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

School Accountability Report Card School Year 2015-16

Jean Parker Elementary School

0840 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 94102

Phone: 415-241-6000 Web Site: www.sfusd.edu

SARC Contact:

Research, Planning and Accountability

Ritu Khanna, Executive Director

Phone: 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 Parker’s 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

41

43

39

41

46

57

0

0

0

0

K

1

2

3

4

5

6

78

Ungraded Elem

Grade Level Enrollment0

0

0

0

0

267

9

10

11

12

Ungraded Sec

Total 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 American

American Indian or Alaska Native

Asian

Filipino

Group

Percent of Total Enrollment

Hispanic or Latino

Pacific Islander

White (Not Hispanic)

Two or More Races

4.5

0

80.9

0.4

8.2

0

2.2

2.6

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.


Socioeconomically Disadvantaged

English Learners

Students with Disabilities

83.9

64

3.4

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

Foster Youth 0.4


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/.

15

1

With Full Credential

Without Full Credential

Teachers

14

0

14

1

2014-15 2015-16 2016-17

0Teaching Outside Subject Area of Competence 0 0

3384

169

2016-17

149

DistrictSchool

Teacher Misassignments and Vacant Teacher Positions

0

0

Misassignments 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.


This School

All Schools in District

High-Poverty Schools in District

Low-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.


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 Poor

Facility Condition

Inspection Date SPRING 2016

Additional Comments:


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 [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)

Subject

43

58

2014-15

38

47

2015-16

Percent of Students Meeting or Exceeding State Standards

for All Students

52

47

2014-15

53

49

2015-16

44

34

2014-15

48

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.


Male

Female

African American

American Indian/Alaskan

Group

27

15

--

Total Enrollment

Asian

Filipino

Hispanic or Latino

31

--

--

27

15

--

Number Tested

31

--

--

100.00

100.00

--

Percent Tested

100.00

--

--

White

Two or More Races

Economically Disadvantaged

English Learners


Migrant Education Services

23

24

--

23

24

--

100.00

100.00

--

44.44

26.67

--

Percent Met or Exceeded

41.94

--

--

30.43

33.33

--

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


Male

Female

African American


Group

18

25

Total Enrollment

Asian

Filipino

Hispanic or Latino

41

--

18

24

Number Tested

40

--

100.00

96.00

Percent Tested

97.56

--

White --

Two or More Races

-- --


English Learners



--

21

--

--

21

--

--

100.00

--

44.44

50.00


47.50

--

--

--

19.05

--

All Students 43 42 97.67 47.62








Grade: 04


Male

Female

African American


Group

31

26

--

Total Enrollment

Asian

Filipino

Hispanic or Latino

47

--

31

26

--

Number Tested

47

--

100.00

100.00

--

Percent Tested

100.00

--

White

Two or More Races -- -- --


English Learners



26

26

--

26

26

--

100.00

100.00

--

19.35

42.31

--


29.79

--

--

19.23

--

All Students 57 57 100.00 29.82








Grade: 05


CAASPP Assessment Results - Mathematics

Male

Female

African American


Group

27

15

--

Total Enrollment

Asian

Filipino

Hispanic or Latino

31

--

--

27

15

--

Number Tested

31

--

--

100.00

100.00

--

Percent Tested

100.00

--

--

White

Two or More Races


English Learners



23

24

--

23

24

--

100.00

100.00

--

70.37

33.33

--


74.19

--

--

43.48

70.83

--

All Students 42 42 100.00 57.14




Grade:



03

Note: Math 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.



Male

Female

African American


Group

18

25

Total Enrollment

Asian

Filipino

Hispanic or Latino

41

--

18

24

Number Tested

40

--

100.00

96.00

Percent Tested

97.56

--

White --

Two or More Races

-- --


English Learners



--

21

--

--

21

--

--

100.00

--

72.22

45.83


57.50

--

--

--

33.33

--

All Students 43 42 97.67 57.14




Grade:



04




Male

Female

African American


Group

31

26

--

Total Enrollment

Asian

Filipino

Hispanic or Latino

47

--

31

26

--

Number Tested

47

--

100.00

100.00

--

Percent Tested

100.00

--

White

Two or More Races -- -- --


English Learners



26

26

--

26

26

--

100.00

100.00

--

25.81

38.46

--


34.04

--

--

23.08

7.69

--

All Students 57 57 100.00 31.58




Grade:



05



This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding

the state standards).

47Science (Gr 5,8 and 10)

Subject 30

School13-14 14-15 15-16

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

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.

CAASPP Test Results in Science for All Students

37 58 57

District13-14 14-15 15-16

62 56 54

State13-14 14-15 15-16

60

California Standards Test

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting orexceeding the state standards) for the most recent testing period. Science assessments include CSTs, CMA

African American

American Indian or Alaska Native

Asian

Filipino

Group

Hispanic or Latino

Pacific Islander

White (not Hispanic)

--

47

Total Enrollment

--

Two or More Races


English Learners


Students Receiving Migrant Education Services

--

26

26

--

All Students at the School

Male

Female

57

31

26

by Student Groups in Science (School Year 2015-16)

and CAPA in grades 5, 8 and 10.

Foster Youth --

--

47

Number of Students With Valid Scores

--

--

26

26

--

57

31

26

--

--

100.00

Percent of Students With Valid Scores

--

--

100.00

100.00

--

100.00

100.00

100.00

--

--

29.79

Percent Proficient or

Advanced

--

--

23.08

7.69

--

29.82

29.03

30.77

--


Part C (Engagement) begins on the next page.

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

Grade 5

Grade 7Grade 9

Grade Level

21.1

Four of Six Standards

Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

10.5

Five of Six Standards

3.5

Six of Six Standards

Percent of Students Meeting Fitness Standards

State Priority: Other Pupil OutcomesThe SARC provides the following information relevant to the Other Pupil Outcomes State Priority (8) - Pupil outcomes in the subject area of physical education.


C. Engagement

State Priority: Parental InvolvementThe 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 This section provides information about opportunities for parents to become involved with school activities.

We welcome parent involvement and believe parents are our best partners in educating our students. We have many opportunities for parents to become involved including our more formal organizations like school site council and our parent teacher organization (PTO). We also invite parents to volunteer in classrooms, the lunchroom, to attend field trips, and many other fun family events throughout the year. We consider parents our active partners and send home weekly updates via

School Safety Plan - Most Recent YearThis section provides information about the school's comprehensive safety plan.

Safety is a top priority at our school. We have several systems in place to help keep students safe and encourage success. We participate in the district wide response to intervention program and use positive reinforcement as much as possible. We choose STAR students that exemplify safe behaviors and academic success each month and honor them with recognition in our monthly newsletter and a certificate. We have a part time social worker, psychologist, speech teacher, and literacy specialist to help students grow and learn academically as well as socially. We use a student success team (SST) model to help students needing extra support and use restorative justice to resolve conflicts. We have developed safety protocols for emergency situations and practice with our students how to handle emergency situations should they arrive.

State Priority: School ClimateThe 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 ExpulsionsThis table displays the rate of suspensions and expulsions (the total number of incidents divided by the totalenrollment) at the school and district levels for the most recent three-year period.

0.00

0.00

Suspensions

Expulsions

Subject 0.00

0.00

1.58

0.01

1.53

0.01

1.28

0.01

3.80

0.09

4.36

0.10

3.65

0.09

School District State

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16


Wednesday folders as well as monthly newsletters in order to ensure open communication and share successes of our school community.

If you are interested in parental involvement opportunities, please contact the principal at the school:

Tang, Wesley 415-291-7990

Section D (Other SARC Information) begins on next page.


Section 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.

Program Improvement Status

First Year of Program Improvement

Indicator In PI

2012-2013

In PI

2006-07

School District

Year in Program Improvement

Number of Schools Currently in Program Improvement

Year 2 Year 3

84

Percent of Title 1 Schools Currently in Program Improvement 79%

----

----

Federal Intervention Program (School Year 2016-17)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additionalyear that they do not make AYP. Detailed information about PI indentification can be found at the CDE Web site athttp://www.cde.ca.gov/ta/ac/ay/.

18

22

21

22

K

1

Grade Level

1

1

1

2

1

3

21

19

24

21

1

2

1

1

2

1

Number of Classrooms Number of Classrooms

2013-14Avg Class Size

1-20 21-32 33+

Avg Class Size

1-20 21-32 33+

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

2012-13

2

326

20

4

5 1

1

2

25

18

2

21

6Other

Average Class Size and Class Size Distribution (Elementary)

23

19

21

23

2

1

2

2

1

Number of Classrooms

2014-15Avg Class Size

1-20 21-32 33+

23

31

2

2


Types of Services Funded (Fiscal Year 2015-16) This section provides information about the programs and supplemental services that are available at the school

and funded through either categorical or other sources.

Academic Counselors and Other Support Staff (School Year 2015-16)This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other supportstaff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50% of full time.

Academic Counselor

Library Media Teacher (Librarian)

Title

Number of FTE Assigned to

School

Library Media Services Staff (Paraprofessional)Psychologist / Social Worker

Nurse

Speech/Language/Hearing Specialist

Resource Specialist (non-teaching) 1

Other

Average Number of Students per

Academic Counselor

----

--------

--------

----

----

Note: For various reasons, including funding sources and employees serving multiple locations, many of the staffin these positions are listed as working at central administrative offices, and so, will not show up under a particular school's staffing count. This includes the following FTE: Counselors - 13.6, Librarians - 27.5, Nurses - 55.8,

regarding staffing in these particular support roles, please contact the school.Psychologists/Social Workers - 169.4 and Resource Specialists - 130.5. If additional information is needed

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

$265School Site

District

Level

$5,252 $4,987

$4,987

Total Expenditures

Per Pupil

Expenditures Per Pupil

Supplemental

Expenditures Per Pupil

Basic

Percent Difference - School Site and District 0%

$65,238

$65,238

Average Teacher

Salary

0%

State $5,677

Percent Difference - School Site and State -12%

$75,837

-14%----

----

--------

----

----

--------

This table displays a comparison of the school's per pupil expeditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with

all schools in the district equally has been used. Detailed information regarding school expenditures and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

average teacher salaries at the district and state levels. The option to report expenditures and salaries for the benefit of


•Physical education through YMCA •Acrosports program•ExCel after school program •Early education after school program•Dance •Art classes with certified art instructors•Music instruction both instrumental and vocal•Certified librarian •School social worker•Psychologist•Literacy specialist •Speech teacher

$45,092

$71,627

Beginning Teacher Salary

Mid-Range Teacher Salary

Category

$41,380

$66,584

District AmountState Average For Districts

In Same Category

$93,288

$115,631

Highest Teacher Salary

Average Principal Salary (Elementary)

$83,576

$99,735

$120,915

$132,029

Average Principal Salary (Middle)

Average Principal Salary (High)

$104,512

$108,727

$249,537Superintendent Salary $282,800

37

5

Percent of Budget for Teacher Salaries

Percent of Budget for Administrative Salaries

30

6

Teacher and Administrative Salaries (Fiscal Year 2014-15)This table displays district-level salary information for teachers, principals, and superintendents, and compares thesefigures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the sametype and size. Detailed information regarding salaries can be found at the CDE Web site at: http://www.cde.ca.gov/ds/fd/cs/.

This section provides information about the program for training the school's teachers and other professional staff.

Professional Development

Professional development is a part of every site plan and a major component of instructional support to departments.The district's professional development program provides opportunities for teachers to implement the district's corecurriculum for all students, update subject area expertise, use data to plan instructional improvement strategies andacquire new instructional strategies. Leadership development across content areas is facilitated centrally, and foreducators and parents each school continues to provide some full days of professional development during the academic year.

End of SARC Document.

