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2019–2020 School Accountability Report Card

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School Accountability Report Card

Reported Using Data from the 2019–2020 School Year

California Department of Education
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.
  • For more information about SARC requirements, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.
  • For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.
  • For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest web page at https://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).

California School Dashboard

The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.

Gail Kemp, Interim Principal/Superintendent

  • Principal, HomeTech Charter

About Our School

Contact

HomeTech Charter
6249 Skyway
Paradise, CA 95969-4534

Phone: 530-872-1171
Email: gkemp@hometech.org




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
Paradise Unified
Phone Number
(530) 872-6400
Superintendent
Tom Taylor
Email Address
ttaylor@pusdk12.org
Website
www.pusdk12.org
School Contact Information (School Year 2020–2021)
School Name
HomeTech Charter
Street
6249 Skyway
City, State, Zip
Paradise, Ca, 95969-4534
Phone Number
530-872-1171
Principal
Gail Kemp, Interim Principal/Superintendent
Email Address
gkemp@hometech.org
Website
http://www.hometech.org
County-District-School (CDS) Code
04615316112585

Last updated: 1/27/2021



School Description and Mission Statement (School Year 2020–2021)

School Description:
HomeTech Charter School is a WASC accredited, personalized learning, free public charter school. It is a hybrid program, combining a home school model with classroom attendance. Our students come to school for core, enrichment and elective classes receiving instruction from qualified and caring teachers and interacting with other students; they then receive a packet for independent study at home. Our Success classes provide open time throughout the week for students to receive extra help from a teacher when needed. Student work areas provide a space for students to work on campus every weekday, with access to computers and printers.


Our campus is safe, welcoming and friendly for students and families. HomeTech Charter School emphasizes student/school/family communication, with weekly one-on-one teacher/student meetings and our online Aeries portal where parents and students can keep up to date on assignments, grades, attendance and more. HomeTech students receive full academic, social and emotional support, including intervention programs to target individual learning needs. A Credit Recovery program and an Early Graduation program are available to all students. We also have a counselor and special education teacher on-site supporting all students.


HomeTech Charter School provides a unique alternative to traditional school settings, combining the benefits of independent study with a supportive classroom and campus experience.


During COVID-19, HomeTech has been able to quickly pivot to provide an independent study program with live virtual lessons from credentialed teachers. Then when our campus reopened in October of 2020 for in-person instruction we have been able to simultaneously provide virtual and in-person instruction.



Mission:
HomeTech Charter School offers a unique educational experience as an alternative to traditional school settings. Our mission is to engage and educate the whole student by serving and providing direct support in a flexible, dynamic manner. Our techniques will expand the boundaries of traditional education, inspiring students to reach their full potential. 


Vision:
At HomeTech Charter School, all students will be provided clear pathways leading to their post-secondary academic and vocational goals. Pathways will be paved with partnerships created between our school and community. Teachers will provide the framework for a student driven, integrated curriculum and act as a consistent resource guiding students toward success.

Last updated: 1/27/2021

Student Enrollment by Grade Level (School Year 2019–2020)

Grade Level Number of Students
Kindergarten 2
Grade 1 1
Grade 2 1
Grade 3 1
Grade 5 2
Grade 6 2
Grade 7 4
Grade 8 8
Grade 9 6
Grade 10 15
Grade 11 18
Grade 12 17
Total Enrollment 77

Last updated: 1/27/2021

Student Enrollment by Student Group (School Year 2019–2020)

Student Group Percent of Total Enrollment
Black or African American %
American Indian or Alaska Native 2.60 %
Asian 1.30 %
Filipino 1.30 %
Hispanic or Latino 15.60 %
Native Hawaiian or Pacific Islander %
White 68.80 %
Two or More Races 10.40 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 77.90 %
English Learners %
Students with Disabilities 22.10 %
Foster Youth 1.30 %
Homeless 26.00 %

State Priority: Basic

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

  • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
  • Pupils have access to standards-aligned instructional materials; and
  • School facilities are maintained in good repair

Teacher Credentials


Teachers
School
2018–2019
School
2019–2020
School
2020–2021
District
2020–2021
With Full Credential 8 7 6
Without Full Credential 0 0 0
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0

Last updated: 1/27/2021

Teacher Misassignments and Vacant Teacher Positions

Indicator 2018–2019 2019–2020 2020–2021
Misassignments of Teachers of English Learners 0 0 0
Total Teacher Misassignments* 0 0 0
Vacant Teacher Positions 0 0 0
Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Last updated: 1/27/2021


Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020–2021)

Year and month in which the data were collected: January 2021

Subject Textbooks and Other Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Language Arts

Legacy of Literacy, Houghton MIfflin, © 2003 (grades K-6)

The Language of Literature, McDougal Littell, © 2002 (grades 7-12)

Yes 0.00 %
Mathematics

McGraw Hill-Glencoe Math Course 2 & 3 © 2016 (Grades 7-8)

Common Core materials purchased specifically for independent study

Yes 0.00 %
Science

Harcourt Science Program, © 2000, (grades K-5)

Prentice Hall Science Explorer, © 2001 (grades 6-8)

Holt Science Spectrum: Physical Science, © 2001 (grades 9-12)

Holt Science Spectrum: Biology, © 1998 (grades 9-12)

Yes 0.00 %
History-Social Science

MacGruders's American Government, © 2016

TCI Econ Alive!, The Power to Choose, © 2010

TCI History Alive! World Connections, © 2020

TCI History Alive! Pursuing American Ideals, © 2019

Yes 0.00 %
Foreign Language 0.00 %
Health 0.00 %
Visual and Performing Arts 0.0 %
Science Lab Eqpmt (Grades 9-12) N/A N/A 0.0 %
Note: Cells with N/A values do not require data.

Last updated: 1/27/2021


School Facility Conditions and Planned Improvements

HomeTech Charter School moved and began the 2017-18 school year in a newly remodeled building. HomeTech leases space (~8,900 sq. ft.) in a building which includes six classrooms, nine offices, a front office, a conference room/library and a student work area. The building and the grounds are well maintained and provide students with a safe, comfortable school environment. HomeTech has weekly janitorial service to maintain a clean and orderly physical environment.

Last updated: 1/27/2021

School Facility Good Repair Status

Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:
  • Determination of repair status for systems listed
  • Description of any needed maintenance to ensure good repair
  • The year and month in which the data were collected
  • The rate for each system inspected
  • The overall rating

Year and month of the most recent FIT report: June 2019

System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Good
Interior: Interior Surfaces Good
Cleanliness: Overall Cleanliness, Pest/Vermin Infestation 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, Windows/Doors/Gates/Fences Good

Overall Facility Rate

Year and month of the most recent FIT report: June 2019

Overall Rating Good

Last updated: 1/27/2021


State Priority: Pupil Achievement

The SARC provides the following 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 Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

  • The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.


CAASPP Test Results in ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven
Percentage of Students Meeting or Exceeding the State Standard

Subject
School
2018–2019
School
2019–2020
District
2018–2019
District
2019–2020
State
2018–2019
State
2019–2020
English Language Arts / Literacy (grades 3-8 and 11) 48.0% N/A 56.0% N/A 50% N/A
Mathematics (grades 3-8 and 11) 21.0% N/A 48.0% N/A 39% N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
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.
Note: ELA and 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 (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Last updated: 1/27/2021



CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019–2020)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities N/A N/A N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.

Last updated: 1/27/2021



CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019–2020)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities N/A N/A N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waives the requirement for statewide testing for the 2019–2020 school year.

Last updated: 1/27/2021



CAASPP Test Results in Science for All Students
Grades Five, Eight and High School
Percentage of Students Meeting or Exceeding the State Standard

Subject
School
2018–2019
School
2019–2020
District
2018–2019
District
2019–2020
State
2018–2019
State
2019–2020
Science (grades 5, 8, and high school) 29 N/A 36 N/A 30 N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Note: The new California Science Test (CAST) was first administered operationally in the 2018–2019 school year.

Last updated: 1/27/2021




CAASPP Tests Results in Science by Student Group
Grades Five, Eight and High School (School Year 2019–2020)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities N/A N/A N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.

Last updated: 1/27/2021


Career Technical Education (CTE) Programs (School Year 2019–2020)

As part of HomeTech's high school graduation requirement, all students must pass a semester of Career & College using the Career Choices and Changes textbook.  


High school students have access and opportunity to enroll in career and vocational classes through Butte Community College as part of HomeTech's concurrent enrollment program.  There students can choose from a variety of CTE programs.

Last updated: 1/27/2021


Career Technical Education (CTE) Participation (School Year 2019–2020)

Measure CTE Program Participation
Number of Pupils Participating in CTE
Percent of Pupils that Complete a CTE Program and Earn a High School Diploma --
Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education --

Last updated: 1/27/2021

Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent
2019–2020 Pupils Enrolled in Courses Required for UC/CSU Admission 91.07%
2018–2019 Graduates Who Completed All Courses Required for UC/CSU Admission 0.00%

Last updated: 1/27/2021

State Priority: Other Pupil Outcomes

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

  • Pupil outcomes in the subject area of physical education

California Physical Fitness Test Results (School Year 2019–2020)

Grade Level Percentage of Students Meeting Four of Six Fitness Standards Percentage of Students Meeting Five of Six Fitness Standards Percentage of Students Meeting Six of Six Fitness Standards

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.

Last updated: 1/27/2021



State Priority: Parental Involvement

The SARC provides the following 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 school site

Opportunities for Parental Involvement (School Year 2020–2021)

At HomeTech staff and leadership encourage parents to be involved in the school through various activities.


One such activity is serving on the HomeTech governing board.  Parent board members are elected by other parents and serve a minimum of two years to work together with school and community members by participating in monthly meetings and making budget decisions (monitoring and allocating of funds), as well as policy decisions and other shared governance responsibilities. 


Other activities include parent/student/teacher conferences two times per year (minimum), parent workshops provided through the Butte County Office of Education and parent surveys.


We also reach out to parents by encouraging and helping them create an Aeries portal account which allows them to follow their student's academic progress.  We keep families informed using Aeries communication, Facebook and our webpage. 


 


 

Last updated: 1/27/2021


State Priority: Pupil Engagement

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

  • High school dropout rates; and
  • High school graduation rates

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


Indicator
School
2016–2017
School
2017–2018
School
2018–2019
District
2016–2017
District
2017–2018
District
2018–2019
State
2016–2017
State
2017–2018
State
2018–2019
Dropout Rate 31.80% 29.20% 22.20% 10.90% 9.80% 13.20% 9.10% 9.60% 9.00%
Graduation Rate 50.00% 66.70% 74.10% -- 84.70% 81.70% 82.70% 83.00% 84.50%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart
Indicator School District State
2016–2017 2017–2018 2018–2019 2016–2017 2017–2018 2018–2019 2016–2017 2017–2018 2018–2019
Dropout Rate 31.80% 29.20% 22.20% 10.90% 9.80% 13.20% 9.10% 9.60% 9.00%
Graduation Rate 50.00% 66.70% 74.10% -- 84.70% 81.70% 82.70% 83.00% 84.50%

Last updated: 1/27/2021


State Priority: School Climate

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

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


Suspensions and Expulsions

(data collected between July through June, each full school year respectively)

Rate School
2017–2018
School
2018–2019
District
2017–2018
District
2018–2019
State
2017–2018
State
2018–2019
Suspensions 2.90% 0.00% 6.60% 4.10% 3.50% 3.50%
Expulsions 0.40% 0.00% 0.30% 0.00% 0.10% 0.10%


Suspensions and Expulsions for School Year 2019–2020 Only

(data collected between July through February, partial school year due to the COVID-19 pandemic)

Rate School
2019–2020
District
2019–2020
State
2019–2020
Suspensions 0.06% -- 2.50%
Expulsions 0.00% -- 0.10%

Note: The 2019–2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019–2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019–2020 school year compared to prior years.

Last updated: 1/27/2021


School Safety Plan (School Year 2020–2021)

One of our most important educational tasks is to ensure a safe and comfortable place where students are able to learn.  The development of our school safety plan supports this notion with specific strategies for creating a safe environment for students and staff.  A well-developed school safety plan is in place and is updated and approved by the school board annually.  Our plan includes procedures to address disasters, dangerous pupils or persons, child abuse reporting, sexual harrassment, dress code, safe ingress and egress, safe and orderly learning environment, rules of conduct and school discipline guidelines, and suspension and expulsion procedures.  


A comprehensive plan for COVID-19 has been added to our plans for the immediate future ad protocols from the California Department of Public Health, Butte County Health Department and and CDC are all in place and followed on our campus.

Last updated: 1/27/2021

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

Average Class Size and Class Size Distribution (Elementary) School Year (2017–2018)

Grade Level Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
K 6.00 1 0 0
1 6.00 1 0 0
2 5.00 1 0 0
3 1.00 1 0 0
4 5.00 1 0 0
5 3.00 1 0 0
6 9.00 1 0 0
Other** 20.00 6 0 0

* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

Average Class Size and Class Size Distribution (Elementary) School Year (2018–2019)

Grade Level Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
K 2.00 1 0 0
1 3.00 1 0 0
2 2.00 1 0 0
3 5.00 1 0 0
4 0.00 0 0 0
5 4.00 1 0 0
6 2.00 1 0 0
Other** 20.00 1 0 0

* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

Average Class Size and Class Size Distribution (Elementary) School Year (2019–2020)

Grade Level Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
K
1
2 1.00 1
3
4
5
6
Other** 7.00 2
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

Last updated: 1/27/2021


Average Class Size and Class Size Distribution (Secondary) (School Year 2017–2018)

Subject Average Class Size Number of Classes *
1-22
Number of Classes *
23-32
Number of Classes *
33+
English 19.00 3 4
Mathematics 11.00 9
Science 17.00 4 1
Social Science 12.00 6 3

* 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.


Average Class Size and Class Size Distribution (Secondary) (School Year 2018–2019)

Subject Average Class Size Number of Classes *
1-22
Number of Classes *
23-32
Number of Classes *
33+
English 18.00 5 3
Mathematics 10.00 9
Science 16.00 3 2
Social Science 13.00 7 2

* 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.


Average Class Size and Class Size Distribution (Secondary) (School Year 2019–2020)

Subject Average Class Size Number of Classes *
1-22
Number of Classes *
23-32
Number of Classes *
33+
English 11.00 7
Mathematics 5.00 9
Science 8.00 6
Social Science 8.00 9

* 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.

Last updated: 1/27/2021


Ratio of Pupils to Academic Counselor (School Year 2019–2020)

Title Ratio
Pupils to Academic Counselor* 0.0

*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.

Last updated: 1/27/2021


Student Support Services Staff (School Year 2019–2020)

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development)
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other

*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.

Last updated: 1/27/2021


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)

Level Total Expenditures Per Pupil Expenditures Per Pupil
(Restricted)
Expenditures Per Pupil
(Unrestricted)
Average Teacher Salary
School Site $10610.07 $994.89 $9615.18 $70599.50
District N/A N/A -- $66202.00
Percent Difference – School Site and District N/A N/A -- --
State N/A N/A $7750.12 $75706.00
Percent Difference – School Site and State N/A N/A -- --

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

Last updated: 1/27/2021


Types of Services Funded (Fiscal Year 2019–2020)

Programs and supplemental services include:
• Direct to classroom: teachers, instructional assistants, books, materials, supplies and equipment
• Classroom support: includes the principal, office staff, curriculum support, maintenance and operations of
school buildings and grounds maintenance
• District/County support: special education services, staff development, and business office services

Last updated: 1/27/2021


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $39,000 $47,145
Mid-Range Teacher Salary $57,364 $74,952
Highest Teacher Salary $98,912 $96,092
Average Principal Salary (Elementary) $97,886 $116,716
Average Principal Salary (Middle) $96,006 $120,813
Average Principal Salary (High) $112,067 $131,905
Superintendent Salary $162,400 $192,565
Percent of Budget for Teacher Salaries 30.00% 31.00%
Percent of Budget for Administrative Salaries 5.00% 6.00%

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

Teacher Salary Chart
Principal Salary Chart

Last updated: 1/27/2021

Advanced Placement (AP) Courses (School Year 2019–2020)

Percent of Students in AP Courses 0.00%

Subject Number of AP Courses Offered*
Computer Science 0
English 0
Fine and Performing Arts 0
Foreign Language 0
Mathematics 0
Science 0
Social Science 0
Total AP Courses Offered* 0

*Where there are student course enrollments of at least one student.

Last updated: 1/27/2021


Professional Development

Professional development is part of our site plan and a major component of instructional support to teachers.  The professional development program provides opportunities for teacher to implement the school's core curriculum for all students, update subject area expertise, use data to plan instructional improvement strategies and acquire new instructional strategies.  

The focus of professional development in 2019-2020 was Social Emotioanl Learning (SEL) strategies and improving engagement during remote learning.

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 2 2 2
Questions: SARC TEAM | sarc@cde.ca.gov | 916-319-0406 

California Department of Education
1430 N Street
Sacramento, CA 95814