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2000 E. Belgravia
93706
457-2980
Kirk Elementary School
Fresno, CA
Phone: (559)
CDS Code: 10621666006324
Fresno, CA 93721
Phone: (559) 457-3000
Website:
Board of Education
Valerie F. Davis, President
Lindsay Cal Johnson, Clerk
Michelle A. Asadoorian, Member
Luis A. Chavez, Member
Christopher De La Cerda, Memb
Carol Mills, J.D, Member
Janet Ryan, Member
Administration
Michael E. Hanson, Superintendent
http://www.fresnounified.org
SARC Contact
Office of Research, Evaluation & Assessment
Shaeng Vue
Phone: (559) 457-3829
Fax: (559) 457-3878
Email: [email protected]
Principal
K-6Grade Level:
Table of Content
About This SchoolI.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
School Climate
School Facilities
Teachers
Support Staff
Curriculum & Instructional Materials
School Finances
Student Performance
Accountability
X. School Completion & Postscondary Preparation
Fresno Unified School DistrictSchool Accountability Report Card
School Year 2012-2013Published During 2013-2014
Carla Manning
District Core Beliefs
Student Learning
* Every student can and must learn at grade level and beyond
High Quality Instruction
* Teachers must demonstrate the ability and desire to educate each child at a high
level.
Leadership
* Leaders must perform courageously and ethically to accomplish stated goals
District Commitments
Student Learning
* We will provide all students access to high quality options and a variety of
activities.
* We will implement, continue or expand practices proven to raise student
achievement; and eliminate practices that do not.
High Quality Instruction
* We expect all students to achieve their personal best; differences in achievement
among socio-economic and ethnic groups are not acceptable.
* We expect effective teacher performance toward desired results.
Leadership
* We will require the timely delivery of high quality services to every site.
* We will sustain and monitor a financial plan that ensures the viability of the
district.
* We will provide a safe, clean, and orderly learning and working environment.
Culture
* We will establish collaborative relationships with staff, parents, students, and the
community.
* We strongly encourage and welcome the valuable contributions of our families.
* We expect and depend upon individual responsibility.
Safety
* A safe learning and working environment is crucial to student learning
Culture
* Fresno Unified is a place where:
o Diversity is valued
o Educational excellence and equity are expected
o Individual responsibility and participation by all is required
o Collaborative adult relationships are essential
o Parents, students and the community as a whole are vital partners
Published on: 1-31-14
XI. Instructional Planning & Scheduling
2309 Tulare Street
Student Enrollment by Group This table displays the percent of students enrolled at the school who are identified as being in a particular group.
Group Percent of
Total Enrollment Group
Percent of Total Enrollment
African American White (not Hispanic)
American Indian or Alaska Native Multiple or No Response
Asian Socioeconomically Disadvantaged
Filipino English Learners
Hispanic or Latino Students with Disabilities
Pacific Islander --- ---
Student Enrollment by Grade Level This table displays the number of students enrolled in each grade level at the school.
Grade Level Number of Students Grade Level Number of Students
Kindergarten Grade 8
Grade 1 Ungraded Elementary
Grade 2 Grade 9
Grade 3 Grade 10
Grade 4 Grade 11
Grade 5 Grade 12
Grade 6 Ungraded Secondary
Grade 7 Total Enrollment
Kirk
I. About This School
48
47
50
35
44
29
44
0
0
0
0
0
0
0
0
297
5.7
0
0.3
0
73.1
1.7
1.3
Page 2
17.8
100
41.4
4
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, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), 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.
Kirk1
Page 3
Kirk10621666
Kirk
25
29
26
29
31
24
24
0
0
0
0
0
1
0
2
2
1
2
1
1
1
0
0
0
0
0
0
0
20
21
24
18
24
26
21
2
2
1
2
1
0
1
1
0
1
0
1
1
1
1
0
0
0
1
0
0
24 2
24 2
25 2
18 1 1
22 1 1
15 2
22 1 1
KirkOpportunities for Parental Involvement
Contact Name: Monica Howard/Dalia Valencia
Contact Phone: 457-2980
You are very important. Your involvement makes a difference. Your support ensures your child’s achievement in school, graduation, preparation for a career or college, and success in life.
Six Ways to Get Involved at Your Child’s School • Communicating • Learning at Home • Parenting • Volunteering • Leadership and Decision Making • Collaborating with the Community
Volunteer to support school goals and children’s learning in any way, any time.
Kirk
II. School Climate
School Safety Plan
Comprehensive Safe School Plan
The Fresno Unified School District (FUSD) Comprehensive Safe School Plan (CSSP) provides guidance and direction to principals, faculty and staff who have emergency management responsibilities. The CSSP is used during all emergency incidents involving a FUSD School facility.
The Safe School Plan looks at strategies for improving school safety/climate using district/school site data and plan specific strategies to minimize problems and promote a positive learning environment for all of students on campus. Below includes the following key elements:
Safe School Plan
Safe School Leadership TeamThe safe school leadership team is led by a campus administrator (usually the principal). The team consists of the Principal, the office manager, the school nurse, the campus officer (if applicable), an additional certificated employee, and an additional classified employee. Each person on the team is backed up by an alternate in case they are not on campus. This team develops the Safe School Plan for their school site.
Threat Assessment Team/Student Wellness TeamThis team is responsible for evaluating and mitigating threats posed by students or outside individuals. The principal, school nurse, school psychologists, and police officer are the members of this team.
First Aid RespondersIndividuals who have been trained in cardiopulmonary resuscitation (CPR) and First Aid act as first responders at each campus.
Student Release TeamIn the event of an emergency at each campus that requires the evacuation of students from the campus, this team reunites the students with their parent/guardian in a safe designated area.
Strategies for improving school safety/climate Using district and school site data, the school plans specific strategies to minimize problems and to promote a positive learning environment for all of students on campus
2014– 2015 Drill Schedule
Fire Drills are conducted once per month at the elementary and middle schools and three times per year at high schools. Lockdown Drills are conducted three times per year at all schools. Lockdown drills are strategically planned to ensure that drills account for a variety of situations. Both fire and lockdown drills are performed: 1. before/after school, 2. during instructional time, and 3. during lunch.Earthquake Drills: Elementary / Middle schools are conducted once a quarter, during the school year. High schools conduct a drill once a semester with the first drill for everyone taking place in October (during the statewide California Shakeout) and the remainder at the schools discretion during the current school year
Coordination with First Responders
Copies of the school facilities map are provided to the Fresno Police Department, the Fresno Fire Department, and American Ambulance Emergency Medical Services.
Page 4
School District
Suspensions (number)
Suspensions (rate)
Expulsions (number)
Expulsions (rate)
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the
school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
2011-2012 2012-20132010-2011 2012-20132010-2011
2.0
0.7
67
22.8
64
19.7
1
0.3
14852
389
21.2
0.5
2011-2012
12272
19.7
309
0.7
1
49
0
0.0
15.6
14178
21.5
450
0.55
Kirk
III. School Facilities
School Facility Conditions and Improvements
• Maintenance and Repair
District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency and health and safety repairs are given the highest priority.
• Cleaning Process and Schedule
The district governing board has adopted cleaning standards and schedules for all schools in the district. The principal, in conjunction with Operation's Supervision, work with and monitor the custodial staff to develop cleaning schedules and to ensure a clean and safe school.
• Deferred Maintenance Budget
The district performs Deferred Maintenance in conjunction with bond funding for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems among others.
• Facilities Master Plan
Fresno Unified School District (FUSD) has and will continue to implement major changes to improve the learning environments of our schools pursuant to the Facilities Master Plan adopted by the Board in 2009 and utilizing Measure Q bond funds approved by the voters in 2010. The Facilities Master Plan and Measure Q priorities include reducing the number of portables throughout the District and building permanent classrooms. To date, several new classroom buildings have been constructed throughout the district and over 130 portable classrooms have been removed. In addition, the Plan recommended consistent district-wide feeder patterns, which will be fully implemented effective August 2014.
• Use of Facilities Inspection Tool (FIT)
To assist in the effort of ensuring that all schools are clean, safe, and functional effort, the district uses the Facilities Inspection Tool (FIT) developed by the State of California Office of Public School Construction (OPSC). The results of this annual inspection are outlined in the two tables below.
School Facility Good Repair StatusThis table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.
The district takes great efforts to ensure that all schools are clean, safe, and functional and maintained in good repair.
Page 5
Item Inspected Repair Status Repair Needed and
Action Taken or Planned Good Fair Poor
Gas Leaks Total Number of Areas Inspected
Total Number of Deficiencies found
All remaining items will be completed by:
A detailed copy of the schools completed Facilities Inspection Tool (FIT) is available
upon request.
Mechanical Systems
Sewer
Interior Surfaces (walls, floors, and ceilings)
Overall Cleanliness
Pest/Vermin Infestation
Electrical (interior and exterior)
Restrooms
Drinking Fountains (inside and outside)
Fire Safety
Hazardous Materials(interior and exterior)
Structural Damage
Roofs
Playground/School Grounds
Windows/Doors/Gates (interior and exterior)
Overall Summary
Kirk
64
8
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good (99.0%)
Inspector Name: Scott Newmann, Contractor
1/24/2014
Date of Inspection: 11/12/2013
A detailed copy of the school's completed Facilities Inspection Tool (FIT) is listed below.
106216660063
1062166600 KirkFacilities Inspection Tool - Detail
Page 6
GAS LEAKS:
--
MECHANICAL SYSTEMS:
Dirty vents
3 - Classroom
SEWER:
--
INTERIOR SURFACES (WALLS, FLOORS, & CEILINGS):
Carpet damaged, ripped or torn
1 - Classroom
Ceiling Tile loose, broken, damaged, or missing
1 - Office
OVERALL CLEANLINESS:
--
PEST/VERMIN INFESTATION:
--
ELECTRICAL (INTERIOR & EXTERIOR):
Lighting not adequate
1 - Classroom
RESTROOMS:
--
DRINKING FOUNTAINS (INSIDE & OUTSIDE):
--
FIRE SAFETY:
--
HAZARDOUS MATERIALS (INTERIOR & EXTERIOR):
--
STRUCTURAL DAMAGE:
--
ROOFS:
--
PLAYGROUND/SCHOOL GROUNDS:
Trip hazard
1 - Grounds
WINDOWS/DOORS/GATES (INTERIOR & EXTERIOR):
--
Kirk
IV. Teachers
10621666006324Page 7
Teachers School District
With Full Credential
Without Full Credential
Teaching Outside Subject Area of Competence ---
2012-132010-11 2011-12 2012-13
Teacher Credentials This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
0
16
0
3054
44
21
0
15
00
14
0
Indicator
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Vacant Teacher Positions
2011-12 2012-132010-11
Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) 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). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
0
0
0
0
0
0
0
00
Location of Classes
Percent of Classes In Core Academic Subjects
Taught by NCLB Compliant Teachers
Taught by Non-NCLB Compliant Teachers
This School
All Schools in District
High-Poverty Schools in District
Low-Poverty Schools in District
100
94
94
6
6
Core Academic Classes Taught by No Child Left Behind Compliant Teachers This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-
poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.
Kirk
Core Curriculum Area Quality, Currency, and
Availability of Textbooks and Instructional Materials
Percent of Pupils Who Lack Their Own
Assigned Textbooks and Instructional Materials
Reading/Language Arts
Mathematics
Science
History-Social Science
Foreign Language
Health
Visual and Performing Arts
Science Laboratory Equipment (grades 9-12)
Title Number of FTE
Assigned to School
Average Number of Students per
Academic Counselor
Academic Counselor
Library Media Teacher (Librarian) ---
Library Media Services Staff (paraprofessional) ---
Psychologist ---
Social Worker ---
Nurse ---
Speech/Language/Hearing Specialist ---
Resource Specialist (non-teaching) ---
Other ---
Kirk
Sufficient Materials Available
Sufficient Materials Available
Sufficient Materials Available
Sufficient Materials Available
Sufficient Materials Available
Sufficient Materials Available
Sufficient Materials Available
0%
0%
0%
0%
0%
0%
0%
Academic Counselors and Other Support Staff This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
V. Support Staff
VI. Curriculum and Instructional Materials
Source: 2013 Sufficiency of Instructional Materials Survey
0
0
1
0
0
0
0
0
14
Sufficient Materials Available 0%
Page 8
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2013–14)
This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruc tion materials for each student; and information about the school’s use of any supplemental curriculum or non -adopted textbooks or instructional materials.
Year and month in which data were collected: ___8/30/13________________
n/a
Teacher and Administrative Salaries This table displays district-level salary information 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 a district's 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 Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.
Category District Amount
State Average For Districts
In Same Category
Beginning Teacher Salary
Mid-Range Teacher Salary
Highest Teacher Salary
Average Principal Salary (Elementary)
Average Principal Salary (Middle)
Average Principal Salary (High)
Superintendent Salary
Percent of Budget for Teacher Salaries
Percent of Budget for Administrative Salaries
Level Total
Expenditures Per Pupil
Expenditures Per Pupil
(Supplemental)
Expenditures Per Pupil (Basic)
Average Teacher Salary
School Site
District --- ---
Percent Difference – School Site and District --- ---
State --- ---
Percent Difference – School Site and State --- ---
Kirk
$4,486
VII. School Finances
Expenditures Per Pupil and School Site Teacher Salaries This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.
(Fiscal Year 2011-12)
(Fiscal Year 2011-12)
$37,932 $41,462
$62,967 $66,133
$72,921 $85,735
$97,248 $107,206
$101,548 $111,641
$113,768 $122,628
$274,005 $225,176
$0 $0
$0 $0
Page 9
5537 $69,704
$5,609 $1,860 $4,827
14%
-13%
4%
$67,490
-3%
$65,613
Types of Services Funded The district spent $102 million for students participating in State and Federal categorical grant programs. The following are some of the special categorical programs provided to students at this school:
Page 10
Kirk
Economic Impact Aid/Limited English Proficient (EIA/LEP)
State categorical program designed for English language learners to develop proficiency in English as rapidly and as effectively as possible with specially designed curriculum and instructional strategies. Use of funds may include any or all of the following: supplemental staff (BIA’s) to assist EL students in learning core curriculum, CLAD or BCLAD tutors, Home School Liaisons, supplemental bilingual books, tapes and software aligned to the state standards, study trips, parent supplies, training materials and babysitting for ELAC.
Economic Impact Aid/State Compensatory Education
State categorical program to provide supplemental education services directly to students in all academic subject areas. Funding is specifically for economically disadvantaged students. Use of funds may include: supplemental staff to tutor, supplemental materials and supplies for students, technology to support student learning, study trips and support to increase parent involvement.
Title I
Federal categorical program designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on the state content standards and assessments. Title I funds can only be used to supplement the curriculum areas of Language Arts and Math. Use of funds may include any or all of the following: supplemental staff to reduce class size in English Language Arts, and/or Mathematics, professional learning, supplemental reading and math tutors/materials, technology to support English Language Arts and Math instruction, home school liaisons, parent training, parent centers and babysitting.
Kirk10621666006324
Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including: - California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two
through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight,
and nine through eleven. - California Modified Assessment (CMA), an alternate assessment that is based on modified achievement
standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and
Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level profic iency on an assessment of the
California content standards with or without accommodations. - California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through
eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or
the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards.
On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent
of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.
VIII. Student Performance Page 11
Subject School District State
English-Language Arts
Mathematics
Science
History-Social Science
2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13
28
49
22
39
40
40
35
54
49
57
48
Standardized Testing and Reporting Results for All Student - Three-Year Comparison
31
42
13
56
50
60
49
41
41
42
36
30
39
55
50
59
49
41
40
42
36
Group
Percent of Students Scoring at Proficient or Advanced
English-
Language Arts Mathematics Science
History-
Social Science
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Male
Female
Economically Disadvantaged
English Learners
Students with Disabilities
Students Receiving Migrant Education Services
28
32
30
31
18
25
40
30
37
43
39
389
36
38
47
40
Standardized Testing and Reporting Results by Student Group - Most Recent Year
Kirk10621666006324
Page 12
California High School Exit Examination The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.
KirkCalifornia High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if applicable)
Subject
Percent of Students Scoring at Proficient or Advanced
School District State
2010-11 2011-12 2012-13 2010–11 2011-12 2012-13 2010–11 2011-12 2012-13
English-Language Arts
Mathematics Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this categor y is too small for statistical accuracy or to protect student privacy.
56 47 41
45 45
59 56
56 58
41
45
57
60
KirkCalifornia High School Exit Examination Grade Ten Results by Student Group – Most Recent Year (if applicable)
Group
English-Language Arts Mathematics
Not Proficient
Proficient Advanced Not
Proficient Proficient Advanced
All Students in the LEA
All Students at the School
Male
Female
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Students Receiving Migrant Education Services
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this c ategory is too small for statistical accuracy or to protect student privacy.
59 20 21 55 31 14
California Physical Fitness Test Results (School Year 2012-13)
The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.
Grade Level
Percent of Students Meeting Fitness Standards
Four of Six Standards
Five of Six Standards
Six of Six Standards
5
7
9
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.
Kirk
Page 13
20 16.7 13.3
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Page 14
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group
Actual API
Change 2010-11
Actual API
Change 2011-12
Actual API
Change 2012–13
All Students at the School
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had signif icant demographic changes and there is no Growth or target information.
Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools
in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.
Academic Performance Index Ranks – Three-Year Comparison
This table displays the school’s s tatewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while
a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state.
The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of
the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.
API Rank 2010 2011 2012
Statewide
Similar Schools
1
3
33
--
1
3
--
-- --
-- --
-- --
29 0
-- --
-- --
33 -17
27 -5
-- --
-17
1
3
--
-8
--
--
--
-11
--
--
-8
-6
--
---- --
IX. Accountability
Kirk
Page 1510
Academic Performance Index Growth by Student Group – 2013 Growth API Comparison
This table displays, by student group, the number of students included in the API and the 2013 Growth API at the school, LEA, and state level.
Group
2013 Growth API
Number of
Students School
Number of
Students LEA
Number of
Students State
All Students at the School
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
172
29
0
0
129
1
2
2
172
81
10
680
668
682
680
703
9
49313
4485
278
5971
177
31993
169
5726
514
43391
17138
4999
724
665
722
762
842
708
799
814
700
714
678
532
4655989
296463
30394
406527
121054
2438951
25351
1200127
2774640
1482316
527476
790
708
743
906
867
744
774
853
743
721
615
N/AN/A
Adequate Yearly Progress The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
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) For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.
Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)
AYP Criteria School District
Made AYP Overall
Met Participation Rate - English-Language Arts
Met Participation Rate - Mathematics
Met Percent Proficient - English-Language Arts
Met Percent Proficient - Mathematics
Met API Criteria
Met Graduation Rate
Federal Intervention Program (School Year 2013-14) Schools 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 (ELA 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. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Indicator School District
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement
Percent of Schools Currently in Program Improvement Note: Cells shaded in black do not require data.
8 of 17 criteria (No)
100% (Yes)
100% (Yes)
29.1% (No)
39.5% (No)
680 (No)
N/A
In PI
1997-1998
Year 5
In PI
2004-2005
Year 3
86
81.9
27 of 50 criteria (No)
99% (Yes)
99% (Yes)
42.4% (No)
50.7% (No)
724 (No)
Yes
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X. School Completion and Postsecondary Preparation
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(Secondary Schools Only)
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Admission Requirements for California’s Public Universities
Eligibility for admission to the California State University (CSU) is determined by three factors:
Specific high school courses
Grades in specified courses and test scores
Graduation from high school Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside Source)
University of California
Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer
students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for
University-level work. For general admissions requirements, please visit the UC Admissions Information Web page at
http://www.universityofcalifornia.edu/admissions/. (Outside Source) California State University
Eligibility for admission to the California State University (CSU) is determined by three factors:
Specific high school courses
Grades in specified courses and test scores
Graduation from high school Some campuses have higher standards for particular majors or students who live outside the local
campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission
guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see
the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside Source)
16.60 14.70
69.2 73.4 74.72 77.1
13.10
75.0
20.10 16.60 15.10
78.9
Group Graduating Class of
School District State
All Students
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
2012
Completion of High School Graduation Requirements
This table displays, by student group, the number of students who were a part of the school’s most recent graduating class for which CDE has available data and meet all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.
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Measure CTE Program Participation
Number of pupils participating in CTE
Percent of pupils completing a CTE program and earning a high school diploma
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education
Career Technical Education Participation (School Year 2012-13)
This table displays information about participation in the school’s CTE programs.
Career Technical Education Programs (School Year 2012-13) Fresno Unified School District (FUSD) is creating an aligned system of College and Career Readiness (CCR) that begins in elementary school and connects to our higher education partners. FUSD will reshape and revitalize the role of Career Technical Education (CTE) as an engine of education reform as well as workforce and economic development for our community. CCR will emphasize career awareness, exploration and preparation; include a coherent and integrated set of career-themed pathways; utilize work-based learning opportunities; and focus on creating meaningful, sustainable partnerships with all our stakeholders. Our focused work will provide enhanced options for ALL our students and ultimately fulfill the FUSD mission of Preparing Career-Ready Graduates. With a focus on rigorous and relevant content, experiential learning, career awareness, and demonstrated outcomes, CTE can provide a context for academic coursework and challenging, engaging, student-centered instruction that is required for students to succeed. CCR is both an educational strategy and the foundation of workforce development efforts. As an educational strategy, it inspires and facilitates learning and, unlike traditional vocational education, aims to prepare students for ongoing education, long-term careers, and entry into the workplace. As the foundation of workforce development, CTE in FUSD will respond to the needs of our economy and will provide seamless pathways that bridge all levels of education (K-Adult), enabling students to develop skills required in the workplace while pursuing their personal, educational, and career goals.
Advanced Placement Courses This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
Subject Number of
AP Courses Offered Percent of Students
In AP Courses
Computer Science ---
English ---
Fine and Performing Arts ---
Foreign Language ---
Mathematics ---
Science ---
Social Science ---
All courses
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Courses for University of California and/or California State University Admission This table displays for the most recent year two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in
and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
Indicator Percent
Students Enrolled in Courses Required for UC/CSU Admission
Graduates Who Completed All Courses Required for UC/CSU Admission
Professional Learning
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XI. Instructional Planning and Scheduling
This school participated in all professional development stipulated in the Collective Bargaining Agreement with the Fresno Teachers Association. This professional learning currently includes:
All teachers receive 27 hours of professional development per semester, delivered after the instructional day.
2013-2014 content includes professional learning in support of Common Core Implementation through site professional learning and application of learning through Accountable Communities.
Beginning teachers participate in a two year Beginning Teacher Support and Assessment induction program.
Struggling teachers may receive assistance through Veteran Teacher Support provided by colleagues who are trained to provide coaching support and assistance specific to identified needs.
Additional District-supported professional learning which this site participates in include:
Three days of training in support of Common Core State Standards for all elementary and secondary teachers responsible for core content area instruction.
Lead teacher sessions in support of Common Core State Standards implementation and facilitation of Accountable Communities at all sites.
Three Buyback days in support of Common Core State Standards, the CORE Waiver, and site specific initiatives.
Additional support in instructional strategies provided by instructional coaches to staff supporting students. Optional trainings are offered by various departments in support of district initiatives .
