2011-12 SARC 2011-12 School Accountability Report Card — Published During the 2012-13 School Year 2011 12 SARC Principal’s Message I would like to take this opportunity to introduce myself. My name is Mr. Raul Lozano, and I am very proud to be the principal of Nishimoto Elementary School. I have been with Madera Unified for 30 years. I believe that our school community is pleased with the dedicated and hardworking staff we have hired at Nishimoto School. Our goal is to provide and offer a quality educaƟonal program that will meet the needs of all our students. The staff has spent Ɵme researching and developing a school that prepares children for the 21st century. Changes in curriculum, instrucƟon, assessment, decision making, and the use of technology will be planned for implementaƟon in phases. Our emphasis has been on building a culture that strives to nurture a community of thinkers, learners, and creators. The staff is aware of its need to be prepared to acƟvely parƟcipate in a rapidly changing, high tech- nology, and informaƟon-rich world. CreaƟng this environment has forced us to analyze our past educaƟonal pracƟces and our individual belief systems, especially as they apply to our students. Our school moƩo, “Dedicated to Excellence,” is our greatest focus with students, parents, and com- munity members as we conƟnue to create a posiƟve and meaningful educaƟonal experience for all of our students. Nishimoto’s team of students, staff, families, and community value and promote a safe, posiƟve learning environment where the highest of expectaƟons lead to lifelong success. Ac- cording to our school vision and mission, Team Nishimoto inspires and expects our students to be: • Self-moƟvated to achieve State Standards and meet their goals • Responsible ciƟzens who make appropriate choices • CreaƟve criƟcal thinkers • Organized and producƟve workers To make this a reality, the staff of Nishimoto creates a posiƟve learning environment. We are com- mited to staff training focused on data collected through ongoing evaluaƟons, student performance, and daily aƩendance. Team Nishimoto posiƟvely communicates and collaborates to provide a vari- ety of extra help to meet the needs of our students. High student performance is the only opƟon at Nishimoto School. No excuses. Parental Involvement We have many ways for parents to parƟcipate in the school, and we depend on parents to keep our programs running smoothly. Parents can join our parent club and School Site Council (SSC), which works with administraƟon to help make financial decisions. Parents of English learners are vital to our English Language Advisory CommiƩee (ELAC) and to our outreach efforts on behalf of new families. Room parents organize parent volunteers to help with special projects in the classroom and chaperone field trips. We ask all parents to aƩend Back-to-School Night in the fall, Open House in the spring, and parent teacher conferences in November. We always need new volunteers! To find out how you can volunteer at our school, please call the Principal at (559) 664-8110. Parent InformaƟon Night gives our parents informaƟon on grade-level standards and how they af- fect the California High School Exit Exam. Other topics include homework hints for parents, quick and easy nutriƟous snacks, the importance of school aƩendance, and community health services. All presentaƟons are made in English and Spanish. Nishimoto Elementary School 26460 MarƟn Street Madera, CA 93638 Phone: (559) 664-8110 Fax: (559) 664-8343 GRADES K-6 www.madera.k12.ca.us/nishimoto Raul Lozano, Principal Madera USD Gustavo Balderas, Superintendent 1902 Howard Road Madera, CA 93637 Phone: (559) 675-4500 ext. 220 Fax: (559) 675-9512 www.madera.k12.ca.us 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 parƟes to stay informed of the school’s progress, test scores and achievements. School Accountability Report Card The Mission of the Madera USD The Madera Unified School District will be widely recognized throughout California as a leader in educaƟon, where the futures of children are driven by their aspiraƟons, not bound by their circumstances. School Vision Nishimoto’s team of students, staff, families and community value and promote a safe posiƟve learning environment where the highest of expectaƟons lead to life-long success.
Transcript
2011
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2011-12 School Accountability Report Card — Published During the 2012-13 School Year
2011
12 S
ARC
Principal’s Message
I would like to take this opportunity to introduce myself. My name is Mr. Raul Lozano, and I am very proud to be the principal of Nishimoto Elementary School. I have been with Madera Unifi ed for 30 years. I believe that our school community is pleased with the dedicated and hardworking staff we have hired at Nishimoto School. Our goal is to provide and off er a quality educa onal program that will meet the needs of all our students. The staff has spent me researching and developing a school that prepares children for the 21st century. Changes in curriculum, instruc on, assessment, decision making, and the use of technology will be planned for implementa on in phases. Our emphasis has been on building a culture that strives to nurture a community of thinkers, learners, and creators. The staff is aware of its need to be prepared to ac vely par cipate in a rapidly changing, high tech-nology, and informa on-rich world. Crea ng this environment has forced us to analyze our past educa onal prac ces and our individual belief systems, especially as they apply to our students.
Our school mo o, “Dedicated to Excellence,” is our greatest focus with students, parents, and com-munity members as we con nue to create a posi ve and meaningful educa onal experience for all of our students. Nishimoto’s team of students, staff , families, and community value and promote a safe, posi ve learning environment where the highest of expecta ons lead to lifelong success. Ac-cording to our school vision and mission, Team Nishimoto inspires and expects our students to be:
• Self-mo vated to achieve State Standards and meet their goals• Responsible ci zens who make appropriate choices• Crea ve cri cal thinkers• Organized and produc ve workers
To make this a reality, the staff of Nishimoto creates a posi ve learning environment. We are com-mited to staff training focused on data collected through ongoing evalua ons, student performance, and daily a endance. Team Nishimoto posi vely communicates and collaborates to provide a vari-ety of extra help to meet the needs of our students. High student performance is the only op on at Nishimoto School. No excuses.
Parental Involvement
We have many ways for parents to par cipate in the school, and we depend on parents to keep our programs running smoothly. Parents can join our parent club and School Site Council (SSC), which works with administra on to help make fi nancial decisions. Parents of English learners are vital to our English Language Advisory Commi ee (ELAC) and to our outreach eff orts on behalf of new families. Room parents organize parent volunteers to help with special projects in the classroom and chaperone fi eld trips. We ask all parents to a end Back-to-School Night in the fall, Open House in the spring, and parent teacher conferences in November. We always need new volunteers! To fi nd out how you can volunteer at our school, please call the Principal at (559) 664-8110.
Parent Informa on Night gives our parents informa on on grade-level standards and how they af-fect the California High School Exit Exam. Other topics include homework hints for parents, quick and easy nutri ous snacks, the importance of school a endance, and community health services. All presenta ons are made in English and Spanish.
Nishimoto Elementary School
26460 Mar n Street Madera, CA 93638 Phone: (559) 664-8110 Fax: (559) 664-8343
GRADES K-6www.madera.k12.ca.us/nishimoto
Raul Lozano, Principal
Madera USD
Gustavo Balderas, Superintendent1902 Howard RoadMadera, CA 93637
Phone: (559) 675-4500 ext. 220Fax: (559) 675-9512
www.madera.k12.ca.us
In accordance with Stateand federal requirements, theSchool Accountability Report
Card (SARC) is put forth annuallyby all public schools as a tool forparents and interested par es to
stay informed of the school’sprogress, test scores and
achievements.
School Accountability Report Card
The Mission of the Madera USDThe Madera Unifi ed School District will be widely recognized throughout
California as a leader in educa on, where the futures of children are driven by their aspira ons, not bound by their circumstances.
School Vision
Nishimoto’s team of students, staff , families and community value and promote a safe posi ve learning environment where the highest of expecta ons lead to life-long success.
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Three-Year Data Comparison
Class Size
The 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.
School Safety
Nishimoto Elementary students are well supervised. The Nishimoto daily schedule has been devel-oped in such a manner that only one grade level will occupy a designated playground area at any given me throughout the school day, which greatly enhances student supervision and safety. The Nishimoto Leadership Team has developed a supervision schedule that covers all student access ar-eas before, during, and a er school. Mul ple teachers are assigned to each playground supervision zone before school, during morning recess, and during student dismissal. Daily, site administrators supervise student drop-off and pick-up areas, lunch me in the cafeteria, and the playground during virtually every morning and lunch recess. Moreover, four noon Supervision Aides will be formally trained in MUSD noon supervision procedures and provide eff ec ve cafeteria and lunch recess play-ground supervision. The Nishimoto teachers regularly review the rules for safe, responsible behav-ior in school and on the playground. Visitors must enter the school through the main door and sign in at the offi ce, where they receive a visitor’s badge to wear throughout their stay.
The goal of our Safe School Plan is to provide all students with educa onal and personal opportu-ni es in a posi ve and nurturing environment, which enables them to achieve current and future goals. The School Safety Plan was recently reviewed, updated, and discussed with school faculty on February 2012.
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Class Size Distribution — Average Class Size
09-10 10-11 11-12
Three-Year Data ComparisonClass Size Distribution — Number of Classrooms by Size
Con nued from le Fire drills are held monthly as per Cali-fornia Educa on Code requirements. Students and teachers are fully aware of fi re drill procedures. Drills are order-ly and well executed. Duck and cover drills are conducted at least once per year. Bus evacua on drills are held at the beginning of each school year. The school’s disaster plan clearly delineates the procedures and responsibili es to be followed in case of fi re, earthquake, bomb threat, or natural disaster.
School Safety Goals• Goal #1: At the beginning of the
2012-13 school year, the Nishi-moto Safe School Commi ee implemented a systema c ap-proach toward data collec on and analysis that enhances the ability of the Nishimoto Safe School Commi ee to make though ul and informed decisions concern-ing the con nuous improvement of our Safe School Plan.
• Goal #2: Nishimoto Elementary School will achieve a 98% actual a endance average during the 2012-13 school year.
• Goal #3: The Nishimoto Adminis-tra on will maintain a Nishimoto “Crisis Response Box” that is fully compliant with MUSD Risk Man-agement expecta ons during the 2012-13 school year.
• Goal #4: Nishimoto Elementary School will con nue to incorpo-rate student resiliency and asset building (character educa on) into the Nishimoto educa onal program during the 2012-13 school year.
22 2124 22
3432
39
3026
2826
3638
26
31
2326 25
36 3533
K 1 2 3 4 5 6
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Professional Development
We dismiss students at 1:20 p.m. every Thursday to allow me for teachers to collaborate, both within and across grade levels. Nishimoto teachers have a signifi cant role in school decision mak-ing. This is fostered by the professional learning community model, which has a strong staff training component based on school goals. Grade-level teams meet periodically with teachers from the grade level above and below for coordina ng learning.
At the weekly mee ngs, we discuss student work samples and make ad-justments in instruc on as needed. We train all teachers on the Eduso system so that we can make more eff ec ve use of its capabili es. Eduso is data management so ware that collects and analyzes data to help us assess student progress. Grade-level team leaders meet monthly. They communicate the business of these mee ngs to their team members. In addi on, they act as mentors for the new teachers on their teams. The school site mentor is another contact person for new teach-ers, giving them at least two op ons for seeking assistance. In addi on to this, the District provides mentors or coaches for new teachers.
We plan to ins tute a powerful system of professional development follow-up that should signifi cantly impact the eff ec veness of new instruc onal strategies. Nishimoto’s teachers have had training in Thinking Maps, Web Grader, and Response to Interven on (RTI) model, Success Maker, Science, Eduso , Backwards Mapping design, Second Step Behavior, Character Counts, individualized instruc on, and explicit direct instruc on.
For the 2009-10 school year, we dedi-cated 30 days for professional develop-ment. In 2010-11 and 2011-12, there were 24 days each year dedicated for professional development.
Types of Services Funded
Nishimoto’s State and Federal funds help support our school academic progress. The following sup-port personnel are paid through special purpose funds: two teachers on special assignment, three support teachers, and a library technician.
We have two teachers on special assignment and four support teachers who work in our Literacy Lab to provide extra help to students who are struggling. These funds also contribute to the running of our a er-school program, where students who are struggling academically can get help or fi nd a quiet place to do homework and read. We are also able to buy supplemental materials for our English learners.
Our parent club and business partners also raise funds for classroom supplies, fi eld trips, library books, and special assemblies through our annual Carnival, Open House, Christmas program, and candy sales. Through the parent club eff orts, our sixth grade students were able to a end outdoors camp. Our business partners provide us with material goods for prizes, and they are always willing to come and make the awards themselves. Many of our students and their families patronize their businesses in return for their school support.
Three-Year Data Comparison
Suspensions and Expulsions
This table shows the rate of suspensions and expulsions (the total number of incidents divided by the school’s total enrollment) for the most recent three-year period.
The total enrollment at the school was 805 students for the 2011-12 school year.*
2011-12 School YearDemographics
* Enrollment data was gathered from DataQuest and is accurate as of September 2012.
Hispanic or Latino93%
American Indian or Alaska Native
<1%Asian<1%
Filipino<1%
Black or African American
2%
White4%
Two or More Races<1%
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School Facilities
Nishimoto School has 36 classrooms, a mul purpose room, a library, and an administra on building. The main campus was built in 2005 and addi ons were made in 2006. The school has six portable buildings. District maintenance staff ensures that necessary repairs are made to keep the school safe and in good working order are completed in a mely manner. Maintenance teams rou nely visit sites and make needed repairs. We use a work order process to ensure effi cient repairs. Emer-gency repairs have the highest priority.
The District has adopted cleaning standards for all schools in the District. Our two janitors are very familiar with these standards. I am very proud to say that our janitorial staff received a District main-tenance award for having the cleanest campus in Madera Unifi ed School District for this past year.
A summary of these standards are available at each school site. The principal works daily with the custodial staff to develop cleaning procedures to ensure a clean and safe environment. The head custodian monitors the campus and guides the custodial staff to ensure the cleanliness of all class-rooms.
Our two full- me custodians work hard to maintain cleanliness in the classrooms, cafeteria, and restrooms. Every six weeks Madera Unifi ed School District’s maintenance team works at the school for a week. The team completes rou ne maintenance tasks such as checking and replacing air con-di oner fi lters and fi re ex nguishers. They conduct safety checks of playground equipment. In the rare event the school should suff er graffi or vandalism, the maintenance department no fi es and makes repairs immediately.
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School Facility Items Inspected
The table shows the results of the school’s most recent inspec on using the Facility Inspec on Tool (FIT) or equivalent school form. The following is a list of items inspected.
• Systems: Gas Systems and Pipes, Sewer, Mechanical Systems (hea ng, ven la on, and air condi oning)
This inspec on determines the school facility’s good repair status using ra ngs of good condi on, fair condi on, or poor condi on. The overall summary of facility condi ons uses ra ngs of exem-plary, good, fair, or poor condi on. At the me of this school facility inspec on, no defi ciencies were found.
School Facility Good Repair Status
Items Inspected Repair Status Items Inspected Repair Status
Systems Good Restrooms/Fountains Good
Interior Good Safety Good
Cleanliness Good Structural Good
Electrical Good External Good
Overall Summary of Facility Condi ons Exemplary
Date of the Most Recent School Site Inspec on 08/07/12
Date of the Most Recent Comple on of the Inspec on Form 08/07/12
School Facilities
Con nued from le Nishimoto Elementary has a spacious, invi ng library that holds approximate-ly 8,000 volumes and has room for 30 student computer sta ons. Our library technician works in the library fi ve days a week; we also have student volun-teers who help check out books and read to children. The library is open from 8 a.m. un l 3 p.m. so parents may check out books as well. Every year we add approximately 200 books, audio-visual materials, and other resources to our collec on via proceeds from our annual book fair. We also encourage children to donate a book in honor of their birthday.
The District par cipates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of exis ng school building components. Typically, this includes roofi ng, plumbing, heat-ing, air condi oning, electrical systems, interior or exterior pain ng, and fl oor systems. For the 2012-13 school year, the District budgeted $661,731 for the Deferred Maintenance Program. This represents 5% of the District’s general fund budget.
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Availability of Textbooks and Instructional Materials
The following lists the percentage of pupils who lack their own assigned textbooks and instruc onal materials.
Percentage of Students Lacking
Materials by Subject
2012-13 School Year
Reading/Language Arts 0%
Mathema cs 0%
Science 0%
History-Social Science 0%
Visual and Performing Arts
Foreign Language
Health
Not applicable.
Textbooks and Instructional Materials
Madera Unifi ed School District places high priority on ensuring that there are suffi cient textbooks and instruc onal materials for every student. Textbook selec on is done by District subject area commi ees coordinated by the Director of Curriculum, Instruc on and Assessment. All K-8 text-books and instruc onal materials must be selected from the most recently approved State matrices. Since the State does not provide approved lists of instruc onal materials for grades 9-12, the District requires that all textbooks and instruc onal materials being recommended for purchase be aligned with State Standards. Textbook purchases are consistent with the content cycles of the curriculum frameworks as District IMF and other funding sources permit. The Governing Board approves all K-12 core textbook and instruc onal materials.
It is the intent of MUSD to purchase Standards-aligned textbooks each year with new adop on cycles per core area for grades K-12. However, many textbooks at the high school level fall outside the adop on cycles for the following reasons:
• Materials are s ll valuable instruc onal resources used by teachers and students.• Materials correlate to the academic content standards, some may be in areas that do not have
History-Social Science History-Social Science for California: Our Na on, Pearson Sco Foresman (5), 2006 2006
History-Social Science Holt California Social Studies, Holt, Rinehart, & Winston (6), 2006 2006
2012-13 School YearCurrency of Textbook Data
Data Collec on Date 08/2012
Currency of Textbook Data
This table displays the date when the textbook and instruc onal materials informa on was col-lected and verifi ed.
Quality of Textbooks
The following table outlines the criteria required for choosing textbooks and instruc onal materials.
Quality of Textbooks
2012-13 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 Educa on?
Yes
Does every student, including English Learners, have access to their own textbooks and instruc onal materials to use in class and to take home?
Yes
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Spring 2012 Results
STAR Results by Student Group: English-Language Arts, Mathematics, and Science
Students Scoring at Profi cient or Advanced Levels
Group English-Language Arts Mathema cs Science
All Students in the District 42% 39% 42%
All Students at the School 36% 49% 29%
Male 33% 53% 34%
Female 40% 44% 21%
Black or African American 42% 42%
American Indian or Alaska Na ve
Asian
Filipino
Hispanic or La no 36% 49% 27%
Na ve Hawaiian or Pacifi c Islander
White 38% 52%
Two or More Races
Socioeconomically Disadvantaged 35% 47% 28%
English Learners 22% 39% 11%
Students with Disabili es 33% 53%
Students Receiving Migrant Educa on Services 29% 53% 18%
Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for sta s cal accuracy or to protect student privacy.
STAR Results for All Students
The Standardized Tes ng and Repor ng (STAR) results are evaluated and compared to state stan-dards using the following fi ve performance levels: Advanced (exceeds state standards); Profi cient(meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Profi cient or Advanced level meet state standards in that content area. The tables show the percentage of students that scored at Profi cient or Advanced levels in English-language arts, mathema cs, and science.
Three-Year Data ComparisonStudents Scoring at Profi cient or Advanced Levels
The Standardized Tes ng and Report-ing (STAR) Program aims to iden fy strengths and weaknesses to improve student learning. STAR consists of several key tests that are designed for the student’s age and individual needs. These tests include: the California Standards Test (CST), California Modi-fi ed Assessment (CMA), and California Alternate Performance Assessment (CAPA).
The CSTs are mul ple choice tests in English-language arts, mathema cs, science, and history-social science for varying grade levels. Some grade levels also par cipate in an essay wri ng test. The CSTs are used to determine students’ achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject.
The CMA is a modifi ed assessment for students with disabili es who have an individualized educa on program (IEP). It is designed to assess those students whose disabili es prevent them from achieving grade-level profi ciency on an assessment of the content standards with or without accommoda ons.
The CAPA is an alternate assessment for students with signifi cant cogni ve disabili es who are unable to take the CST with accommoda ons or modifi ca- ons or the CMA with accommoda- ons.
For more informa on on the STAR program including tests, par cipa on, groups, and scores by grade level, please visit h p://star.cde.ca.gov/.
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API Testing
Assessment data is reported only for numerically signifi cant groups. To be considered numerically signifi cant for the API, the group must have either: (1) at least 50 students with valid STAR Program scores who make up at least 15% of the total valid STAR Program scores, or (2) at least 100 students with valid STAR Program scores.
API Ranks
Schools are ranked in ten categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A “similar schools API rank” refl ects how a school compares to 100 sta s cally matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools API rank, for which informa on is available.
Three-Year Data Comparison
API Growth by Student Group
This table displays, by student group, fi rst, the 2012 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school.
2012 Growth API and Three-Year Data ComparisonAPI Growth by Student Group
Group
2012 Growth API Nishimoto ES – Actual API ChangeNishimoto ES Madera USD California
Number of Students
Growth API
Number of Students
GrowthAPI
Number of Students
GrowthAPI 09-10 10-11 11-12
All Students 521 734 13,874 738 4,664,264 788 -12 -4 7
Black or African American 10 321 683 313,201 710
American Indian or Alaska Na ve 3 60 693 31,606 742
Asian 0 184 835 404,670 905
Filipino 1 29 853 124,824 869
Hispanic or La no 486 731 11,907 731 2,425,230 740 -9 -6 4
Na ve Hawaiian or Pacifi c Islander 0 8 26,563 775
Students with Disabili es 27 677 1,068 603 530,935 607
Academic Performance Index
The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score refl ects the school, district or a student group’s performance level, based on the results of statewide tes ng. The state has set an API score of 800 as the statewide target.
The annual API repor ng cycle consists of the Base and Growth API. The Base API begins the report-ing cycle and the results are released approximately a year a er tes ng occurs (e.g. The 2011 Base API is calculated from results of statewide tes ng in spring 2011, but the results are not released un- l May 2012). Growth API, calculates test results in the same fashion and with the same indicators
as the Base API but from test results of the following year (e.g. The 2012 Growth API is calculated from results of statewide tes ng in spring 2012 and released in September 2012). The year of the API corresponds to the year of tes ng. Therefore, for the 2011-12 API repor ng cycle, the 2011 Base indicator and 2012 Growth indicator are used. To represent how much a school’s API changed from 2011-12 (known as the 2011-12 API Growth), the 2011 Base API is subtracted from the 2012 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met.
To learn more about API, visit the API informa on guide at www.cde.ca.gov/ta/ac/ap/documents/in-foguide12.pdf and the API overview guide at www.cde.ca.gov/ta/ac/ay/documents/overview12.pdf.
API Ranks
API Ranks
2009 2010 2011
Statewide API Rank 3 2 2
Similar Schools API Rank 9 6 4
Data are reported only for numerically signifi cant groups.
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Public Internet Access
Internet access is available at public libraries and other loca ons that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public loca ons is generally pro-vided on a fi rst-come, fi rst-served basis. Other use restric ons include the hours of opera on, the length of me that a worksta on may be used (depending on availability), the types of so ware programs available at a worksta on, and the ability to print documents.
2011-12 School Year
Adequate Yearly Progress
The No Child Le Behind (NCLB) Act requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in these four target areas:
1. Par cipa on rate on statewide assessments in English-language arts and mathema cs2. Percentage of students scoring profi cient on statewide assessments in English-language arts
and mathema cs3. API scores4. Gradua on rate for high schools
The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for 2011-12. For more informa on, visit www.cde.ca.gov/ta/ac/ay/.
Adequate Yearly Progress Criteria
Nishimoto ES Madera USD
Met Overall AYP No No
AYP Criteria English-Language Arts Mathema cs English-
Language Arts Mathema cs
Par cipa on Rate Yes Yes Yes Yes
Percent Profi cient No No No No
API Yes Yes
Gradua on Rate No
2012-13 School Year
Federal Intervention Program
Districts and schools receiving Title I funding that fail to meet AYP over two consecu ve years in the same content area (English-language arts or mathema cs) or on the same indicator (API or gradua- on rate) can enter into Program Improvement (PI). Each addi onal year that the district or schools
do not meet AYP results in advancement to the next level of interven on. This table displays the 2012-13 Program Improvement status for the school and district. For more informa on, please visit www.cde.ca.gov/ta/ac/ay/.
Federal Intervention Program
Nishimoto ES Madera USD
Program Improvement Status In PI In PI
First Year of Program Improvement 2011-2012 2004-2005
Year in Program Improvement Year 2 Year 3
Number of Schools Iden fi ed for Program Improvement 22
Percent of Schools Iden fi ed for Program Improvement 84.60%
Not applicable. The gradua on rate for AYP criteria applies to high schools.
California Physical Fitness Test
Each spring, all students in grades 5, 7, and 9 are required to par cipate 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 Educa on. PFT measures six key fi tness areas:
1. Aerobic Capacity 2. Body Composi on3. Flexibility4. Abdominal Strength
and Endurance5. Upper Body Strength
and Endurance6. Trunk Extensor Strength
and Flexibility
Encouraging and assis ng students in establishing lifelong habits of regular physical ac vity is the primary goal of the Fitnessgram®. The table shows the percentage of students mee ng the fi tness standards of being in the “healthy fi tness zone” for the most re-cent tes ng period. For more detailed informa on on the California PFT, please visit www.cde.ca.gov/ta/tg/pf/.
Percentage of Students
Meeting Fitness Standards
2011-12 School Year
Grade 5
Four of Six Standards 17.40%
Five of Six Standards 22.90%
Six of Six Standards 22.00%
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2011-12 School Year
Three-Year Data Comparison
Three-Year Data Comparison
Teacher Qualifi cations
This table shows informa on about teacher creden als and teacher qualifi ca ons. More informa- on can be found by visi ng h p://data1.cde.ca.gov/dataquest/.
Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teacher misassignments (teachers assigned without proper legal authoriza on) and the number of vacant teacher posi ons (not fi lled by a single designated teacher assigned to teach the en re course at the beginning of the school year or semester). Please note: To-tal teacher misassignments includes the number of misassignments of teachers of English Learners.
No Child Left Behind Compliant Teachers
NCLB requires that all teachers of core academic subject areas be “highly qualifi ed.” In general, for a teacher to be considered highly qualifi ed, they must have a bachelor’s degree, an appropriate California teaching creden al, and have demonstrated competence for each core subject he or she teaches. The table displays data regarding NCLB compliant teachers from the 2011-12 school year. For more informa on on teacher qualifi ca ons related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.
Teacher Credential Information
Madera USD Nishimoto ES
Teachers 11-12 09-10 10-11 11-12
With Full Creden al 793 28 28 32
Without Full Creden al 5 0 0 0
Teaching Outside Subject Area of Competence 0 0 0
Teacher Misassignments and Vacant Teacher Positions
Nishimoto ES
Teachers 10-11 11-12 12-13
Teacher Misassignments of English Learners 0 0 0
Total Teacher Misassignments 0 0 0
Vacant Teacher Posi ons 0 0 0
No Child Left Behind Compliant Teachers
Percent of Classes in Core Academic Subjects
Taught by NCLB Compliant Teachers
Taught by Non-NCLB Compliant Teachers
Nishimoto ES 100.00% 0.00%
All Schools in District 97.05% 2.95%
High-Poverty Schools in District 97.11% 2.89%
Low-Poverty Schools in District
Not applicable.
NCLB Note
High-poverty schools are defi ned as those schools with student par cipa on of approximately 40% or more in the free and reduced priced meals program. Low-poverty schools are those with student par cipa on of approximately 25% or less in the free and reduced priced meals program.
Academic Counselors and School Support Staff
This table displays informa on about academic counselors and support staff at the school and their full- me equiva-lent (FTE).
Academic Counselors
and School Support Staff Data
2011-12 School Year
Academic Counselors
FTE of Academic Counselors 0.00
Ra o of Students Per Academic Counselor
Support Staff FTE
Social/Behavioral or Career Development Counselors 0.00
Library Media Teacher (Librarian) 0.00
Library Media Services Staff (Paraprofessional) 1.00
Psychologist 0.33
Social Worker 0.00
Nurse 0.33
Speech/Language/Hearing Specialist 0.33
Resource Specialist (non-teaching) 2.00
Other FTE
Curriculum and Instruc on Coach 1.00
Response to Interven on Coach 1.00
2011
-12
SAR
C20
1112
SAR
C10Nishimoto Elementary School • 2011-12 SARC
Data for this year’s SARC was provided by the California Department of Educa on (CDE), school and district offi ces. For addi onal informa on on California schools and districts, please visit DataQuest at h p://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffi ng, and data regarding English Learners. Addi onally, Ed-Data in partnership with the CDE, provides extensive fi nancial, demographic, and performance informa on about California’s public kindergarten through grade twelve school districts and schools. More informa on can be found at www.ed-data.k12.ca.us/Pages/Home.aspx. Per Educa on Code Sec on 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 November 29, 2012.
School Financial Data
The following table displays the school’s average teacher salary and a breakdown of the school’s expendi-tures per pupil from unrestricted and restricted sources.
School Financial Data
2010-11 Fiscal Year
Total ExpendituresPer Pupil $4,745
Expenditures Per Pupil From Restricted Sources $1,271
Expenditures Per Pupil From Unrestricted Sources $3,473
Annual Average Teacher Salary $58,543
Financial Data
The fi nancial data displayed in the SARC is from the 2010-11 fi scal year. The most current fi scal infor-ma on 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 more detailed fi nancial informa on, please visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.
2010-11 Fiscal Year
District Financial Data
This table displays district teacher and administra ve salary informa on and compares the fi gures 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 benefi ts.
District Salary Data
Madera USD Similar Sized District
Beginning Teacher Salary $37,159 $40,932
Mid-Range Teacher Salary $58,115 $65,424
Highest Teacher Salary $71,557 $84,596
Average Principal Salary (Elementary School) $96,961 $106,806
Average Principal Salary (Middle School) $103,291 $111,776
Average Principal Salary (High School) $109,313 $120,858
Superintendent Salary $165,736 $204,089
Teacher Salaries — Percent of Budget 37% 39%
Administra ve Salaries — Percent of Budget 6% 5%
2010-11 Fiscal Year
Financial Data Comparison
The following 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.
Financial Data Comparison
Expenditures Per Pupil From
Unrestricted Sources
AnnualAverage Teacher
Salary
Nishimoto ES $3,473 $58,543
Madera USD $5,241 $57,636
California $5,455 $68,488
School and District — Percent Diff erence -50.9% +1.5%
School and California — Percent Diff erence -57.1% -17.0%
MUSD Aims For...
… The Highest Student Achievement.… A Safe and Orderly
Learning Environment.… Financially Sound and Eff ec ve Organiza on.
![287 ORAL HISTORY INTERVIEW...BY: Michiko Kodama-Nishimoto (MK) [Editor's Note: The interview was conducted in Japanese by Michiko Kodama-Nishimoto and translated by Judith Yamauchi.]](https://static.documents.pub/doc/80x56/6012e61df54d5c310102c1a7/287-oral-history-interview-by-michiko-kodama-nishimoto-mk-editors-note.jpg)
