Dr. Jonas E. Salk School - axiomadvisors.net€¦ · Dr. Jonas E. Salk School 2 Published: January 2014 School programs and curricular objectives emphasizing English Language Development,

1Dr. Jonas E. Salk School Published: January 2014

2012-2013 School Accountability Report CardPrincipalSteve [email protected]

CDS Code: 30-66589-6029144

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

Executive Cabinet MembersDr. Ellen Curtin - [email protected]

Hanan ThorntonAssistant Superintendent,Educational Services

Alejandro FloresAssistant Superintendent, Human Resources & Technology

Kevin SmithChief Business Officer

Board of TrusteesNathan Zug, PresidentEsther Wallace, ClerkClifford E. Breeden, Jr., TrusteeBarbara Quintana, TrusteeBarbara J. Clendineng, Trustee

www.msd.k12.ca.us

Dr. Jonas E. Salk School

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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, and English Learner Advisory Committee. 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.

Salk Mission & Vision StatementMission: It’s all about ALL students learning! To prepare our students to be academically

successful and to make positive contributions to our society.

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

Community & School ProfileLocated in the Orange County City of Anaheim, the Magnolia School District educates 6,353 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. 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, which operates on a traditional schedule, served 825 students in the 2012-13 school year. Student body demographics are illustrated in the chart.

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.

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. California Standards Test (CST) academic awards assemblies celebrate achievement and growth.

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 total number and percentage of incidents at the school and in the district. Suspension numbers may be inflated because some students may have been suspended multiple times. Expulsions occur only when required by law or when all other alternatives have been exhausted.

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.

Class SizeThe chart shows average class size, as well as the number of classes offered in reference to their enrollment.

School Attendance & EnrollmentRegular attendance at Dr. Jonas Salk School 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 health 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 chart illustrates the enrollment trend at this school for the past three years.

School LeadershipLeadership at Dr. Jonas Salk School is a responsibility shared among district administration, school administration, instructional staff, students, and parents. Steve Pescetti became principal in the 2010-11 school year.

Enrollment by Student Group2012-13

Percentage

African American 1.1%

American Indian 0.6%

Asian 12.1%

Filipino 2.3%

Hispanic or Latino 72.0%

Pacific Islander 1.1%

White 9.2%

Two or More 0.5%

None Reported 1.1%

English Learners 68.5%

Socioeconomically Disadvantaged 100.0%

Students with Disabilities 10.3%

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

11 12 13 11 12 13 11 12 13 11 12 13

By Grade Level

K 25 20 29 1 1 - 5 4 4 - - -

1 22 22 24 1 1 - 5 6 4 - - -

2 22 23 24 1 1 - 5 4 5 - - -

3 30 26 29 - 1 - 3 4 4 - - -

4 27 31 30 1 - - 3 3 4 - - -

5 27 23 30 1 2 - 4 4 4 - - -

6 32 28 31 - 1 - 4 4 4 - - -

By Subject Area

Other 9 - - 5 - - - - - - - -

Suspensions & ExpulsionsSchool District

10-11 11-12 12-13 10-11 11-12 12-13

Suspensions 11 11 8 138 150 91

Suspension Rate 1.3% 1.3% 1.0% 2.2% 2.4% 1.4%

Expulsions 0 0 0 0 0 0

Expulsion Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Enrollment Trend by Grade Level2010-11 2011-12 2012-13

K 125 105 125

1st 127 127 96

2nd 128 122 125

3rd 110 127 121

4th 120 112 126

5th 134 123 112

6th 131 135 120


Assisting Principal Pescetti is an Assistant Principal Stephanie McNatt, 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. 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).

Instructional TimeDuring the 2012-13 school year, Magnolia School District offered 180 days of instruction comprised of 146 regular days and 34 minimum days.

Every Thursday students are released early so that we may use the time for staff development, teacher planning, school team planning, and parent conferences.

School Facilities & SafetySalk 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 school is currently upgrading student bathrooms to be ADA compliant. The chart displays the results of the most recent facilities inspection as of September 2013.

SafetyDr. 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 February 2013. 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.

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.

Deferred Maintenance BudgetThe district participates in the State School Deferred Maintenance Program, designed to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating electrical systems, interior or exterior painting, and floor systems. In 2013-14, the district allocated $787,850.00 for the deferred maintenance program, which represents 1.59% of the district’s general fund budget. During the 2013-14 school year, the district’s governing board approved deferred maintenance projects for the school, including electrical, floor covering, HVAC, lead, painting, paving, plumbing, roofing, and wall systems.

Counseling and Support Staff (School Year 2012-13)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, which operates between the hours of 3:00 and 6:00 p.m. This program 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.

Instructional Minutes By Grade LevelMinutes Required Actual Minutes

K 36,000 50,165

1st 50,400 51,080

2nd 50,400 51,080

3rd 50,400 51,080

4th 54,000 55,125

5th 54,000 55,125

6th 54,000 55,125

School Facility ConditionsDate of Last Inspection: 09/05/2013

Overall Summary of School Facility Conditions: Exemplary

Items Inspected Facility Component System Status

Deficiency & Remedial

Actions Taken or PlannedGood 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

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


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. The chart lists the counseling and support services staff available to students at Dr. Jonas Salk School.

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 the 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). 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 Houghton Mifflin language arts materials and Carousel of Ideas. Additional assistance is provided through paraeducators.

Dr. Jonas 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, teachers meet to brainstorm intervention strategies. Interventions may include modification of instruction in the regular classroom, after-school tutoring, or grouping for intervention rotations. Open communication is maintained with parents regarding their child’s progress throughout the school year, and parental involvement is welcomed when developing intervention plans.

Dr. Jonas Salk 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, 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.

Curriculum ImprovementIn the Magnolia School District, all curriculum development activities revolve around the California Common Core State Standards. District pacing guides in language arts and mathematics outline what standards are to be taught, when they are to be taught, and when student mastery of the standards is expected. Ongoing assessment and evaluation of student performance allows teachers to gauge student understanding and mastery of the standards, and assists them in making informed and timely decisions on what areas need to be emphasized and improved.

Teacher collaboration is an important step in this process, allowing teachers to group resources, think creatively to find solutions when problems occur, and to better address the needs of all students.

District study teams in each curricular area, comprised of teacher representatives from each school, meet on a regular basis to evaluate and articulate the District’s overall instructional program. They make recommendations in the areas of curriculum, instructional materials, resources, and professional development.

Parent & Community InvolvementParents and the community are very supportive of the education program at Dr. Jonas Salk School. 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.

Community involvement opportunities include Back-To-School Night, Open House, Author Celebration, Educational Parent Meetings, Literacy and Math Nights, student performances, Spirit Days, PTA Family Nights, Zumba classes, Glow parties, Teacher Night at McDonald’s, student of the month breakfast, and other award assemblies.

Data SourcesData within the SARC was provided by Magnolia School District, retrieved from the 2012-13 SARC template, Dataquest (http://data1.cde.ca.gov/dataquest), and/or Ed-Data website.

Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention.

Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

Standardized Testing and Reporting (STAR) ProgramThe Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). CST description and scores are reported in detail within the SARC.

The CMA is an alternate assessment based on modified achievement standards in English/Language Arts (ELA) for grades three through eleven; mathematics for grades three through seven, Algebra I and Geometry; and science in grades five and eight, Life Science in grade ten. This test is designed to assess students whose disabilities preclude them from achieving grade level proficiency of the California content standards with or without accommodations.

CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. Assessment covers ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten.

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Health Clerk 1 1.0

Nurse 1 0.4

Preschool Special Day Class (SDC) Teacher 1 1.0

Psychologist 1 1.0

Resource Specialist Program (RSP) Teacher 1 1.0

Resource Teacher 1 0.2

RSP Aide 1 0.8

Social Worker 1 0.5

Special Day Class (SDC) Teacher 7 6.0

Special Day Class Aides 14 9.6

Speech/Language Specialist 2 1.5


California Standards Test (CST)The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).

The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/language arts, mathematics, social science, and science, for the most recent three-year period.

The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

Physical Fitness (School Year 2012-13)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).

California Standards Test (CST)Subject School District State

2011 2012 2013 2011 2012 2013 2011 2012 2013

English/Language Arts 49 50 51 54 56 55 54 56 55

Mathematics 56 57 56 63 64 67 49 50 50

Science 50 36 37 60 61 57 57 60 59

History/Social Science * * * * * * 48 49 49

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

California Standards Test (CST)Subgroups

SubjectEnglish/

Language Arts

Mathematics ScienceHistory/Social

Science

District 55 67 57 *

School 51 56 37 *

African American/Black * * * *

American Indian * * * *

Asian 79 75 58 *

Filipino 72 67 * *

Hispanic or Latino 47 52 32 *

Pacific Islander * * * *

White 49 65 * *

Males 50 59 40 *

Females 53 53 37 *

Socioeconomically Disadvantaged 48 54 36 *

English Learners 30 38 14 *

Students with Disabilities 59 52 * *

Migrant Education * * * *

Two or More Races * * * *


Percentage of Students in Healthy Fitness Zone2012-13

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

5 26.1% 27.0% 6.3%



Academic Performance Index (API)The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.

Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.

The first table displays the school’s API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the most recent Growth API at the school, district, and state level.

Adequate Yearly Progress (School Year 2012-13)No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/Language Arts (ELA) by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:

• Participation rate on the state’s standards-based assessments in ELA and mathematics.

• Percent proficient on the state’s standards-based assessments in ELA and mathematics.

• API as an additional indicator.• Graduation rate (for secondary schools).

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the table.

Federal Intervention Program (School Year 2013-14)Schools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP.

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

Adequate Yearly Progress (AYP)School District

Made AYP Overall No No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient No No No No

API School Results Yes Yes

Graduation Rate N/A N/A

API School Results2010 2011 2012

Statewide 4 4 4

Similar Schools 6 5 5

Group 10-11 11-12 12-13All Students at the School

Actual API Change 11 3 13

Hispanic or Latino


Socioeconomically Disadvantaged

Actual API Change 11 -1 31

English Learners


2013 Growth API ComparisonSchool District State

Number of

Students

Growth Score

Number of

Students

Growth Score

Number of

Students

Growth Score

All Students at the School 571 798 4,181 821 4,655,989 790

Asian 72 895 520 925 406,527 906

Filipino 16 898 117 901 121,054 867

Hispanic or Latino 419 779 2,885 793 2,438,951 744

White 41 815 399 846 1,200,127 853

Socioeconomically Disadvantaged 570 799 4,172 821 2,774,640 743

English Learners 413 775 2,859 799 1,482,316 721

Students with Disabilities 70 768 443 700 527,476 615

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status In PI In PI

First Year in PI 2011-2012 2011-2012

Year in PI (2013-14) Year 3 Year 3

# of Schools Currently in PI - 8

% of Schools Identified for PI - 88.9%


Instructional Materials (School Year 2013-14)Magnolia School District held a Public Hearing on September 17, 2013, 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 Content Standards and Frameworks and have been approved by the Board of Education. The most recent textbooks (as of September 2013) for all schools in the Magnolia School District is indicated.

Additional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the public libraries located in Orange County, which contain numerous computer workstations. For more information, hours, and locations please visit: www.ocpl.org.

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. The school also has three 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 third through sixth grade 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.

Teacher AssignmentOne hundred percent of the teachers at Dr. Jonas Salk School hold certificates for teaching English Language Learners. These certificates include Crosscultural Language and Academic Development (CLAD), Bilingual Crosscultural Language and Academic Development (BCLAD), and Specially Designed Academic Instruction Delivered in English (SDAIE).

Teacher misassignments represent the number of teachers who did not hold a legally recognized certificate or credential, including teachers who were assigned to classrooms with English Learners (EL) and who were not properly certificated to teach EL students. Teacher vacancies reflect the number of open teaching positions that were not filled by a full-time certificated teacher for an entire semester (for middle and high schools) or for an entire year (for elementary schools).

Highly Qualified Teachers (School Year 2012-13)The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.

For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/.

Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 25 percent or less.

Substitute TeachersMagnolia School District employs more than 125 qualified substitute teachers, including part-time teachers, retired teachers, and aspiring full-time teachers. Many district substitutes are fully credentialed; all have a minimum of a bachelor’s degree and have passed the California Basic Education Skills Test. On the rare occasion when a substitute is not available, the class may be covered by an administrator or other certificated staff member.

Teacher Evaluation & Professional DevelopmentA constructive evaluation process is a fundamental element in a sound educational program. Regular and comprehensive evaluations promote improvement of teaching skills and increased levels of student achievement. Evaluations recognize exemplary skills and accomplishments of staff and identify areas needing improvement. Evaluations are performed by the principal who has been trained and certified for competency to perform teacher evaluations. Evaluation criteria is defined by the Collective Bargaining Agreement and California Standards for the Teaching Profession.

Magnolia School District offers three staff development days annually when teachers may participate in a variety of activities to increase their professional knowledge and skills.

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

K-6 ELD Ballard & Tighe 2005 Yes 0.0%

K-6 English/Language Arts

Houghton Mifflin 2002 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 Mathematics MacMillan/ McGraw Hill 2008 Yes 0.0%

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

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

Misassignments/Vacancies11-12 12-13 13-14

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

NCLB Compliant Teachers% of Core Academic Courses Taught

By NCLB Compliant Teachers

% of Core Academic Courses

Taught By Non-NCLB Compliant Teachers

School 100.0% 0.0%

District 100.0% 0.0%

High-Poverty Schools in District 100.0% 0.0%

Low-Poverty Schools in District N/A N/A

Teacher Credential StatusSchool District

10-11 11-12 12-13 12-13

Fully Credentialed 37 34 39 274

Without Full Credentials 0 0 0 0

Working Outside Subject 0 0 0 0


Topics included: overview and digging into California Common Core Standards for ELA, Write from the Beginning Expository Writing, and SMART Boards.

New teachers and teachers not yet fully credentialed are supported by peer coaching and extensive staff development. The Beginning Teacher Support and Assessment (BTSA) program offers additional support and assistance to new credentialed teachers. For experienced teachers, the Peer Assistance and Review (PAR) program utilizes the district’s most effective veteran and knowledgeable teachers who assist with staff development and participate in such exercises as classroom visits, one-on-one meetings, and student work reviews.

Teacher & Administrative Salaries (Fiscal Year 2011-12)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 county and state levels.

School Site Teacher Salaries (Fiscal Year 2011-12)The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district, county and state.

District Expenditures (Fiscal Year 2011-12)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, is 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 2012-13)In addition to the State General Fund, Magnolia School District receives 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

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

Average Salary InformationTeachers - Principal - Superintendent

2011-12 District State

Beginning Teachers $42,284 $41,451

Mid-Range Teachers $76,814 $67,655

Highest Teachers $95,988 $85,989

Elementary School Principals $118,065 $108,589

Middle School Principals - $111,643

High School Principals - $110,257

Superintendent $195,000 $182,548

Salaries as a Percentage of Total Budget

Teacher Salaries 42.0% 42.0%

Administrative Salaries 5.0% 5.0%

Expenditures per PupilSchool

Total Expenditures Per Pupil $6,167

From Supplemental/Restricted Sources $2,042

From Basic/Unrestricted Sources $4,125

District


Percentage of Variation between School & District 3.0%

State


Percentage of Variation between School & State -25.5%

Average Teacher SalariesSchool & District

School $70,924

District $76,552

Percentage of Variation -7.4%

School & State

All Elementary School Districts $70,193

Percentage of Variation 1%

Documents

Dr. Jonas E. Salk School - axiomadvisors.net€¦ · Dr. Jonas E. Salk School 2 Published: January 2014 School programs and curricular objectives emphasizing English Language Development,