Myrtle S. Finney Elementary School

2015-16 School Accountability Report Card for Myrtle S. Finney Elementary School Page 1 of 13

Myrtle S. Finney Elementary School

3950 Byrd Street • Chula Vista, CA 92154 • (619) 690-1334 • Grades K-6 Olivia Amador-Valerio, Ed. D., Principal

[email protected]

2015-16 School Accountability Report Card

Published During the 2016-17 School Year

Chula Vista Elementary School District

84 East J Street Chula Vista, CA 91910-6100

(619) 425-9600 www.cvesd.org

District Governing Board

Leslie Bunker

Armando Farias

Laurie Humphrey

Eduardo Reyes, Ed.D.

Francisco Tamayo

District Administration

Francisco Escobedo, Ed.D. Superintendent

Jeffrey Thiel Assistant Superintendent, Human Resources Services and Support

Oscar Esquivel Assistant Superintendent, Business

Services and Support

Matthew Tessier Assistant Superintendent, Innovation and Instruction Services and Support

---- ----

Mission Our mission at Finney School is to nurture and teach students so that they will become confident, critical thinkers who possess a deep sense of responsibility to self and to the community. By creating a safe learning environment, our students will engage in rigorous academic work and learn to effectively communicate, develop technological skills to keep up with the rapid changes of today's world and instill in them an appreciation for diversity by promoting positive interactions between all students and encourage them to pursue their lifelong dreams.

Description Finney School is one of 45 schools in the Chula Vista Elementary School District. It has a rich diverse ethnic makeup and many students come from homes in which English is not the primary language. A wide variety of programs are offered to meet the needs of all of our students. Among these are our Second Language Education Program with a Spanish-speaking teacher at each grade level, two full day special education classes, a Resource Specialist Program, and a Super Citizen/Outstanding Academic Achievement Program to promote positive school behavior and academic perseverance to achieve personal goals. Finney Elementary utilizes multiple forms of data to assess the needs of the students. Teachers use the results of the CELDT assessment to identify English Language needs of our English Learners, Inspect quizzes to monitor progress towards grade level standard every six weeks, On Demand Writing assessments to gage writing progress towards grade level standards, Local Measure date to identify reading and math levels and all CST information is used to evaluate student needs and goals. The State Preschool Program has classes for three-and four-year-olds at Finney. These daily, three-hour sessions are offered in English and Spanish. They provide youngsters with a developmentally appropriate experience before entering kindergarten. Every member of the Finney Elementary School community works together to provide each child a successful school experience.


About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California

Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

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

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

2015-16 Student Enrollment by Grade Level

Grade Level Number of Students

Kindergarten 57

Grade 1 55

Grade 2 44

Grade 3 75

Grade 4 54

Grade 5 50

Grade 6 66

Total Enrollment 401

2015-16 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 1.5

American Indian or Alaska Native 0.2

Asian 2

Filipino 8.2

Hispanic or Latino 78.3

Native Hawaiian or Pacific Islander 1.5

White 4

Two or More Races 3.5

Socioeconomically Disadvantaged 70.1

English Learners 39.2

Students with Disabilities 14.7

Foster Youth 0.5

A. Conditions of Learning State Priority: Basic The 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.

Teacher Credentials

Myrtle S. Finney Elementary School 14-15 15-16 16-17

With Full Credential 17 18 20

Without Full Credential 1 1 0

Teaching Outside Subject Area of Competence 0 0 NA

Chula Vista Elementary School District 14-15 15-16 16-17

With Full Credential ♦ ♦ 1268

Without Full Credential ♦ ♦ 16

Teaching Outside Subject Area of Competence ♦ ♦ NA

Teacher Misassignments and Vacant Teacher Positions at this School

Myrtle S. Finney Elementary School

14-15 15-16 16-17

Teachers of English Learners 0 0

Total Teacher Misassignments 0 0

Vacant Teacher Positions 0 1

* “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers

2015-16 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers

Location of Classes Taught by Highly

Qualified Teachers Not Taught by Highly

Qualified Teachers

This School 100.0 0.0

Districtwide

All Schools 96.4 3.6

High-Poverty Schools 95.0 5.0

Low-Poverty Schools 98.4 1.6

* High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) The Chula Vista Elementary School District follows the State’s curriculum cycle to adopt updated, high quality textbooks and related materials. The evaluation and adoption of textbooks and instructional materials is based on recommendations by committees of our District’s school staffs and community members. Students are provided with an adequate supply of Board-approved textbooks for all subject areas. The reading/language arts and mathematics curricula are aligned with California Common Core Standards.. All of our students have access to textbooks and supportive instructional materials in all core subjects, which are in good condition. Core materials are available in both English and Spanish. An inventory of books is warehoused centrally for growth needs at the schools. The District’s vision is to prepare students to succeed in the 21st Century and is committed to providing students with 21st century tools, and the necessary infrastructure to support said tools. The District also invested in software applications to assist with formative and summative assessments, literacy skills, mathematics and language acquisition. In addition, teachers are integrating technology tools to facilitate day to day tasks such as attendance, report cards and electronic communication.

Textbooks and Instructional Materials

Year and month in which data were collected: July 2015

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts Houghton Mifflin Reading K-6 and Houghton Mifflin Lectura K-6 Spanish. Adopted in 2002-03.

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0%

Mathematics Houghton Mifflin Hartcourt Go Math: K-6



Science Houghton-Mifflin Science series for Kindergarten to Sixth Grade English and Spanish. Adopted Spring 2008.



History-Social Science Harcourt Social Studies Kindergarten – Sixth grade (English & Spanish). Adopted Spring 2007.



School Facility Conditions and Planned Improvements (Most Recent Year) Classroom space at Finney school is adequate to support our school's current enrollment. The District maintains a planned program, which ensures routine maintenance functions are performed on a scheduled basis. Custodial staff performs basic cleaning operations daily. None of the eight emergency facilities needs specified in Education Code Section 17592.72 (c) (1) exist at our school. Students participating in the YMCA program are on campus from 6 am to 6 pm.


School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 5/5/2016

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X CR 703: air cond. very noisey

Interior: Interior Surfaces

X 500 Bldg Girls RR: paper all over floor CR 601: desk tops dirty; carpet badly spotted; 2 bulbs out CR 603: desk tops dirty; 3 bulbs out CR 504: desk tops dirty; needs vacuuming; 4 bulbs out CR 201: carpet badly spotted; 1 stained ceiling tile CR 304: 1 stained ceiling tile CR 404: exterior door doesn't close all the way CR 502: carpet spotted; 2 bulbs out

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X 400 Bldg Girls RR: toilet paper scattered on floor 500 Bldg Boys RR: paper all over floor; toilet leaks; 3rd faucet needs aerator Book Storage 408: 11 bulbs out; corridor door entrance - drywall cracked CR 604: capet needs vacuuming; 2 bulbs out; faucet difficult to turn on CR 504: desk tops dirty; needs vacuuming; 4 bulbs out CR 201: carpet badly spotted; 1 stained ceiling tile CR 701: Carpet stains CR 702: restroom vent dirty Kinder Play-Toy and yard: Paint peeling and cobwebs on large play structure; slide drop more than 12"; paint peeling and cobwebs on small play structure Play Toy and Playground: paint peeling and cobwebs on large play toy; slide drop over 12"; paint peeling and cobwebs on small play toy; slide drop over 12"; back stop needs 2 end caps reattached and 2 replaced Pre-K Play Toy: paint peeling and full of cobwebs





Electrical: Electrical

X Admin Men's RR: 2 bulbs out Admin Office: 1 bulb out CR 601: desk tops dirty; carpet badly spotted; 2 bulbs out CR 602: 1 bulb out CR 604: capet needs vacuuming; 2 bulbs out; faucet difficult to turn on CR 606: 1 bulb out; outside gutter rusting out CR (empty) 402: 4 bulbs out CR 504: desk tops dirty; needs vacuuming; 4 bulbs out CR empty 505 : 5 bulbs out CR 202: 5 bulbs out; kids restroom smells of urine CR 302: 3 bulbs out; wasp nest outside classroom CR 305: 3 bulbs out; bird droppings on top of outside storage CR 501: 1 bulb out; bird dropping on outside storage Library: 7 lamps out RSP 407: 8 bulbs out in corridor SLP Office 409: 1 bulb out; 3 lights out

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X 500 Bldg Boys RR: paper all over floor; toilet leaks; 3rd faucet needs aerator CR 604: capet needs vacuuming; 2 bulbs out; faucet difficult to turn on CR 202: 5 bulbs out; kids restroom smells of urine

Safety: Fire Safety, Hazardous Materials

X CR 702: restroom vent dirty

Structural: Structural Damage, Roofs

X Book Storage 408: 11 bulbs out; corridor door entrance - drywall cracked CR 606: 1 bulb out; outside gutter rusting out CR 403: 1 bulb out; 2- 2X10 wood rot; door doesn't close all the way CR 406: outside of classrom - metal strip sticking out





External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X 500 Bldg Boys RR: paper all over floor; toilet leaks; 3rd faucet needs aerator CR 601: desk tops dirty; carpet badly spotted; 2 bulbs out CR 602: 1 bulb out CR 203: asphalt trip hazard CR 301: door doesn't close all the way CR 302: 3 bulbs out; wasp nest outside classroom CR 305: 3 bulbs out; bird droppings on top of outside storage CR 403: 1 bulb out; 2- 2X10 wood rot; door doesn't close all the way CR 404: exterior door doesn't close all the way CR 501: 1 bulb out; bird dropping on outside storage Kinder Play-Toy and yard: Paint peeling and cobwebs on large play structure; slide drop more than 12"; paint peeling and cobwebs on small play structure Play Toy and Playground: paint peeling and cobwebs on large play toy; slide drop over 12"; paint peeling and cobwebs on small play toy; slide drop over 12"; back stop needs 2 end caps reattached and 2 replaced

Overall Rating Exemplary Good Fair Poor Job orders were placed.

---------- X


B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student

Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students who have successfully completed

courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

2015-16 CAASPP Results for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

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

ELA 60 63 55 62 44 48

Math 43 47 43 48 34 36

* Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

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

Science 73 85 73 71 67 62 60 56 54

* Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Grade Level

2015-16 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---5--- 18.2 27.3 22.7

* Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

2015-16 CAASPP Results by Student Group

Science (grades 5, 8, and 10)

Group Number of Students Percent of Students

Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced

All Students 50 48 96.0 72.9

Male 26 25 96.2 84.0

Female 24 23 95.8 60.9

Hispanic or Latino 36 36 100.0 75.0

Socioeconomically Disadvantaged 32 32 100.0 62.5

English Learners 15 15 100.0 46.7

* Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Met or

Exceeded

All Students 3 76 73 96.0 54.8

4 55 53 96.4 66.0

5 50 49 98.0 71.4

6 67 65 97.0 63.1

Male 3 40 38 95.0 44.7

4 26 24 92.3 79.2

5 26 26 100.0 61.5

6 28 28 100.0 53.6

Female 3 36 35 97.2 65.7

4 29 29 100.0 55.2

5 24 23 95.8 82.6

6 39 37 94.9 70.3

Black or African American 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

American Indian or Alaska Native 5 -- -- -- --

Asian 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

Filipino 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

Hispanic or Latino 3 59 58 98.3 53.5

4 46 44 95.7 61.4

5 36 36 100.0 63.9

6 56 54 96.4 61.1

Native Hawaiian or Pacific Islander 3 -- -- -- --

5 -- -- -- --

6 -- -- -- --

White 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --


School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Exceeded

Two or More Races 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

Socioeconomically Disadvantaged 3 51 50 98.0 48.0

4 39 38 97.4 60.5

5 32 32 100.0 62.5

6 53 51 96.2 60.8

English Learners 3 29 27 93.1 40.7

4 15 15 100.0 33.3

5 15 15 100.0 40.0

6 14 14 100.0 14.3

Students with Disabilities 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 15 15 100.0 13.3

Foster Youth 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard 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. 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.

School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Exceeded

All Students 3 76 75 98.7 54.7

4 55 53 96.4 58.5

5 50 49 98.0 40.8

6 67 65 97.0 33.9

Male 3 40 40 100.0 55.0

4 26 24 92.3 75.0

5 26 26 100.0 42.3

6 28 28 100.0 25.0



Student Group Grade



Exceeded

Female 3 36 35 97.2 54.3

4 29 29 100.0 44.8

5 24 23 95.8 39.1

6 39 37 94.9 40.5

Black or African American 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

American Indian or Alaska Native 5 -- -- -- --

Asian 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

Filipino 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

Hispanic or Latino 3 59 59 100.0 50.9

4 46 44 95.7 54.5

5 36 36 100.0 38.9

6 56 54 96.4 31.5

Native Hawaiian or Pacific Islander 3 -- -- -- --

5 -- -- -- --

6 -- -- -- --

White 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

Two or More Races 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

Socioeconomically Disadvantaged 3 51 51 100.0 47.1

4 39 38 97.4 55.3

5 32 32 100.0 34.4

6 53 51 96.2 31.4



Student Group Grade



Exceeded

English Learners 3 29 29 100.0 55.2

4 15 15 100.0 26.7

5 15 15 100.0 6.7

6 14 14 100.0

Students with Disabilities 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 15 15 100.0 6.7

Foster Youth 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard 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. 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.

C. Engagement

State Priority: Parental Involvement The 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 schoolsite. Opportunities for Parental Involvement (School Year 2016-17) Contact person: Principal Olivia Amador-Valerio Contact Person Phone Number: (619) 690-1334 Parents are encouraged to participate in all school activities at Finney. There is an active Parent Volunteer Program, Parent Teacher Association, 6th Grade Parent Committee, School Site Council and English Learner Advisory Committee. All parents are encouraged to submit a volunteer form so that skills can be matched to need. Parents support in the classroom, workroom and during school-wide events. Research shows a high correlation between parent involvement and effective schools. We encourage parents to become actively involved in our school. We have Parent Information Nights to keep parents informed about assessment, curriculum and instruction and we provide parents with ways in which they can become partners with us in the education of their children through monthly parent bulletins.

State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. School Safety Plan Student safety and well being is promoted by activities such as the emergency preparedness programs, which includes instruction and drills in fire safety, earthquake preparedness, lock down procedures and bus safety. Also, the school utilizes a Line-up Committee to support and promote a safe and suitable learning environment, Peace Patrol to help students with conflict resolution and Student Council to provide leadership opportunities that focus promoting school spirit and on safe decision making. Our Parent Teacher Club support instructional programs, literacy, and technology. The School Site Council approved the School Safety Plan on 11/30/2016.


Suspensions and Expulsions

School 2013-14 2014-15 2015-16

Suspensions Rate 1.7 2.1 0.2

Expulsions Rate 0.0 0.0 0.0

District 2013-14 2014-15 2015-16



State 2013-14 2014-15 2015-16



D. Other SARC Information

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

2016-17 Federal Intervention Program

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2013-2014

Year in Program Improvement Year 1

Number of Schools Currently in Program Improvement 16

Percent of Schools Currently in Program Improvement 43.2

Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor-------

Counselor (Social/Behavioral or Career Development)

Library Media Teacher (Librarian)

Library Media Services Staff (Paraprofessional) 0.75

Psychologist------- 0.75

Social Worker-------

Nurse------- 0.5

Speech/Language/Hearing Specialist 2

Resource Specialist------- 1

Other-------

Average Number of Students per Staff Member

Academic Counselor------- * One Full Time Equivalent (FTE) equals one staff member working full time;

one FTE could also represent two staff members who each work 50 percent of full time.

Average Class Size and Class Size Distribution (Elementary)

Grade Average Class Size

Number of Classrooms*

1-20 21-32 33+

2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

K

23 19 19 1 1 2 2 2

1

22 20 20 2 2 3

2

23 20 20 1 1 2 2 2

3

19 25 25 1 2 2 2

4

31 24 24 2 2 2

5

27 30 30 2 2 2

6

23 27 27 1 2 2 2

Other

9 11 11 1 1 1

Professional Development provided for Teachers Each year, targeted professional improvement trainings are provided for teachers, instructional aides, and support staff. Training sessions are linked to our school's goals as we work to improve teaching and learning for all students.


To support our on-going professional development, Finney's Teachers attends professional development sessions focused on our four district-wide initiatives: Writing, ELD, and Conceptual Understanding of Math/Eureka Math. This learning from each session is supported and reinforced grade level release time and at staff meetings. Each grade level develops action plans using the results of assessments, identifying standards to be taught, how they will be taught, instructional materials to be used and how student progress will be assessed. Throughout this process, students who have not met the benchmarks receive additional re-teaching and re-testing through small group instruction and in some instances, one one one instruction. RTI Level III interventions are carried out in the classroom as well as computer lab rotations. Teachers identify small groups or individuals students who receive additional time to gain target skills using data to guide intervention plans. Our year 1 professional learning cycle focused on improving writing instruction using the GRR model to deliver instruction and Close Reading utilizing Write Up a Storm strategies. Following the Writing Benchmark plan, professional development supported our work. Our year 2 professional learning cycle focused on improving reading comprehension instruction using the Write Up a Storm Close Reading Model integrated with Writing. Our year 3 professional learning cycle focused on improving our Close Reading Instruction with a writing connection focused on Short Constructed Response, and math instruction through conceptual understanding of math and support by our district math resource teacher. Our current focus is on Sentence Fluency and Vocabulary Development. Teachers are using a variety of resources to improve these skills for all students, especially our English Learners.

FY 2014-15 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $46,210 $44,573

Mid-Range Teacher Salary $69,717 $72,868

Highest Teacher Salary $92,864 $92,972

Average Principal Salary (ES) $122,938 $116,229

Average Principal Salary (MS) $119,596

Average Principal Salary (HS) $121,883

Superintendent Salary $252,443 $201,784

Percent of District Budget

Teacher Salaries 39% 39%

Administrative Salaries 5% 5% * For detailed information on salaries, see the CDE Certificated Salaries &

Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

12,283.12 4,634.53 7,648.59 79,082

District-------

♦ ♦ 6,990.07 $71,827

State------- ♦ ♦ $5,677 $75,137

Percent Difference: School Site/District 9.4 10.1

Percent Difference: School Site/ State 34.7 5.3

* Cells with ♦ do not require data.

Types of Services Funded

Our expenditures are aligned with our School Plan for Student Achievement goals, and allocations are identified through staff and parent input. Title I funding is used to provide our Extended School Program where targeted students attend classes after school and focus on essential skills in reading, writing and math. LCAP/ LEP funds are used to pay for our Instructional Assistant who oversees CELDT test administration, LAS test administration and data entry for our English Learners. Our LEP Aide also works with targeted students under the direction of teachers. This additional language support is aligned with language proficiency goals as specified using the Side by Side document. Instructional materials to support this work are provide by the teachers. School Compensatory Education funds are used to hire part-time support teachers. Our team of three teachers focus on providing instruction in Art, Science and Physical Education while teachers meet as grade levels for professional development and instructional planning. All other funds are invested in our students, parents and programs such as Accelerated Reader, SuccessMaker and Imagine Learning. Extra library hours are applied to our schedule and Parent Engagement Workshops are planned to bring our community together around the subject of student learning and learn ways to support children at home and school.

DataQuest DataQuest 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 and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Internet Access Internet 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-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

http://www.cde.ca.gov/ds/fd/cs/

Documents

Myrtle S. Finney Elementary School