Orangewood Elementary School Accountability Report Card ...tb1cdn.schoolwebmasters.com/site_0610/WestCovina...2014-15 School Accountability Report Card for Orangewood Elementary Page

2014-15 School Accountability Report Card for Orangewood Elementary Page 1 of 14

Orangewood Elementary

School Accountability Report Card

Reported Using Data from the 2014-15 School Year

Published During 2015-16

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 principal or

the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, 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.

About This School Contact Information (Most Recent Year)

School Contact Information

School Name------- Orangewood Elementary

Street------- 1440 South Orange Avenue

City, State, Zip------- West Covina, CA 91790-34

Phone Number------- 626-939-4820

Principal------- Janet Shirley

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

Web Site------- orangewood.wcusd.org

Grades Served TK-5

CDS Code 19-65094-6023519


District Contact Information

District Name------- West Covina Unified

Phone Number------- 626-939-4600

Superintendent-------

Dr. Charles Hinman

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

Web Site------- www.wcusd.org/orangewood

School Description and Mission Statement (Most Recent Year)

Welcome to Orangewood Elementary. Orangewood Elementary is part of the West Covina Unified School District and currently serves 530 students in transitional kindergarten through fifth grade. Our staff has a united focus on providing an educational program that is balanced, meaningful, motivating, and academically challenging for all of our students. Our students are actively involved in a curriculum that is based on the California State Standards which develops higher order and critical thinking skills. We view every child as an individual with unique qualities and needs. These individual differences are valued and nurtured through thoughtful and progressive teaching. We celebrate the fact children learn in a variety of ways and recognize the importance of differentiating the curriculum for all to be successful. Above all, our safe and positive learning environment sets the stage for student success. Orangewood not only provides a safe climate, but one that encompasses a sense of pride and ownership. We are excited that the International Baccalaureate Primary Years Program has selected Orangewood as a candidate school. We are currently pursuing authorization as an IB World School. IB World Schools are schools that share a common philosophy—a commitment to high quality, challenging, international education that Orangewood Elementary believes is important for our students. Also, this year we have two Spanish/English dual immersion kindergarten classes. Instruction in the classes are 90% in Spanish and 10% in English. We have immersed the students in these classes in the language, and it is proving to be highly successful. Next year, we will add two first grade classes and continue the two kindergarten classes. To promote health and fitness, we have school wide PE every morning to start the day on a positive note. In addition, this year we have implemented the 100 Mile Club. We have over 400 members consisting of students, teachers, parents, and grandparents. In the morning before school and at recess, many students are walking and/or running, so they can reach their 25th mile. When they have completed 25 miles, the student receives a 100 Mile Club t-shirt. At the end of the year, we will have an assembly to celebrate the students, teachers, parents, and grandparents who complete 100 miles, and they will be presented a medal. Teachers have high expectations for all their students as they promote powerful learning daily. Our monthly Learner Profile assemblies demonstrate our dedication to help children grow socially, academically, emotionally, and physically. Capturing Kids’ Hearts is a positive behavior program that we have implemented this year. Capturing Kids’ Hearts helped our teachers by equipping them with tools with which they build meaningful relationships with their students, provide a safe environment in which to learn, and develop a dialogue for team-building. There is commitment, enthusiasm, trust, respect, and teamwork among all staff members, and students are enthusiastic about learning and take responsibility for their education. The partnership that exists among our parents, students, and staff fosters a warm, caring environment. We strive to instill life-long learning skills in our children. Field trips and assemblies supported by the PTA, social events, and clubs have provided extracurricular experience for our students to explore beyond the classroom. Working together we prepare each of our students to become creative, productive, socially responsible, confident, life-long learners who successfully contribute to a culturally diverse and technologically evolving society. At Orangewood, we strive to help each student connect with our motto: Imagine, Believe, Achieve. We know that as soon as our students taste the feeling that comes from achieving goals, he or she will want to feel that again and again. With our welcoming faculty, safe learning environment, and supportive community, we know our students will feel the joy that comes from success as an Orangewood Ocelot.


Student Enrollment by Grade Level (School Year 2014-15)

Grade Number of

Level Students

Kindergarten 74

Grade 1 79

Grade 2 80

Grade 3 83

Grade 4 89

Grade 5 73

Total Enrollment 478

Student Enrollment by Group (School Year 2014-15)

Student Percent of

Group Total Enrollment

Black or African American 2.7

Asian 6.5

Filipino 2.9

Hispanic or Latino 84.5

White 2.9

Two or More Races 0.2

Socioeconomically Disadvantaged 79.1

English Learners 20.5

Students with Disabilities 8.6

Foster Youth 1

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

Teachers School District

2013-14 2014-15 2015-16 2015-16

With Full Credential 22 23 24

Without Full Credential 1 0 0

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


Teacher Misassignments and Vacant Teacher Positions

Indicator 2013-14 2014-15 2015-16

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 0 0 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)

Location of Classes Percent of Classes In Core Academic Subjects

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 100.0 0.0

All Schools in District 98.9 1.1

High-Poverty Schools in District 98.9 1.1

Low-Poverty Schools in District 0.0 0.0 Note: 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) Year and month in which data were collected: September 2015 Orangewood Elementary’s rigorous academic standards are supported by our research-based curricula. All students have access to textbooks and supplemental instructional materials. Orangewood’s commitment to differentiated instruction is supported by our comprehensive reading and language arts program, Write From the Beginning and Beyond, Thinking Maps, and enVision math. In addition to language arts and math, our school implements Macmillan/McGraw-Hill Science and Scott Foresman History & Social Studies for California, both highly differentiated and effective instructional programs. All programs integrate reading and writing and support our English language learners. Orangewood’s supplemental materials are carefully selected for their alignment with state standards and their use of research-supported formats and instructional strategies. Supplemental programs include Write From the Beginning and Beyond, MyAccess, Achieve3000, Time for Kids, Thinking Maps, and Accelerated Reader.

Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts A research based comprehensive language arts program is utilized in transitional kindergarten through fifth grade. Our program features a foundation in phonemic awareness, word study, fluency, comprehension, vocabulary, text structures and spelling. Scholastic Reading Inventory (SRI) and Achieve3000 provide lexile scores, and STAR Reading and STAR Early Literacy Assessments provide additonal data about student learning. The writing curriculum, Write From the Beginning and Beyond, includes the sequencing of skills for writing strategies and rubrics. Students receive differentiated instruction, according to their needs in all language arts areas.

Yes 0%


Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Mathematics The kindergarten through fifth grade teachers utilize enVision math. Teachers focus on the Problem of the Day to create real-world math experiences.

Yes 0%

Science Science learning is integrated through language arts. Incorporating science with reading and writing helps students learn a variety of skills and makes learning more meaningful. Our science program is Macmillian/McGraw-Hill.

Yes 0%

History-Social Science Our social studies curriculum incorporates a variety of subjects such as geography, literature, government, and history. Students read about the past and discover different communities and cultures. Social studies enable students to learn a variety of skills as well as improving reading. Integrating social studies with language arts and writing helps us teach many skills and makes learning more meaningful. Our social studies program is Scott Foresman.

Yes 0%

Foreign Language N/A

Health Teachers incorporate health and fitness through school wide Physical Education class daily.

Visual and Performing Arts A traveling art teacher visits our school for two weeks twice a year. During this time, she visits every classroom twice and completes a lesson based on the visual arts standards. In plannin her lessons, the visual arts teacher pulls in content from content areas to reinforce other learning and to provide students an alternative way to master the standards.

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. Orangewood Elementary School’s original facilities were built in 1959; ongoing maintenance and campus improvements ensure facilities remain up to date and provide adequate space for students and staff. In the summer of 2015, four portables were added, one restroom portable was added, and one portable was upgraded. The entire school was painted and an employee parking lot was constructed. 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. Emergency repairs are given the highest priority. At Orangewood Elementary, we take pride in our clean, safe campus. District-wide standards are in place for cleaning procedures, products, inspection and evaluation to ensure that our campus is in impeccable condition. A summary of these standards is available at the District Office. Restrooms are inspected multiple times daily by custodial staff and administration, as well as inspected by staff and administrators. Our custodians, as well as maintenance and ground crews are trained and responsible for inspection and repair of any safety items. Monthly inspections are conducted by custodial staff. In addition, our school works with risk managers, safety inspectors and outside experts who inspect our campus annually. No emergency facility conditions exist; regular maintenance is ongoing and funding is provided to make repairs on an as-needed basis.


Orangewood has 30 classrooms, a media center/computer lab, an upgraded computer lab, and a large multipurpose room for lunch, assemblies, and student performances. We also have an outdoor eating area which is covered by a shade structure. We have several round tables, with umbrellas, for students to eat their lunch. Orangewood students eagerly visit our library during recess and lunch where they check out books or take computerized Accelerated Reader quizzes to earn points and certificates. Our media aide assists all students. Our library has an inviting selection of books with new additions added yearly. Orangewood has computers available for all students. Each classroom has four computers with Internet access and a document camera and a projection machine mounted on the ceiling. The computer lab and media center both host 34 computers each. Four carts of 34 Chromebooks rotate among the 3rd, 4th, and 5th grades. In kindergarten and first grade, each class has 4 iPads, and in second grade, each class had four Chromebooks for small group instruction. We are committed to maintaining a quality facility. Our school has upgraded electrical wiring, plumbing, technology, lighting, heating and air conditioning systems. We are fortunate to have an expansive play area for all students. Providing our students with a clean and safe school is a top priority. The campus is beautiful. School Facility Good Repair Status (Most Recent Year)

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: October 2014

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

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

X

Overall Facility Rating (Most Recent Year)

Year and month in which data were collected: October 2014

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


California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

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

School District State

English Language Arts/Literacy 48 47 44

Mathematics 36 33 33 Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

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

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 84 84 100.0 15 32 33 19

4 87 85 97.7 39 28 25 8

5 73 73 100.0 19 19 41 21

Male 3 51 60.7 16 39 33 12

4 40 46.0 50 30 15 5

5 33 45.2 21 24 33 21

Female 3 33 39.3 15 21 33 30

4 45 51.7 29 27 33 11

5 40 54.8 18 15 48 20

Black or African American 3 2 2.4 -- -- -- --

4 3 3.4 -- -- -- --

Asian 3 2 2.4 -- -- -- --

4 5 5.7 -- -- -- --

5 6 8.2 -- -- -- --

Filipino 3 4 4.8 -- -- -- --

4 3 3.4 -- -- -- --

5 2 2.7 -- -- -- --

Hispanic or Latino 3 72 85.7 17 29 33 21

4 69 79.3 42 32 22 4

5 63 86.3 19 21 38 22

Native Hawaiian or Pacific Islander

3 1 1.2 -- -- -- --

White 3 3 3.6 -- -- -- --

4 5 5.7 -- -- -- --

5 2 2.7 -- -- -- --

Socioeconomically Disadvantaged 3 59 70.2 17 39 27 17

4 68 78.2 40 34 22 4

5 54 74.0 22 22 41 15

English Learners 3 12 14.3 17 67 17 0


Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

4 12 13.8 58 25 8 8

5 5 6.8 -- -- -- --

Students with Disabilities 3 5 6.0 -- -- -- --

4 6 6.9 -- -- -- --

5 9 12.3 -- -- -- --

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

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

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

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes 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.

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

Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

All Students 3 84 84 100.0 19 24 37 20

4 87 85 97.7 32 46 14 8

5 73 73 100.0 36 36 14 15

Male 3 51 60.7 22 24 43 12

4 40 46.0 30 48 15 8

5 33 45.2 33 27 18 21

Female 3 33 39.3 15 24 27 33

4 45 51.7 33 44 13 9

5 40 54.8 38 43 10 10

Black or African American 3 2 2.4 -- -- -- --

4 3 3.4 -- -- -- --

Asian 3 2 2.4 -- -- -- --

4 5 5.7 -- -- -- --

5 6 8.2 -- -- -- --

Filipino 3 4 4.8 -- -- -- --

4 3 3.4 -- -- -- --

5 2 2.7 -- -- -- --

Hispanic or Latino 3 72 85.7 19 22 39 19

4 69 79.3 36 51 7 6

5 63 86.3 38 40 10 13

Native Hawaiian or Pacific Islander

3 1 1.2 -- -- -- --


Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

White 3 3 3.6 -- -- -- --

4 5 5.7 -- -- -- --

5 2 2.7 -- -- -- --

Socioeconomically Disadvantaged 3 59 70.2 24 27 36 14

4 68 78.2 32 49 13 6

5 54 74.0 37 41 13 9

English Learners 3 12 14.3 33 33 25 8

4 12 13.8 42 42 17 0

5 5 6.8 -- -- -- --

Students with Disabilities 3 5 6.0 -- -- -- --

4 6 6.9 -- -- -- --

5 9 12.3 -- -- -- --

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

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

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

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes 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.

California Standards Tests for All Students in Science (Three-Year Comparison)

Subject

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

School District State

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

Science (grades 5, 8, and 10) 67 65 62 68 63 62 59 60 56 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.


California Standards Tests Results by Student Group in Science (School Year 2014-15)

Student Percent of Students Scoring at

Group Proficient or Advanced

All Students in the LEA 62

All Students at the School 62

Male 68

Female 56

Asian --

Filipino --

Hispanic or Latino 59

White --

Socioeconomically Disadvantaged --

English Learners --

Students with Disabilities 56

Foster Youth -- 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.

California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

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

---5--- 16.40 19.20 15.10 Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the 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 (Most Recent Year)

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 flyers, school messenger, school marquee, and school website. At the start of the school year, our student/parent handbook is distributed to families. It details school, district policies, and procedures and includes the school calendar. In August our dedicated Parent Teacher Association (PTA) begins its membership drive and fundraising events. The Orangewood PTA offers involvement opportunities including membership, community/family fun events, and educational, educational assemblies, and field trips. This year, our PTA membership was 500 which consisted of students, parents, grandparents, teachers, and staff. School Site Council and English Language Advisory Committee offers a collaborative decision-making process with all stakeholders. The Orangewood SSC and ELAC determine the most effective, student-supportive use of various site funds and acts to support our school’s English Learners by providing parents of EL students with information.


Our Parent Workshops, provided by our site Teacher on Special Assignment, focus on the specific needs of Orangewood parents. Topics have included IB/PYP Learner Profile, IB/PYP implementation, Capturing Kids’ Hearts, Dual Immersion, and SBAC preparation, MyAccess, Achieve3000, Reading A to Z, and health and fitness. District Parent Universities provide our parents with research-based strategies for supporting their child’s learning at home. Topics included math, text structures and features, effective read ing strategies, and strategies to motivate students. Further parent involvement opportunities include in-class student support, attending field trips, and supporting our teachers with class preparation. If you are interested in becoming involved, please contact your child's teacher or the school at (626) 939-4820.

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. Suspensions and Expulsions

Rate School District State

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

Suspensions------- 0.39 0.90 0.39 2.70 1.82 2.25 5.07 4.36 3.80

Expulsions------- 0.00 0.00 0.00 0.00 0.06 0.04 0.13 0.10 0.09

School Safety Plan (Most Recent Year)

Orangewood Elementary School’s rigorous safety standards ensure a safe, clean, and beautiful campus. Safe, responsible, respectful and prepared is our goal at Orangewood. We have a positive school-wide discipline plan to ensure high academic standards and to keep students safe. The Comprehensive School Site Safety Plan is updated yearly to ensure the staff, students, parents, and community are aware of the procedures in the event of an emergency or disaster. The 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. Our staff monitors the school grounds prior to the start of school, regularly during the school day, and after dismissal. For student safety, our campus is closed and all visitors must register at the office and wear a visitor badge while on campus. Monthly fire drills, quarterly lock-down drills, and yearly disaster drill prepare our school for emergencies. Each drill is evaluated for effectiveness and safety improvements. The School Safety Plan was reviewed and discussed with staff and approved by the School Site Council.


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. Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall Yes No Yes

Met Participation Rate: English-Language Arts Yes Yes Yes

Met Participation Rate: Mathematics Yes Yes Yes

Met Percent Proficient: English-Language Arts N/A N/A N/A

Met Percent Proficient: Mathematics N/A N/A N/A

Met Attendance Rate Yes Yes Yes

Met Graduation Rate N/A No Yes

Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2013-2014 2015-2016

Year in Program Improvement* Year 1 Year 1

Number of Schools Currently in Program Improvement N/A 7

Percent of Schools Currently in Program Improvement N/A 50.0 Note: Cells with N/A values do not require data.

Average Class Size and Class Size Distribution (Elementary)

Grade Level

2012-13 2013-14 2014-15

Avg. Class Size

Number of Classes Avg. Class Size

Number of Classes Avg. Class Size

Number of Classes

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

K

19 4 22 4 19 4

1

21 4 20 3 1 22 3

2

21 4 18 3 2 19 1 4

3

19 4 21 2 2 21 1 3

4

32 2 31 2 32 2

5

24 1 3 31 3 32 3 Note: Number of classes indicates how many classes fall into each size category (a range of total students per class).


Academic Counselors and Other Support Staff (School Year 2014-15)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 0 0

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

Library Media Teacher (Librarian) 0 N/A

Library Media Services Staff (Paraprofessional) 1 N/A

Psychologist------- .5 N/A

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

Nurse------- 0 N/A

Speech/Language/Hearing Specialist .5 N/A

Resource Specialist------- 0 N/A

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

Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- $5,436 $498 $4,938 $66,775

District------- N/A N/A $5,228 $70,575

Percent Difference: School Site and District N/A N/A -5.5 -5.4

State------- N/A N/A $5,348 $69,257

Percent Difference: School Site and State N/A N/A -7.7 -3.6 Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2014-15)

Orangewood receives federal and state categorical funding for special programs, including the following: English Learners: English Learners (EL), identified by home language surveys, participate in 30 minutes of English Language Development (ELD) daily, in addition to structured English immersion. Teachers employ SDAIE (Specially Designed Academic Instruction in English) strategies throughout the day to assist English Learners in accessing the curriculum. Trained aides work each day with EL students individually or in small groups, providing students additional support in accessing the curriculum and achieving grade-level proficiency. Also, targeted ELA and math instruction is offered after school for EL students in grades 1 – 5. Beginning, Early Intermediate, and Intermediate level students participate in Rosetta Stone 30 minutes 3 times a week. Teachers also implement Path to Proficiency Thinking Maps strategies to scaffold material. At-Risk Students: Additional support is provided to students who are not yet meeting grade-level standards. In addition to small group instruction during the regular school day, intervention classes are offered both after school, before school, and during the day with our Teacher on Special Assignment (TOSA). GATE: Students in the GATE (Gifted and Talented Education) program receive individualized instruction, enrichment activities during the day and after school. They also go on a GATE field trip to enhance their learning. Special Education: Students with special needs are accommodated with a variety of options and in the least restrictive environment possible. Students are identified through the testing process, and an Individualized Education Plan is created for each students. Students are supported through thier IEP and any other designated instuctional services they require such as speech and languge services, occupational therapy, assisitve technolgoy, adapted physical education, etc. Student receiving specialized academic instruction through the resource program are pulled out in a small group or the support is pushed into the classroom. Our special day class students are mainstreamed for physical education, lunch, recess, and all school assemblies or programs. The students specific needs are addressed through the IEP.


Foster Youth and Homeless: After a foster youth or homeless student enrolls, our liason has 30 days to meet with the family to welcome them and provide support. These students are monitored monthly to ensure their success. Counseling, school supplies, and outside resources are a few areas in which we support these students. In addition, our PTA works tirelessly to raise funds for our school through fundraisers and membership dues. These funds have been used to support student field trips and assemblies for our students among other gifts. Teachers may also apply for classroom grants through the Rotary Club and District Technology Grant. Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $44,130 $42,315

Mid-Range Teacher Salary $71,435 $66,451

Highest Teacher Salary $88,386 $85,603

Average Principal Salary (Elementary) $112,333 $105,079

Average Principal Salary (Middle) $115,940 $111,005

Average Principal Salary (High) $135,548 $121,310

Superintendent Salary $206,000 $189,899

Percent of Budget for Teacher Salaries 39% 39%

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

All training and curriculum development activities at Orangewood Elementary School revolve around implementation of IB Primary Years Program, Dual Immersion, California State Standards, and Capturing Kids’ Hearts. Orangewood teachers are provided with many opportunities to participate in professional development activities. Several professional development days are held throughout the year, one prior to the start of the school year, another in January, and several grade level days throughout the year. Wednesday is a shortened day, and teachers attend regularly scheduled professional development sessions and grade-level meetings bi-monthly. Other professional development topics such as research-based instructional strategies including differentiation, effective instructional use of technology, Thinking Maps, Write From the Beginning and Beyond, Path to Proficiency, enVision math instruction, and the analysis and application of data in driving standards-based instruction help support our implementation of the Primary Years Program. Grade level meetings provide opportunities to examine student work, evaluate data, align standards and work collaboratively on curriculum pacing and instructional planning. Informal assessments, SBAC data, STAR and SRI data, CELDT, common assessments, and writing benchmark data is regularly reviewed to drive instruction and improve student achievement. All teachers are provided in class support while implementing professional development through the support of the Teacher On Special Assignment. The TOSA demonstrates lessons, provides lesson support and coaching, and covers classes while teachers implement learned practices.

Documents

Orangewood Elementary School Accountability Report Card ...tb1cdn.schoolwebmasters.com/site_0610/WestCovina...2014-15 School Accountability Report Card for Orangewood Elementary Page