Cornell Elementary School - Edl · Heather Duncan Principal ... Through the Student Success Team ... School Accountability Report Card In accordance with state and federal

SARC2015-16

School Accountability Report Card

Published in 2016-17

Albany USDValerie Williams, Superintendent • [email protected] • Phone: (510) 558-3750

Albany Unified School District • 1051 Monroe Street Albany, CA 94706 • www.ausdk12.org

Cornell Elementary

SchoolHeather Duncan

Principal [email protected]

920 Talbot Avenue Albany, CA 94706

Grades: K-5 Phone: (510) 558-3700

cornell.ausdk12.org

CDS Code: 01-61127-6090146

Cornell Elementary SchoolSARC 2

Principal’s MessageThe strength of our school lies with the staff who are knowledgeable, thoughtful and caring and share the belief that all students can learn. Our teaching faculty of highly qualified, fully credentialed and Crosscultural Language and Academic Development (CLAD) certified teachers is dedicated to teaching students a core academic curriculum based on Common Core State Standards. Staff collaborates regularly to produce a focused approach to instruction.

Cornell Elementary School is made up of a diverse student body. Currently, there are 570 students enrolled with more than 28 different languages spoken. The school serves students in grades K-5 with 23 general education classrooms and three special-education classrooms. Additional resources are allocated to serve students in need of reading and math intervention, English-language development instruction, speech and language support, special-education resource services, adapted physical education, occupational therapy, and counseling. Students also participate in music, physical education, science and library classes taught by specialists. These specialists provide instruction that enhances the classroom curriculum.

The Cornell teaching faculty, staff and parents are committed to providing an educational program in which the school’s resources and services are effectively coordinated to meet the needs of all students. Through the Student Success Team (SST) and Individualized Education Plan (IEP) process, we identify students who have special needs and then determine specific strategies that will best support their academic, social and emotional growth. The staff strives to provide students with a curriculum that is rigorous, meaningful, relevant, appropriately challenging and allows students to develop their critical-thinking skills. Instruction is focused on state standards, and all students are making progress toward mastery of these standards. Cornell teachers differentiate their instruction to meet the individual learning needs of their students. Recognizing the need to focus on the whole child, our teaching faculty provides learning experiences which foster social and emo-tional growth as well as develop students’ communication and collaboration skills.

We offer a fee-based enrichment program to students during the Early Bird and Late Bird reading periods in grades 1-3. One enrichment class that is offered is chess. Inquiries about this class should be directed to our office at (510) 558-3700. Our campus also offers an after-school child-care program focused on Chinese lan-guage and culture. This program serves students in grades K-5. Inquiries regarding the Chinese after-school program should be directed to Anna Mansker, director of the Children’s Center, at (510) 559-6590.

District Mission StatementThe mission of Albany Unified

School District (AUSD) is to provide excellent public education, empowering

all to achieve their fullest potential as productive citizens.

AUSD is committed to creating comprehensive learning opportunities in a safe, supportive and collaborative

environment, addressing the individual needs of each student.


In accordance with state and federal requirements, the School Accountability

Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of

the school’s progress, test scores and achievements.

Parental InvolvementAt Cornell, we value and enjoy a high level of parent and community involvement. The school works in partnership with parents to support students, staff and our instructional programs. Opportunities for parent involvement include the School Site Council; Parent-Teacher Association (PTA); English Learner Advisory Committee; Cornell Crew; Wellness Committee; Traffic Safety/Walking School Bus Committee; Albany Music Fund; Albany Education Foundation; SchoolCARE; PTA Enrichment Giving Campaign; and as volunteers in the classroom, office and leaders of noontime activities. Communication between the school and home is accomplished through weekly schoolwide newsletters as well as classroom newsletters, phone calls, emails, meetings, report cards and conferences.

The PTA supports a number of the school’s instructional programs as well as enrichment activities. The PTA also offers parent education nights, funds our supplemental programs, hosts community-building events and coordinates many fundraising activities. Along with the PTA, these organizations and other community resources provide support to our school in a number of ways, such as funding personnel and programs, sup-plying instructional materials for classrooms, offering enrichment activities for our students, and coordinating improvements to our school. The members of our School Site Council discuss our students’ achievement and help monitor the implementation of our site plan. In addition, our teachers and students also benefit greatly from support and assistance provided by parent volunteers.

For more information on how to become involved, contact PTA President Lucy Chen at [email protected].

School SafetySafety is a priority at Cornell School. We have implemented a schoolwide positive-behavior program called BEST. Using the BEST program as our guide, Cornell staff has developed behavior expectations for com-mon areas around the school. Classroom and common-area behavior expectations are framed around three core ideas, which serve as our Big Three Rules: Be Safe, Be Responsible and Be Respectful. We have also developed and annually update the Peaceful Playground Handbook which specifies the guidelines for safe and cooperative play on the play structure and playground. In addition, our school has a Conflict Manager program, where students assist their peers in resolving conflicts at recess. In the classroom, Cornell teachers integrate the Welcoming Schools anti-bias curriculum into their instructional programs to address issues of bullying, diversity and accepting differences.

We maintain a comprehensive school safety plan that meets local and state guidelines. Practice drills for fire, earthquakes and other emergencies are held with the staff and students on a monthly basis. Emergency kits are located in all classrooms, and additional emergency supplies are stored on-site. As part of our safety plan, we have established emergency response teams, each with specific responsibilities, so that we respond effectively and efficiently in the event of a crisis situation.

The school safety plan was last reviewed, updated and discussed with the school faculty in October 2016.

Board MembersPaul Black, President

Ross Stapleton-Gray, Vice President

Charles Blanchard, Member

Jacob Clark, Member

Kim Trutane, Member


Suspensions and ExpulsionsThis table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions.

Suspension and Expulsion Rates

Cornell ES

13-14 14-15 15-16

Suspension rates 0.0% 0.3% 1.1%

Expulsion rates 0.0% 0.0% 0.0%

Albany USD

13-14 14-15 15-16



California

13-14 14-15 15-16



2013-14 2014-15 2015-16

GradeNumber of Students

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

K 4 4 2 2

1 4 4 1 3

2 3 1 4 1 3

3 4 1 4 1 4

4 4 4 3

5 4 4 4

Three-Year DataNumber of Classrooms by Size

Enrollment by Student GroupThe total enrollment at the school was 548 students for the 2015-16 school year. The pie chart displays the percentage of students enrolled in each group.

2015-16 School YearDemographics

Socioeconomically disadvantaged

11.30%English

learners22.60%

Students with disabilities

8.40%Foster youth

0.00%

Hispanic or Latino12.2%

Asian27.9%

Native Hawaiian or Pacific Islander

0.2%Filipino1.8%

Black or African-American

2.9%

White37.6%

Two or More Races17.3%

Class Size DistributionThe bar graph displays the three-year data for average class size, and the table displays the three-year data for the number of classrooms by size. The 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 is reported by subject area rather than grade level.

14-1513-14 15-16

Three-Year DataAverage Class Size

K 1 2 3 4 5

22

26 27 26 26 27

2123

21 21

26 25

20 21 21 20

26 26

Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2015-16 school year.

2015-16 Enrollment by Grade

K

1

2

3

4

5

84

85

89

101

83

106


²Not applicable. The school is not in Program Improvement.

Cornell ES Albany USD

Program Improvement status Not Title I In PI

First year of Program Improvement ² 2013-2014

Year in Program Improvement ² Year 1

Number of schools currently in Program Improvement 3

Percentage of schools currently in Program Improvement 100.00%

2016-17 School YearFederal Intervention Program

Federal Intervention ProgramSchools and districts will not be newly identified for Program Improvement (PI) in the 2016-17 school year under the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the Elementary and Secondary Education Act (ESEA). Schools and districts receiving Title I, Part A funding for the 2015-16 school year and were “In PI” in the 2015-16 will retain their same PI status and placement year for 2016-17. Schools and districts receiving Title I, Part A funding for the 2015-16 school year and either had a status of “Not in PI” for the 2015-16 school year or did not receive Title I, Part A funding in the 2014-15 school year will have a status of “Not in PI” for the 2016-17 school year. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

This table displays the 2016-17 Program Improvement status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

California Physical Fitness Test

Percentage of Students Meeting Fitness Standards Cornell ES

Grade 5

Four of six standards 13.10%

Five of six standards 20.20%

Six of six standards 58.60%

2015-16 School Year

1. Aerobic Capacity

2. Body Composition

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

California Physical Fitness TestEach spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas:

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

School Mission StatementAt Cornell, we support the district’s mis-sion, values and beliefs by:

• Offering a safe and supportive learn-ing environment that allows all of our students to thrive in their academic achievement and social-emotional growth.

• Valuing the diversity of our popula-tion, embracing the unique qualities of each student, and building stu-dents’ understanding and accep-tance of these differences between one another.

• Targeting our work to ensure our students have a deep understanding of the essential knowledge and skills taught at their grade level, develop critical-thinking skills, produce high-quality work, are adept at applying their learning, and are thoughtful and caring members of our community.

At Cornell Elementary School, our mission is to create a community of self-sufficient lifelong learners who are cooperative, respectful and responsible. We create safe, inclusive and engaging classrooms as places of exploration and creativity. We have routines and procedures that foster students taking responsibility for learning and achieving their personal best. Stu-dents reflect on themselves as learners in the roles of readers, writers, mathemati-cians, scientists, historians, sociologists, athletes and artists. Our students see their own individual strengths and set goals for their learning. They develop the skills to empathize with others through active listening and group work. This helps them see themselves as unique and part of a larger diverse society. As we tend to their learning, we emphasize critical thinking, problem solving and the ability to express themselves clearly. All of our students are moving toward mastering the essential skills and grade-level standards so that they can thrive as learners in school and throughout their lives.

Public Internet AccessInternet access is available at public libraries and other locations that are publicly accessible (e.g., local public libraries). Access to the internet at libraries and public locations is generally provided on first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.


California Assessment of Student Performance and Progress (CAASPP)For the 2015-16 school year, the CAASSP consists of several key components, including:

California Alternate Assessment (CAA) test includes both ELA/literacy and mathematics in grades 3-8 and 11. The CAA is given to those students with significant cognitive disabilities which prevent them from taking the Smarter Balanced Assessments with universal tools, designated supports or accommodations.

Smarter Balanced Assessments include ELA/literacy in grades 3-8 and 11. Smarter Balanced Assessments are designed to measure student progress toward college and career readiness.

The assessments under CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards. For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Test Results for All Students: English Language Arts/Literacy and Mathematics (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English language arts (ELA) and literacy and mathematics.

Two-Year DataPercentage of Students Meeting or Exceeding State Standards

Cornell ES Albany USD California

Subject 14-15 15-16 14-15 15-16 14-15 15-16

English language arts/literacy 74% 78% 72% 77% 44% 48%

Mathematics 70% 71% 68% 73% 33% 36%

CAASPP by Student Group: English Language Arts/Literacy and MathematicsThe tables on the following pages display the percentage of students that met or exceeded state standards in English lan-guage arts/literacy and mathematics for the school by student groups for grades 3-5.

The “percentage 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 on the CAAs divided by the total number of students who participated in both assessments.

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 by Student Group: Science (grades 5, 8 and 10)Science test results include CSTs, CMA, and CAPA in grades 5, 8, and 10. The “Proficient or Advanced” is calculated by taking the total number of students who scored proficient or Advanced on the science assess-ment divided by the total number of students with valid scores.

2015-16 School YearPercentage of Students Scoring at Proficient or Advanced

Group Total Enrollment

Number of Students with Valid Scores

Percentage of Students with Valid Scores

Percentage Proficient or Advanced

All students 104 102 98.08% 85.29%

Male 52 50 96.15% 88.00%

Female 52 52 100.00% 82.69%

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian 27 26 96.30% 76.92%

Filipino v v v v

Hispanic or Latino 19 18 94.74% 77.78%

Native Hawaiian or Pacific Islander v v v v

White 38 38 100.00% 92.11%

Two or more races 19 19 100.00% 89.47%

Socioeconomically disadvantaged 12 11 91.67% 81.82%

English learners 31 30 96.77% 73.33%

Students with disabilities 14 14 100.00% 64.29%

Students receiving Migrant Education services v v v v

Foster youth v v v v

CAASPP Test Results for All Students: Science (grades 5, 8 and 10)Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA) in grades 5, 8 and 10. The tables show the percentage of students scoring at proficient or advanced.

Three-Year DataPercentage of Students Scoring at Proficient or Advanced

Cornell ES Albany USD California

Subject 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

Science 86% 89% 85% 80% 82% 82% 60% 56% 54%


CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 3

Percentage of Students Meeting or Exceeding State Standards 2015-16 School Year

English Language Arts: Grade 3

Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded

All students 101 98 97.00% 79.60%

Male 55 52 94.60% 71.20%

Female 46 46 100.00% 89.10%



Asian 31 30 96.80% 83.30%

Filipino v v v v



White 28 27 96.40% 77.80%

Two or more races 20 20 100.00% 80.00%






Mathematics: Grade 3


All students 101 98 97.00% 73.50%

Male 55 52 94.60% 67.30%

Female 46 46 100.00% 80.40%



Asian 31 30 96.80% 80.00%

Filipino v v v v



White 28 27 96.40% 85.20%

Two or more races 20 20 100.00% 70.00%












All students 85 76 89.40% 80.00%

Male 47 43 91.50% 76.20%

Female 38 33 86.80% 84.90%



Asian 24 22 91.70% 77.30%

Filipino v v v v



White 37 34 91.90% 85.30%

Two or more races v v v v








All students 85 77 90.60% 72.00%

Male 47 44 93.60% 70.50%

Female 38 33 86.80% 74.20%



Asian 24 22 91.70% 86.40%

Filipino v v v v



White 37 35 94.60% 75.80%

Two or more races v v v v












All students 104 98 94.20% 74.50%

Male 52 48 92.30% 70.80%

Female 52 50 96.20% 78.00%



Asian 27 25 92.60% 72.00%

Filipino v v v v



White 38 36 94.70% 80.60%

Two or more races 19 19 100.00% 68.40%








All students 104 99 95.20% 66.70%

Male 52 50 96.20% 64.00%

Female 52 49 94.20% 69.40%



Asian 27 26 96.30% 69.20%

Filipino v v v v



White 38 37 97.40% 64.90%

Two or more races 19 19 100.00% 73.70%








Textbooks and Instructional MaterialsAlbany Unified School District sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support the school’s instructional program. Textbooks are adopted by the Board of Education after review and selection by staff according to the timelines established by the state of California. All district-adopted textbooks are approved and aligned to the state standards established by the California Board of Education.

2016-17 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

English language arts Houghton Mifflin, Reading Program (K-5) 2002

English language arts Units of Study in Writing, Lucy Calkins, et al. (K-5) 2016

Mathematics Investigations in Number, Data, and Space; Pearson (TK-3)

2014

Mathematics Math Expressions, Common Core; Houghton Mifflin Harcourt (4-5)

2014

Science Delta/Full Option Science System (FOSS) (K-5) 2007

History/social science Houghton Mifflin (K-1) 2006

History/social science Harcourt (2-5) 2006

Currency of TextbooksThis table displays the date when the most recent hearing was held to adopt a resolution on the sufficiency of instructional materials.

Currency of Textbooks

2016-17 School Year

Data collection date 10/11/2016

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

2016-17 School YearPercentage of Students Lacking Materials by Subject

Cornell ES Percentage Lacking

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language 0%

Health 0%

Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.

Quality of Textbooks

2016-17 School Year

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing- board-approved list?

Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

Yes

Do all students, including English learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

Types of Services FundedFunding was used to support the follow-ing:

• Intervention specialist

• Reading intervention materials

• English language learner specialist

• Teacher release days for grade-level collaboration and assessment

• Before- and after-school math intervention teachers (Math Club teachers)

Professional DevelopmentThe Cornell teaching faculty is offered four districtwide staff development days each school year. Along with meetings held every Wednesday afternoon, these professional-development days offer teachers the opportunity to collaborate with one another about their curriculum, instruction and assessments, to share best practices with colleagues, and to discuss ways to better support our students’ learning. Approximately every six weeks, Cornell teachers collaborate with the faculty at Marin School and Ocean View School in order to align our work across the district. An ongoing focus for this collaboration is teachers’ learning new instructional strategies to enhance their instruction and our students’ learning, including Mathematics As-sessment Resource Service (MARS) problem-solving math tasks. As another means of supporting ongoing professional development, we also meet in professional learning communities so that teachers are able to share their expertise with each other and step into the role of learners.

Three-Year DataProfessional Development Days

2014-15 2015-16 2016-17

Cornell ES 4 days 4 days 4 days


• Systems: Gas systems and pipes, sewer, mechanical systems (heating, ventilation and air-conditioning)

• Interior: Interior surfaces (floors, ceilings, walls and window casings)

• Cleanliness: Pest/vermin control, overall cleanliness (school grounds, buildings, rooms and common areas)

• Electrical: Electrical systems (interior and exterior)

• Restrooms/fountains: Restrooms, sinks and drinking fountains (interior and exterior)

• Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior)

• Structural: Structural condition, roofs

• External: Windows/doors/gates/fences, playgrounds/school grounds

School Facility Items Inspected The tables show the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

School FacilitiesA Facilities Master Plan was approved in 2014. Plans are in progress to utilize Bond Measures B & E approved by Albany vot-ers in June 2016. In general, our district needs to prepare for continued growth in enrollment and the addition and/or replacement of existing facilities.

The safety of students and staff is a primary concern at Cornell Elementary School. The school site safety plan is updated annually. The key element of the school site safety plan encompasses student safety and evacuation procedures. Fire, earthquake and lockdown drills are conducted on a regular basis.

To ensure student safety, staff members supervise students at all times before and after school, during recess and lunch. Any visitors to the campus are required to check in at the school’s office and wear an appropriate identifying badge while visiting the school site.

The school was built in 1948, and the last building was added in 1974. There are a total of 23 K-5 general-education class-rooms, with 10 of them being portables. The school is in good overall condition.

There are sufficient classroom, playground and staff spaces to support teaching and learning. The school has a multipurpose room, a library, two play areas and suf-ficient classrooms to meet current needs. The principal works with custodial staff members to ensure the cleaning of the school is maintained to provide a clean and safe school.

District maintenance staff members ensure 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 the highest priority to emer-gency repairs.

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor.

School Facility Good Repair Status 2016-17 School Year

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall summary of facility conditions Good

Date of the most recent school site inspection 10/7/2016

Date of the most recent completion of the inspection form 10/7/2016

“The staff strives to provide students with a curriculum that is rigorous, meaningful, relevant, appropriately challenging and

allows students to develop their critical-thinking skills.”

Deficiencies and RepairsThe table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed.

2016-17 School YearDeficiencies and Repairs

Items Inspected Deficiencies, Action Taken or Planned, and Date of Action

Interior Damaged doors to sink cabinet in room 28. Replaced sink cabinet doors 12/1/2016.

Restrooms/fountains

Room 8 restroom exhaust fan needs repair. Replace knob on drinking fountain room 14. Adjust water pressure to fountain room 15. Repaired exhaust fan 12/1/2016. Replaced knob on drinking fountain and adjusted water pressure to fountain 11/15/2016.


Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note that total teacher misassignments includes the number of teacher misassignments of English learners.

Three-Year DataTeacher Misassignments and Vacant Teacher Positions

Cornell ES

Teachers 14-15 15-16 16-17

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 0

Vacant teacher positions 0 0 0

Core Academic Classes Taught by Highly Qualified TeachersHigh-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced-priced meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced-priced meals program. For more information about ESEA teacher requirements, visit www.cde.ca.gov/nclb/sr/tq.

2015-16 School YearHighly Qualified Teachers

Percentage of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Cornell ES 94.12% 5.88%

All schools in district 92.41% 7.59%

High-poverty schools in district 100.00% 0.00%

Low-poverty schools in district 92.32% 7.68%

Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.

Three-Year Data

Albany USD Cornell ES

Teachers 16-17 14-15 15-16 16-17

With a full credential 216 35 36 31

Without a full credential 4 0 0 1

Teaching outside subject area of competence (with full credential) 3 0 0 0

Teacher Credential Information

Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

Academic Counselors and School Support Staff Data

2015-16 School Year

Academic Counselors

FTE of academic counselors 0.00

Average number of students per academic counselor ²

Support Staff FTE

Social/behavioral counselor «

Career development counselor 0.00

Library media teacher (librarian) 1.00

Library media services staff (paraprofessional) 0.25

Psychologist 0.50

Social worker 0.30

Nurse 0.20 n

Speech/language/hearing specialist 1.00

Resource specialist (nonteaching) 0.00

Other FTE

English language development 1.20

Reading 1.20

Occupational therapist 0.40

TSA coach: literacy & writing 1.00

TSA ELD writing, standards & literacy 0.33 æ

n Nurse is full time and shared across the district.

« Interns.

² Not applicable.

æ Shared at elementary level.

2013-14 School Accountability Report Card

Data for this year’s SARC was provided by the California Department of Education and school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1.

All data accurate as of January 2017.


PUBLISHED BY:

www.sia-us.com | 800.487.9234


Financial Data The financial data displayed in this SARC is from the 2014-15 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending web page at 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 www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

District Financial DataThis table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note: The district salary data does not include benefits.

2014-15 Fiscal YearDistrict Salary Data

Albany USD Similar Sized District

Beginning teacher salary $45,825 $42,063

Midrange teacher salary $66,741 $64,823

Highest teacher salary $89,964 $84,821

Average elementary school principal salary $137,033 $101,849

Average middle school principal salary $142,735 $107,678

Average high school principal salary $152,229 $115,589

Superintendent salary $205,000 $169,152

Teacher salaries: percentage of budget 37% 35%

Administrative salaries: percentage of budget 7% 6%

Financial Data ComparisonThis table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

2014-15 Fiscal YearFinancial Data ComparisonExpenditures

Per Pupil From Unrestricted Sources

Annual Average Teacher Salary

Cornell ES $5,840 $74,330

Albany USD $6,896 $69,492

California $5,677 $67,348

School and district: percentage difference -15.3% +7.0%

School and California: percentage difference +2.9% +10.4%

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

School Financial Data

2014-15 Fiscal Year

Total expenditures per pupil $8,571

Expenditures per pupil from restricted sources $2,732

Expenditures per pupil from unrestricted sources $5,840

Annual average teacher salary $74,330

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

Documents

Cornell Elementary School - Edl · Heather Duncan Principal ... Through the Student Success Team ... School Accountability Report Card In accordance with state and federal