School Accountability Report Card School Year 2015-16 ? Â· School Accountability Report Card School Year 2015-16 ... by Feb 1st each year. ... (e.g. test data, enrollment, graduates,

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  • School Accountability Report Card School Year 2015-16

    Jean Parker Elementary School0840 BROADWAY ST, SAN FRANCISCO, CA 94133

    Tang, WesleyPrincipal:

    Phone: 415-291-7990

    (Published during 2016-17)

    Fax: 415-291-7996

    SFUSD School ID # 638 Calif.School ID #: 6041206

    SAN FRANCISCO UNIFIED SCHOOL DISTRICT Interim Superintendent: Myong Leigh

    555 Franklin Street, San Francisco, CA 94102Phone: 415-241-6000 Web Site: www.sfusd.edu

    SARC Contact:Research, Planning and Accountability

    Ritu Khanna, Executive DirectorPhone: 415-241-6454 Fax: 415-241-6035

    The School Accountability Report Card (SARC) is required by law to be published annually, by Feb 1st each year.It contains information about the condition and performance of each California public school. Under the Local ControlFunding Formula (LCFF), all local educational agencies (LEAs) are required to prepare a Local Control Accountability

    - For more information about SARC requirements, see the California Department of Education (CDE) SARC Web

    Plan (LCAP) which describes how they intend to meet annual school-specific goals for all pupils, with specific activitiesto address state and local priorites. Additionally, data reported in an LCAP is to be consistent with data reported in theSARC.

    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 more information about the school, parents and community members should contact the school principal or district office.

    DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about thisschool and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. test data, enrollment, graduates, dropouts, course enrollments, staffingand data regarding English learners.

    Internet access is available at public libraries and other locations that are publicly accessible.

    Page 1 of 21SFUSD - SARC

  • School Description and Mission Statement This section provides information about the school's goals and programs.

    Jean Parkers vision is to cultivate the whole child by maximizing a supportive and nurturing learning environment. The school is community involved and equity inspired. Our 3 story building is located in the Chinatown/North Beach area and houses 13 bright classrooms, a computer lab, a library, a beautiful multipurpose room and 3 play yards. Besides providing the District's core curriculum programs, extra curricular programs cultivate the visual and performing arts skills of the whole child with such programs such as AcroSports, gymnastics, Art with Artist Lotte, Adventure In Music, Choral and Instrumental Music plus the YMCA physical movement program. In order to prepare students with 21st Century skills, all students interact with the computer connected SMART boards installed in each classroom. We are considered an 'excellent' school by the State of California as reflected by our high Academic Performance Index.

    About This School

    414339414657000

    0

    K12345678

    Ungraded Elem

    Grade Level Enrollment00000

    267

    9101112

    Ungraded SecTotal Enrollment

    Grade Level Enrollment

    Student Enrollment By Grade Level (School Year 2015-16)This table displays the number of students enrolled in each grade level at the school.

    African AmericanAmerican Indian or Alaska Native

    AsianFilipino

    Group

    Percent of Total Enrollment

    Hispanic or LatinoPacific Islander

    White (Not Hispanic)Two or More Races

    4.50

    80.90.48.20

    2.22.6

    Student Enrollment By Group (School Year 2015-16)This table displays the percent of students enrolled at the school who are identified as being in aparticular group.

    Page 2 of 21SFUSD - SARC

  • Socioeconomically DisadvantagedEnglish Learners

    Students with Disabilities

    83.9643.4

    Section A (Conditions of Learning) begins on next page.

    Foster Youth 0.4

    Page 3 of 21SFUSD - SARC

  • A. Conditions of Learning

    State Priority: BasicThe SARC provides the following information relevant to the Basic State Priority (Priority 1): - Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; - Pupils have access to standards-aligned instructional materials; and - School facilities are maintained in good repair.

    Core Academic Classes Taught by No Child Left Behind Compliant Teachers, 2015-16The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor's degree, anappropriate California teaching credential, and demonstrated core academic subject area competence. High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced

    Principal Quality Web page at http://www.cde.ca.gov/nclb/sr/tq/.

    price meals program. Low-poverty schools are 39 percent or less in the free and reduced price meals program.More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and

    See table on next page.

    Teacher CredentialsThis table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

    151

    With Full CredentialWithout Full Credential

    Teachers

    140

    141

    2014-15 2015-16 2016-17

    0Teaching Outside Subject Area of Competence 0 0

    3384169

    2016-17

    149

    DistrictSchool

    Teacher Misassignments and Vacant Teacher Positions

    0

    0Misassignments of Teachers of English Learners

    Total Teacher Misassignments

    Indicator 0

    0

    0

    0

    2014-15 2015-16 2016-17

    0Vacant Teacher Positions 0 0

    This table displays the number of teacher misassignments (teachers assigned without proper legal authorization)and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entirecourse at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

    Page 4 of 21SFUSD - SARC

  • This SchoolAll Schools in District

    High-Poverty Schools in DistrictLow-Poverty Schools in District

    Location of Classes

    100 92 91 95

    Taught by NCLB Compliant Teachers

    8 9 5

    Taught by non-NCLB Compliant Teachers

    Percent of Classes in Core Academic Subjects

    Quality, Currency, and Availability of Textbooks and Instructional Materials

    For complete lists of adopted textbooks, go to:http://www.sfusd.edu/en/curriculum-standards/instructional-resources.htm

    For High Schools (grades 9-12) The San Francisco Unified School District adopts instructional materials following the cycle of state frameworks and standards, and provides sufficient textbooks for all students to use in class and to take home in the core curriculum areas of reading/language arts, mathematics, science, and history/social studies. Class sets of health instructional materials were provided for high school health teachers. In addition, other Board-adopted core curriculum materials were provided to remedy all insufficiencies identified through a survey and other activities at the annual Instructional Materials Hearing at the September 27, 2016 meeting of the Board of Education. All adopted high school instructional materials have been evaluated and determined locally to meet state standards for grades 9-12. Appropriate science laboratory equipment is available for all laboratory science courses. For Elementary and Middle Schools (grades K-8) The San Francisco Unified School District adopts instructional materials following the cycle of state frameworks and standards, and adopts K-8 materials from the list of standards-aligned materials that have been adopted by the State Board of Education. The district provides sufficient textbooks for all students to use in class and to take home in the core curriculum areas of reading/language arts, mathematics, science, and history/social studies. For 2016-2017, instructional materials were provided for all students in grades K-8. Replacements were provided for core curriculum areas as identified through a survey and other activities preceding the annual Instructional Materials Hearing at the September 27, 2016 meeting of the Board of Education.

    Page 5 of 21SFUSD - SARC

  • School Facility Conditions and Improvements

    Repair Needed and Action Taken or Planned

    Item Inspected Good Poor

    Repair Status

    This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

    Jean Parker was renovated in 1996 and is a gem located in the Chinatown district of San Francisco. Following renovation we have continued to upgrade our technology to match the changing times of technology advancement. We offer an on-site library, full computer lab, and child-friendly play structure. Each classroom is equipped with a SMART board and ELMO projector, and our teachers integrate technology into everyday routines. Teachers use laptops to complete grading and design lessons. Jean Parker is well maintained; we work together as a community to keep our school clean and welcoming. We are in the process of applying for grants to make our school more green. We are striving to be an environmentally friendly school.

    School Facility Good Repair Status This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

    Fair

    WO - Work Order. DM - Deferred Maintenance.

    Part B (Pupil Outcomes) begins on the next page.

    Systems: Gas Leaks, Mechanical/HVAC, Sewer X

    Interior: Interior Surfaces X

    Cleanliness: Overall and Pest Infestation X

    Electrical X

    Restrooms/Sinks/Fountains X

    Safety: Fire and Hazardous Materials X

    Structural: Damage, Roofs X

    External: School Grounds, Windows, Doors X

    Overall Summary of School Facility Good Repair StatusThis table displays the overall summary of the results of the most recently completed school site inspection.

    Overall Summary

    Item Inspected

    X

    Exemplary Good Fair PoorFacility Condition

    Inspection Date SPRING 2016Additional Comments:

    Page 6 of 21SFUSD - SARC

  • B. Pupil Outcomes

    State Priority: Pupil AchievementThe SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):

    - Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population

    - The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

    See Grade Level / Subject / Subgroup results on next pages:

    and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

    California Assessment of Student Performance and Progress Results

    English Language Arts/Literacy (grades

    3-8 and 11)Mathematics (grades

    3-8 and 11)

    Subject43

    58

    2014-1538

    47

    2015-16

    Percent of Students Meeting or Exceeding State Standards

    for All Students

    52

    47

    2014-1553

    49

    2015-1644

    34

    2014-1548

    36

    2015-16

    School District State

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

    Page 7 of 21SFUSD - SARC

  • MaleFemale

    African AmericanAmerican Indian/Alaskan

    Group

    2715--

    Total Enrollment

    AsianFilipino

    Hispanic or Latino

    31----

    2715--

    Number Tested

    31----

    100.00100.00

    --

    Percent Tested

    100.00----

    WhiteTwo or More Races

    Economically DisadvantagedEnglish Learners

    Students with DisabilitiesMigrant Education Services

    2324--

    2324--

    100.00100.00

    --

    44.4426.67

    --

    Percent Met or Exceeded

    41.94----

    30.4333.33

    --

    All Students 42 42 100.00 38.10

    Pacific Islander/Hawaiian

    Foster Youth -- -- -- --

    Double dashes (--) appear in the table when the number of students that did not receive a score is 10 or less, either becausethe number of students is too small for statistical accuracy or to protect student privacy.

    The number of students tested includes students that did not receive a score; however, the number of studentstested is not the number that was used to calculate the achievement level precentages. The achievement level percentagesare calculated using students with scores.

    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 of students who met or exceeded the standard on the Smarter Balanced SummativeAssessment plus the total number of students who met the standard on the CAAs divided by the total number of studentswho participated in both assessments.

    CAASPP Assessment Results - English Language Arts (ELA)Disaggregated by Student Groups and Grade Level (School Year 2015-16)Grade: 03

    Page 8 of 21SFUSD - SARC

  • MaleFemale

    African AmericanAmerican Indian/Alaskan

    Group

    1825

    Total Enrollment

    AsianFilipino

    Hispanic or Latino

    41

    --

    1824

    Number Tested

    40

    --

    100.0096.00

    Percent Tested

    97.56

    --

    White --Two or More Races

    -- --

    Economically DisadvantagedEnglish Learners

    Students with DisabilitiesMigrant Education Services

    --21--

    --21--

    --100.00

    --

    44.4450.00

    Percent Met or Exceeded

    47.50

    --

    --

    --19.05

    --

    All Students 43 42 97.67 47.62

    Pacific Islander/Hawaiian

    Foster Youth -- -- -- --

    Double dashes (--) appear in the table when the number of students that did not receive a score is 10 or less, either becausethe number of students is too small for statistical accuracy or to protect student privacy.

    The number of students tested includes students that did not receive a score; however, the number of studentstested is not the number that was used to calculate the achievement level precentages...

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