Travis Ranch · Travis Ranch School is committed to collaboratively achieving academic excellence for every child building toward literacy, 21st-century skills, and college and career

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Placentia-Yorba Linda USD

Travis Ranch School

2014-15 School Accountability Report Card

Published in 2015-16

Cindy Freeman Principal

[email protected]

5200 Via de la Escuela Yorba Linda, CA 92887

Grades: K-8 Phone: (714) 986-7460

www.travisranchschool.org

CDS Code: 30-66647-6106009

Para español, visita: www.pylusd.org

Doug Domene, Superintendent • [email protected] • Phone: (714) 986-7000

Placentia-Yorba Linda Unified School District • 1301 East Orangethorpe Avenue Placentia, CA 92870 • www.pylusd.org

2

Governing BoardEric Padget, President

Judi Carmona, Vice President

Karin Freeman, Clerk

Carrie Buck, Trustee

Carol Downey, Trustee

Superintendent’s MessageDear PYLUSD community,

Orange County historians tell us that the Placentia School District dates back to 1878; Yorba Linda School District formed about 40 years later in 1911. Pioneers in those early years established one-room school-houses, and with courage, hard work, and clear vision, laid the foundation for the present-day award-winning education system that we enjoy. I am incredibly proud to serve the Placentia-Yorba Linda Unified School Dis-trict as superintendent. Our educational heritage gives me much to be thankful for, as well as a keen desire to be a good steward of all that our schools and students represent and have achieved. Inspired by the past, I welcome all of you to join with me in continuing to build our school communities and equip our students for the future.

In the spirit of building toward the future, our district has undertaken some very important work. We launched The PYLUSD Advantage, a pivotal and significant five-year commitment and plan of action for our school dis-trict. Providing a framework for aligning our organization around core values, The PYLUSD Advantage guides our decision-making, aligns the priorities in our programs, and ultimately ensures that all of our students will receive an outstanding and comprehensive education.

People—our students, first and foremost; our district employees; families; and others in our supportive com-munity—are the heart and soul of the Placentia-Yorba Linda Unified School District. That is clear. To safe-guard this vital commitment and to provide a foundation of educational excellence, we have identified five key Focus Areas.

• AcademicAchievement:We will expect all students to demonstrate academic achievement in order to emerge college and career ready.

• EffectiveInstructionandLeadership: We will continue to support a dynamic and high-quality instructional program to build lifelong habits of learning.

• EngagedCommunity:We will establish a culture that encourages positive relationships among our students, staff, and parents as well as educational and business partners.

• SafeandRespectfulEnvironment:We will foster a safe and respectful atmosphere to promote the emotional health, safety and well-being of students, staff, and parents.

• Optimized Resources:We will ensure that all fiscal and capital resources maximize educational opportunities.

The 2015-16 school year provides us an opportunity to write another chapter of new successes and legacy in the history of our school district. We are grateful for the support of each of you—students, staff members, parents, and the community—as we embark on this important work and look forward with much anticipation to a wonderful year.

Sincerely,

Doug Domene, Ed.D. Superintendent

PYLUSD: Where...

CollaborationCommunicationCritical Thinking

CreativityDigital Citizenship

DiscoveryExcellenceInnovationTeamworkThe Future

Happens!

Placentia-Yorba Linda Unified School District Core ValuesWhat We Stand For and Represent

Excellence

We relentlessly pursue excellence in all academic and organizational endeavors.

Collaboration

We work together with all members of our school community to ensure student success.

Integrity

We foster relationships that promote respect, service, and honesty to ensure the well-being of all students.

Innovation

We embrace a culture that celebrates ingenuity and inspires intellectual exploration.

District Mission StatementWe hold high expectations for all students through rigorous and relevant educational experiences that challenge them to become responsible, ethical, and engaged citizens.

District Vision StatementWe are committed to being a dynamic learning community that prepares each and every student for success now and in the future.

3Travis Ranch SchoolSARC

School Vision StatementTravis Ranch School is committed to collaboratively achieving academic excellence for every child building toward literacy, 21st-century skills, and college and career readiness. We inspire passion for lifelong learning, achievement of personal goals and global citizenship.

School Mission StatementThe mission of Travis Ranch School is to cultivate students who demonstrate:

• Communication: Respecting the ideas of others and expressing their own clearly.

• Collaboration:Engaging effectively in a variety of cooperative settings, fulfilling individual responsibilities, and respecting multiple perspectives.

• Criticalthinking: Demonstrat-ing effective decision-making and problem-solving skills that value evidence.

• Creativity: Expressing intellectual courage through original thought, artistic expression, and innovation, leading toward an entrepreneurial spirit.

• Citizenship: Developing integrity while recognizing and positively contributing to our local and global community.

School Accountability Report Card

In accordance with state and federal requirements, the School Accountability

Report Card (SARC) is put forth annually by all public schools as a tool

for parents and interested parties to stay informed of the school’s progress, test

scores and achievements.

School PurposeTo develop well-rounded students who are moving toward college and career readiness, equipped with 21st-century skills.

Principal’s MessageDear Travis Ranch Parents and Community Members:

Many of us have grown up fearing mistakes, and we work hard to avoid making them. In fact, how many of us have given advice to young people saying, “I don’t want you to make the same mistakes I have made”? Perhaps we need to take a fresh look at mistakes, viewing them through a “growth mindset” lens. Here at Travis, we praise students for their effort, teach them to love challenges, to be resilient, to persevere and to place value on personal improvement. In other words, at our school, we design and present learning tasks in ways that help students develop a growth mindset, leading not only to short-term achievement, but also long-term life success. At Travis Ranch School, we all agree that mistakes are the most important thing that happens in any classroom, because they tell you where to focus that deliberate practice.

Based on the research by Carol Dweck, author of the book Mindset, there are two distinct ways to view mis-takes. Individuals with a fixed mindset believe that intelligence is simply an inborn trait, and mistakes are to be avoided so you don’t feel stupid or less intelligent than others. In contrast, individuals with a growth mindset believe that they can develop and grow their intelligence over time, and mistakes are expected and so are opportunities to grow.

At Travis Ranch School, teachers strive to design challenging, meaningful learning tasks. We encourage students to make mistakes and learn from them. We validate and reinforce intellectual courage, inquiry and discovery. We are creating a school where students view the brain like a muscle. We tell students that by challenging the brain, it grows smarter. By fostering this growth mindset, students tackle challenging work with excitement instead of feeling threatened by learning tasks that require them to stretch or take risks. Research has shown that praising children and adolescents for the process they have engaged in, the ef-fort they applied, the strategies they used, the persistence they displayed and so on yields more long-term benefits than telling them how smart they are.

Mistakes are the most important thing that happens in any classroom because they tell teachers where to focus that deliberate practice. So why don’t we view our mistakes as a valuable asset? Well, we don’t think about our mistakes rationally—we think about them emotionally. Mistakes make us feel stupid. Specifically, it’s the feeling of shame, and our natural response is to avoid its source. If we say something embarrassing, we hide our face. If we get a bad grade, we hide the test away. Unsurprisingly, that’s the worst move to make if you ever want to grow. Success does not come from how smart or motivated we are. It comes from how we feel about our mistakes.

Changing students’ perspective on mistakes is the greatest gift we can give them as a parent or educator. But first, we have to examine how we view our own mistakes. I love these visuals because they illustrate two ways to view mistakes.

You can also help your child view their mistakes as helpful. Mistakes happen for concrete reasons. A student didn’t memorize all the requisite facts, didn’t execute the steps of a process or perhaps just ignored the direc-tions. The red “X” is just a simple assessment of the actions that he took—actions he can easily fix next time. Sharing that clarity and causality with your child is the best way to teach deliberate practice, instill motivation and help them develop a more constructive relationship with mistakes. In short, this helps foster a growth mindset in your child. But before that happens, we all need to examine our own view of mistakes. Once we understand ourselves, then we can be effective models for our children and students.

It’s an honor to be principal at this great school.

Sincerely,

Cindy Freeman Principal and Lead Learner

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Three-YearDataNumber of Classrooms by Size

2012-13 2013-14 2014-15

GradeNumberofStudents

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

K 1 3 6 5

1 3 3 4

2 4 3 3

2/3 1

3 3

3/4 3 4 4

4 1

4/5 2 2 3

5 1 1

SubjectNumberofStudents

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

Englishlanguagearts 4 2 13 3 1 12 3 15

Mathematics 7 7 8 5 3 11 2 2 13

Science 2 14 7 8 6 14

History/socialscience 2 3 11 1 1 15 3 15

Parental InvolvementThe parents at Travis Ranch are extremely supportive and involved. Attendance at Back-to-School Night and Open House is outstanding. Besides our active Par-ent Teacher Association (PTA), parents may volunteer on a weekly basis within classrooms or work on special projects when needed. At any one time, there can be between 20-30 volunteers working throughout the school. In the primary classes, K-3 teachers often have as many as four or five parents volunteering on a daily basis. Teachers train their volunteers in activities such as working with students, supervising a center activity and preparing materials for them. Volunteers also spend their time assisting with supervision during field trips and on-campus activities. This allows teachers more time to do what they do best: teach. Travis parents have an ar-ray of areas of experience and expertise.

Parents are also encouraged take part in the school decision-making process through the School Site Council (SSC), PTA and English Learner Advisory Council (ELAC).

Our Travis Ranch PTA offers dozens of sponsored school events during the year in which parents and community members are involved, such as the schoolwide Carnival, elementary and middle school Jog-a-thons, fall and spring book fairs, and much more. There is always some-thing going on that parents are encour-aged to participate in. Our PTA is one of the largest and most active ones in the district and county.

Another thriving program, WATCH D.O.G.S. ® (Dads Of Great Students), is an innovative father-involvement pro-gram of the National Center for Father-ing. We currently have more than 100 Travis Ranch dads that volunteer at least one day a year on campus. These dads welcome students as they arrive; help in classrooms, the computer lab, STEM (sci-ence, technology, engineering and math-ematics) lab, and library; they eat lunch with their child; and play with students at recess. There are two primary goals of the WATCH D.O.G.S. program:

1. To provide positive male role models for the students, demonstrating by their presence that education is important.

2. To provide extra sets of eyes and ears to enhance school security and reduce bullying.

Finally, our business partners are vital. Some local businesses provide reward incentives for our students, while others provide valuable supplies. Each year, our PTA also enlists members of the com-munity to come to campus to read to our students during Salute to Literature Week.

For more information on how to become involved at the school, please contact the PTA president at (714) 986-7460.

Three-YearDataAverage Class Size

13-1412-13 14-15

English languagearts

Mathematics Science History/socialscience

29

23

32 3231

26

32

373632 33

35

K 1 2 2/3 3 3/4 4 4/5 5

27 2831

29 3027

33

25

3228 27

3234

30

34

2826

3026 27

33

35


School SafetyTravis Ranch consistently maintains high standards for student and staff safety. Our comprehensive safety plan is reviewed and revised annually by administration, staff and the safety committee. The safety committee meets three times a year to provide feedback and guidance to address the changing needs of the school. Travis Ranch practices monthly earthquake, fire and lockdown drills and coordinates evacuation procedures to ensure everyone’s safety. We invite the Orange County sheriff’s department to visit our campus annually to review lockdown procedures with staff. In addition to maintaining a closed campus, teachers, administra-tors, campus supervisors and noon supervisors are assigned supervision duties throughout the campus to provide a safe and secure environment for all students. Facilities are also constantly monitored and improved to maintain high safety standards.

Travis Ranch’s Positive Behavioral Interventions and Supports (PBIS) system equitably applies incentives for appropriate behavior as well as progressive consequences for inappropriate behavior. At the beginning of each school year, both elementary and middle school students are taught the school’s behavioral expecta-tions. Learners are consistently recognized for meeting and exceeding expectations with STAR cards, Student of the Month certificates, awards assemblies and more. The PBIS committees meet regularly to strategically develop staff trainings, gather data and plan tiered interventions for students in need of additional support.

Preventing bullying is a priority at Travis Ranch. Antibullying programs include:

• An elementary school “One” assembly provide free from the Orange County Office of Education with ongoing support throughout the year.

• Fifth-grade students will participate in a six-week Drug Use Is Life Abuse program sponsored by the Orange County sheriff’s department.

• The WEB (Where Everyone Belongs) program, where seventh- and eighth-grade student leaders help transition and mentor sixth graders into middle school.

• TRTV morning announcements serve as a routine communication tool, reminding students of behav-ioral expectations and appropriate communication.

• Middle school “4-Ward Momentum” antibullying assemblies provide students with a better understand-ing of how they impact each other, both positively and negatively while promoting empathy, acceptance, understanding and forgiveness.

• Middle school Red Ribbon Week assembly by Camfel Productions incorporating themes of respect for others, self-respect and antibullying.

In addition, Travis Ranch has established a father-involvement program called Watch D.O.G.S. (for the pur-pose of providing added security and positive male role models on campus).

• Approximately 100 current Watch D.O.G.S. have been vetted, trained and signed up for at least one volunteer day for the school year.

• For more information about this national organization, see www.fathers.com.

The school safety plan was last reviewed, updated and discussed with the school faculty in November 2015.

Enrollment by Student GroupThe total enrollment at the school was 1,334 students for the 2014-15 school year. The pie chart displays the percentage of students enrolled in each group.

2014-15SchoolYearDemographics

Socioeconomically disadvantaged

9.7%English

learners2.9%

Students with disabilities

11.5%Foster Youth

0.0%

Hispanic or Latino18.4%

American Indian or Alaska Native

0.1%

Asian13.5%

Filipino2.2%

Black or African-American

1.5%

White61.5%

Two or More Races2.4%

No Response 0.4%

Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2014-15 school year.

2014-15 Enrollment by Grade

K

1

2

3

4

5

6

7

8

118

105

98

94

133

107

189

251

239

Suspensions and ExpulsionsThis table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions.

Suspension and Expulsion Rates

TravisRanchSchool

12-13 13-14 14-15

Suspensionrates 2.3% 1.8% 1.7%

Expulsionrates 0.0% 0.0% 0.0%

Placentia-YorbaLindaUSD

12-13 13-14 14-15



California

12-13 13-14 14-15



6

Federal Intervention ProgramSchools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English language arts or mathematics) or on the same indicator enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

This table displays the 2015-16 Program Improvement status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

2015-16SchoolYearFederal Intervention Program

TravisRanchSchool Placentia-YorbaLindaUSD

ProgramImprovementstatus Not Title I In PI

FirstyearofProgramImprovement v 2013-2014

YearinProgramImprovement v Year 1

NumberofTitleIschoolscurrentlyinProgramImprovement 6

PercentageofTitleIschoolscurrentlyinProgramImprovement 75.00%

California Physical Fitness TestEach spring, all students in grades 5, 7 and 9 are required to participate 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 Education. The PFT measures six key fitness areas:

1. Aerobic Capacity

2. Body Composition

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

Percentage of Students Meeting Fitness Standards

201-15SchoolYear

Grade5

Fourofsixstandards 16.0%

Fiveofsixstandards 17.0%

Sixofsixstandards 53.8%

Grade7

Fourofsixstandards 10.1%

Fiveofsixstandards 24.6%

Sixofsixstandards 53.8%

Adequate Yearly ProgressThe federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Ad-equate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas:

• Participation rate on statewide assessments in English language arts and mathematics

• Percentage of students scoring proficient on statewide assessments in English language arts and mathematics

• Attendance rates for schools with enrollment in Transitional Kindergarten through grade eight (TK-8)

• Graduation rate for high schools

The table displays whether or not the school, district, and state met each of the AYP criteria and made overall AYP for 2014-15. For more information, visit www.cde.ca.gov/ta/ac/ay.

2014-15SchoolYearAdequate Yearly Progress Criteria

TravisRanchSchool Placentia-YorbaLindaUSD California

MetoverallAYP Yes Yes Yes

Metparticipationrate:

Englishlanguagearts Yes Yes Yes

Mathematics Yes Yes Yes

Metpercentproficient:

Englishlanguagearts n n n

Mathematics n n n

Metattendancerates Yes Yes Yes

Metgraduationrate � Yes Yes

� Not applicable. This AYP indicator is only applicable for high schools.

²Not applicable. The school is not in Program Improvement.

Not applicable. Due to the transition to the Smarter Balanced Summative Assessments, the U.S. Department of Education approved the California Department of Education’s waiver request to exclude the percent proficient results from AYP determinations. For more information on the AYP reports, please visit http://data1.cde.ca.gov/dataquest/.

n


California Standards Tests for All Students: Science (grades 5, 8 and 10)The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Advanced levels (meeting or exceeding state standards) in science.

Three-YearDataStudents Scoring at Proficient or Advanced Levels

TravisRanchSchool Placentia-YorbaLindaUSD California

Subject 12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15

Science 92% 84% 81% 76% 77% 75% 59% 60% 56%

California Standards Tests Results by Student Group: Science (grades 5, 8 and 10)

2014-15SchoolYearStudents Scoring at Proficient or Advanced Levels

Group Science

Allstudentsinthedistrict 75%

Allstudentsattheschool 81%

Male 82%

Female 81%

BlackorAfrican-American v

AmericanIndianorAlaskaNative v

Asian 84%

Filipino v

HispanicorLatino 69%

NativeHawaiianorPacificIslander v

White 85%

Twoormoreraces v

Socioeconomicallydisadvantaged 65%

Englishlearners v

Studentswithdisabilities 47%

StudentsreceivingMigrantEducationservices v

Fosteryouth ±

California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results Beginning in the 2013-14 school year, the Standardized Testing and Reporting (STAR) Program was eliminated and replaced by a new set of assessments called the California Assessment of Student Performance and Progress (CAASPP).

For the 2015 school year, the CAASSP included a mix of online and paper-pencil assessments. The online component contained the Smarter Balanced English language arts/literacy and mathematics tests. The paper-pencil science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). There was also the optional Standards-based Tests in Spanish for reading/language arts.

The CST is a multiple-choice test in science for varying grade levels. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan (IEP). The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations.

For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

CAASPP by Student Group: English Language Arts and MathematicsThe tables on the following pages display the information on student achievement at each performance level in English language arts and mathematics for the school by student groups for grades 3-8.

Levels of achievement include:

• Level 1 = Standard not met

• Level 2 = Standard nearly met

• Level 3 = Standard met

• Level 4 = Standard exceeded

Note: The number of students tested includes students who did not receive a score. However, the number of students tested is not the number that was used to calculate the performance level percentages. The performance level percentages are calculated using students with scores.v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested

in this category is too small for statistical accuracy or to protect student privacy.

± Information is not available at this time.

California Assessment of Student Performance and Progress Results for All Students (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English language arts/literacy and mathematics.

2014-15SchoolYearPercentage of Students Meeting or Exceeding State Standards

Subject TravisRanchSchool Placentia-YorbaLindaUSD California

Englishlanguagearts/literacy 65% 62% 44%

Mathematics 63% 54% 33%

8

CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 3

Level1 = Standard not met Level2 = Standard nearly met Level3 = Standard met Level4 = Standard exceeded

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

2014-15SchoolYearStudents Achieving at Each Performance LevelEnglishLanguageArts:Grade3 Total

EnrollmentNumberTested

PercentageTestedofTotalEnrollment

PercentAchievement

Group Level1 Level2 Level3 Level4

Allstudents 97 82 84.5% 13% 27% 23% 37%

Male 42 43.3% 19% 26% 21% 33%

Female 40 41.2% 8% 28% 25% 40%

BlackorAfrican-American 2 2.1% v v v v

AmericanIndianorAlaskaNative 0 0.0% v v v v

Asian 12 12.4% 17% 17% 50% 17%

Filipino 2 2.1% v v v v

HispanicorLatino 20 20.6% 20% 30% 20% 30%

NativeHawaiianorPacificIslander 0 0.0% v v v v

White 43 44.3% 12% 28% 16% 44%

Twoormoreraces 3 3.1% v v v v

Socioeconomicallydisadvantaged 5 5.2% v v v v

Englishlearners 3 3.1% v v v v

Studentswithdisabilities 13 13.4% 23% 54% 8% 15%

StudentsreceivingMigrantEducationservices 0 0.0% v v v v

Fosteryouth ± ± ± ± ± ±

Mathematics:Grade3 TotalEnrollment

NumberTested


PercentAchievement


Allstudents 97 82 84.5% 11% 12% 30% 46%

Male 42 43.3% 14% 12% 29% 45%

Female 40 41.2% 8% 13% 33% 48%



Asian 12 12.4% 17% 17% 17% 50%




White 43 44.3% 7% 5% 37% 51%















PercentAchievement


Allstudents 137 131 95.6% 11% 27% 28% 34%

Male 71 51.8% 14% 25% 28% 32%

Female 60 43.8% 8% 28% 28% 35%



Asian 10 7.3% v v v v




White 81 59.1% 11% 28% 27% 33%


Socioeconomicallydisadvantaged 12 8.8% 8% 33% 25% 33%






NumberTested


PercentAchievement


Allstudents 137 131 95.6% 10% 20% 38% 32%

Male 71 51.8% 10% 13% 41% 37%

Female 60 43.8% 10% 28% 35% 27%



Asian 10 7.3% v v v v




White 81 59.1% 10% 20% 43% 27%








10







PercentAchievement


Allstudents 109 103 94.5% 17% 12% 36% 35%

Male 51 46.8% 22% 10% 39% 29%

Female 52 47.7% 13% 13% 33% 40%



Asian 15 13.8% 20% 0% 27% 53%




White 59 54.1% 10% 14% 41% 36%








NumberTested


PercentAchievement


Allstudents 109 103 94.5% 15% 18% 25% 42%

Male 51 46.8% 16% 20% 24% 41%

Female 52 47.7% 13% 17% 27% 42%



Asian 15 13.8% 7% 7% 27% 60%




White 59 54.1% 10% 24% 25% 41%















PercentAchievement


Allstudents 187 175 93.6% 10% 21% 40% 27%

Male 77 41.2% 19% 25% 42% 12%

Female 98 52.4% 3% 18% 39% 40%



Asian 27 14.4% 7% 7% 30% 56%




White 99 52.9% 10% 25% 38% 24%








NumberTested


PercentAchievement


Allstudents 187 172 92.0% 12% 31% 25% 31%

Male 74 39.6% 18% 32% 26% 24%

Female 98 52.4% 8% 31% 24% 37%



Asian 27 14.4% 4% 7% 22% 67%




White 97 51.9% 13% 35% 24% 28%








12







PercentAchievement


Allstudents 247 238 96.4% 7% 25% 44% 23%

Male 120 48.6% 9% 29% 43% 18%

Female 118 47.8% 4% 21% 45% 27%



Asian 32 13.0% 3% 16% 44% 31%




White 157 63.6% 7% 25% 43% 24%








NumberTested


PercentAchievement


Allstudents 247 233 94.3% 9% 27% 34% 30%

Male 119 48.2% 8% 24% 39% 29%

Female 114 46.2% 11% 30% 29% 30%



Asian 30 12.1% 7% 13% 40% 40%




White 155 62.8% 10% 30% 30% 30%















PercentAchievement


Allstudents 241 212 88.0% 14% 22% 44% 20%

Male 105 43.6% 19% 24% 38% 19%

Female 107 44.4% 9% 20% 50% 21%



Asian 29 12.0% 3% 24% 45% 28%




White 137 56.8% 14% 19% 47% 20%








NumberTested


PercentAchievement


Allstudents 241 208 86.3% 17% 27% 26% 30%

Male 105 43.6% 21% 26% 22% 31%

Female 103 42.7% 13% 28% 31% 28%



Asian 29 12.0% 7% 17% 21% 55%




White 134 55.6% 15% 27% 31% 28%








14

Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.

2015-16SchoolYearQuality of Textbooks

Criteria Yes/No

Arethetextbooksadoptedfromthemostrecentstate-approvedorlocalgoverning-board-approvedlist? Yes

ArethetextbooksconsistentwiththecontentandcyclesofthecurriculumframeworksadoptedbytheStateBoardofEducation? Yes

Doallstudents,includingEnglishlearners,haveaccesstotheirowntextbooksandinstructionalmaterialstouseinclassandtotakehome? Yes

2015-16SchoolYearTextbooks and Instructional Materials List

Subject Textbook Adopted

Englishlanguagearts Reading, Houghton Mifflin (K-5) 2003

Englishlanguagearts Medallions, Houghton Mifflin (upgrade) 2003

Englishlanguagearts The Language of Literature, McDougal Littell (6) 2010

Englishlanguagearts Language Circle Series, Project Read Phonology 2003

Englishlanguagearts Written Expression 2003

Mathematics California Math, Houghton Mifflin (K-5) 2009

Mathematics Mathematics, Course 1; Prentice Hall (6) 2009

Science Full Option Science System (FOSS), California Edition; Delta Education (K-5)

2008

Science Focus on Earth Science, California Edition; Glencoe (6) 2007

History/socialscience History-Social Science for California, Scott Foresman (K-5) 2007

History/socialscience Discovering Our Past: Ancient Civilizations, Glencoe (6) 2006

Textbooks and Instructional MaterialsThe assistant superintendent of Educational Services shall appoint a principal or other administrator to chair the districtwide textbook-selection process. A Steering Committee shall be selected and consist of one cer-tificated staff member from each elementary school (elementary ) or at least one teacher from each school from the subject-area department for which adoption is pending (secondary). Appointments to the committee will be based on professional expertise, desire to serve insofar as possible, and the demographic diversity of the district. The Steering Committee shall review materials submitted on state-authorized lists and any other materials which may be considered for adoption. If pilot usage is to be pursued, the Steering Committee shall select the material to be piloted. With or without piloting, the Steering Committee will recommend adoption to the District Curriculum Council, which shall make an adoption recommendation to the assistant superin-tendent of Educational Services. The assistant superintendent is responsible for preparing recommenda-tions for the Board of Education. The most recent public hearing to adopt a resolution on the sufficiency of instructional materials was held in September 2015. Most recently adopted textbooks were chosen from the state-approved list. Textbook content fits within the curriculum frameworks adopted by the State Board of Education. New State Frameworks have been adopted in English language arts and English language development and mathematics to correspond to the Common Core State Standards. New textbooks to align with the Common Core State Standards will be adopted according to the State of California adoption timeline. Mathematics textbooks were adopted in the spring of 2015. English language arts and English language de-velopment textbooks will be available for preview in the spring of 2016 for a possible pilot during the 2016-17 school year and recommended for adoption in the spring of 2017 for implementation in 2017-18.

Professional DevelopmentTo support teachers during the one day of Preservice in August 2014, the topics were chosen based on the need to prepare teachers to continue the transition to and implement the Common Core State Standards (CCSS). Specific focus areas for Preservice in 2014 included unwrap-ping the English and language arts (ELA) Speaking and Listening standards and the English language development (ELD) Speaking and Listening standards con-nections in order so that teachers in all disciplines are able to support students in content-area discussions and collabora-tive conversations . In addition, training was provided on Close Reading and Vi-sual Thinking Strategies in each individual discipline and grade level.

For Preservice training, teachers attend workshop presentations at various sites in grade-level and content-area groupings. Trainers mostly consist of trained district staff with outside presenters as needed and appropriate. For 2014, the Preservice training was one all-day training.

Follow-up training and support is provided all year long through the district’s Profes-sional Development Academy (PDA) in the form of all-day trainings, site support, and coaching. At the site level, princi-pals lead their teams in data analysis and offer teachers opportunities for staff development in-house (trainings taught by teachers on-site or by the principal), or by inviting district PDA trainers to provide staff development.

Continued on page 15

Currency of Textbook DataThis table displays the date when the textbook and instructional materials information was collected and verified.

2015-16SchoolYearCurrency of Textbook Data

Datacollectiondate 9/2015

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

Percentage of Students Lacking Materials by Subject

2015-16SchoolYear

Reading/languagearts 0%

Mathematics 0%

Science 0%

History/socialscience 0%

Visualandperformingarts 0%

Foreignlanguage 0%

Health 0%


School DescriptionTravis Ranch School sits in the rolling hills of Yorba Linda and reflects the Western heritage of its early equestrian society. Originally part of a 10,000 acre land grant from Mexico’s Gov. José Figueroa in 1834, the land was a highly successful working ranch, providing a hub for communication and family life. Just as a successful ranch relies on a strong framework of organization and communication, so does an effective standards-based school. Travis Ranch continues this successful ranch heritage by providing a hub for edu-cators, community and families. This beautifully kept 27-year-old campus has a population of 1,341 preppy K through eighth-grade students. Approximately 700 students are in our elementary program and 686 in our middle school. Our attendance area includes apartments, moderate homes, subsidized housing and multimillion-dollar estates. Our student population’s primary ethnicity percentages are approximately 78 per-cent white, 10 percent Asian, 7 percent Hispanic and 3 percent African-American. Approximately 3 percent of our students are English language learners, and approximately 10 percent are Gifted and Talented Education (GATE) identified.

Travis Ranch School has a total of 132 staff members, including 60 fully certificated teachers. Every teacher is highly qualified and English language learner (ELL) authorized, and the majority of our teachers hold mas-ter’s degrees or higher. Through ongoing professional development, Travis Ranch teachers deliver instruction with the most current and relevant curriculum to every child.

Travis Ranch’s comprehensive K-8 curriculum includes general and honors courses in language arts, social science, math (including geometry), science, a STEM (science, technology, engineering and mathematics) lab, art, and a two-year Spanish program. We offer a GATE Academy for all GATE fourth and fifth graders. Our middle school has a thriving Associated Student Body (ASB), multiple student clubs and a large peer mentoring program called WEB (Where Everyone Belongs). Student connection to school is one of our high-est priorities. Our implementation of our PBIS (Positive Behavioral Interventions and Supports) program has helped to create a positive and orderly school environment for both students and staff. We promote having a growth mindset and giving 212 degrees of effort in all that we do. In the elementary, we have a superhero theme that helps to teach character traits. Our three behavior expectations at the elementary level are as fol-lows: 1. Be prepared; 2. make wise choices; 3. care for others. Developing student leaders is a high priority at Travis Ranch and much effort goes into creating leadership opportunities for students in grades 4-8 through clubs, PALS Program, ASB and WEB. Service learning is also a focus. Students are given multiple opportuni-ties to serve each other, the community and international projects.

Our model practice here at Travis is our visual and performing arts program in grades pre-K-8. We have im-plemented a vocal music program for all our preppy K, kindergarten and first-grade students. For grades 2-3, we have fully implemented the ST Music Program, which teaches students how to read music, value Mozart, and play the piano. For our grades 4-5, students are required to play an instrument or participate in the vocal music program. In grades 6-8, our award-winning show choirs, orchestras, performing and marching bands, and jazz band are known throughout Southern California for excellence.

In the visual arts arena, our elementary teachers have been specially trained to incorporate art into their classrooms for 60-90 minutes per week. In grades 6-8, every student gets one to three years of formal art classes, including pottery classes. Last school year, Travis Ranch held its first annual art exhibit of student work for the community to enjoy. This year, the art exhibit has been expanded to become a “celebration of the arts” event. Hundreds of pieces of student artwork will be displayed in a gallery setting, while the school’s jazz band, orchestra and choir groups will also be in attendance to provide music and singing. Furthermore, we have a thriving video production class that produces an impressive daily broadcast for morning announce-ments and media arts projects.

In addition, we are very fortunate to have a PTA that has been able to provide funds toward a theater arts program for more than 20 years. We hire a theater company that comes to our school and works with our students to put on a fabulous musical-theater production every year. Our students are very talented and have performed in shows such as Cinderella, The Little Mermaid, Alice in Wonderland and Aladdin, to name a few. More than 200 students in grades preppy K through eighth participate every year with more than 100 parent volunteers.

Finally, Travis Ranch has an exceptional longstanding PTA Reflections Art contest program. We have the largest number of submissions for the contest within the district each year, with 70-90 students submitting artwork at the local school level. Our elementary, middle school and special-needs students participate by creating artwork in various media, such as visual art, music composition, photography, literature, film produc-tion and dance choreography.

All our classrooms are equipped with interactive technology, including interactive SMART Boards, sound-distribution systems, document cameras and student response systems. The implementation of interactive classroom technology increases student engagement and provides immediate results for both teachers and students. In addition, we have three computer labs, a TV studio and about 400 Chromebooks on campus that are actively used in classrooms. We implemented a BYOD (bring your own device) policy with students in the fall of 2015. Students are frequently asked to use their phones, tablets and other devices for instructional purpose in classes. Each student has his or her own Gmail account, and our school is learning to use Google Classroom and Google applications. For grades K-6, every student is given weekly technology and keyboard-ing lessons through an online learning program called Learning.com.

The school motto “Trailblazing to Excellence” reflects the staff and faculty’s unwavering commitment to mov-ing forward to provide the best education for their students. Travis Ranch was named a California Distin-guished School in 2002, 2006 and 2010.

Continued on page 16

Professional Development Days

2013-14 1 day

2014-15 1 day

2015-16 0 days

Professional DevelopmentContinued from page 14

2015-16

The PDA offers site leaders training as well through Leadership Learning Series. Discipline and/or grade-level task forces of teachers and leaders have also been established to lead implementation and provide direction and support with curricu-lum, instruction, and assessment.

While the 2015-16 school year did not allow for a devoted professional devel-opment day during Preservice for all teachers, many professional development offerings were made available for leaders and teachers in August/summer 2015 and during the school year. A focus area was to ensure that all teachers of mathemat-ics were trained in the newly adopted textbook series. Other training options offered during the summer and school year to support districtwide initiatives included Project Read, Step Up to Writing, Classroom Management, FOSS Science Kits, Google Basics, Advanced Google training, ActivInspire, ELA/ELD standards and framework, Positive Behavioral Inter-vention and Supports (PBIS), and AVID/WICOR strategies.

Other avenues for training have included on-site professional development where trained district staff members provide learning modules for sites during weekly professional learning community (PLC) time. Site leaders arrange these trainings with the PDA team.

PDA team members provide collaborative coaching on-site through a collaborative teacher application opportunity and/or at a principal’s and teacher request. Cogni-tive coaching techniques are used to help build capacity.

Local Control and Accountability Plan (LCAP) dollars were also used to send teachers and leaders to relevant train-ing and conferences on such topics as Individual Education Program (IEP) Goal Writing to the CCSS, Multi-Tiered System of Supports (MTSS), universal design for learning (UDL), ELA/ELD frameworks launch and materials fairs, AVID, Next Generation Science Standards (NGSS), and California Assessment of Student Performance and Progress (CAASPP).

Induction training for first- and second-year general education teachers is also provided (formerly known as Begin-ning Teacher Support and Assessment [BTSA]).

16

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor.

2015-16SchoolYearSchool Facility Good Repair Status

ItemsInspected RepairStatus ItemsInspected RepairStatus

Systems Good Restrooms/fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overallsummaryoffacilityconditions Good

Dateofthemostrecentschoolsiteinspection 8/12/2015

Dateofthemostrecentcompletionoftheinspectionform 8/12/2015

School FacilitiesEducation is a top priority in the community of Placentia-Yorba Linda, and maintaining a safe and orderly environment maximizes student learning. Facilities are maintained through the diligent efforts of the site custodial crews and the district maintenance staff. PYLUSD principals work with the custodial staff to develop cleaning schedules to maintain clean and safe schools.

District maintenance staff performs the repairs necessary to keep the schools in good working order in a timely manner. A work-order process is used to ensure efficient service and that emergency repairs are given the highest priority.

The Travis Ranch Safety Committee (made up of parents, teachers, the OC sheriff, administration and dis-trict-level personnel) has meetings three times annually and accomplished the following:

• Examined current practices and identified areas of safety concerns

• Adjusted entry and exit points on the campus

• Large numbers and letters are painted on the roof of each main building to help to assist a police heli-copter with communication should a safety event occur

• Locked all other side entry points

• Installed three push gates in key areas

• Relocated child-care classrooms to the elementary playground area (with a separate entrance)

• Added an additional supervisor for morning and afternoon dismissal times (paid for by the district)

• Tighten up gate procedures: Who will lock, unlock and at what times

• Reassigned teacher supervision areas

• Established clear protocol for visitor and volunteer sign in and sign out

• Established a vetting process for attaining parent volunteer badges

The Travis Ranch campus was built in 1988, and several things have been upgraded. In 2012, the main build-ing received an entirely new air-conditioning and heating system. Various areas on campus have recently received new carpet.

The entire exterior of the school was painted in the summer of 2015. The TV studio was completely remod-eled and updated in 2013. We enjoy the use of a dedicated kindergarten playground, a large elementary playground and field area, a large middle school blacktop and athletic field area, and access to the large ball park behind the school that is maintained by the City of Yorba Linda. We have two separate parking lots with two separate drop-off and pick-up areas. With the help of our teachers, supervisors, and parent volunteers, students are kept safe before, during, and after school. The flow of traffic, although busy, is orderly, and signs are clearly posted.

School DescriptionContinued from page 15

The school also has been a model in the district for its Response to Intervention program, a blended support services model, and the implementation of the Step Up to Writing system schoolwide.

These signature practices reinforce Travis Ranch’s Purpose, which is “To develop well-rounded students who are moving toward college and career readiness, equipped with 21st-century skills.

Finally, the school is fortunate to have a very active and involved parent commu-nity who support and enrich our programs. Last year, parents logged more than 10,000 volunteer hours! Our PTA is one of the largest and most active in Orange County. Through fun fundraising events such as jog-a-thons, silent auctions, book fairs and holiday gift shops, we are able to provide every grade level with a field trip and assembly. The parent community gives generously to our teachers in the form of teacher grants, and it supports many other activities and events at our school.

School Facility Items Inspected The tables show the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

• Systems:Gas systems and pipes, sewer, mechanical systems (heating, ventilation and air-conditioning)

• Interior: Interior surfaces (floors, 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 and drinking fountains (interior and exterior)

• Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior)

• Structural:Structural condition, roofs

• External: Windows/doors/gates/fences, playgrounds/school grounds

Deficiencies and RepairsFor all items inspected that were found to not be in “good repair,” a work-order has been created and mainte-nance will be completed before the end of the 2015-16 school year. Maintenance items will be prioritized so that student safety is not compromised.


Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full cre-dential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.

Three-YearDataTeacher Credential InformationPlacentia-

YorbaLindaUSD TravisRanchSchool

Teachers 15-16 13-14 14-15 15-16

Withfullcredential 1,067 52 55 55

Withoutfullcredential 1 0 0 0

Teachingoutsidesubjectareaofcompetence 4 1 0 0

Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal authori-zation to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassign-ments of English learners.

Three-YearDataTeacher Misassignments and Vacant Teacher Positions

TravisRanchSchool

Teachers 13-14 14-15 15-16

TeachermisassignmentsofEnglishlearners 0 0 0

Totalteachermisassignments 0 0 0

Vacantteacherpositions 0 0 0

Core Academic Classes Taught by Highly Qualified TeachersThe No Child Left Behind Act (NCLB) extended the Elementary and Secondary Education Act (ESEA) to require that core academic subjects be taught by “highly qualified” teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2014-15 school year.

High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced-priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced-priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

2014-15SchoolYearNo Child Left Behind Compliant Teachers

PercentageofClassesinCoreAcademicSubjects

TaughtbyHighlyQualifiedTeachers

NotTaughtbyHighlyQualifiedTeachers

TravisRanchSchool 100.00% 0.00%

Allschoolsindistrict 100.00% 0.00%

High-povertyschoolsindistrict 100.00% 0.00%

Low-povertyschoolsindistrict 100.00% 0.00%

Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

Academic Counselors and School Support Staff Data

2014-15SchoolYear

AcademicCounselors

FTEofacademiccounselors v

Averagenumberofstudentsperacademiccounselor v

SupportStaff FTE

Social/behavioralorcareerdevelopmentcounselors 1.00

Librarymediateacher(librarian) 1.00

Librarymediaservicesstaff(paraprofessional) 0.50

Psychologist 1.00

Socialworker 0.00

Nurse 0.20

Speech/language/hearingspecialist 2.00

Resourcespecialist(nonteaching) 0.00

Other FTE

RTIteacher 0.5 hourly

ElementaryELDteacher 0.3 hourly

MSELDteacher 0.34

² Not applicable.

Public Internet AccessInternet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-serve basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation and the ability to print documents.

Data for this year’s SARC was provided by the California Department of Education (CDE), school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 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 December 2015.

School Accountability Report Card

Published by:

www.sia-us.com | 800.487.9234

18

Financial Data The financial data displayed in this SARC is from the 2013-14 fiscal year. The most current fiscal information 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 detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending Web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

District Financial DataThis table displays district teacher and administrative salary information and compares the figures 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 benefits.

2013-14FiscalYearDistrict Salary DataPlacentia-

YorbaLindaUSD SimilarSizedDistrict

Beginningteachersalary $39,997 $43,165

Midrangeteachersalary $74,152 $68,574

Highestteachersalary $93,027 $89,146

Averageelementaryschoolprincipalsalary $111,686 $111,129

Averagemiddleschoolprincipalsalary $115,999 $116,569

Averagehighschoolprincipalsalary $125,379 $127,448

Superintendentsalary $233,520 $234,382

Teachersalaries:percentageofbudget 42% 38%

Administrativesalaries:percentageofbudget 5% 5%

School Financial Data

2013-14FiscalYear

Totalexpendituresperpupil $5,170

Expendituresperpupilfromrestrictedsources $619

Expendituresperpupilfromunrestrictedsources $4,551

Annualaverageteachersalary $75,869

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

Expenditures Per PupilSupplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

Financial Data ComparisonThis 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.

2013-14FiscalYearFinancial Data ComparisonExpendituresPerPupilFrom

UnrestrictedSources

AnnualAverageTeacherSalary

TravisRanchSchool $4,551 $75,869

Placentia-YorbaLindaUSD $6,023 $73,852

California $5,348 $72,971

Schoolanddistrict:percentagedifference -24.4% +2.7%

SchoolandCalifornia:percentagedifference -14.9% +4.0%

Types of Services FundedIn addition to school site budgets, our school also receives the following supple-mental funding:

• Local Control Funding Formula (LCFF) supplemental funding for unduplicated students

• PTA gifts funds: Used for a variety of educational programs beneficial to the children such as field trips, as-semblies, technology resources and other instructional supplies

1

2

Local Control Accountability Plan (LCAP) Requirements Aligned in Your SARCThe tables below outline the state priority areas that are included in the School Accountability Report Card.

Note:State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently asked questions, please visit www.cde.ca.gov/fg/aa/lc/lcfffaq.asp.

Conditions of LearningThe table below describes information in the SARC that is relevant to the Basic State Priority (Priority 1).

AlignmentBetweenStatePriorityAreasandtheSARCLocal Control Accountability Plan Requirements

ConditionsofLearning

StatePriority:Basic

Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. Education Code (EC) § 52060 (d)(1)

Pupils have access to standards-aligned instructional materials. EC § 52060 (d)(1)

School facilities are maintained in good repair. EC § 52060 (d)(1)

Pupil OutcomesThe table below describes information in the SARC that is relevant to Pupil Achievement State Priority (Priority 4) and Other Pupil Outcomes State Priority (Priority 8).

Local Control Accountability Plan Requirements

PupilOutcomes

StatePriority:PupilAchievements

Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC § 52060 (d)(4)(A)

The Academic Performance Index. EC § 52060 (d)(4)(B)

The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and California State University, or career technical education sequences or programs of study. EC § 52060 (d)(4)(C)

StatePriority:OtherPupilOutcomes

Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, career technical education, and other studies prescribed by the governing board.1 EC § 52060 (d)(8)

English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC. 1

The school safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.2

EngagementThe table below describes information in the SARC that is relevant to the Parental Involvement State Priority (Priority 3), Pupil Engagement State Priority (Priority 5) and School Climate State Priority (Priority 6).

AlignmentBetweenStatePriorityAreasandtheSARCLocal Control Accountability Plan Requirements

Engagement

StatePriority:ParentInvolvement

Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC § 52060 (d)(3)

StatePriority:PupilEngagement

High school dropout rates. EC § 52060 (d)(5)(D)

High school graduation rates. EC § 52060 (d)(5)(E)

StatePriority:SchoolClimate

Pupil suspension rates. EC § 52060 (d)(6)(A)

Pupil expulsion rates. EC § 52060 (d)(6)(B)

Other local measures including surveys of students, parents and teachers on the sense of safety and school connectedness.2 EC § 52060 (d)(6)(C)

AlignmentBetweenStatePriorityAreasandtheSARC

Documents

Travis Ranch · Travis Ranch School is committed to collaboratively achieving academic excellence for every child building toward literacy, 21st-century skills, and college and career