SARC Report for Point Vicente Elementary · 2016-02-01 · Point Vicente Elementary By February 1 of each year, every school in California is required by state law to publish a School

Point Vicente 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 Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate 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 2014-15 School Year

Published During 2015-16

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 , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, highschool 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. Beth Hadley, PrincipalPrincipal, Point Vicente Elementary

Point Vicente Elementary School is one of ten elementary schools in the Palos Verdes Peninsula Unified School District .We offer a rigorous and engaging educat ional program incorporat ing 21st Century Skills of collaborat ion, creat ivity, crit icalthinking, and communicat ion for each of our students from Transit ional Kindergarten through 5th Grade. We garnerstrength and knowledge from our diversity and both celebrate and share our uniqueness and our similarit ies. Point Vicenteprovides a safe, nurturing environment where character development supports our school community through The SixPillars of Character Educat ion: Trustworthiness, Respect, Responsibility, Fairness, Caring and Cit izenship. Point Vicenteprovides different iated opportunit ies allow ing each child to develop to their academic and social-emotional potent ial.

Point Vicente Elementary30540 Rue de La PierreRancho Palos Verdes, CA 90275-5364

Phone: 310-377-6972E-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: 1/28/2016


About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

District Contact Information - Most Recent Year

District Name Palos Verdes Peninsula Unified

Phone Number (310) 378-9966

Superintendent Donald Aust in, Ed.D.

E-mail Address [email protected]

Web Site www.pvpusd.net

School Contact Information - Most Recent Year

School Name Point Vicente Elementary

Street 30540 Rue de La Pierre

City, State, Zip Rancho Palos Verdes, Ca, 90275-5364

Phone Number 310-377-6972

Principal Ms. Beth Hadley, Principal

E-mail Address [email protected]

Web Site www.pvpusd.net

County-District-School (CDS) Code

19648656021315

School Description and Mission Statement - Most Recent YearSchool Description and Mission Statement - Most Recent Year

The Point Vicente Elementary School community is located in the city of Rancho Palos Verdes, situated on the Palos Verdes Peninsula’s south side.Expectat ions for students are molded by many groups working collaborat ively or in conjunct ion w ith each other. The Palos Verdes Peninsula Unified School DistrictBoard approves policies under which all students operate. At Point Vicente Elementary School, the School Site Council, PTA, English Language AdvisoryCommittee, and Staff meet regularly to determine goals for academics and behavior. Student learning focuses on the standards approved and adopted by theState of California and the PVPUSD Board of Educat ion. All children are expected to work and play under the regulat ions of the Student Behavior Code and theDisciplinary Guidelines as published in the Student-Parent Handbook each year.Staff and parents are apprised of student progress and best pract ices through EDLINE and One Drive, meetings, workshops, and in-services. Point Vicente staffand parents value: diversity, communicat ion, respect, life-long learning, problem-solving, creat ivity, and a safe nurturing environment where all children can learn. The families at Point Vicente put a high value on educat ion and most parents have advanced college degrees. The school populat ion is made up of nearly 400students represent ing diverse cultural backgrounds. Over fourteen languages are spoken on our campus. An English Language Learner (ELL) aide and part-t imeELL Teacher provides extra support to our limited English speaking students. The PVPUSD provides Transit ional Kindergarten (TK) sites to service the district ’spre-kindergarten populat ion. The TK sites are feeder schools to all of the district ’s elementary schools. In preparat ion for future demands, the community alsofeels it is important for students to have strong technological skills. A Library and Media Center is available to all students. The aide assistance is paid for by thePeninsula Educat ion Foundat ion (PEF), and supported by a large network of parent volunteers. Technological resources are available for all classrooms and used tosupport the Response-to-Intervent ion (RtI) program.The mission of Point Vicente Elementary is to offer a strong academic program for all students aligned w ith state standards provided by highly qualified,enthusiast ic teachers and supported by parents. Students w ill succeed in a posit ive learning environment that nurtures their emotional and physical well being,celebrates diversity, and promotes core character values.Point Vicente students cont inue to make adequate yearly progress and score w ithin the top 10% of the state in academic areas on Academic Performance Index(API) and Academic Yearly Performance (AYP) in all subgroup areas. Parents are act ively involved on campus, volunteering in classrooms and providing enrichmentopportunit ies for students. Teachers are committed to the school mission and exemplify life-long learning by receiving training on latest technological resources,textbook adopt ions, different iated instruct ional strategies, Response to Intervent ion (RtI) research and implementat ion strategies, and other choices in formal on-going educat ional pursuits.

2014-15 SARC - Point Vicente Elementary

Page 2 of 24


www.pvpusd.net


www.pvpusd.net



Student Enrollment by Grade Level (School Year 2014-15)Student Enrollment by Grade Level (School Year 2014-15)

Grade Level Number of Students

Kindergarten 72

Grade 1 50

Grade 2 63

Grade 3 55

Grade 4 65

Grade 5 68

Total Enrollment 373

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 50

10

20

30

40

50

60

70

80

Student Enrollment by Student Group (School Year 2014-15)Student Enrollment by Student Group (School Year 2014-15)

Student Group Percent of Total Enrollment

Black or African American 4.3 %

American Indian or Alaska Nat ive 0.0 %

Asian 27.0 %

Filipino 0.8 %

Hispanic or Lat ino 12.6 %

Native Hawaiian or Pacific Islander 0.5 %

White 40.6 %

Two or More Races 13.1 %

Socioeconomically Disadvantaged 8.3 %

English Learners 16.1 %

Students w ith Disabilit ies 12.3 %

Foster Youth 0.3 %

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Foster Youth

4%

27%

12%

40%

13%

8%

16%

12%


Page 3 of 24



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

2013-14

2014-15

2015-16

2015-16

With Full Credent ial 21 21 20 519

Without Full Credent ial 0 0 0 1

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

0 0 0 0

2013-14 2014-15 2015-160

5

10

15

20

25Teachers 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

Indicator2013-

142014-

152015-

16

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


Page 4 of 24

Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: October 2015

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 88.0% 12.0%

All Schools in District 96.0% 4.0%

High-Poverty Schoolsin District

0.0% 0.0%

Low-Poverty Schoolsin District

96.0% 4.0%

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

Subject Textbooks and Instructional Materials/year of Adoption

From MostRecent

Adoption?

Percent StudentsLacking Own

Assigned Copy

Reading/LanguageArts English/Language Arts, including the English language development component of an adopted

program - (list of adopted textbooks or instruct ional materials for this subject for each grade level orschool)

Grade K

Pract ice Book Student Edit ion, Level K, Houghton Mifflin, 2003

Grade 1

Student Anthology, Here We Go, Level 1, Houghton Mifflin, 2003

Student Anthology, Lets Be Friends Level 1.2, Houghton Mifflin, 2003

Student Anthology, Surprises, Level 1.3, Houghton Mifflin, 2003

Student Anthology, Treasures, Level 1.4, Houghton Mifflin, 2003

Grade 2

Student Anthology, Adventures, Level 2.1, Houghton Mifflin, 2003

Student Anthology, Delights, Level 2.2, Houghton Mifflin, 2003

Grade 3

Student Anthology, Rewards, Level 3.1, Houghton Mifflin, 2003

Student Anthology, Horizons, Level 3.2, Houghton Mifflin, 2003

Grade 4

Student Anthology, Tradit ions, Level 4, Houghton Mifflin, 2003

Grade 5

Student Anthology, Expedit ions, Level 5, Houghton Mifflin, 2003

Yes 0.0 %

MathematicsGrades K-5

Math in Focus, Singapore Math, Houghton Mifflin Harcourt, 2015

Yes 0.0 %

ScienceGrade K

California Science Big Book Flip Chart, Pearson-Scott Foresman, 2008

Grades 1-2

California Science, Pupil Edit ion, Pearson-Scott Foresman, 2008

Grades 3-5

California Science, Pupil Edit ion, MacMillan/McGraw-Hill, 2008

Yes 0.0 %


Page 5 of 24


History-SocialScience Grade K

History-Social Science for California, Pearson-Scott Foresman 2007

Grade 1

California Vistas, MacMillan/McGraw-Hill, 2007

Unit Big Book Package

Grade 2


Grade 3


Grade 4


Grade 5


Yes 0.0 %

Foreign Language 0.0 %

HealthGrade DK

Health and Wellness, McMillan/McGraw Hill, 2006

Grades K-5

Health and Fitness, Harcourt School Publishers, 2006

Yes 0.0 %

Visual andPerforming Arts Grades K-5

Making Music, Silver Burdett

Yes 0.0 %

Science LabEqpmt (Grades 9-12)

0.0 %


Page 6 of 24



School Facility Good Repair Status - Most Recent YearYear and month in which data were collected: January 2016

Overall Facility Rate - Most Recent YearYear and month in which data were collected: January 2016

School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

Information about the safety, cleanliness, and adequacy of school facilit ies, including the condit ion and cleanliness of the school grounds, buildings, and restroomsis available at the Palos Verdes Peninsula Unified School District Office. Addit ional information about the condit ion of the school's facilit ies may be obtained byspeaking w ith the school principal.

The Palos Verdes Peninsula Unified School District puts forth dedicated effort and resources to ensure that all schools are clean, safe, and funct ional. To assist inthis effort, the district uses a facility survey instrument developed by the State of California Office of Public School Construct ion. The results of this survey areavailable at the school office, or at the District office.

District maintenance staff and school staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a t imelymanner. An online work order process is used to ensure efficient service and that emergency repairs are givden the highest priority.

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 Good


Page 7 of 24


B. Pupil Outcomes

State Priority: Pupil Achievement

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

Statew ide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); andThe percentage of pupils 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. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

English Language Arts / Literacy (grades 3-8 and 11) 73.0% 76.0% 44.0%

Mathematics (grades 3-8 and 11) 81.0% 72.0% 33.0%


Page 8 of 24


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 for stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

CAASPP Assessment Results - English Language Arts (ELA) CAASPP Assessment Results - English Language Arts (ELA)

Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

ELA - Grade 3ELA - Grade 3

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 56 54 96.4% 4.0% 13.0% 31.0% 52.0%

Male 56 31 55.4% 6.0% 19.0% 29.0% 45.0%

Female 56 23 41.1% 0.0% 4.0% 35.0% 61.0%

Black or African American 56 2 3.6% -- -- -- --

American Indian or Alaska Nat ive 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 56 18 32.1% 0.0% 6.0% 39.0% 56.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 56 6 10.7% -- -- -- --

Nat ive Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

White 56 21 37.5% 5.0% 10.0% 29.0% 57.0%

Two or More Races 56 7 12.5% -- -- -- --

Socioeconomically Disadvantaged 56 4 7.1% -- -- -- --

English Learners 56 10 17.9% -- -- -- --

Students w ith Disabilit ies 56 2 3.6% -- -- -- --

Students Receiving MigrantEducat ion Services

0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 9 of 24






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 64 61 95.3% 8.0% 13.0% 16.0% 41.0%

Male 64 32 50.0% 16.0% 16.0% 25.0% 22.0%

Female 64 29 45.3% 0.0% 10.0% 7.0% 62.0%



Asian 64 19 29.7% 11.0% 0.0% 11.0% 37.0%

Filipino 64 2 3.1% -- -- -- --



White 64 24 37.5% 13.0% 17.0% 21.0% 50.0%

Two or More Races 64 5 7.8% -- -- -- --



Students w ith Disabilit ies 64 11 17.2% 18.0% 27.0% 0.0% 36.0%


0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 10 of 24






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 68 66 97.1% 11.0% 9.0% 44.0% 36.0%

Male 68 31 45.6% 10.0% 10.0% 42.0% 39.0%

Female 68 35 51.5% 11.0% 9.0% 46.0% 34.0%



Asian 68 23 33.8% 9.0% 13.0% 39.0% 39.0%

Filipino 68 2 2.9% -- -- -- --



White 68 23 33.8% 9.0% 4.0% 57.0% 30.0%

Two or More Races 68 7 10.3% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 11 of 24





CAASPP Assessment Results - Mathematics CAASPP Assessment Results - Mathematics

Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Mathematics - Grade 3Mathematics - Grade 3

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 56 54 96.4% 2.0% 4.0% 19.0% 76.0%

Male 56 31 55.4% 3.0% 3.0% 23.0% 71.0%

Female 56 23 41.1% 0.0% 4.0% 13.0% 83.0%



Asian 56 18 32.1% 0.0% 6.0% 6.0% 89.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 56 21 37.5% 0.0% 0.0% 29.0% 71.0%

Two or More Races 56 7 12.5% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 12 of 24






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 64 61 95.3% 7.0% 10.0% 25.0% 57.0%

Male 64 32 50.0% 13.0% 13.0% 19.0% 56.0%

Female 64 29 45.3% 0.0% 7.0% 31.0% 59.0%



Asian 64 19 29.7% 0.0% 0.0% 16.0% 84.0%

Filipino 64 2 3.1% -- -- -- --



White 64 24 37.5% 13.0% 8.0% 38.0% 42.0%

Two or More Races 64 5 7.8% -- -- -- --



Students w ith Disabilit ies 64 11 17.2% 27.0% 18.0% 27.0% 18.0%


0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 13 of 24






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 68 66 97.1% 12.0% 18.0% 24.0% 45.0%

Male 68 31 45.6% 10.0% 16.0% 23.0% 52.0%

Female 68 35 51.5% 14.0% 20.0% 26.0% 40.0%



Asian 68 23 33.8% 9.0% 13.0% 17.0% 61.0%

Filipino 68 2 2.9% -- -- -- --



White 68 23 33.8% 9.0% 22.0% 30.0% 39.0%

Two or More Races 68 7 10.3% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 14 of 24



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. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests Results by Student Group in Science (School Year 2014-15)

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. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests for All Students in Science – Three-Year ComparisonCalifornia Standards Tests for All Students in Science – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Science (grades 5, 8, and 10) 97.0% 93.0% 83.0% 89.0% 91.0% 87.0% 59.0% 60.0% 56.0%

Student Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 87.0%

All Students at the School 83.0%

Male 89.0%

Female 78.0%

Black or African American --

American Indian or Alaska Nat ive --

Asian 77.0%

Filipino --

Hispanic or Lat ino --

Nat ive Hawaiian or Pacific Islander --

White 95.0%

Two or More Races --

Socioeconomically Disadvantaged --

English Learners --

Students w ith Disabilit ies --

Students Receiving Migrant Educat ion Services --

Foster Youth --


Page 15 of 24


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 areas of English, mathematics, and 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 2014-15)California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

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

5 22.7% 25.8% 34.8%


Page 16 of 24


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

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

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

Numerous opportunit ies are offered for parents to be act ively involved in the school. Parents volunteer in the classrooms, library and on field trips. They teach Artat Your Fingert ips projects to all classes. Through the PTA and School Site Council they help make budget ing, schoolw ide safety and curriculum decisions. Parentsdirect the annual variety show, plan the Internat ional Day assembly w ith its related act ivit ies and an annual Fun'd Run. They sponsor fund-raisers to pay for buseson field trips, cultural assemblies, technological resources and classroom enhancements.


Page 17 of 24

Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Student Group

Graduating Class of 2014


All Students -- 100 84

Black or African American -- 103 76

American Indian or Alaska Nat ive -- 100 78

Asian -- 100 92

Filipino -- 96 96

Hispanic or Lat ino -- 101 81

Native Hawaiian or Pacific Islander -- 100 83

White -- 100 89

Two or More Races -- 100 82

Socioeconomically Disadvantaged -- 111 81

English Learners -- 92 50

Students w ith Disabilit ies -- 94 61

Foster Youth -- -- --


Page 18 of 24



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 - Most Recent Year

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Suspensions 2.2 0.5 0.0 1.3 1.5 1.0 5.1 4.4 3.8

Expulsions 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1

Suspensions

2012-13 2013-14 2014-150.0

1.0

2.0

3.0

4.0

5.0

6.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2012-13 2013-14 2014-150.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

The Comprehensive School Safety Plan is designed to address safety issues that are direct ly related to daily operat ion of the school. Its goals are to create a safeand effect ive school environment that maximizes learning and provides a place where students can focus on the academic program. The Comprehensive SchoolSafety Plan addresses ten areas:

1. Child Abuse Report ing and Procedures

2. Disaster Procedures

3. Policies Related to Suspension and Expulsion

4. Procedures Regarding Teacher Not ificat ion of Dangerous Students

5. Sexual Harassment Policy

6. Provisions of any School-W ide Dress Code

7. Procedures for Safe Ingress and Egress

8. A Safe and orderly Environment Conducive to Learning, including ant i-bullying/respect and social media educat ion (Internet)

9. Rules and Procedures on School Discipline

10. Hate Crime Report ing Procedures


Page 19 of 24


A copy of the Comprehensive School Safety Plan is available for public inspect ion, upon request, in the main office of the school.


Page 20 of 24




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.

Note: Cells w ith NA values do not require data.

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).

Academic Counselors and Other Support Staff (School Year 2014-15)

Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall Yes No

Met Part icipat ion Rate - English Language Arts Yes Yes

Met Part icipat ion Rate - Mathematics Yes Yes

Met Percent Proficient - English Language Arts N/A N/A

Met Percent Proficient - Mathematics N/A N/A

Met Attendance Rate N/A

Met Graduat ion Rate N/A Yes

Federal Intervention Program (School Year 2015-16)Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status Not in PI Not in PI

First Year of Program Improvement

Year in Program Improvement

Number of Schools Current ly in Program Improvement N/A 1

Percent of Schools Current ly in Program Improvement N/A 0.3%

2012-13 2013-14 2014-15

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 15.0 2 3 12.0 4 2 20.0 1 3

1 26.0 2 25.0 2 24.0 2

2 22.0 1 1 28.0 2 16.0 1 2

3 17.0 2 2 17.0 1 2 23.0 3

4 32.0 2 25.0 1 4 30.0 2

5 22.0 1 3 28.0 23 2 23.0 1 1 1

6

Other 6.0 1 5.0 1

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


Page 21 of 24



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

*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.

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

Academic Counselor

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

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) 0.9 N/A

Psychologist 0.6 N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist (non-teaching) 1.0 N/A

Other N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $5070.4 $380.3 $4690.2 $72102.1

District N/A N/A $8399.2 $72674.0

Percent Difference – School Site andDistrict

N/A N/A -40.0% -1.0%

State N/A N/A $5348.0 $71529.0

Percent Difference – School Site and State N/A N/A -43.0% 1.0%


Page 22 of 24


Types of Services Funded (Fiscal Year 2014-15)Types of Services Funded (Fiscal Year 2014-15)

For the 2013-14 school year, Palos Verdes Peninsula Unified School District spent an average of $8,193.40 to educate each student (based on 2013-14 auditedfinancial statements). The figures shown in the table below reflect the direct cost of educat ional services, per ADA, excluding food services, facilit ies acquisit ionand construct ion, and certain other expenditures. This calculat ion if required by law annually and compared to other districts statew ide. In addit ion to generalfund state funding, Palos Verdes Peninsula Unified receives federal, state and local funding for special programs. For the 2013-14 school year, the District receivedapproximately $898.46 per student in federal, state and local aid for the follow ingcategorical, special educat ion and support programs:

Tit le I

Special Educat ion IDEA Local Assist

Special Educat ion IDEA Preschool

Special Educat ion IDEA Preschool Local Ent it lement

Special Educat ion IDEA Mental Health

Special Educat ion IDEA Preschool Staff Development

Vocat ional Educat ion

Tit le II, Part A

Tit le III

Lottery

Special Educat ion

Special Educat ion Mental Health Services

Special Educat ion Personnel Staff Development

State Preschool Grant

Tobacco Use Prevent ion Educat ion (TUPE) 6-12, Cohort G, T ier II

Common Core State Standards

Music Donat ion Grant

Project Lead the Way

Confidence Foundat ion

Special Children's League

Teacher and Administrative Salaries (Fiscal Year 2013-14)Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $48,141 $43,062

Mid-Range Teacher Salary $70,998 $67,927

Highest Teacher Salary $88,056 $87,811

Average Principal Salary (Elementary) $105,073 $110,136

Average Principal Salary (Middle) $112,451 $115,946

Average Principal Salary (High) $124,729 $124,865

Superintendent Salary $228,731 $211,869

Percent of Budget for Teacher Salaries 41.0% 39.0%


Page 23 of 24



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

Professional Development – Most Recent Three Years

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

140000

Professional Development for the 2014-2015 school year focused on the implementat ion of the teaching and learning strategies associated w ith the CommonCore State Standards. All teachers, K-12 have been developing an understanding of close reading strategies, depth of knowledge, project-based learning, cognit ive guided instruct ion, designing lessons/assessments,and implementing curriculum support ing the standards. Teachers have been provided opportunit ies to observe lessons taught by colleagues and district TOSAs. Curriculum mapping andteacher art iculat ion has been a significant part of the Professional Development. There has been an effort to provide SBAC training and pract ice for teachers and students regarding performance tasks in both English LanguageArts and Mathematics.


Page 24 of 24

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

Documents

SARC Report for Point Vicente Elementary · 2016-02-01 · Point Vicente Elementary By February 1 of each year, every school in California is required by state law to publish a School