11
2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 of 11 Alvin S. Hatch Elementary School Accountability Report Card Reported Using Data from the 2016-17 School Year Published During 2017-18 By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district 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 Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. About This School Contact Information (School Year 2017-18) School Contact Information School Name------- Alvin S. Hatch Elementary Street------- 490 Miramontes Ave. City, State, Zip------- Half Moon Bay, CA 94019 Phone Number------- (650) 712-7160 Principal------- David Porcel E-mail Address------- [email protected] Web Site------- www.cabrillo.k12.ca.us/hatch CDS Code 41688906043616

2016 School Accountability Report Card SARC... · 2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 ... We believe education is the shared responsibility

Embed Size (px)

Citation preview

Page 1: 2016 School Accountability Report Card SARC... · 2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 ... We believe education is the shared responsibility

2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 of 11

Alvin S. Hatch Elementary

School Accountability Report Card

Reported Using Data from the 2016-17 School Year

Published During 2017-18

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

http://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school principal or

the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district 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 Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

About This School Contact Information (School Year 2017-18)

School Contact Information

School Name------- Alvin S. Hatch Elementary

Street------- 490 Miramontes Ave.

City, State, Zip------- Half Moon Bay, CA 94019

Phone Number------- (650) 712-7160

Principal------- David Porcel

E-mail Address------- [email protected]

Web Site------- www.cabrillo.k12.ca.us/hatch

CDS Code 41688906043616

Page 2: 2016 School Accountability Report Card SARC... · 2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 ... We believe education is the shared responsibility

2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 2 of 11

District Contact Information

District Name------- Cabrillo Unified School District

Phone Number------- (650) 712-7100

Superintendent-------

Jane Yuster

E-mail Address------- [email protected]

Web Site------- www.cabrillo.k12.ca.us

School Description and Mission Statement (School Year 2017-18)

Hatch Elementary School, part of the Cabrillo Unified School District, is located in the historic coastal town of Half Moon Bay. The school is one of four elementary schools in the district, serving approximately 600 students in a transitional kindergarten class (TK) and kindergarten through 5th grade. The school’s attendance area extends from San Gregorio in the south to Wave Avenue and Terrace Avenue in the north. Hatch Elementary houses two programs, a structured English instruction program and a district school of choice program- a Two-Way Bilingual Immersion (Spanish) program. The district provides various summer programs. There are two Head Start programs in the community and an on-site Coastside Children’s Programs which provides before-after school enrichment, full-time summer activities, preschool readiness program and extended learning for K –5th grade students. In addition, students are recommended for a district summer school program in conjunction with The Big Lift. Hatch Elementary just adopted a new curriculum for English Language Arts (Wonders) and Spanish Language Arts (Maravillas).and all district elementary schools are working with Columbia University's Teacher's College of Reading and Writing Project, a research and standards-based writing and reading program. The mission of the Reading and Writing Project is to help young people become avid and skilled readers, writers, and inquirers. In addition, GLAD (Guided Language Acquisition Design) experts have worked collaboratively with Hatch in providing on-going training to staff. Project GLAD is a model of professional development in the area of language acquisition and literacy. The strategies and model promote English language acquisition, academic achievement, and cross- cultural skills. It is our goal for all children to read and write at standard or above. Every student shall be empowered to achieve the highest of skills academically, linguistically, and socially while developing self- esteem and creativity. Students will leave with a multitude of experiences that begin to prepare them for the multi-cultural, technologically sophisticated society of the twenty-first century. We believe education is the shared responsibility of parents, students, and the community in partnership with the school. At Hatch Elementary School parents play many vital and important roles through their active participation and involvement in the Patent Teacher Organization (PTO), School Site Council, English Language Advisory Council (ELAC), Spanish Immersion Parent Association (SIPA), and by volunteering in the classroom. Parents and community members have been exceedingly generous to our school, freely donating countless hours of time, resources, and funds that directly support many various programs. The Hatch PTO supports available funds from the district, state, and federal level, and gives generous support towards a comprehensive K-5 music program, Art in Action curriculum and instructors, the Amity Institute intern program, physical education, our library program, student assemblies, and so much more. In addition, parents and other volunteers contributed thousands of additional hours directly to Hatch classrooms, including serving breakfast to our students, teaching Kinder Movement and organizing PlayWorks games at lunch. Parent volunteers drive on field trips, share their knowledge in the classroom, assist with special projects such as our Young Author’s Week, SF Opera a la carte, Ocean’s Week, and Scholastic Book Faire. Hundreds of additional volunteer hours were given to PTO and district fundraising events. The Hatch School Site Council is a committee composed of school personnel, both certificated and classified, parents, and other community members. It provides a forum for the school community to come together to identify common goals and to establish a plan to achieve these goals. The Spanish Immersion Parent Association (SIPA) is a nonprofit parent-teacher organization created to enhance the Cabrillo Unified School District's two-way bilingual program. SIPA's mission is to serve as the primary support and advocacy group for the families of this program and inspire the continuation of bilingual education. This group raises funds to host Amity Interns from Spanish speaking countries to share their language and culture in the Two-Way Bilingual Immersion (Spanish) Program, as well as the traditional English program. They also celebrate the culture by hosting a yearly fiesta and other fund raising events.

Page 3: 2016 School Accountability Report Card SARC... · 2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 ... We believe education is the shared responsibility

2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 3 of 11

Hatch parents are kept informed through the use of parent conferences, pupil progress reports and parent education meetings, as well as through school-wide monthly newsletter, classroom newsletters, calendars, web pages, and parent group meetings. Vision Statement Hatch Elementary is committed to helping children become lifelong learners in an environment that values academic excellence and global understanding. The school is unique in the district because two pathways are provided for students. The first is a traditional English program. The second is a Two-Way Bilingual Immersion Spanish-English program. Other key identifying characteristics includes participation in the international Amity Institute Intern Program. This program provides future educators from other countries the opportunity to gain teaching skills under the direct supervision of a certified teacher in an American classroom. In addition, interns often serve as living models of language and culture. They offer a native perspective on their language, culture and country, enabling Hatch students to better understand and appreciate the languages they study. Parents are active members of the Hatch community and support the school in many wonderful ways. Hatch is the recipient of numerous recognition's, including the 2011 San Mateo County Reading Association Award for Principal's Book of the Month Program and the 2014 Amity International Emily Stowell Scholarship. Mission Statement Every student shall be empowered to achieve the highest of skills academically, linguistically, and socially while developing self-esteem and creativity. We believe education is the shared responsibility of parents, students, and the community in partnership with the school. Student Enrollment by Grade Level (School Year 2016-17)

Grade Number of

Level Students

Kindergarten 111

Grade 1 100

Grade 2 107

Grade 3 119

Grade 4 90

Grade 5 95

Total Enrollment 622

Student Enrollment by Group (School Year 2016-17)

Student Percent of

Group Total Enrollment

Black or African American 0

American Indian or Alaska Native 0

Asian 1

Filipino 1.3

Hispanic or Latino 55.5

Native Hawaiian or Pacific Islander 0

White 38.3

Two or More Races 2.9

Socioeconomically Disadvantaged 45.5

English Learners 40.8

Students with Disabilities 4.3

Foster Youth 0.2

Page 4: 2016 School Accountability Report Card SARC... · 2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 ... We believe education is the shared responsibility

2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 4 of 11

A. Conditions of Learning

State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are

teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials

Teachers School District

2015-16 2016-17 2017-18 2017-18

With Full Credential 29 29 27 169

Without Full Credential 1 0 0 0

Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2015-16 2016-17 2017-18

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 0 0 0 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. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18) Year and month in which data were collected: June/2017

Subject Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts Grade(s) K-5: Wonders: McGraw-Hill Education, 2017 -An English Language Arts/English Language Development Program

Grade(s) K-7: Heinemann - Writing Workshop Units of Study, Lucy Calkins, 2013

Grade(s)K-5: Heinemann - Reading Units of Study, Lucy Calkins, 2015

Grade(s) K-5: The Fountas and Pinnell System 1 (Grades K-2) System 2 (Grades 3-5)

Benchmark Reading Assessment

Yes 0

Mathematics Grade(s) K-5: Wright/McGraw-Hill - Everyday Mathematics - CA - 2008

Grade(s) K-3: Wright/McGraw-Hill - Everyday Mathematics - Hatch Spanish IMM - CA 2008

Grade 5: Wright/McGraw-Hill - Everyday Mathematics - Hatch Spanish IMM - CA

Grade 5:William A. Sadlier Progress in Mathematics

Yes 0

Page 5: 2016 School Accountability Report Card SARC... · 2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 ... We believe education is the shared responsibility

2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 5 of 11

Subject Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Science Grade(s) K-5: Delta Education

FOSS California Edition, 2007

Yes 0

History-Social Science Grade(s) K-5: Scott Foresman - History-Social Science for California, 2006

Grade 5: Oxford University - A History of US

Grade(s) K-5: Scott Foresman - History-Social Science for California, 2006

Yes 0

Foreign Language Grade(s) K-5: Maravillas:McGraw-Hill Education: Programa de artes del lenguaje en Español (Spanish Immersion Program) 2017

Yes

School Facility Conditions and Planned Improvements (Most Recent Year)

The modernization of Hatch school started August 31, 2015. Phase IV is to begin in 2018 to construct the kindergarten and playground facility, project to be completed early 2019. School Facility Good Repair Status (Most Recent Year) Using the most recently collected FIT data (or equivalent), provide the following:

• Determination of repair status for systems listed • Description of any needed maintenance to ensure good repair • The year and month in which the data were collected • The overall rating

School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 2017-2018

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X New construction

Interior: Interior Surfaces X New construction

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X New construction

Electrical: Electrical X New construction

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X New construction

Safety: Fire Safety, Hazardous Materials X New construction

Structural: Structural Damage, Roofs X New construction

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

X Playground/ school grounds are part of phase IV of the modernization which is beginning 2018.

Page 6: 2016 School Accountability Report Card SARC... · 2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 ... We believe education is the shared responsibility

2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 6 of 11

Overall Facility Rating (Most Recent Year)

Year and month of the most recent FIT report: 2017-2018

Overall Rating Exemplary Good Fair Poor

X

B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the

Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Grades Three through Eight and Grade Eleven

Subject

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

School District State

2015-16 2016-17 2015-16 2016-17 2015-16 2016-17

English Language Arts/Literacy (grades 3-8 and 11)

47 40 48 46 48 48

Mathematics (grades 3-8 and 11)

38 38 35 34 36 37

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 for statistical accuracy or to protect student privacy.

CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2016-17)

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 304 300 98.68 40.33

Male 152 150 98.68 29.33

Female 152 150 98.68 51.33

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Latino 169 165 97.63 18.79

White 116 116 100 66.38

Two or More Races 12 12 100 75

Socioeconomically Disadvantaged 137 133 97.08 14.29

English Learners 131 128 97.71 14.06

Students with Disabilities 23 22 95.65 13.64

Students Receiving Migrant Education Services 26 26 100 15.38

Page 7: 2016 School Accountability Report Card SARC... · 2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 ... We believe education is the shared responsibility

2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 7 of 11

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 of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2016-17)

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 304 299 98.36 37.79

Male 152 149 98.03 34.9

Female 152 150 98.68 40.67

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Latino 169 165 97.63 20.61

White 116 116 100 59.48

Two or More Races 12 11 91.67 72.73

Socioeconomically Disadvantaged 137 133 97.08 15.79

English Learners 131 128 97.71 13.28

Students with Disabilities 23 21 91.3 14.29

Students Receiving Migrant Education Services 26 26 100 15.38 Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Science for All Students Grades Five, Eight, and Ten

Subject

Percent of Students Scoring at Proficient or Advanced

School District State

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Science (grades 5, 8, and 10) 50 47 53 53 60 56

Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades 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 statistical accuracy or to protect student privacy. Note: The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.

Page 8: 2016 School Accountability Report Card SARC... · 2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 ... We believe education is the shared responsibility

2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 8 of 11

State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): • Pupil outcomes in the subject areas of physical education. California Physical Fitness Test Results (School Year 2016-17)

Grade Level

Percent of Students Meeting Fitness Standards

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

---5--- 14 32.3 38.7 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 for statistical accuracy or to protect student privacy.

C. Engagement

State Priority: Parental Involvement The SARC provides the following 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. Opportunities for Parental Involvement (School Year 2017-18)

At Hatch Elementary School parents play many vital and important roles through their active participation and involvement in the Parent Teacher Organization (PTO), School Site Council, English Learner Advisory Committee (ELAC), Spanish Immersion Parent Association (SIPA), and by volunteering in the classroom. Parents and community members have been exceedingly generous to our school, freely donating countless hours of time, resources, and funds that directly support various programs. The Hatch PTO supports available funds from the district, state, and federal level, by supporting a comprehensive K-5 music program, Art in Action curriculum and instructors, Amity Institute intern program, physical education, our library program, student assemblies, and so much more. In addition, parents and other volunteers contributed thousands of hours directly to Hatch classrooms, including serving breakfast to our students, teaching Kinder Movement and organizing Play works games at lunch. Parent volunteers drive on field trips, share their knowledge in the classroom, and assist with special projects such as our Young Author’s Week, Ocean’s Week, and Book Fair. Hundreds of additional volunteer hours were given to PTO and district fundraising events. More information can be found at the Hatch school web page: http://www.cabrillo.k12.ca.us/hatch/pto/welcome.html The Hatch School Site Council is a committee composed of school personnel, both certificated and classified, parents, and other community members. It provides a forum for the school community to come together to identify common goals and to establish a plan to achieve these goals. The Spanish Immersion Parent Association (SIPA) is a nonprofit parent-teacher organization created to enhance the Cabrillo Unified School District Two-Way Bilingual Immersion Spanish-English program. SIPA's mission is to serve as the primary support and advocacy group for the families of this program and inspire the continuation of bilingual education. This group raises funds to host Amity Scholars from Spanish speaking countries to share their language and culture in the Two-Way Bilingual Immersion Spanish-English program as well as the traditional English program. They also celebrate the culture by hosting a yearly fiesta and monthly pot-luck dinners. More information can be found at the Hatch school web page: http://www.cabrillo.k12.ca.us/hatch/SIPA.htm Hatch parents are kept informed through parent conferences, pupil progress reports and parent education meetings, as well as through school-wide monthly newsletters, classroom newsletters, calendars, web pages, and parent group meetings.

Page 9: 2016 School Accountability Report Card SARC... · 2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 ... We believe education is the shared responsibility

2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 9 of 11

State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. Suspensions and Expulsions

Rate School District State

2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

Suspensions------- 1.62 0.93 1.28 2.16 3.6 2.63 3.79 3.65 3.65

Expulsions------- 0 0 0 0.09 0 0.06 0.09 0.09 0.09

School Safety Plan (School Year 2017-18)

The Comprehensive Safety Plan covers all contingencies and is clearly outlined with staff assignments, supply types, and location of emergency tools and supplies. Our multi-use/cafeteria room is earthquake retrofitted and to be used by the Red Cross as a community refugee center. A Red Cross trailer equipped with emergency supplies is located less than a block from the school. All teachers and staff are fully aware that they will remain with students until parents have picked them up. CPR training has been made available by the district; all classes are equipped with up-to-date emergency kits and telephone access to the office. Parents are encouraged to enclose a family photo and a note in a plastic bag to be placed in the classroom’s emergency bag. Fire drills are practiced monthly, earthquake drills quarterly, and lock down drills three times a year. The school office maintains a current list of children with special medical needs and medications and a week’s supply of food and water are on hand in the cafeteria. The principal uses the Hatch Headlines to communicate key elements of the safety plan, and reminds parents of parking lot safety rules and policy when entering the campus. Our primary goal is to always provide the safest possible environment for our children.

D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Federal Intervention Program (School Year 2017-18)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2005-2006 2007-2008

Year in Program Improvement* Year 5 Year 3

Number of Schools Currently in Program Improvement N/A 3

Percent of Schools Currently in Program Improvement N/A 60 Note: Cells with N/A values do not require data.

Page 10: 2016 School Accountability Report Card SARC... · 2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 ... We believe education is the shared responsibility

2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 10 of 11

Average Class Size and Class Size Distribution (Elementary)

Grade Level

2014-15 2015-16 2016-17

Avg. Class Size

Number of Classes Avg. Class Size

Number of Classes Avg. Class Size

Number of Classes

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K

24 6 24 5 23 5

1

23 4 22 1 4 24 4

2

22 1 3 23 5 21 2 3

3

22 4 21 2 2 22 5

4

27 3 26 3 26 3

5

31 4 31 4 29 4

Other

23 2 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 2016-17)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 0 0

Counselor (Social/Behavioral or Career Development) 0 N/A

Library Media Teacher (Librarian) 0 N/A

Library Media Services Staff (Paraprofessional) .438 N/A

Psychologist------- .2 N/A

Social Worker------- 0 N/A

Nurse------- .125 N/A

Speech/Language/Hearing Specialist .4 N/A

Resource Specialist------- 1.0 N/A

Other------- 0 N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- $5,459 $2,397 $3,062 $60,394

District------- N/A N/A $4,814 $68,763

Percent Difference: School Site and District N/A N/A -36.4 -12.2

State------- N/A N/A $6,574 $69,649

Percent Difference: School Site and State N/A N/A -53.4 -13.3 Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2016-17)

Music Program (PTO) PE (District/PTO) Art Program (PTO) HEAL Program (Grant Funded) Library (District/PTO)

Page 11: 2016 School Accountability Report Card SARC... · 2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 1 ... We believe education is the shared responsibility

2016-17 School Accountability Report Card for Alvin S. Hatch Elementary Page 11 of 11

Teacher and Administrative Salaries (Fiscal Year 2015-16)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $48,228 $44,144

Mid-Range Teacher Salary $70,209 $69,119

Highest Teacher Salary $88,242 $86,005

Average Principal Salary (Elementary) $109,064 $106,785

Average Principal Salary (Middle) $121,573 $111,569

Average Principal Salary (High) $141,552 $121,395

Superintendent Salary $180,611 $178,104

Percent of Budget for Teacher Salaries 33% 34%

Percent of Budget for Administrative Salaries 8% 6% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Professional Development (Most Recent Three Years)

Calendar of Staff Development created by teachers and reflects the needs of the school. Staff Development is provided in two ways. The district schedules six early dismissal Tuesdays per year (2.75 hours each session). In addition, the staff has early dismissal each Wednesday to review student data and plan collaboratively. Finally, the district sponsors extended staff development throughout the year for adopted curriculum.