School Accountability Report Card

SARC
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California Department of Education
School Accountability Report Card

Reported Using Data from the 2015-16 School Year
Published During 2016-17

Oliver Wendell Holmes Middle

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 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 and 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.

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

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.


About This School

District Contact Information (School Year 2016-17)
District Name Los Angeles Unified School District
Phone Number 213-241-1000
Superintendent Michelle King
E-mail Address michelle.king@lausd.net
Web Site achieve.lausd.net
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School Contact Information (School Year 2016-17)
School Name Oliver Wendell Holmes Middle
Oliver Wendell Holmes Middle School (Holmes MS)
Street 9351 PASO ROBLES AVE
City, State, Zip NORTHRIDGE, CA 91325
Phone Number 818-678-4100
Principal D ALOISIO, HANH K
E-mail Address hkd5040@lausd.net
Web Site www.lausd.k12.ca.us/Holmes_MS
County-District-School (CDS) Code 19 64733 6058069
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School Description and Mission Statement (School Year 2016-17)

All youth achieving is the overall mission of Los Angeles Unified School District. The District's vision is that every LAUSD student will complete high school college-prepared and career-ready. To achieve our mission and vision, all schools in the District are committed to meeting the five goals listed below:

  1. 100% Graduation
  2. Academic Proficiency for All Students
  3. 100% Attendance
  4. Student, Parent, and Community Engagement
  5. School Safety

This School Accountability Report Card shows how well our school and students are meeting the District's goals.


Student Enrollment by Grade Level (School Year 2015-16)
Grade Level Number of Students
Kindergarten 0
Grade 1 0
Grade 2 0
Grade 3 0
Grade 4 0
Grade 5 0
Grade 6 445
Grade 7 492
Grade 8 503
Ungraded Elementary 0
Grade 9 0
Grade 10 0
Grade 11 0
Grade 12 0
Ungraded Secondary 0
Total Enrollment 1,440
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Student Enrollment by Student Group (School Year 2015-16)
Group Percent of Total Enrollment
Black or African American 4.2
American Indian or Alaska Native 0.2
Asian 5
Filipino 6
Hispanic or Latino 67.2
Native Hawaiian or Pacific Islander 0.1
White 15.3
Two or More Races 1.9
Socioeconomically Disadvantaged 72.8
English Learners 9.8
Students with Disabilities 11.5
Foster Youth 1.2
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A.  Conditions of Learning

State Priority: Basic

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


Teacher Credentials
Teachers School 2014-15 School 2015-16 School 2016-17 District 2016-17
Teachers With Full Credential 57 58 188 23,864
Teachers Without Full Credential 0 0 11 635
Teachers Teaching Outside Subject Area of Competence (with full credential) 22 17 1 270
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Teacher Misassignments and Vacant Teacher Positions
Indicator 2014-15 2015-16 2016-17
Misassignments of Teachers of English Learners 3 0 0
Total Teacher Misassignments* 77 44 1
Vacant Teacher Positions 2 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.

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Core Academic Classes Taught by Highly Qualified Teachers
(School Year 2015-16)
Location of Classes Percent of Classes In Core Academic Subjects
Taught by
Highly Qualified Teachers
Not Taught by
Highly Qualified Teachers
This School 94.95 5.05
All Schools in District 91.86 8.14
High-Poverty Schools in District 91.53 8.47
Low-Poverty Schools in District 97.98 2.02

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.

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

(Month and year in which data were collected: October 2015)
Subject Textbooks and Instructional
Materials / Year of Adoption
From Most Recent Adoption? Percent Students Lacking
Own Assigned Copy
Reading / Language Arts 2002-2004 Yes 0%
Mathematics 2014 Yes 0%
Science 2007 Yes 0%
History-Social Science 2006 Yes 0%
Foreign Language N/A N/A N/A
Health 2005 Yes 0%
Visual and Performing Arts 2008 Yes 0%
Science Laboratory Equipment (Grades 9-12) N/A N/A N/A

Note: Assembly Bill X4 2 (Chapter 2, Statutes of 2009-10 Fourth Extraordinary Session) signed on July 28, 2009, suspended the process and procedures for adopting instructional materials, including framework revisions, until the 2013-14 school year. Senate Bill (Chapter 7 of the Statutes of 2011) extended that suspension until the 2015-16 school year.
Note: Cells with N/A values do not require data.
* Science Lab equipment sufficiency is per school, not per pupil.

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School Facility Conditions and Planned Improvements

The District takes great efforts to ensure that all schools are clean, safe, and functional within the available resources. The District has established cleaning standards for all school facilities in assigning and inspecting custodial work. Food service and restroom facilities are given highest priority on a daily basis to ensure the health and safety of students and staff. Other cleaning functions may be scheduled on a less than daily frequency due to the limitation of available custodial resources. Determination of repair status is based on the most recent SARC Inspection. Additional information about the condition of the school facilities may be obtained from the school.

School Facility Good Repair Status

(Month and year of most recent FIT report: February 2016)
System Inspected Repair Status Repair Needed and Action Taken or Planned
Gas Leaks GOOD
Mechanical / HVAC GOOD
Sewer GOOD
Interior Surfaces GOOD
Overall Cleanliness GOOD
Pest / Vermin Infestation GOOD
Electrical (Interior and Exterior) GOOD
Restrooms GOOD
Sinks / Drinking Fountains (Inside and Outside) GOOD
Fire Safety GOOD
Hazardous Materials (Interior and Exterior) GOOD
Structural Damage GOOD
Roofs GOOD
Playground / School Grounds GOOD
Windows / Doors / Gates / Fences GOOD
Overall Rating EXEMPLARY

Note: Not all of the cited maintenance deficiencies in this category have been repaired or mitigated to date, but have been reported via a Service Call and will be completed based on the priority, age and our resource availabilities.

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B. Pupil Outcomes

State Priority: Pupil Achievement

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


CAASPP Test Results in English Language Arts/Literacy (ELA) and
Mathematics for All Students
Percentage of Students Meeting or Exceeding the State Standards
Subject School District State
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
English Language Arts / Literacy (Grades 3-8 and 11) 38 47 34 39 44 48
Mathematics (Grades 3-8 and 11) 30 36 25 29 34 36

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.

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CAASPP Test Results in English Language Arts (ELA)
by Student Group, Grades Three through Eight and Grade Eleven
(School Year 2015-16)

ELA - Grade 6
Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Met or
Exceeded
All Students 450 436 96.89 50.23
Male 198 192 96.97 44.27
Female 252 244 96.83 54.92
Black or African American 22 21 95.45 38.10
American Indian or Alaska Native -- -- -- --
Asian 31 30 96.77 70.00
Filipino 18 18 100.00 77.78
Hispanic or Latino 295 288 97.63 47.22
Native Hawaiian or Pacific Islander -- -- -- --
White 65 63 96.92 53.97
Two or More Races 12 12 100.00 41.67
Socioeconomically Disadvantaged 318 312 98.11 43.27
English Learners 42 39 92.86 2.56
Students with Disabilities 44 40 90.91 7.50
Students Receiving Migrant Education Services -- -- -- --
Foster Youth -- -- -- --

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 Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Note: Mathematics 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 Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

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

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CAASPP Test Results in English Language Arts (ELA)
by Student Group, Grades Three through Eight and Grade Eleven
(School Year 2015-16)

ELA - Grade 7
Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Met or
Exceeded
All Students 495 484 97.78 47.11
Male 244 238 97.54 36.97
Female 251 246 98.01 56.91
Black or African American 20 19 95.00 21.05
American Indian or Alaska Native
Asian 24 24 100.00 58.33
Filipino 35 34 97.14 61.76
Hispanic or Latino 311 307 98.71 43.65
Native Hawaiian or Pacific Islander -- -- -- --
White 94 89 94.68 57.30
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 370 363 98.11 42.98
English Learners 38 34 89.47 2.94
Students with Disabilities 64 56 87.50 7.14
Students Receiving Migrant Education Services
Foster Youth -- -- -- --

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 Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Note: Mathematics 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 Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

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

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CAASPP Test Results in English Language Arts (ELA)
by Student Group, Grades Three through Eight and Grade Eleven
(School Year 2015-16)

ELA - Grade 8
Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Met or
Exceeded
All Students 497 488 98.19 43.44
Male 236 232 98.31 33.19
Female 261 256 98.08 52.73
Black or African American 19 17 89.47 35.29
American Indian or Alaska Native
Asian 18 17 94.44 70.59
Filipino 33 33 100.00 69.70
Hispanic or Latino 353 349 98.87 38.68
Native Hawaiian or Pacific Islander
White 68 66 97.06 48.48
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 348 342 98.28 40.35
English Learners 28 28 100.00
Students with Disabilities 66 59 89.39 8.47
Students Receiving Migrant Education Services
Foster Youth -- -- -- --

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 Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Note: Mathematics 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 Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

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

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CAASPP Test Results in Mathematics
by Student Group, Grades Three through Eight and Grade Eleven
(School Year 2015-16)

Mathematics - Grade 6
Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Met or
Exceeded
All Students 450 440 97.78 34.32
Male 198 193 97.47 33.16
Female 252 247 98.02 35.22
Black or African American 22 21 95.45 28.57
American Indian or Alaska Native -- -- -- --
Asian 31 30 96.77 56.67
Filipino 18 18 100.00 72.22
Hispanic or Latino 295 289 97.97 26.99
Native Hawaiian or Pacific Islander -- -- -- --
White 65 63 96.92 49.21
Two or More Races 12 12 100.00 41.67
Socioeconomically Disadvantaged 318 313 98.43 27.48
English Learners 42 40 95.24 5.00
Students with Disabilities 44 40 90.91 5.00
Students Receiving Migrant Education Services -- -- -- --
Foster Youth -- -- -- --

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 Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Note: Mathematics 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 Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

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

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CAASPP Test Results in Mathematics
by Student Group, Grades Three through Eight and Grade Eleven
(School Year 2015-16)

Mathematics - Grade 7
Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Met or
Exceeded
All Students 496 487 98.19 36.14
Male 244 239 97.95 33.47
Female 252 248 98.41 38.71
Black or African American 20 19 95.00 26.32
American Indian or Alaska Native
Asian 24 24 100.00 37.50
Filipino 35 34 97.14 67.65
Hispanic or Latino 311 309 99.36 31.07
Native Hawaiian or Pacific Islander -- -- -- --
White 95 90 94.74 42.22
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 371 365 98.38 30.41
English Learners 38 36 94.74 2.78
Students with Disabilities 64 57 89.06 8.77
Students Receiving Migrant Education Services
Foster Youth -- -- -- --

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 Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Note: Mathematics 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 Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

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

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CAASPP Test Results in Mathematics
by Student Group, Grades Three through Eight and Grade Eleven
(School Year 2015-16)

Mathematics - Grade 8
Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Met or
Exceeded
All Students 498 489 98.19 36.81
Male 237 233 98.31 31.76
Female 261 256 98.08 41.41
Black or African American 20 18 90.00 22.22
American Indian or Alaska Native
Asian 18 17 94.44 47.06
Filipino 33 33 100.00 54.55
Hispanic or Latino 353 349 98.87 32.95
Native Hawaiian or Pacific Islander
White 68 66 97.06 50.00
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 348 342 98.28 33.63
English Learners 28 28 100.00 3.57
Students with Disabilities 66 59 89.39 5.08
Students Receiving Migrant Education Services
Foster Youth -- -- -- --

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 Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Note: Mathematics 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 Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

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

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CAASPP Test Results in Science for All Students
Percentage of Students Scoring at Proficient or Advanced
Subject School District State
2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16
Science (Grades 5, 8, and 10) 68 58 71 50 46 46 60 56 54

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

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

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CAASPP Test Results in Science by Student Group
Grades Five, Eight, and Ten (School Year 2015-16)
Student Group Total Enrollment Number of Students
with Valid Scores
Percentage of Students
with Valid Scores
Percentage at Proficient
or Advanced
All Students 497 482 96.98 71.16
Male 236 230 97.46 69.57
Female 261 252 96.55 72.62
Black or African American 19 16 84.21 81.25
American Indian or Alaska Native
Asian 18 17 94.44 76.47
Filipino 33 33 100.00 90.91
Hispanic or Latino 353 344 97.45 65.99
Native Hawaiian or Pacific Islander
White 68 66 97.06 81.82
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 348 338 97.13 67.75
English Learners 28 28 100.00 17.86
Students with Disabilities 66 57 86.36 47.37
Students Receiving Migrant Education Services
Foster Youth -- -- -- --

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

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

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State Priority: Other Pupil Outcomes

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


California Physical Fitness Test Results (School Year 2015-16)
Level Grade 5 Grade 7 Grade 9
Percentage of Students Meeting Four of Six Fitness Standards 20.7
Percentage of Students Meeting Five of Six Fitness Standards 23.4
Percentage of Students Meeting Six of Six Fitness Standards 15

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.

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C.  Engagement

State Priority: Parental Involvement

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

Opportunities for Parental Involvement (School Year 2016-17)

To participate with any of the following opportunities, contact the school principal.

School
Year
Advisory
Council
Governance
Council
PTA /
PTO
Classroom
Volunteer
Office
Volunteer
Supervision
Volunteer
Fund
Raising
School
Beautification
Other
2016-17


State Priority: School Climate

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

Suspensions and Expulsions
Rate School District State
2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16
Suspensions 2.34 0.70 0.80 1.30 0.91 0.93 4.36 3.80 3.65
Expulsions 0.06 0.00 0.02 0.01 0.02 0.10 0.09 0.09
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School Safety Plan (School Year 2016-17)

Our school makes every effort to provide a safe, clean environment for learning. Classroom space is used to support our instructional program. Emergency drills are routinely held for earthquake and fire preparedness for our students and staff. As required by California Education Code (CEC), Section 35294, the school's Safe School Plan was revised and reviewed with staff on the following dates:

Safe School Plan Date Revised Date Reviewed with Staff
Volume 1 Prevention Programs     2016-09-22 2016-09-22
Volume 2 Emergency Procedures 2016-09-22 2016-09-22
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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.

On August 6, 2013, the United States Secretary of Education awarded the NCLB Waiver to eight California school districts, including Los Angeles Unified School District, that are part of the California Office to Reform Education (CORE) Consortium. The waiver allows the CORE districts to immediately implement an alternative accountability system, instead of the AYP. This new accountability system, School Quality Improvement System, will give the participating districts more flexibility and accountability in how they measure student performance and raise academic performance at the district level. While the California Department of Education (CDE) continues to publish AYP status for LAUSD schools, beginning in 2013-14 school year, the district will implement the School Quality Improvement System.

The NCLB Waiver awarded to LAUSD allows for several flexibilities from the previous accountability system. While CDE continues to identify LAUSD and certain district schools to be in PI status, the corrective actions and other interventions previously required of PI district and schools are no longer mandatory as the district implements the School Quality Improvement System in 2014-15. Using the School Quality Improvement Index, the district will identify several categories of schools for improvement, including 'Priority', 'Focus', and 'Support'. The School Quality Improvement Index will also identify 'Reward' and 'Collaborative Partner' schools that have made progress, who may be required to partner with a Priority or Focus school to support improvement efforts.


Federal Intervention Program (School Year 2016-17)
Indicator School District
Program Improvement Status In PI In PI
First Year of Program Improvement 2008-2009 2004-2005
Year in Program Improvement* Year 5 Year 3
Number of Schools Currently in Program Improvement N/A 652
Percent of Schools Currently in Program Improvement N/A 71.3

Note: Cells with NA values do not require data.

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Average Class Size and Class Size Distribution (Elementary)
Grade
Level
Avg.
Class
Size
2013-14
Number of Classes*
Avg.
Class
Size
2014-15
Number of Classes*
Avg.
Class
Size
2015-16
Number of Classes*
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K
1
2
3
4
5
6 34 9 18 56 32 8 39 44 32 16 17 60
Other

* Number of classes indicates how many classes fall into each size category (a range of total students per class)

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Average Class Size and Class Size Distribution (Secondary)
Material Avg.
Class
Size
2013-14
Number of Classes*
Avg.
Class
Size
2014-15
Number of Classes*
Avg.
Class
Size
2015-16
Number of Classes*
1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+
English 26 17 17 16 26 17 13 19 27 14 8 21
Mathematics 28 11 8 19 29 6 14 17 29 7 11 18
Science 27 8 7 12 29 5 7 12 28 7 6 13
Social Science 30 6 11 20 29 8 10 18 32 4 8 21

* 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 is reported by subject area rather than grade level.

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Academic Counselors and Other Support Staff (School Year 2015-16)
Title Number of FTE* Assigned to School Average Number of Students per
Academic Counselor
Academic Counselor 5.00 288
Counselor (Social/Behavioral or Career Development) 0.00 N/A
Library Media Teacher (librarian) 0.00 N/A
Library Media Services Staff (paraprofessional) N/A N/A
Psychologist 3.00 N/A
Social Worker 0.00 N/A
Nurse 2.00 N/A
Speech/Language/Hearing Specialist 0.00 N/A
Resource Specialist (non-teaching) 0.00 N/A
Other 0.00 N/A

Note: Cells with N/A values 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.

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Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)
Level Expenditures Per Pupil Average
Teacher Salary
Total
Expenditures
Supplemental /
Restricted
Basic /
Unrestricted
School Site $7,997 $2,167 $5,830 $75,698
District N/A N/A $5,729 $71,133
Percent Difference - School Site and District N/A N/A 2% 6%
State N/A N/A $5,348 $71,517
Percent Difference - School Site and State N/A N/A 9% 6%

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

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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 categorical sources.

Title I funds are used to support effective, research-based educational strategies for students not meeting the state's challenging academic achievement standards. Title I funds are distributed to schools with a minimum of 50% poverty on a per-pupil basis. Based on an analysis of student achievement data, Title I resources may be used for professional development, TIER II supplemental instruction and intervention, parental involvement, personalization and support for students with at-risk behaviors.

Title III funds assist English Learners (EL) in acquiring English fluency, gaining access to the curriculum, and achieving grade-level and graduation standards. Funds are distributed to school sites based on the number of EL students enrolled.

Economic Impact Aid-Limited English Proficient (EIA-LEP) 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 School Plan as approved by the School Site Council and the local governing board. Typical examples include funds set aside for professional development, the purchase of supplemental materials and expenses that support paraprofessionals, supplemental resource teachers, and the operation of EL advisory committees.

School Year Title I Title III EIA-LEP
2015-16 X X X


Teacher and Administrative Salaries (Fiscal Year 2015-16)
Category District Amount State Average For Districts
In Same Category
Beginning Teacher Salary $42,207 $45,092
Mid-Range Teacher Salary $67,417 $71,627
Highest Teacher Salary $83,703 $93,288
Average Principal Salary (Elementary) $107,190 $115,631
Average Principal Salary (Middle) $121,149 $120,915
Average Principal Salary (High) $124,798 $132,029
Superintendent Salary $350,000 $249,537
Percent of Budget for Teacher Salaries 34 37
Percent of Budget for Administrative Salaries 5 5

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

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Professional Development - Most Recent 3 Years

The professional development provided in the 2016-17 school year was designed to deepen the knowledge of teachers and schools leaders of the California content standards in English language arts, English language development, mathematics, science, and literacy in history/social studies, science, and technical subjects, visual performing arts, health, physical education, and other content subjects. The professional development has built upon the phases of implementation of the standards, the Professional Learning and Leadership Development initiatives incorporating the Teaching and Learning and School Leadership frameworks, and targeted instruction for our subgroups. The primary focus of professional development within the District continues to be focused on effective first instruction using the California Content Standards as the foundation for equity, access, culturally and linguistically responsive teaching, Universal Design for Learning, integration of social emotional learning, and multi-tiered systems of support for both tier I instruction and tier II/III interventions for behavior and academics. The District encourages schools to use a Plan-Deliver-Reflect-Revise model where teachers work collaboratively to construct instructional lessons, analyze student work, and reflect on instructional practices. The specific focus areas have been on the delivery of literacy and language instruction that ensures that all students read, write, speak and listen effectively, accurately, and fluently by the end of 2nd grade; the implementation of the California English Language Development Standards (CA ELD); the transition to the Next Generation Science Standards (NGSS); and the development of the instructional leadership team to collectively build capacity that increases the ability of all educators to make the instructional changes needed for all students to be college- and career-ready.

Time Contractually Allotted for Professional Development for Teachers*

Elementary Schools
Academic Year Banked Time (Hours) Pupil Free (Hours)
2016-17 26 Hours 6 Hours
2015-16 26 Hours 6 Hours
2014-15 26 Hours 6 Hours

Secondary Schools
Academic Year Banked Time (Hours) Pupil Free (Hours)
2016-17 21 Hours 6 Hours
2015-16 21 Hours 6 Hours
2014-15 21 Hours 6 Hours

Note: * Schools often provided additional professional development time based on specific school-site scheduling and budgetary decisions.

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