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.

Briony Chown, Director

  • Principal, High Tech Elementary Explorer
Principal Photo

About Our School

Briony comes to Explorer from London where she has taught 2nd, 3rd, and 5th grades. In her London school, Briony supported other teachers in integrating art and technology into their classroom curriculum. She holds a Post-Graduate Certificate of Education from Goldsmith's College, University of London and a B.A. in English and Philosophy from the University of Sheffield. As well as teaching, Briony loves exploring new places, cooking, reading, hiking and learning new skills.

Contact

High Tech Elementary Explorer
2230 Truxtun Rd.
San Diego, CA 92106-6128

Phone: 619-795-3600
Email: jclark@hightechhigh.org




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
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 2020–2021)
School Name
High Tech Elementary Explorer
Street
2230 Truxtun Rd.
City, State, Zip
San Diego, Ca, 92106-6128
Phone Number
619-795-3600
Principal
Briony Chown, Director
Email Address
jclark@hightechhigh.org
Website
http://www.hightechhig.org
County-District-School (CDS) Code
37683386117683

Last updated: 3/3/2021



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

Grade Level Number of Students
Kindergarten 72
Grade 1 49
Grade 2 69
Grade 3 50
Grade 4 78
Grade 5 51
Total Enrollment 369

Last updated: 3/3/2021

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

Student Group Percent of Total Enrollment
Black or African American 9.80 %
American Indian or Alaska Native 0.80 %
Asian 3.50 %
Filipino 3.30 %
Hispanic or Latino 46.10 %
Native Hawaiian or Pacific Islander 0.30 %
White 30.40 %
Two or More Races 6.00 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 41.50 %
English Learners 7.30 %
Students with Disabilities 9.50 %
Foster Youth 0.30 %
Homeless %

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 21 23 20
Without Full Credential 2 3 3
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0

Last updated: 3/9/2021

Teacher Misassignments and Vacant Teacher Positions

Indicator 2018–2019 2019–2020 2020–2021
Misassignments of Teachers of English Learners 2 1 1
Total Teacher Misassignments* 2 1 1
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: 3/9/2021


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

Year and month in which the data were collected:

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

Our school uses a wide variety of resources that enable teachers to differentiate instruction to meet the needs of each student. Among them include online adaptive text books, novels, academic journals, primary resources, digital tools along with others. In addition, students publicize much of their work online at http://www.hightechhigh.org/projects.

 0.00 %
Mathematics

Our school uses a wide variety of resources that enable teachers to differentiate instruction to meet the needs of each student. Among them include online adaptive text books, novels, academic journals, primary resources, digital tools along with others. In addition, students publicize much of their work online at http://www.hightechhigh.org/projects.

 0.00 %
Science

Our school uses a wide variety of resources that enable teachers to differentiate instruction to meet the needs of each student. Among them include online adaptive text books, novels, academic journals, primary resources, digital tools along with others. In addition, students publicize much of their work online at http://www.hightechhigh.org/projects.

 0.00 %
History-Social Science

Our school uses a wide variety of resources that enable teachers to differentiate instruction to meet the needs of each student. Among them include online adaptive text books, novels, academic journals, primary resources, digital tools along with others. In addition, students publicize much of their work online at http://www.hightechhigh.org/projects.

 0.00 %
Foreign Language

Our school uses a wide variety of resources that enable teachers to differentiate instruction to meet the needs of each student. Among them include online adaptive text books, novels, academic journals, primary resources, digital tools along with others. In addition, students publicize much of their work online at http://www.hightechhigh.org/projects.

 0.00 %
Health

Our school uses a wide variety of resources that enable teachers to differentiate instruction to meet the needs of each student. Among them include online adaptive text books, novels, academic journals, primary resources, digital tools along with others. In addition, students publicize much of their work online at http://www.hightechhigh.org/projects.

 0.00 %
Visual and Performing Arts

Our school uses a wide variety of resources that enable teachers to differentiate instruction to meet the needs of each student. Among them include online adaptive text books, novels, academic journals, primary resources, digital tools along with others. In addition, students publicize much of their work online at http://www.hightechhigh.org/projects.

 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: 3/4/2021


School Facility Conditions and Planned Improvements

HTEX occupies the first floor of a 91,140 square foot, three story building that was originally built in 1967+/-, but was completely renovated in 2005. The building is in excellent condition, with maintenance and custodial services provided by on-site staff. There are no maintenance needs beyond those that are routine for a school of this size. A 70 Kw photovoltaic system was added to the roof in 2014. LED lighting and other energy upgrades were implemented in 2016.

Last updated: 3/4/2021

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:

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:

Overall Rating Exemplary

Last updated: 3/4/2021


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.







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



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)

The Parent Association has been instrumental in improving communication with parents and getting more parents involved in making decisions that positively affect student learning outcomes. The Parent Association holds monthly at the school site. Parents have an active voice at the school. Parents have ample opportunities to volunteer in classrooms, plan and coordinate fundraising efforts to give money back into school programs by way of a grant program, foster a positive social environment for students from all communities, provide optimal nutrition to students during testing times throughout the year, and communicate to all members of the community via a parent e-newsletter and weekly news blast.

Last updated: 3/4/2021


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



School Safety Plan (School Year 2020–2021)

Our school updates its safety practices yearly and the safety plan is on file at the front desk and in each classroom. All students practice evacuation procedures multiple times each year. School evacuation maps are strategically located throughout the school. The safety plan includes addresses prevention, response, and recovery related to emergencies.


Prevention: Prevention programs are the first component in an integrated school safety plan. The purpose of the program is to create a safe school environment that supports academic achievement. These programs address a variety of issues to include violence/substance abuse and threat assessment. High Tech High’s primary goal is to prevent emergencies.


Response: Some emergencies or disasters cannot be prevented. In those cases the second component, emergency response and operations plans are in place to insure an effective response. The school will minimize the impact of an emergency or disaster. It is important for all involved response entities to coordinate and plan their activities in advance. This will minimize confusion and enhance the response.


Recovery: We are prepared to assist students and staff in their emotional recovery from an emergency. We consult with outside partners in counseling and emotional support services.

Last updated: 3/4/2021

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 24.00 3
1 22.00 2
2 24.00 3
3 25.00 2
4 24.00 3
5 24.00 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.

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

Grade Level Average Class Size Number of Classes *
1-20 		Number of Classes *
21-32 		Number of Classes *
33+
K 24.00 2
1 24.00 3
2 24.00 2
3 24.00 3
4 25.00 2
5 24.00 3
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 (2019–2020)

Grade Level Average Class Size Number of Classes *
1-20 		Number of Classes *
21-32 		Number of Classes *
33+
K 23.00 1 2
1 25.00 2
2 23.00 3
3 25.00 2
4 26.00 3
5 26.00 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: 3/4/2021


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

Title Ratio
Pupils to Academic Counselor* 1

*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: 3/4/2021


Student Support Services Staff (School Year 2019–2020)

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 1.00
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
Psychologist 1.00
Social Worker
Nurse
Speech/Language/Hearing Specialist 1.00
Resource Specialist (non-teaching) 3.00
Other 5.00

*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: 3/4/2021


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 $10755.35 $2011.39 $8743.96 $60516.71
District N/A N/A -- $83542.00
Percent Difference – School Site and District N/A N/A -- --
State N/A N/A $7750.12 $83052.00
Percent Difference – School Site and State N/A N/A -- --

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

Last updated: 3/9/2021


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $47,051 $50,029
Mid-Range Teacher Salary $71,495 $77,680
Highest Teacher Salary $97,176 $102,143
Average Principal Salary (Elementary) $128,899 $128,526
Average Principal Salary (Middle) $131,842 $133,574
Average Principal Salary (High) $140,843 $147,006
Superintendent Salary $264,819 $284,736
Percent of Budget for Teacher Salaries 34.00% 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: 3/4/2021


Professional Development

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 9 12 17