)

9. Rules and Procedures on school discipline

10. Hate crime report ing procedures



02-08-17


With input from local law enforcement and the Los Angeles County fire department, the school has a comprehensive disaster preparedness plan that is alsoupdated annually and follows District guidelines of the SEMS Plan. Using funding provided by our PTSA, the school maintains emergency supplies on site sufficientto provide care for students for a period of 72 hours. The school has a comprehensive evacuat ion procedure, and tw ice-yearly drills provide the opportunity forstudents and staff to pract ice what would be required in the event of a natural disaster occurring during the school day. Over the last several years, the MiralestePTSA has contributed tens of thousands of dollars to the purchase of foodstuffs and safety/emergency supplies stored in a secure locat ion in the stadium. Acopy of the Comprehensive School Safety Plan is available for public inspect ion, upon request, in the main office of the school.

Safety Plan Updated: January 2017



02-08-17

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.



02-08-17




* 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 2015-16)


*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.


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

2013-14 2014-15 2015-16

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 25.0 9 6 12 24.0 7 11 7 28.0 4 21 9

Mathematics 23.0 8 12 6 19.0 8 7 1 27.4 4 21 6

Science 32.0 2 2 15 29.0 2 8 10 29.2 3 18 9

Social Science 29.0 5 2 14 28.0 4 7 10 30.1 2 18 9

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

Academic Counselor 1.0 800.0

Counselor (Social/Behavioral or Career Development) 1.0 N/A

Library Media Teacher (librarian) 0.8 N/A

Library Media Services Staff (paraprofessional) N/A

Psychologist 1.0 N/A

Social Worker N/A

Nurse 0.8 N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist (non-teaching) 4.0 N/A

Other N/A

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 $5092.4 $20.2 $5072.2 $84037.9

District N/A N/A $9228.9 $76242.0

Percent Difference – School Site andDistrict

N/A N/A -45.0% 10.0%

State N/A N/A $5677.0 $74216.0

Percent Difference – School Site and State N/A N/A -48.0% 13.0%



02-08-17


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 2015-16)Types of Services Funded (Fiscal Year 2015-16)

For the 2015-16 school year, Palos Verdes Peninsula Unified School District spent an average of $9,977.29 to educate each student (based on 2015-16 auditedfinancial statements). The figures shown in the table below reflect the direct cost of educat ional services, per ADA, excluding food services, facilit ies acquisit ionand construct ion, and certain other expenditures. This calculat ion is required by law annually and compared to other districts statew ide. In addit ion to generalfund state funding, Palos Verdes Peninsula Unified receives federal, state and local funding for special programs. For the 2015-16 school year, the District receivedapproximately $790.88 per student in federal, state and local aid for the follow ing categorical, special educat ion and support programs:

Tit le ISpecial Educat ion IDEA Local AssistanceSpecial Educat ion IDEA PreschoolSpecial Educat ion IDEA Preschool Local Ent it lementSpecial Educat ion IDEA Mental HealthSpecial Educat ion IDEA Preschool Staff DevelopmentCareer and Technical Educat ionTit le IIT it le IIIEducator Effect ivenessRestricted LotterySpecial Educat ionSpecial Educat ion Mental Health ServicesMusic Donat ion GrantProject Lead the WayConfidence Foundat ionSpecial Children's LeagueLos Angeles County Arts Commission

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 $50,187 $44,958

Mid-Range Teacher Salary $74,015 $70,581

Highest Teacher Salary $91,799 $91,469

Average Principal Salary (Elementary) $112,010 $113,994

Average Principal Salary (Middle) $118,641 $120,075

Average Principal Salary (High) $132,746 $130,249

Superintendent Salary $245,575 $218,315

Percent of Budget for Teacher Salaries 41.0% 38.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

100000

Principal Salary Chart

150000



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


Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000



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Professional DevelopmentProfessional Development

Professional Development for the 2015-16 school year focused on the implementat ion of the teaching and learning strategies associated w ith the Common CoreState Standards. All teachers, K-12 have been developing an understanding of close reading strategies, depth of knowledge, project-based learning, cognit iveguided instruct ion, designing lessons/assessments, and implementing curriculum support ing the standards. Teachers have been provided opportunit ies to observelessons taught by colleagues and district TOSAs. Curriculum mapping and teacher art iculat ion have been a significant part of Professional Development. Therehas been an effort to provide SBAC training and pract ice for teachers and students regarding performance tasks in both English Language Arts and Mathematics.



02-08-17

SARC Report for Miraleste Intermediate School · California Department of Education ... competition...

Documents

Transcript of SARC Report for Miraleste Intermediate School · California Department of Education ... competition...