Monroe Elementary School Thomas P. Chagoya, 2011-12 School

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2011-12 School Accountability Report Card — Published During the 2012-13 School Year

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Principal’s Message

James Monroe Elementary School is a kindergarten through sixth grade school. We have 840 stu-dents enrolled with English and Spanish being the primary language of our students. James Monroe is an award-winning school and has achieved California Dis nguished School Status. James Monroe is a two- me California School Board Associa on Golden Bell Winner (1997 and 2001). Our API for 2012 is 755.

We have made great progress toward enriching student learning through our museum. The staff , parents, and students have worked together to ensure that the history of California is kept alive through the James Monroe Children’s Museum.

Teachers are dedicated to teach students and make sure they are learning so that they can achieve grade level profi ciency or above. We want to off er each child an equal chance to gain a quality edu-ca on and provide them the basic founda on to achieve academically and become lifelong learners and produc ve ci zens in their community. The teachers at James Monroe Elementary School are working together as grade level teams collabora ng on student learning. Students who are strug-gling with the lesson objec ves are in interven on classes for either math or language arts. Teachers use Explicit Direct Instruc on strategies when delivering their lessons to the class.

Monroe Elementary School

1819 North Lake Street Madera, CA 93638 Phone: (559) 674-5679 Fax: (559) 674-3008

GRADES K-6www.madera.k12.ca.us/monroe

Thomas P. Chagoya, Principal

Madera USD

Gustavo Balderas, Superintendent1902 Howard RoadMadera, CA 93637

Phone: (559) 675-4500 ext. 220Fax: (559) 675-9512

www.madera.k12.ca.us

In accordance with Stateand federal requirements, theSchool Accountability Report

Card (SARC) is put forth annuallyby all public schools as a tool forparents and interested par es to

stay informed of the school’sprogress, test scores and

achievements.

School Accountability Report Card

The Mission of the Madera USDThe Madera Unifi ed School District will be widely recognized throughout

California as a leader in educa on, where the futures of children are driven by their aspira ons, not bound by their circumstances.

School Mission Statement

Our mission is to teach students and make sure they are learning so that they can achieve grade level profi ciency or above. We want to off er each child an equal chance to gain a quality educa on and provide them the basic founda on to achieve academically and become lifelong learners and produc ve ci zens in their community. We, along with the school board, believe that the futures of children are driven by their aspira ons, not bound by their circumstances.

School Vision Statement

In order for us to achieve our mission we must become facilitators of excellent instruc on focusing on Standards and Explicit Direc on Instruc on (EDI). We must become adap ve teachers who are fl exible and willing to change and take on new challenges. We must become an ac ve professional learning community that collaborates con nually. We must become a culture of collabora on in which the parents, teachers, and administrators work together for the benefi t of the students.

Professional Development

During the 2009-2010 school year and the 2010-2011 school year the training for teachers at James Monroe was focused in the area of English Language Arts, and Explicit Direct Instruc on (EDI). Aca-demic coaches supported the teachers in the implementa on of the training by providing addi onal training, feedback, and demonstra ons. The principal and vice principal from the school also at-tended the training to be able to provide in-class coaching. The administra on reviewed EDI strate-gies during staff mee ngs on Thursday a ernoons.

For the previous two school years, two days were dedicated to professional development each year. During the 2011-2012 school year teachers a ended trainings on minimum days where they were trained in English Language Development (ELD) strategies. The ELD coaches also came to the site and worked with teachers during the school day where they provide professional development and in classroom coaching.

Our kindergarten teachers began their training for Common Core State Standards towards the end of the 2011-2012 school year.

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C2Monroe Elementary School • 2011-12 SARC

Three-Year Data Comparison

Class Size

The 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.

Class Size Distribution — Average Class Size

09-10 10-11 11-12

Three-Year Data ComparisonClass Size Distribution — Number of Classrooms by Size

09-10 10-11 11-12

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

K 5 4 5

1 5 5 4

2 5 5 5

3 4 4 4

4 4 1 2 3

5 4 1 1 2 1 2

6 3 1 2 3

Types of Services Funded

Specialized Programs and Staff : We have an a er-school program run by the Madera County Offi ce of Educa on for students who need a quiet place to do homework or who need tutoring. Students also have an opportunity to play board games, do arts and cra s, and learn about the six pillars of character. We encourage all children in grades one through six to par cipate in this program.

Special Educa on Program: We have two full- me Special Educa on teachers and two paraprofes-sionals who work with our special educa on students. We have a speech therapist two days a week and a psychologist one day a week. Special Educa on students stay in the regular classroom as much as possible but some services are provided in small groups in the lab. In the classroom special educa on students receive accommoda ons according to their Individualized Educa on Programs (IEP). Examples of accommoda ons include more me to take tests, si ng close to the teacher, or less homework. We are currently implemen ng a push-in model, where our RSP students receive support from a teaching assistant or RSP teacher within the regular classroom, and we are moving to the co-teaching model for English/language arts. With co-teaching, a general educa on teacher and a special educa on teacher coordinate instruc on in a classroom containing special educa on and regular educa on students.

English Learner Program: We have one full- me Teacher on Special Assignment (TSA) for our English learners. Our teacher coordinates services for the children and also provides assistance to teachers and training in working with English learners. Our English learners receive the core curriculum in the classroom with support as needed.

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Types of Services Funded

Con nued from le We encourage the parents of English learners to join our English Learner Ad-visory Commi ee (ELAC). We depend on ELAC to help improve and expand our ELD program as our English learner popula on con nues to grow. We have one support teacher who works with children in grades fi rst through sixth who are having diffi culty in English-Language Arts.

Title I: We have Teacher on Special Assignment (TSA) who supports our RtI model for academics. The TSA works with students using LiPs, Seeing Stars, and Verbalizing and Visualizing in a lab se ng. We have instruc onal aides that provide services to children in small groups and that work with stu-dents one on one. Title I funds are also used to purchase supplemental materi-als as well as computers and so ware.

Learn4Life: We have an a er school program which students in grades 1-6 may a end on an applica on basis. The program serves 85 students per day. The program provided students with assistance in comple ng home-work, recrea on, enrichment ac vi es, and a re-teaching of math and ELA standards using Standards Plus materi-als.

MUSD Aims For...

… The Highest Student Achievement.… A Safe and Orderly

Learning Environment.… Financially Sound and Eff ec ve Organiza on.

24 25 24 24

3633 32

28 26 26 2833

2833

2826 27 27

3834

30

K 1 2 3 4 5 6

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School Facilities

James Monroe Elementary school has 34 classrooms, a mul purpose room, a library, three com-puter labs, a museum, parent center, preschool, staff room, and an administra on building. The main campus was built in the 1950s. Addi ons were constructed in the 1970s. Portable classrooms were constructed in the last 11 years for class size reduc on and growth. We have an athle c fi eld for soccer, so ball, and football games as well as two cemented basketball courts and a cemented tetherball area.

Our permanent buildings are about 50 years old. During the last few years, we have replaced roofs, painted the exterior of all classrooms, and resurfaced the parking lot. Classrooms are cleaned on a rota on and restrooms are cleaned daily. District maintenance removes graffi and maintains land-scaping on a regular schedule.

The maintenance department sends a team to the school campus every six weeks to take care of any repairs and to do rou ne work and check for safety hazards.

The District has adopted cleaning standards for all schools in the District. The administra on works weekly with the custodial staff to develop procedures to ensure a clean and safe environment. We have two custodians assigned to James Monroe.

We have a spacious, invi ng library that holds approximately 10,000 volumes. Students visit and check out books from the library once a week on Thursday a ernoons. We add approximately 50 to 100 books to our collec on yearly.

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School Facility Items Inspected

The table shows the results of the school’s most recent inspec on using the Facility Inspec on Tool (FIT) or equivalent school form. The following is a list of items inspected.

• Systems: Gas Systems and Pipes, Sewer, Mechanical Systems (hea ng, ven la on, and air condi oning)

• Interior: Interior Surfaces (fl oors, 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/Drinking Fountains (interior and exterior)

• Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior)

• Structural: Structural Condi on,Roofs

• External: Windows/Doors/Gates/Fences, Playgrounds/School Grounds

2012-13 School Year

School Facility Good Repair Status

This inspec on determines the school facility’s good repair status using ra ngs of good condi on, fair condi on, or poor condi on. The overall summary of facility condi ons uses ra ngs of exem-plary, good, fair, or poor condi on. At the me of this school facility inspec on, no defi ciencies were found.

School Facility Good Repair Status

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 Condi ons Exemplary

Date of the Most Recent School Site Inspec on 08/10/12

Date of the Most Recent Comple on of the Inspec on Form 08/10/12

School Facilities

Con nued from le We have 100 computers available for student use, which means that, on average, there is one computer for every eight students. All classrooms are connected to the internet. We have a half- me computer technician who maintains the computers and instructs teachers on how to use diff erent kinds of so ware. All of our classrooms have at least one networked computer and a printer for students and teachers to use. In kindergarten through sixth grade, students build their math, reasoning, and reading skills using special so ware that complements the curriculum.

All teachers have access to email and the internet. They use computers to record grades, review data, and cor-respond via email with parents and colleagues.

Teachers and staff are assigned to watch children on the campus in the cafeteria at breakfast and lunch as well as during their morning and noon breaks. Teachers walk students out at dismissal me to assure that they begin walking home. All gates are kept closed during school hours except the main gate near the offi ce to discourage individuals from entering the campus without checking into the offi ce fi rst. We ask visitors to sign in and wear a visitor’s pass.

The Fencing around the school was re-placed during the 2008-09 school year with Williams Se lement funds. The kindergarten and preschool playground were modernized with new play equip-ment in 2010 through California De-partment of Educa on State Preschool reserve funds. General funds were used to install a new door in the offi ce as well as a new gate between the cafeteria and offi ce during the summer of 2012.

The District par cipates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of exis ng school building components. Typically, this includes roofi ng, plumbing, heat-ing, air condi oning, electrical systems, interior or exterior pain ng, and fl oor systems. For the 2012-13 school year, the District budgeted $661,731 for the Deferred Maintenance Program. This represents 5% of the District’s general fund budget.

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* Enrollment data was gathered from DataQuest and is accurate as of September 2012.

Enrollment and Demographics

The total enrollment at the school was 800 students for the 2011-12 school year.*

2011-12 School YearDemographics

Hispanic or Latino96%

American Indian or Alaska Native

<1% Asian<1%

Filipino<1%

Black or African American

2%White<1%

School Safety

We revise our School Safety Plan annually; it was last revised and approved by the School Site Coun-cil (SSC) on May 23, 2012. The plan includes procedures for emergencies, exit routes, and invento-ries of emergency supplies. We make the plan available and keep copies in the offi ce for parents. We share the plan with all staff during a schoolwide staff mee ng. We prac ce fi re drills monthly and earthquake drills at least three mes a year and hold trainings for staff on emergency preparedness throughout the school year.

Most of our fi h grade students surveyed reported that they come from caring rela onships; ex-pecta ons are high for them and that most of them have goals and aspira ons. The school staff is looking to see why meaningful par cipa on is so low and how we can improve in that area. Spe-cifi c behaviors are forbidden by the Educa on Code and by District policy. Viola ons of these laws and policies may result in advising and counseling students, conferencing with parents/guardians, deten on during and a er school hours, community service, placement in alterna ve programs, suspension (temporary removal from school), or expulsion (long-term removal from school). The se-verity of disciplinary consequences depends upon several factors such as the nature of seriousness of the off ense and whether or not the off ense is a fi rst off ense. Teachers may suspend students from class for discipline viola ons and require parents of suspended pupils to a end school with their children for a por on of the school day. Principals may suspend students for up to fi ve school days for serious off enses. More informa on on suspensions and expulsions can be found in the Madera Unifi ed School District Parent and Student Rights & Responsibili es Handbook.

Suspensions and Expulsions

This table shows the rate of suspen-sions and expulsions (the total number of incidents divided by the school’s total enrollment) for the most recent three-year period.

Suspension and Expulsion Rates

Monroe ES

09-10 10-11 11-12

Suspension Rates 0.211 0.116 0.106

Expulsion Rates 0.004 0.000 0.001

Madera USD

09-10 10-11 11-12

Suspension Rates 0.162 0.138 0.071

Expulsion Rates 0.009 0.004 0.005

“We, along with the school board, believe that the futures of children are driven by their aspirations,

not bound by their circumstances.”

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Availability of Textbooks and Instructional Materials

The following lists the percentage of pupils who lack their own assigned textbooks and instruc onal materials.

Percentage of Students Lacking

Materials by Subject

2012-13 School Year

Reading/Language Arts 0%

Mathema cs 0%

Science 0%

History-Social Science 0%

Visual and Performing Arts 0%

Foreign Language 0%

Health 0%

Textbooks and Instructional Materials

Madera Unifi ed School District places high priority on ensuring that there are suffi cient textbooks and instruc onal materials for every student. Textbook selec on is done by District subject area commi ees coordinated by the Director of Curriculum, Instruc on and Assessment. All K-8 text-books and instruc onal materials must be selected from the most recently approved State matrices. Since the State does not provide approved lists of instruc onal materials for grades 9-12, the District requires that all textbooks and instruc onal materials being recommended for purchase be aligned with State Standards. Textbook purchases are consistent with the content cycles of the curriculum frameworks as District IMF and other funding sources permit. The Governing Board approves all K-12 core textbook and instruc onal materials.

It is the intent of MUSD to purchase Standards-aligned textbooks each year with new adop on cycles per core area for grades K-12. However, many textbooks at the high school level fall outside the adop on cycles for the following reasons:

• Materials are s ll valuable instruc onal resources used by teachers and students.• Materials correlate to the academic content standards, some may be in areas that do not have

explicit academic core content standards (such as anatomy/physiology, elec ves, etc.).

2012-13 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

Reading-Language Arts Reading: A Legacy of Literacy, Houghton Miffl in (K-5), 2003 2003

Reading-Language Arts Holt Literature and Language Arts, Holt, Rinehart, and Winston (6), 2010 2009

Mathema cs California Math, Houghton Miffl in (K-5), 2009 2008

Mathema cs California Mathema cs, Holt, Rinehart, and Winston (6), 2008 2008

Science California Science, Houghton Miffl in (K), 2008 2007

Science California Science, Macmillan/McGraw-Hill (1), 2008 2007

Science California Science, Macmillan/McGraw-Hill (2-5), 2008 2007

Science California Science: Earth Science, Holt, Rinehart, and Winston (6), 2007 2007

History-Social Science History-Social Science for California: Learn and Work, Pearson Sco Foresman (K), 2006 2006

History-Social Science History-Social Science for California: Time and Place, Pearson Sco Foresman (1), 2006 2006

History-Social Science History-Social Science for California: Then and Now, Pearson Sco Foresman (2), 2006 2006

History-Social Science History-Social Science for California: Our Communi es, Pearson Sco Foresman (3), 2006 2006

History-Social Science History-Social Science for California: Our California, Pearson Sco Foresman (4), 2006 2006

History-Social Science History-Social Science for California: Our Na on, Pearson Sco Foresman (5), 2006 2006

History-Social Science Holt California Social Studies, Holt, Rinehart, & Winston (6), 2006 2006

2012-13 School YearCurrency of Textbook Data

Data Collec on Date 08/2012

Currency of Textbook Data

This table displays the date when the textbook and instruc onal materials informa on was col-lected and verifi ed.

Quality of Textbooks

The following table outlines the criteria required for choosing textbooks and instruc onal materials.

Quality of Textbooks

2012-13 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 Educa on?

Yes

Does every student, including English Learners, have access to their own textbooks and instruc onal materials to use in class and to take home?

Yes

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Spring 2012 Results

STAR Results by Student Group: English-Language Arts, Mathematics, and Science

Students Scoring at Profi cient or Advanced Levels

Group English-Language Arts Mathema cs Science

All Students in the District 42% 39% 42%

All Students at the School 42% 53% 50%

Male 38% 50% 41%

Female 47% 56% 60%

Black or African American

American Indian or Alaska Na ve

Asian

Filipino

Hispanic or La no 42% 53% 46%

Na ve Hawaiian or Pacifi c Islander

White

Two or More Races

Socioeconomically Disadvantaged 42% 52% 48%

English Learners 28% 44% 21%

Students with Disabili es 45% 75%

Students Receiving Migrant Educa on Services 30% 39%

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

STAR Results for All Students

The Standardized Tes ng and Repor ng (STAR) results are evaluated and compared to state stan-dards using the following fi ve performance levels: Advanced (exceeds state standards); Profi cient(meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Profi cient or Advanced level meet state standards in that content area. The tables show the percentage of students that scored at Profi cient or Advanced levels in English-language arts, mathema cs, and science.

Three-Year Data ComparisonStudents Scoring at Profi cient or Advanced Levels

Monroe ES Madera USD California

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

English-Language Arts 36% 36% 42% 41% 41% 42% 52% 54% 56%

Mathema cs 48% 52% 53% 40% 40% 39% 48% 50% 51%

Science 26% 32% 50% 42% 44% 42% 54% 57% 60%

Standardized Testing and Reporting Program

The Standardized Tes ng and Report-ing (STAR) Program aims to iden fy strengths and weaknesses to improve student learning. STAR consists of several key tests that are designed for the student’s age and individual needs. These tests include: the California Standards Test (CST), California Modi-fi ed Assessment (CMA), and California Alternate Performance Assessment (CAPA).

The CSTs are mul ple choice tests in English-language arts, mathema cs, science, and history-social science for varying grade levels. Some grade levels also par cipate in an essay wri ng test. The CSTs are used to determine students’ achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject.

The CMA is a modifi ed assessment for students with disabili es who have an individualized educa on program (IEP). It is designed to assess those students whose disabili es prevent them from achieving grade-level profi ciency on an assessment of the content standards with or without accommoda ons.

The CAPA is an alternate assessment for students with signifi cant cogni ve disabili es who are unable to take the CST with accommoda ons or modifi ca- ons or the CMA with accommoda- ons.

For more informa on on the STAR program including tests, par cipa on, groups, and scores by grade level, please visit h p://star.cde.ca.gov/.

School Values

We have to be examples of superior be-havior and ins ll excellent values in our students by example. We will post our expecta on values. We must become a professional working community who can respect others and their opinions and appreciate diversity. We must fo-cus on learning and interven on must be mely and not remedia on. Teach-ers must work as a team and must have me to meet during the workday and

analyze data and teaching prac ces.

Be Respec ul, Be Responsible, and Be Ready to Learn.

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API Testing

Assessment data is reported only for numerically signifi cant groups. To be considered numerically signifi cant for the API, the group must have either: (1) at least 50 students with valid STAR Program scores who make up at least 15% of the total valid STAR Program scores, or (2) at least 100 students with valid STAR Program scores.

API Ranks

Schools are ranked in ten categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A “similar schools API rank” refl ects how a school compares to 100 sta s cally matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools API rank, for which informa on is available.


API Growth by Student Group

This table displays, by student group, fi rst, the 2012 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school.

2012 Growth API and Three-Year Data ComparisonAPI Growth by Student Group

Group

2012 Growth API Monroe ES – Actual API ChangeMonroe ES Madera USD California

Number of Students

Growth API

Number of Students

GrowthAPI

Number of Students

GrowthAPI 09-10 10-11 11-12

All Students 516 755 13,874 738 4,664,264 788 30 -3 7

Black or African American 10 321 683 313,201 710

American Indian or Alaska Na ve 2 60 693 31,606 742

Asian 5 184 835 404,670 905

Filipino 1 29 853 124,824 869

Hispanic or La no 496 753 11,907 731 2,425,230 740 26 -1 7

Na ve Hawaiian or Pacifi c Islander 0 8 26,563 775

White 1 1,271 803 1,221,860 853

Two or More Races 0 43 818 88,428 849

Socioeconomically Disadvantaged 502 755 11,884 725 2,779,680 737 30 0 9

English Learners 390 738 7,154 702 1,530,297 716 35 1 -1

Students with Disabili es 23 768 1,068 603 530,935 607

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score refl ects the school, district or a student group’s performance level, based on the results of statewide tes ng. The state has set an API score of 800 as the statewide target.

The annual API repor ng cycle consists of the Base and Growth API. The Base API begins the report-ing cycle and the results are released approximately a year a er tes ng occurs (e.g. The 2011 Base API is calculated from results of statewide tes ng in spring 2011, but the results are not released un- l May 2012). Growth API, calculates test results in the same fashion and with the same indicators

as the Base API but from test results of the following year (e.g. The 2012 Growth API is calculated from results of statewide tes ng in spring 2012 and released in September 2012). The year of the API corresponds to the year of tes ng. Therefore, for the 2011-12 API repor ng cycle, the 2011 Base indicator and 2012 Growth indicator are used. To represent how much a school’s API changed from 2011-12 (known as the 2011-12 API Growth), the 2011 Base API is subtracted from the 2012 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met.

To learn more about API, visit the API informa on guide at www.cde.ca.gov/ta/ac/ap/documents/in-foguide12.pdf and the API overview guide at www.cde.ca.gov/ta/ac/ay/documents/overview12.pdf.

API Ranks

API Ranks

2009 2010 2011

Statewide API Rank 2 3 2

Similar Schools API Rank 7 8 7

Data are reported only for numerically signifi cant groups.

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Public Internet Access

Internet access is available at public libraries and other loca ons that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public loca ons is generally pro-vided on a fi rst-come, fi rst-served basis. Other use restric ons include the hours of opera on, the length of me that a worksta on may be used (depending on availability), the types of so ware programs available at a worksta on, and the ability to print documents.

2011-12 School Year

Adequate Yearly Progress

The No Child Le Behind (NCLB) Act requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in these four target areas:

1. Par cipa on rate on statewide assessments in English-language arts and mathema cs2. Percentage of students scoring profi cient on statewide assessments in English-language arts

and mathema cs3. API scores4. Gradua on rate for high schools

The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for 2011-12. For more informa on, visit www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Criteria

Monroe ES Madera USD

Met Overall AYP No No

AYP Criteria English-Language Arts Mathema cs English-

Language Arts Mathema cs

Par cipa on Rate Yes Yes Yes Yes

Percent Profi cient No No No No

API Yes Yes

Gradua on Rate No

2012-13 School Year

Federal Intervention Program

Districts and schools receiving Title I funding that fail to meet AYP over two consecu ve years in the same content area (English-language arts or mathema cs) or on the same indicator (API or gradua- on rate) can enter into Program Improvement (PI). Each addi onal year that the district or schools

do not meet AYP results in advancement to the next level of interven on. This table displays the 2012-13 Program Improvement status for the school and district. For more informa on, please visit www.cde.ca.gov/ta/ac/ay/.

Federal Intervention Program

Monroe ES Madera USD

Program Improvement Status In PI In PI

First Year of Program Improvement 2011-2012 2004-2005

Year in Program Improvement Year 2 Year 3

Number of Schools Iden fi ed for Program Improvement 22

Percent of Schools Iden fi ed for Program Improvement 84.60%

Not applicable. The gradua on rate for AYP criteria applies to high schools.

California Physical Fitness Test

Each spring, all students in grades 5, 7, and 9 are required to par cipate 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 Educa on. PFT measures six key fi tness areas:

1. Aerobic Capacity 2. Body Composi on3. Flexibility4. Abdominal Strength

and Endurance5. Upper Body Strength

and Endurance6. Trunk Extensor Strength

and Flexibility

Encouraging and assis ng students in establishing lifelong habits of regular physical ac vity is the primary goal of the Fitnessgram®. The table shows the percentage of students mee ng the fi tness standards of being in the “healthy fi tness zone” for the most re-cent tes ng period. For more detailed informa on on the California PFT, please visit www.cde.ca.gov/ta/tg/pf/.

Percentage of Students

Meeting Fitness Standards

2011-12 School Year

Grade 5

Four of Six Standards 19.80%

Five of Six Standards 19.80%

Six of Six Standards 14.30%

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2011-12 School Year



Teacher Qualifi cations

This table shows informa on about teacher creden als and teacher qualifi ca ons. More informa- on can be found by visi ng h p://data1.cde.ca.gov/dataquest/.

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authoriza on) and the number of vacant teacher posi ons (not fi lled by a single designated teacher assigned to teach the en re course at the beginning of the school year or semester). Please note: To-tal teacher misassignments includes the number of misassignments of teachers of English Learners.

No Child Left Behind Compliant Teachers

NCLB requires that all teachers of core academic subject areas be “highly qualifi ed.” In general, for a teacher to be considered highly qualifi ed, they must have a bachelor’s degree, an appropriate California teaching creden al, and have demonstrated competence for each core subject he or she teaches. The table displays data regarding NCLB compliant teachers from the 2011-12 school year. For more informa on on teacher qualifi ca ons related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

Teacher Credential Information

Madera USD Monroe ES

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

With Full Creden al 793 28 28 31

Without Full Creden al 5 0 0 0

Teaching Outside Subject Area of Competence 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Monroe ES

Teachers 10-11 11-12 12-13

Teacher Misassignments of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Posi ons 0 0 0

No Child Left Behind Compliant Teachers

Percent of Classes in Core Academic Subjects

Taught by NCLB Compliant Teachers

Taught by Non-NCLB Compliant Teachers

Monroe ES 100.00% 0.00%

All Schools in District 97.05% 2.95%

High-Poverty Schools in District 97.11% 2.89%

Low-Poverty Schools in District

Not applicable.

NCLB Note

High-poverty schools are defi ned as those schools with student par cipa on of approximately 40% or more in the free and reduced priced meals program. Low-poverty schools are those with student par cipa on of approximately 25% or less in the free and reduced priced meals program.

Academic Counselors and School Support Staff

This table displays informa on about academic counselors and support staff at the school and their full- me equiva-lent (FTE).

Academic Counselors

and School Support Staff Data

2011-12 School Year

Academic Counselors

FTE of Academic Counselors 0.00

Ra o of Students Per Academic Counselor

Support Staff FTE

Social/Behavioral or Career Development Counselors 0.00

Library Media Teacher (Librarian) 0.00

Library Media Services Staff (Paraprofessional) 0.00

Psychologist 0.20

Social Worker 0.00

Nurse 0.40

Speech/Language/Hearing Specialist 0.20

Resource Specialist (non-teaching) 0.00

Other FTE

Teacher on Special Assignment 3.00

Secretary 1.00

Administra ve Assistant 1.00

Vice Principal 1.00

Paraprofessionals 2.00

2011

-12

SAR

C20

1112

SAR


Data for this year’s SARC was provided by the California Department of Educa on (CDE), school and district offi ces. For addi onal informa on on California schools and districts, please visit DataQuest at h p://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffi ng, and data regarding English Learners. Addi onally, Ed-Data in partnership with the CDE, provides extensive fi nancial, demographic, and performance informa on about California’s public kindergarten through grade twelve school districts and schools. More informa on can be found at www.ed-data.k12.ca.us/Pages/Home.aspx. Per Educa on Code Sec on 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.All data accurate as of November 29, 2012.

School Financial Data

The following table displays the school’s average teacher salary and a breakdown of the school’s expendi-tures per pupil from unrestricted and restricted sources.

School Financial Data

2010-11 Fiscal Year

Total ExpendituresPer Pupil $4,999

Expenditures Per Pupil From Restricted Sources $1,385

Expenditures Per Pupil From Unrestricted Sources $3,614

Annual Average Teacher Salary $63,162

Financial Data

The fi nancial data displayed in the SARC is from the 2010-11 fi scal year. The most current fi scal infor-ma on 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 more detailed fi nancial informa on, please visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.

2010-11 Fiscal Year

District Financial Data

This table displays district teacher and administra ve salary informa on and compares the fi gures 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 benefi ts.

District Salary Data

Madera USD Similar Sized District

Beginning Teacher Salary $37,159 $40,932

Mid-Range Teacher Salary $58,115 $65,424

Highest Teacher Salary $71,557 $84,596

Average Principal Salary (Elementary School) $96,961 $106,806

Average Principal Salary (Middle School) $103,291 $111,776

Average Principal Salary (High School) $109,313 $120,858

Superintendent Salary $165,736 $204,089

Teacher Salaries — Percent of Budget 37% 39%

Administra ve Salaries — Percent of Budget 6% 5%

2010-11 Fiscal Year

Financial Data Comparison

The following 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.

Financial Data Comparison

Expenditures Per Pupil From

Unrestricted Sources

AnnualAverage Teacher

Salary

Monroe ES $3,614 $63,162

Madera USD $5,241 $57,636

California $5,455 $68,488

School and District — Percent Diff erence -45.0% +8.7%

School and California — Percent Diff erence -50.9% -8.4%

Parental Involvement

We have many ways for parents to par cipate in the life of our school, and we depend on parents to keep our programs running smoothly. Parents can join our School Site Council (SSC), which works with administra on to help make academic and fi nancial deci-sions. Parents of English learners are vital to our English Language Advisory Commi ee (ELAC) and to our outreach eff orts on behalf of new families. Par-ents are always welcome to volunteer and work in the classroom. We ask all parents to a end Back-to-School Night in the fall, Open House in the spring, and parent-teacher conferences. We always need new volunteers! To fi nd out more about how you can volunteer at our school, please contact Kimberly Bi er, Vice Principal, at (559) 674-5679 or you may email her at [email protected].

Documents

Monroe Elementary School Thomas P. Chagoya, 2011-12 School