SARC Report for Oak Knoll Elementary...Developing exemplary scholars may be impossible without...

Oak Knoll Elementary

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at 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 addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2015-16 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe 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 locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Kristen Gracia, PrincipalPrincipal, Oak Knoll Elementary

Welcome to Oak Knoll School! As you walk onto our campus, you w ill not ice the focus is on the whole child. Learning isnot limited to our classrooms, but is accessible everywhere on campus. You w ill see children of various ages workingtogether and learning from each other. You w ill see students who love to read, as evidenced by the large number ofstudents who stroll around book in hand. In the halls, you w ill hear children as young as five playing violin, or classes of kidsengaged in a debate, orsmall groups of students discussing their reading.

If you glance into the open doors of our classrooms, you w ill observe students using technology as a learning tool,students engaged in dynamic lessons, and individual students sit t ing w ith their teachers receiving targeted instruct ion. Inthe Science Lab you w ill see students working hands-on w ith experiments and asking and answering scient ific quest ions.You w ill not ice students taking the init iat ive in tending our school garden, plant ing seeds, and caring for the chickens.You w ill see students running the broadcast studio that produces the KNOL morning news and w ill watch the studenttech crew doing sound checks behind the scenes atschool-w ide assemblies and performances.

At recess, you w ill find children self-directed and part icipat ing in various games, sports and other act ivit ies, such as visit ingour bust ling school library. During this t ime, you might also not ice groups of kids in the Gaga (Israeli dodge ball) pit , whichstudents advocated for, designed according to geometric principles, and then built during math classes.

Oak Knoll is a big school of over 700 students that feels small, personal and focused on its mission: every child anexemplary scholar, a valued friend, and a courageous cit izen. Smart is not something you are; smart is something you getthrough hard work. This slogan epitomizes the school’s Mindset philosophy. We teach Dr. Carol Dweck’s “Mindset”research to our students and parents. They understand that intelligence is not an asset determined at birth, and that thebrain is pliable and capable of amazing accomplishments w ith pract ice and perseverance. Oak Knoll believes in the power ofrelat ionships. We have implemented specific strategies for building long-term student/ teacher relat ionships. Teacherstutor every student in the classroom who has not yet reached proficiency. Tutoring is designed around academic goalsand is also used as a crit ical t ime to deepen relat ionships.

Developing exemplary scholars may be impossible w ithout focusing on the whole child. We also emphasize studentsbecoming valued friends and courageous cit izens as part of our school mission. We keep rules to a minimum, emphasizeself-directedness and creat ivity, and dig deeply into yearly school themes designed to build cit izenship. We believe inrestorat ive discipline and work together w ith our students to find solut ions and strategies that work in rebuildingrelat ionships. Our fervent belief in inclusion for students w ith disabilit ies has helped create an appreciat ion and celebrat ionof unique differences. As we take our students on this educat ional journey, we emphasize strategies that develop a deepsense of compassion and confidence. As one student put it , “I love how you can try new things here and nobody makesfun of you.”

About Our SchoolAbout Our School

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

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

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

Oak Knoll Elementary1895 Oak Knoll Ln.Menlo Park, CA 94025-6120

Phone: 650-854-4433E-mail: [email protected]

ContactContact

2015-16 SARC - Oak Knoll Elementary

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mailto:[email protected]

Last updated: 12/13/2016


About This School

Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)

District Contact Information (School Year 2016-17)

District Name Menlo Park City Elementary

Phone Number (650) 321-7140

Superintendent Maurice Ghysels, Ed.D.

E-mail Address [email protected]

Web Site www.mpcsd.org

School Contact Information (School Year 2016-17)

School Name Oak Knoll Elementary

Street 1895 Oak Knoll Ln.

City, State, Zip Menlo Park, Ca, 94025-6120

Phone Number 650-854-4433

Principal Kristen Gracia, Principal

E-mail Address [email protected]

County-District-School (CDS) Code

41689656044176

School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)

Oak Knoll School, located 40 miles south of San Francisco in the city of Menlo Park, is one of the four schools in the Menlo Park City School District . Enrollment isapproximately 765 students in Kindergarten through Grade 5. The school staff includes 34 regular educat ion teachers, one librarian, one school counselor, oneschool psychologist, two Special Educat ion teachers, two Reading Specialists, one Resource specialist , one English Language specialist , one Speech and Languagespecialist , an art, two music, one PE teacher. The principal staff includes: one full-t ime administrator and two part-t ime administrators. The staff is supported by anoffice manager and an administrat ive assistant, along w ith six instruct ional aides and a number paraeducators.

Oak Knoll has a small minority populat ion: 17% of the total student body. The Oak Knoll community values educat ion, and therefore, less than 1% of ourstudents are absent w ithout excuse daily. Oak Knoll School is dedicated to providing a quality educat ional program for all students. It is our mission that everystudent is an exemplary scholar, a valued friend and a courageous cit izen. It is our goal to create a school where children are inspired: inspired to learn, inspired tocreate, and inspired to take risks. We w ish to create a school where learners are cont inually awed by the wonder and joy of learning. Oak Knoll values excellence,innovat ion, compassion, cooperat ion, creat ivity, perseverance, determinat ion and a growth mindset.


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www.mpcsd.org




Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)

Grade Level Number of Students

Kindergarten 103

Grade 1 119

Grade 2 125

Grade 3 135

Grade 4 127

Grade 5 127

Total Enrollment 736

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 50

20

40

60

80

100

120

140

Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)

Student Group Percent of Total Enrollment

Black or African American 1.0 %

American Indian or Alaska Nat ive 0.0 %

Asian 9.0 %

Filipino 0.0 %

Hispanic or Lat ino 10.0 %

Native Hawaiian or Pacific Islander 1.0 %

White 66.0 %

Two or More Races 13.0 %

Other 0.0 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 4.5 %

English Learners 8.6 %

Students w ith Disabilit ies 5.3 %

Foster Youth 0.0 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 35 36 25 206

Without Full Credent ial 0 0 1 1

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

0 0 0 0

2014-15 2015-16 2016-170

5

10

15

20

25

30

35

40Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2014-15 2015-16 2016-17-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: December 2016

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 100.0% 0.0%

High-Poverty Schoolsin District

Low-Poverty Schoolsin District

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

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

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language ArtsSRA/McGraw Hill: SRA/Open Court Reading, K-5

SRA/McGraw Hill: SRA/Foro Abierto K-5

No 0.0 %

MathematicsHoughton Mifflin Harcourt: California Math Expressions, K-5

Houghton Mifflin Harcourt: California Big Ideas Math CommonCore Advanced 1, 5th

Yes 0.0 %

ScienceDelta Education: California FOSS, K-5 as listed below:

FOSS Kindergarten: Trees, Wood and Paper, Animals 2x2

FOSS First Grade: Solids & Liquids, Plants and Animals, Air andWeather

FOSS Second Grade: Pebbles, Sand & Silt , Balance and Motion,Insects and Plants

FOSS Third Grade: Structures of Life, Sun, Moon and Stars,Matter and Energy

FOSS Fourth Grade: Environments, Solid Earth, Magnet ism andElectricity

FOSS Fifth Grade: Water Planet, Mixtures & Solut ions, LivingSystems

Yes 0.0 %

History-Social ScienceHarcourt School Publishers: Reflect ions, California Series, K-5

Harcourt School Publishers: Reflexiones, California Series, K-5

Yes 0.0 %

Foreign Language 0.0 %

HealthCommittee for Children: Second Step, K-2

Lions Quest: Skills for Grow ing, 3-5

Yes 0.0 %

Visual and Performing Arts 0.0 %

Science Lab Eqpmt(Grades 9-12)

N/A N/A 0.0 %


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Last updated: 12/12/20162015-16 SARC - Oak Knoll Elementary

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School Facility Good Repair StatusYear and month of the most recent FIT report: November 2016

Overall Facility RateYear and month of the most recent FIT report: November 2016

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

Oak Knoll School has 36 classrooms, a mult ipurpose room, a library, music and art facilit ies and an administrat ion building. The main campus is approximately 50years old. A major renovat ion of the facility was completed in 2010. 12 new classrooms and a new mult ipurpose facility opened in September 2010. The field,playground, and parking lots were all replaced during the modernizat ion work. W indows, door and hardware were replaced throughout the exist ing school. Mostrecent ly, Oak Knoll School had the roof replaced on the original buildings. In the summer of 2015, the District performed a seismic improvement project on all theolder classrooms built in the 1950s and 1960s. In addit ion, classroom flooring was replaced throughout the school which had flooring that was about 15 yearsold. Interior and exterior finishes were painted as needed. Roofing was also replaced on the older sect ions of the school in the summer of 2015 and 2016.

The District takes great efforts to ensure that all schools are clean, safe, and funct ional. To assist in this effort, the Director of Maintenance and Operat ions andthe site Principal conduct an annual walk-through to ident ify and priorit ize necessary maintenance projects.

The District maintenance staff keeps the school in good repair and working order by complet ing necessary tasks in a t imely manner. A work order process is usedto ensure efficient service and that emergency repairs are given the highest priority. Cleaning standards for all schools in the district have been established. Theprincipal and Director of Maintenance and Operat ions work closely w ith the custodial staff to develop cleaning schedules to ensure a clean and safe school.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

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

Good

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

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

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All StudentsCAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

English Language Arts / Literacy (grades 3-8 and 11) 86.0% 82.0% 82.0% 82.0% 44.0% 48.0%

Mathematics (grades 3-8 and 11) 87.0% 86.0% 79.0% 81.0% 34.0% 36.0%


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Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated 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 stat ist icalaccuracy or to protect student privacy.

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

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

ELA - Grade 3ELA - Grade 3

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 137 131 95.6% 76.3%

Male 75 72 96.0% 70.8%

Female 62 59 95.2% 83.1%

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

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

Asian 12 12 100.0% 100.0%

Filipino -- -- -- --

Hispanic or Lat ino 17 16 94.1% 25.0%

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

White 77 76 98.7% 82.9%

Two or More Races 16 16 100.0% 93.8%

Socioeconomically Disadvantaged -- -- -- --

English Learners 14 8 57.1% 37.5%

Students w ith Disabilit ies -- -- -- --

Students Receiving Migrant Educat ion Services -- -- -- --

Foster Youth -- -- -- --


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All Students 130 124 95.4% 82.3%

Male 65 61 93.9% 82.0%

Female 65 63 96.9% 82.5%



Asian -- -- -- --




White 88 85 96.6% 88.2%

Two or More Races -- -- -- --


English Learners 11 8 72.7% --





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All Students 127 125 98.4% 86.4%

Male 67 66 98.5% 81.8%

Female 60 59 98.3% 91.5%



Asian -- -- -- --




White 82 82 100.0% 87.8%

Two or More Races 16 16 100.0% 100.0%


English Learners -- -- -- --





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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.



CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

Mathematics - Grade 3Mathematics - Grade 3


All Students 137 134 97.8% 84.3%

Male 75 74 98.7% 83.8%

Female 62 60 96.8% 85.0%



Asian 12 12 100.0% 100.0%




White 77 76 98.7% 92.1%

Two or More Races 16 16 100.0% 93.8%







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All Students 130 127 97.7% 86.6%

Male 65 63 96.9% 85.7%

Female 65 64 98.5% 87.5%



Asian -- -- -- --




White 88 85 96.6% 92.9%

Two or More Races -- -- -- --







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All Students 127 125 98.4% 87.2%

Male 67 66 98.5% 84.9%

Female 60 59 98.3% 89.8%



Asian -- -- -- --




White 82 82 100.0% 91.5%

Two or More Races 16 16 100.0% 93.8%







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Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades 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 stat ist icalaccuracy or to protect student privacy.

CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)

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 studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith 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 stat ist icalaccuracy or to protect student privacy.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced


2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Science (grades 5, 8, and 10) 94.0% 96.0% 96.0% 89.0% 91.0% 93.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 127 126 99.2% 96.0%

Male 67 66 98.5% 97.0%

Female 60 60 100.0% 95.0%


American Indian or Alaska Nat ive 0 0 0.0% 0.0%

Asian -- -- -- --

Filipino 0 0 0.0% 0.0%



White 82 82 100.0% 97.6%

Two or More Races 16 16 100.0% 100.0%




Students Receiving Migrant Educat ionServices

0 0 0.0% 0.0%



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State Priority: Other Pupil Outcomes

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

Pupil outcomes in the subject area of physical educat ion

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

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

Grade Level

Percentage of Students Meeting Fitness Standards

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

5 3.1% 7.9% 85.0%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)

Parents regularly volunteer at Oak Knoll School to provide teacher instruct ional support and to coordinate special projects and act ivit ies planned by staff or by theParent-Teacher Organizat ion. Back-to-School and Open House evenings draw 90-95% of our parents.PTO membership is over 80%. Through annual family events the PTO provides community outreach, connect ion and involvement in the school, and contributesthousands of dollars and volunteer hours yearly to support our school programs.

Each year the school has a theme that is rooted in the school mission: Every student and exemplary scholar, a valued friend and a courageous cit izen. Students inall classrooms from kindergarten to 5th grade engage in learning and service work that embodies the school theme. The past three years the themes have beenCourage, Compassion and this year, Connected. The school counselor plans lessons for the classroom and develops a scope and sequence of community buildingevents that are focused on the theme.


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2016-17)

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Suspensions 0.0 0.0 1.0 4.4 3.8 3.7

Expulsions 0.0 0.0 0.0 0.1 0.1 0.1

Suspensions

2013-14 2014-15 2015-160.0

1.0

2.0

3.0

4.0

5.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-160.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

The Menlo Park City School District incorporates requirements of all legislat ive mandates into a single Emergency Preparedness Plan that is updated annually. Theprincipal manages the Site Emergency Plan that coordinates concerns of parents, students and staff for the safety and welfare of all. The Site Emergency Plan isreviewed and revised annually and appropriate drills and training are provided to help all persons become familiar w ith their responsibilit ies. Emergencypreparedness also includes close cooperat ion and planning w ith police, fire, civic emergency agencies and school/parent groups.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Average Class Size and Class Size Distribution (Elementary)

* 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 2015-16)


Federal Intervention Program (School Year 2016-17)Federal Intervention Program (School Year 2016-17)

Indicator School District

Program Improvement Status Not in PI Not in PI

First Year of Program Improvement

Year in Program Improvement

Number of Schools Current ly in Program Improvement N/A 0

Percent of Schools Current ly in Program Improvement N/A 0.0%

2013-14 2014-15 2015-16

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

K 20.0 4 3 20.0 3 3 21.0 5

1 22.0 2 4 22.0 3 3 20.0 6

2 21.0 3 3 23.0 2 4 21.0 6

3 25.0 5 24.0 5 23.0 6

4 23.0 6 26.0 5 26.0 5

5 24.0 5 24.0 1 5 25.0 5

6

Other

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor

Counselor (Social/Behavioral or Career Development) 1.0 N/A

Library Media Teacher (librarian) 1.0 N/A

Library Media Services Staff (paraprofessional) 0.0 N/A

Psychologist 1.0 N/A

Social Worker 0.0 N/A

Nurse 0.0 N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist (non-teaching) N/A

Other N/A


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*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


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

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $6836.8 $1564.9 $5271.9 $105048.0

District N/A N/A $8426.3 $100890.0

Percent Difference – School Site andDistrict

N/A N/A -37.4% 4.1%

State N/A N/A $5677.0 $71610.0

Percent Difference – School Site and State N/A N/A -7.1% 46.7%


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

Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)

With our funding resources, schools are provided support teachers and staff to meet a variety of student needs. We have support teachers for English languageDevelopment and Reading. Music Teachers, and full t ime Teacher Library Specialists, and Science Aides to enhance our instruct ional Programs and we also haverobust Student Support services including speech and language specialists, resource specialists, psychologists, school counselors, and nursing. Core textbooks arepurchased w ith district funds and state funds, and monies raised by the PTO supplement instruct ional materials and supplies. We are constant ly working toincrease the amount and quality of technology in our schools.

Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $58,207 $44,507

Mid-Range Teacher Salary $94,237 $68,910

Highest Teacher Salary $115,437 $88,330

Average Principal Salary (Elementary) $143,154 $111,481

Average Principal Salary (Middle) $178,141 $115,435

Average Principal Salary (High) $ $113,414

Superintendent Salary $229,468 $169,821

Percent of Budget for Teacher Salaries 44.0% 39.0%

Percent of Budget for Administrat ive Salaries 7.0% 6.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

120000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

50000

100000

150000

200000


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


Professional DevelopmentProfessional Development

The District values professional development of teachers and administrators as an ongoing process of professional growth and learning for the individual, and as atool for increasing student achievement. Professional development opportunit ies provided by the District include three staff development days, and threecollaborat ive planning days. Professional Learning is also provided through attendance at workshops, courses and conferences by individual teachers, opportunit iesfor collaborat ive planning and curriculum development on early release days, and professional learning community work to analyze data and plan for instruct ion.This year we also cont inued workshops designed by our teachers for their peers where our teachers can share their expert ise.


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SARC Report for Oak Knoll Elementary...Developing exemplary scholars may be impossible without...

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Transcript of SARC Report for Oak Knoll Elementary...Developing exemplary scholars may be impossible without...