Desert Sands Unified School District

Harry S Truman Elementary School 78-870 Avenue 50 La Quinta, CA 92253 PH: (760) 777-4240 FAX: (760) 777-4237

Grades TK through 5 Carol Bishop, Principal [email protected]

2014-15 School Accountability Report Card Published January 2016 Desert Sands Unified School District 47-950 Dune Palms Road La Quinta, CA 92253-4000 (760) 777-4200

Website Address www.dsusd.us

2015-16 Board of Education Michael Duran President Donald B. Griffith Vice President/Clerk Wendy Jonathan Member Matteo Monica III Member Gary Tomak Member

Principal's Message Welcome to Harry S Truman Elementary School where our motto of "Soaring to Excellence" describes the atmosphere of high expectations for student success. I am extremely proud of the school and staff and I am excited to be associated with such "Terrific Truman Tigers." Recognized as a California Distinguished School in 2006 and 2012, Truman creates a strong foundation of reading, writing, mathematics, and science through the use of technology, direct instruction, and hands-on lessons. One of our goals is to provide students with a caring and safe learning environment, one that positively enhances and maximizes their learning capacity. Truman teachers and support staff are highly trained professionals who go "above and beyond" for children. We all know that a key element to a child's education lies in the role of the parent. Thus, ongoing parental contact and communication is critical between parent and teacher. School communications involve the annual Parent/Student Handbook, monthly principal's newsletter ("Tiger Tales") teacher letters, and many other materials sent home to keep families updated on school and classroom activities. Parents also have the opportunity to meet monthly for PTO meetings to discuss student progress, school goals and objectives, fundraising projects, and to address any questions that they may have. Parents are encouraged to look for the "Truman Tiger" folder used by all students for homework and school communication. We ask that a part of your regular routine be to check this folder for letters, notes, announcements, and/or homework. If parents have any questions or concerns regarding the classroom, we encourage you to please contact the teacher involved with your child. Without direct input to the teacher, questions or concerns may take longer to clarify. I, of course, am available, as is our counselor, Ms. Carde. We must all work as a "Truman Tiger Team" to oversee the safe educational journey of our most precious cargo—our students and your children! Carol E. Bishop, Proud Truman Tiger Principal

District Administration Dr. Gary Rutherford Superintendent Dr. James Novak Assistant Superintendent, Business Services Kathleen Felci Assistant Superintendent, Educational Services Tony Signoret, Ed.D. Assistant Superintendent, Personnel Services Laura Fisher Assistant Superintendent, Student Support Services

Mission Statement The mission of the Desert Sands Unified School District, a dynamic system of challenging educational choices, is to ensure every student develops the knowledge, skills, and motivation to succeed as a productive, ethical, global citizen by assuring equal access to learning provided by caring, committed, collaborative staff working with our families and extended partnerships.

School Profile Harry S Truman Elementary School is located in the northwestern region of La Quinta and serves students in transitional kindergarten through fifth grade following a traditional calendar. At the beginning of the 2014-15 school year, 548 students were enrolled, including 9.3% in special education, 33.4% qualifying for English Language Learner support, and 79.7% qualifying for free or reduced price lunch.

Contents Principal's Message Mission Statement School Profile Student Achievement Local Control Accountability Plan (LCAP) Parent Involvement School Facilities & Maintenance Classroom Environment Curriculum & Instruction Professional Staff District Expenditures SARC Data

Student Enrollment by Ethnicity / Grade Level 2014-15 Ethnic Group

%

Grade Level

0.70%

Transitional Kindergarten

0

Amer. Indian or Alaskan Native

0.40%

Kindergarten

83

Asian

0.70%

Grade 1

92

Filipino

0.50%

Grade 2

94

Hisp. or Latino

79.00%

Grade 3

92

Pacific Islander

0.70%

Grade 4

94

Caucasian

15.70%

Grade 5

93

Multi-Racial

0.70%

Students with Disabilities

9.30%

Economically Disadvantaged

79.70%

English Learners

33.40%

Foster Youth

Ungraded

1

0

0.50% Total Enrollment

Harry S Truman Elementary School

#

African-Amer.

548

2014-15 School Accountability Report Card

Student Achievement

Title I Program Improvement (PI) Status 2015-16 HSTS

Physical Fitness

PI Status

In the spring of each year, Harry S Truman Elementary School is required by the state to administer a physical fitness test to all students in grade five. The physical fitness test measures each student's ability to complete fitness tasks in six major areas. Students who either meet or exceed the standards in all six fitness areas are considered to be in the "healthy fitness zone." The chart disclosed in this document reports only the percentage in each category, not a cumulative total of the results for categories 4 of 6 and 5 of 6. Comparative district and state results can be found at the CDE's website.

First Year of PI Year in PI

Five of Six

Six of Six

19.4%

28.0%

30.1%

21 61.7%

The California Standards Test (CST) assesses student performance in science in grades 5, 8 and 10. Performance standards identify the level of student mastery of the content standards tested. The state target for every student is to score at the Proficient or Advanced level. The CST tables in this report illustrate the percentage of students achieving Proficient and Advanced levels. Results are shown only for subgroups with ten students or more taking the exam. For those categories that are blank in the CST tables, no students met subgroup criteria. More information on CSTs can be found on the CDE's website www.cde.ca.gov/ta/tg/sr/cstsciref.asp. NOTE: Individual school sites' scores in this chart cannot be compared with the scores under "District" or "State," as this school site's scores contain data for grade 5 only whereas "District" or "State" scores contain data for grades 5, 8 and 10 inclusive.

Adequate Yearly Progress The Federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards based assessments by 2014. Meeting AYP milestones helps determine whether students are reaching proficiency level targets set by NCLB. AYP requires annual evaluation and reporting of the academic progress of all students and defined student subgroups. The 2015 AYP report indicators include a target of 95% participation rate, 90% attendance rate, and 90% graduation rate. The percent proficient category is not applicable (N/A) for 2015 because the Department of Education (ED) granted California a one-year waiver that allows AYP determinations to exclude the percent proficient. The AYP table in this report illustrates the school's progress in meeting 2014-15 AYP target rates for applicable schools. More information on AYP can be found on the California Department of Education's (CDE) website www.cde.ca.gov/nclb/ and the U.S. Department of Education's website www.ed.gov/nclb/accountability/.

California Standards Tests for All Students in Science -- Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Harry S Truman Elementary School

District

California

12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15 Science (grades 5, 8, and 10)

Adequate Yearly Progress (AYP) Results Reported by Criteria & Compared to District and State Performance 2014-15

82

88

76

64

65

62

59

60

56

California Standards Tests Results by Student Group in Science (School Year 2014-15) Group

Did the school, district, and state meet or exceed 2015 AYP performance criteria in each of the areas listed below?

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

HSTS

DSUSD

California

All Students (District)

62

Yes

Yes

Yes

All Students (School)

76

Male

75 76

Participation Rate English Language Arts

Yes

Yes

Yes

Female

Mathematics

Yes

Yes

Yes

African-Amer. Amer. Indian or Alaskan Native

Percent Proficient English Language Arts

N/A

N/A

N/A

Asian

Mathematics

N/A

N/A

N/A

Filipino

Met Attendance Rates

Yes

Yes

Yes

Hisp. or Latino

Met Graduation Rate

N/A

Yes

Yes

Pacific Islander Caucasian

No Child Left Behind (NCLB)

Multi-Racial

The No Child Left Behind (NCLB) Act is part of the Federal Title I funding program designed to support additional staffing and programs to meet the needs of low-income, low achieving students, and other designated students with special needs. Schools may apply, based upon their student demographics, for one of two types of Title I funding: Title I Schoolwide or Title I Targeted Assistance. Title I Schoolwide schools use federal funds for schoolwide improvement of student achievement. Title I Targeted Assistance schools use federal funds to help those students who meet specific program criteria. In 2014-15, Harry S Truman Elementary School qualified for Title I Targeted Assistance funding and is subject to comply with Title I program requirements. Any school receiving Title I funds is required to comply with respective program testing and reporting activities, achieve specific levels of student proficiency, and monitor school progress towards meeting established goals. California Adequate Yearly Progress calculations determine whether a Title I school has met performance goals. Schools not meeting specific AYP criteria enter Program Improvement, a monitoring system and curriculum enhancement program designed to help schools to increase student proficiency levels. More information about Title I and Program Improvement can be located on the CDE's website cde.ca.gov/ta/ac/ti/.

English Learners

Harry S Truman Elementary School

Year 3

Note: Cells with N/A values do not require data.

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 for statistical accuracy or to protect student privacy.

Overall Results

Year 1

California Standardized Tests (CST)

Four of Six

AYP Criteria

2004-2005

% of Schools Currently in PI

Number of Standards Met: Fifth

In PI

2013-2014

No. of Schools Currently in PI

Physical Fitness Test Percentage of Students Meeting California Fitness Standards 2014-15 Grade Tested

DSUSD

In PI

69 90 47

Economically Disadvantaged Migrant Educ. Students with Disabilities

73

Foster Youth Note: Scores are not shown when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

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2014-15 School Accountability Report Card

California Assessment of Student Performance and Progress California Assessment of Student Performance and Progress (CAASPP) Tests assess student performance in English language arts/literacy and mathematics in grades 3 through 8 and 11 utilizing computer-adaptive tests and performance tasks. This system is based on the Common Core State Standards (CCSS) and is part of the Smarter Balanced Assessment System. The CAASPP results shown in this report include overall results comparing the school, district and state scores as well as the school's overall score in each applicable grade level and subgroup. Results are shown only for subgroups with ten students or more taking the exam. More information on CAASPP can be found on the California Department of Education's website www.cde.ca.gov/ta/tg/ca/. California Assessment of Student Performance and Progress All Students Percentage of Students Meeting or Exceeding the State Standards 2014-15 Harry S Truman Elementary School

District

California

English-Language Arts/Literacy

47

45

44

Mathematics

36

28

33

Note: Students in grades 3-8 and 11 are given this test. Percentages are not calculated when the number of students is ten or less, either because the number of students in this cateogry is too small for statistical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

2014-15 CAASPP Assessment Results Disaggregated by Student Groups

English Language Arts - Grade 3

Student Groups All Students

% Tested of All Students Total # Total Enrollment Tested Enrollment 90 88 97.8

Mathematics - Grade 3 Percent Performance Level 1

2

3

4

% Tested of All Students Total # Total Enrollment Tested Enrollment 90 88 97.8

Percent Performance Level 1

2

3

4

18

31

19

32

Student Groups All Students

17

34

25

24

Male

39

43.3

21

33

21

26

Male

39

43.3

13

36

33

18

Female

49

54.4

16

29

18

37

Female

49

54.4

20

33

18

29

African-Amer.

1

1.1

--

--

--

--

African-Amer.

1

1.1

--

--

--

--

Amer. Indian or Alaskan Native

1

1.1

--

--

--

--

Amer. Indian or Alaskan Native

1

1.1

--

--

--

--

Asian Hisp. or Latino Pacific Islander Caucasian Multi-Racial

1

1.1

--

--

--

--

Asian

68

75.6

21

37

21

22

Hisp. or Latino

1

1.1

--

--

--

--

Pacific Islander

11

12.2

18

0

9

73

Caucasian

1

1.1

--

--

--

--

68

75.6

21

40

22

18

1

1.1

--

--

--

--

11

12.2

0

18

45

36

1

1.1

--

--

--

--

Multi-Racial

1

1.1

--

--

--

--

English Learners

30

33.3

17

43

13

27

English Learners

30

33.3

20

33

20

27

Economically Disadvantaged

69

76.7

22

35

23

20

Economically Disadvantaged

69

76.7

20

41

20

19

Students with Disabilities

7

7.8

--

--

--

--

Students with Disabilities

7

7.8

--

--

--

--

Foster Youth

--

--

--

--

--

--

Foster Youth

--

--

--

--

--

--

English Language Arts - Grade 4

Student Groups All Students

% Tested of All Students Total # Total Enrollment Tested Enrollment 95 94 98.9

Mathematics - Grade 4 Percent Performance Level 1

2

3

4

% Tested of All Students Total # Total Enrollment Tested Enrollment 95 94 98.9

Percent Performance Level 1

2

3

4

37

20

23

19

Student Groups All Students

22

48

22

7

Male

51

53.7

41

22

20

18

Male

51

53.7

24

45

22

10

Female

43

45.3

33

19

28

21

Female

43

45.3

21

51

23

5

Amer. Indian or Alaskan Native

0

0.0

--

--

--

--

Amer. Indian or Alaskan Native

0

0.0

--

--

--

--

Hisp. or Latino

80

84.2

39

21

24

16

Hisp. or Latino

80

84.2

23

50

21

6

Caucasian

12

12.6

33

17

17

33

Caucasian

12

12.6

17

33

33

17

Multi-Racial

1

1.1

--

--

--

--

Multi-Racial

1

1.1

--

--

--

--

English Learners

30

31.6

47

27

20

7

English Learners

30

31.6

27

63

10

0

Economically Disadvantaged

82

86.3

39

20

27

15

Economically Disadvantaged

82

86.3

24

50

22

4

Students with Disabilities

14

14.7

79

7

7

7

Students with Disabilities

14

14.7

43

50

7

0

Foster Youth

--

--

--

--

--

--

Foster Youth

--

--

--

--

--

--

Harry S Truman Elementary School

3

2014-15 School Accountability Report Card

English Language Arts - Grade 5

Student Groups All Students

% Tested of All Students Total # Total Enrollment Tested Enrollment 96 92 95.8

Mathematics - Grade 5 Percent Performance Level 1

2

3

4

% Tested of All Students Total # Total Enrollment Tested Enrollment 96 93 96.9

Percent Performance Level 1

2

3

4

29

23

34

14

Student Groups All Students

33

37

23

8

Male

64

66.7

33

22

31

14

Male

65

67.7

34

35

23

8

Female

28

29.2

21

25

39

14

Female

28

29.2

32

39

21

7

1

1.0

--

--

--

--

Asian

1

1.0

--

--

--

---

Asian Filipino

1

1.0

--

--

--

--

Filipino

1

1.0

--

--

--

Hisp. or Latino

65

67.7

34

28

29

9

Hisp. or Latino

66

68.8

39

36

21

3

Pacific Islander

1

1.0

--

--

--

--

Pacific Islander

1

1.0

--

--

--

--

Caucasian

22

22.9

18

14

45

23

Caucasian

22

22.9

18

45

18

18

Multi-Racial

2

2.1

--

--

--

--

Multi-Racial

2

2.1

--

--

--

--

English Learners

17

17.7

35

41

24

0

English Learners

17

17.7

47

35

12

6

Economically Disadvantaged

70

72.9

33

24

33

10

Economically Disadvantaged

71

74.0

38

37

21

4

Migrant Educ.

1

1.0

--

--

--

--

Migrant Educ.

1

1.0

--

--

--

--

Students with Disabilities

6

6.3

--

--

--

--

Students with Disabilities

6

6.3

--

--

--

--

Foster Youth

--

--

--

--

--

--

Foster Youth

--

--

--

--

--

--

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. Level 1 = Standard not met; Level 2 = Standard nearly met; Level 3 = Standard met; Level 4 = Standard exceeded Committees English Learner Advisory Council GATE Advisory Council Parent Teacher Organization School Site Council Leadership Team

Local Control Accountability Plan (LCAP) As part of the new Local Control Funding Formula, school districts are required to develop, adopt, and annually update a three-year Local Control and Accountability Plan (LCAP). The following components of this SARC address some of the priorities identified in the District's LCAP:

School Activities Family Night Spelling Bee Reading Celebration Day Schoolwide Recycling Student Council Student of the Month Assemblies Science Fair Parenting for Success Outreach Program Martha's Village Relay for Life Math Field Day

Conditions of Learning – State Priority 1: Covered in Teacher Assignment, including the Teacher Credentials & Misassignments & NCLB Compliance charts; Instructional Materials, including the Textbooks chart; and School Facilities & Maintenance, including the Campus Description and School Facility Good Repair Status charts. Pupil Achievement – State Priority 4: Covered in California Assessment of Student Performance and Progress, including the CST Results and CAASPP charts; and College Preparation & Work Readiness, including the CTE Program Participation and UC/CSU charts. Other Pupil Outcomes – State Priority 8: Covered in California High School Exit Exam, including the CAHSEE charts; and Physical Fitness, including the Physical Fitness Test chart.

School Facilities & Maintenance The district takes great efforts to ensure that all schools are clean, safe, and functional through proper facilities maintenance and campus supervision. Harry S Truman Elementary School's original facilities were built in 1987; ongoing maintenance and campus improvements ensure facilities remain up to date and provide adequate space for students and staff. District maintenance and site custodial staff ensure that the repairs necessary to keep the school in good condition are completed in a timely manner. A work order process is used by school and district staff to communicate non-routine maintenance requests. Emergency repairs are given the highest priority. In the last 12 months, the following improvements have been completed:

Parental Involvement – State Priority 3: Covered in Parent Involvement. Pupil Engagement – State Priority 5: Covered in Dropouts and in Graduation Requirements, including Dropout & Graduation Rates and Completion of High School Graduation Requirements charts. School Climate – State Priority 6: Covered in Discipline & Climate for Learning, including Suspension & Expulsion chart; and School Site Safety Plan.

Parent Involvement

• Installation of an additional door on the primary side • Upgrades to ten handball courts • Installation of new drinking fountains throughout campus (2015-16)

Parents are encouraged to get involved in their child's learning environment either by volunteering in the classroom, participating in a decision-making group, or simply attending school events.

Every morning before school begins, the custodian inspects facilities for safety hazards or other conditions that need attention prior to students and staff entering school grounds. One day custodian and one evening custodian are assigned to Harry S Truman Elementary School. The day custodian is responsible for:

Parents stay informed on upcoming events and school activities through flyers, school newsletters, and School Messenger (automated telephone message delivery system). Contact the school office at (760) 777-4240 for more information on how to become involved in your child's learning environment.

• Classroom cleaning • Cafeteria setup/cleanup • Office area cleaning • Restroom cleaning

Opportunities to Volunteer Classroom Helper Adult Reading Mentors Parent Teacher Oganization Chorus Tools for Tomorrow

Harry S Truman Elementary School

Restrooms are checked throughout the day for cleanliness and subsequently cleaned as needed. The evening custodian is responsible for:

4

2014-15 School Accountability Report Card

• Classroom cleaning • Cleaning desktops and whiteboards • Office area cleaning • Restroom cleaning

Harry S Truman Elementary School is a closed campus. During school hours, all visitors must sign in at the school's office and wear identification badges while on school grounds.

School Site Safety Plan

The principal communicates with custodial staff daily concerning maintenance and school safety issues.

The Comprehensive School Site Safety Plan was developed for Harry S Truman Elementary School in collaboration with local agencies and the district office to fulfill Senate Bill 187 requirements. Components of this plan include child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe arrival and departure from school, sexual harassment policy, and dress code policy. School safety plans will be revised, shared, and approved on or before March 2016.

Campus Description 1987

Year Built

17

Acreage

74709

Square Footage

Classroom Environment

Quantity 45

Permanent Classrooms

Discipline & Climate for Learning

0

Portable Classrooms

Harry S Truman Elementary School's discipline practices and behavior management strategies comply with approved board policies and are designed to create effective learning environments and minimize classroom disruptions. Progressive discipline and proactive measures are employed in the classroom for those students experiencing difficulty following school rules and demonstrating positive behavior. Disciplinary intervention is managed by school administrators in a fair, firm, and consistent manner based upon the nature of each situation.

20

Restrooms (sets) Teacher Lounge(s)

2

Cafeteria

1

Multipurpose Room(s)

1

Library/Media Center

1

Resource Room(s)

1

Administrative Offices

2

Suspensions & Expulsions 12-13

13-14

14-15

HSTS

Deferred Maintenance

# of Students Suspended

4

12

6

Desert Sands Unified School District allocates deferred maintenance money to fund the repairs or replacement of existing school building components which typically include projects such as roofing, plumbing, heating, air conditioning, electrical systems, interior/exterior painting and flooring systems. During the 2014-15 school year, Harry S Truman Elementary School did not qualify to receive deferred maintenance funds for campus repairs and/or improvements.

# of Students Expelled

0

0

0

DSUSD # of Students Suspended

2173

1689

1493

# of Students Expelled

108

68

71

California

Facilities Inspection

# of Students Suspended

The district's maintenance department inspects Harry S Truman Elementary School on an annual basis in accordance with Education Code §17592.72(c)(1). Harry S Truman Elementary School uses a school site inspection survey to identify unsafe or hazardous conditions and facility improvement needs. The most recent school inspection took place on Friday, November 20, 2015. No emergency repairs were needed and no unsafe conditions were found. During fiscal year 2014-15, all restrooms were fully functional and available for student use.

# of Students Expelled

Fair

243603

6611

5692

Class Size The Class Size Distribution table in this report illustrates the distribution of class sizes by grade level, the average class size, and the number of classes that contain 1-20 students, 21-32 students, and 33 or more students. Calculations exclude classrooms of 50 or more students.

Repair Status Good

279383

8266

Chart provides an unduplicated count of students involved in one or more incidents during the academic year who were subsequently suspended or expelled from school.

School Facility Good Repair Status Most Recent Inspection: Friday, November 20, 2015 Item Inspected

329370

Poor

A. Systems B. Interior C. Cleanliness D. Electrical E. Restrooms / Fountains F. Safety G. Structural H. External

Overall Summary of School Facility Good Repair Status Exemplary

Good

Fair

Poor

Rating Description Exemplary: The school meets most or all standards of good repair. Deficiencies noted, if any, are not signifcant and/or impact a very small area of the school.

Campus Supervision School administration and teaching staff place a high priority on providing adequate adult supervision on campus before, during, and after school. As students arrive on campus each morning, yard duty supervisors are strategically assigned to designated entrance areas and the playground. During recess, teachers and yard duty supervisors monitor playground activity. Yard duty supervisors monitor lunch time activity in the cafeteria and on the playground. At the end of the day when students are dismissed, the principal, teachers, and yard duty supervisors monitor student behavior to ensure a safe and orderly departure. Harry S Truman Elementary School

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2014-15 School Accountability Report Card

Staff Development Days Three-Year Trend

Class Size Distribution Self-Contained Classes

2012-13

2013-14

2014-15

0

0

0

2012-13 Avg. Class

Number of Classrooms

Grade

Size

1-20

21-32

K

22.0

2

2

1

19.0

3

2

2

20.0

3

2

3

30.0

4

19.0

5

25.0

Instructional Materials

33+

All textbooks used in the core curriculum at Harry S Truman Elementary School are aligned to the California Content Standards and Frameworks. Instructional materials are selected from the state's most recent list of standards-based materials and adopted by the State Board of Education. The district follows the State Board of Education's six-year adoption cycle for core content materials (English/language arts, math, science, and social science).

3 4 1

2

On Tuesday, October 20, 2015, the Desert Sands Unified School District's Board of Education held a public hearing to certify the extent to which textbooks and instructional materials have been provided to students. The Board of Education adopted Resolution No. 13/2015-2016 which certifies as required by Education Code §60119 (1) that textbooks and instructional materials were provided to all students, including English learners, in the district to the extent that each pupil has a textbook or instructional materials, or both, to use in class and to take home, and (2) sufficient textbooks and instructional materials were provided to each student, including English learners, that are aligned to the academic content standards and consistent with the cycles and content of the curriculum frameworks in math, science, history-social science, and English/language arts.

1

2013-14 Avg. Class

Number of Classrooms

Grade

Size

1-20

21-32

K

20.0

2

2

1

23.0

1

3

2

23.0

1

3

3

31.0

3

4

29.0

3

5

31.0

33+

In addition to core subject areas, districts are required to disclose in their SARCs the sufficiency of instructional materials used for their visual/performing arts curricula. During the 2015-16 school year, Desert Sands Unified School District provided each student, including English learners, enrolled in a visual/performing arts class with a textbook or instructional materials to use in class and to take home. These materials complied with the state's content standards and curriculum frameworks.

3 2014-15

Avg. Class

Number of Classrooms

Grade

Size

1-20

21-32

K

24.0

1

3

1

26.0

2

24.0

3

23.0

4

4

31.0

3

5

31.0

3

33+ Textbooks

3 1

Adoption Year

3

Pupils Lacking Textbooks

Publisher & Series

English Language Arts 2010

Pearson, Reading Street

0%

History-Social Science 2007

*Number of classes indicates how many classes fall into each size category (a range of total students per classroom).

Mathematics

Curriculum & Instruction

Science

2013 2008

Harcourt, Reflections

0%

Houghton Mifflin, California Math

0%

Harcourt School Publishers, California Science

0%

Staff Development All training and curriculum development activities at Harry S Truman Elementary School revolve around the Common Core State Standards. During the 2014-15 school year, Harry S Truman Elementary School held staff development devoted to:

Professional Staff Counseling & Support Staff

• Data Analysis • Instructional Strategies • Interventions • English Learner Development & Core Instruction • Common Core State Standards

Harry S Truman Elementary School provides professional, highly qualified staff that provide additional services and support centered on the whole student academically, physically, and mentally. The Counseling and Support Services table in this report illustrates the availability of non-instructional support staff to Harry S Truman Elementary School's students. Full-time equivalent (FTE) is a standard measurement used to identify an employee's regular work load on a weekly basis. For example, an FTE of 1.0 designates a full-time position and the employee is on campus and available all day every day of the week; an FTE of 0.5 indicates that the staff member is available and on campus a portion (50%) of the week.

Decisions concerning selection of staff development activities are performed by all staff using tools such as teacher input and data analysis to determine the areas in which additional teacher training may enhance classroom instruction and increase student achievement levels. Harry S Truman Elementary School supports ongoing professional growth throughout the year during staff meetings and collaboration days. Teachers meet in grade level teams to conduct data analysis to identify areas of need. Teaching staff are provided the opportunity to participate in district-sponsored staff development workshops or training session as 1) a supplement to site-based staff development, 2) for reinforcement of or follow-up on previous training, or 3) follow-up training for newly implemented programs/curricula.

Counselors & Support Personnel (Nonteaching Professional Staff) 2014-15 No. of Staff

During the 2014-15 school year, Harry S Truman Elementary School's teachers were invited to participate to a day of Team Response through Collaboration (TRAC) in a particular subject such as English or Math by grade level a minimum of three times per year. Harry S Truman Elementary School offers support to new and veteran teachers through peer coaching and mentoring. Instructional aides are provided targeted training focused on teaching strategies and curriculum content. Substitute teachers are invited to participate in designated staff development activities. All staff are encouraged to attend professional workshops and conferences. Classified support staff receive job-related training from department supervisors and district representatives.

Harry S Truman Elementary School

FTE

Academic Counselor

0

0

Counselor

1

1.0

Health Clerk

1

*

Library Media Technician

1

0.8

Nurse

1

0.2

Psychologist

1

0.4

Speech/Language/Hearing Specialist

1

0.5

TRAC Coach

1

0.5

* as needed Note: One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50% of full time. 6

2014-15 School Accountability Report Card

Teacher Assignment

Expenditures Per Student

During the 2014-15 school year, Harry S Truman Elementary School had 21 teachers who met all credential requirements in accordance with state guidelines. The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as "NCLB Compliant." Minimum qualifications include: possession of a bachelor's degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. In the table below, which identifies the number of classrooms taught by NCLB-compliant and non-compliant teachers, high poverty schools are those schools in the highest quartile for student participation defined by the free and reduced price meal program. Low poverty schools are those schools that are in the lowest quartile of program participation.

For the 2013-14 school year, Desert Sands Unified School District spent an average of $8,793 of total general funds to educate each student (based on 2013-14 audited financial statements and in accordance with calculations defined in Education Code §41372). The table in this report 1) compares the school's per pupil expenditures from unrestricted (basic) and restricted (supplemental) sources with other schools in the district and throughout the state, and 2) compares 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 website at www.cde.ca.gov/ds/fd/ec/ and www.cde.ca.gov/ds/fd/cs/. (The figures shown in the table below reflect the direct cost of educational services, per ADA, excluding food services, facilities acquisition and construction, and certain other expenditures.)

Percentage of Core Classes 2014-15 Taught by NCLB-Compliant Teachers

Taught by nonNCLB- Compliant Teachers

100.0 %

0.0 %

All Schools

100.0 %

0.0 %

High-Poverty

100.0 %

0.0 %

Low-Poverty

100.0 %

0.0 %

Harry S Truman Elementary School

In addition to general fund state funding, Desert Sands Unified School District receives state and federal categorical funding for special programs. For the 2013-14 school year, the district received categorical, special education, and support programs funds for: • After School Learning & Safe Neighborhood Partnerships • Agricultural Vocational Incentive Grants • Common Core State Standards Implementation • Education Protection Account • Governor's CTE Initiative: CA Partnership Academies • Head Start Program • Indian Education • Lottery: Instructional Materials • Medi-Cal Billing Option • Other Federal Funds • Other Local: Locally defined • Partnership Academies Program • Quality Education Investment Act • Special Education • State Lottery • Supplemental Programs • Title I • Title II • Title III • Tobacco-Use Prevention Education • Vocational Programs

District Totals

Note: High-poverty schools are defined as those schools with student eligibility of approximately 40% or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39% or less in the free and reduced price meals programs. Teacher Credentials & Assignments HSTS

DSUSD

13-14

14-15

15-16

15-16

Total Teachers

20

21

22

1182

Teachers with full credentials

20

21

22

1174

Teachers without full credentials

0

0

0

8

Teachers teaching outside subject area of competence (with full credential)

0

0

0

7

Teacher misassignments for English learners

0

0

0

0

Total teacher misassignments

0

0

0

0

Vacant teacher positions

0

0

0

9

Expense of Education Per Pupil 2013-14 Dollars Spent per Student

HSTS ADA*

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. *Total teacher misassignments includes the number of misassignments of teachers of English learners.

% Diff. School & State

N/A

N/A

N/A

N/A

Total**

$6,387

N/A

N/A

N/A

N/A

Restr.†

$1,108

N/A

N/A

N/A

N/A

Unrestr.††

$5,279

$5,116

103.19

$5,348

98.71

$81,646

$75,733

107.81

$72,971

111.89

Note: Cells with N/A values do not require data. * Average Daily Attendance

Salary & Budget Comparison State law requires comparative salary and budget information to be reported to the general public. For comparison purposes, the State Department of Education has provided average salary data from school districts having similar average daily attendance throughout the state. (Note: 2013-14 salary comparison data was the most recent data available at the time this report was published.)

SARC Data DataQuest DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about Harry S Truman Elementary School and comparisons of the school to the district, the county, and the state. DataQuest provides reports for school accountability, including but not limited to AYP, CAASPP, CST results, enrollment, and staffing.

Salary Comparison 2013-14 State Average of Districts in Same Category

DSUSD Beginning Teacher Salary

$43,967

$43,165

Mid-Range Teacher Salary

$71,217

$68,574

Highest Teacher Salary

$87,354

$89,146

Superintendent Salary

$242,000

$234,382

$110,948

$111,129

38%

38%

4%

5%

Public Internet Access Location Parents may access Harry S Truman Elementary School's SARC and access the internet at any of the county's public libraries. The closest public library to Harry S Truman Elementary School is La Quinta Branch Library, a branch of Riverside County Library System. Address: 78-225 Calle Tampico, La Quinta Phone Number: (760) 564-4767 WebSite: http://rivlib.com Number of Computers Available: 22

Average Principal Salaries: Elementary School

State Avg., Dist. Same Size & Type

508

Avg. Teacher Salary

District Expenditures

DSUSD

% Diff. School & Dist.

Percentage of Budget: Teacher Salaries Administrative Salaries

Disclosure The statistical information disclosed in this report is obtained from the California Department of Education and the Desert Sands Unified School District. At the time of publication, this report met all SARC-related state and federal requirements, using the most current data available. Data to prepare the instructional materials section were acquired in October 2015. Data to prepare the school facilities section were acquired in December 2015.

For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Harry S Truman Elementary School

7

2014-15 School Accountability Report Card