Melville S. Jacobson Elementary Schoolsarconline.org/SarcPdfs/7/39754996107973.pdf · meeting or exceeding grade-level standards. ... test scores and achievements. ... Earthquake

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Tracy USD

Tania Salinas Principal

[email protected]

1750 West Kavanagh Avenue Tracy, CA 95376

Grades: K-5 Phone: (209) 830-3315

www.tracy.k12.ca.us/sites/jes

CDS Code: 39-75499-6107973

Para español, visita: www.tracy.k12.ca.us

Melville S. Jacobson

Elementary School

2014-15 School Accountability Report Card

Published in 2015-16

Brian Stephens, Superintendent • [email protected] • Phone: (209) 830-3200

Tracy Unified School District • 1875 West Lowell Avenue Tracy, CA 95376 • www.tracy.k12.ca.us

Brian Stephens, Superintendent • [email protected] • Phone: (209) 830-3200

Tracy Joint Unified • District Address City, CA Zip • www.tracy.k12.ca.us

2014-15 School Accountability Report Card • Published by School Innovations & Achievement • www.sia-us.com

3Melville S. Jacobson Elementary SchoolSARC

Principal’s MessageDear students and parents,

Welcome to Melville S. Jacobson Elementary School! Jacobson is a transitional kindergarten through fifth-grade neighborhood school that was built in 1990. The school has been serving families for 26 years.

Our special programs at Jacobson focus on academic achievement and promote a positive school climate. It is the goal of the school to ensure that each student is a competent reader, writer and mathematician, meeting or exceeding grade-level standards. The school has many programs to assist general- and special-education students as well as our English language learners.

Our Jacobson staff members have high expectations that students will be successful as lifelong learners. Teacher teams collaborate and use data to set goals and improve teaching and learning, expanding the cur-riculum to recognize the increased expectations of technology and society upon our young people. Students learning the English language receive additional support in their classroom as well as in small groups.

Students are taught and modeled the Six Pillars of Character: Trustworthiness, Respect, Responsibility, Fair-ness, Caring, and Citizenship. Students are elected to serve on Student Council and plan many activities, including spirit days. The school mascot is the Jacobson Jaguar.

Follow us on Facebook at www.facebook.com/MelvilleSJacobsonElementarySchool for school updates, spe-cial announcements and events around campus.

Sincerely,

Tania Salinas Principal

“The future belongs to the educated.”

School Accountability Report Card

In accordance with state and federal requirements, the School Accountability

Report Card (SARC) is put forth annually by all public schools as a tool

for parents and interested parties to stay informed of the school’s progress, test

scores and achievements.

Board of TrusteesTed Guzman, President

Kelly Lewis, Vice President

Walter Gouveia, Clerk

Greg Silva, Member

Jill Costa, Member

James Vaughn, Member

Juana Dement, Member

School SafetyStudent safety is a major priority at Jacobson Elementary. Each year the school’s safety plan is reviewed and updated. Staff and students participate in monthly fire drills. Earthquake drills are conducted each quarter. Each classroom is equipped with an emergency-response backpack and bucket containing items deemed necessary in the event of an emergency. All visitors to the school must sign in at the office, and all staff mem-bers wear badges. Staff members on duty wear an orange vest for easy identification. New fencing and gates surround the school site for additional safety and security. There are 19 security cameras located throughout the school. A positive school climate and safety are of upmost importance. The district School Safety and Vio-lence Prevention Handbook and education code are followed. Inappropriate student conduct is not tolerated. Results from the school surveys indicate that staff, students and parents agree that Jacobson has a positive climate. Students demonstrating good character are acknowledged on a regular basis.

The school safety plan was last reviewed, updated and discussed with the school faculty in August 2015.

School Mission StatementThe mission of Melville S. Jacobson Elementary School is to nurture every child’s academic and critical-thinking skills, self-esteem, and physical well-being within a positive and safe learning environment.

Three-Year DataProfessional Development Days

2013-14 2014-15 2015-16

Jacobson ES 5 days 5 days 5 days

Professional DevelopmentJacobson staff has many opportunities for professional development. As the district implements the California State Standards (CaSS) opportunities for teachers to discuss instruction and student learning occur weekly when teachers meet in their professional learning community. Teachers meet monthly by grade level during district staff development days to plan, evaluate and collaborate on English language arts units. Three math teacher leaders attend district meetings and receive ongoing staff development on the implementation of CaSS math. Through a survey, Jacobson staff identified mathematics as an area of need with regard to staff development. Tracy Unified is providing professional development in the area of mathematics. Jacobson Elementary receives three days of math coach support for My Math curriculum a year. All grade-level teach-ers have worked with Nancy Fetzer on English language arts strategies, including movie scripts, which are used for frontloading of vocabulary and student story development. The consistency with this training helps with student understanding and leads to greater success. Transitional kindergarten through second-grade teachers has received training in Project GLAD (Guided Language Acquisition Design). This year all teach-ers, transitional kindergarten through fifth grade will have release time to work with a GLAD coach to further develop GLAD instructional strategies. Project GLAD is an effective instructional model for teaching English language development (ELD) and literacy. Kindergarten through second grade is using iRead early interven-tion program. iRead is a new digital foundational reading program designed to close the achievement gap early and place all kindergarten through second-grade student on a path to reading proficiency by grade 3. Teachers have been trained and received professional development upon implementation. Teachers work with a consultant as needed for continued coaching and monitoring student progress. Jacobson Elementary is dedicated to lifelong learning not only for our students but for our staff and community as well.

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Enrollment by Student GroupThe total enrollment at the school was 641 students for the 2014-15 school year. The pie chart displays the percentage of students enrolled in each group.

2014-15 School YearDemographics

Socioeconomically disadvantaged

55.7%English

learners38.4%

Students with disabilities

10.8%Foster Youth

1.4%

Three-Year DataNumber of Classrooms by Size

2012-13 2013-14 2014-15

GradeNumber of Students

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 1 4 1 2 2 1 5

1 2 3 4

2 4 3 4

3 1 3 1 4 2 3

4 4 3 4

5 1 3 1 3 1 3

Suspensions and ExpulsionsThis table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions.

Suspension and Expulsion Rates

Jacobson ES

12-13 13-14 14-15

Suspension rates 1.2% 0.7% 1.3%

Expulsion rates 0.0% 0.0% 0.0%

Tracy USD

12-13 13-14 14-15



California

12-13 13-14 14-15



Hispanic or Latino48.5%

American Indian or Alaska Native

0.3%

Asian13.3%

Native Hawaiian or Pacific Islander

0.9%

Filipino4.5%

Black or African-American

6.1%

White20.6%

Two or more races5.6%

No response 0.2%

Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2014-15 school year.

2014-15 Enrollment by Grade

K

1

2

3

4

5

141

115

95

91

115

84

Class Size DistributionThe bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size.

Three-Year DataAverage Class Size

13-1412-13 14-15

K 1 2 3 4 5

19 2022

25

2124

26 25 2523 22

2427 27

22 21

26 26


Federal Intervention ProgramSchools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English language arts or mathematics) or on the same indicator enter into Program Improve-ment (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

This table displays the 2015-16 Program Improvement status for the school and district. For detailed informa-tion about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

2015-16 School YearFederal Intervention Program

Jacobson ES Tracy USD

Program Improvement status In PI In PI

First year of Program Improvement 2011-2012 2004-2005

Year in Program Improvement Year 3 Year 3

Number of Title I schools currently in Program Improvement 8

Percentage of Title I schools currently in Program Improvement 80.00%

California Physical Fitness TestEach spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas:

1. Aerobic Capacity

2. Body Composition

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

Percentage of Students Meeting Fitness Standards

2014-15 School Year

Grade 5

Four of six standards 23.8%

Five of six standards 14.3%

Six of six standards 6.0%

Adequate Yearly ProgressThe federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Ad-equate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas:

• Participation rate on statewide assessments in English language arts and mathematics

• Percentage of students scoring proficient on statewide assessments in English language arts and mathematics

• Attendance rates for schools with enrollment in Transitional Kindergarten through grade eight (TK-8)

• Graduation rate for high schools

The table displays whether or not the school, district, and state met each of the AYP criteria and made overall AYP for 2014-15. For more information, visit www.cde.ca.gov/ta/ac/ay.

2014-15 School YearAdequate Yearly Progress Criteria

Jacobson ES Tracy USD California

Met overall AYP Yes Yes Yes

Met participation rate:

English language arts Yes Yes Yes

Mathematics Yes Yes Yes

Met percent proficient:

English language arts n n n

Mathematics n n n

Met attendance rates Yes Yes Yes

Met graduation rate � Yes Yes

� Not applicable. This AYP indicator is only applicable for high schools.

Not applicable. Due to the transition to the Smarter Balanced Summative Assessments, the U.S. Department of Education approved the California Department of Education’s waiver request to exclude the percent proficient results from AYP determinations. For more information on the AYP reports, please visit http://data1.cde.ca.gov/dataquest/.

n

Public Internet AccessInternet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-serve basis. Other use restrictions include the hours of operation, the length of time that a work-station may be used (depending on avail-ability), the types of software programs available at a workstation and the ability to print documents.

6

California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results Beginning in the 2013-14 school year, the Standardized Testing and Reporting (STAR) Program was eliminated and replaced by a new set of assessments called the California Assessment of Student Performance and Progress (CAASPP).

For the 2015 school year, the CAASSP included a mix of online and paper-pencil assessments. The online component contained the Smarter Balanced English language arts/literacy and mathematics tests. The paper-pencil science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). There was also the optional Standards-based tests in Spanish for reading/language arts.

The CST is a multiple-choice test in science for varying grade levels. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan (IEP). The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations.

For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

CAASPP by Student Group: English Language Arts and MathematicsThe tables on the following pages display the information on student achievement at each performance level in English language arts and mathematics for the school by student groups for grades 3-5.

Levels of achievement include:

• Level 1 = Standard not met

• Level 2 = Standard nearly met

• Level 3 = Standard met

• Level 4 = Standard exceeded

Note: The number of students tested includes students who did not receive a score. However, the number of students tested is not the number that was used to calculate the performance level percentages. The performance level percentages are calculated using students with scores.

California Standards Tests for All Students: Science (grades 5, 8 and 10)The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Advanced levels (meeting or exceeding state standards) in science.

Three-Year DataStudents Scoring at Proficient or Advanced Levels

Jacobson ES Tracy USD California

Subject 12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15

Science 32% 30% 23% 50% 54% 54% 59% 60% 56%

California Standards Tests Results by Student Group: Science (grades 5, 8 and 10)

2014-15 School YearStudents Scoring at Proficient or Advanced Levels

Group Science

All students in the district 54%

All students at the school 23%

Male 31%

Female 16%

Black or African-American v

American Indian or Alaska Native v

Asian 36%

Filipino v

Hispanic or Latino 26%

Native Hawaiian or Pacific Islander v

White v

Two or more races v

Socioeconomically disadvantaged 10%

English learners 6%

Students with disabilities v

Students receiving Migrant Education services v

Foster youth ±

v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

± Information is not available at this time.

California Assessment of Student Performance and Progress Results for All Students (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English language arts/literacy and mathematics.

2014-15 School Year

Subject Jacobson ES Tracy USD California

English language arts/literacy 19% 38% 44%

Mathematics 20% 26% 33%

Percentage of Students Meeting or Exceeding State Standards


CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 3

Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded


2014-15 School YearStudents Achieving at Each Performance LevelEnglish Language Arts: Grade 3 Total

EnrollmentNumber Tested

Percentage Tested of Total

Enrollment

Percent Achievement

Group Level 1 Level 2 Level 3 Level 4

All students 91 88 96.7% 60% 23% 15% 2%

Male 54 59.3% 65% 20% 11% 4%

Female 34 37.4% 53% 26% 21% 0%

Black or African-American 8 8.8% v v v v

American Indian or Alaska Native 0 0.0% v v v v

Asian 14 15.4% 71% 21% 0% 7%

Filipino 3 3.3% v v v v

Hispanic or Latino 44 48.4% 64% 20% 16% 0%

Native Hawaiian or Pacific Islander 1 1.1% v v v v

White 12 13.2% 50% 42% 8% 0%

Two or more races 6 6.6% v v v v

Socioeconomically disadvantaged 60 65.9% 72% 15% 10% 3%

English learners 45 49.5% 62% 22% 11% 4%

Students with disabilities 8 8.8% v v v v

Students receiving Migrant Education services 0 0.0% v v v v

Foster youth ± ± ± ± ± ±

Mathematics: Grade 3 Total Enrollment

Number Tested


Enrollment

Percent Achievement


All students 91 90 98.9% 48% 27% 22% 2%

Male 55 60.4% 51% 25% 20% 4%

Female 35 38.5% 43% 29% 26% 0%



Asian 15 16.5% 60% 13% 20% 0%




White 12 13.2% 33% 25% 42% 0%








8







Enrollment

Percent Achievement


All students 117 115 98.3% 56% 23% 15% 6%

Male 58 49.6% 71% 19% 10% 0%

Female 57 48.7% 40% 28% 19% 12%



Asian 14 12.0% 50% 14% 21% 14%




White 24 20.5% 46% 42% 8% 4%




Students with disabilities 18 15.4% 94% 0% 6% 0%




Number Tested


Enrollment

Percent Achievement


All students 117 115 98.3% 33% 43% 21% 3%

Male 58 49.6% 38% 40% 19% 3%

Female 57 48.7% 28% 47% 23% 2%



Asian 14 12.0% 29% 21% 43% 7%




White 24 20.5% 21% 50% 25% 4%




Students with disabilities 18 15.4% 67% 28% 6% 0%











Enrollment

Percent Achievement


All students 86 81 94.2% 53% 27% 17% 2%

Male 37 43.0% 57% 30% 8% 5%

Female 44 51.2% 50% 25% 25% 0%



Asian 12 14.0% 50% 17% 25% 8%




White 11 12.8% 64% 27% 9% 0%








Number Tested


Enrollment

Percent Achievement


All students 86 82 95.3% 54% 34% 9% 2%

Male 37 43.0% 59% 24% 11% 5%

Female 45 52.3% 49% 42% 7% 0%



Asian 12 14.0% 58% 17% 25% 0%




White 11 12.8% 45% 55% 0% 0%








10

School FacilitiesGeneral

The Tracy Unified School District takes great efforts to ensure that all schools are clean, safe and functional. To assist in this effort, the district uses a facility-survey instrument developed by the State of Cali-fornia Office of Public School Construc-tion. The results of this survey are avail-able at the district office located at 1875 West Lowell Avenue in Tracy, California.

Below is more specific information on the condition of Melville S. Jacobson Elementary School for the 2015-16 school year and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment.

Age of School/Buildings

This school has 32 classrooms, a multi-purpose room (MPR), library, administra-tion building, storage building and kitchen. The main campus was built in 1989.

Additions were constructed in the 1992-93 school year (one relocatable classroom), 1993-94 (one relocatable classroom), 1997-98 (four classrooms added for Class Size Reduction) and 2005-06 (three relo-catable classrooms).

Continued on page 11

Deficiencies and RepairsThe table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed.

2015-16 School YearDeficiencies and RepairsItems Inspected Deficiencies, Action Taken or Planned, and Date of Action

Interior

Kitchen, music office, stage: Walls have dings, holes and scrapes on Sheetrock and marks on wall. MPR: Wall carpet has stains and tears, rubber baseboard is restroom, library, staff bathroom missing/loose, needs new tile floor, chips on stage stairs. MPR boys’ restroom, MPR girls’: missing or cracked floor tiles. Music office, room 8: Ceiling tiles have dings and stains. Storage: Holes in the wall by the door. Front office: Wallpaper is unglued, paneling is chipped on front counter. Teacher lunchroom: scratches on counter, cracked ceiling tile. Hallway (in office area): cracked ceiling tiles, wallpaper torn. Room 1: countertop unglued. Room 2: exterior paint peeling. Library: entryway wallpaper torn. Rooms 5, 9: Folding wall needs new panel, white sheet metal peeling off wall. Rooms 23-26: missing baseboards, carpet is a trip hazard. Rooms 22, 26: missing wallpaper. Identified repairs not covered by the bond will be addressed as funding permits with priority given to safety issues.

Electrical

MPR, computer lab: Two electrical outlets are broken. Room 2: One light fixture needs a diffuser. Library, room 4: Light socket is cracked, not working. Room 8: Lights are out. Room 22: missing faceplate for socket. Identified repairs not covered by the bond will be addressed as funding permits with priority given to safety issues.

Restrooms/ fountains

Kitchen: Faceplate for plug is missing screw section; top plug under sink has no power. MPR boys’ restroom: First sink has leaking wall valve; middle sink has crack. Outside library building, outside rooms 14-19: Water fountain is badly stained and missing paint. Outside rooms 14-19: Drinking fountain needs new valve. Back girls’ bathroom: Wall spigot leaks. Outside rooms 20-21: discolored drinking fountain. Room 23: need cap for drinking fountain handle. Old bathrooms: no water to building. Identified repairs not covered by the bond will be addressed as funding permits with priority given to safety issues.

External

Exterior of MPR: Chipped paint on side of flashing; caulking around all 21 windows are worn out; stucco is chipped or missing; words are scratched on kitchen and custodian’s outside door. Many rooms have windows with missing caulking and rust is eating away at metal frame. Work room, PIP room: cracked windows. Conference room: window has a BB gun bullet hole in it. Teacher lunch room, conference room, rooms 1-7, 9-13: window sill wallpaper is not attached. Library: door closures leaking oil. Room 19: downspout clogged. Outside rooms 14-19: missing trim, missing outside vent, damaged outside wall, missing paint, trim warped, vent screen torn, blacktop collapsed, wood rot between 15 and 16. Outside library: missing stucco, peeling paint, damaged outside vents. Outside room 23, 25: wood rot trim. Outside room 33-35: gutters have rust holes and aren’t sloped properly, metal missing from ramp skirt. Outside room 34: green and rust on and in building, front wall and ramp. Outside rooms 21, 35: wood rot and mushrooms growing. Outside room 24: downspout needs to be reattached. Outside rooms 23, 24: trim board broken corner. Identified repairs not covered by the bond will be addressed as funding permits with priority given to safety issues.

School Facility Items Inspected The tables show the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

• Systems: Gas systems and pipes, sewer, mechanical systems (heating, ventilation and air-conditioning)

• Interior: Interior surfaces (floors, ceilings, walls and window casings)

• Cleanliness: Pest/vermin control, overall cleanliness (school grounds, buildings, rooms and common areas)

• Electrical: Electrical systems (interior and exterior)

• Restrooms/fountains: Restrooms, sinks and drinking fountains (interior and exterior)

• Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior)

• Structural: Structural condition, roofs

• External: Windows/doors/gates/fences, playgrounds/school grounds

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor.

2015-16 School YearSchool Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/fountains Fair

Interior Poor Safety Good

Cleanliness Good Structural Good

Electrical Fair External Poor

Overall summary of facility conditions Fair

Date of the most recent school site inspection 6/15/2015

Date of the most recent completion of the inspection form 6/15/2015


Textbooks and Instructional MaterialsTextbook-selection committee members are volunteers from each school site, balanced by grade band (K-2, 3-5, 6-8 and 9-12). They receive ongoing training in standards related to that content area before an adoption cycle begins. After extensive review and piloting, the textbook-selection committee members vote to recom-mend one text to the district’s Curriculum Council. The council, comprising members from each school site and including some site administrators, reviews the recommendation and then recommends a textbook to the school board.

Our most recent public hearing to adopt a resolution on the sufficiency of instructional materials was in Sep-tember 2015.

The most recently adopted textbooks (mathematics) were chosen using the state-approved list. The textbook content fits within the curriculum framework adopted by the California State Board of Education (SBE).

2015-16 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

English language arts Open Court Reading (K-5 traditional) 2003

Mathematics My Math, McGraw-Hill (K-5 traditional) 2009

Science California Science (K-5) 2008

History/social science Scott Foresman History-Social Science for California (K-5) 2007

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

2015-16 School YearPercentage of Students Lacking Materials by Subject

Jacobson ES Percentage Lacking

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language 0%

Health 0%

Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.

Quality of Textbooks

2015-16 School Year

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing-board-approved list?

Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

Yes

Do all students, including English learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

School FacilitiesContinued from page 10

Maintenance and Repair

District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are com-pleted in a timely manner. A work-order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Cleaning Process and Schedule

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

Deferred Maintenance Budget

In accordance with Chapter 12, Statutes of 2009 (SBX3 4), the district has elected to use the flexibility clause. The clause allows the district to use the state-deferred maintenance contribution as well as the district’s matching share contribution toward “any educational purpose.” The district has elected to commit deferred maintenance funding to cover general fund expenditures.

Currency of Textbook DataThis table displays the date when the textbook and instructional materials information was collected and verified.

Currency of Textbooks

2015-16 School Year

Data collection date 9/2015

Parental InvolvementJacobson Elementary promotes a sense of community within the school by encouraging parent involvement in all areas of the school: classroom volunteering; participation in the School Site Council, English Language Acquisition Committee (ELAC), District Language Acquisition Committee, Superintendent’s Forum, District Title I Parent Advisory Committee and Jacobson Staff Parent Association (JSPA).

The parent club welcomes parents to attend meetings, and Student of the Month and honor roll assemblies. Jaguar Junction; Purr Bucks store; and Family Math, Family Science, and Family Literacy Nights are ex-amples of opportunities for parents to participate in school events. The Parent Project and learning English using Rosetta Stone after school are also offered to families.

Information is posted in the monthly newsletter Paw Prints, on the marquee, Facebook and on the school website.

Jacobson also uses SchoolMessenger communications system to phone families to make them aware of important upcoming events in English and Spanish.

For more information on how to become involved at the school, please contact Dee Ratna, JSPA president, at (209) 830-3315.

12

Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.

Three-Year DataTeacher Credential Information

Tracy USD Jacobson ES

Teachers 15-16 13-14 14-15 15-16

With full credential 647 25 30 30

Without full credential 33 1 1 1

Teaching outside subject area of competence (with full credential) 13 0 0 0

Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassignments of English learners.

Three-Year DataTeacher Misassignments and Vacant Teacher Positions

Jacobson ES

Teachers 13-14 14-15 15-16

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 0

Vacant teacher positions 0 0 0

Core Academic Classes Taught by Highly Qualified TeachersThe No Child Left Behind Act (NCLB) extended the Elementary and Secondary Education Act (ESEA) to require that core academic subjects be taught by “highly qualified” teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2014-15 school year.

High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

2014-15 School YearNo Child Left Behind Compliant Teachers

Percentage of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Jacobson ES 100.00% 0.00%

All schools in district 98.46% 1.54%

High-poverty schools in district 97.95% 2.05%

Low-poverty schools in district 99.03% 0.97%

² Not applicable.

Types of Services FundedAbout 63 percent of the district’s income is spent on employee salaries, and 20 percent is spent on employee benefits. Books and supplies account for 4 percent of the district’s spending, 10 percent is dedicated to services and operating costs, and 2 percent is used for capital outlay. The remaining 1 percent is spent on other district outgo.

Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

Academic Counselors and School Support Staff Data

2014-15 School Year

Academic Counselors

FTE of academic counselors 0.0

Average number of students per academic counselor ²

Support Staff FTE

Social/behavioral or career development counselors 0.0

Library media teacher (librarian) 0.0

Library media services staff (paraprofessional) 0.6

Psychologist 0.5

Social worker 0.0

Nurse µ

Speech/language/hearing specialist 1.0

Resource specialist (nonteaching) 1.0

µ Contracted by the district.

2013-14 School Accountability Report Card

13Melville S. Jacobson Elementary School

Data for this year’s SARC was provided by the California Department of Education (CDE), school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.

All data accurate as of December 2015.

School Accountability Report Card

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SARC

School Financial Data

2013-14 Fiscal Year

Total expenditures per pupil $5,924

Expenditures per pupil from restricted sources $1,750

Expenditures per pupil from unrestricted sources $4,174

Annual average teacher salary $71,718

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

Expenditures Per PupilSupplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

Financial Data The financial data displayed in this SARC is from the 2013-14 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending Web page at 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 www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

District Financial DataThis table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note: The district salary data does not include benefits.

2013-14 Fiscal YearDistrict Salary Data

Tracy USD Similar Sized District

Beginning teacher salary $43,264 $43,062

Midrange teacher salary $63,770 $67,927

Highest teacher salary $83,843 $87,811

Average elementary school principal salary $104,695 $110,136

Average middle school principal salary $113,516 $115,946

Average high school principal salary $119,738 $124,865

Superintendent salary $206,062 $211,869

Teacher salaries: percentage of budget 40% 39%

Administrative salaries: percentage of budget 5% 5%

Financial Data ComparisonThis table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

2013-14 Fiscal YearFinancial Data ComparisonExpenditures

Per Pupil From Unrestricted Sources

Annual Average Teacher Salary

Jacobson ES $4,174 $71,718

Tracy USD $6,353 $69,758

California $5,348 $71,529

School and district: percentage difference -34.3% +2.8%

School and California: percentage difference -22.0% +0.3%

Local Control Accountability Plan (LCAP) Requirements Aligned in Your SARCThe tables below outline the state priority areas that are included in the School Accountability Report Card.

Note: State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently asked questions, please visit www.cde.ca.gov/fg/aa/lc/lcfffaq.asp.

Conditions of LearningThe table below describes information in the SARC that is relevant to the Basic State Priority (Priority 1).

Alignment Between State Priority Areas and the SARCLocal Control Accountability Plan Requirements

Conditions of Learning

State Priority: Basic

Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. Education Code (EC) § 52060 (d)(1)

Pupils have access to standards-aligned instructional materials. EC § 52060 (d)(1)

School facilities are maintained in good repair. EC § 52060 (d)(1)

Pupil OutcomesThe table below describes information in the SARC that is relevant to Pupil Achievement State Priority (Priority 4) and Other Pupil Outcomes State Priority (Priority 8).


Pupil Outcomes

State Priority: Pupil Achievements

Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC § 52060 (d)(4)(A)

The Academic Performance Index. EC § 52060 (d)(4)(B)

The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and California State University or career technical education sequences or programs of study. EC § 52060 (d)(4)(C)

State Priority: Other Pupil Outcomes

Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, career technical education, and other studies prescribed by the governing board.1 EC § 52060 (d)(8)

EngagementThe table below describes information in the SARC that is relevant to the Parental Involvement State Priority (Priority 3), Pupil Engagement State Priority (Priority 5) and School Climate State Priority (Priority 6).

English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC. 1

The school safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.2


Engagement

State Priority: Parent Involvement

Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC § 52060 (d)(3)

State Priority: Pupil Engagement

High school dropout rates. EC § 52060 (d)(5)(D)

High school graduation rates. EC § 52060 (d)(5)(E)

State Priority: School Climate

Pupil suspension rates. EC § 52060 (d)(6)(A)

Pupil expulsion rates. EC § 52060 (d)(6)(B)

Other local measures including surveys of students, parents and teachers on the sense of safety and school connectedness.2 EC § 52060 (d)(6)(C)

Documents

Melville S. Jacobson Elementary Schoolsarconline.org/SarcPdfs/7/39754996107973.pdf · meeting or exceeding grade-level standards. ... test scores and achievements. ... Earthquake