1Dr. Jonas E. Salk School Published: January 2015

PrincipalKathleen Brownkbrown@magnoliasd.org

CDS Code: 30-66589-6029144

Magnolia School District2705 West Orange AvenueAnaheim, CA 92804(714) 761-5533(714) 761-3731 FAX

Executive Cabinet MembersFrank Donavan, Ed.D.- fdonavan@magnoliasd.orgSuperintendent

Hanan ThorntonAssistant Superintendent,Educational Services

Annette ClevelandAssistant Superintendent, Business & Administrative Services

David ApplingExecutive Director, Human Resources

Bill BaileyExecutive Director, Special Education & Student Services

Board of TrusteesBarbara Quintana, PresidentGary Shields, ClerkBarbara J. Clendineng, TrusteeEsther H. Wallace, TrusteeNathan Zug, Trustee

www.magnoliasd.org

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SARC Information

Every school in California is required by state law to publish a School

Accountability Report Card (SARC) by February 1st of each year. 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 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 a 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 webpage at http://www.cde.ca.gov/ta/

ac/sa/. • View this SARC online at the school and/or LEA websites.

• For more information about the LCFF or LCAP, see the CDE LCFF Webpage at http://www.cde.ca.gov/fg/aa/lc/.

• For additional information about the school, parents and community members should contact the school principal or the district office.

DataQuestDataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.

ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. 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).

Principal’s MessageThe faculty and staff of Dr. Jonas E. Salk School are committed to providing a safe, postive, and stimulating environment in which learning is the constant focus. The Salk School community collaborates to provide a quality program based on best educational practices that meet the needs of all students. We seek to inspire our students to become skillful and inquisitive life-long learners. Equipped with knowledge and skills, they will be empowered to achieve personal, academic, social, and civic success in a world of diversity and constant change.

We encourage you to become an active participant in your child’s education. You are welcome to attend our many school activities. You may wish to become involved through the Parent Teacher Association (PTA), School Site Council (SSC), and English Learner Advisory Committee (ELAC). You may also wish to serve as a volunteer in your child’s classroom. Please feel free to contact the school whenever you have questions, concerns, or input. Working as a team will ensure the best for our students.

Community & School Profile (School Year 2017-18)Located in the Orange County City of Anaheim, the Magnolia School District educates pre-kindergarten through sixth grade students from the diverse communities of West Anaheim and Stanton. There are currently nine elementary schools (pre-K-6) in the district, which operate on a traditional schedule.

2016-2017 School Accountability Report CardPublished in the 2017-18 school year

2Dr. Jonas E. Salk School Published: January 2018

Students from the Magnolia School District attend junior high and high schools in the Anaheim Union High School District. School programs and curricular objectives emphasizing English Language Development, strong community partnerships, and character education are hallmarks of the Magnolia School District.

Dr. Jonas Salk School’s goal is to provide an engaging learning environment with strong parental involvement where all students are able to participate in activities that promote academic achievement, personal growth, and high self-esteem.

Salk Mission & Vision StatementMission: It’s all about ALL students learning! We prepare our students to be academically successful and to make positive contributions to our society in the 21st century.

Vision: We BELIEVE in the unique abilities of all students and that each one can learn. We are COMMITTED to doing whatever it takes to do what is best for our students and support our mission. Through our BELIEF and COMMITMENT, ALL students will be SUCCESSFUL!

Our Priorities:

1) We will foster a positive, student-centered learning environment where students are inspired to do their best.2) We will teach the students to the best of our abilities and help them to become lifelong learners.3) All students will be engaged in learning.4) We will maintain high expectations for all students and provide a rigorous, standards-driven academic program.5) We will determine the individual needs of our students and support them in addressing those needs.6) We will support students in gaining confidence in themselves and the belief that they can do it!7) We will take responsibility for ALL students in our school, and we believe it takes all of us working together as a team to fulfill our mission.

BELIEF + COMMITMENT = SUCCESS

School Attendance and Enrollment (School Year 2016-17)Regular attendance is a necessary part of the learning process and is critical to academic success. Attendance, tardy, and truancy policies are clearly stated and consistently enforced. Parents are advised of their responsibilities, including proper notification of when and why students are absent. Independent study is available for students who require extended leaves from school.

The attendance clerk and principal proactively address attendance issues before they develop into further problems. In the case of chronic truancy, students are referred to the School Attendance and Review Board (SARB).

The charts illustrate the enrollment trend by grade and student group for the past three years.

A. Conditions of Learning State Priority: BasicThe SARC provides the following information relevant to the Basic State Priority (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.

Enrollment by Student Group2016-17

Percentage

Black or African American 0.3%

American Indian or Alaska Native 0.0%

Asian 1.5%

Filipino 0.3%

Hispanic or Latino 8.8%

Native Hawaiian or Pacific Islander 0.2%

White 1.3%

Two or More Races 0.1%

EL Students 6.7%

Socioeconomically Disadvantaged 10.9%

Students with Disabilities 1.5%

Foster Youth 0.1%

Enrollment Trend by Grade Level2014-15 2015-16 2016-17

K 142 137 136

1st 105 115 114

2nd 116 103 111

3rd 108 111 108

4th 131 109 105

5th 118 126 108

6th 129 118 122

3Dr. Jonas E. Salk School Published: January 2018

Teacher AssignmentThe district recruits and employs credentialed teachers. This chart shows information about teacher credentials.

Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester or year.

School Facilities (School Year 2017-18)Salk School provides a safe, clean environment for students, staff, and volunteers. Situated on 18.25 acres, school facilities include 21 permanent buildings, 8 portable buildings, a large playground, library, multipurpose room, and administrative offices. Facilities are well-maintained and provide adequate space for students and staff. The chart lists the results of the most recent school facilities inspection and determines the overall rating of the school condition to be “Good” as of November 2017.

Maintenance and RepairSafety concerns are the number one priority of Maintenance and Operations. District maintenance supervisors are proactive and conduct inspections at school sites on a continual basis. Repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and highest priority to emergency repairs. The district maintenance staff has indicated that 100% of all toilets on school grounds are in working order.

Cleaning Process and ScheduleThe district governing board has adopted cleaning standards for all schools in the district. A summary of these standards is available at the school office or at the district office. The site administration team works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.

Teacher Credential StatusSchool District

15-16 16-17 17-18 17-18

Fully Credentialed 42 43 41 294

Without Full Credentials 0 0 0 0

Teaching Outside Subject Area of Competence (with full credential)

0 0 0 0

Misassignments/Vacancies15-16 16-17 17-18

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 0 0 0

School Facility ConditionsDate of Last Inspection: 11/08/2017

Overall Summary of School Facility Conditions: Good

Items Inspected Facility Component System Status Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Restrooms/Fountains X

Safety (Fire Safety, Hazardous Materials) X

Structural (Structural Damage, Roofs) X

RM 8: Remove rusty gutters, wo#22728. RM 12: Install down spout, wo#29742. RM 25, 29, 32: Remove rusty gutters, wo#22728. CBET: Repair rust on overhang, wo#29737.

FRC: Remove rusty gutters, wo#29738.

External (Grounds, Windows, Doors, Gates, Fences) X

RM 1A: Replace siding trim, wo#29746. RM 1B: Chassis repair, replace vent screen, wo#29749. RM 2B: Repair rust on ramp, wo#29748. RM 3B: Repair rust on overhang, wo#29754. Upper Playground: Repair sinking sewer pump ejector pump, wo#29739.

4Dr. Jonas E. Salk School Published: January 2018

Instructional Materials (School Year 2017-18)Magnolia School District held a Public Hearing on September 7, 2017, and determined that it has sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. All textbooks and instructional materials used within the district are aligned with the California State Standards and have been approved by the Board of Education. The most recent textbooks (as of September 2017) for all schools in the Magnolia School District are indicated.

B. Pupil Outcomes State Priority: Pupil AchievementThe 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)

California Assessment of Student Performance and ProgressThe California Assessment of Student Performance and Progress (CAASPP) includes computer-based assessments. The computer-based assessments are the Smarter Balanced English Language Arts/Literacy (ELA) and Mathematics tests, administered to grades three through eight and eleven. There is also the optional Standards-based Tests in Spanish (STS) for Reading/Language Arts (RLA).

In the 2014-15 and 2015-16 school years, the Science assessments were paper-pencil tests for grades five, eight, and ten: the California Standards Tests (CSTs) for Science, the California Modified Assessment (CMA) for Science, and California Alternate Performance Assessment (CAPA) for Science. During the 2016–17 school year, the new California Science Test was pilot tested. This pilot test replaced the California Standards Tests and California Modified Assessment for Science. Because this was a pilot year, no Science scores will be disclosed.

The Smarter Balanced Assessment System utilizes computer-adaptive tests and performance tasks that allow students to show what they know and are able to do. Smarter Balanced summative assessment results include student scores, achievement levels, and descriptors that describe performance. These assessment results are only one of several tools used to measure a student’s academic performance in ELA/Literacy and mathematics. Smarter Balanced assessment results are most appropriately interpreted alongside other available information about a student’s academic achievement, including such measures as District assessments, classroom assignments and grades, classrooms tests, report cards, and teacher feedback.

For 2015–16 and 2016–17, this section includes the school, district,, and state information on the percent of students meeting or exceeding the State standards on the California Assessment of Student Performance and Progress (CAASPP) Smarter Balanced Summative Assessments and California Alternate Assessments (CAAs) for English language arts/literacy (ELA) and mathematics for grades three through eight and grade eleven. It also displays Science scores (grades 5, 8, and 10) for 2014-15 and 2015-16.

California Assessment of Student Performance and Progress Percent of Students Meeting or Exceeding the State Standards

Subject School District State

2015 2016 2017 2015 2016 2017 2015 2016 2017

English Language Arts/Literacy (Grades 3-8 and 11) -- 45 47 -- 48 48 -- 48 48

Mathematics (Grades 3-8 and 11) -- 37 39 -- 42 42 -- 36 37

Science (Grades 5, 8, and 10) 36 39 -- 52 50 -- 56 54 --

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

K-6 ELD Benchmark Advance 2016 Yes 0.0%

K-6 English/Language Arts Benchmark Advance 2016 Yes 0.0%

K-6 Health Developmental Studies Center 2003 Yes 0.0%

4th-6th Health Princeton Health Press 2003 Yes 0.0%

K-6 History/Social Science Harcourt School Publishers 2006 Yes 0.0%

K-6 Mathematics Houghton Mifflin/Harcourt 2014 Yes 0.0%

K-6 Mathematics California Math Expressions 2015 Yes 0.0%

K-6 Science MacMillan/ McGraw Hill 2007 Yes 0.0%

5Dr. Jonas E. Salk School Published: January 2018

The following table displays information on student achievement by student groups for the school in ELA and Mathematics with all grades combined (grades three through eight and eleven).

Note: ELA test results include the Smarter Balanced Summative Assessment and the California Alternate Assessment. 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 on the CAAs divided by the total number of students who participated in both assessments.

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.

State Priority: Other Pupil AchievementThe SARC provides the following information relevant to the Other Pupil Outcomes State Priority:

• Pupil Outcomes in the subject areas of physical education.

Physical Fitness (School Year 2016-17)In the spring of each year, Magnolia Elementary School District is required by the state to administer a physical fitness test to all students in fifth grade. The physical fitness test measures each student’s ability to perform fitness tasks in six major areas; students are provided several options to perform tasks in each area. Students who either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the Healthy Fitness Zone (HFZ).

C. Engagement State Priority: Parental InvolvementThe SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):

• Efforts the school district makes to seek parent input in making decisions for the school district and each school site.

Parent & Community Involvement (School Year 2017-18)Parents and the community are very supportive of the education program at Dr. Jonas Salk School. Parents are informed of happenings at the school through monthly newsletters and the Friday Parent message (through the phone system). The PTA has made generous contributions of time and money to numerous programs and activities.

Parents are encouraged to be involved in their child’s education through volunteering in the classroom and attending schoolwide events held throughout the year. The PTA has monthly volunteer meetings for parents interested in participation in school and PTA events. Parents can also participate on the School Site Council and ELAC.

Community involvement opportunities include Back-To-School Night, Open House, Educational Parent Meetings, student performances, Spirit Days, PTA Family Nights, Coffee with the Principal, ESL classes, financial classes, literacy classes, Phoenix Health program, Teacher Night at McDonald’s, student of the month breakfast, and other award assemblies.

California Assessment of Student Performance and Progress English-Language Arts Mathematics

Student Groups Total Enrollment

Number Tested

Percent Tested

% Met or Exceeded CA Standard

Number Tested

Percent Tested

% Met or Exceeded CA Standard

All Students 437 430 98.40 46.51 437 100.00 39.36

Male 222 220 99.10 40.45 222 100.00 41.89

Female 215 210 97.67 52.86 215 100.00 36.74

Black or African American 13 13 100.00 38.46 13 100.00 15.38

Asian 57 54 94.74 59.26 57 100.00 68.42

Filipino 13 13 100.00 76.92 13 100.00 69.23

Hispanic or Latino 296 295 99.66 42.03 296 100.00 31.76

White 48 45 93.75 55.56 48 100.00 50

Socioeconomically Disadvantaged 382 375 98.17 42.13 382 100.00 34.82

English Learners 290 283 97.59 42.4 290 100.00 37.93

Students with Disabilities 51 51 100.00 17.65 51 100.00 19.61

Percentage of Students in Healthy Fitness Zone2016-17

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

5 20.9% 13.6% 5.5%

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

6Dr. Jonas E. Salk School Published: January 2018

Contact InformationParents who wish to volunteer or participate in Salk School’s leadership teams, school committees, and school activities may call the school’s office at (714) 527-5143.

State Priority: School ClimateThe SARC provides the following information relevant to the School Climate State Priority (Priority 6):

• Pupil suspension and expulsion rates; and• Other local measures on the sense of safety.

Discipline & Climate for LearningThe primary focus at Dr. Jonas Salk School is learning. A positive atmosphere and an effective learning program provide the basis for their discipline program. School staff supports an environment that teaches students, through the daily curriculum, the skills to resolve conflicts and take responsibility for their decisions. Positive Behavior Intervention Support (PBIS) program implements positive rewards based on positive behavior shown by students. Student of the Month breakfast celebrates student success and positive behavior. Friday Spirit Rallys, academic awards assemblies celebrate achievement and growth. Students develop leadership skills through the Student Council and help build school spirit.

School rules are shared with students and parents during classroom orientation, in parent newsletters, assemblies, daily announcements, and at Back-to-School Night. At our weekly spirit rally and trimester awards assembly we salute outstanding students who have demonstrated positive behavior as recognized by Salk staff members.

Dr. Jonas Salk School participates in the PAL® (Peer Assistance Leadership) program, which enables upper grade students (grades 3-6) to develop conflict resolution skills. These trained student leaders act as role models for the entire student body. On the playground, PAL® students identify and mediate conflicts, and subsequently write a report of their learning experiences to share with a teacher. Through the implementation of this program, we have experienced a more safe and peaceful campus.

The suspensions and expulsions table displays the suspension and expulsion rates for the past three years.

Safe School Plan (School Year 2017-18)Dr. Jonas Salk School is a closed campus. During school hours the entrance is secured to ensure visitors check in with the front office. All visitors are required to sign in and to wear visitor badges during their stay. While visits by parents and community members are welcomed, anyone wishing to be on campus during school hours should notify staff ahead of time. During lunch, breaks, and before and after school, yard supervisors and teachers supervise students and monitor the campus.

The comprehensive Safe School Plan was developed by the district to comply with Senate Bill 187 (SB 187) of 1997. The plan provides students and staff a means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB 187 within their safe school plans: current status of school crime; child abuse reporting procedures; disaster procedures, routine and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a schoolwide dress code; safe ingress and egress of pupils, parents, and school employees; safe and orderly school environment; and school rules and procedures.

The school evaluates the plan annually and updates it as needed. The plan was last updated in Fall 2017. Safety procedures, including elements of the Safe School Plan, are reviewed with school and district staff throughout the school year during various safety training opportunities and emergency drills.

D. Other SARC InformationThe information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

HomeworkHomework is a fundamental part of the learning process that reinforces prior instruction, develops basic academic and study skills, and promotes student responsibility and self-discipline. Homework is assigned on a regular basis for all grade levels and major subject areas. While each teacher determines the appropriate measure of homework for his or her students, the school recommends an average of 20 to 30 minutes per day for primary grades (1-3) and 30 to 60 minutes per day for upper grades (4-6) four days each week. Students are expected to complete their homework assignments in a timely manner and to the best of their ability. We encourage parents to provide a supportive environment for homework activities and to review homework assignments with their child.

Federal Intervention Program (School Year 2017-18)Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not meet federal Annual Measurable Objective targets for two consecutive years in the same area or indicator, including English/Language Arts and Math testing participation rates, attendance rates, and graduation rates. After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not meet those goals.

Due to the flexibility allowed by the Every Student Succeeds Act (ESSA) that became law in December 2015 and reauthorized the ESEA, no LEA or school will be newly identified for PI in the 2017–18 school year. LEAs and schools that received Title I, Part A funds for the 2016–17 school year and were “In PI” in the 2016–17 school year will retain their same PI status and placement year for 2017–18. California elected not to require LEAs or schools to provide Supplemental Educational Services and Choice for the 2017–18 school year, as defined in Section 1116 of the ESEA.

LEAs and schools that received Title I, Part A funds for the 2016–17 school year and either had a status of “Not in PI” for the 2016–17 school year or did not receive Title I, Part A funds for the

2015–16 school year will have a status of “Not in PI” for the 2017–18 school year.

For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

School LeadershipLeadership at Dr. Jonas Salk School is a responsibility shared among district administration, school administration, instructional staff, students, and parents. Katie Brown became principal in the 2017-18 school year. Assisting Principal Brown is an Assistant Principal Dawn Bakker, and a Leadership Team, comprised of grade-level teacher representatives. The Leadership Team discusses strategic planning, oversees school climate and culture, and monitors the school’s instructional programs.

Staff members and/or parents participate on various committees that make decisions regarding the priorities and direction of our educational plan, and ensure instructional programs are consistent with students’ needs, and comply with district goals.

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status In PI In PI

First Year in PI 2011-2012 2011-2012

Year in PI Year 3 Year 3

# of Title I Schools Currently In PI - 5

% of Title I Schools Currently In PI - 55.6%

Suspensions & ExpulsionsSuspensions Expulsions

14-15 15-16 16-17 14-15 15-16 16-17

School 0.43 1.01 1.06 0.00 0.00 0.00

District 0.52 0.74 0.75 0.00 0.00 0.00

State 3.79 3.65 3.65 0.09 0.09 0.09

7Dr. Jonas E. Salk School Published: January 2018

The school’s committees and organizations include: School Site Council (SSC), English Learners Advisory Council (ELAC), and the Parent Teacher Association (PTA). The School Site Council, consisting of school staff and parents, is a major governing body that meets regularly to monitor programs and to approve the school budget. At the district level, parents participate on the District ELAC and the District Program Advisory Committee (DPAC).

Staff DevelopmentMagnolia School District offers six staff development days annually when teachers may participate in a variety of activities to increase their professional knowledge and skills. Topics included: ELA/ELD Framework, ELA/ELD Benchmark Advance Curriculum, Designated & Integrated ELD, Multi-Tiered Systems of Support (RtI & PBIS), Thinking Maps, Write From the Beginning, 6th-grade math concepts and Data-driven Instruction.

Class SizeThe table indicates the average class size by grade level, as well as the number of classrooms that fall into each size category.

Counseling and Support Staff (School Year 2016-17)The school and district employ qualified personnel to provide support services. An active Student Success Team (SST) meets frequently to address issues that affect the ability of a student to perform at his or her best in school. Using a collaborative approach, members of the SST evaluate and recommend various intervention strategies and services to meet the unique needs of the referred student.

With the Anaheim Family YMCA and the City of Anaheim, Magnolia School District offers the Anaheim Achieves after-school program. This program, which operates between the hours of 3:00 and 6:00 p.m., offers a safe and structured environment for our students after school. Half of the time is spent on homework help in the areas of reading, writing, and math. The other half is comprised of enrichment activities in the areas of arts, recreation, and character education.

Magnolia School District also partners with Orange County’s Families and Children Together (FaCT) to fund the Salk Community Family Resource Center located on the Dr. Jonas Salk campus. FaCT is a partnership among more than 60 community-based social service agencies and the County of Orange Social Services Agency. The Salk Community Family Resource Center provides counseling, parent education, after-school programs, health education and services, support groups, community outreach, and referrals to community agencies for our families.

School Readiness is an important focus of the Magnolia School District, enabling students to be fully prepared for successful enrollment in the public education system. The district, as well as county, state, and federal agencies, offer a variety of programs at schools throughout the district, targeting families with children from pre-natal to four years of age. All programs are coordinated by the School Readiness Center located at the district office.

Magnolia School District offers the Gifted and Talented Education (GATE) program to students who have been recognized as capable of attaining high levels of achievement by their teachers and identified through state testing programs. Students in the GATE program (grades 4-6) receive specialized instruction in a clustered classroom.

For students whose primary language is not English and who have limited English proficiency, Magnolia School District offers programs to help them quickly acquire the English language and prepare to meet state academic standards. Students are identified as English Learners (EL) through the California English Language Development Test (CELDT) and are currently transitioning to the new English Language Proficiency Assessment for California (EPLAC). Students are placed with teachers who are appropriately credentialed to teach English Learners and receive instruction in English based on their level of English acquisition.

Students receive 30 minutes of English Language Development daily through the district-adopted Benchmark Advanced language arts materials. Additional assistance is provided through paraeducators.

Jones E. Salk School offers support to students whose test results indicate they need additional assistance to achieve grade level proficiency. When a student is academically at-risk, our teachers meet to brainstorm intervention strategies.

Interventions may include modification of instruction in the regular classroom, after-school tutoring, or enrollment in summer school. We maintain open communication with parents regarding their child’s progress throughout the school year and welcome parental involvement when developing intervention plans. Maxwell School provides instruction to all students in the least restrictive environment possible. Students with special needs are accommodated with a variety of options.

A team consisting of the parent, school administrator, general education teacher, psychologist, speech and language therapist, and special education teacher develops an Individual Education Plan (IEP). The IEP defines the individualized instruction a child will receive which may include placement in a Special Day Class or services from a Resource Specialist, Adaptive Physical Education Specialist, Occupational Therapist, and/or Speech and Language Specialist. The Magnolia School District offers state preschool programs at some of its sites, as well as a regional program at Lord Baden-Powell and Dr. Jonas Salk Schools servicing students with severe handicaps and/or multiple disabilities from six surrounding school districts.

The following services are provided when needed. Note: One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 %of full time.

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

15 16 17 15 16 17 15 16 17 15 16 17

By Grade Level

K 24 23 19 1 1 2 5 5 5 - - -

1 26 26 23 - - 1 4 4 4 - - -

2 23 25 26 1 - - 4 4 4 - - -

3 26 26 26 - - - 4 4 4 - - -

4 27 27 27 1 1 1 4 3 3 - - -

5 28 31 31 - - - 4 4 3 - - -

6 27 27 27 1 1 1 4 4 4 - - -

Other - 11 9 - 1 1 - - - - - -

Counseling & Support Services StaffNumber of Staff

Full Time Equivalent

Behavior Specialist 3 1.9

Health Clerk 1 1.0

Instruction Practice Coach 1 1.0

Nurse 1 0.4

Psychologist 2 1.5

Resource Specialist Program Teacher 1 1.0

Resource Specialist Program Aide 1 0.8

Social Worker 1 0.5

Special Day Class (SDC) Teacher 7 7.0

Preschool SDC Teacher 1 1.0

Special Day Class Aides 16 10

Speech/Language Specialist 2 1.5

Teacher on Special Assignment 1 1.0

8Dr. Jonas E. Salk School Published: January 2018

Library & Computer ResourcesStudents visit the library on a regularly scheduled basis weekly with their classes. The library is staffed by a full-time library media clerk and is open before and after school for student use. It is open before and after school on Thursdays for parents to checkout books. Kindergarten and first grade classrooms each have 6 tablets. Classrooms in grade two through six have Chromebooks at a 1-to-1 ratio. The school also has two computer labs that house 35 computers, staffed by classroom teachers and support staff. Dr. Jonas Salk Elementary School uses the computer labs for ST math in grades K-5. SmartBoard technology exists in every classroom.

Students receive computer instruction in the following software programs: Microsoft Office, Word, Power Point, and Excel, as well as software aligned with the district-adopted textbook series.

District Expenditures (Fiscal Year 2015-16)The figures shown in the table reflect the direct cost of educational services, per average daily attendance, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required by law annually and is compared with other districts state-wide.

Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures, except for general guidelines, are not controlled by law or donor.

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

District Revenue Sources (Fiscal Year 2016-17)In addition to the State General Fund, Magnolia School District received state and federal funding for the following categorical, special education, and other support programs:

• Title I, Part A, Basic and Neglected • Title II, Part A• Title III, Part A (LEP)• Economic Impact Aid• Peer Assistance and Review

School Site Teacher Salaries (Fiscal Year 2015-16)The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state.

Teacher & Administrative Salaries (Fiscal Year 2015-16)State law requires comparative salary and budget information to be reported to the general public. For comparison purposes, the California Department of Education has provided average salary data from elementary school districts throughout the state having between 5,000 and 9,999 Average Daily Attendance (ADA). The table illustrates the teacher and administrative salary at the district and compares it to the state.

Expenditures per PupilSchool

Total Expenditures Per Pupil $10,088

From Supplemental/Restricted Sources $2,011

From Basic/Unrestricted Sources $8,077

District

From Basic/Unrestricted Sources $8,355

Percentage of Variation between School & District -3.3%

State

From Basic/Unrestricted Sources $6,574

Percentage of Variation between School & State 22.9%

Average Teacher SalariesSchool & District

School $85,483

District $87,675

Percentage of Variation -2.5%

School & State

All Elementary School Districts $78,363

Percentage of Variation 9.1%

Average Salary InformationTeachers - Principal - Superintendent

2015-16 District State

Beginning Teachers $47,106 $48,678

Mid-Range Teachers $85,575 $78,254

Highest Teachers $106,936 $96,372

Elementary School Principals $125,333 $122,364

Middle School Principals - $125,958

High School Principals - $126,758

Superintendent $215,000 $212,818

Salaries as a Percentage of Total Budget

Teacher Salaries 38.0% 38.0%

Administrative Salaries 5.0% 5.0%