School Accountability Report Card Published During the

Jefferson

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 and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies toaddress state 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 https://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF web page at https://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

School Accountability Report CardReported Using Data from the 2018—19 School Year

California Department of EducationPublished During the 2019-20 School Year

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains addit ional information about thisschool and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., testdata, 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.

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

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

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

Last updated: 12/18/2019

About This SchoolContact Information (School Year 2019—20)

School Description and Mission Statement (School Year 2019—20)

District Contact Information (School Year 2019—20)

District Name Natomas Unified

Phone Number (916) 567-5400

Superintendent Chris Evans

Email Address [email protected]

Website http://natomasunified.org

School Contact Information (School Year 2019—20)

School Name Jefferson

Street 2001 Pebblewood Dr.

City, State, Zip Sacramento, Ca, 95833-1400

Phone Number 916-567-5580

Principal Danisha Keeler, Principal

Email Address [email protected]

Website http://natomasunified.org

County-District-School(CDS) Code

34752836104731

Jefferson School promotes high academic success through high expectat ions and high quality instruct ion. Jefferson encourages act ive student engagement byproviding each scholar a diverse educat ion in a safe, support ive, nurturing environment that promotes self-discipline, motivat ion, and excellence in learning. TheJefferson team joins the parents and community to assist scholars in developing 21st century skills to become independent and self-sufficient life-long learnerswho w ill succeed and contribute responsibly to the global market.

In 2019-2020, Jefferson School was recognized for the third year in a row, by the California PBIS (Posit ive Behavior Intervent ions and Supports) Coalit ion, as a2019 Silver Medal School for the dedicated implementat ion of PBIS school-w ide. Some of the school-w ide pract ices include but are not limited to: school-w ideexpectat ions and acknowledgment system, weekly behavior lessons w ith videos and PBIS minor/major referral implementat ion and tracking. Jefferson School hasused the site based PBIS T ier II team to target specific scholars for added behavioral intervent ions that include: Improve Your Tomorrow (IYT) for middle schoolmale scholars, Check In/ Check Out system, and Second Step Curriculum focused on Social Emotional Learning. We have also teamed up to work w ith S.T.O.R.M(Strong Team of Role Models) to build added relat ionships w ith scholars to help guide them to make posit ive behavioral decisions in and out of the classroom.

Jefferson School cont inues to support our English Learning scholars daily in many ways. At Jefferson, we have an English Learner Instruct ional Assistant that worksw ith targeted English Learning scholars who have past ELPAC scores of 1,2 or 3 who have not been reclassified in grades 1st – 6th, for 30 minutes 2-3 t imes aweek depending on their level of need. We cont inue to have English Language Development (ELD)/ WIN (Whatever I Need) designated t ime each day for 35minutes at each grade level TK-6th grade, in which teachers focus on oral language, vocabulary and foundat ional phonics skills in kindergarten – 2nd grade; andreading comprehension, writ ing and literature responses in 3rd – 6th grade. Teachers provide six weeks of targeted Common Core standards based instruct ionduring this t ime w ith the seventh week being an assessment week, so that teachers are able to monitor, track and re-organize scholars based on their individualneeds in alignment to the grade level standards. Scholars who are classified as English Learners w ithin seventh grade are provided daily ELD instruct ion through atargeted class w ithin the course of their day.

Jefferson School has implemented a focus of implementat ion of the IB (Internat ional Baccalaureate) Framework into daily lessons across the discipline, as Jeffersonhas become an IB PYP Candidacy School this year. Teachers cont inue to work to develop their knowledge and increase scholar academics in Performance Tasks inboth English Language Arts and Math, but not limited to these content areas, this year. Along w ith cont inuing to refine pract ices to support and develop scholarwork products, rubric development and implementat ion w ithin every classroom, in order to provide rigorous high quality first instruct ion to all scholars on theJefferson campus. We are also committed to providing different iated small group instruct ion to meet the needs of all scholars to increase their academic success.Teachers at Jefferson also provide some targeted teacher led intervent ion support through our JAGS (Jefferson Academy of Growth and Success) after schoolprogram, in Math and/or ELA. Jefferson School has cont inued to increase the number of Chromebook carts on our campus, and has become a one-to-one campusin all grades Transit ional Kindergarten through eighth grade, in order to give scholars mult iple opportunit ies to develop their skills and prepare our scholars toachieve at high levels in order to begin their path to be Career and College Ready in the 21st century.

We strive to meet the needs of each of our scholars by adhering to the District 's core beliefs and vision, which serve as guiding principles for site level planning.The core beliefs are: Every student can learn and succeed, disparity and disproport ionality can and must be eliminated, our diversity is our strength, and staff mustbe committed, collaborat ive, caring, and exemplary. All of these are the foundat ion of the district vision of: All NUSD students graduate as college and careerready, product ive, responsible, and engaged global cit izens.

2018-19 SARC - Jefferson

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mailto:[email protected]

http://natomasunified.org

mailto:[email protected]

http://natomasunified.org

Last updated: 1/29/20202018-19 SARC - Jefferson

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Student Enrollment by Grade Level (School Year 2018—19)

Student Enrollment by Student Group (School Year 2018—19)

Grade Level Number of Students

Kindergarten 98

Grade 1 75

Grade 2 70

Grade 3 80

Grade 4 83

Grade 5 79

Grade 6 72

Grade 7 85

Total Enrollment 642

KindergartenGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 70

20

40

60

80

100

Student Group Percent of Total Enrollment

Black or African American 21.70 %

American Indian or Alaska Nat ive 0.90 %

Asian 6.40 %

Filipino 2.00 %

Hispanic or Lat ino 47.70 %

Native Hawaiian or Pacific Islander 1.60 %

White 10.90 %

Two or More Races 7.20 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 89.30 %

English Learners 23.40 %

Students w ith Disabilit ies 11.80 %

Foster Youth 0.90 %

Homeless 3.10 %


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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

Teacher CredentialsAll students, including English learners, have sufficient textbooks to use at school and to take home in the follow ing subject areas.

Teacher Misassignments and Vacant Teacher Positions

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.

Teachers

School2017—18

School2018—19

School2019—20

District2019—

20

With Full Credent ial 25 33 38 534

Without Full Credent ial 0 1 0 23

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

0 0 0 9

0.0 1.0 2.00

5

10

15

20

25

30

35

40Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Indicator2017—

182018—

192019—

20

Misassignments of Teachers of EnglishLearners

0 1 0

Total Teacher Misassignments* 0 1 0

Vacant Teacher Posit ions 0 0 0

2017—18 2018—19 2019—200.0

0.2

0.4

0.6

0.8

1.0

1.2Misassignments of Teachers of English Learners

Total Teacher Misassignments*

Vacant Teacher Positions


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Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2019—20)Natomas Unified held a public hearing on September 25, 2019 and determined that each school w ithin the district had sufficient and good quality textbooks, instruct ionalmaterials, or science lab equipment pursuant to the sett lement of W illiams v. the State of California. All students, including English learners, are given their own individualstandards-aligned textbooks or instruct ional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials areadopted according to a cycle developed by the California Department of Educat ion, making the textbooks used in the school the most current available. Materialsapproved for use by the State are reviewed by all teachers and a recommendation is made to the School board by a select ion committee composed of teachers andadministrators. All recommended materials are available for parent examinat ion at the district office prior to adopt ion. The table displays information collected inSeptember 2019 about the quality, currency, and availability of the standards-aligned textbooks and other instruct ional materials used at the school.

Year and month in which the data were collected: September 2019

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

SubjectTextbooks and Other Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language ArtsWonders - McGraw Hill / 2016

Study Sync - McGraw Hill / 2016

Yes 0.00 %

MathematicsGo Math - Houghton Mifflin / 2015

Integrated 1 - Houghton Mifflin / 2015

Yes 0.00 %

ScienceCalifornia Science - Pearson / 2008

Holt Science - Holt , Rinehart & W inston / 2001

Yes 0.00 %

History-Social ScienceCalifornia Studies Weekly - Studies Weekly / 2019

myWorld Interact ive - Pearson / 2019

Yes 0.00 %

Foreign LanguageExpresate I - Holt , Rinehart & W inston / 2008

Yes 0.00 %

Healthn/a

0.00 %

Visual and Performing Artsn/a

0.0 %

Science Lab Eqpmt (Grades9-12)

N/A N/A 0.0 %


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School Facility Conditions and Planned Improvements

Jefferson School was built in 1989. Since then, the school has expanded w ith addit ional portables. Jefferson has 24 and 14 portables classrooms, one library, andone mult i-purpose room. There is one office building where all administrat ive space is located.

New building construct ion w ill start in 2020 as part of the K-8 conversion. Included in the conversion are:

•New Athlet ic Track

•Six New On-Grade Portable Classrooms

•Middle School Quad Area

•New Entry Plaza

•Modernize Exist ing Restroom

•Reconstruct Hardcourts/Playgrounds

•New Fencing at Preschool

Seven Classroom Building

•Six Standard Classrooms

•Science/Flex Classroom

•Science Storage Lockers

•Shared "Hub" Area

•Two Intervent ion/Speech Rooms

•Student Restrooms

•Countertop w ith Built-in Sink

Gymnasium

•Two Flex Learning Classrooms

•Classrooms w ith Lockable Storage

•Countertop w ith Built-in Sink

•Basketball and Volleyball Courts

•Movable Bleachers

•Mult i-Purpose Stage


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•Lobby Style Entry

•Public Restrooms

•Student Restrooms

•Lockers/Changing

•Athlet ic Office

•Data/Electrical

Through a work order process, the facility cont inues to receive ongoing repairs. The campus is in Exemplary repair w ith no urgent issues based upon the W illiamsinspect ion of August 2019.

Jefferson Elementary has 2 dedicated custodial staff.

During the Summer of 2018, Jefferson school underwent Modernizat ion to the campus which included new flooring, paint, HVAC, roofing, and upgrades to thenetwork and technology in the buildings.

A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. District maintenance staff ensures that therepairs necessary to keep the school in good repair and working order are completed in a t imely manner.

CLASSROOM CLEANING STANDARDS

Wastebaskets, paper shredder receptacles, and pencil sharpeners should be empty.

Wastebasket liners should be clean and free of tears.

Easily accessible tops of desks, shelves, and other furnishings should be dust-free.

Doors, door frames, door glass, part it ion glass, and light sw itch plates should be free of handprints, dirt , and smudges.

W indow ledges should be reasonably free of dust and debris.

Easily accessible carpet and/or floor areas should be free of dust, dirt , and debris.

Difficult areas should be reasonably or somewhat free of dust and dirt .

All carpet and/or floor areas should be free of dust, dirt , debris, gum, and stains.

Air intake and exhaust vents or registers should be reasonably free of dust.

No lights should be burned out.

Lower, easily accessible w indows should be reasonably free of dirt and spots.

W indow blinds should be reasonably dust-free.

Wash whiteboard and bullet in boards.


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OFFICE, CONFERENCE, AND STAFF ROOM CLEANING STANDARDS (checklist to be used in bi-weekly inspect ions)

Wastebaskets, paper shredder receptacles, and pencil sharpeners should be empty.

Wastebasket liners should be clean and free of tears.

Easily accessible tops of desks, shelves, and other furnishings should be dust-free.

Difficult areas should be reasonably or somewhat dust-free.

Telephones should be free of hand marks and oil.

Recept ion or service countertops should be free of marks, handprints, and dust.

Doors, door frames, door glass, part it ion glass, and light sw itch plates should be free of handprints, dirt , and smudges.

W indow ledges should be reasonably free of dust and debris.

Easily accessible carpet and/or floor areas should be free of dust, dirt , and debris.

Difficult areas should be reasonably or somewhat free of dust and dirt .

All carpet and/or floor areas should be free of dust, dirt , debris, gum, and stains.

Air intake and exhaust vents or registers should be reasonably free of dust.

Magazines, books, and informational pamphlets in wait ing areas should be arranged in a neat and orderly fashion.

No lights should be burned out.

All drinking fountains and sinks should be free of dirt , debris, calcium spots, or build-up. Fixtures should shine.

Thresholds and entry areas should be free of dirt and dust.

Conference tables should be free of marks and smudges. Tops should shine.

High or difficult to dust areas should be reasonably or somewhat dust-free.

Lower, easily accessible w indows should be reasonably free of dirt and spots.

W indow blinds should be reasonably dust-free.

Upholstered furniture should be free of dust and stains.

SHOP AND ART ROOM CLEANING STANDARDS (checklist to be used in bi-weekly inspect ions)

All pencil sharpeners should be empty.

Wastebaskets and trash cans should be empty, and trash liners should be w ithout tears and soil-free.


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The area around wastebaskets and trash cans should be free of dirt , grease, paint, and marks.

Sinks, faucets, and easily accessible surrounding areas should be free of dirt , stains, grease, paint, and debris.

Sinks and faucets should be reasonably shiny.

Towel and soap dispensers should be reasonably full (at least enough supply for the next school day).

Dispensers should be free of dirt , dust, prints, grease, paint, and marks.

All easily accessible horizontal surfaces should be reasonably dust-free. It should be noted that shop equipment is maintained by students and teaching staff.

All accessible floor areas should be free of dirt , dust, grease, paint, and debris, including the edges, corners, and areas around desks, chairs, and benches.

All floor areas should be free of chewing gum.

All floor areas should be free of spills and spots.

Doors, door frames, light sw itch plates, cabinets, and the area around the pencil sharpeners should be free of dirt , prints, marks, grease, and paint.

White boards should be free of chalk dust.

Thresholds and entryways should be free of dirt , dust, and debris.

All air intake and exhaust vents and registers should be reasonably free of dust.

All lights should be working. There should be no flickering lights.

If requested or scheduled, the chalkboard should be free of writ ing, chalk dust, and handprints.

All lower, easily accessible w indow ledges should be free of dust, dirt , and dead insects.

All lower, easily accessible w indows should be reasonably clean.

High or difficult to reach areas should be somewhat dust-free.

SIDEWALKS, WALKWAYS, RAMPS, STEPS, AND OTHER AREA CLEANING STANDARDS (checklist to be used in bi-weekly inspect ions)

These areas should be free of trash and debris.

These areas should be reasonably free of gum.

These areas should be reasonably free of stains and spills.

The edges and corners of buildings and raised walkways should be reasonably free of dirt , sand, dead grass, and debris.

The areas under open ramps should be somewhat free of debris.

Easily accessible areas under ramps should be free of paper and trash.


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School Facility Good Repair StatusYear and month of the most recent FIT report: August 2019

Areas adjacent to closed ramps should be free of trash, dirt , and debris.

Steps should be free of trash, dirt , and debris. Corners and edges of steps should be free of build-up.

CAFETERIA CLEANING STANDARDS (checklist to be used in bi-weekly inspect ions)

Trash/Recycling cans should be empty, re-lined w ith new liners, and free of stains, liquid, and debris inside and out.

Cafeteria tabletops should be free of food, liquid, and debris.

Table frames should be reasonably free of dust, stains, and marks.

The walls should be free of food, liquid, stains, handprints, and marks.

All accessible floor areas should be free of food, liquid, debris, and dirt . Floors should be free of haze and mop-stroke marks. There should be a reasonable shine tothe floor.

The edges and corners of floors should be free of any dust, dirt , or buildup.

The drinking fountains, fixtures, and surrounding wall area should be free of dust, dirt , stains, marks, and debris. Drinking fountains and fixtures should bereasonably shiny.

Stage floors, steps, and handicap lift should be free of dirt , food, trash, debris, and liquid.

Doors, door frames, sw itch plates, and surrounding areas should be free of handprints, marks, and dirt .

Part it ions and door glass should be free of handprints, marks, smudges, food, and liquid.

All lights should be working. There should be no flickering lights.

All exit lights should be operat ional.

Thresholds and entry areas should be free of dirt , dust, and stains.

There should not be any gum or buildup in these areas.

Air intake and exhaust vents should be reasonably dust free.

System Inspected Rating Repair Needed and Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness, Pest/Vermin Infestat ion Good

Electrical: Electrical Good


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Overall Facility RateYear and month of the most recent FIT report: August 2019

Restrooms/Fountains: Restrooms, Sinks/Fountains Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds, W indows/Doors/Gates/Fences Good

Overall Rat ing Exemplary


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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. Only eligible students may part icipate in the administrat ion of the CAAs. CAAs items arealigned w ith alternate achievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith the most significant cognit ivedisabilit 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.

CAASPP Test Results in ELA and Mathematics for All StudentsGrades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard

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.

Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking thetotal number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard(i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

SubjectSchool

2017—18School

2018—19District

2017—18District

2018—19State

2017—18State

2018—19

English Language Arts / Literacy (grades 3-8 and 11) 23.0% 29.0% 47.00% 48.67% 50.0% 50.0%

Mathematics (grades 3-8 and 11) 29.0% 28.0% 35.00% 35.73% 38.0% 39.0%


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CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2018—19)

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 (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: 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 forstat ist ical accuracy 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.

Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded

All Students 407 402 98.77% 1.23% 28.86%

Male 216 211 97.69% 2.31% 28.44%

Female 191 191 100.00% 0.00% 29.32%

Black or African American 94 93 98.94% 1.06% 16.13%

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

Asian 19 19 100.00% 0.00% 52.63%

Filipino 11 11 100.00% 0.00% 9.09%

Hispanic or Lat ino 200 197 98.50% 1.50% 32.99%

Native Hawaiian or Pacific Islander -- -- -- --

White 32 31 96.88% 3.12% 41.94%

Two or More Races 29 29 100.00% 0.00% 34.48%

Socioeconomically Disadvantaged 364 359 98.63% 1.37% 26.74%

English Learners 142 141 99.30% 0.70% 36.88%

Students w ith Disabilit ies 64 64 100.00% 0.00% 6.25%

Students Receiving Migrant Educat ion Services

Foster Youth -- -- -- --

Homeless 19 18 94.74% 5.26% 16.67%


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CAASPP Test Results in Mathematics by Student GroupGrades Three through Eight and Grade Eleven (School Year 2018—19)

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 (i.e.,achieved Level 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: 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 forstat ist ical accuracy 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.

Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded

All Students 407 401 98.53% 1.47% 27.93%

Male 216 210 97.22% 2.78% 30.00%

Female 191 191 100.00% 0.00% 25.65%

Black or African American 94 93 98.94% 1.06% 12.90%

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

Asian 19 19 100.00% 0.00% 68.42%

Filipino 11 11 100.00% 0.00% 27.27%

Hispanic or Lat ino 200 196 98.00% 2.00% 31.63%

Native Hawaiian or Pacific Islander -- -- -- --

White 32 32 100.00% 0.00% 43.75%

Two or More Races 29 28 96.55% 3.45% 17.86%

Socioeconomically Disadvantaged 362 356 98.34% 1.66% 26.4%

English Learners 142 141 99.30% 0.70% 41.13%

Students w ith Disabilit ies 64 64 100.00% 0.00% 12.41%

Students Receiving Migrant Educat ion Services

Foster Youth -- -- -- --

Homeless 19 17 89.47% 10.53% 17.65%


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CAASPP Test Results in Science for All StudentsGrades Five, Eight and High SchoolPercentage of Students Meeting or Exceeding the State Standard


Note: This is a placeholder for the California Science Test (CAST) which was administered operat ionally during the 2018–19 school year. However, these data are notavailable for inclusion in the 2018–19 SARC post ing due February 1, 2020. These data w ill be included in the 2019–20 SARC post ing due February 1, 2021.

SubjectSchool

2017—18School

2018—19District

2017—18District

2018—19State

2017—18State

2018—19

Science (grades 5, 8, and high school) N/A N/A N/A N/A N/A N/A


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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

California Physical Fitness Test Results (School Year 2018—19)

Note: Percentages are not calculated and double dashes (--) appear in the table when the number of students tested is ten or less, either because the number ofstudents in this category is too small for stat ist ical accuracy or to protect student privacy.

GradeLevel

Percentage of Students Meeting Four of SixFitness Standards

Percentage of Students Meeting Five of SixFitness Standards

Percentage of Students Meeting Six of SixFitness Standards


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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 school site

Opportunities for Parental Involvement (School Year 2019—20)

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

Parents have numerous opportunit ies to part icipate in their scholar’s educat ion. Our parents are very act ive; however, we cont inue to seek more ways to keepthe lines of communicat ion open. Our Parent-Teacher Associat ion (PTA) has historically been very strong and works hard to support our school. They engage inmany fundraising and other act ivit ies such as the Harvest Fest ival, Jog-a-thon, Field Days, school dances, and much more. There are also a number ofopportunit ies to volunteer, such as working w ith scholars w ithin the classroom sett ing and chaperoning field trips. The School Site Council (SSC) meetsthroughout the year and funct ions as an advisory committee w ith oversight of some of our budgets as well as other site-based init iat ives. Jefferson also hasmonthly Coffee and Conversat ion meetings, where parents meet w ith school administrat ion to discuss the school, as well as receive information from various guestspeakers. We also have a site-based English Learner Advisory Committee (ELAC) which meets once a month and serves to offer advice w ith issues related to ourEnglish Learners. In addit ion, Jefferson works closely w ith the district parent program called Parent University. Parent University works to empower parents and tocreate partnerships between parents, their school, community and the Natomas Unified School District .


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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

Suspensions and Expulsions

School Safety Plan (School Year 2019—20)

RateSchool

2016—17School

2017—18School

2018—19District

2016—17District

2017—18District

2018—19State

2016—17State

2017—18State

2018—19

Suspensions 7.00% 9.90% 6.20% 5.80% 5.70% 5.00% 3.60% 3.50% 3.50%

Expulsions 0.00% 0.20% 0.00% 0.10% 0.30% 0.10% 0.10% 0.10% 0.10%

Our Comprehensive School Safety Plan is in compliance w ith Senate Bill 187 and was reviewed and updated on December 16, 2019. Yearly, the committee meetsto review materials. In addit ion to an Incident Command structure, this document out lines responses to fires, floods, earthquakes, toxic spills and campusintrusions. Specific instruct ions for staff and scholar response are out lined in the plan. We pract ice fire drills monthly and lock down drills at least tw ice a year soscholars and staff are pract iced in the procedures out lined in our Safety plan.


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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.

* Number of classes indicates how many classes fall into each size category (a range of total students per class). ** "Other" category is for mult i-grade level classes.

Average Class Size and Class Size Distribution (Elementary) School Year (2016—17)

Grade Level Average Class SizeNumber of Classes *

1-20Number of Classes *


33+

K 26.00 3

1 22.00 4

2 21.00 1 3

3 24.00 3

4 24.00 3

5 27.00 3

6

Other**






33+

K 21.00 1 3

1 25.00 3

2 22.00 4

3 24.00 3

4 31.00 2

5 30.00 3

6 29.00 3

Other**






33+

K 25.00 1 3

1 25.00 3

2 23.00 3

3 20.00 2 2

4 28.00 3

5 26.00 3

6 24.00 3

Other**


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Average Class Size and Class Size Distribution (Secondary) (School Year 2016—17)

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information isreported by subject area rather than grade level.

Student Support Services Staff (School Year 2018—19)

*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.

Subject Average Class SizeNumber of Classes *



33+

English

Mathematics

Science

Social Science






33+

English

Mathematics

Science

Social Science






33+

English 18.00 4 1

Mathematics 21.00 3 1

Science 21.00 3 1

Social Science 21.00 3 1

Title Number of FTE* Assigned to School

Counselor (Academic, Social/Behavioral or Career Development) 0.00

Library Media Teacher (Librarian) 0.00

Library Media Services Staff (Paraprofessional) 0.75

Psychologist 1.00

Social Worker 0.00

Nurse 0.25

Speech/Language/Hearing Specialist 1.00

Resource Specialist (non-teaching) 0.00

Other 0.00


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Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2017—18)


Types of Services Funded (Fiscal Year 2018—19)

Level Total Expenditures Per PupilExpenditures Per Pupil

(Restricted)Expenditures Per Pupil

(Unrestricted) Average Teacher Salary

School Site $6503.00 $1137.00 $5366.00 $68185.00

District N/A N/A $7594.00 $68850.00

Percent Difference – School Site and District N/A N/A -34.39% -0.97%

State N/A N/A $7506.64 $78059.00

Percent Difference – School Site and State N/A N/A -33.96% -13.50%

Natomas Unified School District offers a w ide range of support services for scholars including but not limited to academic, individual and small group counseling, aschool psychologist, adapted physical educat ion, home and hospital teachers, and health assistants. Our school receives Economic Impact Aid (EIA), EnglishLanguage Acquisit ion Program and T it le I funds which are used to improve student achievement.


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Teacher and Administrative Salaries (Fiscal Year 2017—18)

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

Professional Development

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $36,789 $49,084

Mid-Range Teacher Salary $64,259 $76,091

Highest Teacher Salary $93,089 $95,728

Average Principal Salary (Elementary) $113,459 $118,990

Average Principal Salary (Middle) $116,189 $125,674

Average Principal Salary (High) $140,981 $137,589

Superintendent Salary $293,605 $230,096

Percent of Budget for Teacher Salaries 34.00% 35.00%

Percent of Budget for Administrat ive Salaries 7.00% 6.00%

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

Measure 2017—18 2018—19 2019—20

Number of school days dedicated to Staff Development and Continuous Improvement 6 20 33


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

Documents

School Accountability Report Card Published During the