2011-12 School Accountability Report Card — Published During the 2012-13 School Year

Principal’s Message

Our mission statement, “We strive to ensure our students will become profi cient in academics, be prepared for further learning, and develop a concept of self-worth in the process of becoming responsible ci zens who respect others,” proudly refl ects our commitment to the community and drives our instruc onal program. Our school devoted itself to improving our instruc onal program and as a result has seen steady academic growth over the last few years.

Our teachers and support staff go above and beyond in their eff orts to assist the students in achiev-ing academic success. In an eff ort to achieve student success in reading and language arts, we in-tegrate a mul tude of school and classroom ac vi es. We provide a Focus Time to ensure that all students have mastered key concepts during the school day. Various teaching strategies such as direct instruc on, thinking maps, hands-on lessons, and the use of technology enable students with diff ering learning styles and skills to understand cri cal language arts, math, science, and social studies themes.

We con nue to move students up the ladder of academic and social success. Through our Profes-sional Learning Communi es (PLC) we closely monitor each student’s progress towards State aca-demic standard mastery. Knowing that a strong connec on between school and home are cri cal for student success, we welcome parents into our classrooms and encourage them to par cipate in classroom ac vi es and assist in improving our quality of educa on and school culture.

Our students, parents, community members, and staff work caringly to make Ruth Brown Elemen-tary a safe and friendly environment.

Parental Involvement

Parents and community members are caring and commi ed individuals who support the educa on program at Ruth Brown Elementary School. Along with the School Site Council (SSC) and English Learners Advisory Commi ee (ELAC), board members, community service organiza ons, and parent volunteers dedicate me to volunteer in the classrooms. Community organiza ons and area busi-nesses contribute incen ve rewards for academic excellence and good ci zenship. Parent educa on classes are also off ered on the campus to help guide parents in their eff ort to improve their child’s educa on and social development. The partnerships developed between the school and community volunteers and organiza ons enhance the experience of all the students at Ruth Brown Elementary.

Parents and students are able to keep updated and informed by viewing our school website at h p://www.pvusd.us/rbes/. Through the Internet, one can access school informa on such as dress code, playground rules, the School Safety Plan, etc. Individual teachers have sub-pages which in-clude classroom ac vi es, homework, and curriculum guidelines to be er assist parents in their eff orts to have their children successful in school. Ruth Brown also uses Zangle ParentConnec on, which allows parents to view grades, a endance, and behavior online. For an applica on to Parent-Connec on, please call the school. For more informa on on how to become involved, contact Lois Shaff er, Principal, at (760) 922-7164 or lshaff er@pvusd.us.

241 North Seventh Street Blythe, CA 92225Phone: (760) 922-7164 Fax: (760) 922-0636

GRADES K-6 h p://www.pvusd.us/rbes/

Ruth Brown Elementary School Lois Shaff er, PrincipalCD

S Co

de: 3

3-67

181-

6032

494

Palo Verde Unifi ed School District

Bob Bilek, Ac ng Superintendent/Director of Human Resources

295 N. First St. Blythe, CA 92225

Phone: (760) 922-4164Fax: (760) 922-5942

www.pvusd-bly.k12.ca.us

In accordance with Stateand federal requirements, theSchool Accountability Report

Card (SARC) is put forth annuallyby all public schools as a tool forparents and interested par es to

stay informed of the school’sprogress, test scores and

achievements.

School Accountability Report Card

District Mission Statement

Our Mission is to enrich, empower, and enhance our students’ lives through educa on.

District Vision Statement

Palo Verde Unifi ed School District will constantly seek to improve its culture of academic excel-lence. We expect every student to read, write, and calculate competently. We expect every teacher to apply consistent standards, evaluate student performance accurately, and coach students with diligence and compassion. We expect every parent, student and district employee to support the mutual quest for excellence. We are unalterably commi ed to the infi nite truth of student poten al and the challenging truth of student performance.

Public Internet Access

Internet access is available at public libraries and other loca ons that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public loca ons is generally pro-vided on a fi rst-come, fi rst-served basis. Other use restric ons include the hours of opera on, the length of me that a worksta on may be used (depending on availability), the types of so ware programs available at a worksta on, and the ability to print documents.

2 2011-12 SARC • Ruth Brown Elementary School

Class Size

The bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size.

California Physical Fitness Test

Each spring, all students in grades 5, 7, and 9 are required to par cipate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Educa on. PFT measures six key fi tness areas:

1. Aerobic Capacity 2. Body Composi on3. Flexibility4. Abdominal Strength

and Endurance5. Upper Body Strength

and Endurance6. Trunk Extensor Strength

and Flexibility

Encouraging and assis ng students in establishing lifelong habits of regular physical ac vity is the primary goal of the Fitnessgram®. The table shows the percentage of students mee ng the fi tness standards of being in the “healthy fi tness zone” for the most re-cent tes ng period. For more detailed informa on on the California PFT, please visit www.cde.ca.gov/ta/tg/pf/.

Percentage of Students

Meeting Fitness Standards

2011-12 School Year

Grade 5

Four of Six Standards 14.40%

Five of Six Standards 19.60%

Six of Six Standards 54.60%

Three-Year Data Comparison

Class Size

Class Size Distribution — Average Class Size

09-10 10-11 11-12

Enrollment and Demographics

The total enrollment at the school was 713 students for the 2011-12 school year.*

2011-12 School YearDemographics

* Enrollment data was gathered from DataQuest and is accurate as of September 2012.

Three-Year Data ComparisonClass Size Distribution — Number of Classrooms by Size

09-10 10-11 11-12

Grade 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 3 3 4

1 4 4 2 3

2 3 3 1 3

3 3 3 3

4 3 3 3

5 3 3 3

6 2 1 3 6 2 1

Hispanic or Latino63%

American Indian or Alaska Native

1%

Asian1%

Native Hawaiian or Pacific Islander

<1%

Black or African American

7%

White26% Two or More

Races2%

No Response <1%

32 32 32 32 34 34 3432 30 31 3134 33 32

2822

2832 30

33 32

K 1 2 3 4 5 6

2011

-12

SAR

C20

1112

SAR

C3Ruth Brown Elementary School • 2011-12 SARC

School Facilities

Ruth Brown Elementary provides a safe, clean environment for learning through proper facili es maintenance and campus supervision. School facili es are all up to date and provide adequate space for students and staff . Ruth Brown Elementary School was built in 1956. Since that me, new buildings have been constructed, portables have been added to accommodate enrollment growth, and exis ng buildings have been updated. Five years ago, the campus was completely renovated and modernized to accommodate exis ng and future needs. During the 2005-2006 school year, Ruth Brown Elementary School’s campus improvement projects included moderniza on of rest-rooms in the cafeteria to meet current Americans with Disabili es Act (ADA) requirements and the installa on of a shade structure on the north side of campus in the dismissal area. The campus is cleaned by a day me and an evening janitorial staff .

School Facility Items Inspected

The table shows the results of the school’s most recent inspec on using the Facility Inspec on Tool (FIT) or equivalent school form. The following is a list of items inspected.

• Systems: Gas Systems and Pipes, Sewer, Mechanical Systems (hea ng, ven la on, and air condi oning)

• Interior: Interior Surfaces (fl oors, ceilings, walls, and window casings)

• Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas)

• Electrical: Electrical Systems(interior and exterior)

• Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains (interior and exterior)

• Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior)

• Structural: Structural Condi on,Roofs

• External: Windows/Doors/Gates/Fences, Playgrounds/School Grounds

2012-13 School Year

School Facility Good Repair Status

This inspec on determines the school facility’s good repair status using ra ngs of good condi on, fair condi on, or poor condi on. The overall summary of facility condi ons uses ra ngs of exem-plary, good, fair, or poor condi on. At the me of this school facility inspec on, no defi ciencies were found.

School Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/Fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall Summary of Facility Condi ons Exemplary

Date of the Most Recent School Site Inspec on 10/23/2012

Date of the Most Recent Comple on of the Inspec on Form 10/23/2012

School Safety

A comprehensive School Safety Plan was ini ally developed for Ruth Brown Elementary in collabora on with local law enforcement and fi re protec on agencies and district administra on to fulfi ll SB 187 requirements. Compo-nents of this plan include child abuse repor ng procedures, teacher no fi ca- on of dangerous pupil procedures,

disaster response procedures, proce-dures for safe arrival and departure from school, sexual harassment policy, and dress code policy. Ruth Brown El-ementary School’s most current safety plan was reviewed by the Safety Com-mi ee in February 2012. The principal subsequently met with staff members who are assigned to key responsibili es to share updates and ac on plans in the event of an emergency. A school-wide staff mee ng was held in the fall covering the updated school site plan and emergency procedures. An up-dated copy of the School Safety Plan is available to the public at the Palo Verde Unifi ed School District offi ce and at the school’s offi ce.

School Mission Statement

We strive to ensure our students will become profi cient in academics, be prepared for further learning, and develop a concept of self-worth in the process of becoming responsible ci zens who respect others.

Three-Year Data Comparison

Suspensions and Expulsions

This table shows the rate of suspensions and expulsions (the total number of incidents divided by the school’s total enrollment) for the most recent three-year period.

Suspension and Expulsion Rates

Ruth Brown ES Palo Verde USD

09-10 10-11 11-12 09-10 10-11 11-12

Suspension Rate 10% 8% 7% 19% 19% 21%

Expulsion Rate 0% <1% 0% 1% <1% <1%

Alice DeanNorman C. Guith, Ed.D.

Alfonso HernandezRobert E. Jensen

John Ulmer

2011-2012 Board of Trustees

4 2011-12 SARC • Ruth Brown Elementary School

2012-13 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

English-Language Arts Houghton Miffl in 2002

Mathema cs McGraw-Hill 2001

Science Pearson 2007

History-Social Science Houghton Miffl in 2006

2012-13 School Year

Quality of Textbooks

The following table outlines the criteria required for choosing textbooks and instruc onal materials.

Quality of Textbooks

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing board approved list? Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Educa on? Yes

Does every student, including English Learners, have access to their own textbooks and instruc onal materials to use in class and to take home? Yes

Availability of Textbooks and Instructional Materials

The following lists the percentage of pupils who lack their own assigned textbooks and instruc onal materials.

Percentage of Students Lacking

Materials by Subject

2012-13 School Year

Reading/Language Arts 0%

Mathema cs 0%

Science 0%

History-Social Science 0%

Visual and Performing Arts 0%

Foreign Language 0%

Health 0%

Textbooks and Instructional Materials

All textbooks used in the core curriculum throughout the Palo Verde Unifi ed School District are aligned to the California Curriculum Frameworks and Content Standards. Instruc onal materials for grades K-8 are selected from the State’s most recent list of standards-based materials and adopted by the State Board of Educa on. Instruc onal materials for grades 9-12 are approved by the Board of Trustees. The District follows the State Board of Educa on’s six-year adop on cycle for core con-tent materials. District textbook review and adop on ac vi es occur the year following the State’s adop on. Site-level and District-level commi ees meet to select textbooks and instruc onal materi-als. Every student including English Learners have access to their own textbooks and instruc onal materials.

On October 2, 2012, the Palo Verde Unifi ed School District Board of Trustees held a public hearing to cer fy the extent to which textbooks and instruc onal materials have been provided to students, including English Learners, in the district.

The Board of Trustees adopted a resolu on which cer fi es, as required by Educa on Code sec on 60119, that:

1. Each student in each school in the Palo Verde Unifi ed School District has a standards-aligned textbook or instruc onal materials, or both, to use in class and to take home,

2. Suffi cient textbooks and instruc onal materials were provided to each student, including Eng-lish Learners, that are aligned to the academic content standards and are consistent with the cycles and content of the Curriculum Frameworks in mathema cs, science, history-social sci-ence, and English-language arts, including the English language development component of an adopted program,

3. Suffi cient textbooks or instruc onal materials were provided to each pupil enrolled in foreign language or health classes, and

4. Suffi cient laboratory science equipment was provided for science laboratory classes off ered in grades 9-12, inclusive. The California Department of Educa on requires the most recent informa on to be provided regarding instruc onal materials; data collected and disclosed in this report regarding instruc onal materials was acquired in October 2012.

2012-13 School YearCurrency of Textbook Data

Data Collec on Date 10/2012

Currency of Textbook Data

This table displays the date when the textbook and instruc onal materials informa on was col-lected and verifi ed.

“All textbooks used in the core curriculum

throughout the Palo Verde Unifi ed School District are

aligned to the California Curriculum Frameworks

and Content Standards.”

2011

-12

SAR

C20

1112

SAR

C5Ruth Brown Elementary School • 2011-12 SARC

Spring 2012 Results

STAR Results by Student Group: English-Language Arts, Mathematics, and Science

Students Scoring at Profi cient or Advanced Levels

Group English-Language Arts Mathema cs Science

All Students in the District 34% 31% 33%

All Students at the School 33% 41% 29%

Male 32% 44% 27%

Female 35% 38% 32%

Black or African American 22% 24%

American Indian or Alaska Na ve

Asian

Filipino

Hispanic or La no 31% 39% 18%

Na ve Hawaiian or Pacifi c Islander

White 42% 52% 47%

Two or More Races

Socioeconomically Disadvantaged 28% 33% 16%

English Learners 13% 20% 0%

Students with Disabili es 17% 17%

Students Receiving Migrant Educa on Services

Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for sta s cal accuracy or to protect student privacy.

STAR Results for All Students

The Standardized Tes ng and Repor ng (STAR) results are evaluated and compared to state stan-dards using the following fi ve performance levels: Advanced (exceeds state standards); Profi cient(meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Profi cient or Advanced level meet state standards in that content area. The tables show the percentage of students that scored at Profi cient or Advanced levels in English-language arts, mathema cs, and science.

Three-Year Data ComparisonStudents Scoring at Profi cient or Advanced Levels

Ruth Brown ES Palo Verde USD California

Subject 09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12

English-Language Arts 38% 34% 33% 33% 34% 34% 52% 54% 56%

Mathema cs 47% 46% 41% 32% 34% 31% 48% 50% 51%

Science 39% 35% 29% 39% 35% 33% 54% 57% 60%

Standardized Testing and Reporting Program

The Standardized Tes ng and Report-ing (STAR) Program aims to iden fy strengths and weaknesses to improve student learning. STAR consists of several key tests that are designed for the student’s age and individual needs. These tests include: the California Standards Test (CST), California Modi-fi ed Assessment (CMA), and California Alternate Performance Assessment (CAPA).

The CSTs are mul ple choice tests in English-language arts, mathema cs, science, and history-social science for varying grade levels. Some grade levels also par cipate in an essay wri ng test. The CSTs are used to determine students’ achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject.

The CMA is a modifi ed assessment for students with disabili es who have an individualized educa on program (IEP). It is designed to assess those students whose disabili es prevent them from achieving grade-level profi ciency on an assessment of the content standards with or without accommoda ons.

The CAPA is an alternate assessment for students with signifi cant cogni ve disabili es who are unable to take the CST with accommoda ons or modifi ca- ons or the CMA with accommoda- ons.

For more informa on on the STAR program including tests, par cipa on, groups, and scores by grade level, please visit h p://star.cde.ca.gov/.

6 2011-12 SARC • Ruth Brown Elementary School

API Testing

Assessment data is reported only for numerically signifi cant groups. To be considered numerically signifi cant for the API, the group must have either: (1) at least 50 students with valid STAR Program scores who make up at least 15% of the total valid STAR Program scores, or (2) at least 100 students with valid STAR Program scores.

API Ranks

Schools are ranked in ten categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A “similar schools API rank” refl ects how a school compares to 100 sta s cally matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools API rank, for which informa on is available.

API Testing

Assessment data is reported only for numerically signifi cant groups. To be considered numerically signifi cant for the API, the group must have either: (1) at least 50 students with valid STAR Program scores who make up at least 15% of the total valid STAR Program scores, or (2) at least 100 students with valid STAR Program scores.

API Ranks

Schools are ranked in ten categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A “similar schools API rank” refl ects how a school compares to 100 sta s cally matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools API rank, for which informa on is available.

Three-Year Data Comparison

API Growth by Student Group

This table displays, by student group, fi rst, the 2012 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school.

2012 Growth API and Three-Year Data ComparisonAPI Growth by Student Group

Group

2012 Growth API Ruth Brown ES – Actual API ChangeRuth Brown ES Palo Verde USD California

Number of Students

Growth API

Number of Students

GrowthAPI

Number of Students

GrowthAPI 09-10 10-11 11-12

All Students 447 696 2,491 673 4,664,264 788 30 -18 -14

Black or African American 33 595 187 592 313,201 710

American Indian or Alaska Na ve 2 19 663 31,606 742

Asian 5 19 768 404,670 905

Filipino 1 15 911 124,824 869

Hispanic or La no 276 674 1,562 651 2,425,230 740 23 -16 -19

Na ve Hawaiian or Pacifi c Islander 1 5 26,563 775

White 129 769 682 738 1,221,860 853 62 -45 3

Two or More Races 0 1 88,428 849

Socioeconomically Disadvantaged 336 656 1,769 640 2,779,680 737 27 -26 -8

English Learners 84 653 419 597 1,530,297 716 32 -29 12

Students with Disabili es 31 516 273 461 530,935 607

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score refl ects the school, district or a student group’s performance level, based on the results of statewide tes ng. The state has set an API score of 800 as the statewide target.The annual API repor ng cycle consists of the Base and Growth API. The Base API begins the report-ing cycle and the results are released approximately a year a er tes ng occurs (e.g. The 2011 Base API is calculated from results of statewide tes ng in spring 2011, but the results are not released un- l May 2012). Growth API, calculates test results in the same fashion and with the same indicators

as the Base API but from test results of the following year (e.g. The 2012 Growth API is calculated from results of statewide tes ng in spring 2012 and released in September 2012). The year of the API corresponds to the year of tes ng. Therefore, for the 2011-12 API repor ng cycle, the 2011 Base indicator and 2012 Growth indicator are used. To represent how much a school’s API changed from 2011-12 (known as the 2011-12 API Growth), the 2011 Base API is subtracted from the 2012 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met.To learn more about API, visit the API informa on guide at www.cde.ca.gov/ta/ac/ap/documents/in-foguide12.pdf and the API overview guide at www.cde.ca.gov/ta/ac/ay/documents/overview12.pdf.

API Ranks

API Ranks

2009 2010 2011

Statewide API Rank 1 2 1

Similar Schools API Rank 1 1 1

Data are reported only for numerically signifi cant groups.

Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for sta s cal accuracy or to protect student privacy.

2011

-12

SAR

C20

1112

SAR

C7Ruth Brown Elementary School • 2011-12 SARC

2011-12 School Year

Adequate Yearly Progress

The No Child Le Behind (NCLB) Act requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in these four target areas:

1. Par cipa on rate on statewide assessments in English-language arts and mathema cs2. Percentage of students scoring profi cient on statewide assessments in English-language arts

and mathema cs3. API scores4. Gradua on rate for high schools

The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for 2011-12. For more informa on, visit www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Criteria

Ruth Brown ES Palo Verde USD

Met Overall AYP No No

AYP Criteria English-Language Arts Mathema cs English-

Language Arts Mathema cs

Par cipa on Rate Yes Yes Yes Yes

Percent Profi cient No No No No

API No No

Gradua on Rate Yes

2012-13 School Year

Federal Intervention Program

Districts and schools receiving Title I funding that fail to meet AYP over two consecu ve years in the same content area (English-language arts or mathema cs) or on the same indicator (API or gradua- on rate) can enter into Program Improvement (PI). Each addi onal year that the district or schools

do not meet AYP results in advancement to the next level of interven on. This table displays the 2012-13 Program Improvement status for the school and district. For more informa on, please visit www.cde.ca.gov/ta/ac/ay/.

Federal Intervention Program

Ruth Brown ES Palo Verde USD

Program Improvement Status In PI In PI

First Year of Program Improvement 2004-2005 2007-2008

Year in Program Improvement Year 5 Year 3

Number of Schools Iden fi ed for Program Improvement 5

Percent of Schools Iden fi ed for Program Improvement 71.40%

Not applicable. The gradua on rate for AYP criteria applies to high schools.

Professional Development

Con nued from le The District’s Curriculum Council meets periodically throughout the year to select textbooks and supplementary teaching materials based on the State standards. The Curriculum Council eval-uates the eff ec veness of textbooks and instruc onal materials, social de-velopment programs, and interven on program strategies. Serving as a liaison between the site and District advisory groups, site leadership team represen-ta ves provide valuable feedback and sugges ons to the Curriculum Council regarding instruc onal improvement and program implementa on to ensure students’ needs are met academically and socially.

For the past three years, the District has off ered three staff development buy-back days annually. During the 2009-2010 school year, teacher training ac vi es focused on English-Language Arts (Universal Access), wri ng, think-ing maps, and improving eff ec veness in the classroom.

Staff Development Training Topics:• Classroom Organiza on &

Management Program• Ge ng off to a Good Start• Professional Learning

Communi es• Universal Access• “Checking for Understanding”• Sexual Harassment• Response to Instruc on and

Interven on• Schoolwide Posi ve Behavior

Support• Math Interven on

During the last three years, Palo Verde Unifi ed School District con nued its Professional Learning Commi ees training. The PLC implementa on process is an ongoing journey toward improving student progress. Each PLC is comprised of teaching staff who regularly collaborate toward con nued improvement in mee ng students’ learning needs through a shared curriculum-focused vision. Topics of discussion include (1) collec ve lesson planning, (2) sharing instruc onal prac ces/experiences, and (3) team decision-making on essen al learning outcomes and interven on/enrichment ac vi es based on results of common forma ve student assessments.

Professional Development

Palo Verde Unifi ed School District combines eff orts with school site administra on to provide train-ing and curriculum development which revolves around the California State Curriculum Frameworks as well as Content Standards. Teachers align classroom curriculum to ensure that all students either meet or exceed State profi ciency levels.

Con nued on sidebar

8 2011-12 SARC • Ruth Brown Elementary School

2011-12 School Year

Three-Year Data Comparison

Three-Year Data Comparison

Teacher Qualifi cations

This table shows informa on about teacher creden als and teacher qualifi ca ons. More informa- on can be found by visi ng h p://data1.cde.ca.gov/dataquest/.

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authoriza on) and the number of vacant teacher posi ons (not fi lled by a single designated teacher assigned to teach the en re course at the beginning of the school year or semester). Please note: To-tal teacher misassignments includes the number of misassignments of teachers of English Learners.

No Child Left Behind Compliant Teachers

NCLB requires that all teachers of core academic subject areas be “highly qualifi ed.” In general, for a teacher to be considered highly qualifi ed, they must have a bachelor’s degree, an appropriate California teaching creden al, and have demonstrated competence for each core subject he or she teaches. The table displays data regarding NCLB compliant teachers from the 2011-12 school year. For more informa on on teacher qualifi ca ons related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

Teacher Credential Information

Palo Verde USD Ruth Brown ES

Teachers 11-12 09-10 10-11 11-12

With Full Creden al 150 26 25 25

Without Full Creden al 5 1 0 0

Teaching Outside Subject Area of Competence 3 0 0

Teacher Misassignments and Vacant Teacher Positions

Ruth Brown ES

Teachers 10-11 11-12 12-13

Teacher Misassignments of English Learners 0 0 0

Total Teacher Misassignments 0 0

Vacant Teacher Posi ons 0 0 0

No Child Left Behind Compliant Teachers

Percent of Classes in Core Academic Subjects

Taught by NCLB Compliant Teachers

Taught by Non-NCLB Compliant Teachers

Ruth Brown ES 95.83% 4.17%

All Schools in District 92.41% 7.59%

High-Poverty Schools in District 92.41% 7.59%

Low-Poverty Schools in District

Not applicable.

NCLB Note

High-poverty schools are defi ned as those schools with student par cipa on of approximately 40% or more in the free and reduced priced meals program. Low-poverty schools are those with student par cipa on of approximately 25% or less in the free and reduced priced meals program.

Academic Counselors and School Support Staff

This table displays informa on about academic counselors and support staff at the school and their full- me equiva-lent (FTE).

Academic Counselors

and School Support Staff Data

2011-12 School Year

Academic Counselors

FTE of Academic Counselors 0.000

Ra o of Students Per Academic Counselor

Support Staff FTE

Social/Behavioral or Career Development Counselors 0.330

Library Media Teacher (Librarian) 0.000

Library Media Services Staff (Paraprofessional) 0.825

Psychologist 0.330

Social Worker 0.000

Nurse 0.500

Speech/Language/Hearing Specialist 0.250

Resource Specialist (non-teaching) 0.000

Types of Services Funded

For the 2011-2012 school year, Ruth Brown Elementary received State and Federal funding for the following categorical, special educa on, and sup-port programs:

• Peer Assistance and Review• Title I• Drug/alcohol/tobacco Educa on• Economic Impact Aid/English

Learner Program• Title III Limited English Profi cient

Student Program This data is not yet available.

2011

-12

SAR

C20

1112

SAR

C9Ruth Brown Elementary School • 2011-12 SARC

Financial Data

The fi nancial data displayed in the SARC is from the 2010-11 fi scal year. The most current fi scal infor-ma on available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For more detailed fi nancial informa on, please visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.

2010-11 Fiscal Year

District Financial Data

This table displays district teacher and administra ve salary informa on and compares the fi gures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefi ts.

District Salary Data

Palo Verde USD Similar Sized District

Beginning Teacher Salary $37,844 $38,725

Mid-Range Teacher Salary $59,260 $59,717

Highest Teacher Salary $76,429 $77,957

Average Principal Salary (Elementary School) $90,328 $95,363

Average Principal Salary (Middle School) $101,347 $98,545

Average Principal Salary (High School) $111,644 $107,031

Superintendent Salary $146,964 $149,398

Teacher Salaries — Percent of Budget 35% 37%

Administra ve Salaries — Percent of Budget 6% 6%

2010-11 Fiscal Year

Financial Data Comparison

The following table displays the school’s per pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

Financial Data Comparison

Expenditures Per Pupil From

Unrestricted Sources

AnnualAverage Teacher

Salary

Ruth Brown ES $3,125 $56,547

Palo Verde USD $3,801 $57,464

California $5,455 $62,892

School and District — Percent Diff erence -17.8% -1.6%

School and California — Percent Diff erence -42.7% -10.1%

School Financial Data

The following table displays the school’s average teacher salary and a breakdown of the school’s expendi-tures per pupil from unrestricted and restricted sources.

School Financial Data

2010-11 Fiscal Year

Total ExpendituresPer Pupil $3,457

Expenditures Per Pupil From Restricted Sources $332

Expenditures Per Pupil From Unrestricted Sources $3,125

Annual Average Teacher Salary $56,547

“Our teachers and support staff go above and beyond in their efforts to assist the students in achieving academic success.”

2011-12 School Accountability Report Card — Published During the 2012-13 School Year

Data for this year’s SARC was provided by the California Department of Educa on (CDE), school and district offi ces. For addi onal informa on on California schools and districts, please visit DataQuest at h p://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffi ng, and data regarding English Learners. Addi onally, Ed-Data in partnership with the CDE, provides extensive fi nancial, demographic, and performance informa on about California’s public kindergarten through grade twelve school districts and schools. More informa on can be found at www.ed-data.k12.ca.us/Pages/Home.aspx. Per Educa on Code Sec on 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.All data accurate as of November 29, 2012.

Ruth Brown Elementary School