SARC Report for Merritt Trace ElementaryMerritt Trace Elementary ... (e.g., test data, enrollment, high school graduates, dropouts, ... which includes the Smarter Balanced · 2018-1-31

Merritt Trace Elementary

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies toaddress state and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (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 addit ional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2016-17 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates,dropouts, course enrollments, staffing, and data regarding English learners).

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Ms. Maria Rodriguez, PrincipalPrincipal, Merritt Trace Elementary

Trace Elementary offers a balanced K-5 Academic, Social Emotional Development, Visual, and Performing Arts program inpreparat ion for a college bound generat ion. This provides students w ith unique opportunit ies to integrate the academicCommon Core State Standards through art, drama, vocal music, orchestra, and band while developing their interpersonalskills and strengthening their self confidence. In order for our students to thrive in a safe learning environment, wecont inue to develop our Posit ive Behavior Intervent ions and Supports (PBIS) program. All students and school staff areexpected to follow the Three Bs: Be Respectful, Be Responsible and Be Safe. Trace believes in working w ith our familiesin order to support our students as learners and young cit izens. As a result , Trace has been implementing a school-w ideparent involvement program, Volunteers In Act ion (VIA). VIA provides pathways for parents to support students in theireducat ion at home, in the classroom, and at school-w ide events. In our efforts to promote a college bound generat ion,In 2010, Trace added Two-Way Bilingual Immersion classes as a choice for English and Spanish speaking students. Itprovides intense instruct ion allow ing part icipat ing students to become bilingual, bi-literate, and bi-cultural over the courseof six years.

Merrit t Trace Elementary651 Dana Ave.San Jose, CA 95126-2003

Phone: 408-535-6257E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/11/2018

About This School

Contact Information (School Year 2017-18)Contact Information (School Year 2017-18)

District Contact Information (School Year 2017-18)

District Name San Jose Unified

Phone Number (408) 535-6000

Superintendent Nancy Albarrán

E-mail Address [email protected]

Web Site http://www.sjusd.org

School Contact Information (School Year 2017-18)

School Name Merritt Trace Elementary

Street 651 Dana Ave.

City, State, Zip San Jose, Ca, 95126-2003

Phone Number 408-535-6257

Principal Ms. Maria Rodriguez, Principal

E-mail Address [email protected]

Web Site http://www.sjusd.org/trace/

County-District-School(CDS) Code

43696666048656

School Description and Mission Statement (School Year 2017-18)School Description and Mission Statement (School Year 2017-18)

Trace Elementary offers a balanced K-5 Academic, Social Emotional Development, and Visual, and Performing Arts (VPA) program in preparat ion for a collegebound generat ion. This provides students w ith unique opportunit ies to integrate the academic Common Core State Standards through art, drama, vocal music,orchestra, and band while developing their interpersonal skills and strengthening their self-confidence. Our Mission and Vision are:

Our visionPreparing today’s students to be the thinkers, leaders, and creators of tomorrow.

Our missionUnit ing as one community, we elevate opportunit ies for all.

Our current school goals are as followed:

70% of K-2 students w ill perform above expectat ion on CPAA40% of 3-5 students w ill perform at or above on Achieve 300080% of K-2 students w ill perform at or above on CPAA40% of 1-5 students w ill perform at or above on Math Unit Assess.80% of EL w ill grow 1 CELDT level per year80% of students eligible for Reclassificat ion w ill reclassify10% increase in Caring Environment15% reduct ion of suspensions

In order for us to monitor the progress towards goals, we review our Dist irct CPAA data, Achieve 3000 data, Lexia, SBAC and climate survey results. We reviewour data w ith our School Site Council as noted in our School Plan:

SPSA draft for Approval was finalized and apporved by SSC members on October 20, 2017. Prior to the apporval, the SPSA was shared and discussed w ith staff,SELAC and Leadership.

2017-2018 School Year:Parent Link and Flyers w ill be sent out the week of September 25thNotices w ill be added to the school website and include minutes from SSC and SELAC October 11, 2017 families provided the opportunity to preview the SPSA (15 parents)October 11, 2017 families were not ified that a copy is available in the main office and parent room, K3October 11, 2017 families invited to attend the first SSC meeting October 16, K3 at 9am

2016-17 SARC - Merritt Trace Elementary

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http://www.sjusd.org


http://www.sjusd.org/trace/


October 16, 2017 SSC, the SPSA was presented to families and Staff (9 members)October 17, 2017 SELAC, the SPSA was presneted to families of EL's ( 9 parents)October 19, 2017 Leadership, the SPSA was presneted to the school leardership team (7 members)Ocotber 20, 2017 SSC members voted to approve the new changes and revisions to the SPSA (10 members)Novmeber 3, 2017 Present Most recent SPSA to the community at our monthly Principal's CoffeeNovember 28, 2017 Sent out SPSA schoolw ide for recommendations and feedbackDecember 18, 2017 Presented updated SPSA w ith adjusted numbers due to miscalcualt ions and delet ion of items that released funding for intervetnionDecember 18, 2017 Needs Assessment was completed w ith the SSC members, SELAC President noted that families are request iong a homework club/supportafter schoolDecember 19, 2017 SPSA was presented again to SELAC and reviewed the updates and asked for input from families.

The goals w ill be monit ired after each assessment period:

Next CPAA Test ing W indowsWinter: 2/12-16Pre Spring: 3/26-30Spring: May 14-18

Achieve Level Set: Jan 22-26

Climate SurveyStudent Survey W indow: Jan. 29, 2018 to Feb. 2, 2018Staff Survey W indow: Jan. 22, 2018 to Feb. 2, 2018Parent Survey W indow: Jan. 22, 2018 to Feb. 9, 2018

SBAC: Results provided after Spring 2018


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Student Enrollment by Grade Level (School Year 2016-17)Student Enrollment by Grade Level (School Year 2016-17)

Grade Level Number of Students

Kindergarten 151

Grade 1 153

Grade 2 149

Grade 3 181

Grade 4 163

Grade 5 167

Total Enrollment 964

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 50

25

50

75

100

125

150

175

200

Student Enrollment by Student Group (School Year 2016-17)Student Enrollment by Student Group (School Year 2016-17)

Student Group Percent of Total Enrollment

Black or African American 4.0 %

American Indian or Alaska Nat ive 0.0 %

Asian 2.7 %

Filipino 1.7 %

Hispanic or Lat ino 68.0 %

Native Hawaiian or Pacific Islander 0.3 %

White 19.0 %

Two or More Races 4.7 %

Other -0.4 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 56.0 %

English Learners 40.0 %

Students w ith Disabilit ies 8.0 %

Foster Youth 0.5 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2015-16

2016-17

2017-18

2017-18

With Full Credent ial 39 46 42 1427

Without Full Credent ial 0 1 0 34

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0 11

2015-16 2016-17 2017-180

10

20

30

40

50Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2015-

162016-

172017-

18

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2015-16 2016-17 2017-18-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Year and month in which the data were collected: January 2018

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18)

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

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own Assigned

Copy

Reading/Language ArtsElementary Core Curriculum

Yes 0.0 %

Mathematics Yes 0.0 %

Science Yes 0.0 %

History-Social Science Yes 0.0 %

Foreign Language Yes 0.0 %

Health Yes 0.0 %

Visual and Performing Arts Yes 0.0 %

Science Lab Eqpmt (Grades9-12)

N/A N/A 0.0 %


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https://sjusd.box.com/s/tmbewhumurg2z1crooxg5gg2cwijtqo6



School Facility Good Repair StatusYear and month of the most recent FIT report: September 2017

Overall Facility RateYear and month of the most recent FIT report: September 2017

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

In an efforet to maintane a and ensure that students are provided w ith a clean, safe, and funct ional learning environment the school:

Age of School Buildings: This school has 41 classrooms, a mult ipurpose room, a library, and an administrat ion building. The main campus was rebuilt in 2010 after aschool fire. There are 9 portable classrooms on the main campus, and 6 in our Kinder World. These were added to support the increase in enrollment and ourvisual and performing arts program.

Maintenance and Repair: LEA maintenance staff ensures that the repairs necessary to keep the school are in good repair and working order. They come to theschool once a work order is placed or to do regular inspect ions. These are completed in a t imely manner.

Cleaning Process and Schedule: The LEA governing board has adopted cleaning standards for all schools in the LEA. A summary of these standards is available atthe school office, at the LEA office, or on the SJUSD BOX folder. The principal works daily w ith the custodial staff to develop cleaning schedules to ensure a cleanand safe school.

Modernizat ion Projects: During the 2017-2018 school year, local bond funds Measure H, and state matching funds w ill be used to install solar panels, upgrading theplay structures, security cameras, interact ive boards in the classrooms and a digital marquee. These projects are to be completed by Summer of 2018.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Exemplary


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. Only eligible students may part icipate in the administrat ion of the CAAs. CAAs items arealigned w ith alternate achievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith the most significant cognit ivedisabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

CAASPP Test Results in ELA and Mathematics for All StudentsCAASPP Test Results in ELA and Mathematics for All Students

Grades Three through Eight and Grade Eleven Grades Three through Eight and Grade Eleven (School Year 2016-17)(School Year 2016-17)

Subject

Percentage of Students Meeting or Exceeding the State Standards

School District State

2015-16 2016-17 2015-16 2016-17 2015-16 2016-17

English Language Arts / Literacy (grades 3-8 and 11) 38% 40% 54% 53% 48% 48%

Mathematics (grades 3-8 and 11) 33% 30% 42% 42% 36% 37%


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Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2016-17)Grades Three through Eight and Grade Eleven (School Year 2016-17)

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 503 486 96.62% 40.33%

Male 260 254 97.69% 41.73%

Female 243 232 95.47% 38.79%

Black or African American 17 16 94.12% 37.50%

American Indian or Alaska Nat ive -- -- --

Asian 17 15 88.24% 80.00%

Filipino -- -- --

Hispanic or Lat ino 362 352 97.24% 31.25%

Native Hawaiian or Pacific Islander -- -- --

White 74 71 95.95% 66.20%

Two or More Races 20 20 100.00% 70.00%

Socioeconomically Disadvantaged 305 298 97.70% 27.85%

English Learners 244 237 97.13% 25.74%

Students w ith Disabilit ies 48 47 97.92% 14.89%

Students Receiving Migrant Educat ion Services

Foster Youth -- -- -- --


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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e.,achieved Level 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2016-17)Grades Three through Eight and Grade Eleven (School Year 2016-17)

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 504 493 97.82% 30.43%

Male 261 258 98.85% 34.50%

Female 243 235 96.71% 25.96%

Black or African American 17 16 94.12% 31.25%

American Indian or Alaska Nat ive -- -- --

Asian 17 16 94.12% 68.75%

Filipino -- -- --

Hispanic or Lat ino 363 357 98.35% 23.25%

Native Hawaiian or Pacific Islander -- -- --

White 74 71 95.95% 50.70%

Two or More Races 20 20 100.00% 55.00%

Socioeconomically Disadvantaged 306 304 99.35% 19.41%

English Learners 245 243 99.18% 18.93%

Students w ith Disabilit ies 48 47 97.92% --

Students Receiving Migrant Educat ion Services

Foster Youth -- -- -- --


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Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

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 stat ist icalaccuracy or to protect student privacy.

Note:The 2016-17 data are not available. The California Department of Educat ion is developing a new science assessment based on the Next Generat ion ScienceStandards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science w ill no longer beadministered.

Career Technical Education Programs (School Year 2016-17)

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Grades Five, Eight and TenGrades Five, Eight and Ten

Subject

Percentage of Students Scoring at Proficient or Advanced


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Science (grades 5, 8, and 10) 49.0% 39.0% 57.0% 55.0% 56% 54%

N/A

Career Technical Education Participation (School Year 2016-17)Career Technical Education Participation (School Year 2016-17)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 0

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma --

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion --

Courses for University of California (UC) and/or California State University (CSU) AdmissionCourses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2016-17 Pupils Enrolled in Courses Required for UC/CSU Admission 0.0%

2015-16 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0%


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical educat ion

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2016-17)California Physical Fitness Test Results (School Year 2016-17)

Grade Level

Percentage of Students Meeting Fitness Standards

Four of Six Fitness Standards Five of Six Fitness Standards Six of Six Fitness Standards

5 30.3% 23.0% 11.5%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (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 (School Year 2017-18)Opportunities for Parental Involvement (School Year 2017-18)

Trace Elementary School provides opportunit ies for all parents to part icipate, including parents w ith limited English proficiency, parents w ith disabilit ies, and parentsof migratory students. This includes providing information and school reports in a form and language parents understand.

Parents are not ified of act ivit ies through newsletters, flyers, email, Parent Link, Trace website, and phone calls. Trace School provides translat ion at parentmeetings. English and Spanish copies are made of school newsletters, Family Literacy Nights, other flyers and report cars to provide access to school information.Parent conferences are translated when necessary. Free babysitt ing provided when available.

Parents are encouraged to part icipate in the follow ing roles:

Parent Organizat ions:Trace is very fortunate to have a dedicated Parent Teacher Organizat ion (PTO) whose primary object ive is to support Trace’s student ’s educat ion throughfundraising and community efforts. This forum discusses ideas and suggest ions that benefit all students and their families at Trace. The PTO collaborates andworks hard w ith the community to raise funds for three important areas: educat ional programs, performing arts program, teacher/staff support, and general Tracecommunity events. Please join the PTO at https://tracepto.wordpress.com

School English Learners Advisory Council (SELAC):SELAC is composed of teachers and parents whose main concerns are the welfare of students who are English language learners. SELAC is a school-basedcommittee whose purpose is to provide advice to the principal and staff regarding programs and services for English learners and to provide information toparents. Information is sent out to families in August of every school year. Part icipants are nominated for 1 year term by the school community.

School Site Council (SSC)The major funct ion of the School Site Council (SSC) is to plan, monitor, and evaluate the act ivit ies and expenditures for all school programs. The SSC isresponsible for the development, revision and monitoring of the Single Plan for Student Achievement, and overall school site budget including any state andfederal categorical funds. SSC meetings are open to the public. Information is sent out to families in August of every school year. Part icipants are nominated for 2year term by the school community.

Volunteers Volunteers in Act ion (VIA) encourage you to volunteer at Trace!Trace’s ability to foster an act ive and welcoming school environment is based part ly on our volunteers. Please start thinking about how you can cont inue tosupport our amazing students by signing up to help. We know that every family has different schedules and family demands, so we appreciate and value theimportant role that all of our volunteers play in the success of our school. If families are planning on volunteering at the school more than 1 t ime during the schoolyear, they w ill be considered a long-term volunteer and are subject to the follow ing District requirements:

They are required to place an applicat ion to become a volunteer, make sure TB test is taken w ithin the last 60 days or have chest x-ray results (if applicable) andmake an appointment for fingerprints taken by SJUSD at a nominal fee of $10. Fingerprint results from other agencies or educat ional inst itutes are non-transferable; therefore, they w ill be required to take their fingerprints through SJUSD. Returning long-term volunteers are not required to be fingerprinted again,however, they must fill out a returning volunteer form annually. Contact person on site is our school's parent Liaison or secretary, at 408-535-6257.


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State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 11.5% 10.7% 9.7%

Graduat ion Rate 0.0% 0.0% 0.0% 85.9% 85.4% 87.7% 81.0% 82.3% 83.8%

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


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Completion of High School Graduation Requirements - Graduating Class of 2016 Completion of High School Graduation Requirements - Graduating Class of 2016

(One-Year Rate)(One-Year Rate)

Student Group School District State

All Students -- 88.4% 87.1%

Black or African American -- 85.0% 79.2%

American Indian or Alaska Nat ive -- 100.0% 80.2%

Asian -- 97.9% 94.4%

Filipino -- 90.6% 93.8%

Hispanic or Lat ino -- 83.4% 84.6%

Native Hawaiian or Pacific Islander -- 92.3% 86.6%

White -- 93.8% 91.0%

Two or More Races -- 91.3% 90.6%

Socioeconomically Disadvantaged -- 90.5% 85.5%

English Learners -- 52.6% 55.4%

Students w ith Disabilit ies -- 57.1% 63.9%

Foster Youth -- -- --


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2017-18)

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

Suspensions 4.0% 3.5% 2.7% 3.5% 3.7% 3.6% 3.8% 3.7% 3.7%

Expulsions 0.0% 0.0% 0.0% 0.1% 0.0% 0.1% 0.1% 0.1% 0.1%

Suspensions

2014-15 2015-16 2016-170.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5School Suspensions

District Suspensions

State Suspensions

Expulsions

2014-15 2015-16 2016-170.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

The school’s safety plan is updated every year in the fall.

Known for its clean, safe and secure campus, the school is located in front of one of San Jose's oldest and most respected parks; The Rose Garden. The facultyand staff take great pride to promote an environment that follows the District 's zero tolerance policy. It is free of drugs, alcohol, gang influence, conflict , andviolence. The school prides itself on its School Safety plan that is regularly reviewed and updated. The last safety plan was updated in August 2017. Our staffmonitors the playground before the start of school and immediately after dismissal. There is a crossing guard to help children cross the streets and a bus monitorto assist w ith transportat ion. Monthly fire drills, regular disaster and earthquake drills are held throughout the school year. Posit ive Behavior Support PBS andProject Cornerstone programs are in place to teach respectful and safe behaviors that create opportunit ies for character building.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Average Class Size and Class Size Distribution (Elementary)

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

Federal Intervention Program (School Year 2017-18)Federal Intervention Program (School Year 2017-18)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2009-2010 2009-2010

Year in Program Improvement Year 5 Year 3

Number of Schools Current ly in Program Improvement N/A 16

Percent of Schools Current ly in Program Improvement N/A 61.5%

2014-15 2015-16 2016-17

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

K 26.0 1 5 0 29.0 0 6 0 29.0 0 5 0

1 29.0 0 6 0 27.0 0 5 0 28.0 0 5 0

2 29.0 0 5 0 28.0 0 7 0 27.0 0 5 0

3 25.0 1 7 0 29.0 0 5 0 27.0 0 7 0

4 30.0 0 5 0 28.0 0 7 0 29.0 0 5 0

5 30.0 0 6 0 30.0 0 5 0 25.0 0 8 0

6 0.0 0 0 0 0.0 0 0 0 0.0 0 0 0

Other 7.0 1 0 0 0.0 0 0 0 0.0 0 0 0


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* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information isreported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2016-17)


*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2014-15 2015-16 2016-17

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English

Mathematics

Science

Social Science

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 0.0 0.0

Counselor (Social/Behavioral or Career Development) 2.0 N/A

Library Media Teacher (Librarian) 0.0 N/A

Library Media Services Staff (Paraprofessional) 0.5 N/A

Psychologist 0.3 N/A

Social Worker 0.0 N/A

Nurse 0.5 N/A

Speech/Language/Hearing Specialist 0.4 N/A

Resource Specialist (non-teaching) 4.4 N/A

Other 0.1 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16)

Level Total Expenditures Per PupilExpenditures Per Pupil

(Restricted)Expenditures Per Pupil

(Unrestricted) Average Teacher Salary

School Site $10253.1 $2646.3 $7606.8 $72702.7

District N/A N/A $8016.2 $72711.6

Percent Difference – School Site and District N/A N/A -5.2% 0.0%

State N/A N/A $6574.0 $79228.0

Percent Difference – School Site and State N/A N/A 14.6% -8.6%


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

Types of Services Funded (Fiscal Year 2016-17)Types of Services Funded (Fiscal Year 2016-17)

2016-2017:

Capstone Library w ill provide addit ional access to more skill level appropriate reading materials to students w ith limited access to books at home. (Principal andTSC)

Targeted intervetnion support for struggling students in ELA/SLA, and ELD during the instruct ional day.

Provide addit ional intervent ions before and after school to those students who are below expectat ion as shown in the CPAA and Achieve 3000 assessments inthe fall and spring by cert ificated staff for 8 week sessions (16 teachers, 8 in fall and 8 in spring)

Extra duty for cert ificated staff members to provide small group intervent ions for targeted students that have had no growth in CELDT.

Subs for teachers to attend PD's and School Visits that support Achieve 3000, Lucy Calkins, Early LItercy, and ELD

Three 1/2 day Grade Level Collaborat ion sessions, all teachers and Instruct ional coach w ill plan units for implementat ion of the CCSS using the ELA/SLA curriculum,through systematic teaching. (DI) Administrators w ill conduct a variety of evaluat ive walk throughs to insure the scope and sequence is effect ively followed.

TWBI teachers, instruct ional coach and principal w ill attend the summer ATLDE Conference to collaborate w ith dual language teachers from around the nat ion onbest pract ices and latest research on instruct ing English Learners. Those attending w ill share and provide professional development to the rest of the staff.Administrators w ill conduct a variety of walkthroughs to assure implementat ion of best pract ices for working w ith English Learners.

Provide parent ing classes and training to educate parents on best parent ing pract ices. (Parent Liaison & Principal)

Award Assemblies Ribbons/Recognit ion to recognize and reinforce posit ive behaviors at school and student achievment.

Teacher and Administrative Salaries (Fiscal Year 2015-16)Teacher and Administrative Salaries (Fiscal Year 2015-16)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $53,358 $47,808

Mid-Range Teacher Salary $77,532 $73,555

Highest Teacher Salary $93,642 $95,850

Average Principal Salary (Elementary) $103,741 $120,448

Average Principal Salary (Middle) $108,855 $125,592

Average Principal Salary (High) $117,012 $138,175

Superintendent Salary $263,799 $264,457

Percent of Budget for Teacher Salaries 33.0% 35.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

100000

Principal Salary Chart

120000


Page 19 of 21

http://www.cde.ca.gov/ds/fd/cs/


Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000


Page 20 of 21




*Where there are student course enrollments of at least one student.

Professional Development

Advanced Placement (AP) Courses (School Year 2016-17)Advanced Placement (AP) Courses (School Year 2016-17)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 0 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 0 N/A

All Courses 0 0.0%

Staff development is ongoing. District-w ide, there are three major staff development days per year. The focus of the training is based on the specific need andarea of emphasis for the year. In addit ion to those, teachers at Trace init iate ongoing professional development. The school is very support ive in funding trainingfor staff members in relat ive areas. The school has Resource Teachers and instruct ional coaches who work w ith all of our teachers, part icularly our new teachersto provide them w ith instruct ional strategies and curriculum planning that w ill enhance their teaching. Professional Development takes place both on-site anddistrict-w ide. Teachers part icipated in Direct Instruct ion training for three days provided by the Central Office. Instruct ional coaches coach classroom teachers inDirect Instruct ion implementat ion and planning. At the site, teachers received addit ional training in Thinking Maps focusing on different iat ing instruct ion andspecifically addressing the needs of English Learners. The staff receives one whole day and six one-hour sessions throughout the year for on site professionaldevelopment. Teachers have had the opportunity to strengthen their instruct ional skills around Thinking Maps, English Language Development, Posit ive BehaviorIntervent ions Systems, Intervent ion, Blended Learning Programs, Writers Workshop, PBIS, Early Lit and Stepping Stones (math). Each grade level also part icipatesin a release day to collaborate and plan using the Common Core State Standards and Direct Instruct ion.


Page 21 of 21

Documents

SARC Report for Merritt Trace ElementaryMerritt Trace Elementary ... (e.g., test data, enrollment, high school graduates, dropouts, ... which includes the Smarter Balanced · 2018-1-31