2019–2020 School Accountability Report Card

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.

Mrs. Andrea Ellis, Superintendent/Principal

  • Principal, Seeley Elementary

About Our School

Contact

Seeley Elementary
1812 West Rio Vista St.
Seeley, CA 92273-0868

Phone: 760-352-3571
Email: aellis@seeley.k12.ca.us




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
Seeley Union Elementary
Phone Number
(760) 352-3571
Superintendent
Andrea Ellis
Email Address
aellis@seeleyusd.org
Website
http://www.seeleyusd.org
School Contact Information (School Year 2020–2021)
School Name
Seeley Elementary
Street
1812 West Rio Vista St.
City, State, Zip
Seeley, Ca, 92273-0868
Phone Number
760-352-3571
Principal
Mrs. Andrea Ellis, Superintendent/Principal
Email Address
aellis@seeleyusd.org
Website
http://www.seeleyusd.org
County-District-School (CDS) Code
13632226008643

Last updated: 2/1/2021



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

Grade Level Number of Students
Kindergarten 51
Grade 1 43
Grade 2 37
Grade 3 37
Grade 4 51
Grade 5 43
Grade 6 49
Grade 7 40
Grade 8 39
Total Enrollment 390

Last updated: 2/1/2021

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

Student Group Percent of Total Enrollment
Black or African American 2.60 %
American Indian or Alaska Native 1.30 %
Asian 0.30 %
Filipino 0.50 %
Hispanic or Latino 88.70 %
Native Hawaiian or Pacific Islander %
White 5.90 %
Two or More Races 0.80 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 95.60 %
English Learners 53.80 %
Students with Disabilities 11.50 %
Foster Youth %
Homeless 9.70 %

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 18 15 17 17
Without Full Credential 0 3 2 2
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0

Last updated: 2/1/2021

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 1 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: 2/1/2021


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

Year and month in which the data were collected: August 2020

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

TK-5 McGraw Hill


6-8 McGraw Hill, Study Sync

 No 0.00 %
Mathematics

TK-5 McGraw Hill, My Math


6-8 Glencoe/McGraw Hill, CA Middle School Math

 No 0.00 %
Science

T K-5 Pearson Scott Foresman, California Science


6-8 Pearson Prentice Hall, Prentice Hall California Science Explorer: Focus on Earth, Life, and Physical Science

 No 0.00 %
History-Social Science

Macmillan/McGraw Hill, California Vistas


Glencoe/McCraw Hill, Glencoe Discovering Our Past

 No 0.00 %
Foreign Language 0.00 %
Health 0.00 %
Visual and Performing Arts 0.00 %
Science Lab Eqpmt (Grades 9-12) N/A N/A 0.00 %
Note: Cells with N/A values do not require data.

Last updated: 2/1/2021


School Facility Conditions and Planned Improvements

?

The district takes great effort to ensure that the school is clean, safe, and functional through proper facilities maintenance and campus supervision. Seeley Elementary School's original facilities were built in 1950; ongoing maintenance and campus improvements ensure facilities remain up-to-date and provide adequate space for students and staff. District maintenance and site custodial staff ensure that the repairs necessary to keep the school in good condition are completed in a timely manner. A work order process is used to communicate non-routine maintenance requests. Emergency repairs are given the highest priority. In the last 12 months, the following improvements have been completed:
       • Painting projects for some buildings


       • Addition of a school gymnasium 


Every morning before school begins, the custodian inspects facilities for safety hazards or other conditions that need attention prior to students and staff entering school grounds. Two part-time day custodians and one part-time evening custodian are assigned to Seeley Elementary School. T he custodians are responsible for cafeteria setup/cleanup, restroom cleaning, classroom cleaning, and office cleaning. The principal communicates with custodial staff daily concerning maintenance and school safety issues. The district's maintenance department inspects Seeley Elementary School on an annual basis in accordance w ith Education Code §17592.72(c)(1). Seeley Elementary School uses a school site inspection survey to identify unsafe or hazardous conditions and facility improvement needs. The most recent school inspection took place on Friday, August 30, 2019. Deficiencies noted in the school inspection survey were corrected immediately by the district's maintenance department. During fiscal year 2020-21, all restrooms were fully functional and available for use at the time of the inspection.

Last updated: 2/1/2021

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: August 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: August 2019

Overall Rating Exemplary

Last updated: 2/1/2021


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) 29.0% N/A 29.0% N/A 50% N/A
Mathematics (grades 3-8 and 11) 26.0% N/A 26.0% 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: 2/1/2021



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: 2/1/2021



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: 2/1/2021



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) 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.
Note: The new California Science Test (CAST) was first administered operationally in the 2018–2019 school year.

Last updated: 2/1/2021




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: 2/1/2021


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

N/A

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: 2/1/2021

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

N/A

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

Last updated: 2/1/2021

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: 2/1/2021



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)

Parent involvement is essential to student success. Parents/guardians are encouraged to participate in the education of their child through a variety of avenues. Parents are kept abreast of school activities, events, and the educational progress of their child. The student’s teachers, school administration, and our counseling staff contact parents directly by phone, mail, email, and/or personal home visits. Communication between the school and home is regular and meaningful, thus providing a foundation of trust and collaboration. As parents and educators successfully correspond, problems will be more readily resolved and students will make greater academic progress. Parents are encouraged to participate actively in selecting placement options with their child. Regular attendance, providing basic clothing and supplies, assisting with homework and taking a personal interest in the academic advancement, as well as the emotional and social growth of their child are strongly encouraged. Parents contribute to decisions benefitting the school environment and student instruction through a variety of means, including attendance at regularly scheduled parent meetings. The annual Parent Involvement Policy is updated each year.
With the school site closure due to COVID-19 on March 16, 2020, SUSD immediately created a parent communication email address and teachers began using Class Dojo. Engaging in outreach through phone calls, surveys, and virtual meetings with stakeholders provided staff valuable input to guide our school’s planning and development for the 2020/2021 school year and resulted in a high success rate of students who were required to complete the 2019/2020 school year in a remote learning environment. All parents were contacted by staff on a weekly basis to monitor student progress, provide support for student learning, and determine needed resources for online learning.  Other local measures on the sense of safety result of tremendous parent input, SUSD was able to determine the need for additional investment of online curriculum, devices and wireless hotspots to ensure that all students had full access to remote instruction. 

Last updated: 2/1/2021


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 -- -- -- -- -- -- -- -- --
Graduation Rate -- -- -- -- -- -- 82.70% 83.00% 84.50%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

Last updated: 2/1/2021


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 1.00% 1.00% 1.00% 1.00% 3.50% 3.50%
Expulsions 0.00% 0.00% 0.00% 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 0.05% 0.05% 2.50%
Expulsions 0.00% 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: 2/1/2021


School Safety Plan (School Year 2020–2021)

The current site Comprehensive School Safety Plan (CSSP) is received by the district each year and approved by the Seeley Union School Board of Education. The site plan outlines systems, programs, and practices in place to ensure a safe school environment including, but not limited to, child abuse reporting, disaster preparedness, campus access, and drug and alcohol education and cessation. The site has one teacher appointed as the school’s Health and Safety Officer. This person and the principal presented the School Safety Plan to their respective School Site Council for review and acceptance prior to submission to the Board of Education.

Last updated: 2/1/2021

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 23.00 2
1 20.00 2
2 17.00 3
3 24.00 2
4 23.00 2
5 35.00 1
6 41.00 1
Other**

* 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 24.00 2
1 18.00 2
2 18.00 2
3 25.00 2
4 29.00 1
5 31.00 2
6 28.00 1
Other**

* 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 26.00 2
1 22.00 2
2 24.00 2
3 25.00 2
4 26.00 2
5 22.00 2
6 25.00 1 1
Other** 25.00 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: 2/1/2021


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
Mathematics
Science
Social Science

* 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
Mathematics
Science
Social Science

* 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
Mathematics
Science
Social Science

* 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: 2/1/2021


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

Title Ratio
Pupils to Academic Counselor* 390.0

*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: 2/1/2021


Student Support Services Staff (School Year 2019–2020)

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 1.00
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional) 0.50
Psychologist 0.50
Social Worker
Nurse 0.25
Speech/Language/Hearing Specialist 0.50
Resource Specialist (non-teaching) 1.00
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: 2/1/2021


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 -- -- -- --
District N/A N/A -- --
Percent Difference – School Site and District N/A N/A -- --
State N/A N/A -- --
Percent Difference – School Site and State N/A N/A -- --

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

Last updated: 2/1/2021


Types of Services Funded (Fiscal Year 2019–2020)

Title I - Basic Grant
Special Education
ASES - After School Education and Safety
Title II Part A - Improving Teacher Quality
Title III Part A - Limited English
Lottery - Instructional Materials

Last updated: 2/1/2021


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $54,915 $46,965
Mid-Range Teacher Salary $78,126 $67,638
Highest Teacher Salary $101,940 $88,785
Average Principal Salary (Elementary) -- $112,524
Average Principal Salary (Middle) -- $117,471
Average Principal Salary (High) -- --
Superintendent Salary $140,595 $128,853
Percent of Budget for Teacher Salaries 41.00% 30.00%
Percent of Budget for Administrative Salaries 8.00% 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: 2/1/2021

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

N/A

Percent of Students in AP Courses --
Subject Number of AP Courses Offered*
Computer Science
English
Fine and Performing Arts
Foreign Language
Mathematics
Science
Social Science
Total AP Courses Offered*

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

Last updated: 2/1/2021


Professional Development


Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 5 6 8