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2018–2019 School Accountability Report Card

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School Accountability Report Card

Reported Using Data from the 2018–2019 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.

Nicole Enriquez, Principal

  • Principal, Sherman Elementary

About Our School

Dear Parents/Guardians,

I want to express how honored I am to continue serving as the principal of Sherman Academy. One of our instructional focuses to start out the new year is to love students and let them know it, so that they can reach their highest potential and beyond!

We want to establish a solid home-school relationship from the start of the school year to support the academic success of each student. One of the most important pillars of academic success is to develop a strong sense of responsibility. Arriving to school on time is as important as coming to school every day. If a student misses class or arrives late, the student loses important opportunities to make connections in the learning sequence. Of equal importance are that your child arrives each day wearing the Sherman uniform and that he/she begins each day with breakfast at school.

If you have specific questions or concerns regarding your child's program here at Sherman, feel free to contact me via telephone, e-mail, or arrange for a conference appointment.

Sincerely,
Nicole C. Enriquez
nenriquez@sandi.net

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

Estimados padres/tutores,

Quiero expresarles lo honrada que me siento seguir siendo la directora de la academia Sherman. Uno de nuestros enfoques educativos para comenzar el nuevo año es amar a los estudiantes y hacerles saber, para que puedan alcanzar su máximo potencial y más allá.

Deseamos establecer una relación hogar-escuela sólida desde el inicio del ciclo escolar para apoyar el éxito académico de cada alumno. Uno de los pilares más importantes del éxito académico es desarrollar un fuerte sentido de la responsabilidad. Llegar puntual a la escuela es tan importante como llegar a la escuela todos los días. Si un alumno pierde clases o llega retrasado, el alumno pierde oportunidades importantes para hacer las conexiones en la secuencia de aprendizaje. De igual importancia es que su niño/a llegue cada día vistiendo el uniforme Sherman, y que inicie cada día con un desayuno en la escuela.

Si tiene preguntas específicas o inquietudes en relación con el programa del niño/a en Sherman, puede ponerse en contacto conmigo a través del teléfono, e-mail, o hacer una cita.

Atentamente,
Nicole C. EnríquezNicole Enriquez
nenriquez@sandi.net

Principal's Comment

Nicole Enriquez

Contact

Sherman Elementary
301 22nd St.
San Diego, CA 92102-2918

Phone: 619-615-7000
Email: nenriquez@sandi.net




About This School

Contact Information (School Year 2019–2020)

District Contact Information (School Year 2019–2020)
District Name
San Diego Unified
Phone Number
(619) 725-8000
Superintendent
Cindy Marten
Email Address
cmarten@sandi.net
Website
www.sandi.net
School Contact Information (School Year 2019–2020)
School Name
Sherman Elementary
Street
301 22nd St.
City, State, Zip
San Diego, Ca, 92102-2918
Phone Number
619-615-7000
Principal
Nicole Enriquez, Principal
Email Address
nenriquez@sandi.net
Website
https://www.sandiegounified.org/schools/sherman
County-District-School (CDS) Code
37683386040158

Last updated: 1/26/2020



School Description and Mission Statement (School Year 2019–2020)

Business and Community Partners

 Sherman Parent Teacher Association

Sherman Heights Community Center

San Diego City College

San Diego State University

YMCA

Parent Institute for Quality Education

San Diego Food Bank

PASS AmeriCorps Program, San Diego County Office of Education

Our school gratefully acknowledges the tremendous support we receive
from our partners, parents, and community volunteers

Located in the historic Sherman Heights neighborhood just east of downtown San Diego, in the 2008-09 school year Sherman Elementary reopened its doors for the fourth time since 1870. The neighborhood is full of beautiful historic homes and landmarks, many of which are being restored to their original condition. Like its surroundings, the student population at Sherman is diverse and showcases a rich cultural heritage.


Our mission is to assure high academic achievement and to prepare students for success in our global society. Our comprehensive instructional program focuses on twenty-first century skills, in which students are prepared for life in a global society by receiving a strong foundation in English and Spanish language arts (via a 50/50 dual-immersion program), mathematics, science, history and social science, cultural understanding, technological and media literacy, and visual and performing arts. The overall goal of the twenty-first century skills program is to assure high academic achievement and to prepare students for the future by teaching them core values and higher-order thinking skills which they can apply in the real world.


Instruction and Curriculum


The San Diego Unified School District Board of Education has formally adopted academic standards and curriculum frameworks approved by the California State Board of Education for all subject areas. District curriculum materials, instructional strategies and supports, professional development, and student assessments are aligned with state standards and focused on ensuring that every student has access to a high-quality, rigorous, and engaging instructional program. A range of support opportunities is available for students needing additional assistance.


The vision for Sherman Academy is to establish an instructional program that focuses on 21st century skills, in which students are prepared for life in a global society by receiving a strong foundation in English and Spanish Language Arts (via 50/50 Dual Language Immersion Program), Mathematics, Science, History/Social Science, Cultural Understanding, Technological and Media Literacy, and Visual and Performing Arts.


Special Education Staff provide supplemental small group instruction to targeted students; push in/pull out to classrooms, observe and collaborate with classroom teacher to assist with differentiating instruction based upon student need; will collaborate to provide supplemental support to English/Spanish learners with language needs as appropriate.


Visual and Performing Arts


The Visual and Performing Arts (VAPA) course of study at Sherman includes standards-based sequential TK-12 pathways in music, theatre, and dance, guided by the San Diego Unified Board-approved Strategic Arts Education Plan. The California Education Code requires the arts as part of the course of study in grades 1-12, and the arts are listed among the core subjects of a well-rounded education as defined by the Every Student Succeeds Act (ESSA, 2015). The new California Arts Standards place emphasis on artistic literacy and mastery of 21st Century Skills – collaboration, critical thinking, creativity, and communication – essential areas for workplace success.

Last updated: 1/26/2020

Student Enrollment by Grade Level (School Year 2018–2019)

Most of the data in this SARC are from the 2017–18 school year or the two preceding years (2015–16 and 2016–17). Graduation, dropout, and fiscal data are from 2016–17. Contact information and data on facilities, curriculum and instructional materials, and certain teacher information are from the 2018–19 school year. When no year is specified, data are from the most recent year available. Data included in this SARC are consistent with State Board of Education guidelines, available at the California Department of Education website: www.cde.ca.gov/ta/ac/sa/.

Grade Level Number of Students
Kindergarten 126
Grade 1 132
Grade 2 88
Grade 3 96
Grade 4 97
Grade 5 98
Total Enrollment 637

Last updated: 1/26/2020

Student Enrollment by Student Group (School Year 2018–2019)

Student Group Percent of Total Enrollment
Black or African American 4.40 %
American Indian or Alaska Native 0.30 %
Asian 0.30 %
Filipino 0.30 %
Hispanic or Latino 87.30 %
Native Hawaiian or Pacific Islander 0.30 %
White 2.40 %
Two or More Races 2.20 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 87.40 %
English Learners 57.80 %
Students with Disabilities 16.30 %
Foster Youth 0.20 %
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

This table displays the number of teachers assigned to the school who are fully credentialed, who are working without a full credential, and who are credentialed but teaching outside of their subject area of competence. District totals do not include charter schools. Detailed information about teachers’ qualifications can be found on the CDE DataQuest website at dq.cde.ca.gov/dataquest/.

* This year’s data were unavailable at the time of publication. For up-to-date information, contact the San Diego Unified School District’s Human Resources Department: credentials@sandi.net or www.sandiegounified.org/human-resources.


Teachers
School
2017–2018
School
2018–2019
School
2019–2020
District
2019–2020
With Full Credential 29
Without Full Credential 2
Teachers Teaching Outside Subject Area of Competence (with full credential) 0

Last updated: 1/26/2020

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teachers assigned to the school who are fully credentialed, who are working without a full credential, and who are credentialed but teaching outside of their subject area of competence. District totals do not include charter schools. Detailed information about teachers’ qualifications can be found on the CDE DataQuest website at dq.cde.ca.gov/dataquest/.

* This year’s data were unavailable at the time of publication. For up-to-date information, contact the San Diego Unified School District’s Human Resources Department: credentials@sandi.net or www.sandiegounified.org/human-resources.

Indicator 2017–2018 2018–2019 2019–2020
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: 1/31/2020


Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2019–2020)

The district adopts textbooks and instructional materials based on the implementation cycle established by the state. The district provides a sufficient number of standards-aligned textbooks and other instructional materials for all students in the subject areas of English language arts, health, history–social science, mathematics, science, and world languages. Science laboratory equipment is available to students enrolled in laboratory science courses in grades 9–12. The following table displays information about the availability of the standards-aligned textbooks and other instructional materials used at the school.

All textbooks and instructional materials come from state or district lists. Descriptions of the district’s courses, including current instructional materials, may be found in the Course of Study, TK–12, revised annually and available on-line at www.sandiegounified.org/course-study.

Year and month in which the data were collected: December 2019

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

Houghton Mifflin Reading: A Legacy of Literacy, Houghton Mifflin

Yes 0.00 %
Mathematics

enVision MATH 2.0, Pearson

Yes 0.00 %
Science

Full Option Science System (FOSS), Delta Education, (Modified to NGSS by San Diego Unified in 2018-19)

Yes 0.00 %
History-Social Science

California Reflections, Harcourt

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: 1/26/2020


School Facility Conditions and Planned Improvements

Sherman Elementary features 32 permanent classrooms. Each classroom is child-friendly and supports teaching and learning by the effective use of materials, technology, and furniture arrangement. Each classroom features state-of-the-art technology, such as document cameras, projectors, surround sound and voice amplification systems and interactive whiteboards (kindergarten through grade 5). All kindergarten through grade 5 classrooms were provided netbooks, laptops, or tablets to establish a one-to-one computer to student ratio and provide daily learning activities across the curriculum.


Sherman’s facilities are cleaned and maintained by the custodial staff according to a daily schedule. A maintenance program is administered by the district to ensure that the entire building and the grounds are maintained to provide safe, comfortable learning and working environments. The building services supervisor and administrators frequently assess the campus for necessary maintenance and repairs. The school’s alarm system is checked regularly, and semiannual fire inspections assist the administration in monitoring the safety of the facility.


 


 


 


 

Last updated: 1/26/2020

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 Good

Last updated: 1/26/2020


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


CAASPP scores are ranked according to four “performance levels”: Level 1 indicates that the student has not met the standard tested; Level 2 indicates that the student has nearly met the standard; Level 3 indicates that the student has met the standard; Level 4 indicates that the student has exceeded the standard. Students scoring at Levels 3 and 4 have met state standards in that content area.

Note: In the tables that follow the number of students tested includes students who did not receive a valid test score; however, achievement-level percentages have been calculated using only those students who did receive valid scores.


Subject
School
2017–2018
School
2018–2019
District
2017–2018
District
2018–2019
State
2017–2018
State
2018–2019
English Language Arts / Literacy (grades 3-8 and 11) 51.0% 50.0 55.0% 55.0 50.0% 50.0
Mathematics (grades 3-8 and 11) 40.0% 37.0 45.0% 46.0 38.0% 39.0

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: 1/26/2020

CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2018–2019)

Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students 280 272 97.14% 2.86% 49.63%
Male 150 147 98.00% 2.00% 45.58%
Female 130 125 96.15% 3.85% 54.40%
Black or African American 12 12 100.00% 0.00% 58.33%
American Indian or Alaska Native -- -- -- --
Asian
Filipino -- -- -- --
Hispanic or Latino 255 247 96.86% 3.14% 48.58%
Native Hawaiian or Pacific Islander
White -- -- -- --
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 256 249 97.27% 2.73% 46.18%
English Learners 216 209 96.76% 3.24% 43.06%
Students with Disabilities 38 33 86.84% 13.16% 27.27%
Students Receiving Migrant Education Services
Foster Youth
Homeless 39 37 94.87% 5.13% 43.24%

Note: ELA 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.

Note: Double dashes (--) appear in the table when the number of students 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: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

Last updated: 1/26/2020

CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2018–2019)

Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students 280 271 96.79% 3.21% 37.27%
Male 150 147 98.00% 2.00% 40.14%
Female 130 124 95.38% 4.62% 33.87%
Black or African American 12 12 100.00% 0.00% 41.67%
American Indian or Alaska Native -- -- -- --
Asian
Filipino -- -- -- --
Hispanic or Latino 255 247 96.86% 3.14% 36.03%
Native Hawaiian or Pacific Islander
White -- -- -- --
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 256 248 96.88% 3.12% 33.87%
English Learners 216 209 96.76% 3.24% 32.06%
Students with Disabilities 38 32 84.21% 15.79% 15.63%
Students Receiving Migrant Education Services
Foster Youth
Homeless 39 37 94.87% 5.13% 27.03%

Note: 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.

Note: Double dashes (--) appear in the table when the number of students 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: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

Last updated: 1/26/2020




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
2017–2018
School
2018–2019
District
2017–2018
District
2018–2019
State
2017–2018
State
2018–2019
Science (grades 5, 8, and high school) N/A N/A N/A N/A N/A N/A

Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally during the 2018–19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016–17 and 2017–18) and the CAA for Science will be field-tested in 2018–19.
Note: Science test results include the CAST and the CAA for Science. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA for Science divided by the total number of students who participated on both assessments.
Note: This is a placeholder for the California Science Test (CAST) which was administered operationally during the 2018–19 school year. However, these data are not available for inclusion in the 2018–19 SARC posting due February 1, 2020. These data will be included in the 2019–20 SARC posting due February 1, 2021.

Last updated: 1/26/2020





Career Technical Education (CTE) Participation (School Year 2018–2019)

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: 1/26/2020

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

UC/CSU Course Measure Percent
2018–2019 Pupils Enrolled in Courses Required for UC/CSU Admission 0.00%
2017–2018 Graduates Who Completed All Courses Required for UC/CSU Admission --

Last updated: 1/26/2020

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 2018–2019)

The California Physical Fitness Test provides the outcomes in physical education and is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percentage of students tested who met the fitness standards for the most recent testing period. Data on students receiving migrant education services are not available. Detailed infor­mation regarding this test, and comparisons of a school’s test results to the district and state levels, may be found at the CDE website at www.cde.ca.gov/ta/tg/pf/.

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: Percentages are not calculated and double dashes (--) appear in the table 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.

Last updated: 1/26/2020



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 2019–2020)

Parents and other relatives are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. There are many opportunities to be involved at their children’s school site, including: govern­ance committees, special events, fundraising events, parent organizations, and in classrooms, and at the district level by participating in cluster councils, district advisory councils/committees, parent institutes/trainings, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.


If you want to get involved, please contact Ava Thompson at (619) 615-7000 or athompson@sandi.net.

Last updated: 1/26/2020


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)

This table displays the school’s four-year “cohort” dropout rates and graduation rates for the most recent three-year period for which data are available. (A cohort is the group of first-time grade 9 students in a given school year, plus students who transfer in, less students who transfer out, emigrate, or die, during that and the following three school years. A graduate is a cohort member who earns a regular high school diploma by the end of the cohort’s fourth year.) For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the DataQuest website at dq.cde.ca.gov/dataquest/.


Indicator
School
2015–2016
School
2016–2017
School
2017–2018
District
2015–2016
District
2016–2017
District
2017–2018
State
2015–2016
State
2016–2017
State
2017–2018
Dropout Rate -- -- -- 3.30% 3.70% 4.10% 9.70% 9.10% 9.60%
Graduation Rate -- -- -- 91.30% 82.00% 83.10% 83.80% 82.70% 83.00%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart
Indicator School District State
2015–2016 2016–2017 2017–2018 2015–2016 2016–2017 2017–2018 2015–2016 2016–2017 2017–2018
Dropout Rate -- -- -- 3.30% 3.70% 4.10% 9.70% 9.10% 9.60%
Graduation Rate -- -- -- 91.30% 82.00% 83.10% 83.80% 82.70% 83.00%

Last updated: 1/26/2020


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


The following table shows the rates of suspensions and expulsions. Rates per 100 students are the total number of incidents divided by the school’s enrollment for the given year, multiplied by 100. The district comparison rates are the expected rates for the school’s enrollment and grade-level composition, based on actual districtwide rates. Because suspension and expulsion rates vary greatly by grade level, and since any given two schools are not likely to have identical enrollment numbers per grade, schools will have different district comparison rates. District figures do not include charter schools.

Suspensions and Expulsions

Rate 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
Suspensions 0.30% 1.20% 1.20% 3.30% 3.50% 3.60% 3.60% 3.50% 3.50%
Expulsions 0.00% 0.00% 0.00% 0.00% 0.10% 0.10% 0.10% 0.10% 0.10%

Suspensions
Expulsions

Last updated: 1/26/2020


School Safety Plan (School Year 2019–2020)

Last Review/Update: September, 2019


Last Discussed with Staff: October, 2019


School safety is the district’s top priority. District leadership, principals, teachers, support staff, school police services, and community partners collaborate to ensure a safe school environment, including efforts to mitigate, prepare, and respond to emergency situations. To ensure safety and security, each school has a state-mandated individual Comprehensive School Safety Plan, containing policies and procedures to address the safe school climate and emergency readiness to include a safe entry and exit of students; serious disciplinary problems; discrimination, harassment and bullying; mandated child abuse reporting procedures; substance abuse prevention programs; and, gang dress attire prohibition policy.


Adult supervision is provided in the classrooms and outside areas before, during, and after school hours. Under the direction of the principal or site administrator, school staff members implement specific school-building security procedures. In addition, district offices support schools by reviewing and disseminating safety requirements and information, coordinating safety-related services, and providing safety training and assistance.


In addition, the school provides students with a safe passage to and from school by providing safe walking routes, assigning staff to supervise the student drop-off/pick-up zone before and after school, and the before-school walking club.

Last updated: 1/26/2020

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 (2016–2017)

Grade Level Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
K 24.00 5
1 22.00 5
2 21.00 2 3
3 20.00 2 3
4 30.00 4
5 27.00 4
6
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 (2017–2018)

Grade Level Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
K 26.00 6
1 26.00 4
2 27.00 4
3 21.00 1 4
4 33.00 1 2
5 27.00 4
6
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 21.00 2 4
1 22.00 6
2 22.00 4
3 24.00 1 3
4 32.00 1 2
5 33.00 1 2
6
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: 1/26/2020


Ratio of Pupils to Academic Counselor (School Year 2018–2019)

Title Ratio**
Counselor* 0.00

*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.

**Average Number of Pupils per Counselor

Last updated: 1/26/2020


Student Support Services Staff (School Year 2018–2019)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff members who are assigned to the school. The table also displays the average number of students for each academic counselor.

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 0.30
Library Media Teacher (Librarian) 0.20
Library Media Services Staff (Paraprofessional)
Psychologist 0.70
Social Worker
Nurse 1.00
Speech/Language/Hearing Specialist 1.80
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: 1/26/2020


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2017–2018)

The following table displays this school’s expenditures per student from basic (unrestricted) sources, from any supplemental (restricted) sources, and its total per-pupil expenditures. The table also provides a comparison of the school’s per-pupil expenditures from basic sources with other schools in the district and throughout the state. Finally, it compares the average teacher salary at the school with average teacher salaries in the district and the state.

Basic orunrestricted sources are funds that, except for general guidelines, are not controlled by law or by a donor. Supplemental or restricted sources are funds whose use is controlled by law or by a donor. Money that is designated for specific purposes by the Board of Education is not considered restricted.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education and Per-pupil Spending webpage: www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries and Benefits webpage: www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data website at: www.ed-data.org

Level Total Expenditures Per Pupil Expenditures Per Pupil
(Restricted)
Expenditures Per Pupil
(Unrestricted)
Average Teacher Salary
School Site $8327.00 $2100.00 $6226.00 $81905.00
District N/A N/A -- $80624.00
Percent Difference – School Site and District N/A N/A -- --
State N/A N/A $7506.64 $82403.00
Percent Difference – School Site and State N/A N/A -- --

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

Last updated: 2/4/2020


Types of Services Funded (Fiscal Year 2018–2019)

The district’s general fund includes monies for:



  • General operations—salaries, benefits, services, materials, and support to the general education

  • Special Education—programs offering appropriate, individualized instruction to students with special needs

  • Special projects—monies from agencies (federal or state) earmarked for specific programs/projects or services

  • Transportation

  • Maintenance and operations

  • District administration


Each school in the district receives an instructional budget based on enrollment, programs, and formulas set by Board of Education policy, state law, agreements with employee bargaining units, and guidelines of outside funding sources.

Last updated: 1/26/2020


Teacher and Administrative Salaries (Fiscal Year 2017–2018)

This table displays district-level salary information for teachers, principals, and the superintendent, and compares these figures to the state aver­ages for districts of the same type and size. The table also displays teachers and administrative salaries as a percentage of a district’s budget, and compares these figures to the state averages for districts of the same type and size.

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $46,124 $48,612
Mid-Range Teacher Salary $70,086 $74,676
Highest Teacher Salary $95,262 $99,791
Average Principal Salary (Elementary) $125,328 $125,830
Average Principal Salary (Middle) $128,724 $131,167
Average Principal Salary (High) $138,823 $144,822
Superintendent Salary $259,600 $275,796
Percent of Budget for Teacher Salaries 35.00% 34.00%
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: 1/26/2020


Professional Development

Measure 2017–2018 2018–2019 2019–2020
Number of school days dedicated to Staff Development and Continuous Improvement 18 18 20.5
Questions: SARC TEAM | sarc@cde.ca.gov | 916-319-0406 

California Department of Education
1430 N Street
Sacramento, CA 95814