School Accountability Report Card School Year 2014-15 (Published during 2015-16)
Rosa Parks Elementary School 1501 OFARRELL ST, SAN FRANCISCO, CA 94115 Principal:
JACOBSEN, PAUL
Phone:
415-749-3519
Fax:
415-749-3610
Calif.School ID #: 6041503
SFUSD School ID # 786
SAN FRANCISCO UNIFIED SCHOOL DISTRICT Superintendent: Richard Carranza 555 Franklin Street, San Francisco, CA 94102 Phone: 415-241-6000
Web Site: www.sfusd.edu SARC Contact:
Research, Planning and Accountability Ritu Khanna, Executive Director Phone: 415-241-6454
Fax: 415-241-6035
The School Accountability Report Card (SARC) is required by law to be published annually, by Feb 1st each year. It contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF), all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP) which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorites. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. - For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. - For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. - For more information about the school, parents and community members should contact the school principal or district office. DataQuest is an online data tool located 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. test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Internet access is available at public libraries and other locations that are publicly accessible.
SFUSD - SARC
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About This School School Description and Mission Statement This section provides information about the school's goals and programs.
Rosa Parks Elementary integrates three distinctive program strands into a vibrant and unified academic community. These three strands include general education, special education, and Japanese Bilingual Bicultural Program (JBBP). They are bound by a common vision and shared values of success for all students. In keeping with the SFUSD Strategic Plan, Rosa Parks is committed to an authentic Balanced Scorecard that captures and puts into practice our best thinking on access and equity, achievement, and accountability. Our Balanced Scorecard can be viewed at www.beyondthetalk.org.
Student Enrollment By Grade Level (School Year 2014-15) This table displays the number of students enrolled in each grade level at the school. Grade Level
Enrollment
K 1 2 3 4 5 6 7 8
82
Ungraded Elem
0
82 77 64 68 49
Grade Level 9 10 11 12 Ungraded Sec Total Enrollment
Enrollment 0 0 0 0 0 422
0 0 0
Student Enrollment By Group (School Year 2014-15) This table displays the percent of students enrolled at the school who are identified as being in a particular group.
Group African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Pacific Islander White (Not Hispanic) Two or More Races
SFUSD - SARC
Percent of Total Enrollment 24.4 0 22 2.8 18 0.2 16.1 10.7
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Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth
55.2 30.3 12.8 1.7
Section A (Conditions of Learning) begins on next page.
SFUSD - SARC
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A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): - Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; - Pupils have access to standards-aligned instructional materials; and - School facilities are maintained in good repair.
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 With Full Credential Without Full Credential Teaching Outside Subject Area of Competence
2013-14
School 2014-15
2015-16
District 2015-16
30
28
28
3421
0 0
0 0
1 0
143 97
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
2013-14
2014-15
2015-16
Misassignments of Teachers of English Learners Total Teacher Misassignments
0
0
0
0
0
0
Vacant Teacher Positions
0
0
0
Core Academic Classes Taught by No Child Left Behind Compliant Teachers, 2014-15 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. 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 39 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page at http://www.cde.ca.gov/nclb/sr/tq/. See table on next page.
SFUSD - SARC
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Location of Classes
Percent of Classes in Core Academic Subjects Taught by NCLB Compliant Taught by non-NCLB Teachers Compliant Teachers 100
This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District
92
8
92
9
93
7
Quality, Currency, and Availability of Textbooks and Instructional Materials For High Schools (grades 9-12) The San Francisco Unified School District adopts instructional materials following the cycle of state frameworks and standards, and provides sufficient textbooks for all students to use in class and to take home in the core curriculum areas of reading/language arts, mathematics, science, and history/social studies. Class sets of health instructional materials were provided for high school health teachers. In addition, other Board-adopted core curriculum materials were provided to remedy all insufficiencies identified through a survey and other activities at the annual Instructional Materials Hearing at the September 29, 2015 meeting of the Board of Education. All adopted high school instructional materials have been evaluated and determined locally to meet state standards for grades 9-12. Appropriate science laboratory equipment is available for all laboratory science courses. For Elementary and Middle Schools (grades K-8) The San Francisco Unified School District adopts instructional materials following the cycle of state frameworks and standards, and adopts K-8 materials from the list of standardsaligned materials that have been adopted by the State Board of Education. The district provides sufficient textbooks for all students to use in class and to take home in the core curriculum areas of reading/language arts, mathematics, science, and history/social studies. For 2015-2016, instructional materials were provided for all students in grades K-8. Replacements were provided for core curriculum areas as identified through a survey and other activities preceding the annual Instructional Materials Hearing at the September 29, 2015 meeting of the Board of Education.
For complete lists of adopted textbooks, go to: http://www.sfusd.edu/en/curriculum-standards/instructional-resources.htm
SFUSD - SARC
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School Facility 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. Repair Status Item Inspected
Good Fair Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer
X
Interior: Interior Surfaces
X
Cleanliness: Overall and Pest Infestation
X
Electrical
X
Restrooms/Sinks/Fountains
X
Safety: Fire and Hazardous Materials
X
Structural: Damage, Roofs
X
External: School Grounds, Windows, Doors
X
WO - Work Order.
Repair Needed and Action Taken or Planned
1st Floor Hallway/Entrance: Some emergency exit lights need batteries. 2nd Floor Hallway: Some emergency exit lights need batteries. 3rd Floor Girl's Toilets: Some emergency exit lights need batteries.
DM - Deferred Maintenance.
Overall Summary of School Facility Good Repair Status This table displays the overall summary of the results of the most recently completed school site inspection. Item Inspected
Facility Condition Exemplary
Good
Fair
Poor
X
Overall Summary
8/27/2015
Inspection Date
Additional Comments: Facilities will schedule repair of deficiency
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.
Rosa Parks Elementary is fully ADA compliant. The school completed improvements funded by Prop H. Monthly, the site completes a ADA Site Maintenance Check-Off List. The site submits - and the district responds immediately to - work orders in order to keep the grounds, buildings, and restrooms in proper order.
Part B (Pupil Outcomes) begins on the next page.
SFUSD - SARC
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B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): - Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and - The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)
Subject English Language Arts/Literacy (grades 3-8 and 11) Mathematics (grades 3-8 and 11)
Percent of Students Meeting or Exceeding State Standards School District State 58
52
44
54
48
33
See Grade Level / Subject / Subgroup results on next pages:
SFUSD - SARC
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CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups and Grade Level (School Year 2014-15) Grade:
3
Group
Total Enrollment
Number Tested
Percent Tested
Percent Achievement Level 1*
Percent Achievement Level 2*
Percent Achievement Level 3*
Percent Achievement Level 4*
All Students
67
66
98.5
27
18
27
27
Male
67
28
41.8
36
7
29
29
Female
67
38
56.7
21
26
26
26
African American
67
18
26.9
50
17
28
6
Asian
67
18
26.9
11
11
28
50
Filipino
67
3
4.5
--
--
--
--
Hispanic or Latino
67
12
17.9
42
25
25
8
White
67
7
10.4
--
--
--
--
Two or More Races
67
6
9
--
--
--
--
Economically Disadvantaged
67
41
61.2
37
24
24
15
English Learners
67
22
32.8
41
23
23
14
Students with Disabilities
67
6
9
--
--
--
--
--
--
--
--
--
--
--
American Indian/Alaskan
Pacific Islander/Hawaiian
Migrant Education Services Foster Youth
Double dashes (--) appear in the table when the number of students that did not receive a score is 10 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: 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 precentages. 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
SFUSD - SARC
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CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups and Grade Level (School Year 2014-15) Grade:
4
Group
Total Enrollment
Number Tested
Percent Tested
Percent Achievement Level 1*
Percent Achievement Level 2*
Percent Achievement Level 3*
Percent Achievement Level 4*
All Students
66
64
97
28
14
28
30
Male
66
36
54.5
31
11
33
25
Female
66
28
42.4
25
18
21
36
African American
66
12
18.2
58
17
25
0
Asian
66
19
28.8
5
21
32
42
Filipino
66
1
1.5
--
--
--
--
Hispanic or Latino
66
13
19.7
54
15
15
15
White
66
10
15.2
--
--
--
--
Two or More Races
66
4
6.1
--
--
--
--
Economically Disadvantaged
66
39
59.1
44
21
18
18
English Learners
66
18
27.3
44
39
17
0
Students with Disabilities
66
9
13.6
--
--
--
--
--
--
--
--
--
--
--
American Indian/Alaskan
Pacific Islander/Hawaiian
Migrant Education Services Foster Youth
Double dashes (--) appear in the table when the number of students that did not receive a score is 10 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: 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 precentages. 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
SFUSD - SARC
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CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups and Grade Level (School Year 2014-15) Grade:
5
Group
Total Enrollment
Number Tested
Percent Tested
Percent Achievement Level 1*
Percent Achievement Level 2*
Percent Achievement Level 3*
Percent Achievement Level 4*
All Students
49
45
91.8
16
20
31
33
Male
49
29
59.2
14
28
31
28
Female
49
16
32.7
19
6
31
44
African American
49
13
26.5
31
31
38
0
Asian
49
10
20.4
--
--
--
--
Filipino
49
1
2
--
--
--
--
Hispanic or Latino
49
7
14.3
--
--
--
--
White
49
8
16.3
--
--
--
--
Two or More Races
49
4
8.2
--
--
--
--
Economically Disadvantaged
49
27
55.1
22
26
33
19
English Learners
49
6
12.2
--
--
--
--
Students with Disabilities
49
3
6.1
--
--
--
--
--
--
--
--
--
--
--
American Indian/Alaskan
Pacific Islander/Hawaiian
Migrant Education Services Foster Youth
Double dashes (--) appear in the table when the number of students that did not receive a score is 10 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: 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 precentages. 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
SFUSD - SARC
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CAASPP Assessment Results - Mathematics Disaggregated by Student Groups and Grade Level (School Year 2014-15) Grade:
3
Group
Total Enrollment
Number Tested
Percent Tested
Percent Achievement Level 1*
Percent Achievement Level 2*
Percent Achievement Level 3*
Percent Achievement Level 4*
All Students
67
66
98.5
18
24
36
21
Male
67
28
41.8
4
29
50
18
Female
67
38
56.7
29
21
26
24
African American
67
18
26.9
44
39
17
0
Asian
67
18
26.9
0
6
50
44
Filipino
67
3
4.5
--
--
--
--
Hispanic or Latino
67
12
17.9
17
33
42
8
White
67
7
10.4
--
--
--
--
Two or More Races
67
6
9
--
--
--
--
Economically Disadvantaged
67
41
61.2
29
27
29
15
English Learners
67
22
32.8
14
32
41
14
Students with Disabilities
67
6
9
--
--
--
--
--
--
--
--
--
--
--
American Indian/Alaskan
Pacific Islander/Hawaiian
Migrant Education Services Foster Youth
Double dashes (--) appear in the table when the number of students that did not receive a score is 10 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: 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 precentages. 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
SFUSD - SARC
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CAASPP Assessment Results - Mathematics Disaggregated by Student Groups and Grade Level (School Year 2014-15) Grade:
4
Group
Total Enrollment
Number Tested
Percent Tested
Percent Achievement Level 1*
Percent Achievement Level 2*
Percent Achievement Level 3*
Percent Achievement Level 4*
All Students
66
64
97
22
28
25
25
Male
66
36
54.5
22
28
22
28
Female
66
28
42.4
21
29
29
21
African American
66
12
18.2
58
33
8
0
Asian
66
19
28.8
5
16
47
32
Filipino
66
1
1.5
--
--
--
--
Hispanic or Latino
66
13
19.7
38
54
8
0
White
66
10
15.2
--
--
--
--
Two or More Races
66
4
6.1
--
--
--
--
Economically Disadvantaged
66
39
59.1
36
36
15
13
English Learners
66
18
27.3
28
56
17
0
Students with Disabilities
66
9
13.6
--
--
--
--
--
--
--
--
--
--
--
American Indian/Alaskan
Pacific Islander/Hawaiian
Migrant Education Services Foster Youth
Double dashes (--) appear in the table when the number of students that did not receive a score is 10 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: 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 precentages. 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
SFUSD - SARC
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CAASPP Assessment Results - Mathematics Disaggregated by Student Groups and Grade Level (School Year 2014-15) Grade:
5
Group
Total Enrollment
Number Tested
Percent Tested
Percent Achievement Level 1*
Percent Achievement Level 2*
Percent Achievement Level 3*
Percent Achievement Level 4*
All Students
49
45
91.8
33
13
16
38
Male
49
29
59.2
34
10
21
34
Female
49
16
32.7
31
19
6
44
African American
49
13
26.5
69
23
8
0
Asian
49
10
20.4
--
--
--
--
Filipino
49
1
2
--
--
--
--
Hispanic or Latino
49
7
14.3
--
--
--
--
White
49
8
16.3
--
--
--
--
Two or More Races
49
4
8.2
--
--
--
--
Economically Disadvantaged
49
27
55.1
52
19
19
11
English Learners
49
6
12.2
--
--
--
--
Students with Disabilities
49
3
6.1
--
--
--
--
--
--
--
--
--
--
--
American Indian/Alaskan
Pacific Islander/Hawaiian
Migrant Education Services Foster Youth
Double dashes (--) appear in the table when the number of students that did not receive a score is 10 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: 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 precentages. 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
SFUSD - SARC
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Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); The California Modified Assessment (CMA), and the California Alternate Perfomance Assessment (CAPA). The CSTs show how well students are doing in relation to the state content standards. The CAPA is given to those students with significant cognitive disabilities which prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. 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. Student scores are reported as performance levels. Detailed information regarding the STAR program results for each grade and performance level, including percents of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) results web site at http://star.cde.ca.gov. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
California Standards Test for All Students in Science - 3-Year Comparison
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). School Subject Science (Gr 5,8 and 10)
District
State
12-13
13-14
14-15
12-13
13-14
14-15
12-13
13-14
14-15
50
48
68
60
62
58
59
60
56
California Standards Test by Student Groups in Science (School Year 2014-15) 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. Science assessments include CSTs, CMA and CAPA in grades 5, 8 and 10.
SFUSD - SARC
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Group
% of Students Scoring at Proficient or Advanced
All Students in LEA
58
All Students at the School
68
Male
68
Female
68
African American
41
American Indian or Alaska Native Asian
--
Filipino
--
Hispanic or Latino
--
Pacific Islander White (not Hispanic) Two or More Races
---
Economically Disadvantaged
51
English Learners
--
Students with Disabilities
--
Students Receiving Migrant Education Services --
Foster Youth
California Physical Fitness Test Results (School Year 2014-15) 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 for the most recent testing period. Detailed info regarding this test, and comparisons of a school's test results to the district and state levels, may 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. Percent of Students Meeting Fitness Standards Grade Level Grade 5 Grade 7 Grade 9
SFUSD - SARC
Four of Six Standards
Five of Six Standards
Six of Six Standards
14
32.6
20.9
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Part C (Engagement) begins on the next page.
SFUSD - SARC
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C. Engagement
State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): - Pupil suspension rates; - Pupil expulsion rates; and - Other local measures on the sense of safety.
School Safety Plan - Most Recent Year This section provides information about the school's comprehensive safety plan.
The site has a comprehensive safety plan. It is updated annually and approved by the School Site Council. It includes emergency preparedness, evacuation routes, site response team organization chart and responsibilities, and district-site cooperation.
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. School Subject
District
12-13
13-14
14-15
Suspensions
0.69
0.45
0.44
Expulsions
0
0
0
12-13
State
13-14
14-15
12-13
13-14
14-15
2.19
1.53
1.58
5.07
4.36
3.8
0.02
0.01
0.01
0.13
0.1
0.09
State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): - Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.
Opportunities for Parental Involvement This section provides information about opportunities for parents to become involved with school activities.
Rosa Parks Elementary has active participation of many dedicated families. In addition to our School Site Council, we have a PTA and PPTC (JBBP). Ongoing outreach is coordinated by a Parent Liaison. Families help out in various capacities determined by their interests and schedules. Those available during the school day assist in the classroom or with general program support; others help from home. Many share their musical, scientific, technical, artistic, and gardening talents with students. As the recipient of an EcoZone award, the site involveds many familities in an ongoing project to "green" (make environmentally responsive) the school site. If you are interested in parental involvement opportunities, please contact the principal at the school: JACOBSEN, PAUL SFUSD - SARC
415-749-3519 Page 17 of 22
Section D (Other SARC Information) begins on next page.
SFUSD - SARC
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Section D - Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Adequate Yearly Progress The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: 1) Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics 2)Attendance rate (if applicable) 3) Graduation rate (if applicable) Note: schools and LEAs are not responsible for meeting the 100 percent proficient target for the 2015 AYP. 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 (2014-15) AYP Criteria
School
District
County
Made AYP Overall
Yes
Yes
No
Met Participation Rate - English-Language Arts
Yes
Yes
No
Met Participation Rate - Mathematics
Yes
Yes
No
Met Percent Proficient - English-Language Arts
N/A
N/A
N/A
Met Percent Proficient - Mathematics
N/A
N/A
NA
Met Attendance Rate
Yes
Yes
No
Met Graduation Rate
N/A
Yes
No
Federal Intervention Program (School Year 2014-15) 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 indentification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/. Indicator
School
Program Improvement Status
In PI
In PI
First Year of Program Improvement
2001-2002
2006-07
Year in Program Improvement
Year 5
Year 3
Number of Schools Currently in Program Improvement
-------
72%
Percent of Title 1 Schools Currently in Program Improvement
SFUSD - SARC
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District
43
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 Avg Level Class Size K 1 2 3 4 5 6 Other
2012-13
Avg Class Number of Classrooms Size 1-20 21-32 33+
18
5
19
4
20
1
2
20
2
1
17
4
14
5
2013-14
Avg Class Number of Classrooms Size 1-20 21-32 33+
2014-15 Number of Classrooms
1-20
21-32
17
3
2
18
3
2
18
3
1
20
2
2
19
3
19
3
19
4
20
3
14
3
16
4
13
5
14
4
21
33+
1
Academic Counselors and Other Support Staff (School Year 2014-15) 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% of full time. Note: For various reasons, including funding sources and employees serving multiple locations, many of the staff in these positions are listed as working at central administrative offices, and so, will not show up under a particular school's staffing count. If additional information is needed regarding staffing in these particular support roles, please contact the school. Number of FTE Assigned to School
Title Academic Counselor Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) Psychologist / Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other
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Average Number of Students per Academic Counselor ----
1.33 1.5 0.5
-------------------
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14) This table displays a comparison of the school's per pupil expeditures 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. The option to report expenditures and salaries for the benefit of all schools in the district equally has been used. Detailed information regarding school expenditures and teacher 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/. Total Expenditures Expenditures Expenditures Per Pupil Per Pupil Per Pupil Supplemental Basic
Level
School Site District Percent Difference - School Site and District State Percent Difference - School Site and State
Average Teacher Salary
$5,036
$434
$4,602
$64,434
-------
-------
$4,602 0%
$64,434
-------
$5,348
$72,971
-14%
-11.7%
-------
0%
Types of Services Funded (Fiscal Year 2014-15) 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 site receives Title 1, EIA-SCE, TIIBG and QEIA funds. Title 1, EIA-SCE, and TIIG funds are used to support implementation of the strategic action items listed in our Balanced Scorecard. The emphasis is on raising performance levels of underserved subgroups. They include both personnel and non-personnel costs. Quality Education Investment Act (QEIA) funds are specifically used to reduce class size at all grade levels (K5) as well as certain professional development costs.
Teacher and Administrative Salaries (Fiscal Year 2013-14) 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/. State Average For Districts Category Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Superintendent Salary Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries
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District Amount
In Same Category
$39,990
$43,165
$65,649
$68,574
$82,428
$89,146
$99,412
$111,129
$102,842
$116,569
$108,322
$127,448
$245,000
$234,382
30
38
6
5
Professional Development This section provides information about the program for training the school's teachers and other professional staff.
Professional development is a part of every site plan and a major component of instructional support to departments. The district's professional development program provides opportunities for teachers to implement the district's core curriculum for all students, update subject area expertise, use data to plan instructional improvement strategies and acquire new instructional strategies. Leadership development across content areas is facilitated centrally, and for educators and parents each school continues to provide some full days of professional development during the academic year.
End of SARC Document.
SFUSD - SARC
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