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.

Jennifer Stickel, Principal

  • Principal, Public Safety Academy
Principal Photo

About Our School

Principal’s Message

It is 7:14 am on a Wednesday morning. Cadets in grades six through twelve dressed in police-style uniforms are huddled under the awning eating their breakfast, chatting with friends, and shining their boots. Several teachers are chatting with cadets and each other about upcoming assignments or simply just talking about how their week has been. As soon as the clock strikes 7:15 am, honor guard begins to play Reveille, which is the same song that plays on every military base in the U.S. to begin the day. Cadets begin to run to formation and prepare to salute while colors are presented.

It’s an impressive sight to see. Over 400 of the inland empire's finest students gathered under the direction of student leaders to uphold a tradition that has been in place since 1999. After students recite their “Cadet Creed” and their “Six Pillars of Character”, they are dismissed to their common core-aligned classes taught by highly qualified and dedicated teachers.

Public Safety Academy of San Bernardino (PSA) is a public charter school which prepares cadets for careers in public safety service sectors. This includes police work, fire service, and military service. Our “cadets” demonstrate Michael Josephson’s Six Pillars of Character: Respect, Responsibility, Fairness, Caring, and Citizenship daily. Those are the same pillars they recite every morning before attending class. Courses at PSA are taught with a focus on Public Safety. For example, the title of the 11th grade English course is called Literacy, Advocacy, and Public Service. The bulk of the reading and writing in this course focuses on law and justice, societal issues, and other high-interest topics of that nature. We also offer career technical courses, such as Dispatch, Cyber security, and Protected Services. These courses give our students the opportunity to learn the basic skills that may be needed if they choose to go into those prospective careers.

Students and stakeholders often comment on how PSA feels like a family. It is an honor to be a part of an organization where our mission is strong and our community is proud of what we do.

As we say at PSA, “What’s in it for we? Ooh rah!”

Contact

Public Safety Academy
1482 East Enterprise Dr.
San Bernardino, CA 92408-0161

Phone: 909-382-2211
Email: jstickel@psasb.us




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
San Bernardino City Unified
Phone Number
(909) 381-1100
Superintendent
Harold Vollkommer
Email Address
harold.vollkommer@sbcusd.k12.ca.us
Website
http://www.sbcusd.com
School Contact Information (School Year 2020–2021)
School Name
Public Safety Academy
Street
1482 East Enterprise Dr.
City, State, Zip
San Bernardino, Ca, 92408-0161
Phone Number
909-382-2211
Principal
Jennifer Stickel, Principal
Email Address
jstickel@psasb.us
Website
http://www.psasb.us/
County-District-School (CDS) Code
36678760109850

Last updated: 1/28/2021



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

The mission of Public Safety Academy is to develop the cadet toward a career in public safety service through a process of rigorous academics, realistic hands-on training, attitude development, fitness improvement, and strict discipline.


Based upon the Academy mission statement, faculty expectations, parent expectations, and career expectations built upon character and ethics, the “school-wide learning outcomes"( SLOs) were developed to ensure that all graduates will be:


Educated individuals who:



  • Demonstrate a common core of knowledge in mathematics, science, language arts, social science, foreign language, fine arts, and computer applications that promotes their ability to understand, participate in, and enhance the community in which they live and demonstrate achievement of district and state standards.

  • Demonstrate self-discipline and perseverance in accomplishing challenging but realistic goals for themselves.

  • Evaluate and improve upon their own work and continually maintain high standards.

  • Set priorities, organizes themselves and their work, and use time effectively.


Effective Readers, Writers, and Communicators who:



  • Read for pleasure, information and insight.

  • Convey information and ideas to others integrating oral, written and research skills.

  • Listen objectively and empathetically to the ideas of others.

  • Use a variety of means and resources to structure and present logical arguments.


Critical, Reflective Thinkers and Problem Solvers who:



  • Apply a wide range of problem-solving skills to real life situations.

  • Access information from a variety of sources, evaluate it and use it to produce quality work.

  • Integrate information into a finished piece of quality work.

  • Use information to make informed decisions and solve problems independently and as a team.


Informed, Responsible Individuals who:



  • Demonstrate integrity and honesty.

  • Accept individual and group responsibility.

  • Demonstrate respect for self and respect of needs, ideas, opinions, and property of others.

Last updated: 1/28/2021

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

Grade Level Number of Students
Grade 6 44
Grade 7 69
Grade 8 67
Grade 9 66
Grade 10 66
Grade 11 57
Grade 12 52
Total Enrollment 421

Last updated: 1/28/2021

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

Student Group Percent of Total Enrollment
Black or African American 2.40 %
American Indian or Alaska Native 0.70 %
Asian 0.00 %
Filipino 0.00 %
Hispanic or Latino 93.60 %
Native Hawaiian or Pacific Islander 0.20 %
White 1.90 %
Two or More Races 1.20 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 88.40 %
English Learners 12.80 %
Students with Disabilities 7.60 %
Foster Youth 0.70 %
Homeless 0.00 %

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 for the 20-21 school year without full credential are in the process of obtaining their CTE credential.


Teachers		 School
2018–2019		 School
2019–2020		 School
2020–2021		 District
2020–2021
With Full Credential 17 18 17
Without Full Credential 1 0 5
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 2 1

Last updated: 1/28/2021

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 6
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: 1/28/2021


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
  • Mastery Education Measuring Up 2.0 Online 2020
  • Prentice Hall Literature 2007
  • Conversations in American Literature 2015
  • IXL Online Grades 6-12 2020
  • Class Novels (Great Gatsby, My Friend Dahmer, New Kid)
  • 7 Habits of Highly Effective Teens
  • ”How to Write Any High School Essay” books
  • Teachers Pay Teachers: English Curriculum for Distance Learning.

 

 0.00 %
Mathematics
  • 6-8 Mastery Education Measuring Up 2.0 Online 2020
  • 9-12 Integrated Mathematics I, II, III 2015
  • Math IXL Online 6-12 2020
  • STEM Supplemental Math software

 

 0.00 %
Science
  • 6-8 Mastery Education Measuring Up 2.0 Online 2020
  • Pearson Forensic Science 2011
  • McDougal Littell Biology 2008
  • Pearson Physics 2014
  • Houghton Mifflin Harcourt Environmental Science 2013
  • Glencoe Life Science 2007
  • Glencoe Focus on Physical Science 2007
  • Pearson Chemistry 2015
  • Essentials of Anatomy and Physiology 2014
  • Vistas Spanish 2016
  • Science IXL Online 7-8 2020
  • Explore Learning Gizmos
  • Accelerate Learning STEMScopes

 

 0.00 %
History-Social Science
  • Glencoe World History 2006
  • AMSCO AP United States History 2018
  • McGraw Hill United States History & Geography
  • 2018
  • Holt Mcdougal Economics 2011
  • Prentice Hall American Government 2007
  • McDougal Littell History grades 6-8 2006
  • History IXL Online 7-8 2020
  • APUSH- Fabric of a Nation
  • amsco - United States History, 4th edition Student Edition
  • Teachers Pay Teachers: History Curriculum for Distance Learning

 

 0.00 %
Foreign Language
  • Vistas Spanish 2016
 No 0.00 %
Health

Glencoe Health 2005

 No 0.00 %
Visual and Performing Arts
  • VARIOUS INSTRUCTIONAL MATERIALS
  • DVDs for Latin American Film course.
  • Other Electives: Community Policing book
  • Fire: "the fundamentals of Fire Fighter Skill 4th edition
 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: 1/28/2021


School Facility Conditions and Planned Improvements

According to the most recent FIT report, Public Safety Academy reports having facilities that are in "Exemplary" condition. This includes systems, the interior, cleanliness of the campus, electrical, restrooms and fountains, safety structural and external factors. Public Safety Academy's number one concern is student safety. Due to the COVID 19 Pandemic, campus remains closed to students and families. For employees (and students upon their return), hand sanitizing stations have been installed throughout the campus. An infrared temperature scanner has been installed in the front office and all guests must have their temperature taken before admittance. Janitorial staff ensures the campus is cleaned daily. Ventilation is cleaned on a regular schedule.


Facility Improvements Recently Completed/In Progress:



  • Touchless drinking fountains and touchless hand washing station

  • Shampooed all carpets and hard floors stripped and waxed

  • Repair of all all hot water lines for all restrooms

  • New lunch tables

  • Toilets with automatic sensors

  • Renovation of outside/portable restrooms to meet strict sanitary guidelines

  • Schoolwide power washing with city-grade power washer

  • Fix/repair outside portable classrooms

  • Repainting of outside of the main school building

Last updated: 1/28/2021

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: January 2021

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: January 2021

Overall Rating Exemplary

Last updated: 1/28/2021


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) 39% N/A 35% N/A 50% N/A
Mathematics (grades 3-8 and 11) 12% N/A 22% 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: 1/28/2021



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: 1/28/2021



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: 1/28/2021



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) 27 N/A 19 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: 1/28/2021




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: 1/28/2021


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

 Public Safety Academy provides all students with a college-preparatory curriculum to prepare all students for post-secondary education. In addition, the school was the recipient of funding from the SWP and CTEIG grants, which provided implementation funds to develop a College to Career Pipeline for students seeking to pursue careers in Cybersecurity and/or Emergency Medical Services. While in high school, students may complete some preliminary requirements for college level classes.



  • Fire Science: Offered during the instructional day. Students who earn a grade of “B” or above may earn college credit for the course; which is articulated through Crafton Hills College.

  • Emergency Medical Response (EMR): Offered through the County of San Bernardino ROP. It is offered during the instructional day that has also been articulated through Crafton Hills College to earn college credit. Students are able to take the EMR assessment to be certified which then allows them to register for EMR courses for credit and certification.

  • Police Dispatch: A CTE approved course that is offered during the instructional day by a dispatcher that is employed by the San Bernardino Police Department.

  • Criminal Justice/Criminal Investigation: These two courses are articulated through Mt. San Jacinto where students can earn college credit in the Public Safety field and taught at PSA.

  • Protective Services Academy: This is an adopted CTE course through the University of California Curriculum Integrations (UCCI).

  • English courses grades 9-11: adopted CTE course through the University of California Curriculum Integrations (UCCI).


 

Last updated: 1/28/2021


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

Measure CTE Program Participation
Number of Pupils Participating in CTE 96
Percent of Pupils that Complete a CTE Program and Earn a High School Diploma 96.00%
Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education 100.00%

Last updated: 1/28/2021

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 58.92%
2018–2019 Graduates Who Completed All Courses Required for UC/CSU Admission 69.77%

Last updated: 1/28/2021

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: 1/28/2021



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)

Opportunities for parent participation in input and decision-making include:



  1. ParentSquare Communication Service where all school announcements are posted, including all stakeholder meetings and other ways to engage in decision-making such as online surveys, etc. This system automatically opts-in all parents/guardians based on the number(s) provided upon enrollment. Messages are sent as direct text messages or email.

  2. Monthly School Site Council (SSC) meetings.

  3. English Language Advisory Committee (ELAC). This committee meets monthly as a part of School Site Council (SSC).

  4. Parent-Teacher Cadet (PTC) Organization on Facebook that is managed by the Parent-Liaison employed by PSA. All Parent Square notifications are also posted on the PSC Facebook page.

  5. Administer an annual parent survey to better understand stakeholder needs

  6. Parent workshops on the following topics as requested by parents:


    1. PSAT/SAT Workshop

    2. ASVAB Workshops

    3. College Financial Aid/Planning Workshop

    4. LCAP Meetings for community input


  7. Monthly Board Meetings


 

Last updated: 1/28/2021


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 0.00% 0.00% 0.00% 10.20% 10.90% 10.30% 9.10% 9.60% 9.00%
Graduation Rate 100.00% 100.00% 100.00% 82.10% 82.20% 83.30% 82.70% 83.00% 84.50%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

Last updated: 1/28/2021


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 16.40% 11.70% 5.00% 5.40% 3.50% 3.50%
Expulsions 1.10% 0.00% 0.10% 0.10% 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 9.00% -- 2.50%
Expulsions 0.85% -- 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: 1/28/2021


School Safety Plan (School Year 2020–2021)

The Comprehensive Emergency Plan was last reviewed by faculty and student representatives in October 2019. This plan is available upon request in the front office.


Key elements of the plan are:



  • Administrators redbook (Attendance lists, important phone numbers, building information, maps, drill procedures.)

  • General Emergency Actions (Duck and cover, ALICE, evacuation, shelter in place)

  • Emergency Responses (Active shooter, Earthquake, fire, death of a staff of student, medical emergency, utility failure, etc.)

  • Suspension and Expulsion Policies

  • School Discipline

  • Dress Code

  • Hate Crime and Bullying procedures

Last updated: 1/28/2021

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
1
2
3
4
5
6 21.00 5 9
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
1
2
3
4
5
6 23.00 10
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
1
2
3
4
5
6 23.00 3 10
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: 1/28/2021


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 28.00 2 3 4
Mathematics 26.00 4 4 5
Science 26.00 3 7 4
Social Science 24.00 7 3 4

* 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 28.00 2 8 5
Mathematics 24.00 7 5 3
Science 27.00 3 5 6
Social Science 21.00 9 2 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 2019–2020)

Subject Average Class Size Number of Classes *
1-22 		Number of Classes *
23-32 		Number of Classes *
33+
English 25.00 6 6 4
Mathematics 26.00 6 3 5
Science 27.00 4 1 7
Social Science 23.00 6 3 4

* 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: 1/28/2021


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

Title Ratio
Pupils to Academic Counselor* 2.0

*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: 1/28/2021


Student Support Services Staff (School Year 2019–2020)

Other FTE employees include 3 FT RSP Instructional Aides, 2 FT Academic Tutors, and 12 PT Academic Tutors.

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 2.00
Library Media Teacher (Librarian) 0.00
Library Media Services Staff (Paraprofessional) 0.00
Psychologist 0.50
Social Worker 0.00
Nurse 0.50
Speech/Language/Hearing Specialist 0.50
Resource Specialist (non-teaching) 1.00
Other 11.00

*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: 1/28/2021


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 $12858.00 $3921.00 $8937.00 $70413.72
District N/A N/A -- $86401.00
Percent Difference – School Site and District N/A N/A -- 20.30%
State N/A N/A $7750.12 $83052.00
Percent Difference – School Site and State N/A N/A 14.20% 16.40%

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

Last updated: 1/28/2021


Types of Services Funded (Fiscal Year 2019–2020)


  • Academic Tutoring: A minimum of 1-2 tutors are present for additional support in every core class on a daily basis. Additionally, tutors have office hours as well as after-school tutoring from 3-4pm, M-T

  • Localized Special Education program with full time access to a Resource Specialist and three tutors

  • EL classes and support

  • Access to two full-time counselors

  • Access to a full time Instructional Coach

  • Sports, Clubs and Organizations to support social-emotional well-being.


 

Last updated: 1/28/2021


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $53,417 $50,029
Mid-Range Teacher Salary $82,780 $77,680
Highest Teacher Salary $107,530 $102,143
Average Principal Salary (Elementary) $131,399 $128,526
Average Principal Salary (Middle) $141,977 $133,574
Average Principal Salary (High) $157,429 $147,006
Superintendent Salary $345,616 $284,736
Percent of Budget for Teacher Salaries 30.00% 33.00%
Percent of Budget for Administrative Salaries 4.00% 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: 1/28/2021

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

Percent of Students in AP Courses 5.80%
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 1
Total AP Courses Offered* 1

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

Last updated: 1/28/2021


Professional Development

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 13 31 32