Mabel L. Pendleton Elementary School - sarconline.orgsarconline.org/SarcPdfs/7/30664566027577.pdf · Filipino 2.8 Hispanic or ... • Pupils have access to standards-aligned instructional

2014-15 School Accountability Report Card for Mabel L. Pendleton Elementary School Page 1 of 12

Mabel L. Pendleton Elementary School

7101 Stanton Ave. • Buena Park, CA • (714) 521-8568 • Grades K-6 Renee Jeffrey, Principal [email protected]

http://www.bpsd.k12.ca.us/schools/pendleton.aspx

2014-15 School Accountability Report Card

Published During the 2015-16 School Year ---- ----

Buena Park Elementary School District

6885 Orangethorpe Ave. Buena Park, CA 90620

(714) 522-8412 http://www.bpsd.k12.ca.us/

District Governing Board

Barbara Michel, President

L. Carole Jensen, Clerk/President Pro Tem

Brian Chambers, Member

Rochelle Smith, Member

Samuel Van Hamblen, Member

District Administration

Greg Magnuson Superintendent

Ramon Miramontes Assistant Superintendent,

Educational Services

Kelvin Tsunezumi Assistant Superintendent,

Administrative Services

-------- Principal's Message Mabel L. Pendleton Elementary School's staff is committed to implementing an intensive, balanced, standards-based curriculum to ensure each child's success. This annual report card to the community will share valuable information about our instructional programs, academic achievements, school facilities, safety, highly qualified staff, textbooks, and finances compared to other schools and districts in the state. A special emphasis is placed on providing an instructional program designed to boost student confidence and increase subject matter proficiency. Staff and parents work together to create a learning environment that has high expectations, promotes students' academic and social development, teaches responsibility and pride, and models learning as a lifelong adventure. We are excited about our school and program and welcome all to support our efforts. Pendleton Elementary School embraces the Buena Park School District's goal to “Provide students with a limitless learning environment, one which engages them and fuels their passion to learn, grow, and lead in a connected world." Mission Statement The Pendleton School community is dedicated to developing lifelong learners and productive citizens through a rigorous standards-based program which will maximize each student’s potential. School Profile Mabel L. Pendleton Elementary School is located in the eastern region of Buena Park and serves students in grades preschool through six following a traditional calendar. At the beginning of the 2014-2015 school year, 493 students were enrolled, including 8% in special education, 53% qualifying for English Language Learner support, and 87% qualifying for free or reduced price lunch. Mabel L. Pendleton Elementary School has a three-year Academic Performance Index (API) average score of 766.


About the SARC 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 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 at (714) 521-8568 or the district office.

2014-15 Student Enrollment by Grade Level

Grade Level Number of Students

Kindergarten 79

Grade 1 70

Grade 2 64

Grade 3 60

Grade 4 79

Grade 5 66

Grade 6 75

Total Enrollment 493

2014-15 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 2.4

American Indian or Alaska Native 0.2

Asian 2.2

Filipino 2.8

Hispanic or Latino 85.6

Native Hawaiian or Pacific Islander 0.4

White 4.7

Two or More Races 1.4

Socioeconomically Disadvantaged 88

English Learners 52.7

Students with Disabilities 7.5

Foster Youth 0.2

A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (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

Mabel L. Pendleton Elementary School 13-14 14-15 15-16

With Full Credential 23 25 22

Without Full Credential 0 0 0

Teaching Outside Subject Area of Competence 0 0 0

Buena Park Elementary School District 13-14 14-15 15-16

With Full Credential ♦ ♦ 212

Without Full Credential ♦ ♦ 3

Teaching Outside Subject Area of Competence ♦ ♦ 3

Teacher Misassignments and Vacant Teacher Positions at this School

Mabel L. Pendleton Elementary School

13-14 14-15 15-16

Teachers of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0 0

* “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.

Core Academic Classes Taught by Highly Qualified Teachers

2014-15 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers

Location of Classes Taught by Highly

Qualified Teachers Not Taught by Highly

Qualified Teachers

This School 100.0 0.0

Districtwide

All Schools 99.1 0.9

High-Poverty Schools 99.1 0.9

Low-Poverty Schools 0.0 0.0

* High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) On Monday, September 28, 2015, the Buena Park School District's Governing Board held a public hearing to certify the extent to which textbooks and instructional materials have been provided to students. The Governing Board approved Resolution #15-06 which certifies as required by Education Code §60119 (1) that textbooks and instructional materials were provided to all students in the district, including English learners, to the extent that each pupil has a textbook or instructional materials or both to use in class and to take home; and (2) that sufficient textbooks and instructional materials were provided to each student, including English learners, that are aligned to the academic content standards and consistent with the cycles and content of the curriculum frameworks in English/language arts, math, science, and history-social science. All textbook and support materials are selected from the state's list of approved materials and adopted by the State Board of Education. Materials approved for use are reviewed and a recommendation is made to the Governing Board by a selection committee composed of teachers, administrators, and parents. All recommended materials are available for parent examination at the district office prior to adoption. The information that follows shows the currency and availability of the textbooks and other instructional materials used at the school as of September 2015.

Textbooks and Instructional Materials

Year and month in which data were collected: 12/17/15

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts Houghton Mifflin, English Language Development Program Adopted 2012 Houghton Mifflin, Houghton Mifflin English Adopted 2006 Houghton Mifflin, California Reading Adopted 2003

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0%

Mathematics Glencoe/McGraw-Hill, Glencoe California Mathematics & Algebra 1: Concepts, Skills & Problem Solving Adopted 2009 Harcourt School Publishers, Harcourt Math © 2002 Adopted 2002



Science Harcourt School Publishers, California Science Adopted 2008



History-Social Science Holt, Rinehart and Winston, Holt California Social Studies: World History, Ancient Civilizations Adopted 2006 Pearson Scott Foresman, Scott Foresman History-Social Science for California Adopted 2006



School Facility Conditions and Planned Improvements (Most Recent Year) The district takes great efforts to ensure that all schools are clean, safe, and functional through proper facilities maintenance and campus supervision. Mabel L. Pendleton Elementary School's original facilities were built in 1961; ongoing maintenance and campus improvements ensure facilities remain up to date and provide adequate space for students and staff. District maintenance and site custodial staff ensure that the repairs necessary to keep the school in good condition are completed in a timely manner. A work order process is used by school and district staff to communicate non-routine maintenance requests. In the past 12 months the following improvements have been completed: • All permanent classrooms were updated with Wi-Fi • All permanent classrooms received new wall covering, LED TVs, interactive projectors, white board surface, and control panel • Nine classrooms received built in teacher stations • All self-contained classrooms received new carpeting • All self-contained classrooms received new furniture: desks, chairs, and storage


• Two playgrounds were resurfaced with rubberized material • All buildings were alarmed • Security cameras were installed throughout the campus • New MDF room received new A/C, electronic door lock • Selected buildings received new roofs • All wood chip playground surfaces were changed to rubber matting • Windows repaired • All police and fire now have site access through Knox padlocks and lock box Every morning before school begins, the custodian inspects facilities for safety hazards or other conditions that need attention prior to students and staff entering school grounds. One day custodian and two evening custodians are assigned to Mabel L. Pendleton Elementary School. The day custodian is responsible for: • Cafeteria/kitchen setup & cleanup • Sweeping school grounds • Spot treatment on carpets • Hoisting and lowering the United States and California State flags • Event set up • Securing the campus • Restrooms are checked throughout the day for cleanliness and subsequently cleaned as needed. • Cleaning windows The evening custodians are responsible for: • Classroom cleaning • Restroom cleaning • Main office cleaning The principal communicates with custodial staff daily concerning maintenance and school safety issues. Deferred Maintenance Mabel L Pendleton School participates in the State School Deferred Maintenance program, which provides matching funds to assist school districts with major repairs or replacement of existing school building components. Deferred maintenance projects generally include roofing, plumbing, heating and air, electrical, painting, flooring, asphalt, wall systems, and underground tanks. Facilities Inspection The district's maintenance department inspects Mabel L. Pendleton Elementary School on an annual basis in accordance with Education Code §17592.72(c)(1). Mabel L. Pendleton Elementary School uses a school site inspection survey to identify unsafe or hazardous conditions and facility improvement needs. The most recent school inspection took place December 14, 2015. Deficiencies noted in the school inspection survey were corrected in a timely manner by the district's maintenance department. During fiscal year 2014-2015, all restrooms were fully functional and available for student use.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 12/14/2015

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces

X

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical

X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials

X

Structural: Structural Damage, Roofs

X


School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 12/14/2015

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

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

X

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], Science California Standards Tests); and

• The percentage of pupils 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

2014-15 CAASPP Results for All Students

Subject

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

School District State

ELA 29 35 44

Math 20 31 33

* 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 Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15

Science 39 31 28 61 61 54 59 60 56

* Results are for grades 5, 8, and 10. 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.

Grade Level

2014-15 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---5--- 27.80 2.80 15.30

* 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.

2014-15 CAASPP Results by Student Group

Group

Percent of Students Scoring at Proficient or Advanced

Science (grades 5, 8, and 10)

All Students in the LEA 54

All Student at the School 28

Male 24

Female 32

Black or African American --

Asian --

Filipino --

Hispanic or Latino 29

White --

Two or More Races --

Socioeconomically Disadvantaged --

English Learners 25

Students with Disabilities 25

Foster Youth --

* 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.


School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

All Students 3 63 62 98.4 37 35 18 10

4 82 82 100.0 51 23 18 7

5 74 72 97.3 40 31 25 4

6 77 75 97.4 24 44 31 1

Male 3 32 50.8 38 41 16 6

4 40 48.8 50 30 15 5

5 34 45.9 47 32 21 0

6 32 41.6 34 38 28 0

Female 3 30 47.6 37 30 20 13

4 42 51.2 52 17 21 10

5 38 51.4 34 29 29 8

6 43 55.8 16 49 33 2

Black or African American 4 3 3.7 -- -- -- --

5 3 4.1 -- -- -- --

6 3 3.9 -- -- -- --

Asian 3 1 1.6 -- -- -- --

4 1 1.2 -- -- -- --

5 1 1.4 -- -- -- --

6 2 2.6 -- -- -- --

Filipino 3 1 1.6 -- -- -- --

4 2 2.4 -- -- -- --

5 3 4.1 -- -- -- --

6 3 3.9 -- -- -- --

Hispanic or Latino 3 55 87.3 40 35 16 9

4 71 86.6 54 25 15 6

5 59 79.7 44 31 22 3

6 61 79.2 21 48 30 2

Native Hawaiian or Pacific Islander 4 2 2.4 -- -- -- --

White 3 3 4.8 -- -- -- --

4 3 3.7 -- -- -- --

5 5 6.8 -- -- -- --

6 5 6.5 -- -- -- --

Two or More Races 3 2 3.2 -- -- -- --

5 1 1.4 -- -- -- --

6 1 1.3 -- -- -- --


School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

Socioeconomically Disadvantaged 3 57 90.5 37 35 18 11

4 74 90.2 54 26 15 5

5 63 85.1 41 33 22 3

6 63 81.8 25 48 25 2

English Learners 3 31 49.2 52 29 10 10

4 49 59.8 61 27 12 0

5 33 44.6 52 30 15 3

6 26 33.8 42 50 8 0

Students with Disabilities 3 2 3.2 -- -- -- --

4 12 14.6 92 0 8 0

5 6 8.1 -- -- -- --

6 6 7.8 -- -- -- --

Foster Youth 3 -- -- -- -- -- --

4 -- -- -- -- -- --

5 -- -- -- -- -- --

6 -- -- -- -- -- --

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. The number of students tested includes students that did not receive a score; 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 students with scores.

School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

All Students 3 63 61 96.8 33 36 25 7

4 82 82 100.0 40 43 13 4

5 74 72 97.3 63 25 10 3

6 77 76 98.7 49 32 14 5

Male 3 32 50.8 28 34 28 9

4 40 48.8 43 38 18 3

5 34 45.9 65 29 6 0

6 33 42.9 45 27 18 9

Female 3 29 46.0 38 38 21 3

4 42 51.2 38 48 10 5

5 38 51.4 61 21 13 5

6 43 55.8 51 35 12 2



Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

Black or African American 4 3 3.7 -- -- -- --

5 3 4.1 -- -- -- --

6 3 3.9 -- -- -- --

Asian 3 1 1.6 -- -- -- --

4 1 1.2 -- -- -- --

5 1 1.4 -- -- -- --

6 2 2.6 -- -- -- --

Filipino 3 1 1.6 -- -- -- --

4 2 2.4 -- -- -- --

5 3 4.1 -- -- -- --

6 3 3.9 -- -- -- --

Hispanic or Latino 3 54 85.7 35 35 24 6

4 71 86.6 45 37 15 3

5 59 79.7 66 25 7 2

6 62 80.5 47 35 13 5

Native Hawaiian or Pacific Islander 4 2 2.4 -- -- -- --

White 3 3 4.8 -- -- -- --

4 3 3.7 -- -- -- --

5 5 6.8 -- -- -- --

6 5 6.5 -- -- -- --

Two or More Races 3 2 3.2 -- -- -- --

5 1 1.4 -- -- -- --

6 1 1.3 -- -- -- --

Socioeconomically Disadvantaged 3 56 88.9 30 36 27 7

4 74 90.2 42 41 15 3

5 63 85.1 67 25 6 2

6 63 81.8 52 32 10 6

English Learners 3 31 49.2 32 39 23 6

4 49 59.8 45 41 14 0

5 33 44.6 70 18 12 0

6 26 33.8 85 12 4 0

Students with Disabilities 3 2 3.2 -- -- -- --

4 12 14.6 92 0 8 0

5 6 8.1 -- -- -- --

6 6 7.8 -- -- -- --



Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

Foster Youth 3 -- -- -- -- -- --

4 -- -- -- -- -- --

5 -- -- -- -- -- --

6 -- -- -- -- -- --

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. The number of students tested includes students that did not receive a score; 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 students with scores.

C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (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 Parents are encouraged to get involved in their child's learning environment either by volunteering in the classroom, participating in a decision-making group, or simply attending school events. Parents stay informed on upcoming events and school activities through parent conferences, the school marquee, school newsletters, the school website, InTouch (automated telephone message delivery system), and monthly Parent Principal Coffee. Please contact the school office at (714) 521-8568 for more information on how to become involved in your child's learning environment. Opportunities to Volunteer Morning Greeters Parent Teacher Association Chaperone Field Trips Classroom Helper Fundraising Activities Library Assistant Parent Room (Materials Preparation) Committees English Learner Advisory Council Parent Teacher Association School Site Council School Activities Back to School Night Open House Parent Education Events PTA Activities School Carnival Operation Good Start Gardening Club Parent Coffee

State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates, pupil expulsion rates; and other local measures on the sense of safety. School Safety Plan The Comprehensive School Site Safety Plan was developed for Mabel L. Pendleton Elementary School in collaboration with local agencies and the district office to fulfill Senate Bill 187 requirements. Components of this plan include child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe arrival and departure from school, sexual harassment policy, and dress code policy. The school's most recent school safety plan was reviewed, updated, and discussed with school staff in October 2015.


Suspensions and Expulsions

School 2012-13 2013-14 2014-15

Suspensions Rate 3.55 4.14 3.49

Expulsions Rate 0.18 0.00 0.00

District 2012-13 2013-14 2014-15



State 2012-13 2013-14 2014-15



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.

2014-15 Adequate Yearly Progress Overall and by Criteria

AYP Criteria School District State

English Language Arts

Met Participation Rate Yes Yes Yes

Met Percent Proficient N/A N/A N/A

Mathematics

Met Participation Rate Yes Yes Yes

Met Percent Proficient N/A N/A N/A

Made AYP Overall Yes Yes Yes

Met Attendance Rate Yes Yes Yes

Met Graduation Rate N/A N/A Yes

2015-16 Federal Intervention Program

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2011-2012 2008-2009

Year in Program Improvement Year 3 Year 3

Number of Schools Currently in Program Improvement 7

Percent of Schools Currently in Program Improvement 100.0

Average Class Size and Class Size Distribution (Elementary)

Average Class Size Number of Classrooms*

1-20 21-32 33+

Grade 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

K

30 28 26 2 3 3

1

28 28 26 2 2 2

2

30 29 26 3 2 3

3

24 24 26 1 1 2 3 2

4

28 29 22 1 3 2 3

5

31 28 25 2 3 2

6

29 32 23 1 2 2 3

Other

11 13 1 1


Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- 0

Counselor (Social/Behavioral or Career Development) .33

Library Media Teacher (Librarian) 0

Library Media Services Staff (Paraprofessional) .5

Psychologist------- .57

Social Worker------- 0

Nurse------- .14

Speech/Language/Hearing Specialist 1

Resource Specialist------- 0

Other------- 0

Average Number of Students per Staff Member

Academic Counselor------- 0 * 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.

Professional Development provided for Teachers All training and curriculum development activities at Mabel L. Pendleton Elementary School revolve around the Common Core State Standards and Frameworks. During the 2014-15 school year, Mabel L. Pendleton Elementary School held staff development devoted to:

• Data Analysis and Planning for Future Instruction • Modification of Instructional Strategies Based on Data Findings • Common Core State Standards • Math Coaching • Writing in the Common Core • Writer's Workshop • Daily 5 Decisions concerning selection of staff development activities are performed by all staff using tools such as teacher input, state assessment results, and data analysis to determine the areas in which additional teacher training may enhance classroom instruction and increase student achievement levels. Mabel L. Pendleton Elementary School supports ongoing professional growth throughout the year on minimum days. Teachers meet in grade level teams to conduct data analysis to identify areas of need. Teaching staff are provided the opportunity to participate in district-sponsored staff development workshops or training sessions such as 1) a supplement to site-based staff development, 2) reinforcement of or follow-up to previous training, or 3) follow-up training for newly implemented programs/curricula. During the 2014-15 school year, Mabel L. Pendleton Elementary School's teachers attended the following events hosted by the Buena Park School District:

• ELA/ELD Strategies • Writing in the Common Core • Implementation of the Common Core State Standards in Math • Next Generation Science Standards • Using iPads in the Classroom (including Pages, Keynote, iMovie, and

iBook) • Positive Behavior Intervention Systems (PBIS) • Classroom Management • Analyzing Data • MathLinks Training • ST Math Training • Dynamic Indicators of Basic Early Literacy Skills Mabel L. Pendleton Elementary School offers support to new and veteran teachers through peer coaching and mentoring. All staff are encouraged to attend professional workshops and conferences. Classified support staff receive job-related training from department supervisors and district representatives.


FY 2013-14 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $44,757 $43,091

Mid-Range Teacher Salary $78,628 $70,247

Highest Teacher Salary $98,068 $89,152

Average Principal Salary (ES) $116,225 $112,492

Average Principal Salary (MS) $118,520 $116,021

Average Principal Salary (HS) $117,511

Superintendent Salary $210,737 $192,072

Percent of District Budget

Teacher Salaries 43% 41%

Administrative Salaries 6% 6% * For detailed information on salaries, see the CDE Certificated Salaries &

Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

$6,276 $1,314 $4,962 $82,936

District-------

♦ ♦ $6,001 $83,126

State------- ♦ ♦ $5,348 $72,993

Percent Difference: School Site/District -17.3 -1.2

Percent Difference: School Site/ State -6.6 12.7

* Cells with ♦ do not require data.

Types of Services Funded

For the 2014-15 school year, Buena Park School District spent an average of $9, 427 of total general funds to educate each student (based on 2014-15 audited financial statements and in accordance with calculations defined in Education Code §41372). The table in this report 1) compares the school's per pupil expenditures from unrestricted (basic) and restricted (supplemental) sources with other schools in the district and throughout the state, and 2) compares the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the CDE website at www.cde.ca.gov/ds/fd/ec/ and www.cde.ca.gov/ds/fd/cs/. (The figures shown in the table below reflect the direct cost of educational services, per ADA, excluding food services, facilities acquisition and construction, and certain other expenditures.) In addition to general fund state funding, Buena Park School District receives state and federal categorical funding for special programs. For the 2014-15 school year, the district received categorical, special education, and support programs funds for:

• After School Education and Safety Program • Class Size Reduction, Grades K-3 (optional) • Lottery: Instructional Materials • Special Education • State Lottery • Title I • Title II • Title III • Transportation • Transportation: Special Education

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., 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.

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

Documents

Mabel L. Pendleton Elementary School - sarconline.orgsarconline.org/SarcPdfs/7/30664566027577.pdf · Filipino 2.8 Hispanic or ... • Pupils have access to standards-aligned instructional