SARC Report for Montemalaga Elementary€¦ · Montemalaga Elementary School is one of the ten elementary schools in the Palos Verdes Peninsula Unified School District. Montemalaga's

Montemalaga Elementary

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (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 addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2015-16 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district and the county. 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 is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Mrs. Jody Pastell, PrincipalPrincipal, Montemalaga Elementary

Montemalaga Elementary School is one of the ten elementary schools in the Palos Verdes Peninsula Unified School District .Montemalaga's students number about five hundred in grades Transit ional Kindergarten to Fifth Grade from culturallydiverse backgrounds. The outstanding teachers and staff incorporate rigorous academics while educat ing the "wholechild"-Academic accomplishments and school success have been recognized by Montemalaga being named a Nat ional BlueRibbon School, California Dist inguished School, and, most recent ly, a Gold Ribbon School during the 2015-2016 schoolyear. Academics, student accomplishments, and striving for "world class" are very important goals. Students learn in thescience lab, visit the new and very modern school library, spend weekly t ime in the new technology lab, have physicaleducat ion w ith a physical educat ion teacher, have music instruct ion w ith the opportunity to learn to play instruments,experience art act ivit ies, and attend assemblies support ing their learning throughout the school year. We attribute oursuccess to the strong educat ional team we have developed among all members of our community, including teachers,parents, students, staff and the principal. We work together to ensure that all students grow both academically andemotionally.

We are committed to preparing students to achieve academic excellence in a safe, clean and support ive environment.Our goal is that students become lifelong learners and live as kind and responsible cit izens who respect all individuals. Weteach all students to make good choices and to make posit ive contribut ions to the community. We are fortunate to havegenerous and support ive parents, whom we rely on for numerous volunteer opportunit ies inside and outside of theclassroom. Our PTA calendar is filled w ith act ivit ies that great ly enhance the children's' educat ional experiences.

Montemalaga Elementary1121 Via NogalesPalos Verdes Estates, CA 90274-1671

Phone: 310-378-5228E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

Exhibit E - MM - SARC - 2016-17 02-08-17

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/24/2017


About This School

Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)

District Contact Information (School Year 2016-17)

District Name Palos Verdes Peninsula Unified

Phone Number (310) 378-9966

Superintendent Don Aust in

E-mail Address [email protected]

Web Site www.pvpusd.net

School Contact Information (School Year 2016-17)

School Name Montemalaga Elementary

Street 1121 Via Nogales

City, State, Zip Palos Verdes Estates, Ca, 90274-1671

Phone Number 310-378-5228

Principal Mrs. Jody Pastell, Principal

E-mail Address [email protected]

Web Site www.pvpusd.net

County-District-School (CDS) Code

19648656021299

School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)

Montemalaga School is located in the city of Palos Verdes Estates. It serves a unique and culturally diverse populat ion of 493 students who consistent ly exhibithigh academic achievement in a nurturing and support ive environment. Our beaut iful library/research center and our recent ly updated Technology Lab reinforcethe message that we celebrate reading and writ ing ut ilizing the most updated technology tools throughout our curriculum. We are proud to be a Nat ional BlueRibbon School in the area of cont inued academic excellence. Montemalaga is also a California Gold Ribbon School. We attribute our success to the strongeducat ional team we have developed among all members of our community. This includes the teachers, students, parents, staff and the principal. We worktogether to ensure that all students succeed.

Mission Statement:Montemalaga cont inues to provide an outstanding educat ion for all students. Our commitment to preparing students for college and career readiness cont inuesto be very important in the weekly planning and instruct ion of our staff. Addit ionally, Montemalaga places much emphasis on Character Development as we makegreat choices according to Coach Wooden's Pyramid of Success. Montemalaga has implemented a posit ive approach to school behavior as we cont inuedeveloping the whole child. Character traits and leadership skills are highlighted and pract iced w ith a variety of act ivit ies throughout the year. Students learnthat, "Success is happiness in your heart because you made the effort 100% to do your best." The Montemalaga staff is collaborat ive, creat ive and caring. Ourcharacter weekly reminder is, "Be your best self...the choice is yours."

2015-16 SARC - Montemalaga Elementary

Page 2 of 24Exhibit E - MM - SARC - 2016-17

02-08-17


www.pvpusd.net


www.pvpusd.net



Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)

Grade Level Number of Students

Kindergarten 87

Grade 1 71

Grade 2 65

Grade 3 79

Grade 4 97

Grade 5 95

Total Enrollment 494

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 50

20

40

60

80

100

Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)

Student Group Percent of Total Enrollment

Black or African American 2.4 %

American Indian or Alaska Nat ive 0.2 %

Asian 33.6 %

Filipino 1.0 %

Hispanic or Lat ino 9.7 %

Native Hawaiian or Pacific Islander 0.0 %

White 44.1 %

Two or More Races 8.9 %

Other 0.1 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 2.6 %

English Learners 13.2 %

Students w ith Disabilit ies 6.5 %

Foster Youth 0.2 %



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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 22 22 23 506

Without Full Credent ial 0 0 0 0

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0 0

2014-15 2015-16 2016-170

5

10

15

20

25Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2014-15 2015-16 2016-17-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions



02-08-17


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

Year and month in which data were collected: September 2016

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 96.0% 4.0%

High-Poverty Schoolsin District

0.0% 0.0%

Low-Poverty Schoolsin District

96.0% 4.0%

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language ArtsGrade K

Pract ice Book Student Edit ion, Level K, Houghton Mifflin,2003

Grade 1

Student Anthology, Here We Go, Level 1, HoughtonMifflin, 2003Student Anthology, Lets Be Friends Level 1.2, HoughtonMifflin, 2003Student Anthology, Surprises, Level 1.3, Houghton Mifflin,2003Student Anthology, Treasures, Level 1.4, HoughtonMifflin, 2003

Grade 2

Student Anthology, Adventures, Level 2.1, HoughtonMifflin, 2003Student Anthology, Delights, Level 2.2, Houghton Mifflin,2003

Grade 3

Student Anthology, Rewards, Level 3.1, Houghton Mifflin,2003Student Anthology, Horizons, Level 3.2, Houghton Mifflin,2003

Grade 4

Student Anthology, Tradit ions, Level 4, Houghton Mifflin,2003

Grade 5

Student Anthology, Expedit ions, Level 5, Houghton Mifflin,2003

Yes 0.0 %

MathematicsGrades K-5

Math in Focus, Singapore Math, Houghton Mifflin Harcourt,2015

Yes 0.0 %



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

ScienceGrade K

California Science Big Book Flip Chart, Pearson-ScottForesman, 2008

Grades 1-2

California Science, Pupil Edit ion, Pearson-Scott Foresman,2008

Grades 3-5

California Science, Pupil Edit ion, MacMillan/McGraw-Hill,2008

Yes 0.0 %

History-Social ScienceGrade K

History-Social Science for California, Pearson-ScottForesman 2007

Grade 1

California Vistas, MacMillan/McGraw-Hill, 2007Unit Big Book Package

Grade 2

California Vistas, MacMillan/McGraw-Hill, 2007

Grade 3


Grade 4


Grade 5


Yes 0.0 %

Foreign Language 0.0 %

HealthGrade TK

Health and Wellness, McMillan/McGraw Hill, 2006

Grades K-5

Health and Fitness, Harcourt School Publishers, 2006

Yes 0.0 %

Visual and Performing ArtsGrades K-5

Making Music, Silver Burdett

Yes 0.0 %

Science Lab Eqpmt (Grades9-12)

N/A N/A 0.0 %



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School Facility Good Repair StatusYear and month of the most recent FIT report: January 2017

Overall Facility RateYear and month of the most recent FIT report: January 2017

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

This sect ion provides information about the condit ion of the school’s grounds, buildings, and restrooms, and a descript ion of any planned or recent ly completedfacility improvements.

Twelve years ago, Montemalaga underwent a major renovat ion to update classrooms and sat isfy ADA requirements. The classrooms and restrooms are clean andmaintained. A fence, surrounding the school current ly is in good condit ion. Our playgrounds are regularly checked for any safety concerns. Our district painterskeep the school looking fresh and clean on an annual basis. In 2009, our water and sewer system was updated, along w ith our fire alarm system. Alarm systemsfor security have been updated. We are proud of our newly completed library/research center, which opened in Fall, 2010. Montemalaga has completed atechnology lab for an ent ire class to receive instruct ion w ith computers at the same t ime. We have a Science Lab, established in 2013 along w ith a updated andresourceful Learning Center in one of our exist ing portables, which opened in 2013.

System Inspected RatingRepair Needed and Action

Taken or Planned

Systems: Gas Leaks,Mechanical/HVAC, Sewer

GoodHydrojett ing of sewer and storm

drain lines in Summer 2016

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains:Restrooms, Sinks/Fountains

Good

Safety: Fire Safety, HazardousMaterials

Good

Structural: Structural Damage,Roofs

Good

External: Playground/SchoolGrounds,W indows/Doors/Gates/Fences

FairPlayground surfacing needs repairor replacement. Scheduled for

Summer 2017.

Overall Rat ing Good



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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

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 forstat ist ical accuracy or to protect student privacy.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All StudentsCAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

English Language Arts / Literacy (grades 3-8 and 11) 78.0% 83.0% 77.0% 80.0% 44.0% 48.0%

Mathematics (grades 3-8 and 11) 73.0% 71.0% 73.0% 73.0% 34.0% 36.0%



02-08-17


Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated in both assessments.

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 stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

ELA - Grade 3ELA - Grade 3

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 78 76 97.4% 89.5%

Male 35 33 94.3% 81.8%

Female 43 43 100.0% 95.4%

Black or African American -- -- -- --

American Indian or Alaska Nat ive -- -- -- --

Asian 27 27 100.0% 92.6%

Filipino -- -- -- --

Hispanic or Lat ino -- -- -- --

Nat ive Hawaiian or Pacific Islander -- -- -- --

White 35 35 100.0% 88.6%

Two or More Races -- -- -- --

Socioeconomically Disadvantaged -- -- -- --

English Learners -- -- -- --

Students w ith Disabilit ies -- -- -- --

Students Receiving Migrant Educat ion Services -- -- -- --

Foster Youth -- -- -- --



02-08-17







All Students 100 95 95.0% 77.9%

Male 66 62 93.9% 77.4%

Female 34 33 97.1% 78.8%



Asian 32 31 96.9% 90.3%




White 47 44 93.6% 72.7%



English Learners 16 15 93.8% 60.0%

Students w ith Disabilit ies 11 9 81.8% 66.7%





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All Students 95 91 95.8% 83.5%

Male 43 42 97.7% 81.0%

Female 52 49 94.2% 85.7%



Asian 36 32 88.9% 90.6%




White 41 41 100.0% 82.9%









02-08-17


Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.



CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

Mathematics - Grade 3Mathematics - Grade 3


All Students 78 76 97.4% 85.5%

Male 35 33 94.3% 81.8%

Female 43 43 100.0% 88.4%



Asian 27 27 100.0% 96.3%




White 35 35 100.0% 80.0%



English Learners -- -- -- --






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All Students 100 95 95.0% 66.3%

Male 66 62 93.9% 71.0%

Female 34 33 97.1% 57.6%



Asian 32 31 96.9% 77.4%




White 47 44 93.6% 65.9%




Students w ith Disabilit ies 11 9 81.8% 33.3%





02-08-17







All Students 95 93 97.9% 64.5%

Male 43 42 97.7% 76.2%

Female 52 51 98.1% 54.9%



Asian 36 34 94.4% 79.4%




White 41 41 100.0% 56.1%









02-08-17



Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

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 stat ist icalaccuracy or to protect student privacy.

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

Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.

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 stat ist icalaccuracy or to protect student privacy.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced


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

Science (grades 5, 8, and 10) 86.0% 41.0% 89.0% 91.0% 87.0% 87.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 95 93 97.9% 89.3%

Male 43 42 97.7% 95.2%

Female 52 51 98.1% 84.3%



Asian 36 34 94.4% 88.2%

Filipino 0 0 0.0% 0.0%


Nat ive Hawaiian or Pacific Islander 0 0 0.0% 0.0%

White 41 41 100.0% 92.7%





Students Receiving Migrant Educat ionServices

0 0 0.0% 0.0%




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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical educat ion

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 forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2015-16)California Physical Fitness Test Results (School Year 2015-16)

Grade Level

Percentage of Students Meeting Fitness Standards

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

5 11.7% 13.8% 72.3%



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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)

Montemalaga is fortunate to have a generous and support ive parent community. We work and plan w ith parents ut ililizing their many talents and academicbackgrounds. Parents volunteer in all classrooms on a regular basis w ith Art At Your Fingert ips, small group math lessons, reading centers, specialact ivit ies,projects in the technology lab and w ith library instruct ion. Parent volunteers often help beaut ify the school, provide opportunit ies for parent educat ionand organize family acit ivit ies. Our PTA calendar is very full of act ivit ies and updated in the spring before each school year w ith great enthusiasm and innovat iveprograms that enhance the children’s educat ional experience. Examples of events scheduled throughout the school year include: Back-to-School Barbecue, FallFest ival, Grandparent ’s Day, Red Ribbon Week, Holiday Chorus and Instrumental Program, Parent/Teacher Social, Fun Run, Science Night, Book Fair, Yellow RibbonWeek, Character Assemblies, Authors' Fair, Mult icultural Fest ival, Sweetheart Dance and Scient ist Come Alive days where parents present information aboutfamous people in history.

Parents are always welcome to meet w ith the principal to discuss programs and new ideas. Montemalaga is proud of the friendly office and school environmnetwhere the ideas and comments of all stakeholders are valued.



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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2016-17)

Suspensions and ExpulsionsSuspensions and Expulsions


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

Suspensions 1.1 0.0 0.0 1.5 1.0 1.1 4.4 3.8 3.7

Expulsions 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1

Suspensions

2013-14 2014-15 2015-160.0

1.0

2.0

3.0

4.0

5.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-160.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

The Comprehensive School Safety Plan is designed to address safety issues that are direct ly related to daily operat ion of the school. Its goals are to create a safeand effect ive school environment that maximizes learning and provides a place where students can cont inue to focus on the academic program. The Comprehensive School Safety Plan addresses ten areas.

1. Child Abuse Report ing and Procedures

2. Disaster Procedures

3. Policies for Suspension and Expulsion

4. Procedures to Not ify Teachers of Dangerous Students

5. Discriminat ion and Harassment Policy

6. The Provisions of a School-W ide Dress Code

7. Procedures for Safe Ingress and Egress

8. A safe and orderly environment conducive to learning, including ant i-bullying/respect and social media educat ion (Internet)

9. The Rules and Procedures for School Discipline

10. Hate Crime Report ing Procedures



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A copy of the Comprehensive School Safety Plan is available for public inspect ion, upon request, in the main office of the school.



02-08-17



D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Average Class Size and Class Size Distribution (Elementary)

* 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 2015-16)


*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.

2013-14 2014-15 2015-16

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

K 24.0 0 3 0 24.0 0 4 0 22.0 0 3 0

1 26.0 0 2 0 25.0 0 2 0 23.6 0 3 0

2 23.0 0 3 0 24.0 0 3 0 25.0 0 3 0

3 22.0 1 3 0 23.0 0 4 0 23.2 0 4 0

4 32.0 0 2 0 29.0 0 3 0 32.3 0 2 1

5 31.0 0 3 0 32.0 0 1 1 31.6 0 3 0

6 0.0 0 0 0 0.0 0 0 0 0.0 0 0 0

Other 8.0 1 0 0 7.0 1 0 0 0.0 0 0 0

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 0.0 0.0

Counselor (Social/Behavioral or Career Development) 0.0 N/A

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.5 N/A

Psychologist 0.4 N/A

Social Worker 0.0 N/A

Nurse 0.8 N/A

Speech/Language/Hearing Specialist 0.8 N/A

Resource Specialist (non-teaching) 2.0 N/A

Other N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $5065.1 $26.7 $5038.5 $69651.3

District N/A N/A $9228.9 $76242.0

Percent Difference – School Site andDistrict

N/A N/A -45.0% -9.0%



02-08-17



State N/A N/A $5677.0 $74216.0

Percent Difference – School Site and State N/A N/A -49.0% -6.0%



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Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)

For the 2015-16 school year, Palos Verdes Peninsula Unified School District spent an average of $9,977.29 to educate each student (based on 2015-16 auditedfinancial statements). The figures shown in the table below reflect the direct cost of educat ional services, per ADA, excluding food services, facilit ies acquisit ionand construct ion, and certain other expenditures. This calculat ion is required by law annually and compared to other districts statew ide. In addit ion to generalfund state funding, Palos Verdes Peninsula Unified receives federal, state and local funding for special programs. For the 2015-16 school year, the District receivedapproximately $790.88 per student in federal, state and local aid for the follow ing categorical, special educat ion and support programs:

Tit le I

Special Educat ion IDEA Local Assistance

Special Educat ion IDEA Preschool

Special Educat ion IDEA Preschool Local Ent it lement

Special Educat ion IDEA Mental Health

Special Educat ion IDEA Preschool Staff Development

Career and Technical Educat ion

Tit le II

T it le III

Educator Effect iveness

Restricted Lottery

Special Educat ion

Special Educat ion Mental Health Services

Music Donat ion Grant

Project Lead the Way

Confidence Foundat ion

Special Children's League

Los Angeles County Arts Commission

Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)



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

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $50,187 $44,958

Mid-Range Teacher Salary $74,015 $70,581

Highest Teacher Salary $91,799 $91,469

Average Principal Salary (Elementary) $112,010 $113,994

Average Principal Salary (Middle) $118,641 $120,075

Average Principal Salary (High) $132,746 $130,249

Superintendent Salary $245,575 $218,315

Percent of Budget for Teacher Salaries 41.0% 38.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000

150000



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


Professional DevelopmentProfessional Development

Professional Development for the 2015-2016 school year focused on the implementat ion of the teaching and learning strategies associated w ith the StateStandards, Cognit ively Guided Instruct ion (CGI), the District 's new math adopt ion, and strategies for developing crit ical thinkers and learners. All teachers, K-12have been developing an understanding of close reading strategies, depth of knowledge, project-based learning, cognit ive guided instruct ion, designinglessons/assessments, and implementing curriculum support ing the standards. Teachers have been provided opportunit ies to observe lessons taught by colleaguesand district TOSAs. Curriculum mapping and teacher art iculat ion have been a significant part of the Professional Development. The District 's math adopt ion, Mathin Focus, for elementary grades has been very successful as a result of the outstanding training that teachers have received from the publisher's consultants andthe District 's math TOSAs. Montemalaga teachers have also received addit ional support in the area of writ ing and the use of Writer's Workshop. We areimplementing posit ive behavior intervent ion approaches at Montemalaga. The staff cont inues to develop strategies and training to support learning.



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Documents

SARC Report for Montemalaga Elementary€¦ · Montemalaga Elementary School is one of the ten elementary schools in the Palos Verdes Peninsula Unified School District. Montemalaga's