Valley Charter Elementary 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 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. DataQuest Internet Access California Department of Education School Accountability Report Card Reported Using Data from the 2015-16 School Year DataQuest is an online data tool located on the CDE DataQuest Web page 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 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.
Transcript
Valley Charter Elementary
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.
School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)
Our Mission Statement
The mission of Valley Charter Elementary School is to provide a holist ic and except ional educat ion to a diverse student body, cult ivat ing in students intellectualcuriosity, collaborat ion, respect for others, and a passion for excellence. We fulfill this mission by:
Providing a construct ivist , inquiry-based learning environment in which teachers guide students through act ive learning processes that develop conceptualunderstanding as well as self-knowledge.
Implementing a project-based curriculum that develops academic, interpersonal, intrapersonal and art ist ic skills.
Creat ing a program that develops students to be creat ive and crit ical thinkers, who are unafraid to quest ion, challenge and express themselves; and that preparesstudents to lead and to serve the greater good as members of a democrat ic society and as cit izens of our grow ing global community.
Sett ing the highest individualized standards for all students, so our students realize their potent ial and can compete w ith the best students in the country. ?
Creat ing a school culture that values character and cit izenship as well as achievement, and process as well as product. ?
Giving faculty t ime, resources, autonomy and a collaborat ive atmosphere to cont inually develop their skills, research, create, evaluate and refine project-basedcurricula, and reflect on the learning of their students. ?
Communicat ing regularly w ith students’ families, seeking family involvement in the life of the school, and cont inually reaching out to all families in the neighborhoodto ensure a diverse and inclusive learning community.
Our Vision
The purpose of Valley Charter Schools is to enable students to become thinking, fulfilled, caring individuals w ith sensit ivity to, and understanding of, the diverseenvironment and society in which we live. We believe all children deserve a meaningful educat ion that realizes their potent ial and by which students discover theirown unique talents and gifts. We believe learning happens best when students work across disciplines, solve new problems, work in teams, take init iat ive, andresponsible risks. At VCES, teachers, not textbooks, know students best; therefore, our collaborat ive teachers drive instruct ion. We strive to develop and
communicate best pract ices, and mentor others as we have been mentored. We believe communit ies can come together to build great schools where academicexcellence is available to all children.
Our Educational Philosophy
At the foundat ion of our educat ional philosophy is a belief that learning should be an act ive experience that involves a community of educators, students andfamilies. We believe that effect ive schools create a culture of caring and respect that supports all members in achieving their potent ial academically, socially,emotionally, art ist ically, and physically. To enable all to work together toward these ends, we believe in explicit ly expressing our learning goals – derived from CCSSand school-defined behavioral and att itudinal object ives. VCES expects all involved w ith the school to support these convict ions and to endorse a construct ivistlearning environment that nurtures, challenges, and values every member of the community. VCES also adheres to the belief that students should be givenopportunit ies to direct their own learning. VCES students are asked to explore their interests through the process of formulat ing essent ial quest ions that drivetheir learning experiences. Similarly, teachers develop their own quest ions about student learning and examine their pract ices.
2015-16 SARC - Valley Charter Elementary
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Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)
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 0.4 %
American Indian or Alaska Nat ive 0.0 %
Asian 1.9 %
Filipino 4.9 %
Hispanic or Lat ino 35.6 %
Native Hawaiian or Pacific Islander 0.0 %
White 49.6 %
Two or More Races 7.6 %
Other 0.0 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 28.8 %
English Learners 9.1 %
Students w ith Disabilit ies 9.8 %
Foster Youth 0.0 %
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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 12 12 12
Without Full Credent ial 0 0 0
Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)
2014-15 2015-16 2016-170
2
4
6
8
10
12
14Teachers 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
0 0 0
Total Teacher Misassignments* 0 0 0
Vacant Teacher Posit ions 0 0 0
2014-15 2015-16 2016-17-1.0
-0.5
0.0
0.5
1.0Misassignments of Teachers of English Learners
Total Teacher Misassignments
Vacant Teacher Positions
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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: December 2016
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
High-Poverty Schoolsin District
Low-Poverty Schoolsin District
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)
Note: Cells w ith N/A values do not require data.
SubjectTextbooks and Instructional Materials/year of
AdoptionFrom Most Recent
Adoption?Percent Students Lacking Own Assigned
Copy
Reading/Language ArtsLeveled Readers
Teacher created materials
0.0 %
MathematicsSingapore Math
Teacher created materials
Yes 0.0 %
ScienceFOSS Kits
Teacher created materials (project-based learning)
Primary sources
0.0 %
History-Social ScienceTeacher created materials (project-based learning)
Primary sources
0.0 %
Foreign Language 0.0 %
HealthTeacher created materials
Physical educat ion equipment
0.0 %
Visual and Performing ArtsTeacher created materials
Orff Instruments
0.0 %
Science Lab Eqpmt (Grades9-12)
N/A N/A 0.0 %
2015-16 SARC - Valley Charter Elementary
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School Facility Good Repair StatusYear and month of the most recent FIT report: December 2016
Overall Facility RateYear and month of the most recent FIT report: December 2016
School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements
The school takes great efforts to ensure that the campus is clean, safe, and funct ional.
The school has twelve full-size classrooms, several extra rooms, and an office. The outdoor space includes a kindergarten playground, a large field, basketball andsports court, and a large sand playground. The school is clean and well-maintained. The school passed all health inspect ions in 2015-16.
System Inspected RatingRepair Needed and Action
Taken or Planned
Systems: Gas Leaks,Mechanical/HVAC, Sewer
Good
Interior: Interior Surfaces Good
Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion
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) 72.0% -- 39.0% -- 48.0% --
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 44 44 100.0% 68.2%
Male 29 29 100.0% 62.1%
Female 15 15 100.0% 80.0%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 16 16 100.0% 50.0%
Native Hawaiian or Pacific Islander -- -- -- --
White 24 24 100.0% 79.2%
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: 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 44 44 100.0% 68.2%
Male 28 28 100.0% 67.9%
Female 16 16 100.0% 68.8%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino -- -- -- --
Nat ive Hawaiian or Pacific Islander -- -- -- --
White 31 31 100.0% 67.7%
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: 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
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
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Last updated: 1/9/2017
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.
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 44 44 100.0% 77.3%
Male 29 29 100.0% 75.9%
Female 15 15 100.0% 80.0%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino 16 16 100.0% 62.5%
Native Hawaiian or Pacific Islander -- -- -- --
White 24 24 100.0% 87.5%
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.
Mathematics - Grade 4Mathematics - Grade 4
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 44 44 100.0% 65.9%
Male 28 28 100.0% 71.4%
Female 16 16 100.0% 56.3%
Black or African American -- -- -- --
American Indian or Alaska Nat ive -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Lat ino -- -- -- --
Nat ive Hawaiian or Pacific Islander -- -- -- --
White 31 31 100.0% 67.7%
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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Last updated: 1/9/2017
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
Students Receiving Migrant Educat ion Services -- -- -- --
Foster Youth -- -- -- --
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Last updated: 1/9/2017
Last updated: 1/9/2017
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
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
5 6.8% 13.6% 72.7%
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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)
Opportunit ies for parents abound at Valley Charter Elementary School. Parents can help on campus at lunch, in the office, and in classrooms or on field trips.Parents help teachers prepare materials at home and they help cleanup and beaut ify the school campus. Parents plan and execute fundraising and special events.
Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)
The school has a comprehensive safety plan which includes plans for earthquake, fire, and lockdowns. The plan is reviewed every August w ith a SafetyCommittee and the ent ire faculty and staff. The school safety bin is stocked w ith food, water, and first aid supplies for an emergency. The school has a fullloudspeaker and communicat ion system. Fire ext inguishers are in every room and are serviced yearly. The school has a funct ioning fire alarm system.
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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.
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).
Note: Cells w ith N/A values do not require data.
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 22.0 0 2 0 22.0 0 2 0 22.0 0 2 0
1 22.0 0 2 0 22.0 0 2 0 22.0 0 2 0
2 22.0 0 2 0 22.0 0 2 0 22.0 0 2 0
3 22.0 0 2 0 22.0 0 2 0 22.0 0 2 0
4 22.0 0 2 0 22.0 0 2 0 22.0 0 2 0
5 22.0 0 2 0 22.0 0 2 0 22.0 0 2 0
6
Other 0
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 $8863.7 $1100.4 $7763.4 $56201.3
District N/A N/A $0.0 $72495.0
Percent Difference – School Site andDistrict
N/A N/A -- --
State N/A N/A $5677.0 $75837.0
Percent Difference – School Site and State N/A N/A 5677.0% 75837.0%
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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/ .
Professional Development
Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)
A comprehensive program is provided in all core subject areas. Teachers teach in largeand small groups, and individually. Teaching assistants support studentlearning in each classroom. Students receive educat ion in health, music, physical educat ion, visual and performing arts.
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 $42,207 $45,092
Mid-Range Teacher Salary $67,417 $71,627
Highest Teacher Salary $83,703 $93,288
Average Principal Salary (Elementary) $107,190 $115,631
Average Principal Salary (Middle) $121,149 $120,915
Average Principal Salary (High) $124,798 $132,029
Superintendent Salary $350,000 $249,537
Percent of Budget for Teacher Salaries 34.0% 37.0%
Percent of Budget for Administrat ive Salaries 5.0% 5.0%
The faculty part icipates in extensive professional development. The faculty part icipates in Project Based Learning trainings and planning days throughout theyear, including NGSS. Several training days are spent on Singapore Math pract ice and instruct ion, and an expert is on campus several days per year to supportinstruct ion and student learning. Extensive t ime was spent in out-of-classroom training and in-class support for improving the Balanced Literacy program. T ime isalso spent analyzing data and developing plans for closing the achievement gap and support ing English language learners. Other professional development focusincludes progress monitoring students, Writer’s/Reader’s Workshop, student behavior, Construct ivist teaching, year-long planning, and meeting the needs ofspecial educat ion students.
