SARC Report for Soleado Elementary · 2016-01-21 · Soleado Elementary By February 1 of each year,...

Soleado 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 2013-14 School Year

Published During 2014-15

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 , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, highschool 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.

Mrs. Gina Stutzel, PrincipalPrincipal, Soleado Elementary

Soleado Elementary School opened its doors in 1968 as a school of cooperat ive teaching. Soleado is unique, as it is Thisdist inct ive architectural design provides for individual classrooms, as well as open instruct ional areas in each building. Thisallows for small group instruct ion to occur in each classroom, and large group instruct ion to occur w ithin and across gradelevels. We are proud to offer programs to our students that reflect an act ive and on-going collaborat ion w ith teachersand parents. I am proud to say that the Soleado Faculty meets on a daily basis to discuss classroom instruct ion andinstruct ional pract ices. Our teachers are committed to bringing a quality program to all of our students. This collaborat iveteaching design is instrumental in allow ing our students to access the curriculum and achieve academic success, as well asfoster a posit ive sense of family among our students, staff, and parents. We are proud to say that our school is composedof a culturally diverse student body. Our students represent many countries from around the world. Our parents areextremely act ive in the Soleado Parent Teacher Associat ion and Booster Club, as well as volunteers in our classrooms. Thehigh level of parent involvement sends a message to our students that they are important and that we value theiracademic progress. We pride ourselves in being the "Happy School" and w ill cont inue to live up to that name.

Soleado Elementary27800 Longhill Dr.Rancho Palos Verdes, CA 90275-3909

Phone: 310-377-6854E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

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

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

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

mailto:[email protected]

Last updated: 1/20/2015


About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

District Contact Information - Most Recent Year

District Name Palos Verdes Peninsula Unified

Phone Number (310) 378-9966

Superintendent Don Aust in

E-mail Address [email protected]

Web Site www.pvpusd.net

School Contact Information - Most Recent Year

School Name Soleado Elementary

Street 27800 Longhill Dr.

City, State, Zip Rancho Palos Verdes, Ca, 90275-3909

Phone Number 310-377-6854

Principal Mrs. Gina Stutzel, Principal

E-mail Address [email protected]

Web Site www.pvpusd.net

County-District-School (CDS) Code

19648656021356

School Description and Mission Statement - Most Recent YearSchool Description and Mission Statement - Most Recent Year

Soleado Elementary School is one of ten schools serving the elementary students

enrolled in the Palos Verdes Peninsula Unified School District . In a district that

cont inues to pride itself in excellence and programs that challenge and support student

learning, Soleado Elementary School is held in high esteem. We are proud of our

students’ rich cultural background, academic achievement, and involvement in extracurricular

act ivit ies. Soleado Elementary School is dedicated to educat ion and creat ing

lifelong learners to the fullest extent possible, to promoting posit ive self-esteem, and to

preparing responsible and product ive cit izens for a challenging and technologically

driven 21st century.

2013-14 SARC - Soleado Elementary

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www.pvpusd.net


www.pvpusd.net


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Student Enrollment by Grade Level (School Year 2013-14)Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Kindergarten 95

Grade 1 96

Grade 2 54

Grade 3 60

Grade 4 63

Grade 5 71

Total Enrollment 439

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 50

20

40

60

80

100

Student Enrollment by Student Group (School Year 2013-14)Student Enrollment by Student Group (School Year 2013-14)

Student Group Percent of Total Enrollment

Black or African American 2.1 %

American Indian or Alaska Nat ive 0.2 %

Asian 47.2 %

Filipino 3.2 %

Hispanic or Lat ino 10.9 %

Native Hawaiian or Pacific Islander 0.0 %

White 28.2 %

Two or More Races 8.2 %

Socioeconomically Disadvantaged 2.1 %

English Learners 23.5 %

Students w ith Disabilit ies 6.6 %

Foster Youth %

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Foster Youth

2%

47%

3%10%

28%

8%

2%

23%

6%


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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

2012-13

2013-14

2014-15

2014-15

With Full Credent ial 20 17 21 508

Without Full Credent ial 0 0 0 3

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

0 0 0 0

2012-13 2013-14 2014-150

5

10

15

20

25Teachers 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

Indicator2012-

132013-

142014-

15

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2012-13 2013-14 2014-15-1.0

-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: October 2014

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

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 98.0% 3.0%

High-Poverty Schoolsin District

0.0% 0.0%

Low-Poverty Schoolsin District

98.0% 3.0%

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language ArtsEnglish/Language

Arts, including the English language development component ofan

adopted program - (list of adopted textbooks or instruct ionalmaterials for

this subject for each grade level or school)

Grade K Pract iceBook Student Edit ion, Level K, Houghton Mifflin, 2003

Grade 1 StudentAnthology, Here We Go, Level 1, Houghton Mifflin, 2003

Student Anthology, Lets Be Friends Level 1.2,Houghton Mifflin,

2003

Student Anthology, Surprises, Level 1.3,Houghton Mifflin, 2003

Student Anthology, Treasures, Level 1.4,Houghton Mifflin, 2003

Grade 2 StudentAnthology, Adventures, Level 2.1, Houghton Mifflin, 2003

Student Anthology, Delights, Level 2.2,Houghton Mifflin, 2003

Grade 3 StudentAnthology, Rewards, Level 3.1, Houghton Mifflin, 2003

Student Anthology, Horizons, Level 3.2,Houghton Mifflin, 2003

Grade 4 StudentAnthology, Tradit ions, Level 4, Houghton Mifflin, 2003

Grade 5 StudentAnthology, Expedit ions, Level 5, Houghton Mifflin, 2003

Yes 0.0 %

MathematicsMathematics – (list of adopted textbooks or instruct ional

materialsfor this subject for each grade level or school)

Grades K-5 CCSS Everyday Mathematics, McGraw-Hill, 2012

Yes 0.0 %

ScienceScience - (list of

Yes 0.0 %


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adopted textbooks or instruct ional materials for this subject foreach grade

level or school)

Grade K CaliforniaScience Big Book Flip Chart, Pearson-Scott Foresman, 2008

Grades 1-2 CaliforniaScience, Pupil Edit ion, Pearson-Scott Foresman, 2008

Grades 3-5 CaliforniaScience, Pupil Edit ion, MacMillan/McGraw-Hill, 2008

History-Social ScienceHistory-Social

Science - (list of adopted textbooks or instruct ional materials forthis subject for each grade level or school)

Grade K History-SocialScience for California, Pearson-Scott Foresman 2007

Grade 1 California Vistas,MacMillan/McGraw-Hill, 2007

Unit Big BookPackage

Grade 2 CaliforniaVistas, MacMillan/McGraw-Hill, 2007




Yes 0.0 %

Foreign LanguageN/A

0.0 %

HealthHealth – DK-12

Grade DK Health and Wellness, McMillan/McGraw Hill, 2006

Grades K-5 Health and Fitness, Harcourt School Publishers,2006

Yes 0.0 %

Visual and Performing ArtsVisual and Performing Arts

Grades K-5 Making Music, Silver Burdett

Yes 0.0 %

Science Lab Eqpmt(Grades 9-12) N/A

0.0 %


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School Facility Good Repair Status - Most Recent YearYear and month in which data were collected:

Overall Facility Rate - Most Recent YearYear and month in which data were collected:

School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

Soleado Elementary cont inues to be well maintained and is in excellent condit ion.

Repairs are conducted by the district maintenance department as part of the scheduled

up-keep of the facility or on an as needed basis.

System Inspected RatingRepair Needed and Action Taken

or Planned

Systems: Gas Leaks,Mechanical/HVAC, Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: OverallCleanliness, Pest/VerminInfestat ion

FairGophers are a problem in our schoolyard. We are in process of solving

our fields condit ion.

Electrical: Electrical Good

Restrooms/Fountains:Restrooms, Sinks/Fountains

Good

Safety: Fire Safety, HazardousMaterials

Good

Structural: StructuralDamage, Roofs

FairThere is some brick damage andsidewalk cracks that are in the

process of being fixed.

External: Playground/SchoolGrounds,W indows/Doors/Gates/Fences

FairWe are in need of removing our

sliding glass doors that lead into theclassrooms for a more secure

entrance.

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):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); andThe percentage of pupils 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. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Assessment of Student Performance and Progress Results for All Students (School Year 2013-14)California Assessment of Student Performance and Progress Results for All Students (School Year 2013-14)

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

English Language Arts / Literacy (grades 3-8 and 11) 90.0% 85.0% 55.0%

Mathematics (grades 3-8 and 11) 93.0% 78.0% 50.0%


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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. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests Results by Student Group in Science (School Year 2013-14)

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. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests for All Students in Science – Three-Year ComparisonCalifornia Standards Tests for All Students in Science – Three-Year Comparison

Subject

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


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

Science (grades 5, 8, and 10) 93.0% 95.0% 98.0% 90.0% 90.0% 91.0% 60.0% 59.0% 60.0%

Student Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 91.0%

All Students at the School 98.0%

Male 97.0%

Female 100.0%

Black or African American --

American Indian or Alaska Nat ive --

Asian 97.0%

Filipino --

Hispanic or Lat ino --

Nat ive Hawaiian or Pacific Islander --

White 100.0%

Two or More Races --

Socioeconomically Disadvantaged --

English Learners --

Students w ith Disabilit ies --

Students Receiving Migrant Educat ion Services --

Foster Youth --


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Career Technical Education Programs (School Year 2013-14)Career Technical Education Programs (School Year 2013-14)

2012-13 CTE Course Offered

High School

Adv Dance

Adv Orchestra

Aerospace Engineering

American Sign Language 1,2

American Government

AP American Government

AP Art History

AP Computer Science

AP Music Theory

AP Psychology

AP Studio Art Draw ing

AP Studio Art-2D

AP Studio Art-3D

Architectural & Structural Engineering

Auto Systems

Bank/Financial Services

Broadcast Journalism 1,2,3,4

Ceramics 1,2

Chamber Choir

Chamber Jazz Choral

Choreo Dance


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Communicat ion Skills 1,2,3,4

Comparat ive Government

Concert Band

Consumer Skills 1,2,3,4

Cosmetology

Culinary Arts

Computer Science 2 Adv

Dev Psych Children

Digital Animation 1,2,3

Digital Electronics

Digital Photography 3

Drama 1,2

Drama 1/Adv

Drama 3/Adv

Drama 4/Adv

Drawing/Paint ing 1,2

ELD/Am Government

EM Med/1st Response

Engineering Design/Development

Graphic Design

Guided Study

Intermediate Dance

Internship

Intro to Engineering Design

Jazz Band 1,2


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Journalism 1,2,3,4

Literary Publicat ion1,2,3,4

Marching Band

Md Asst/Clinical

Mult imedia Story

Music Appreciat ion/Guitar

Orchestra

PE Choreo

Photography 1,2

Post Secondary Transit ion

Pract ical Living Skills 1,2,3,4

Principles of Engineering

Psychology

Science Research 1,2,3,4

Sculpture 1,2

Stage Design

Teen Court

Web Page Product ion 1,2,3,4

Web Tech Adv Product ion (Internet Publishing)

Womens’ Treble Choir

Work Experience

Video Product ion 1,2,3,4

Yearbook 1,2,3,4

Intermediate CTEcourses


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Chef

Creat ive Design (2-Dimensional Design)

Digital Photography

Forensic Science

Journalism

Intro Woodshop

Innovat ive Wood

Personal Financial

Robot ics – STEM

Video Com – Television Product ion

Career Technical Education Participation (School Year 2013-14)Career Technical Education Participation (School Year 2013-14)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 0

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma 0.0%

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 0.0%

Courses for University of California and/or California State University AdmissionCourses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2013-14 Pupils Enrolled in Courses Required for UC/CSU Admission 0.0%

2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission --


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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 areas of English, mathematics, and physical educat ion


California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable)California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable)

Subject

Percent of Students Scoring at Proficient or Advanced


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

English Language Arts -- -- -- 86.0% 84.0% 54.0% 56.0% 57.0% 56.0%

Mathematics -- -- -- 87.0% 86.0% 57.0% 58.0% 60.0% 62.0%

English Language Arts Percent of Students Scoring at Proficient orAdvanced

2011-12 2012-13 2013-14-1.0

-0.5

0.0

0.5

1.0

Mathematics Percent of Students Scoring at Proficient or Advanced

2011-12 2012-13 2013-14-1.0

-0.5

0.0

0.5

1.0


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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 High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (if

applicable)applicable)

Student Group

English Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA -- -- -- -- -- --

All Students at the School -- -- -- -- -- --

Male -- -- -- -- -- --

Female -- -- -- -- -- --

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

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

Asian -- -- -- -- -- --

Filipino -- -- -- -- -- --

Hispanic or Lat ino -- -- -- -- -- --

Nat ive Hawaiian or Pacific Islander -- -- -- -- -- --

White -- -- -- -- -- --

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

Socioeconomically Disadvantaged -- -- -- -- -- --

English Learners -- -- -- -- -- --

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

Students Receiving Migrant Educat ionServices

-- -- -- -- -- --

Foster Youth -- -- -- -- -- --

California Physical Fitness Test Results (School Year 2013-14)California Physical Fitness Test Results (School Year 2013-14)

Grade Level

Percent of Students Meeting Fitness Standards

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

5 18.8% 26.1% 40.6%

7 -- -- --

9 -- -- --


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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; and

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

Soleado Elementary, the PTA and the Booster Club encourage parental involvement.

Current ly many of our parents, grandparents, and community members engage in a

w ide variety of volunteer service to our school. We are proud to say that our students

receive volunteer support through daily academic act ivit ies, RTI intervent ions, Art At Your Fingert ips Program, flexible groupings, and numerous PTA and

Booster Club sponsored act ivit ies, and well as the enhancement from the excit ing mult icultural

experiences that occur throughout the year. The PTA supports all areas of the

instruct ional program and the Booster Club coordinates the fundraising to support the

PTA programs and school improvements. These organizat ions have enabled our

school to benefit from field trips, cultural enrichment assemblies, performing arts, and campus

beautificat ion. In addit ion, the PTA and Booster Club have act ively assisted in the

acquisit ion of advanced technology for our school. This cont inued support has

benefited all of our students. Other act ive parent groups include the Japanese, Korean

and Chinese Parent Associat ions.


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High school graduat ion rates

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


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

Dropout Rate -- -- -- -- -- -- -- -- --

Graduat ion Rate

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2010-11 2011-12 2012-13-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


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Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Student Group

Graduating Class of 2013


All Students -- -- --

Black or African American -- -- --

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

Asian -- -- --

Filipino -- -- --

Hispanic or Lat ino -- -- --

Nat ive Hawaiian or Pacific Islander -- -- --

White -- -- --

Two or More Races -- -- --

Socioeconomically Disadvantaged -- -- --

English Learners -- -- --

Students w ith Disabilit ies -- -- --

Foster Youth -- -- --


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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 - Most Recent Year

Suspensions and ExpulsionsSuspensions and Expulsions


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

Suspensions 4.0 3.0 12.0 213.0 229.0 303.0 5.7 5.1 4.4

Expulsions 0.0 0.0 0.0 1.0 1.0 3.0 0.1 0.1 0.1

Suspensions

2011-12 2012-13 2013-140

50

100

150

200

250

300

350School Suspensions

District Suspensions

State Suspensions

Expulsions

2011-12 2012-13 2013-140.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5School Expulsions

District Expulsions

State Expulsions

The Comprehensive School Safety Plan is designed to address safety issues that are direct ly related to daily operat ion of the school. Its goals are to create a safeand effect ive school environment that maximizes learning and provides a place where students can focus on the academic program. The Comprehensive SchoolSafety Plan addresses ten areas:

1. Child Abuse Report ing and Procedures

2. Disaster Procedures

3. Policies Related to Suspension and Expulsion

4. Procedures Regarding Teacher Not ificat ion of Dangerous Students

5. Sexual Harassment Policy

6. Provisions of any School-W ide Dress Code

7. Procedures for Safe Ingress and Egress

8. A Safe and orderly Environment Conducive to Learning, including ant i-bullying/respect and social media educat ion (Internet)

9. Rules and Procedures on School Discipline

10. Hate Crime Report ing Procedures


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A copy of the Comprehensive School Safety Plan is available for public inspect ion, upon request, in the main office of the school.


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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).

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

AYP Criteria School District State

Made AYP Overall Yes

Met Part icipat ion Rate - English Language Arts Yes

Met Part icipat ion Rate - Mathematics Yes

Met Percent Proficient - English Language Arts Yes

Met Percent Proficient - Mathematics Yes

Met Attendance Rate

Met Graduat ion Rate N/A

Federal Intervention Program (School Year 2014-15)Federal Intervention Program (School Year 2014-15)

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%

2011-12 2012-13 2013-14

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 24.3 1 3 0 25.0 4 24.0 4

1 26.5 0 2 0 27.0 2 24.0 4

2 25.0 0 2 0 29.0 2 27.0 2

3 26.0 0 3 0 28.0 2 20.0 1 2

4 19.8 1 3 0 26.0 1 2 32.0 2

5 29.3 0 3 0 21.0 2 2 24.0 1 1 1

6

Other


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* 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 isreported by subject area rather than grade level.

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

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

*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.


Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2011-12 2012-13 2013-14

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English

Mathematics

Science

Social Science

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

Academic Counselor

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

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) 1.0 N/A

Psychologist 1.0 N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist (non-teaching) N/A

Other N/A

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

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $3356.7 $103.9 $3356.7 $73537.0

District N/A N/A $8074.8 $69957.0

Percent Difference – School Site andDistrict

N/A N/A -58.0% 5.0%

State N/A N/A $4690.0 $69360.0

Percent Difference – School Site and State N/A N/A -61.0% 6.0%


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Types of Services Funded (Fiscal Year 2013-14)Types of Services Funded (Fiscal Year 2013-14)

For the 2013-14 school year, Palos Verdes Peninsula Unified School District spent an average of $8,193.40 to educate each student (based on 2013-14 auditedfinancial statements). The figures shown in the table below reflect the direct cost of educat ional services, per ADA, excluding food services, facilit ies acquisit ionand construct ion, and certain other expenditures. This calculat ion if required by law annually and compared to other districts statew ide. In addit ion to generalfund state funding, Palos Verdes Peninsula Unified receives federal, state and local funding for special programs. For the 2013-14 school year, the District receivedapproximately $898.46 per student in federal, state and local aid for the follow ingcategorical, special educat ion and support programs:

Tit le I

Special Educat ion IDEA Local Assist

Special Educat ion IDEA Preschool

Special Educat ion IDEA Preschool Local Ent it lement

Special Educat ion IDEA Mental Health

Special Educat ion IDEA Preschool Staff Development

Vocat ional Educat ion

Tit le II, Part A

Tit le III

Lottery

Special Educat ion

Special Educat ion Mental Health Services

Special Educat ion Personnel Staff Development

State Preschool Grant

Tobacco Use Prevent ion Educat ion (TUPE) 6-12, Cohort G, T ier II

Common Core State Standards

Music Donat ion Grant

Project Lead the Way

Confidence Foundat ion

Special Children's League

Teacher and Administrative Salaries (Fiscal Year 2012-13)Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $45,922 $41,318

Mid-Range Teacher Salary $67,725 $65,615

Highest Teacher Salary $84,386 $84,981

Average Principal Salary (Elementary) $103,048 $107,624

Average Principal Salary (Middle) $106,615 $112,817

Average Principal Salary (High) $120,723 $121,455

Superintendent Salary $219,103 $206,292

Percent of Budget for Teacher Salaries 41.0% 40.0%


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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/ .

Percent of Budget for Administrat ive Salaries 4.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

90000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

140000


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




*Where there are student course enrollments.

Note : AP means Advanced Placement.

Professional Development – Most Recent Three Years

Advanced Placement Courses (School Year 2013-14)Advanced Placement Courses (School Year 2013-14)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 1 N/A

English 2 N/A

Fine and Performing Arts 5 N/A

Foreign Language 6 N/A

Mathematics 3 N/A

Science 5 N/A

Social Science 4 N/A

All Courses 30 42.6%

Professional Development for the 2013-2014 school year focused on the implementat ion of the teaching and learning strategies associated w ith the Common Core State Standards. All teachers, K-12 have been developing an understanding of close reading strategies, depth of knowledge, project-based learning, cognit ive guided instruct ion, designing lessons/assessments, and implementing curriculum support ing the standards. Teachers have been provided opportunit ies to observe lessons taught by colleagues and district TOSAs. Curriculum mapping andteacher art iculat ion has been a significant part of the Professional Development. There has been an effort to provide SBACtraining and pract ice for teachers and students regarding performance tasks in both English Language Arts and Mathematics.


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