High Tech Elementary Explorer
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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.
For more information about SARC requirements, see the California Department of Educat ion (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 addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.
DataQuest
Internet Access
California Department of Education
School Accountability Report CardReported Using Data from the 2015-16 School Year
DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe 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 is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.
Briony Chown, DirectorPrincipal, High Tech Elementary Explorer
Briony comes to Explorer from London where she has taught 2nd, 3rd, and 5th grades. In her London school, Brionysupported other teachers in integrat ing art and technology into their classroom curriculum. She holds a Post-GraduateCert ificate of Educat ion from Goldsmith's College, University of London and a B.A. in English and Philosophy from theUniversity of Sheffield. As well as teaching, Briony loves exploring new places, cooking, reading, hiking and learning newskills.
High Tech Elementary Explorer2230 Truxtun Rd.San Diego, CA 92106-6128
Phone: 619-795-3600E-mail: [email protected]
About Our SchoolAbout Our School
ContactContact
Last updated: 1/30/2017
Last updated: 1/30/2017
About This School
Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)
District Contact Information (School Year 2016-17)
District Name San Diego Unified
Phone Number (619) 725-8000
Superintendent Cindy Marten
E-mail Address [email protected]
Web Site www.sandi.net
School Contact Information (School Year 2016-17)
School Name High Tech Elementary Explorer
Street 2230 Truxtun Rd.
City, State, Zip San Diego, Ca, 92106-6128
Phone Number 619-795-3600
Principal Briony Chown, Director
E-mail Address [email protected]
Web Site www.hightechhig.org
County-District-School (CDS) Code
37683386117683
School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)
Explorer began in 2000 w ith 120 children and the dream of creat ing a small school where social and emotional intelligence could be integrated w ith deep thinkingand academic excellence. These many years later, Explorer has grown to serve 350 children from throughout San Diego and acquired a permanent home.
At Explorer, we deeply connect social and emotional learning w ith academics. We have seen how student awareness of self and others leads to strong academicachievement. Students w ith strong social and emotional skills work well independently, collaborate and communicate well, and engage deeply in 21st centurylearning. Explorer teachers are reflect ive pract it ioners who create their own curriculum, design relevant, real-world work for students, and collaborate to buildschool w ide culture and pract ices.
Explorer never could have started nor thrived w ithout the support and involvement of its extraordinary parent body. Parents are partners in their child's educat ionand, alongside our faculty, form a foundat ion from which our school has grown and flourished.
We welcome you to our website to learn more about our mission, classroom projects, and best pract ices.
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Last updated: 1/30/2017
Last updated: 1/30/2017
Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)
Grade Level Number of Students
Kindergarten 66
Grade 1 45
Grade 2 72
Grade 3 48
Grade 4 72
Grade 5 49
Total Enrollment 352
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 50
10
20
30
40
50
60
70
80
Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)
Student Group Percent of Total Enrollment
Black or African American 6.8 %
American Indian or Alaska Nat ive 0.3 %
Asian 3.4 %
Filipino 4.3 %
Hispanic or Lat ino 28.4 %
Native Hawaiian or Pacific Islander 0.3 %
White 52.3 %
Two or More Races 4.3 %
Other -0.1 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 34.7 %
English Learners 11.1 %
Students w ith Disabilit ies 16.2 %
Foster Youth 0.3 %
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Last updated: 2/1/2017
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A. Conditions of Learning
State Priority: Basic
The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):
Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair
Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.
Teacher CredentialsTeacher Credentials
Teachers School District
2014-15
2015-16
2016-17
2016-17
With Full Credent ial 22 26 22 4243
Without Full Credent ial 1 1 0 30
Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)
0 1 1 349
2014-15 2015-16 2016-170
5
10
15
20
25
30Teachers with Full Credential
Teachers without Full Credential
Teachers Teaching Outside Subject Area of Competence
Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions
Indicator2014-
152015-
162016-
17
Misassignments of Teachers of EnglishLearners
1 1 2
Total Teacher Misassignments* 1 2 3
Vacant Teacher Posit ions 0 0 0
2014-15 2015-16 2016-170.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5Misassignments of Teachers of English Learners
Total Teacher Misassignments
Vacant Teacher Positions
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Last updated: 2/1/2017
Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.
Year and month in which data were collected:
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)
Location of ClassesPercent of Classes In Core Academic Subjects Taught by
Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by
Highly Qualified Teachers
This School 100.0% 0.0%
All Schools in District 96.0% 4.0%
High-Poverty Schoolsin District
96.0% 4.0%
Low-Poverty Schoolsin District
97.0% 3.0%
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)
Subject Textbooks and Instructional Materials/year of Adoption
From MostRecent
Adoption?
PercentStudentsLacking
OwnAssigned
Copy
Reading/LanguageArts Explorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet
the needs of each student. Among them include online adapt ive textbooks, novels, academic journals, primaryresources, digital tools along w ith others. In addit ion, HTH students publicize their work online:
http://www.hightechhigh.org/projects/
0.0 %
MathematicsExplorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet
the needs of each student. Among them include online adapt ive textbooks, novels, academic journals, primaryresources, digital tools along w ith others. In addit ion, HTH students publicize their work online:
http://www.hightechhigh.org/projects/
0.0 %
ScienceExplorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet
the needs of each student. Among them include online adapt ive textbooks, novels, academic journals, primaryresources, digital tools along w ith others. In addit ion, HTH students publicize their work online:
http://www.hightechhigh.org/projects/
0.0 %
History-SocialScience Explorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet
the needs of each student. Among them include online adapt ive textbooks, novels, academic journals, primaryresources, digital tools along w ith others. In addit ion, HTH students publicize their work online:
http://www.hightechhigh.org/projects/
0.0 %
Foreign LanguageExplorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet
the needs of each student. Among them include online adapt ive textbooks, novels, academic journals, primaryresources, digital tools along w ith others. In addit ion, HTH students publicize their work online:
http://www.hightechhigh.org/projects/
0.0 %
HealthExplorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet
the needs of each student. Among them include online adapt ive textbooks, novels, academic journals, primaryresources, digital tools along w ith others. In addit ion, HTH students publicize their work online:
http://www.hightechhigh.org/projects/
0.0 %
Visual andPerforming Arts Explorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet
the needs of each student. Among them include online adapt ive textbooks, novels, academic journals, primaryresources, digital tools along w ith others. In addit ion, HTH students publicize their work online:
http://www.hightechhigh.org/projects/
0.0 %
Science Lab N/A N/A 0.0 %
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Last updated: 1/30/2017
Note: Cells w ith N/A values do not require data.
Eqpmt (Grades 9-12)
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Last updated: 1/30/2017
School Facility Good Repair StatusYear and month of the most recent FIT report:
Overall Facility RateYear and month of the most recent FIT report:
School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements
HTeX occupies the first floor of a 91,140 square foot, three-story, building that was originally built in 1967+/-, but was completely renovated in 2005. Thebuilding is in excellent condit ion, w ith maintenance and custodial services provided by on-site staff. There are no maintenance needs beyond those that arerout ine for a school of this size. A 70 Kw photovoltaic system, shared by the three schools, was added to the roof in 2014. LED light ing and other energyupgrades were implemented in 2016. All of these improvements w ill great ly improve the schools’ energy bills.
System Inspected Rating
Repair Needed andAction Taken or
Planned
Systems: Gas Leaks, Mechanical/HVAC,Sewer
Good
Interior: Interior Surfaces Good
Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion
Good
Electrical: Electrical Good
Restrooms/Fountains: Restrooms,Sinks/Fountains
Good
Safety: Fire Safety, Hazardous Materials Good
Structural: Structural Damage, Roofs Good
External: Playground/School Grounds,W indows/Doors/Gates/Fences
Good
Overall Rat ing Exemplary
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Last updated: 2/1/2017
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the follow ing 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 SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and
The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.
Note: 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 forstat ist ical accuracy or to protect student privacy.
CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All StudentsCAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students
Subject
Percent of Students Meeting or Exceeding the State Standards
School District State
2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
English Language Arts / Literacy (grades 3-8 and 11) 62.0% 62.0% 49.0% 54.0% 44.0% 48.0%
Mathematics (grades 3-8 and 11) 46.0% 40.0% 39.0% 42.0% 34.0% 36.0%
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Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated 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 stat ist icalaccuracy or to protect student privacy.
Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)
ELA - Grade 3ELA - Grade 3
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 50 49 98.0% 57.1%
Male 24 24 100.0% 50.0%
Female 26 25 96.2% 64.0%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 12 12 100.0% 50.0%
Native Hawaiian or Pacific Islander -- -- -- --
White 26 25 96.2% 68.0%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged -- -- -- --
English Learners -- -- -- --
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
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Last updated: 2/1/2017
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated 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 stat ist icalaccuracy or to protect student privacy.
Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
ELA - Grade 4ELA - Grade 4
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 73 70 95.9% 67.1%
Male 39 37 94.9% 62.2%
Female 34 33 97.1% 72.7%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 12 12 100.0% 33.3%
Native Hawaiian or Pacific Islander -- -- -- --
White 47 44 93.6% 77.3%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged -- -- -- --
English Learners -- -- -- --
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
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Last updated: 2/1/2017
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated 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 stat ist icalaccuracy or to protect student privacy.
Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
ELA - Grade 5ELA - Grade 5
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 48 48 100.0% 60.4%
Male 26 26 100.0% 53.9%
Female 22 22 100.0% 68.2%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino -- -- -- --
Nat ive Hawaiian or Pacific Islander -- -- -- --
White 39 39 100.0% 66.7%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged -- -- -- --
English Learners -- -- -- --
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated 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 stat ist icalaccuracy or to protect student privacy.
Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)
Mathematics - Grade 3Mathematics - Grade 3
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 50 49 98.0% 36.7%
Male 24 24 100.0% 25.0%
Female 26 25 96.2% 48.0%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 12 12 100.0% 16.7%
Native Hawaiian or Pacific Islander -- -- -- --
White 26 25 96.2% 56.0%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged -- -- -- --
English Learners -- -- -- --
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
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Last updated: 2/1/2017
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated 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 stat ist icalaccuracy or to protect student privacy.
Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
Mathematics - Grade 4Mathematics - Grade 4
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 73 70 95.9% 54.3%
Male 39 37 94.9% 56.8%
Female 34 33 97.1% 51.5%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 12 12 100.0% 8.3%
Native Hawaiian or Pacific Islander -- -- -- --
White 47 44 93.6% 65.9%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged -- -- -- --
English Learners -- -- -- --
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
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Last updated: 2/1/2017
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated 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 stat ist icalaccuracy or to protect student privacy.
Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.
Mathematics - Grade 5Mathematics - Grade 5
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 48 48 100.0% 22.9%
Male 26 26 100.0% 26.9%
Female 22 22 100.0% 18.2%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino -- -- -- --
Nat ive Hawaiian or Pacific Islander -- -- -- --
White 39 39 100.0% 25.6%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged -- -- -- --
English Learners -- -- -- --
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
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Last updated: 2/1/2017
Last updated: 2/1/2017
Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.
Note: 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 stat ist icalaccuracy or to protect student privacy.
CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)
Note: 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 studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.
Note: 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 stat ist icalaccuracy or to protect student privacy.
CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students
Subject
Percentage of Students Scoring at Proficient or Advanced
School District State
2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16
Science (grades 5, 8, and 10) 82.0% 67.0% 71.0% 68.0% 65.0% 59.0% 60.0% 56.0% 54.0%
Student GroupTotal
EnrollmentNumber of Students with Valid
ScoresPercent of Students with Valid
ScoresPercent Proficient or
Advanced
All Students 48 48 100.0% 70.8%
Male 26 26 100.0% 65.4%
Female 22 22 100.0% 77.3%
Black or African American -- -- -- --
American Indian or Alaska Nat ive 0 0 0.0% 0.0%
Asian 0 0 0.0% 0.0%
Filipino -- -- -- --
Hispanic or Lat ino -- -- -- --
Nat ive Hawaiian or Pacific Islander 0 0 0.0% 0.0%
White 39 39 100.0% 79.5%
Two or More Races -- -- -- --
Socioeconomically Disadvantaged -- -- -- --
English Learners -- -- -- --
Students w ith Disabilit ies -- -- -- --
Students Receiving Migrant Educat ionServices
0 0 0.0% 0.0%
Foster Youth -- -- -- --
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State Priority: Other Pupil Outcomes
The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):
Pupil outcomes in the subject area of physical educat ion
Note: 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 forstat ist ical accuracy or to protect student privacy.
California Physical Fitness Test Results (School Year 2015-16)California Physical Fitness Test Results (School Year 2015-16)
Grade Level
Percentage of Students Meeting Fitness Standards
Four of Six Standards Five of Six Standards Six of Six Standards
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C. Engagement
State Priority: Parental Involvement
The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite
State Priority: Pupil Engagement
The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):
High school dropout rates; andHigh school graduat ion rates
Opportunities for Parental Involvement (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)
Parents are involved in the school at every level. From volunteering in the classrooms to init iat ing school-w ide act ivit ies and fundraising, the parent council at High Tech Elementary Explorer is fundamental to the success of the school. Parents are seen as partners in the educat ion of students at the school.
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State Priority: School Climate
The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):
Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety
School Safety Plan (School Year 2016-17)
Suspensions and ExpulsionsSuspensions and Expulsions
School District State
Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16
Suspensions 3.6 1.7 1.7 4.2 3.7 3.4 4.4 3.8 3.7
Expulsions 0.0 0.0 0.0 0.1 0.1 0.1 0.1 0.1 0.1
Suspensions
2013-14 2014-15 2015-160.0
1.0
2.0
3.0
4.0
5.0School Suspensions
District Suspensions
State Suspensions
Expulsions
2013-14 2014-15 2015-160.00
0.02
0.04
0.06
0.08
0.10
0.12School Expulsions
District Expulsions
State Expulsions
It is the goal of High Tech Elementary Explorer to provide experiences for children that teach them compassion, commitment, and concern for others. It is understood that children learn what they experience, and therefore all adults model appropriate behavior for children. The faculty at the school help children behave in ways that are conducive to learning and building community. Classroom experiences create developmentally appropriate opportunit ies for autonomy and posit ive decision making. The essence of discipline is understanding behavior and finding effect ive alternat ives to punishment. At Explorer, we are dedicated to helping children learn to meet their own needs while respect ing the needs of others. W ithin each classroom, age- appropriate rules and consequences are decided upon in the beginning of the school year. Teachers form empathic and posit ive relat ionships w ith their students, holding them to high standards of behavior. Children and teachers decide upon rules together for their mutual benefit . They also decide upon solut ions that w ill be helpful to all concerned should problems arise. When teachers make decisions w ithout a student ’s input, they use firmness w ith kindness, dignity and respect.
It is our strong belief that while punishment may work in the short term to stop misbehavior immediately, long-range results may include resentment, revenge, rebellion, and/or retreat. Therefore, Explorer uses discipline that is not humiliat ing to children. Its purpose is to achieve long-range goals as well as responsibility and immediate cooperat ion. It is based upon mutuality and incorporates clear and firm expectat ions w ith respect for children so that a foundat ion for teaching life skills, good decision-making and self-control is emphasized. The main object ive in assigning consequences for misbehavior is to assist children in making good choices, whether in the classroom, at lunch or during recess. When a child is unsafe, interrupts learning, or clearly does not respect the needs of others, the follow ing course of act ion occurs: • Children are reminded of the expected behavior and previously agreed-upon school standards. • Should the behavior cont inue, the teacher w ill conference w ith the child to determine good decision making. • When inappropriate behavior does not change, the principal and/or social curriculum coordinator w ill be consulted. • Finally, a conference w ill be called w ith the parent in order to assist the child in meeting the school’s expectat ions for behavior.
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If at any t ime a child’s behavior is unsafe or dangerous to himself/herself, or to another child or teacher, the child w ill be sent home from school for at least the remainder of the school day. The school upholds the right to further suspend or require a child be w ithdrawn from school should these behaviors occur or it be determined that the school cannot meet the child’s academic, social, or emotional needs. Explorer regards suspensions and expulsion as a last resort. Should the child’s behavior be dangerous to self, to others, or the teachers, or if the school decides it cannot meet the child’s needs, expulsion w ill occur according to the policies designated in its charter.
SCHOOL WIDE RULES • Respect the needs and feelings of others • Use appropriate language and demonstrate concern for the property of teachers and peers • Be safe and be considerate of the safety of others • Remain in the classroom or on school grounds unless permission is given by the teacher or administrator to leave.
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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.
Note: Cells w ith NA values do not require data.
Average Class Size and Class Size Distribution (Elementary)
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
Academic Counselors and Other Support Staff (School Year 2015-16)
Federal Intervention Program (School Year 2016-17)Federal Intervention Program (School Year 2016-17)
Indicator School District
Program Improvement Status Not in PI In PI
First Year of Program Improvement 2012-2013
Year in Program Improvement Year 3
Number of Schools Current ly in Program Improvement N/A 145
Percent of Schools Current ly in Program Improvement N/A 75.1%
2013-14 2014-15 2015-16
Grade Level Average Class Size
Number of Classes *
Average Class Size
Number of Classes *
Average Class Size
Number of Classes *
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K 4.0 3 0 0 22.0 0 2 0
1 1.0 1 0 0 22.0 0 3 0
2 3.0 3 0 0 24.0 0 2 0
3 3.0 2 0 0 24.0 0 3 0
4 2.0 3 0 0 24.0 0 2 0
5 1.0 1 0 0 24.0 0 3 0
6 0.0 0 0 0 0.0 0 0 0
Other 0.0 0 0 0 0.0 0 0 0
Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor
Academic Counselor
Counselor (Social/Behavioral or Career Development) N/A
Library Media Teacher (librarian) N/A
Library Media Services Staff (paraprofessional) N/A
Psychologist 1.0 N/A
Social Worker N/A
Nurse N/A
Speech/Language/Hearing Specialist 1.0 N/A
Resource Specialist (non-teaching) 2.0 N/A
Other N/A
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Note: Cells w ith N/A values do not require data.
*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.
Note: Cells w ith N/A values do not require data.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)
LevelTotal Expenditures Per
PupilExpenditures Per Pupil
(Supplemental/Restricted)
Expenditures PerPupil
(Basic/Unrestricted)Average Teacher
Salary
School Site -- -- -- --
District N/A N/A $0.0 $73582.0
Percent Difference – School Site andDistrict
-- -- -- --
State N/A N/A $5677.0 $75837.0
Percent Difference – School Site and State -- -- -- --
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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .
Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)
High Tech Elementary Explorer part icipates in the Nat ional School Lunch Program and runs an extensive afterschool program where students can part icipate insports, act ivit ies and receive academic support.
Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)
Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $42,632 $45,092
Mid-Range Teacher Salary $64,780 $71,627
Highest Teacher Salary $88,049 $93,288
Average Principal Salary (Elementary) $122,585 $115,631
Average Principal Salary (Middle) $125,249 $120,915
Average Principal Salary (High) $136,833 $132,029
Superintendent Salary $261,667 $249,537
Percent of Budget for Teacher Salaries 37.0% 37.0%
Percent of Budget for Administrat ive Salaries 5.0% 5.0%
Teacher Salary Chart
Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0
20000
40000
60000
80000
100000
Principal Salary Chart
Average Principal Salary
(Elementary)
Average Principal Salary
(Middle)
Average Principal Salary
(High)
0
25000
50000
75000
100000
125000
150000
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Professional DevelopmentProfessional Development
The Director has a collaborat ive leadership style. Every attempt is made to build reciprocity and community in the school. The act ive parent body is support ive of the school on every level, from volunteering in classrooms to fundraising. The academic program focuses on teaching standards and content at the highest level, as well as social curriculum. Gifted and Talented Educat ion (GATE) seminar and cluster students are assimilated into classrooms and given different iated tasks. An excellent resource team meets the needs of students w ith learning differences. In-depth assessments are given to all students, Grades K–5. The school collaborates w ith High Tech High Learning to provide a K–12 educat ional path for students.
Curriculum is cont inually evaluated as it applies to California state standards and meaningful integrated studies at the highest level. The Director and a part-t ime curriculum coordinator supervise teachers by making frequent classroom visits, both formally and informally. Weekly staff meetings are related to staff development. The school is working toward standardizing forms of assessment. There are ongoing conversat ions between faculty and administrat ion to support the highest goals for individual academic achievement.
Explorer’s faculty is able to attend the district ’s workshops and independent conferences. We arrange for faculty workshops and in-service training at the school. Our faculty is outstanding and provides leadership trainings in addit ion to outside consultancies.
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