Veterans Elementary School 1550 Magdalena Avenue • Chula Vista, CA 91913 • (619) 216-1226 • Grades K-6 Froylán Villanueva, Principal • [email protected] CDS: 37-68023-6037832

2011-12 School Accountability Report Card Published During the 2012-13 School Year School Description Veterans Elementary opened in 2005 serving a K-6 population. The school is located in the southeast of San Diego County in the city of Chula Vista. It is located in an area of new homes and apartments. Veterans is about five miles from the Mexican border. Veterans was the 43rd elementary school to open in the Chula Vista Elementary School District. The school has four permanent classroom pods, a library media center, an auditorium, and an administrative building. "EACH CHILD IS AN INDIVIDUAL OF GREAT WORTH" Board of Education Marissa A. Bejarano

We have a very diverse student population. Approximately 17% of the students qualify for the free and reduced National School Lunch Program. Approximately 26% of the students are English Learners, 5% qualify for GATE, 40% are Filipino, and 40% are Hispanic. There are 34 general education teachers, 3 special education teachers. We have a full time Resource Teacher, Speech Teacher, 2 days with a nurse on site, and 3 days with a psychologist on site.

Larry Cunningham Douglas E. Luffborough III Pamela B. Smith Glendora M. Tremper Superintendent Francisco Escobedo Ed.D. [email protected] 84 East J Street Chula Vista, CA 91910-6100 (619) 425-9600 www.cvesd.org The Chula Vista Elementary School District is committed to providing equal educational, contracting, and employment opportunity to all in strict compliance with all applicable state and federal laws and regulations. The District office that monitors compliance is the Human Resources Services and Support Office, 84 East J Street, Chula Vista, CA 91910, phone (619) 425-9600, extension 1340. Any individual who believes s/he has been a victim of unlawful discrimination in employment, contracting, or in an educational program may file a formal complaint with the District's Human Resources Office.

Veteran's mission is to provide all children with a world class education. Veterans Elementary School provides a safe, nurturing, supportive learning environment for every member of the school community. We foster the continuous academic and social growth of all students by engaging them in challenging, enriching learning experiences that meet their individual needs and prepare them for life in the 21st century. This is accomplished by immersing students in a standards-based curriculum, which demonstrates relevance to their lives, provides in-depth experiences in all curricular areas and provides a strong foundation for future learning. The building blocks of the academic program are commitment, competency, communication, and collaboration. Staff members take responsibility for basing instruction on best practices by engaging in ongoing professional development through research, reading, and collaboration. Teachers are adept at using ongoing assessments and data to guide instruction. Emphasis is placed on adherence to grade level content standards, ongoing assessment, differentiation, and grade level collaboration. Techniques, strategies, and results are shared with parents on an ongoing basis, thereby giving parents the opportunity to be true partners in the academic growth of their children.

2011-12 School Accountability Report Card for Veterans Elementary School

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Opportunities for Parental Involvement Contact person Froylán Villanueva, Principal or Mrs. Allison Cometa-Schnalzer, Associate Principal Contact Phone Number (619) 216-1226 Parents/guardians have the opportunity to volunteer in the classroom or at the school site. Parent/guardians are asked to sign in and wear a volunteer badge to identify them as volunteers. In addition, parents/guardians participate in the School Site Council, PTA, Dual Immersion Parent advisory, ELAC and school functions.

Goals Goal 1: • By June 2013, the percentage of Grades 2-6 students scoring at Proficient/Advanced levels in English/Language Arts on the California Standards Test will increase from 78.5% to 89.2%. (Safe Harbor Goal is to increase from 78.5% to 86.4%.) Goal 2: • By June 2013, the percentage of Grades 2-6 students scoring at Proficient/Advanced levels in Math on the California Standards Test will increase from 85.2% to 89.5%. Goal 3: • By June 2013, the percentage of Grades 2-6 English Learner students scoring at Proficient/Advanced in English/Language Arts on the California Standards Test will increase from 66.7% to 89.2%. (Safe Harbor Goal is to increase from 66.7% to 73.4%.) Goal 4: • By June 2013, the percentage of Grades 2-6 students with disabilities scoring at Proficient/Advanced in English/Language Arts on the California Standards Test will increase from 69.8% to 89.2% and in Math from 81.4% to 89.5%. (Safe Harbor Goal is to increase from 69.8% to 76.8%.) Goal 5: • By June 2013, the percentage of GATE students scoring at the Advanced level in English/Language Arts on the California Standards Test will increase from 94.4% to 100% and in Math from 96% to 100%. • By June 2013, the percentage of GATE students scoring at the Proficient/Advanced level in Math on the California Standards Test will increase from 97.18% to 100%

District Profile Located between the City of San Diego and United States/Mexico International Border, the Chula Vista Elementary School District is the largest K-6 district in the state. The District currently serves 28,500 students. The District serves a community that features a blend of residential areas, recreational facilities, open space, and light industry. The District currently operates 44 elementary schools (including 5 dependent charter school). In addition 2 independent charter schools operate through CVESD. Four charter schools also enroll middle school students. Its student population is ethnically diverse and is composed of African-American (4%), Asian (3%), Filipino (11%), Latino/Hispanic (68%), other (1%), Pacific Islander (3%), and White (13%). More than one-third of the students in the District are classified English Learners, and 45% qualify for free and reduced-priced meal programs. California uses the Academic Performance Index (API) to annually rate districts and schools on a scale of 200 to 1,000. The state target is 800. In 2010-11, the District’s index score reached 861, a 13-point year-over-year gain. In addition, 40 of 45 District schools each achieved API scores greater than 800. The District’s across-the-board gains help illustrate the benefits of CVESD’s decentralized approach. The Board of Education and the Superintendent trust in the abilities of school administrators and staff members to come up with solutions that fit their unique challenges. In turn, the site-level decision-makers are held accountable for their results. District students outperformed their peers in the county and the state in both English-Language Arts and Mathematics, as reported in California’s Standardized Testing and Accountability Reporting system. Gains in the achievement of the District’s English Learners and other groups serve as a model for other school systems. CVESD’s English Learners achieved an API score of 830, which is higher than the overall score of some school districts in the state.

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Our ongoing commitment is to eradicate the achievement gap and ensure that our programs and curriculum enrich and support students as they become innovative, critical thinkers who readily adapt to a rapidly changing 21st century.

About the SARC Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. All data are reported for the 2011-12 school-year, unless otherwise indicated. For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at www.cde.ca.gov/ta/ac/sa/. For additional information about this school, please contact the school administration at (619) 216-1226. Student Enrollment by Grade Level (School Year 2011-12) Grade Level

Number of Students

Grade K

144

Grade 1

120

Grade 2

116

Grade 3

111

Grade 4

108

Grade 5

124

Grade 6

123

Total Enrollment

846 Student Enrollment by Group (School Year 2011-12) Percent of Total Enrollment

Group

Percent of Total Enrollment

Group

Black or African American-------

6.6

White

American Indian or Alaska Native-----Asian-------

0.6

Two or More Races

4.7

Socioeconomically Disadvantaged

13.6

Filipino-------

28

English Learners

27.2

Students with Disabilities

8.9

Hispanic or Latino-------

46.1

Native Hawaiian/Pacific Islander

0.8

12.8 0

Average Class Size and Class Size Distribution (Elementary) 2009-10 Grade Level

2010-11

Avg. Class Size 24.3

1-20

21-32

33+

0

6

23.3

0

23.6 ---------3 21.3 ---------4 23.023.0 ---------5 21.4 ---------6 ---------Other

K ---------1 ---------2

2011-12

1-20

21-32

33+

0

Avg. Class Size 19.2

1-20

21-32

33+

0

Avg. Class Size 23

6

0

2

4

0

6

0

17.8

6

0

0

21

2

4

0

0

5

0

21.8

5

0

0

19.8

3

3

0

0

6

0

21.6

5

0

0

22

4

1

0

0

5

0

30.5

0

4

0

22.8

2

3

0

0

5

0

30

0

3

0

29.8

0

4

0

30.3

0

4

0

24.2

2

3

0

29.8

0

4

0

0

0

0

0

Number of Classrooms

Number of Classrooms

Number of Classrooms

---------*

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

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School Climate School Safety Plan (School Year 2011-12) This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Date of Last Review/Update: 9/12/2012 Date Last Discussed with Staff: 9/12/2012 The school safety plan is updated each year with input from parents, staff, and the Chula Vista Police Department. It is approved through the School Site Council. The disaster team is updated within the first month of every school year. Emergency drills are conducted on a regular basis. Fire drills on a monthly basis and earthquake drills every 3 months. This provides practice in case of a real emergency. The Safety Patrol provides students and parents safe crossing at established areas around the school. Suspensions and Expulsions Rate*

School 2009-10

2010-11

2011-12

2009-10

2010-11

2011-12

0.14

0

0

0.54

0.55

.45

0

0

0

0

0

0

Suspensions------Expulsions------*

District

The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment (and multiplying by 100).

School Facilities School Facility Conditions and Planned Improvements (School Year 2012-13) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: • • • •

Description of the safety, cleanliness, and adequacy of the school facility Description of any planned or recently completed facility improvements The year and month in which the data were collected Description of any needed maintenance to ensure good repair

Year and month in which data were collected: October 24, 2012 Veterans added 6 new classrooms during the summer of 2010. This allows more space to ensure that all students living within the area can be placed at their neighborhood school rather than being overflowed to a nearby school site. Classroom space at Veterans Elementary School is adequate to support our school's current enrollment. There is even room for some growth in enrollment. The District maintains a planned program, which ensures routine maintenance functions are performed on a scheduled basis. The school custodial staff performs basic cleaning operations daily. School Facility Good Repair Status (School Year 2012-13) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: • • •

Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The Overall Rating (bottom row)

System Inspected

Repair Status Exemplary

Good

Fair

Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

[ ]

[X]

[ ]

[ ]

Interior: Interior Surfaces

[ ]

[X]

[ ]

[ ]

2011-12 School Accountability Report Card for Veterans Elementary School

Repair Needed and Action Taken or Planned

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Repair Status

System Inspected

Exemplary

Good

Fair

Poor

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

[ ]

[X]

[ ]

[ ]

Electrical: Electrical

[ ]

[X]

[ ]

[ ]

Restrooms/Fountains: Restrooms, Sinks/ Fountains

[ ]

[ ]

[X]

[ ]

Safety: Fire Safety, Hazardous Materials

[ ]

[X]

[ ]

[ ]

Structural: Structural Damage, Roofs

[ ]

[X]

[ ]

[ ]

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

[ ]

[X]

[ ]

[ ]

Overall Rating

[ ]

[X]

[ ]

[ ]

Repair Needed and Action Taken or Planned

Loose toilet seats

Met with principal who spoke with custodial staff to arrange for the necessary repairs.

Teachers Teacher Credentials School

Teachers

District

2009-10

2010-11

2011-12

2011-12

With Full Credential

37

32

44

1428

Without Full Credential

0

0

0

0

Teaching Outside Subject Area of Competence

---

Teacher Misassignments and Vacant Teacher Positions Indicator

2010-11

2011-12

2012-13

Misassignments of Teachers of English Learners

0

0

0

Total Teacher Misassignments

0

0

0

Vacant Teacher Positions

0

0

*

“Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

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Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality webpage at: http://www.cde.ca.gov/nclb/sr/tq/ Percent of Classes In Core Academic Subjects

Location of Classes

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

This School

100

0

All Schools in District

100

0

High-Poverty Schools in District

100

0

Low-Poverty Schools in District

100

0

*

High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.

Support Staff Academic Counselors and Other Support Staff (School Year 2011-12) Title

Number of FTE Assigned to School

Average Number of Students per Academic Counselor

Academic Counselor-------

0

Counselor (Social/Behavioral or Career Development)

.4

---

Library Media Teacher (Librarian)

0

---

Library Media Services Staff (Paraprofessional)

0.4

---

Psychologist-------

0.6

---

0

---

Nurse-------

0.4

---

Speech/Language/Hearing Specialist

1.4

---

Resource Specialist-------

1

---

Other-------

.5

---

Social Worker-------

*

One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of fulltime.

Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: August 2012 The Chula Vista Elementary School District follows the State’s curriculum cycle to adopt updated, high quality textbooks and related materials. The evaluation and adoption of textbooks and instructional materials is based on recommendations by committees of our District’s school staffs and community members. Students are provided with an adequate supply of Board-approved textbooks for all subject areas. The reading/language arts and mathematics curricula are aligned with District and State content standards. All of our students have access to textbooks and supportive instructional materials in all core subjects, which are in good condition. Core materials are available in both English and Spanish. An inventory of books is warehoused centrally for growth needs at the schools.

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The District’s vision is to prepare students to succeed in the 21st Century and is committed to providing students with 21st century tools, and the necessary infrastructure to support said tools. The District has also invested in software applications to assist with formative and summative assessments, literacy skills, and language acquisition. In addition, teachers are integrating technology tools to facilitate day to day tasks such as attendance, report cards and electronic communication.

Textbooks and Instructional Materials/ Year of Adoption

Core Curriculum Area

From Most Recent Adoption?

Percent of Students Lacking Own Assigned Copy

Reading/Language Arts

Houghton Mifflin Reading K-6 and Houghton Mifflin Lectura K-6 Spanish. Adopted in 2002-03.

Yes

0%

Mathematics

Mc Graw Hill Mathematics K-6, English and Spanish. Adopted in 2001-02.

Yes

0%

Science-------

Houghton-Mifflin Science series for Kindergarten to Sixth Grade English and Spanish. Adopted Spring 2008.

Yes

0%

History-Social Science

Harcourt Social Studies Kindergarten – Sixth grade (English & Spanish). Adopted Spring 2007.

Yes

0%

School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11) Expenditures Per Pupil Total

Supplemental/ Restricted

Basic/ Unrestricted

Average Teacher Salary

$7,602

$2,785

$4,817

$60,379

District-------

---

---

$5,229

$65,547

Percent Difference: School Site and District

---

---

-7.9%

-7.9%

State-------

---

---

$5,455

$69,404

Percent Difference: School Site and State

---

---

-11.7%

-13.0%

Level School Site-------

* **

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending webpage at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits webpage at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

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Types of Services Funded (Fiscal Year 2011-12) This section provides specific information about the types of programs and services available at the school that support and assists students. For example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) status. Supplemental and categorical funds are used to enhance the academic program addressing the needs of all students, including GATE and English Learners. Currently, a GATE certified teacher is employed to work with the students. To increase reading skills, we utilized Accelerated Reader, a computerized testing system that allows students, staff, and parents to keep track the child’s reading performance throughout the year. We also implement Imagine Learning (ILE) for our English Learners. Imagine Learning allows for strategic language support and academic language development via one-on-one instruction through engaging activities specifically designed to meet their individual needs. Our Response to Intervention for Student Excellence (RISE) is in place to assist students with Below Basic and Far Below Basic STAR test scores. The focus is in English Language Arts and will switch to mathematics in February 2013. The goal of this after school academic enrichment opportunity is for students to master grade level content. Students from grades 3rd through 6th participate in small group instruction three hours a week with fully certified Veterans teachers that are fully certified. In the area of arts a physical education, training is provided to the teachers for the Building Better Bodies PE curriculum, and part time program support staff are being employed to offer opportunities for students to engage in art, dance, drama, and science every other week. A portion of the Limited English Proficient funding is used to pay for an Instructional Aide to conduct the required testing and provide small group instruction for students. In addition, the funds are utilized for materials for ELD (English Language Development), computer tech support, and support materials to differentiate the instructional program for students.

Teacher and Administrative Salaries (Fiscal Year 2010-11) District Amount

State Average for Districts In Same Category

Beginning Teacher Salary

$42,261

$41,246

Mid-Range Teacher Salary

$63,762

$67,400

Highest Teacher Salary

$84,930

$85,481

Average Principal Salary (Elementary)

$110,463

$107,739

Category

Average Principal Salary (Middle)

$111,540

Average Principal Salary (High)

$110,146

Superintendent Salary

$213,740

$180,572

Percent of Budget for Teacher Salaries

44%

42%

Percent of Budget for Administrative Salaries

5%

5%

*

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

Student Performance The Standardized Testing and Reporting (STAR) Program consists of several key components, including: •

California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.

•

California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.

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•

California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.

The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov. Standardized Testing and Reporting Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced Subject

School

District

State

2009-10

2010-11

2011-12

2009-10

2010-11

2011-12

2009-10

2010-11

2011-12

English-Language Arts

75

74

77

63

65

68

52

54

56

Mathematics------

80

85

84

71

73

74

48

50

51

Science-------

69

76

82

64

68

68

54

57

60

63

63

58

44

48

49

History-Social Science *

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 statistical accuracy or to protect student privacy.

Standardized Testing and Reporting Results by Student Group - Most Recent Year Group

Percent of Students Scoring at Proficient or Advanced English-Language Arts

Mathematics

Science

History-Social Science

All Students in the LEA

68

74

68

58

All Student at the School

77

84

82

Male-------

70

81

74

Female-------

84

87

89

Black or African American

78

81

Asian-------

78

91

Filipino-------

84

91

90

Hispanic or Latino

68

77

73

97

94

92

Socioeconomically Disadvantaged

68

80

79

English Learners-------

57

76

67

Students with Disabilities

58

62

American Indian or Alaska Native

Native Hawaiian/Pacific Islander White------Two or More Races-------

Students Receiving Migrant Education Services *

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 statistical accuracy or to protect student privacy.

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California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT webpage at http://www.cde.ca.gov/ta/tg/pf/.

*

Percent of Students Meeting Fitness Standards

Grade Level

Four of Six Standards

Five of Six Standards

Six of Six Standards

---5---

16.2

26.5

47

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 statistical accuracy or to protect student privacy.

Student Wellness Information The Chula Vista Elementary School District recognizes the link between student health and learning and is committed to providing a school environment that promotes student wellness, proper nutrition, nutrition education, and regular physical activity for all District students. In 2004, Congress passed a law requiring every school district that uses federal dollars for school breakfast or lunch create a local wellness policy by the start of the 2006-07 school year. A CVESD Wellness Committee consisting of principals, teachers, nurses, community organizations, parents, students and school food service professionals, was created to assist and advise the district on health related issues. The District’s local wellness policy applies to every school in the District. The policy will assist schools in improving the health of students by promoting physical activity and nutritious food. The policy was revised in May 2012. For more information on the District’s wellness policy visit www.cvesd.org/community/pages/wellness_policy.aspx. Our wellness policy supports healthy students by promoting non-food parties and celebrations and/or healthy nutritious food and snack choices. Our School participates on a regular basis in the Safe Routes to School program promoting walking and biking to school as a safe, healthy, and family-friendly physical activity. We designate each Wednesday as Walk to School Wednesdays. One time per quarter we give incentives to students that walk. We involve parent volunteers and the CVPD SROs on those special days. Students are encouraged to ride bikes to school. We have added 2 new bike racks for the additional bike riders. Students participate in 60 minutes or more a day in planned physical activities including physical education, walking/running programs, structured, recess activities and before and/or afterschool programs. Our school believes for students to be successful learners they must be physically ready to learn. Each grade level provides a structures PE program each week. The staff provides support activities to build strength, flexibility, and cardiovascular training that will help them ensure they are ready to take the state wide assessment in the 5th grade. We also provide a fitness class during collaboration days for all grades. Veterans has provided access to programs including flag football, soccer, boys and girls basketball, running club, karate, dance, and community activities.

Accountability Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API webpage at http://www.cde.ca.gov/ta/ac/ap/. Academic Performance Index 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 ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state.

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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 ten 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

2009

2010

2011

Statewide-------

8

9

9

Similar Schools-------

5

9

7

Academic Performance Index Growth by Student Group – Three-Year Comparison Actual API Change

Group

2009-10

2010-11

2011-12

51

0

13

Filipino-------

43

-2

9

Hispanic or Latino

41

5

24

Socioeconomically Disadvantaged

78

10

5

English Learners

55

-7

19

All Students at the School Black or African American American Indian or Alaska Native Asian-------

Native Hawaiian/Pacific Islander White------Two or More Races

Students with Disabilities *

"N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, district, and state level. 2012 Growth API Group

School

District

State

# of Students

Growth API

# of Students

Growth API

# of Students

Growth API

All Students at the School

554

909

15,735

870

4,664,264

788

Black or African American

36

870

595

845

313,201

710

American Indian or Alaska Native

5

85

865

31,606

742

Asian-------

28

941

400

946

404,670

905

Filipino-------

159

941

1,794

941

124,824

869

Hispanic or Latino

254

877

10,495

847

2,425,230

740

114

886

26,563

775

2,024

911

1,221,860

853

198

919

88,428

849

Native Hawaiian/Pacific Islander

6

White-------

60

Two or More Races

6

Socioeconomically Disadvantaged

86

861

6,864

825

2,779,680

737

English Learners

156

870

6,186

830

1,530,297

716

Students with Disabilities

57

779

1,967

734

530,935

607

2011-12 School Accountability Report Card for Veterans Elementary School

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

Participation rate on the state’s standards-based assessments in ELA and mathematics Percent proficient on the state’s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools)

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

Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) AYP Criteria

School

District

Made AYP Overall

Yes

No

Met Participation Rate: English-Language Arts

Yes

Yes

Met Participation Rate: Mathematics

Yes

Yes

Met Percent Proficient: English-Language Arts

Yes

No

Met Percent Proficient: Mathematics

Yes

No

Met API Criteria

Yes

Yes

Met Graduation Rate (if applicable)

N/A

N/A

Federal Intervention Program (School Year 2012-13) 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 (ELA 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. For detailed information about PI identification, see the CDE PI Status Determinations webpage: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Indicator

School

Program Improvement Status

District Not In PI

First Year of Program Improvement Year in Program Improvement Number of Schools Currently in Program Improvement

---

11

Percent of Schools Currently in Program Improvement

---

24.4

2011-12 School Accountability Report Card for Veterans Elementary School

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Instructional Planning and Scheduling Professional Development This section provides information on the number of days provided for professional development and continuous professional growth in the most recent three year period. Questions that may be answered include: • What are the primary/major areas of focus for staff development and specifically how were they selected? For example, were student achievement data used to determine the need for professional development in reading instruction? • What are the methods by which professional development is delivered (e.g., after school workshops, conference attendance, individual mentoring, etc.)? • How are teachers supported during implementation (e.g., through in-class coaching, teacher-principal meetings, student performance, and data reporting, etc.)? The school staff participates in professional development as determined by the Instructional Leadership Team (ILT) and in alignment with the instructional focus and school goals. All staff have participated in professional development in Gradual Release of Responsibility. In addition, the ILT is provided professional development for implementation and use of formative assessments, the algebra guide and writing guide. We have implemented Step Up to Writing to compliment our district writing guide and provided a refresher in GLAD. Training is also being provided on lesson rigor in preparation to the new Common Core Standards in ELA and mathematics. All these efforts are in alignment with our goals and providing support for our target populations of English Language Learners, Special Education students, as well as socio-economically disadvantaged students. The professional development plan is reviewed and developed based on student data, student needs, and achievement.

Data and Access EdData Partnership Web Site EdData is a partnership of the CDE, EdSource, and the Fiscal Crisis Management and Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools. DataQuest DataQuest is an online data tool located on the CDE DataQuest webpage at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible. 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.

2011-12 School Accountability Report Card for Veterans Elementary School

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