Stine Elementary School School Accountability Report …sarconline.org/SarcPdfs/6/15633626009955.pdf · 2013-14 School Accountability Report Card for Stine Elementary School ... School

2013-14 School Accountability Report Card for Stine Elementary School Page 1 of 10

Stine Elementary School

School Accountability Report Card

Reported Using Data from the 2013-14 School Year

Published During 2014-15

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.

• For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

• View this SARC online at the school and/or LEA Web sites.

• For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

• For additional information about the school, parents and community members should contact the school principal or the

district office.

About This School Contact Information (Most Recent Year)

School Contact Information

School Name------- Stine Elementary School

Street------- 4300 Wilson Road

City, State, Zip------- Bakersfield, CA 93309

Phone Number------- 661.831.1022

Principal------- Daniel Hansford

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

CDS Code 15633626009955

District Contact Information

District Name------- Panama-Buena Vista Union Elementary School District

Phone Number------- (661) 831-8331

Superintendent------- Kevin Silberberg, Ed.D.

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

Web Site------- www.pbvusd.net


School Description and Mission Statement (Most Recent Year)

Stine School’s name originated from a local farmer, Phillip A. Stine. Mr. Stine, one of the first men to farm the area, was instrumental in the construction of the Stine Canal. Later Stine Road was built along the course of the canal and was named after the canal. Stine Elementary School, opened in 1900 and later built at its present site in 1957, was named for the nearby road. Stine Elementary School supports and strives to maintain the concept of “Excellence in Education” as defined by the Panama-Buena Vista Union School District. Our teachers strive to ensure student learning is evident. We believe this attitude pays off in student test scores and achievement. The School Accountability Report Card was established by Proposition 98, an initiative passed by California voters in November 1988. The Report Card, to be issued annually by local school boards for each elementary and secondary school in the state, provides for parents and other interested people a variety of information about the school, its resources, its successes, and the areas in which improvements are needed. Stine Elementary School received School Improvement Program (SIP) and Economic Impact Aid-Limited English Proficient (EIA-LEP) funds from the state, and Title 1 from the federal government. The Title 1 funds strengthened our Language Arts Program utilizing intervention practices in grades kindergarten through sixth. Our EIA-LEP funds were used to assist identified English Language Learners, while other monies enhanced the library and media program. SIP monies fund various programs, projects, and materials and partially fund our Intervention Specialist and various instructional aides. A standards-based curriculum and sound assessment strategies provide the foundation for continuous improvement of student performance and school programs. Students will leave Stine Elementary School with a positive attitude toward learning, a strong foundation in basic skills, and the ability to meet future academic challenges. Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Kindergarten------- 119

Grade 1------- 112

Grade 2------- 111

Grade 3------- 113

Grade 4------- 105

Grade 5------- 84

Grade 6------- 112

Total Enrollment------- 756

Student Enrollment by Group (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American------- 17.9

American Indian or Alaska Native------- 0.1

Asian------- 1.6

Filipino------- 0.9

Hispanic or Latino------- 61.0

Native Hawaiian orPacific Islander 0.4

White 16.9

Two or More Races 0.7

Socioeconomically Disadvantaged 85.3

English Learners 21.2

Students with Disabilities 9.0


A. Conditions of Learning

State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1):

• Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;

• Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair.

Teacher Credentials

Teachers School District

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

With Full Credential 38 36 36 812

Without Full Credential 0 1 1 10

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

Teacher Misassignments and Vacant Teacher Positions

Indicator 2012-13 2013-14 2014-15

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 0 0 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of Classes Percent of Classes In Core Academic Subjects

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 100.00 0.00

All Schools in District 100.00 0.00

High-Poverty Schools in District 100.00 0.00

Low-Poverty Schools in District 100.00 0.00 Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15)

Year and month in which data were collected: 8/18/2014

Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts Adopted 2010: Macmillan McGraw-Hill, "Treasures" (K-6)

Yes 0

Mathematics Adopted 2014: Houghton Mifflin Harcourt "2015 California GO Math” K-8

Yes 0

Science------- Adopted 2007: Macmillan/McGraw-Hill, “California Science” (K-5); Glencoe, “California Focus on Science” (6th)

Yes 0

History-Social Science Adopted 2006: Scott Foresman, “History-Social Science for California” (K-5); Glencoe “Discovering Our Past: Ancient Civilizations” (6th)

Yes 0


School Facility Conditions and Planned Improvements (Most Recent Year)

Stine Elementary School provides a safe and clean environment for learning. A scheduled maintenance program is administered by the District to ensure that all classrooms and facilities are maintained to a degree of adequacy that provides for learning. Ongoing repairs and modifications to the physical plant exceed California Building and Safety Codes. The District’s Coordinator of Safety and Risk Management verifies quarterly that OSHA requirements are met. The exterior grounds are well lit and the perimeter of the school facility is fenced for student protection and safety. A team of custodians ensures classrooms and campus grounds are kept clean and safe. The restrooms are cleaned, sanitized and secured at the end of each school day with 100% of the toilets in operating condition. As outlined in our Safe Schools Plan, the safety committee has addressed concerns for the safe coming and going of our students. Staff receive inservice in emergency protocol and CPR. Identifying tags are issued to substitute teachers, volunteers, and other visitors as they register in our office. The gates on the perimeter of the school playground are locked during school hours and staff members are trained to activate lock down procedures in the event of an emergency. Our positive partnership with local law enforcement is evident in their quick response time when concerns arise. Designated staff members carefully supervise students on the playground and in the cafeteria. Grounds and playground equipment are inspected regularly for potential hazards. The District provides on-going training in CPR/First Aid as part of its staff development program. Fire and/or disaster drills occur monthly and a complete school site disaster plan has been prepared and is in place and available for public review. Scheduled certificated supervision of students begins officially at 7:20 A.M. when the school opens and supervision ends at 2:45 P.M. School Facility Good Repair Status (Most Recent Year)

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 4/30/2014

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

[X] [ ] [ ]

Interior: Interior Surfaces

[X] [ ] [ ]

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

[X] [ ] [ ]

Electrical: Electrical

[X] [ ] [ ]

Restrooms/Fountains: Restrooms, Sinks/ Fountains

[X] [ ] [ ]

Safety: Fire Safety, Hazardous Materials

[X] [ ] [ ]

Structural: Structural Damage, Roofs

[X] [ ] [ ]

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

[X] [ ] [ ]

Overall Facility Rating (Most Recent Year)

Overall Rating Exemplary Good Fair Poor

[X] [ ] [ ] [ ]


B. Pupil Outcomes

State Priority: Pupil Achievement The 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 and its successor the Standardized Testing and Reporting Program);

• The Academic Performance Index; and

• The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the

University of California and the California State University, or career technical education sequences or programs of study. California Assessment of Student Performance and Progress / Standardized Testing and Reporting Results for All Students in Science (Three-Year Comparison)

Subject

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

School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Science (grades 5, 8, and 10) 35 39 43 61 59 61 60 59 60 Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California Assessment of Student Performance and Progress Results by Student Group in Science (School Year 2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 61

All Student at the School 43

Male------- 51

Female------- 35

Black or African American 54

American Indian or Alaska Native

Asian-------

Filipino-------

Hispanic or Latino 36

Native Hawaiian or Pacific Islander

White------- 45

Two or More Races-------

Socioeconomically Disadvantaged 42

English Learners-------

Students with Disabilities

Students Receiving Migrant Education Services Note: CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


Standardized Testing and Reporting Results for All Students (Three-Year Comparison)

Subject

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

School District State

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 46 47 46 54 56 54 54 56 55

Mathematics------- 54 50 47 54 51 50 49 50 50

History-Social Science 54 54 56 48 49 49 Note: STAR Program was last administered in 2012-13. Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Academic Performance Index Ranks (Three-Year Comparison)

API Rank 2010-11 2011-12 2012-13

Statewide------- 4 3 3

Similar Schools------- 6 6 2 Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group (Three-Year Comparison)

Group Actual API Change

2010-11 2011-12 2012-13

All Students at the School -6 -6 -9

Black or African American 14

American Indian or Alaska Native

Asian-------

Filipino-------

Hispanic or Latino 3 9 4

Native Hawaiian/Pacific Islander

White------- -27 -5 -79

Two or More Races

Socioeconomically Disadvantaged -7 0

English Learners 30 -19 20

Students with Disabilities Note: "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

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

• Pupil outcomes in the subject areas of English, mathematics, and physical education. California Physical Fitness Test Results (School Year 2013-14)

Grade Level

Percent of Students Meeting Fitness Standards

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

-------5------- 22.4 30.3 19.7 Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):

• Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (Most Recent Year)

The parents of Stine Elementary School students support their children, the school and the community by helping their children at home with their school work, providing a caring environment, and by attending conferences, programs, and athletic and academic events. Opportunities for Parental Involvement at Stine Elementary School include the Parent Club, School Site Council, Parent Advisory Council, Parent Education Classes, and classroom volunteers. The Parent Club provides funds and supports field trips, playground equipment, school carnivals, and many other extra benefits for the school and its students. Parents may contact the school for more information. Contact Person(s): Daniel Hansford, Principal/Daphne Garcia, Assistant Principal Contact Phone No.: (661) 831-1022

State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6):

• Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety.

Suspensions and Expulsions

Rate School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Suspensions------- 8.3 8.9 7.1 8.4 8.7 7.0 5.7 5.1 4.4

Expulsions------- 0.0 0.0 0.0 0.1 0.1 0.0 0.1 0.1 0.1 Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100. School Safety Plan (Most Recent Year)

Stine School's Comprehensive School Safety Plan was reviewed, revised, and adopted by the School Site Council on November 13, 2014. We believe Stine Elementary School has a positive and safe learning environment. The Safe School plan has two primary goals: Goal #1 Continue to improve campus security and ensure the safety of students while at school by monitoring and refining safety procedures. Goal #2 Reduce the number of student discipline violations. Improvement Activities include the following: Secure campus once all students have arrived ensuring all visitors enter and leave through the office. Maintain a log of all visitors and require same to wear identification badges provided at check-in. Send reminder letters as necessary to parents addressing traffic and other safety concerns, requesting their cooperation. Provide additional supervision of restrooms throughout the day for the safety and privacy of the students. Provide safe entry to campus and additional entry point supervision with a daily student valet team. Continue to implement a fair and systematic discipline structure consistent with State and District policies. Maintain a log of student discipline violations. Continue parent/guardian contact with continual updates of their child's behavior. Continue talks in the classroom wand with students about bullying and harassment, and the importance of reporting it. Continue adult supervision of all areas of the school where children are present. Utilize District and community intervention agencies to provide support for teachers, parents, students, and the community.


D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)

AYP Criteria School District

Made AYP Overall

Met Participation Rate: English-Language Arts

Met Participation Rate: Mathematics

Met Percent Proficient: English-Language Arts

Met Percent Proficient: Mathematics

Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2011-2012 2011-2012

Year in Program Improvement* Year 3 Year 3

Number of Schools Currently in Program Improvement --- 9

Percent of Schools Currently in Program Improvement --- 100.0 Note: Cells with “---“ do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process.

Average Class Size and Class Size Distribution (Elementary)

Grade Level

2011-12 2012-13 2013-14

Avg. Class Size

Number of Classes Avg. Class Size

Number of Classes Avg. Class Size

Number of Classes

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

K ----------

32.3 0 2 2 32 2 2 27 4

1 ----------

26.8 0 4 0 21 2 4 27 4

2 ----------

28.8 0 5 0 21 1 4 22 4

3 ----------

30.7 0 3 0 22 1 4 29 1 3

4 ----------

30.4 0 5 0 29 3 30 1 3

5 ----------

28 0 4 0 23 1 4 29 3

6 ----------

29.5 0 4 0 22 1 4 29 3

Other ----------

0 4 0 0 2 1 Note: Number of classes indicates how many classes fall into each size category (a range of total students per class).

Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 0 0

Counselor (Social/Behavioral or Career Development) 0 ---

Library Media Teacher (Librarian) 0 ---

Library Media Services Staff (Paraprofessional) 1 ---

Psychologist------- 1 ---

Social Worker------- 0 ---

Nurse------- 1 ---

Speech/Language/Hearing Specialist 1 ---

Resource Specialist------- 2 --- Note: Cells with “---“ do not require data. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.


Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- $6,830.00 $1,988.00 $4,765.00 $61,642.00

District------- --- --- $7,541.00 $65,955

Percent Difference: School Site and District --- --- -36.8 -6.5

State------- --- --- $4,690 $70,788

Percent Difference: School Site and State --- --- 1.6 -12.9 Note: Cells with “---“ do not require data.

Types of Services Funded (Fiscal Year 2013-14)

The district’s general fund includes monies for:

• General operations—salaries, benefits, services, materials, and support to the general education • Special Education—programs offering appropriate, individualized instruction to students with special needs • School-Based Coordinated Program—staff salaries, staff benefits, services, materials, and support for our lowest performing

schools • Gifted and Talented Education Program—specialized learning assistance for identified students of high ability, achievement,

or potential • Special projects—monies from agencies (federal or state) earmarked for specific programs/projects or services • Transportation • Maintenance and operations • District administration

Each school in the district receives an instructional budget based on enrollment, programs, and formulas set by Board of Education policy, state law, agreements with employee bargaining units, and guidelines of outside funding sources. The district’s categorical fund includes monies for: Title I Title I funds are used to support effective, research-based educational strategies that close the achievement gap for students not meeting the state's challenging academic standards in English Language Arts and mathematics. Title I funds are distributed to identified high poverty schools as measured by the Free and Reduced Price Lunch program on a per-pupil basis. Based on an analysis of student achievement data, Title I resources may be used for professional development, supplemental instruction and intervention, parental involvement, personalization and support for students with at-risk behaviors. Title II Title II funds may be used for professional development in content knowledge and classroom practice, developing and implementing strategies to retain highly qualified teachers. EIA LEP Economic Impact Aid (EIA) is a state categorical program that provides supplemental funds to support programs for English Learners. Use of supplemental EIA funds for English Learners at the school level is administered through the Single Plan for Student Achievement as approved by the School Site Council and the local governing board. Typical examples include the purchase of supplemental materials and expenses that support paraprofessionals, supplemental EL Support teachers, and the operation of EL advisory committees. SCHOOL AND LIBRARY IMPROVEMENT BLOCK GRANT School and Library Improvement Block Grant funds may be used for any purpose. Formerly, they were restricted to the School and Library Improvement Block Grant combining funds from School Library Materials (SLM) and the School Improvement Program (SIP). The district releases these funds as SLIBG to sites to assist school in offering services and materials both in the instructional program and library.


Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $42,328 $41,507

Mid-Range Teacher Salary $62,078 $67,890

Highest Teacher Salary $79,567 $86,174

Average Principal Salary (Elementary) $98,011 $109,131

Average Principal Salary (Middle) $100,439 $111,937

Average Principal Salary (High) $0 $109,837

Superintendent Salary $162,670 $185,462

Percent of Budget for Teacher Salaries 37 42

Percent of Budget for Administrative Salaries 5 6 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Professional Development

Professional Development Focus areas include Direct Interactive Instruction, Classroom Management, Common Core Standards Implementation, Grade Level Focus Groups, DIBELS, Language Arts Institute, and Whole Brain Teaching. Areas were selected based on a district-wide survey reflecting on student achievement and areas of additional need from the teacher point of view. Professional development is delivered through Grade Level Focus Groups, Saturday trainings, conference attendance, and District workshops with teacher release time. Professional Readiness and Educational Program days (Prep Days) include one (1) hour each week release time, is also provided for teachers to receive school site staff development and work with their collaborative teams. Teachers attend multiday seminars with presenters and follow-up coaching is provided to support direct interactive instruction and to develop standards-based common core lessons. Teachers are also supported by curriculum specialists, categorical program specialists, BTSA coaches, and Teachers on Special Assignment.

Documents

Stine Elementary School School Accountability Report …sarconline.org/SarcPdfs/6/15633626009955.pdf · 2013-14 School Accountability Report Card for Stine Elementary School ... School