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1 Las Posas Elementary School 2011-2012 School Accountability Report Card Principal Sue Sigler [email protected] Pleasant Valley School District 600 Temple Avenue Camarillo, CA 93010 (805) 482-2763 Board of Trustees Bob Rust, President Debra Kuske, Clerk Kelly Long, Member Suzanne Kitchens, Member Ron Speakman, Member 7 5 E . C a l l e L a G u e r r a C a m a r i l l o , C A 9 3 0 1 0 ( 8 0 5 ) 4 8 2 - 4 6 0 6 ( 8 0 5 ) 3 8 8 - 5 4 3 1 F a x Principal’s Message Serving the needs of an ever-growing and diverse student population, Los Posas teachers and staff strive to provide a school environment that is friendly, safe and orderly. With a school-wide focus on developing critical thinking, communication and collaboration skills, Las Posas staff members meet regularly in professional learning communities to support the academic achievement of all students and to build teamwork among all stakeholders. We offer preschool, transition kindergarten and full day kindergarten programs as well as an on-site, district run childcare program for Las Posas students. Las Posas also provides Title I teachers for additional support at each grade level through small group instruction and English Language Development (ELD) support for our second language learners. Las Posas Elementary School’s academic program is enriched by the joint effort of the School Site Council and PTA. The School Site Council reviews and provides input on school budgets and programs. The PTA provides support for educational opportunities such as field trips and assemblies. In addition, Las Posas works closely with local military family support providers to improve communication, problem solving, social skills development and connections among our students from military families. Los Posas Elementary is a California Distinguished School and a winner of the CSBA 2011 Golden Bell Award for Parental/Community Involvement. School Profile Pleasant Valley School District consists of eleven schools serving grades kindergarten through eight. Las Posas Elementary is one of nine elementary schools in the Pleasant Valley School District. Las Posas provides a traditional philosophy based on a broad curriculum in an academically focused, orderly, positive, and supportive learning environment which enhances the learning process, student achievement, and individual self-esteem. Las Posas nourishes the personal touch and gives students a warm, safe environment where students prepare for the 21st century. During the 2011-12 school year, 460 kindergarten through fifth grade students were enrolled at the school, with classes arranged on a traditional schedule calendar. Student body demographics are shown in the chart. www.pvsd.k12.ca.us District Mission Statement To provide an educational program that encourages a positive self concept, creative expression, critical thinking, and academic excellence challenging students to reach their own highest potential. Student Enrollment by Ethnic Group 2011-12 Percentage African American 8.9% American Indian 1.1% Asian 1.7% Filipino 7.0% Hispanic or Latino 37.6% Pacific Islander 0.4% White 37.4% Two or More 5.9% None Reported -

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Page 1: 2011-2012 School Accountability Report Card - doc · PDF file2011-2012 School Accountability Report Card Principal ... diverse student population, ... Regular attendance and punctuality

1

Las PosasElementary School

2011-2012 School Accountability Report CardPrincipalSue [email protected]

Pleasant Valley School District

600 Temple AvenueCamarillo, CA 93010

(805) 482-2763

Board of Trustees

Bob Rust, PresidentDebra Kuske, ClerkKelly Long, MemberSuzanne Kitchens, MemberRon Speakman, Member

75

E. C

alle

La

Gue

rra • C

amar

illo,

CA

9301

0 • (8

05) 4

82-4606 • (805) 388-5431 Fax

Principal’s Message

Serving the needs of an ever-growing and diverse student population, Los Posas teachers

and staff strive to provide a school environment that is friendly, safe and orderly. With a school-wide focus on

developing critical thinking, communication and collaboration skills, Las Posas staff members meet regularly in professional

learning communities to support the academic achievement of all students and to build teamwork among all stakeholders.

We offer preschool, transition kindergarten and full day kindergarten programs as well as an on-site, district run childcare program for Las Posas

students. Las Posas also provides Title I teachers for additional support at each grade level through small group instruction and English Language Development

(ELD) support for our second language learners.

Las Posas Elementary School’s academic program is enriched by the joint effort of the School Site Council and PTA. The School Site Council reviews and provides input on

school budgets and programs. The PTA provides support for educational opportunities such as field trips and assemblies. In addition, Las Posas works closely with local

military family support providers to improve communication, problem solving, social skills development and connections among our students from military families.

Los Posas Elementary is a California Distinguished School and a winner of the CSBA 2011 Golden Bell Award for Parental/Community Involvement.

School ProfilePleasant Valley School District consists of eleven schools serving grades kindergarten through eight. Las Posas Elementary is one of nine elementary schools in the Pleasant Valley School District. Las Posas provides a traditional philosophy based on a broad curriculum in an academically focused, orderly, positive, and supportive learning environment which enhances the learning process, student achievement, and individual self-esteem. Las Posas nourishes the personal touch and gives students a warm, safe environment where students prepare for the 21st century. During the 2011-12 school year, 460 kindergarten through fifth grade students were enrolled at the school, with classes arranged on a traditional schedule calendar. Student body demographics are shown in the chart.

www.pvsd.k12.ca.us

District Mission Statement

To provide an educational program that encourages a

positive self concept, creative expression, critical thinking,

and academic excellence challenging students to reach their own highest potential.

Student Enrollment by Ethnic Group2011-12

Percentage

African American 8.9%

American Indian 1.1%

Asian 1.7%

Filipino 7.0%

Hispanic or Latino 37.6%

Pacific Islander 0.4%

White 37.4%

Two or More 5.9%

None Reported -

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2Las Posas Elementary School Published: January 2013

Suspensions & ExpulsionsThe suspensions and expulsions table illustrates total cases for the last three years, as well as a percentage of enrollment. Suspensions are expressed in terms of total infractions, not number of students suspended, as some students may have been suspended on multiple occasions. Expulsions occur only when required by law or when all other alternatives are exhausted.

Contact InformationParents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact the Las Posas Elementary at (805) 482-4606.

Parent/Community InvolvementMany parents volunteer to help in classrooms daily. The School Site Council (SSC) is comprised of staff and parents who review and approve our annual school plan and some budgets. Parents of students learning English are invited to join the ELAC. Las Posas School has an active PTA, which generously funds various enrichment opportunities such as field trips, arts assemblies, class projects, school beautification projects, and a PE teacher. The school has community partnerships with many local merchants. The parents provide funds for various enrichment opportunities.

Class SizeParent volunteers and instructional aides assist teachers in the classroom. The table indicates the average class size, as well as the number of classes offered in reference to their enrollments.

Enrollment & AttendanceRegular attendance and punctuality are necessary parts of the learning process and are critical to academic success. In addition, school districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered.

Parents are advised of their responsibilities including notification of when and why students are absent. Independent study is available for students that require five days or longer leaves from school.

Pleasant Valley School District’s School Attendance Review Board (SARB) is composed of parents, representatives from the district and members of the community, including representatives from law enforcement, welfare, probation and mental health. Students are referred to SARB when they have persistent attendance and behavior problems in school, and the normal avenues of classroom, school and district counseling are not effective. The members of the SARB, the referred students and their parents or guardians work collaboratively to evaluate the student’s situation and recommend alternative solutions.

This chart illustrates the enrollment trend by grade level for the past three school years.

Instructional Materials (School Year 2012-13)The school district held a public hearing on October 20, 2012, and determined that each school within the district had sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption.

The table displays information collected in November 2012 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.

Library InformationThe school’s library provides an extensive variety of reference and special interest materials, in addition to hundreds of educational and recreational books. Students visit the library on a weekly basis with their classes. Computer workstations within the library are connected to the Internet so students are able to access resources and information online. The students visit the library throughout the year with their classes.

Suspensions & ExpulsionsSchool District

09-10 10-11 11-12 09-10 10-11 11-12

Suspensions 30 13 18 369 387 600

Suspension Rate 9.0% 3.0% 3.9% 5.2% 5.3% 8.2%

Expulsions 0 0 0 1 2 2

Expulsion Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

10 11 12 10 11 12 10 11 12 10 11 12

By Grade Level

K 24 24 25 - - - 2 3 3 - - -

1 22 24 23 1 - 1 2 3 3 - - -

2 22 23 23 - 2 - 2 2 3 - - -

3 24 22 23 - 3 1 3 - 2 - - -

4 27 27 31 - - - 2 3 2 - - 1

5 27 28 32 - - - 2 2 2 - - -

K-3 - 22 - - - - - 14 - - - -

4-8 - 28 - - - - - 5 - - - -

Enrollment Trend by Grade Level2009-10 2010-11 2011-12

K 46 72 74

1st 61 73 82

2nd 58 80 79

3rd 62 76 70

4th 53 70 81

5th 54 67 74

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

K-5 English/Language Arts

Houghton Mifflin 2003 Yes 0.0%

K-5 MathematicsHoughton Mifflin/

Harcourt2009 Yes 0.0%

K-5 Science MacMillan 2008 Yes 0.0%

K-5Social

Science/History

Scott Foresman 2006 Yes 0.0%

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3Las Posas Elementary School Published: January 2013

Computer ResourcesAll classrooms have computers that are connected to the Internet. Las Posas Elementary also has a computer lab with 34 computers. The computer lab is staffed by teachers when they use the lab with their classes.

Computer skills and concepts are integrated throughout standard curriculum which helps to prepare students for technological growth and other opportunities. All classrooms are also equipped with digital projectors and ELMOs. Each teacher has a laptop computer in their classroom and Smart Boards/eBeams are used in classrooms from 2nd-5th grades. SuccessMaker is used by students to support their learning.

Additional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the public library located in Camarillo, which contains numerous computer workstations.

Curriculum DevelopmentAll curriculum development in the Pleasant Valley School District is based on the California State Content Standards and Frameworks. Curriculum guides are updated regularly by the Curriculum Committee to align with the state standards, district goals, and the statewide assessment program. During the 2010-11 school year, changes to the curriculum included implementing a new math program and RtI model, working together in professional learning teams, and integrating interactive technology.

School LeadershipLeadership at Las Posas Elementary is a responsibility shared between the principal, instructional staff, students, and parents. The district’s emphasis is on a well-balanced and rigorous core curriculum at all grade levels. Instructional programs are aligned with state and district standards. Staff members and parents participate on various committees that make decisions regarding the priorities and direction of the educational plan to ensure instructional programs are consistent with students’ needs and comply with district goals.

School FacilitiesLas Posas Elementary was originally constructed in 1959 and is comprised of 18 permanent classrooms, six portable classrooms, one multipurpose room, a library, one staff lounge, a computer lab, a work room, a serving kitchen for the students, and three playgrounds.

Cleaning ProcessOne full-time and one part-time custodians ensure that the cleaning of the school is maintained to provide for a clean and safe school. The district governing board has adopted cleaning standards for all schools in the district. A summary of these standards are available at the district office for review.

Maintenance and Repair District maintenance staff ensures that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. A work order process is used to ensure efficient service and highest priority are given to emergency repairs.

Deferred Maintenance Budget The district participates in the State School Deferred Maintenance Program, which provides matching funds on a dollar–for–dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating, electrical systems, interior or exterior painting, and floor systems. For the 2012-13 school year, the district allocated $245,269 for the deferred maintenance program. This represents 0.57% of the district’s general fund budget. A list of deferred maintenance projects may be obtained from the district office.

The table shows the results of the most recent facility inspection at the time of publication.

Safe School PlanThe safety of students and staff is a primary concern of Las Posas Elementary. The school is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The School Site Safety plan is reviewed and updated in the spring of each year by the School Safety Committee. All revisions were communicated to the both the classified and certificated staff. The school’s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire and disaster drills are conducted on a regular basis throughout the school year. Lockdown drills are held as needed. Students are supervised before school, during lunch and break periods, and after school by Campus Supervisors and teachers. There is a designated area for student drop off and pick up. Visitors must sign in at the office, receive a badge, and unauthorized visitors are not permitted on campus.

Counseling & Support Staff (School Year 2011-12)It is the goal of Las Posas Elementary to assist students in their social and personal development as well as academics. The school gives special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. A Resource Specialist and a Speech and Language Specialist are available to those students who are identified as needing them. The table lists the support service personnel available at Las Posas Elementary.

School Facility ConditionsDate of Last Inspection: 07/26/2012

Overall Summary of School Facility Conditions: Exemplary

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or

Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Restrooms/Fountains X

Safety (Fire Safety, Hazardous Materials) X

Structural (Structural Damage, Roofs) X

Lunch Shelter- Lunch shelter needs gutters

installed.

External (Grounds, Windows, Doors, Gates, Fences)

X

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

District Nurse 1 As Needed

Health Technician 1 0.5

Instructional Assistants 3 4.0

Occupational Therapist 1 As Needed

Psychologist 1 As Needed

Resource Specialist 1 0.5

Speech and Language Specialist 1 0.6

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4Las Posas Elementary School Published: January 2013

Physical Fitness (School Year 2011-12)In the spring of each year, the school is required by the state to administer a physical fitness test to students. The physical fitness test is a standardized evaluation that tracks the development of high-quality fitness programs and assists students in establishing physical activity as part of their daily lives.

Adequate Yearly ProgressNo Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/Language Arts (ELA) by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:

• Participation rate on the state’s standards-based assessments in ELA and mathematics.

• Percent proficient on the state’s standards-based assessments in ELA and mathematics.

• API as an additional indicator. • Graduation rate (for secondary schools).

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the table.

Academic Performance IndexThe Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.

Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.

The first table displays the school’s API ranks and actual API point changes by student group for the past three years.

The second table displays, by student group, the current Growth API at the school, district, and state level.

Percentage of Students in Healthy Fitness Zone2011-12

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

5 25.3% 21.5% 29.1%

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

Adequate Yearly Progress (AYP)School District

Made AYP Overall No No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient No No No No

API School Results Yes Yes

Graduation Rate N/A N/A

API School Results2009 2010 2011

Statewide 8 6 6

Similar Schools 5 4 3

Group 09-10 10-11 11-12All Students at the School

Actual API Change -37 21 -11

Hispanic or Latino

Actual API Change -68 33 16

White

Actual API Change -26 -4 -5

Socioeconomically Disadvantaged

Actual API Change -30 14 13

2012 Growth API ComparisonSchool District State

Number of

Students

Growth Score

Number of

Students

Growth Score

Number of

Students

Growth Score

All Students at the School 283 815 4,975 867 4,664,264 788

Black or African American 21 806 156 786 313,201 710

Filipino 25 904 269 918 124,824 869

Hispanic or Latino 111 771 1,480 785 2,425,230 740

White 104 840 2,548 901 1,221,860 853

Two or More Races 13 811 92 883 88,428 849

Socioeconomically Disadvantaged 147 786 1,281 763 2,779,680 737

English Learners 41 734 560 762 1,530,297 716

Students with Disabilities 19 634 598 683 530,935 607

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5Las Posas Elementary School Published: January 2013

Federal Intervention ProgramSchools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP.

California Standards TestThe California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).

The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/language arts, mathematics, social science, and science, for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. For results on course specific tests, please see http://star.cde.ca.gov.

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status In PI In PI

First Year in PI 2011-2012 2011-2012

Year in PI (2012-13) Year 2 Year 2

# of Schools Currently in PI - 5

% of Schools Identified for PI - 45.45%

California Standards Test (CST)Subject School District State

2010 2011 2012 2010 2011 2012 2010 2011 2012

English/Language Arts 57 61 60 68 70 71 52 54 56

Mathematics 59 63 62 63 65 65 48 50 51

Science 57 72 52 77 77 77 54 57 60

History/Social Science * * * 63 66 67 44 48 49

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

California Standards Test (CST)Subgroups

SubjectEnglish/

Language Arts

Mathematics ScienceHistory/Social

Science

District 71 65 77 67

School 60 62 52 *

African American/Black 65 58 45 *

American Indian * * * *

Asian * * * *

Filipino 84 83 * *

Hispanic or Latino 52 56 39 *

Pacific Islander * * * *

White 63 66 58 *

Males 59 63 52 *

Females 60 61 52 *

Socioeconomically Disadvantaged 51 54 44 *

English Learners 34 52 17 *

Students with Disabilities 33 28 * *

Migrant Education * * * *

Two or More Races * * * *

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

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6Las Posas Elementary School Published: January 2013

Teacher AssignmentPleasant Valley School District recruits and employs the most qualified credentialed teachers.

Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English learners) does not hold a legally recognized certificate or credential. Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year.

Highly Qualified Teachers (School Year 2011-12)The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.

For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/.

Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 25 percent or less.

Staff DevelopmentEducators are always life-long learners. Opportunities for training and staff development are provided at both the district and individual school sites to administrators, teachers, and classified staff. The district offers professional growth opportunities in curriculum, teaching strategies, and methodologies. Teachers are also given time to assess student achievement and work collaboratively to design instruction that is aligned to California Content Standards. Grade level teams participate in self guided professional development. The district offered one staff development day during 2009-10 and two staff development days during 2010-11 and 2011-12.

Substitute TeachersThe Pleasant Valley School District has an adequate pool of fully credentialed and qualified substitutes in order to maintain continuity of instruction at Las Posas Elementary. Generally, the district does not experience any problems finding qualified substitute teachers.

Teacher EvaluationA constructive evaluation process promotes quality instruction and is a fundamental element in a sound educational program. Evaluations and formal observations are designed to encourage common goals and to comply with the state’s evaluation criteria and district policies. Temporary and probationary teachers are evaluated annually and tenured teachers are evaluated every other year.

Evaluations are conducted by the Principal, who has been trained and certified for competency to perform teacher evaluations. Teachers are evaluated on the following criteria: Engaging and Supporting All Students in Learning, Understanding and Organizing Subject Matter for Student Learning, Assessing Student Learning, Creating and Maintaining Effective Environments for Student Learning, Planning Instruction and Designing Learning Experiences for All Students and Developing as a Professional Educator.

Pleasant Valley School District offers a program to assist new teachers called Beginning Teacher Support and Training (BTSA). BTSA is for new, credentialed teachers.

Data SourcesData within the SARC was provided by the school district, retrieved from the 2011-12 SARC template, located on Dataquest (http://data1.cde.ca.gov/dataquest), and/or Ed-Data website.

Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

Teacher Credential StatusSchool District

09-10 10-11 11-12 11-12

Fully Credentialed 16 20 18 282

Without Full Credentials 0 0 0 0

Working Outside Subject 0 0 0 0

Misassignments/Vacancies10-11 11-12 12-13

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 0 0 0

NCLB Compliant Teachers% of Core Academic Courses Taught

By NCLB Compliant Teachers

% of Core Academic Courses

Taught By Non-NCLB Compliant Teachers

School 100.0% 0.0%

District 100.0% 0.0%

High-Poverty Schools in District 100.0% 0.0%

Low-Poverty Schools in District 100.0% 0.0%

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7Las Posas Elementary School Published: January 2013

School Site Teacher Salaries (Fiscal Year 2010-11)The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on 2010-11 financial statements). Note: Some salaries are funded by the General Fund and not specified by school site. Please take this into account when reviewing the average teacher salary by site.

Teacher & Administrative Salaries (Fiscal Year 2010-11)The table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the districts’ budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website, www.cde.ca.gov.

District Expenditures (Fiscal Year 2010-11)Pleasant Valley School District spent an average of $6,677 to educate each student (based on 2010-11 audited financial statements). The table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.

Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures, except for general guidelines, are not controlled by law or donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

District Revenue Sources (Fiscal Year 2011-12)In addition to general state funding, Pleasant Valley School District receives state and federal funding for the following categorical funds and other support programs:

• Class Size Reduction K-3 • Special Education• English Learners • Title I - Academically At-Risk• Gifted and Talented Education • School Improvement• State Textbooks • Professional Development• Arts and Music

Expenditures per PupilSchool

Total Expenditures Per Pupil $4,030

From Supplemental/Restricted Sources $247

From Basic/Unrestricted Sources $3,782

District

From Basic/Unrestricted Sources $3,785

Percentage of Variation between School & District -0.08%

State

From Basic/Unrestricted Sources $5,455

Percentage of Variation between School & State -30.67%

Average Salary InformationTeachers - Principal - Superintendent

2010-11 District State

Beginning Teachers $41,027 $41,246

Mid-Range Teachers $64,911 $67,400

Highest Teachers $78,284 $85,481

Elementary School Principals $96,948 $107,739

Middle School Principals $102,385 $111,540

High School Principals - $110,146

Superintendent $154,197 $180,572

Salaries as a Percentage of Total Budget

Teacher Salaries 44.5% 42.2%

Administrative Salaries 5.3% 5.5%

Average Teacher SalariesSchool & District

School $54,753

District $63,943

Percentage of Variation -14.38%

School & State

All Elementary School Districts $69,404

Percentage of Variation -21.11%