Paul J. Rogers Elementary School · Paul J. Rogers Elementary School 2 2015-16 School Accountability Report Card School Profile Paul J. Rogers Elementary School is located in the

Paul J. Rogers Elementary School 1 2015-16 School Accountability Report Card

Colton Joint Unified School DistrictPaul J. Rogers Elementary School

Grades K through 6Lisa Mannes, Principal

Barbara Rodriguez, Assistant [email protected]

955 West Laurel StreetColton, CA 92324

PH: (909) 580-5027 FAX: (909) 876-4252www.cjusd.net/rogers

2015-16 School Accountability Report CardPublished January 2017

Colton Joint Unified School District1212 Valencia Drive

Colton, CA 92324-1798(909) 580-5000

Website Addresswww.cjusd.net

2016-17Board of Education

Mr. Dan FloresPresident

Mr. Frank A. IbarraVice President

Mrs. Joanne E. Thoring-OjedaClerk

Mr. Randall CenicerosMember

Mrs. Patt HaroMember

Mr. Pilar TaberaMember

Mr. Kent TaylorMember

District AdministrationJerry AlmendarezSuperintendent

Dr. Frank MirandaAssistant Superintendent,

Business Services

Mike SnellingsAssistant Superintendent,

Educational Services

Ingrid MunstermanAssistant Superintendent,

Human Resources

Amanda CorridanAssistant Superintendent, Student Services

ContentsPrincipal's MessageMission Statement

School ProfileStudent Achievement

Local Control Accountability Plan (LCAP)Parent Involvement

School Facilities & MaintenanceClassroom EnvironmentCurriculum & Instruction

Professional StaffDistrict Expenditures

SARC Data

Principal's MessageI'd like to welcome you to Paul J. Rogers Elementary School's Annual School AccountabilityReport Card. In accordance with Proposition 98, every school in California is required to issuean annual School Accountability Report Card that fulfills state and federal disclosurerequirements. Parents will find valuable information about our academic achievement,professional staff, curricular programs, instructional materials, safety procedures, classroomenvironment, and condition of facilities.

Paul J. Rogers Elementary School provides a warm, stimulating environment where studentsare actively involved in learning academics as well as positive values. Students receive astandards-based, challenging curriculum by dedicated professional staff and based on theindividual needs of the students. Ongoing evaluation of student progress and achievement helpsus refine the instructional program so students can achieve academic proficiency.

We have made a commitment to provide the best educational program possible for Paul J.Rogers Elementary School's students, and welcome any suggestions or questions you mayhave about the information contained in this report or about the school. Together, through ourhard work, our students will be challenged to reach their maximum potential.

Mission StatementThe Mission of the Colton Joint Unified School District, a team of caring employees dedicated tothe education of children, is to ensure each student learns the academic knowledge and skillsnecessary to thrive in college or in the workforce and be responsible, productive citizens byproviding engaging, challenging, and enriching opportunities and specialized programs in a safeenvironment in partnership with students, families, and our diverse communities.


School ProfilePaul J. Rogers Elementary School is located in the westernregion of Colton and serves students in kindergarten throughsixth grade following a modified traditional calendar. At thebeginning of the 2015-16 school year, 763 students wereenrolled, including 9.2% in special education, 30.8% qualifyingfor English Language Learner support, and 90.2% qualifying forfree or reduced price lunch.

Student Enrollment by Ethnicity / Grade Level2015-16

Ethnic Group % Grade Level #

African-Amer. 1.00% Kindergarten 93Amer. Indian or AlaskanNative

0.00% Grade 1 108

Asian 0.40% Grade 2 101Filipino 0.30% Grade 3 113Hisp. or Latino 93.10% Grade 4 118Pacific Islander 0.00% Grade 5 118Caucasian 4.60% Grade 6 112Multi-Racial 0.70% Ungraded 0Students with Disabilities 9.20% EconomicallyDisadvantaged

90.20%

English Learners 30.80% Foster Youth 1.00%

Total Enrollment 763

Student Achievement

Physical FitnessIn the spring of each year, Paul J. Rogers Elementary School isrequired by the state to administer a physical fitness test to allstudents in grade five. The physical fitness test measures eachstudent's ability to complete fitness tasks in six major areas.Students who either meet or exceed the standards in all sixfitness areas are considered to be in the "healthy fitness zone."The chart disclosed in this document reports only the percentagein each category, not a cumulative total of the results forcategories 4 of 6 and 5 of 6. Comparative district and stateresults can be found at the CDE's website.

Physical Fitness TestPercentage of Students Meeting California Fitness Standards

2015-16 Number of Standards Met:

Grade Tested Four of Six Five of Six Six of SixFifth 20.7% 18.9% 4.5%

Note: Percentages are not calculated when the number of students tested is ten orless, either because the number of students in this category is too small forstatistical accuracy or to protect student privacy.

Federal Intervention ProgramThe passage of the Every Student Succeeds Act (ESSA),reauthorizing the Elementary and Secondary Education Act(ESEA) in December 2015, is part of the Federal Title I fundingprogram designed to support additional staffing and programs tomeet the needs of low-income, low achieving students, and otherdesignated students with special needs. Schools may apply,based upon their student demographics, for one of two types ofTitle I funding: Title I Schoolwide or Title I Targeted Assistance.Title I Schoolwide schools use federal funds for schoolwideimprovement of student achievement. Title I Targeted Assistanceschools use federal funds to help those students who meetspecific program criteria. In 2015-16, Paul J. Rogers ElementarySchool qualified for Schoolwide Title I funding and is subject tocomply with Title I program participation requirements.

Any school receiving Title I funds is required to comply withrespective program testing and reporting activities, achievespecific levels of student proficiency, and monitor schoolprogress towards meeting established goals. Most of the newprovisions under ESSA do not take effect until the 2017-18school year making 2016-17 a transition year. More informationabout Title I and Program Improvement can be located on theCDE's website www.cde.ca.gov/ta/ac/ti/.

Title I Program Improvement (PI) Status2016-17

PJRES CJUSDPI Status In PI In PI

First Year of PI 2005-2006 2004-2005

Year in PI Year 5 Year 3

No. of Schools Currently in PI 14

% of Schools Currently in PI 73.7%

Note: Cells with N/A values do not require data.

California Assessment of Student Performance andProgressCalifornia Assessment of Student Performance and Progress(CAASPP) Tests assess student performance in Science ingrades five, eight and ten, and English language arts/literacy andMathematics in grades 3 through 8 and 11 utilizingcomputer-adaptive tests and performance tasks. This system isbased on the Common Core State Standards (CCSS) and is partof the Smarter Balanced Assessment System.

The CAASPP results shown in this report include overall resultscomparing the school, district and state scores as well as theschool's overall score in each applicable grade level andsubgroup. Results are shown only for subgroups with tenstudents or more taking the exam. For those categories that areblank in the tables, no students met subgroup criteria. Moreinformation on CAASPP can be found on the CaliforniaDepartment of Education's website www.cde.ca.gov/ta/tg/ca/.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematicsfor All Students

Percent of Students Scoring at Proficient orAdvanced

(meeting or exceeding the state standards)

Paul J. RogersElementary

School District California

14-15 15-16 14-15 15-16 14-15 15-16English-Language Arts/Literacy(grades 3-8 and 11) 23 23 33 36 44 48

Mathematics(grades 3-8 and 11) 11 10 19 21 33 36

Note: Students in grades 3-8 and 11 are given this test. Percentages are notcalculated when the number of students is ten or less, either because the numberof students in this category is too small for statistical accuracy or to protect studentprivacy. Double dashes (--) appear in the table when the number of students testedis ten or less.


2015-16 CAASPP Assessment Results Disaggregated by Student GroupsEnglish Language Arts - Grade 3

Student GroupsTotal

Enrollment # Tested % Tested

% Meeting orExceeding State

StandardsAll Students 108 107 99.07 16.82Male 55 54 98.18 9.26Female 53 53 100.00 24.53African-Amer. -- -- -- --Asian -- -- -- --Hisp. or Latino 102 101 99.02 16.83Caucasian -- -- -- --Multi-Racial -- -- -- --English Learners 34 34 100.00 5.88EconomicallyDisadvantaged

103 102 99.03 16.67

Students withDisabilities

-- -- -- --

Foster Youth -- -- -- --

2015-16 CAASPP Assessment Results Disaggregated by Student GroupsMathematics - Grade 3

Student GroupsTotal




103 102 99.03 18.63


-- -- -- --



Student GroupsTotal



StandardsAll Students 119 117 98.32 17.95Male 60 60 100.00 15.00Female 59 57 96.61 21.05Hisp. or Latino 111 109 98.20 18.35Caucasian -- -- -- --Multi-Racial -- -- -- --English Learners 44 42 95.45 11.90EconomicallyDisadvantaged

109 107 98.17 16.82


14 14 100.00



Student GroupsTotal



StandardsAll Students 119 118 99.16 6.78Male 60 60 100.00 10.00Female 59 58 98.31 3.45Hisp. or Latino 111 110 99.10 7.27Caucasian -- -- -- --Multi-Racial -- -- -- --English Learners 44 43 97.73 EconomicallyDisadvantaged

109 108 99.08 5.56


14 14 100.00



Student GroupsTotal




100 99 99.00 31.31


15 14 93.33 7.14



Student GroupsTotal



StandardsAll Students 112 111 99.11 9.01Male 58 57 98.28 7.02Female 54 54 100.00 11.11African-Amer. -- -- -- --Asian -- -- -- --Hisp. or Latino 102 101 99.02 7.92Caucasian -- -- -- --Multi-Racial -- -- -- --English Learners 29 28 96.55 EconomicallyDisadvantaged

100 99 99.00 6.06


15 14 93.33




Student GroupsTotal



StandardsAll Students 113 113 100.00 20.35Male 59 59 100.00 16.95Female 54 54 100.00 24.07African-Amer. -- -- -- --Filipino -- -- -- --Hisp. or Latino 107 107 100.00 18.69Caucasian -- -- -- --English Learners 28 28 100.00 EconomicallyDisadvantaged

106 106 100.00 18.87


23 23 100.00 4.35



Student GroupsTotal



StandardsAll Students 113 113 100.00 6.19Male 59 59 100.00 8.47Female 54 54 100.00 3.70African-Amer. -- -- -- --Filipino -- -- -- --Hisp. or Latino 107 107 100.00 5.61Caucasian -- -- -- --English Learners 28 28 100.00 EconomicallyDisadvantaged

106 106 100.00 5.66


23 23 100.00 4.35


CAASPP Test Results in Science for All Students

Percent of Students Scoring at Proficient or Advanced

(meeting or exceeding the state standards)

Paul J. Rogers

Elementary School District California

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16Science(grades 5,8, and 10)

26 29 14 45 40 39 60 56 54

CAASPP Test Results in Science by Student GroupGrades Five, Eight, and Ten (School Year 2015-16)

Student GroupsTotal

Enrollment

# Studentswith Valid

Scores

% Studentswith Valid

Scores


StandardsAll Students 113 110 97.35 13.64Male 58 56 96.55 14.29Female 55 54 98.18 12.96African-Amer. -- -- -- --Amer. Indian orAlaskan Native

Asian -- -- -- --Filipino Hisp. or Latino 103 100 97.09 12.00Pacific Islander Caucasian -- -- -- --Multi-Racial -- -- -- --English Learners 29 28 96.55 3.57EconomicallyDisadvantaged

101 98 97.03 11.22


15 13 86.67 23.08


Note: Double dashes (--) appear in the table when the number of students is ten orless, either because the number of students in this category is too small forstatistical 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 tocalculate the achievement level percentages. The achievement level percentagesare calculated using students with scores.

Local Control Accountability Plan (LCAP)As part of the new Local Control Funding Formula, schooldistricts are required to develop, adopt, and annually update athree-year Local Control and Accountability Plan (LCAP). Thefollowing components of this SARC address some of thepriorities identified in the District's LCAP:

Conditions of Learning – State Priority 1: Covered in TeacherAssignment, including the Teacher Credentials &Misassignments & NCLB Compliance charts; InstructionalMaterials, including the Textbooks chart; and School Facilities &Maintenance, including the Campus Description and SchoolFacility Good Repair Status charts.

Parental Involvement – State Priority 3: Covered in ParentInvolvement.

Pupil Achievement – State Priority 4: Covered in CaliforniaAssessment of Student Performance and Progress, including theCAASPP charts.

School Climate – State Priority 6: Covered in Discipline &Climate for Learning, including Suspension & Expulsion chart;and School Site Safety Plan.

Other Pupil Outcomes – State Priority 8: Covered in PhysicalFitness, including the Physical Fitness Test chart.

Parent InvolvementParents are encouraged to get involved in their child's learningenvironment either by volunteering in the classroom,participating in a decision-making group, or simply attendingschool events.

Parents stay informed on upcoming events and school activitiesthrough flyers, school newsletters, the school marquee, theschool website, monthly calendars, yearly parent calendar, andBlackboard Connect (automated telephone message delivery


system). Contact Lisa Mannes, Principal, at (909) 580-5027 formore information on how to become involved in your child'slearning environment.

Opportunities to VolunteerChaperoneClassroom HelperPTA VolunteerHelping Hands

CommitteesEnglish Learner Advisory CouncilParent Teacher AssociationSchool Site CouncilPositive Behavioral Intervention and Supports (PBIS)

School ActivitiesAcademic Family NightsBack to School NightCoffee with the PrincipalLatino Family Literacy ProjectPTA Family EventsStudent OrientationStudent PerformancesThink Together Family Night

School Facilities & MaintenanceThe district takes great efforts to ensure that all schools areclean, safe, and functional through proper facilities maintenanceand campus supervision. Paul J. Rogers Elementary School'soriginal facilities were built in 1965; ongoing maintenance andcampus improvements ensure facilities remain up to date andprovide adequate space for students and staff. Districtmaintenance and site custodial staff ensure that the repairsnecessary to keep the school in good condition are completed ina timely manner. A work order process is used by school anddistrict staff to communicate non-routine maintenance requests.Emergency repairs are given the highest priority. In the last 12months, the following improvements have been completed:

• Internet wiring for infrastructure• Addition of a computer lab• Resurface flooring in portable restrooms

Every morning before school begins, the custodian inspectsfacilities for safety hazards or other conditions that needattention prior to students and staff entering school grounds. Oneday custodian and an evening crew are assigned to Paul J.Rogers Elementary School. The day custodian is responsible for:

• Classroom cleaning• Office area cleaning• Restroom cleaning• Cafeteria cleanup Restrooms are checked throughout the day for cleanliness andsubsequently cleaned as needed. The evening crew isresponsible for:

• Classroom cleaning• Office area cleaning• Restroom cleaning• Trash removal

The principal and assistant principal communicate with custodialstaff daily concerning maintenance and school safety issues.

Campus DescriptionYear Built 1965

Acreage 9.12

Square Footage 48390.2 Quantity

Permanent Classrooms 19

Portable Classrooms 17

Restrooms (sets) 3

Computer Lab(s) 2

Library 1

Cafeteria(s) 1

Multipurpose Room/Cafeteria(s) 1

Staff Lounge/Work Room(s) 1

Facilities InspectionThe district's maintenance department inspects Paul J. RogersElementary School on an annual basis in accordance withEducation Code §17592.72(c)(1). Paul J. Rogers ElementarySchool uses a school site inspection survey to identify unsafe orhazardous conditions and facility improvement needs. The mostrecent school inspection took place on Wednesday, November16, 2016. No emergency repairs were needed and no unsafeconditions were found. During fiscal year 2015-16, all restroomswere fully functional and available for student use.

School Facility Good Repair StatusMost Recent Inspection: Wednesday, November 16, 2016

Item Inspected Repair Status Good Fair Poor

A. Systems

B. Interior

C. Cleanliness

D. Electrical

E. Restrooms / Fountains

F. Safety

G. Structural

H. External

Overall Summary of School Facility Good Repair Status

Exemplary Good Fair Poor

Rating DescriptionExemplary: The school meets most or all standards of good repair. Deficienciesnoted, if any, are not signifcant and/or impact a very small area of the school.

County Williams Settlement School Inspection ResultsOn an annual basis, representatives from the County Office ofEducation visit Colton Joint Unified School District's schools thatare in the API Decile Ranks 1 - 3. The inspection is designed toevaluate and verify that school facilities conditions are in "goodrepair" and that any deficiencies are accurately reported in theSchool Accountability Report Cards. The most recent facilityinspection completed by the county took place on 8/19/2016.There were no deficiencies found during the county's inspection.

School Facility Inspection ResultsCounty Inspection Completed:

8/19/2016

Area Impacted Deficiency Noted Corrective Action Taken


Campus SupervisionSchool administration and teaching staff place a high priority onproviding adequate adult supervision on campus before, during,and after school. As students arrive on campus each morning,the principal, teachers, and noon aides are strategically assignedto designated entrance areas and the playground. During recess,teachers supervise playground activity. The principal, assistantprincipal, and noon aides monitor lunch time activity in thecafeteria and on the playground. At the end of the day whenstudents are dismissed, the principal, assistant principal,teachers, and noon duty aides monitor student behavior toensure a safe and orderly departure.

Paul J. Rogers Elementary School is a closed campus. Duringschool hours, all visitors must sign in at the school's office andwear identification badges while on school grounds.

School Site Safety PlanThe Comprehensive School Site Safety Plan was developed forPaul J. Rogers Elementary School in collaboration with localagencies and the district office to fulfill Senate Bill 187requirements. Components of this plan include child abusereporting procedures, teacher notification of dangerous pupilprocedures, disaster response procedures, procedures for safearrival and departure from school, sexual harassment policy, anddress code policy. The school's most recent school safety planwas reviewed by school staff in February 2015 and updated inMarch 2015. Staff responsibilities and safety plan updates werediscussed with staff in March 2015.

Classroom Environment

Discipline & Climate for LearningPaul J. Rogers Elementary School's discipline practices andbehavior management strategies comply with approved boardpolicies and are designed to create effective learningenvironments and minimize classroom disruptions. Progressivediscipline and proactive measures are employed in theclassroom for those students experiencing difficulty followingschool rules and demonstrating positive behavior. Disciplinaryintervention is managed by school administrators in a fair, firm,and consistent manner based upon the nature of each situation.

Suspensions & Expulsions 13-14 14-15 15-16

PJRES# of Students Suspended 9 13 16

# of Students Expelled 0 0 0

CJUSD# of Students Suspended 1054 908 922


California# of Students Suspended 279383 243603 230389


Chart provides an unduplicated count of students involved in one or more incidentsduring the academic year who were subsequently suspended or expelled fromschool.

Class SizeThe Class Size Distribution table in this report illustrates thedistribution of class sizes by grade level, the average class size,and the number of classes that contain 1-20 students, 21-32students, and 33 or more students. Calculations excludeclassrooms of 50 or more students.

Class Size DistributionSelf-Contained Classes

2013-14

Avg.Class Number of Classrooms

Grade Size 1-20 21-32 33+K 24.0 4 1 24.0 5 2 21.0 5 3 24.0 5 4 27.0 4 5 29.0 3 6 28.0 1 3

Other 12.0 1 2014-15


Grade Size 1-20 21-32 33+K 22.0 1 4 1 23.0 4 2 24.0 5 3 23.0 5 4 29.0 4 5 29.0 3 6 26.0 1 4 2015-16


Grade Size 1-20 21-32 33+K 19.0 5 1 22.0 1 4 2 20.0 1 4 3 23.0 5 4 29.0 4 5 29.0 4 6 26.0 4

*Number of classes indicates how many classes fall into each size category (arange of total students per classroom).

Curriculum & Instruction

Staff DevelopmentAll training and curriculum development activities at Paul J.Rogers Elementary School revolve around the Common CoreState Standards. During the 2015-16 school year, Paul J. RogersElementary School held staff development training devoted to:

• Common Core State Standards• Positive Behavioral Intervention & Support (PBIS)• Student Data Management System (OARS)• Technology Training

Decisions concerning selection of staff development activitiesare performed by all staff using tools such as teacher input anddata analysis to determine the areas in which additional teachertraining may enhance classroom instruction and increase studentachievement levels. Paul J. Rogers Elementary School supportsongoing professional growth throughout the year on minimumdays. Teachers meet in grade level teams to conduct dataanalysis to identify areas of need. Teaching staff are required toparticipate in district-sponsored staff development workshops ortraining session as 1) a supplement to site-based staffdevelopment, 2) for reinforcement of or follow-up on previoustraining, or 3) follow-up training for newly implementedprograms/curricula.


Paul J. Rogers Elementary School offers support to new andveteran teachers through peer coaching and mentoring.Instructional aides are provided targeted training focused onteaching strategies and curriculum content. Substitute teachersare invited to participate in designated staff developmentactivities. All staff are encouraged to attend professionalworkshops and conferences. Classified support staff receivejob-related training from department supervisors and districtrepresentatives.

Staff Development DaysThree-Year Trend

2013-14 2014-15 2015-163 3 0

Instructional MaterialsAll textbooks used in the core curriculum at Paul J. RogersElementary School are aligned to the California ContentStandards and Frameworks. Instructional materials are selectedfrom the state's most recent list of standards-based materialsand adopted by the State Board of Education. The district followsthe State Board of Education's six-year adoption cycle for corecontent materials (English/language arts, math, science, andsocial science).

On Thursday, September 01, 2016, the Colton Joint UnifiedSchool District's Board of Education held a public hearing tocertify the extent to which textbooks and instructional materialshave been provided to students. The Board of Educationadopted Resolution No. 17-10 which certifies as required byEducation Code §60119 (1) that textbooks and instructionalmaterials were provided to all students, including Englishlearners, in the district to the extent that each pupil has atextbook or instructional materials, or both, to use in class and totake home, and (2) sufficient textbooks and instructionalmaterials were provided to each student, including Englishlearners, that are aligned to the academic content standards andconsistent with the cycles and content of the curriculumframeworks in math, science, history-social science, andEnglish/language arts.

In addition to core subject areas, districts are required to disclosein their SARCs the sufficiency of instructional materials used fortheir visual/performing arts curricula. During the 2016-17 schoolyear, Colton Joint Unified School District provided each student,including English learners, enrolled in a visual/performing artsclass with a textbook or instructional materials to use in classand to take home. These materials complied with the state'scontent standards and curriculum frameworks.

Textbooks

Adoption Year Publisher & SeriesPupils Lacking

TextbooksEnglish Language Arts

2002 Houghton Mifflin, Houghton Mifflin Reading:A Legacy of Literacy

0 %

2002 Houghton Mifflin, Reading California 0 %2012 Houghton Mifflin Harcourt School Publishers,

Splash into Pre-K Program0 %

History-Social Science2006 Macmillan/McGraw-Hill, California Vistas 0 %

Mathematics2016 Houghton Mifflin Harcourt, Go Math! 0 %

Science2007 Macmillan/McGraw-Hill,

Macmillan/McGraw-Hill California Science0 %

Professional Staff

Counseling & Support StaffPaul J. Rogers Elementary School provides professional, highlyqualified staff that provide additional services and supportcentered on the whole student academically, physically, andmentally. The Counseling and Support Services table in thisreport illustrates the availability of non-instructional support staffto Paul J. Rogers Elementary School's students. Full-timeequivalent (FTE) is a standard measurement used to identify anemployee's regular work load on a weekly basis. For example,an FTE of 1.0 designates a full-time position and the employee ison campus and available all day every day of the week; an FTEof 0.5 indicates that the staff member is available and on campusa portion (50%) of the week.

Counselors & Support Personnel(Nonteaching Professional Staff)

2015-16

No. ofStaff FTE

Academic Counselor 0 0

Adaptive PE Specialist 1 *

Counselor 1 0.5

Health Assistant 1 0.5

Library Media Technician 1 0.5

Nurse 1 *

Psychologist 1 0.3

Speech Therapist 1 0.5

* as neededNote: One Full Time Equivalent (FTE) equals one staff member working full time;one FTE could also represent two staff members who each work 50% of full time.

Teacher AssignmentDuring the 2015-16 school year, Paul J. Rogers ElementarySchool had 34 teachers who met all credential requirements inaccordance with state guidelines. The Federal No Child LeftBehind Act requires that all teachers in core subject areas meetcertain requirements in order to be considered as "NCLBCompliant." Minimum qualifications include: possession of abachelor's degree, possession of an appropriate Californiateaching credential, and demonstrated competence in coreacademic subjects. In the table below, which identifies thenumber of classrooms taught by NCLB-compliant andnon-compliant teachers, high poverty schools are those schoolsin the highest quartile for student participation defined by the freeand reduced price meal program. Low poverty schools are thoseschools that are in the lowest quartile of program participation.

Percentage of Core Classes2015-16

Taught byNCLB-Compliant

Teachers

Taught by non-NCLB- Compliant

TeachersPaul J. Rogers Elementary School 100.0 % 0.0 %District TotalsAll Schools 99.4 % 0.7 %

High-Poverty 99.4 % 0.7 %

Low-Poverty 0.0 % 0.0 %

Note: High-poverty schools are defined as those schools with student eligibility ofapproximately 40% or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39% or lessin the free and reduced price meals programs.


Teacher Credentials & Assignments PJRES CJUSD

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

Total Teachers 32 34 35 1079

Teachers with full credentials 32 34 35 1065

Teachers without full credentials 0 0 0 14

Teachers teaching outsidesubject area of competence(with full credential)

0 0 0 8

Teacher misassignments forEnglish learners

0 0 0 0

Total teacher misassignments 0 0 0 0

Vacant teacher positions 0 0 0 6

Note: “Misassignments” refers to the number of positions filled by teachers wholack legal authorization to teach that grade level, subject area, student group, etc.

*Total teacher misassignments includes the number of misassignments of teachersof English learners.

District Expenditures

Salary & Budget ComparisonState law requires comparative salary and budget information tobe reported to the general public. For comparison purposes, theState Department of Education has provided average salary datafrom school districts having similar average daily attendancethroughout the state. (Note: 2014-15 salary comparison data wasthe most recent data available at the time this report waspublished.)

Salary Comparison2014-15

CJUSD

State Average ofDistricts in Same

CategoryBeginning Teacher Salary $45,291 $45,092Mid-Range Teacher Salary $71,852 $71,627Highest Teacher Salary $92,760 $93,288Superintendent Salary $204,600 $249,537Average Principal Salaries:

Elementary School $111,393 $115,631Percentage of Budget:

Teacher Salaries 39% 37%Administrative Salaries 5% 5%

For detailed information on salaries, see the CDE Certificated Salaries & BenefitsWeb page at http://www.cde.ca.gov/ds/fd/cs/.

Expenditures Per StudentFor the 2014-15 school year, Colton Joint Unified School Districtspent an average of $9,552 of total general funds to educateeach student (based on 2014-15 audited financial statementsand in accordance with calculations defined in Education Code§41372). The table in this report 1) compares the school's perpupil expenditures from unrestricted (basic) and restricted(supplemental) sources with other schools in the district andthroughout the state, and 2) compares the average teachersalary at the school site with average teacher salaries at thedistrict and state levels. Detailed information regarding salariescan 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 tablebelow 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, Colton Joint UnifiedSchool District receives state and federal categorical funding forspecial programs. For the 2014-15 year, the district receivedcategorical, special education, and support programs funds for:

• After School Education & Safety (ASES)• Class Size Reduction, Grades K-3 (optional)• Education Jobs Fund• Education Protection Account• Lottery: Instructional Materials• Medi-Cal Billing Option• Other Local: Locally defined• Quality Education Investment Act• Special Education• State Lottery• STRS On-Behalf Pension Contributions• Title I• Title III• Title IV• Title X, McKinney-Vento Homeless Assistance• Williams Case Settlement

Expense of Education Per Pupil2014-15

Dollars Spent per Student

PJRES CJUSD

% Diff.School &

Dist.

State Avg.,Dist. Same

Size &Type

% Diff.School &

StateADA* 726 N/A N/A N/A N/ATotal** $5,660 N/A N/A N/A N/ARestr.† $350 N/A N/A N/A N/AUnrestr.†† $5,310 $5,725 92.76 $5,677 93.54Avg. Teacher Salary

$71,496 $75,782 94.34 $75,837 94.28

Note: Cells with N/A values do not require data.* Average Daily Attendance

SARC DataDataQuestDataQuest is an online data tool located athttp://dq.cde.ca.gov/dataquest/ that contains additionalinformation about Paul J. Rogers Elementary School andcomparisons of the school to the district, the county, and thestate. DataQuest provides reports for school accountability,including but not limited to CAASPP results, enrollment, andstaffing.

Public Internet Access LocationParents may access Paul J. Rogers Elementary School's SARCand access the internet at any of the county's public libraries.The closest public library to Paul J. Rogers Elementary School isColton Public Library - Main Library, a branch of Colton PublicLibrary.

Address: 656 N. Ninth St., ColtonPhone Number: (909) 370-5084WebSite: http://www.ci.colton.ca.us/Pages/librarywelcome.htmNumber of Computers Available: 12

DisclosureThe statistical information disclosed in this report is obtainedfrom the California Department of Education and the Colton JointUnified School District. At the time of publication, this report metall SARC-related state and federal requirements, using the mostcurrent data available. Data to prepare the instructional materialssection were acquired in November 2016. Data to prepare theschool facilities section were acquired in December 2016.

Documents

Paul J. Rogers Elementary School · Paul J. Rogers Elementary School 2 2015-16 School Accountability Report Card School Profile Paul J. Rogers Elementary School is located in the