Weimar Hills School 2006-2007 School Accountability Report Card School Profile Weimar Hills, having opened in 1962, is a beautiful school perched on the top of a knoll overlooking the snow-capped Sierras. Weimar Hills School was recognized as a California Distinguished School in 1999 and again in 2005. During 2006-07, the school served 720 fourth through eighth grade students. Student body demographics are illustrated in the chart. Weimar Hills School strives to create and support an educational atmosphere that: 200 W. Weimar Crossroads
Weimar, CA 95736 (530) 637-4121
Steve Schaumleffel, Principal
Student Enrollment by Ethnic Group 2006-07 Percentage African American
0.1%
American Indian
0.1%
Asian
0.6%
Caucasian 89.4% • Presents information, skills, processes, and concepts through Filipino 0.0% integrated instruction, which has meaning and clear purpose for our students. Hispanic 3.9% • Emphasizes active and creative learning, stimulating students Pacific Islander 0.1% to ask challenging questions, to seek their own answers, and Multiple or No Response 5.7% to develop responsibility. • Encourages “risk-taking” in a safe, yet challenging environment wherein staff, students, and parents are considered capable, valued, and respected members of the school community. • Emphasizes the development of mastery of standards, critical thinking, creative thinking, decision making, and problem solving. • Stimulates and supports the academic, aesthetic, physical, and social/emotional growth of ALL our students.
Discipline & Climate for Learning
Placer Hills Union School District
Board of Education Norma Taylor Tracy Critchfield Chris Rydell Gary Johnson Craig Wheaton
District Mission Statement The Placer Hills Union School District is dedicated to educating students to become contributing, global citizens in th 21st century.
The school program is designed to create and support an educational atmosphere. Part of the school mission is to “stimulate and support the academic, aesthetic, physical, and social/emotional growth of ALL our students.” We do this in many ways, but in particular we are very concerned about providing needed remediation and assistance for students who are struggling academically. We do this weekly during school through our Study Hall/Remediation Wednesday Schedule, after school formally through Homework Club and our Remediation And Practice, and after school informally by teachers availing themselves to any student needing help who drops in (this year, most programs formally offered after school are being offered before school). Weimar Hills School has a school-wide management policy in effect to promote a positive learning environment. Students, parents, and teachers have copies of the policy. Significant changes were made to the policy last school year and the changes were formally approved by the Site Council. The intent of the changes was to provide more support and encouragement for positive behavior and to offer more assistance to students who struggle with meeting expectations. Though the system focuses on rewarding appropriate behavior, it also swiftly administers predetermined consequences for inappropriate behavior, and constantly keeps parents informed. The goal is to provide the best possible learning environment for students and encourage all students to avail themselves of the opportunities. Academic performance is central in the system and quality performance is rewarded informally and formally. A smile and a pat on the back are vital forms of daily recognition. Students also receive extrinsic rewards given by teachers and the school administration. Honor roll students, exemplary attendees, and students with “A” behavior are rewarded each trimester. Principal’s List students (all A’s) and V.I.P students (those who raised their GPA by 0.5) are taken out to lunch. The Suspensions and Expulsions table illustrates total cases for the last three years, as well as a percentage of enrollment. Suspensions are expressed in terms of total infractions, not number of students suspended, as some students may have been suspended on multiple occasions. Expulsions occur only when required by law or when all other alternatives are exhausted.
Suspensions & Expulsions School 04-05 Suspensions Suspension Rate Expulsions Expulsion Rate
Weimar Hills
1
05-06
District 06-07
04-05
05-06
06-07
31
53
72
31
54
73
6.40%
11.06%
10.07%
2.35%
4.33%
6.39%
1
1
2
1
1
2
0.21%
0.21%
0.28%
0.08%
0.08%
0.17%
Published: April 2008
Enrollment By Grade
Instructional Materials
Regular attendance and punctuality are necessary parts of the learning process and are critical to academic success. In addition, school districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities including notification of when and why students are absent. Independent study is available for students who require extended leaves from school.
Placer Hills Union Elementary held a Public Hearing on September 13, 2007, and determined that each school within the district has sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the state are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.
Regular daily attendance is a priority at Weimar Hills School. Absence reports are regularly reviewed by the school’s secretary. Parents are advised of absences through Enrollment Trend by Grade Level phone calls, letters, and if necessary, home visits. Those 2004-05 2005-06 2006-07 students who continue to exhibit 4th 139* 153* 123 excessive absences are directed to the appropriate authorities 5th 166* 136* 144 including the Student Study 6th 151 163 140 Team, Police Department, SB65 7th 148 162 162 Outreach Consultant, Home School Liason, and School 8th 185 154 146 Attendance Review Board. This * Students were enrolled at Placer chart illustrates the enrollment Hills Elementary in these school trend by grade level for the past years. three school years.
District-Adopted Textbooks
Parent Involvement Parents play important roles in Weimar Hills School through their participation and involvement in School Site Council, various events and regular volunteering in the classrooms and for after school proficiency assistance. Parent support is vital to many valuable annual projects: Robotics Club, Spelling Bee, Science Olympiad, Visual Arts Performances, Art Shows, Art Docent Program, graduation, and numerous end-of-year activities. We also have an active Parent Teacher Club.
Contact Information Parents and community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact Weimar Hills at (530) 637-4121.
Class Size
Classrooms Containing:
05
06
07
05
06
07
21-32 Students
33+ Students
05
06
07
05
06
07
0
0
31
0
0
0
0
0
4
0
0
0
5th
0
0
29
0
0
0
0
0
5
0
0
0
6th
0
0
0
0
0
0
0
0
0
0
0
0
20
30
30
0
0
0
14
13
12
1
2
3
Math
26
29
29
1
0
1
11
14
12
3
1
2
Science
28
29
29
0
0
0
15
15
15
0
0
0
Social Science
28
29
28
0
0
0
15
15
15
0
0
0
Weimar Hills
Sufficient
4th-5th
Mathematics
Houghton Mifflin
2002
Yes
6th-7th
Mathematics
McDougal Littell
2002
Yes
8th
Mathematics
College Preparatory Math
2002
Yes
4th-5th
Reading/ Language Arts
Houghton Mifflin
2003
Yes
6th-8th
Reading/ Language Arts
Holt
2003
Yes
4th-5th
Science
Scott Foresman
2007
Yes
6th-8th
Science
McDougal Littell
2007
Yes
4th-5th
Social Science/ History
Houghton Mifflin
2007
Yes
6th-8th
Social Science/ History
History Alive
2006
Yes
All classrooms have at least one computer that is connected to the Internet. Weimar Hills also has two computer labs with at least 34 computers in each and three mobile labs each with 12 laptops. Computer skills and concepts are integrated throughout standard curriculum which helps to prepare students for technological growth and other opportunities. Students have been trained in the following programs: Inspiration and Microsoft Office programs.
By Subject Area English
Adoption Year
Computer Resources
By Grade Level 4th
Publisher
The school has two libraries, one for 6th-8th grade students, and a Library Media Center for 4th-5th grade students. One full time time Library Clerk staffs the upper grade library, and two full time Library Clerks staff the Library Media Center. Both libraries provide an extensive variety of reference and special interest materials, in addition to hundreds of educational and recreational books. Students visit the library on a weekly basis with their classes and are encouraged to visit before and after school. Thirty eight computer workstations within the library and Library Media Center are connected to the Internet so students are able to access resources and information online.
Class Size Distribution 1-20 Students
Subject
Library Information
Weimar Hills Elementary School maintained a schoolwide average class size of 19 students and a pupil to teacher ratio of 18:1 in the 2006-07 school year. The Class Size Distribution table illustrates the average class size by subject and grade level. The corresponding numbers show how many classes were taught with a certain number of students in each class, based on three different class sizes.
Average Class Size
Grade Levels
Computer Resources 04-05
2
05-06
06-07
Computers
78
79
161
Students per computer
6.2
6.1
4.4
Classrooms connected to Internet
24
23
34
Published: April 2008
Additional Internet Access/Public Libraries
Teacher Assignment
For additional research materials and Internet availability, students are encouraged to visit the Meadow Vista branch of the Placer County Public Library, which contains numerous computer workstations.
Placer Hills Union Elementary recruits and employs the most qualified credentialed teachers. For the 2006-07 school year, Weimar Hills had 31 fully credentialed teachers who met all credential requirements in accordance with State of California guidelines.
Curriculum Development
Teacher Credential Status
All curriculum development in the Placer Hills Union Elementary is based on the California State Content Standards and Frameworks. Curriculum guides are updated regularly by the teachers and administration to align with the state standards, district goals, and the statewide assessment program. During the 2006-07 school year, changes to the curriculum included: adoption of new social science textbooks in 4th and 5th grades, and new science textbooks in 4th through 8th grades.
School
Counseling & Support Staff
District
04-05
05-06
06-07
06-07
Fully Credentialed
21
21
31
61
Without Full Credentials
0
0
0
0
Working Outside Subject
0
0
0
0
Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year.
It is the goal of Weimar Hills to assist students in their social and personal development as well as academics. The school gives special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. The counselor to pupil ratio is 1:360. The table lists the support service personnel available at Weimar Hills.
Misassignments/Vacancies
Counseling & Support Services Staff
05-06
06-07
07-08
Misassignments of Teachers of English Learners
0
0
0
Misassignments of Teachers (other)
0
0
0
1.5
Total Misassignments of Teachers
0
0
0
3
3.0
Vacant Teacher Positions
0
0
0
Nurse
1
0.1
Occupational Therapist
1
0.1
Psychologist
1
As Needed
Resource Specialist Aide
6
4.5
Resource Specialist Program (RSP) Teacher
2
2.0
Speech/Language Specialist
1
0.4
Technology Aide
1
0.75
Number of Staff
Full Time Equivalent
Counselor
2
Library Technician
Highly Qualified Teachers The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.
NCLB Compliant Teachers % of Core Academic Courses Taught By NCLB Compliant Teachers
% of Core Academic Courses Taught By Non-NCLB Compliant Teachers
School
100.00%
0.00%
District
100.00%
0.00%
High-Poverty Schools in District
0.00%
0.00%
Low-Poverty Schools in District
100.00%
0.00%
Staff Development The district is heavily involved in staff development. Each certificated employee completes, at a minimum, 18 hours of staff development annually. In addition to the required staff development, teacher grade level and subject matter meetings are held to work on instructional strategies, assessment, implementation of standards, and textbook use. Many teachers are also required to complete additional hours of professional development in order to keep their credentials current. Administration evaluates all staff development by the student assessment results which have improved every year for the past five years. New curriculum guides that include the state standards were recently completed with teacher involvement and instruction is in accordance with those new guides. In 2006-07 three Staff Development days were offered at Placer Hills Union School District.
Physical Fitness In the spring of each year, Weimar Hills is required by the state to administer a physical fitness test to all students in grades five and seven. The physical fitness test is a standardized evaluation that tracks the development of high-quality fitness programs and assists students in establishing physical activity as part of their daily lives. In 2006-07, no students were tested in fifth grade, and 59.1% of students in seventh grade were in the Healthy Fitness Zone.
Data Sources Data within the SARC was provided by Placer Hills Union Elementary School District, retrieved from the 2006-07 SARC template, and/or located on Dataquest (http://data1.cde.ca.gov/dataquest). Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and the community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention.
Weimar Hills
3
Published: April 2008
CAT-6
CAT/6 Norm Referenced Test
The California Achievement Test (CAT/6) is a standardized norm-referenced test (NRT), which indicates how the student or group of students compares with that of a norm group and other students from around the country. In August of 2004 the governor signed legislation reauthorizing the STAR Program. Prior to the reauthorization the California Achievement Tests, Sixth Edition Survey (CAT/6 Survey) were administered to all students in grades two through eleven. The reauthorization program requires administering the CAT/6 Survey only to students in grades three and seven. Students in grades three and seven were tested in reading, language, spelling, and mathematics. The purpose of administering the CAT/6 Survey is to determine how well California students are achieving academically compared to a national sample of students tested in the same grade at the same time of the school year. The CAT/6 chart reflects the percentages of students scoring at or above the 50th percentile, or those students performing at average/above average level, in Reading and Math.
% At or Above 50th Percentile
Adequate Yearly Progress
Reading
Math
7
7
05
06
07
77
70
74
79
78
74
77
70
74
79
78
74
State
46
46
47
49
50
51
School
70
70
75
73
80
77
75
70
Males Females 82
71
73
74
45
77
School
*
*
67
• Participation rate on the state’s standards-based assessments in English/Language Arts (ELA) and Mathematics.
School
76
70
73
• Percent proficient on the state’s standards-based assessments in ELA and Mathematics.
School
There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the chart.
*
67
79
73
*
Caucasian 80
21
*
17
38
*
0
Adequate Yearly Progress (AYP) School Made AYP Overall
Participation Rate Percent Proficient
Met AYP Criteria
District
Yes English Language Arts
Yes
Mathematics
English Language Arts
Mathematics
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
API School Results
Yes
Yes
Graduation Rate
N/A
N/A
Federal Intervention Programs
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.
Program Improvement (PI) Status
School
District
Not in PI
Not in PI
First Year in PI
-
-
Year in PI (2007-08)
-
-
# of Schools Currently in PI
-
0
% of Schools Identified for PI
-
0.00%
Academic Performance Index
API School Results 04-05
05-06
06-07
Statewide Rank
10
10
9
Similar Schools Rank
10
9
4
The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.
2007 API Growth Score
Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).
All Students 11
857
8
858
Caucasian
Weimar Hills
73
Hispanic
Federal Intervention Program
-13
60
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
• Graduation rate (for secondary schools).
4
72
Students with Disabilities
• API as an additional indicator.
Actual Growth
85
Socioeconomically Disadvantaged School
-13
07
School
School
7
06
District
No Child Left Behind (NCLB) is a Federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/ Language Arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:
Actual Growth
05
All Students
Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.
4
Published: April 2008
California Standards Test
California Standards Test (CST)
The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The combined percentage of students scoring at the Proficient and Advanced levels in English/Language Arts, Math, Social Science, Science, for the most recent three-year period, is shown. Summative scores are not available for Math (grade 8) and Science (available for grades 5 and 8 only). For results on course specific tests, please see http://star.cde.ca.gov. Scores for 2004-05 and 2005-06 for fourth and fifth grade were taken from testing scores for Placer Hills Elementary School which was closed in 2006-07.
Combined % of Students Scoring at Proficient and Advanced Levels Language Arts 4 05
06
Math
5 07
05
06
4 07
05
06
Science 5
07
05
5
06
07
05
06
07
All Students School
73
79
73
66
67
77
71
79
75
65
64
74
59
54
69
District
73
79
73
66
67
77
71
79
75
65
64
74
59
54
69
State
47
49
51
43
43
44
50
54
56
44
48
49
28
32
37 75
Males School
73
76
69
62
63
76
73
78
70
66
62
75
65
50
District
73
75
68
62
63
76
74
78
70
66
61
74
64
50
74
State
44
46
48
39
40
41
50
54
56
43
48
48
32
34
38
School
72
82
77
67
80
76
67
80
80
65
67
72
51
60
63
District
73
82
77
71
73
77
68
81
79
65
68
72
51
60
63
State
52
54
55
46
47
48
51
55
58
45
48
49
26
30
35 60
Females
Socioeconomically Disadvantaged School
44
50
59
41
36
56
50
50
65
45
36
60
45
21
District
44
50
59
41
36
56
50
50
64
45
36
60
45
21
60
State
32
35
36
28
28
29
38
42
45
32
35
36
14
18
22
School
73
79
73
67
68
76
71
80
75
68
65
74
59
56
71
District
73
79
73
67
68
76
71
80
75
67
65
74
59
56
72
State
68
69
71
63
63
64
65
68
70
58
64
63
49
52
58
School
31
63
57
0
36
67
31
69
64
0
40
67
0
*
80
District
31
63
57
0
36
66
30
69
64
0
40
67
0
0
80
State
19
20
21
15
14
15
22
25
27
17
18
19
12
14
16
Caucasian
Students with Disabilities
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/ or subgroup.
California Standards Test (CST) Combined % of Students Scoring at Proficient and Advanced Levels Language Arts 6 05
06
Math
7 07
05
06
8 07
05
06
6 07
05
06
7 07
05
Social Science
Science
06
8 07
06
8 07
05
06
07
All Students School
66
73
61
73
69
72
74
71
70
70
64
47
70
63
58
70
73
62
66
67
District
66
73
61
73
69
72
74
71
70
70
64
47
70
63
58
70
73
62
66
67
38
41
42
43
43
46
39
41
41
40
41
42
37
41
39
38
42
31
34
35
State
Males School
65
67
52
66
68
65
68
63
65
72
61
40
65
64
64
70
77
61
65
68
District
65
67
52
66
68
65
68
63
65
72
61
40
65
65
64
71
77
61
65
68
35
38
40
38
38
42
34
37
37
41
42
42
37
41
39
41
45
33
36
36
State
Females School
67
80
73
78
71
81
82
78
77
68
66
57
76
61
51
70
70
65
65
65
District
66
80
73
78
71
80
82
78
77
68
66
57
76
61
51
70
69
65
65
65
State
41
44
45
49
48
51
43
45
46
39
41
41
37
41
38
34
41
30
31
33
School
44
60
35
61
53
64
44
57
56
44
60
15
72
45
64
80
56
33
55
63
District
45
60
35
61
52
63
44
57
57
44
60
15
72
45
64
80
56
34
55
63
State
22
26
27
28
28
31
22
25
26
26
28
28
23
27
27
23
29
17
19
20
School
67
74
61
74
71
72
76
74
72
72
64
47
72
64
57
72
72
65
68
67
District
67
74
60
74
71
72
76
73
71
73
64
47
72
63
57
72
72
65
68
67
State
58
61
61
61
63
66
58
62
62
58
58
58
52
58
54
55
60
47
51
52
School
8
8
46
15
*
0
*
*
*
8
8
23
31
*
0
*
*
*
*
*
District
8
8
46
16
0
0
*
0
0
8
8
23
31
0
0
0
0
*
0
0
10
12
12
10
11
12
8
9
10
11
12
12
8
10
9
11
13
9
10
10
State
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
Weimar Hills
5
Published: April 2008
School Facilities Weimar Hills is comprised of 21 permanent classrooms, seven portable classrooms, one gym, one multipurpose room, two libraries, one staff lounge, two computer labs, one playground, two grass fields, a blacktop with four basketball courts, one track, and one outdoor covered eating area. During 2004-05 about a third of the campus underwent a 30-year remodel. The grounds and buildings are in meticulous condition, not only because of the respect with which they are treated by students, parents, and staff, but also because of the maintenance they receive by district staff. Weimar Hills School staff has been trained in SB 198 and its Illness and Injury Prevention Program is in full operation. The campus has been closed from 15 minutes before school to an hour and a half after school; this year with the late start, that has been switched to an hour and a half before school and 15 minutes after school. Students are supervised throughout this time and visitors are required to check in before coming on campus.
Cleaning Process The principal works daily with the custodial staff of two full-time custodians to ensure that the cleaning of the school is maintained to provide for a clean and safe school. The district governing board has adopted cleaning standards for all schools in the district. A summary of these standards are available at the district office for review.
School Facility Conditions Date of Last Inspection: 08/24/2007 Overall Summary of School Facility Conditions: Good Items Inspected
Facility Component System Status Good
Gas Leaks
X
Mechanical Systems
X
Windows/Doors/Gates/ Fences (Interior and Exterior)
X
Interior Surfaces (Floors, Ceilings, Walls, and Window Casings)
X
Hazardous Materials (Interior and Exterior)
X
Structural Damage
X
Fire Safety
Fair
Deferred Maintenance Budget The district participates in the State School Deferred Maintenance Program, which provides matching funds on a dollar–for–dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating, electrical systems, interior or exterior painting, and floor systems. For the 2006-07 school year the district allocated $154,941 for deferred maintenance program. This represents 1.7% of the district’s general fund budget. During the 2006-07 school year, the district’s governing board did approve deferred maintenance projects for the school, which included painting, roofing, plumbing, and paving.
Electrical (Interior and Exterior)
Pest/Vermin Infestation
X
Drinking Fountains (Inside and Outside)
X
Restrooms
X
Sewer
X
Roofs (observed from the ground, inside/outside the building)
X
Playground/School Grounds
X
Overall Cleanliness
X
Poor Gym - Old HVAC needs to be replaced.
Rm 5 - Server cabinet is bumping hazard. Boys Restroom 9-12 - Stall wall loose.
Office/Cafeteria - Downspouts continue to be vandalized.
X
Library & Lab - Evacuation maps missing. Gym Evacuation map missing in music room. Rm 38 Evacuation map missing.
X
Rm 4 - Unsafe projector cord. Rm 5 - Unsafe projector cord. Rm 9 - Light cover missing. Rm 13 - Unsafe projector and extension cords. Rm 38 - Surge cord needed, phone cord hazard.
Maintenance and Repair District maintenance staff ensures that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. A work order process is used to ensure efficient service and highest priority are given to emergency repairs. While reviewing this report, please note that even minor discrepancies are reported in the inspection process. The items noted in the table have been corrected or are in the process of remediation.
Deficiency & Remedial Actions Taken or Planned
Boys Restroom Upper Grades - Faucet missing.
Safe School Plan According to the requirements established in Senate Bill 187, the district developed a school district safety plan in 1998. The District Safety Committee reviews the document annually and appropriate adjustments are made. School staff reviews and discusses the document at least once per year in a formal setting. The plan includes four action items and other required policy items dealing with: Child Abuse Reporting, Disaster Procedures, Notification of Dangerous Students, Rules for School Discipline, Sexual Harassment, Dress Codes, Ingress and Egress Procedures, Safe Environments. The school safety plan is reveiwed each Fall with the staff. At Weimar Hills, the safety of students is of great importance. Visitors to the campus are required to check in and out of the office and receive a visitor badge. Before school supervision is provided by two classified staff, lunch time supervision is provided by four classified staff, and recess supervision is provided by three teachers on duty.
Weimar Hills
6
Published: April 2008
District Expenditures
Teacher & Administrative Salaries
Placer Hills Union Elementary School District spent an average of $6,488 to educate each student (based on 2005-06 audited financial statements). The table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.
This table displays district salaries 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 the districts budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site.
Expenditures per Pupil School Total Expenditures Per Pupil
$6,648
From Restricted Sources
$1,746
From Unrestricted Sources
$4,902
Average Teacher Salaries School & District
District From Unrestricted Sources
$4,774
Percentage of Variation between School & District
2.68% $4,943
Percentage of Variation between School & State
0.83%
$52,932
District
$54,124
Percentage of Variation
2.21%
School & State All Elementary School Districts
State From Unrestricted Sources
School
$58,519
Percentage of Variation
9.55%
School Site Teacher Salaries The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on 2005-06 financial statements).
District Revenue Sources In addition to general state funding, Placer Hills Union Elementary School District receives state and federal funding for the following categorical funds and other support programs:
Average Salary Information Teachers - Principal - Superintendent
• Class Size Reduction K-3
2005-06
• NCLB-Title I
District
State
• Special Ed Basic Grant PL94-172
Beginning Teachers
$35,832
$38,159
• IASA-Title IV Drug Free Schools
Mid-Range Teachers
$49,249
$59,148
• Title II Part A - Teacher Quality
Highest Teachers
$62,545
$73,514
• NCLB-Title II -Part D Technology
Elementary School Principals
$93,217
$91,903
• NCLB-Title VI/V Part A
Middle School Principals
$91,187
$95,855
• Medical Billing Option (MAA)
Superintendent
$112,311
$132,994
Salaries as a Percentage of Total Budget
• Lottery: Instructional Materials • School Safety & Violence Prevention
Teacher Salaries
41.1%
41.6%
• Special Education
Administrative Salaries
5.0%
5.9%
• Tobacco Use Prevention (TUPE) • Arts & Music Block Grant • Supplemental School Counseling • Economic Impact Aid (EIA) • Gifted & Talented (GATE) • K-12 IMFRP Grant • Transportation Home to School • CA Peer Asst & Review • Professional Development Block Grant • Sch. & Library Improv Block Grant • Placer Hills Education Foundation
Weimar Hills
7
Published: April 2008
