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.

Laura Rodriguez

  • Principal, Tracy Elementary

About Our School

As the proud principal of Tracy Elementary School within the Baldwin Park Unified School District  I genuinely believe that every child deserves the chance to attain a post-secondary education if he or she so chooses. In conjunction with our teachers, staff, and parents, we can make this possible for our students. The teaching and support staff at Tracy School demonstrates its dedication and commitment to our students by their willingness to provide the academic and emotional support our students need throughout the academic years spent at Tracy.

Principal's Comment


Contact

Tracy Elementary
13350 Tracy St.
Baldwin Park, CA 91706-4798

Phone: 626-962-9718
Email: lrodriguez965@bpusd.net




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
Baldwin Park Unified
Phone Number
(626) 962-3311
Superintendent
Froilan Mendoza
Email Address
fnmendoza674@bpusd.net
Website
www.bpusd.net
School Contact Information (School Year 2020–2021)
School Name
Tracy Elementary
Street
13350 Tracy St.
City, State, Zip
Baldwin Park, Ca, 91706-4798
Phone Number
626-962-9718
Principal
Dr. Laura Rodriguez, Principal
Email Address
lrodriguez965@bpusd.net
Website
https://tracy.bpusd.net/
County-District-School (CDS) Code
19642876011498

Last updated: 3/10/2021



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

Grade Level Number of Students
Kindergarten 123
Grade 1 88
Grade 2 89
Grade 3 86
Grade 4 97
Grade 5 104
Grade 6 108
Total Enrollment 695

Last updated: 3/10/2021

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

Student Group Percent of Total Enrollment
Black or African American 1.00 %
American Indian or Alaska Native %
Asian 5.50 %
Filipino 2.20 %
Hispanic or Latino 90.80 %
Native Hawaiian or Pacific Islander 0.10 %
White 0.30 %
Two or More Races 0.10 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 89.10 %
English Learners 29.40 %
Students with Disabilities 17.30 %
Foster Youth 0.70 %
Homeless 10.50 %

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 27 27 26 526
Without Full Credential 0 0 0 0
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0

Last updated: 3/11/2021

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: 3/11/2021


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

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

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

World of Wonders - Macmillan/McGraw-Hill (2017)
Frogstreet Bilingual Program – Frogstreet Press
11 Wonders of the World Big Book Titles - Macmillan/McGraw-Hill (2017)
11 Maravillas Big Book Titles - Macmillan/McGraw-Hill (2017)
California Wonders Anthology 1.1-1.4 - Macmillan/McGraw-Hill (2017)
Lectura Maravillas Antologia 1.1-1.4 - Macmillan/McGraw-Hill (2017)
California Wonders Anthology 2 - Macmillan/McGraw-Hill (2017)
Lectura Maravillas Antologia 2 - Macmillan/McGraw-Hill (2017)
California Wonders Anthology 3 - Macmillan/McGraw-Hill (2017)
Lectura Maravillas Antologia 3 - Macmillan/McGraw-Hill (2017)
California Wonders Anthology 4 - Macmillan/McGraw-Hill (2017)
Lectura Maravillas Antologia 4 - Macmillan/McGraw-Hill (2017)
California Wonders Anthology 5 - Macmillan/McGraw-Hill (2017)
Lectura Maravillas Antologia 5 - Macmillan/McGraw-Hill (2017)
California Wonders Anthology 6 - Macmillan/McGraw-Hill (2017)
Lectura Maravillas Antologia 6 - Macmillan/McGraw-Hill (2017)

 Yes 0.00 %
Mathematics

My Math Big Book - Macmillan/McGraw-Hill (2015)
My Math, consumable student editions - Macmillan/McGraw-Hill (2015)
Mis Matematicas, consumable student editions - Macmillan/McGraw-Hill (2015)
California Math, Course 1, consumable student editions - Glencoe McGraw-Hill (2015)

 Yes 0.00 %
Science

California Science Kindergarten Kit – Houghton Mifflin (2007)
California Ciencias Kindergarten Kit – Houghton Mifflin (2007)
California Science Level 1 – Houghton Mifflin (2006)
California Ciencias Nivel 1 – Houghton Mifflin (2006)
California Science Level 2 – Houghton Mifflin (2006)
California Science Level 3 – Houghton Mifflin (2006)
California Science Level 4 – Houghton Mifflin (2006)
California Science Level 5 – Houghton Mifflin (2006)
Inspire, Science U1, U2, U3 – McGraw-Hill (2020)

 Yes 0.00 %
History-Social Science

Big Day for PreK Themes 1-8 – McGraw Hill (2018)
Learning and Working Now and Long Ago – McGraw Hill (2018)
Aprender y trabajar, antes y ahora – McGraw Hill (2018)
A Child's Place in Time & Space – McGraw Hill (2018)
El lugar de un nino, en el tiempo y el espacio – McGraw Hill (2018)
People Who Make a Difference – McGraw Hill (2018)
Personas qu inspiran – McGraw Hill (2018)
Continuity and Change – McGraw Hill (2018)
Continuadad y cambio – McGraw Hill (2018)
California, a Changing State – McGraw Hill (2018)
California, un estado cambiante – McGraw Hill (2018)
U.S. History, Making a New Nation – McGraw Hill (2018)
Historia de los estados unidos, la creacion de la nueva nacion – McGraw Hill (2018)
World History, Ancient Civilizations (CA) – National Geographic (2018)
Historia univeral, civilizaciones antiguas – National Geographic (2018)

 Yes 0.00 %
Foreign Language

N/A

 0.00 %
Health

N/A

 0.00 %
Visual and Performing Arts

N/A

 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: 3/10/2021


School Facility Conditions and Planned Improvements

The mission of the Maintenance and Facilities Department is to provide quality service in an efficient and professional manner to ensure all facilities are safe and comfortable for all students and staff.


Baldwin Park Unified strives to maintain school facilities in good repair, as monitored by FIT, Facilities Inspection Tool, to provide all students clean safe learning environments.


The Maintenance and Facilities Department has implemented a cloud-based online work order system in order to ensure good repair, prioritize, track requests, and monitor completion rates.


Tracy Elementary was inspected by LACOE Williams Division on October 28, 2020.


 

Last updated: 3/11/2021

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: October 2020

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: October 2020

Overall Rating Exemplary

Last updated: 3/11/2021


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) 44.0% N/A 43.0% N/A 50% N/A
Mathematics (grades 3-8 and 11) 39.0% 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: 3/10/2021



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: 3/10/2021



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: 3/10/2021



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: 3/10/2021




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: 3/10/2021

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
5 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-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.

Last updated: 3/10/2021



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 Tracy School, we believe a strong school/home partnership is critical for our students' academic success and emotional well-being. Parent engagement contributes significantly to a positive home and school relationship, highlighting the value placed on a child's education. We encourage parents to participate in meaningful opportunities whenever possible. Families are invited to attend award assemblies, school-wide family events, and parent workshops. Parents are involved in the decision-making by serving as parent representatives of the School Site Council (SSC), the English Learners Advisory Committee (ELAC), and special committees at the district level, such as District Advisory Committee (DAC) and DELAC (District English Language Advisory Committee.) Our School Community Liaison serves as the connection between the home and the school. Our liaison is responsible for coordinating parent workshops, encouraging parents to volunteer, safeguarding volunteers abide by district requirements, and ensuring parents know of opportunities to become involved in their children's education. Information on supporting student development and student learning at home is provided via Connect Ed voice messages, emails, Tracy's website, and workshops. Parents and guardians are provided workshops in Language Arts, Mathematics, Writing, and computer software programs.

Our staff, such as our Curriculum, Technology, and Intervention Coach (CTIC), Community Liaison, and English Language Program Assistant, are instrumental in providing our parents with strategies to support students at home in reading, writing, mathematics, and language acquisition. Parent workshops range from Language Arts and Mathematics to College Awareness and Anti-bullying Education. Additional parent workshop topics include but are not limited to California State Testing, iReady, Thinking Maps, Positive Behavior Intervention Supports, PIQUE, and parenting classes offered through Kaiser Permanente and Family Service Counseling. Tracy families are encouraged to attend our annual District-wide College Fair and our annual Baldwin Park Unified School District Showcase. Our parent volunteers serve many hours working with students in classrooms, assisting with special events, and participating in school fundraising. Volunteers at Tracy Elementary are always welcome and genuinely make a difference.

Last updated: 3/10/2021


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

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 1.40% 0.80% 1.70% 1.80% 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 0.60% 2.90% 2.50%
Expulsions 0.00% 0.04% 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: 3/10/2021


School Safety Plan (School Year 2020–2021)


All elementary and secondary schools from the Baldwin Park Unified School District have a written Comprehensive School Safety Plan. The School Safety Plan includes assessments of the current safety status at the school and school related functions. In addition to required components (i.e. Child Abuse Reporting, Earthquake Emergency Procedures, Teacher Notification of Dangerous Pupils, Discrimination/Harassment Policies, and Procedures for Release of Pesticides or Other Toxic Substances), the school's plan identifies specific strategies and programs that are provided to maintain a high level of safety.


During the 2019-20 school year, Tracy School students and staff implemented three goals for the development of a positive and safe school environment:


Goal #1: Tracy School instituted a bullying prevention project with students who needed guidance making positive choices. The Second Step program was used consistently in our TK, Kindergarten, first grade, and second grade classrooms throughout the year.


Goal #2: Through the continuous implementation of Positive Behavior Intervention Supports (PBIS), students, staff and parents utilized the four behavior tenets (Respect, Responsibility, Safety, and Kindness) of the school as well as the rules and regulations of behavior of every area of the school (i.e., classroom, cafeteria, restroom, playground, etc.) Staff and administration follow the expectation of the Office Discipline Referral (ODR) form and consistently communicate with parents and guardians regarding their children’s choices and behaviors.


Goal #3: Through continuous collaboration with the District Maintenance and Facilities Department the Tracy School Custodial Staff maintained a clean and beautiful campus with properly maintained structures, fields, playground and blacktop.


Every year the School Safety Committee approve the School Safety Plan which is then presented to the School Site Council prior to submission. A copy of the Comprehensive School Safety Plan is available at each school site.

Last updated: 3/10/2021

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 16.00 4 3
1 18.00 4 1
2 19.00 3 2
3 21.00 2 3
4 24.00 1 2 1
5 30.00 2 1
6 33.00 1 2
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 15.00 4 3
1 18.00 3 2
2 21.00 1 3
3 19.00 2 3
4 21.00 2 2 1
5 17.00 4 1 1
6 28.00 1 2
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 15.00 5 3
1 18.00 3 2
2 18.00 2 3
3 22.00 1 3
4 32.00 2 1
5 35.00 1 2
6 27.00 1 2
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.

Last updated: 3/10/2021


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: 3/10/2021


Student Support Services Staff (School Year 2019–2020)

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 0.00
Library Media Teacher (Librarian) 0.00
Library Media Services Staff (Paraprofessional) 0.00
Psychologist 0.50
Social Worker 0.00
Nurse 0.20
Speech/Language/Hearing Specialist 3.00
Resource Specialist (non-teaching) 0.00
Other 1.00

*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: 3/10/2021


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: 3/18/2021


Types of Services Funded (Fiscal Year 2019–2020)

Programs and services that are provided at the school through either categorical funds or other sources:


Title I Part A – Program provided to ensure all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach minimum proficiency.


Title II - A federal program that increases student academic achievement through strategies such as improving teacher and principal quality.


Title III - Purpose is to ensure that English learner (EL) students, including immigrant children and youth, attain English language proficiency and meet the same challenging state academic standards that other students are expected to meet.


Title III Immigrant - Funds specifically targeted to eligible immigrant students and their families through the provision of supplementary programs and services for assuring that these students meet the same challenging grade level and graduation standards as mainstream students.


Title IV Student Support and Academic Enrichment - Funds are intended to increase the capacity of local education agencies (LEAs) to meet the goals of the ESSA by providing all students with access to a well-rounded education, improving school conditions for student learning, and improving use of technology in order to improve the academic achievement and digital literacy of all students.


Local Control and Accountability Act – Supplemental and Concentration Funds – To provide strategies, programs and services to improve student outcomes for targeted pupils; English learners (EL), low income, foster youth, or any combination of these factors (unduplicated count).

Last updated: 3/10/2021


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $49,102 $52,484
Mid-Range Teacher Salary $88,831 $81,939
Highest Teacher Salary $108,056 $102,383
Average Principal Salary (Elementary) $130,535 $129,392
Average Principal Salary (Middle) $132,773 $136,831
Average Principal Salary (High) $146,578 $147,493
Superintendent Salary $279,000 $254,706
Percent of Budget for Teacher Salaries 34.00% 34.00%
Percent of Budget for Administrative Salaries 5.00% 5.00%

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: 3/10/2021


Professional Development

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 12 12 6