School Accountability Report Card    
  Reported for School Year 2005-06  
Published During 2006-07

 

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.


I. About This School

Contact Information
This section provides the school's contact information.

School

District

 School Name

 Jefferson (Thomas) Elementary

 District Name

 Bellflower Unified

 Principal

 Mr. Jose Alarcon

 Superintendent

 Rick Kemppainen

 Street

 10027 E. Rose St.

 Street

 16703 S. Clark Ave.

 City, State, Zip

 Bellflower, CA    90706-6916

 City, State, Zip

 Bellflower, CA    90706-5203

 Phone Number

 (562) 804-6521

 Phone Number

 (562) 866-9011

 FAX Number

 (562) 804-6577

 FAX Number

 (562) 866-7713

 Web Site

 http://www.busd.k12.ca.us/schools/jefferson.html

 Web Site

 http://www.busd.k12.ca.us

 CDS Code

 19-64303-6011712

 SARC Contact

 Charlene Bowden


School Description and Mission Statement
This section provides information about the school's goals and programs.

The students of Thomas Jefferson Elementary School are the citizens and leaders of tomorrow.  The entire staff is dedicated to effectively preparing our students to meet the challenge by providing the best possible educational opportunities.  A strong commitment to a standards based education is evident in the high quality curriculum provided all students.  Literacy, math and technology continue to be three areas of strong focus.  A site funded reading and math support teacher, along with an RSP teacher, provide additional support and smaller student/teacher ratio for students working below grade level standards.  Formal individual assessment is done on every student three times a year and is used to drive the focus of our instructional programs.  The District standards based report card provides periodic reporting to parents of their child’s progress toward achievement of specific grade level standards in the areas of Language Arts, Mathematics, Social Science and Science.  Please review this report carefully as it gives a concise and accurate look at the quality educational environment offered our students.   


Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.

 Contact Person Name

  Jose Alarcon

 Contact Person Phone Number

  (562) 804-6521

Family support is an integral part of the educational process. Without this vital link, the goals set in the mission and vision statements of the school would be unachievable. Making parents feel welcome in the school and important to the success of the students has been the center of the school’s strategies that send the message that family involvement is essential to advance our students’ education. All family members are encouraged to attend our daily flag ceremony at the beginning of each school day. There we make important announcements and recognize students’ efforts and achievements. A coordinated effort between the community and the school provides a safe and nurturing environment for all children.

Parents are leaders in decision-making circumstances in the PTA, on the School Site Council, on the English Learner Advisory Committee, and as parent volunteers. In order to build public confidence, monthly newsletters, special bulletins, flyers, and other forms of written communication elicit active participation and support for school programs.  Many family nights are offered as well as parenting programs.  We encourage parents to become partners with us in their child’s education.


Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.

 Grade Level

 Number of Students

 Kindergarten

89 

 Grade 1

101 

 Grade 2

105 

 Grade 3

104 

 Grade 4

105 

 Grade 5

110 

 Grade 6

122 

 Total Enrollment

736 


Student Enrollment by Group
This table displays the percent of students enrolled at the school who are identified as being in a particular group.

 Group

 Percent of
Total Enrollment

 Group

 Percent of
Total Enrollment

 African American

18.1 

 White (not Hispanic)

12.1 

 American Indian or Alaska Native

0.1 

 Multiple or No Response

4.8 

 Asian

2.6 

 Socioeconomically Disadvantaged

69.0 

 Filipino

4.6 

 English Learners

25.0 

 Hispanic or Latino

55.4 

 Students with Disabilities

13.0 

 Pacific Islander

2.3 

 

 


Average Class Size and Class Size Distribution (Elementary)
This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

 Grade
Level

 2003-04

 2004-05

 2005-06

 Avg.
Class
Size

Number of
Classrooms

 Avg.
Class
Size

Number of
Classrooms

 Avg.
Class
Size

Number of
Classrooms

 1-20

 21-32

 33+

 1-20

 21-32

 33+

 1-20

 21-32

 33+

 K

 19.6

 5

 0

0

 18.2

 5

0

0

 17.6

 5

0

0

 1

 19.9

 7

0

0

 20.0

 6

0

0

 19.3

 6

0

0

 2

 18.2

 5

0

0

 18.2

 5

0

0

 17.8

 5

0

0

 3

 18.3

 4

0

0

 18.3

 6

0

0

 17.0

 6

0

0

 4

 31.3

0

 3

0

 27.3

0

 3

0

 22.7

 1

 2

0

 5

 29.3

0

 3

0

 30.0

0

 3

0

 28.8

 1

 2

 1

 6

 31.3

0

 3

0

 30.0

0

 4

0

 27.3

 1

 2

 1

 K-3

 8.0

 1

0

0

0

0

0

0

0

0

0

0

 4-8

 31.5

0

 1

 1

 29.0

0

 1

0

 30.0

0

 1

0


Participation in the Class Size Reduction Program
This table displays the percent of students in kindergarten trough grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program.

 Grade Level

 Percent of Students Participating

 2003-04

 2004-05

 2005-06

 K

 100

 100

 100

 1

 100

 100

 100

 2

 100

 100

 100

 3

 100

 100

 100


II. School Climate

School Safety Plan
This section provides information about the school's comprehensive safety plan.

 Date of Last Review/Update

 March 1, 2006

 Date Last Discussed with Staff

 March 1, 2006

The staff, students, parents, the Parent Teacher Association (PTA), and community members at the school strive to provide effective ways to give all students the safe, clean, healthy, and disciplined conditions that allow teachers to effectively teach and students to actively learn. The school’s mission and vision statements place the physical, emotional, and psychological safety and well being of our students and staff among our highest priorities. All elements of the school, the education provided, the student support staff, the school’s leadership, our parents and families, and the school’s surrounding community, combine to produce a positive, safe, and secure environment for all students. The school’s comprehensive safety plan establishes regular review of emergency response plans, expectations for the cleanliness and timely maintenance of facilities, and behavioral norms. The school meets its obligation to provide support systems that promote the health and safety of students and adults alike.


School Discipline Practices
This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies.

Students who feel good about themselves and who have opportunities to receive recognition tend to perform better academically and socially, so the school makes every effort to acknowledge good behavior and performance.

Our school-wide discipline plan is consistently administered, and students and staff members follow it. This plan includes standards for expected behavior and consequences for failure to comply with the standards, which have been agreed upon by a committee of teachers, parents, and students. There is an emphasis on rewarding students who meet the agreed upon expectations. Some of our recognition programs include Student of the Month, Daily Patriotic Observance, Homework Club, Student Council, special days, and PTA recognitions of individual and class accomplishments. Opportunities are also provided for students to be involved in multi-cultural assemblies, clubs, and after school activities.


Suspensions and Expulsions
This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

 Rate

 School

 District

 2003-04

 2004-05

 2005-06

 2003-04

 2004-05

 2005-06

 Suspensions

55 

77 

47 

2736 

3020 

3220 

 Expulsions

0 

0 

0 

56 

44 

67 


III. School Facilities

School Facility Conditions and Improvements
This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

The appearance of a school’s grounds, buildings, and classrooms influences the attitude of all who visit and use the campus. The district takes great efforts to ensure that all schools are clean, safe, and functional. The school’s facilities support the special needs of all students. There are areas on campus, including the library-media center, teachers’ lounges, and a teachers’ workroom, for students and staff to go for collaboration and research.
Students utilize a grassy, park-like atmosphere. An attractive wrought iron fence encloses the front of the school and all gates are locked and unlocked to accommodate the daily schedule. Signs are posted at the front gate informing the public that the school is tobacco free, and the school follows a “No Trash” policy that encourages students and staff to assume personal responsibility for the appearance of the campus. The district governing board has adopted cleaning standards for all schools in the district. A summary of these standards is available at the school office. The principal works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. All campus restrooms are open and operational.

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


School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

 Item Inspected

 Facility in
Good Repair

 Repair Needed and
Action Taken or Planned

 Yes

 No

 Gas Leaks

x

 

 

 Mechanical Systems

x

 

 

 Windows/Doors/Gates (interior and exterior)

x

 

 

 Interior Surfaces (walls, floors, and ceilings)

x

 

 

 Hazardous Materials (interior and exterior)

x

 

 

 Structural Damage

x

 

 

 Fire Safety

x

 

 

 Electrical (interior and exterior)

x

 

 

 Pest/Vermin Infestation

x

 

 

 Drinking Fountains (inside and outside)

x

 

 

 Restrooms

x

 

 

 Sewer

x

 

 

 Playground/School Grounds

x

 

 

 Other

x

 

 


IV. Teachers

Teacher Credentials
This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

 Teachers

 School

 District

   2003-04  

   2004-05  

   2005-06  

   2005-06  

 With Full Credential

 33

 35

 34

 656

 Without Full Credential

 5

 3

 2

 38

 Teaching Outside Subject Area of Competence

 0

 0

 0

 0

 


Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

 Indicator

   2004-05  

   2005-06  

   2006-07  

 Misassignments of Teachers of English Learners

 0

 0

 0

 Total Teacher Misassignments

 0

 0

 0

 Vacant Teacher Positions

 0

 0

 0


Core Academic Classes Taught by NCLB Compliant Teachers
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at http://www.cde.ca.gov/nclb/sr/tq/.

 Location of Classes

 Percent of Classes In Core Academic Subjects

 Taught by
 NCLB Compliant Teachers

 Taught by
 Non-NCLB Compliant Teachers

 This School 

 91.2

 8.8

 All Schools in District 

 93.0

 7.0

 High-Poverty Schools in District 

 98.0

 2.0

 Low-Poverty Schools in District 

 0.0

 0.0


Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.

When teachers are absent, it is important to place substitutes of the highest quality in the classroom. The continuity and quality of the program depend on the ability of the substitutes to maintain the expected level of instruction. The district has had little trouble hiring and retaining qualified personnel. On rare occasions, when the number of substitutes needed exceeds the number of available substitutes, credentialed support personnel will cover those classes. 


Teacher Evaluation Process
This section provides information about the procedures and the criteria for teacher evaluations.

Just as students receive feedback regarding their performance, teachers also receive regular evaluations. Probationary teachers are evaluated every year and tenured teachers are evaluated every other year. The major areas covered in evaluation are student progress, instructional methods and effectiveness, adherence to the district curriculum, and establishment and maintenance of a suitable learning environment. The purpose of the evaluation is to ensure and promote quality instruction in all classrooms.


V. Support Staff

Academic Counselors and Other Support Staff
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

 Title

 Number of FTE
 Assigned to School

 Psychologist

  1.0

 Speech/Language/Hearing Specialist

  1.0

 Other

  1.0


VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials.

 Core Curriculum Area

 Quality, Currency, and
 Availability of Textbooks and
 Instructional Materials

 Percent of Pupils
 Who Lack Their Own
 Assigned Textbooks and
 Instructional Materials

 Reading/Language Arts

Good – Aligned to state adoption cycle

  0%

 Mathematics

Good – Aligned to state adoption cycle

  0%

 Science

Good – Aligned to state adoption cycle

  0%

 History-Social Science

Good – Aligned to state adoption cycle

  0%


VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
This table displays a comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

 Level

 Total
 Expenditures
 Per Pupil

 Expenditures
 Per Pupil
 (Supplemental)

 Expenditures
 Per Pupil
 (Basic)

 Average
 Teacher
 Salary

 School Site

$4,319 

$433 

$3,886 

$50,892 

 District

 ---

 ---

$4,527 

 $58,324 

 State

 ---

 ---

 $4,743 

 $57,838 


Types of Services Funded
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

The ADA dollars cited in the table above provide services budgeted from the general fund including regular classroom instruction and support, special education, counseling, psychology, child welfare and attendance and program assessment. Additional services funded as categorical programs include: Title 1 and Title VI assistance to targeted populations, Caring Connections community services, services for English Learners, School Improvement Programs (SIP), Safety and Violence Prevention, Drug and Tobacco Education (DATE), Tobacco Use Prevention Education (TUPE); Safe and Drug Free Schools, and the After School Program Promoting Learning Enrichment (Project APPLE). 


Teacher and Administrative Salaries (Fiscal Year 2004-05)
This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.

 Category

 District
 Amount

 State Average
 For Districts
 In Same Category

 Beginning Teacher Salary

 $40,829

 $37,172

 Mid-Range Teacher Salary

 $60,063

 $58,436

 Highest Teacher Salary

 $72,829

 $73,583

 Average Principal Salary (Elementary)

 $94,876

 $93,347

 Average Principal Salary (Middle)

 N/A

 $97,873

 Average Principal Salary (High)

 $104,819

 $105,556

 Superintendent Salary

 $173,349

 $159,227

 Percent of Budget for Teacher Salaries

 42.9

 42.1

 Percent of Budget for Administrative Salaries

 5.0

 5.3


VIII. Student Performance

California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST Results for All Students -- Three-Year Comparison
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

 Subject

 School

 District

 State

 2004

 2005

 2006

 2004

 2005

 2006

 2004

 2005

 2006

 English-Language Arts

 20

 30

 36

 31

 37

 40

 36

 40

 42

 Mathematics

 29

 41

 39

 30

 36

 39

 34

 38

 40

 Science

 9

 14

 19

 19

 25

 33

 25

 27

 35


CST Results by Student Group - Most Recent Year
This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

 Group

 Percent of Students Scoring at Proficient or Advanced

 English-
Language Arts

 Mathematics

 Science

 African American

 33

 26

 10

 Asian

 67

 60

 

 Filipino

 41

 48

 

 Hispanic or Latino

 35

 41

 16

 Pacific Islander

 16

 26

 

 White (Not Hispanic)

 43

 43

 35

 Male

 34

 42

 23

 Female

 39

 36

 15

 Economically Disadvantaged

 35

 38

 16

 English Learners

 21

 36

 0

 Students with Disabilities

 16

 25

 


Norm-Referenced Test (NRT)
The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT Results for All Students -- Three Year Comparison
This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.

Subject

 School

 District

 State

 2004

 2005

 2006

 2004

 2005

 2006

 2004

 2005

 2006

 Reading

 29

 27

 28

 42

 39

 39

 43

 41

 42

 Mathematics

 44

 51

 50

 48

 50

 53

 51

 52

 53


NRT Results by Student Group -- Most Recent Year
This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.

Group

 Percent of Students Scoring at or
Above the National Average

 Reading

 Mathematics

 African American

 21

 36

 Hispanic or Latino

 26

 48

 White (not Hispanic)

 33

 67

 Male

 25

 44

 Female

 31

 55

 Economically Disadvantaged

 24

 47

 English Learners

 17

 47

 Students with Disabilities

 21

 29


California Physical Fitness Test Results
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

 Grade Level

 Percent of
Students Meeting
Fitness Standards

 5

 16.3


IX. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks -- Three-Year Comparison
This table displays the school's statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools." A similar schools rank of 1 means that the school's academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.

 API Rank

 2003-04

 2004-05

 2005-06

 Statewide

 4

 3

 4

 Similar Schools

 5

 2

 5


API Changes by Student Group -- Three Year Comparison
This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

 Group

 Actual API Change

 API Score

 2003-04

 2004-05

 2005-06

 2006

 All Students at the School

 -15

 50

 14

 722

 African American

 -32

 52

 -17

 668

 Hispanic or Latino

 -28

 76

 26

 731

 White (not Hispanic)

 9

 

 

 

 Socioeconomically Disadvantaged

 -10

 48

 18

 715

 English Learners

 N/A

 N/A

 11

 714


State Award and Intervention Programs
This section will contain information about the school's participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report.

Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.  


Adequate Yearly Progress
The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

 AYP Criteria

 School

 District

 Overall

 Yes

 Yes

 Participation Rate - English-Language Arts

 Yes

 Yes

 Participation Rate - Mathematics

 Yes

 Yes

 Percent Proficient - English-Language Arts

 Yes

 Yes

 Percent Proficient - Mathematics

 Yes

 Yes

 API

 Yes

 Yes

 Graduation Rate

 N/A

 Yes


Federal Intervention Program
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

 Indicator

    School   

    District   

 Program Improvement Status 

 Not in PI

 Not In PI

 First Year of Program Improvement Implementation 

 Not in PI

 Not in PI

 Year in Program Improvement 

 Not in PI

 Not in PI

 Number of Schools Currently in Program Improvement 

 N/A

 2

 Percent of Schools Currently in Program Improvement 

 N/A

 13.3


 X. Instructional Planning and Scheduling

School Instruction and Leadership
This section provides information about the structure of the school's instructional program and the experience of the school's leadership team.

The school provides every student the opportunity to engage in a rigorous, integrated and balanced core curriculum that begins in kindergarten and builds from grade to grade. The curriculum is closely aligned with the California State Standards and it incorporates both the beginning and higher-level thinking skills that require students to formulate and solve problems, to make independent judgments, and to express thoughts logically and clearly in written and oral form. The school insures that all students are engaged in a balanced curriculum by having teachers follow district curriculum guides, content and performance standards, and state frameworks. Sound pedagogical practices, extensive instructional resources and a highly-trained staff provide effective strategies for every student to succeed.

The principal, assistant principal and grade level teacher groups continuously collaborate to produce an atmosphere of constant improvement. Teachers plan together in grade level teams that regularly review student work in relation to the standards. Comprehensive information regarding student achievement is made available to the school on a regular basis, and that data guides most decisions regarding professional development. Subgroup data is carefully studied to identify under performing groups so that instruction may be targeted appropriately. Teacher accountability is viewed as a positive part of the school culture. The principal and assistant principal make classroom visits to observe lessons and consult with teachers to keep instruction “on track”, and teachers regularly redesign their lessons to assure that they are challenging, rigorous, and aligned with standards.

Students who need additional support in meeting the demands of the curriculum utilize a network of services that help them succeed. Students whose primary language is not English receive structured English Immersion in the classroom from teachers holding appropriate credentials. Library resources and home to school materials are also made available in the primary language. A variety of support options are provided for other identified special needs students. An array of literacy enhancement programs is available to students eligible for Title 1 services. There are pull out programs as well as programs that use extended day and extended year models.

The school has a guidance intern and psychologist support. These professionals work with the Student Study Team to assess Special Education and Section 504 students and collaborate with parents in the development of appropriate individualized plans emphasizing access to the least restrictive educational environment. The district also sponsors numerous extended day activities for GATE students and trains their teachers to differentiate instruction.  


Professional Development
This section provides information about the program for training the school's teachers and other professional staff.

Professional development activities are essential to the maintenance of a quality educational program for all students. Over the past three years, the district has provided more than 200 hours per year of professional development activities for teachers and classified staff. These programs have emphasized a standards-based approach to the core subject areas of English Language Arts, mathematics, science, social studies, and English Language Development.

Over the past three years the district has also provided 14 shortened days per year for schools to use in school-based planning and professional development activities. The school-based instructional time and staff development program has addressed technology-based instruction; early literacy, shared decision-making, the utilization of standardized tests in the instructional program, and instruction for underachieving subgroups.


Instructional Minutes
This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.

 Grade
Level

 Instructional Minutes

 Offered

 State Requirement

 K

54,050 

 36,000

 1

54,050 

 50,400

 2

54,050 

 50,400

 3

54,050 

 50,400

 4

54,050 

 54,000

 5

54,050 

 54,000

 6

54,050 

 54,000

 

Minimum Days in School Year
This section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.

Five Minimum Days are scheduled annually. They are: Back to School Night, Open House, the day before Winter Break, and the last day of each semester.