SARC

 

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School Accountability Report Card

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Vintage Hills Elementary School School Accountability Report Card Reported Using Data from the 2013-14 School Year Published During 2014-15 Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. View this SARC online at the school and/or LEA Web sites. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents and community members should contact the school principal or the district office. • • • About This School Contact Information (Most Recent Year) School Contact Information School Name------Street------City, State, Zip------Principal------E-mail Address------Web Site------CDS Code Vintage Hills Elementary School 42240 Camino Romo Temecula, CA 92592 Jenniffer Aynesworth jaynesworth1@tvusd.k12.ca.us http://vhes-tvusd-ca.schoolloop.com/ 33-75192-6114243 Phone Number------- (951) 695-4260 District Contact Information District Name------Temecula Valley Unified School District Phone Number------- (951) 676-2661 Superintendent------- Timothy Ritter E-mail Address------Web Site------tritter@tvusd.k12.ca.us www.tvusd.k12.ca.us 2013-14 School Accountability Report Card for Vintage Hills Elementary School Page 1 of 11

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School Description and Mission Statement (Most Recent Year) The Vintage Hills Elementary School staff and community will work together to ensure that all students are working toward the achievement of academic excellence as evidenced in the successful mastery of the California State Common Core Standards. In our professional learning community, collaboration represents a systematic process in which teachers work together interdependently in order to impact their classroom practice in ways that will lead to better results for our students. We will provide a comprehensive educational experience that will meet the needs of individual learners. Our teaching teams have created a process of strategic intervention and enrichment opportunities within the school day to ensure individual student needs are being met. We are committed to creating and maintaining a safe learning environment that is relationship-rich, where all students are valued as contributing members of the educational community. Vintage Hills was built in 1997 and has a total of 52 classrooms including a computer lab and a library/media center. The school was named a California Distinguished School in 2002. Student Enrollment by Grade Level (School Year 2013-14) Grade Level Kindergarten------Grade 1------Grade 2------Grade 3------Grade 4------Grade 5------Total Enrollment------Student Enrollment by Group (School Year 2013-14) Group Black or African American------American Indian or Alaska Native------Asian------Filipino------Hispanic or Latino------Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Percent of Total Enrollment 1.8 0.9 2.4 1.5 27.9 0.1 56.9 8.4 17.1 5.0 10.8 Number of Students 109 122 121 133 132 121 738 2013-14 School Accountability Report Card for Vintage Hills Elementary School Page 2 of 11

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A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials Teachers With Full Credential Without Full Credential Teaching Outside Subject Area of Competence (with full credential) Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments * Vacant Teacher Positions 2012-13 0 3 0 2013-14 0 0 0 2014-15 Unavailable Unavailable Unavailable School 2012-13 30 0 0 2013-14 27 1 0 2014-15 Unavailable Unavailable Unavailable District 2014-15 Unavailable Unavailable Unavalible Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14) Location of Classes This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers 100.00 97.50 100.00 97.46 Not Taught by Highly Qualified Teachers 0.00 2.50 0.00 2.54 Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15) Year and month in which data were collected: 2008 Most recent textbook adoptions for Elementary: English Language Arts - 2003 Math - 2008 History - 2006 Science – 2007 2013-14 School Accountability Report Card for Vintage Hills Elementary School Page 3 of 11

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Core Curriculum Area Reading/Language Arts Textbooks and Instructional Materials/ Year of Adoption Each pupil has a textbook or reading language arts material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education. Each pupil has a textbook or math material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education. Each pupil has a textbook or science material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education. Each pupil has a textbook or history-social science material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education. Each pupil has a textbook or foreign language material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education. Each pupil has a textbook or health material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education. Teachers are provided with class sets approved for use by TVUSD. From Most Recent Adoption? Yes Percent of Students Lacking Own Assigned Copy 0 Mathematics Yes 0 Science------- Yes 0 History-Social Science Yes 0 Foreign Language Yes 0 Health------- Yes 0 Visual and Performing Arts Yes 0 2013-14 School Accountability Report Card for Vintage Hills Elementary School Page 4 of 11

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School Facility Conditions and Planned Improvements (Most Recent Year) Vintage Hills was built in 1997. We have 52 classrooms; 30 are permanent and 22 are portables. We have one parking lot and two pick-up/drop-off areas. Our school grounds, including buildings and restrooms are kept well lit, kept secure and clean. For security purposes the school campus is kept alarmed when not in use.TVUSD’s Maintenance a nd Operations division works diligently to ensure our facilities are clean and safe for students, teachers and staff. The district follows a comprehensive preventive and deferred maintenance program to offset costly repairs and minimize disruptions to the instructional program. Daily cleaning schedules ensure that classrooms, offices and bathrooms are clean and well maintained. Our school has one full time lead custodian during school hours, and a night crew that comes in and cleans the entire facility after school hours. In addition, between two and three times a year the carpets at each site are steam cleaned. School Facility Good Repair Status (Most Recent Year) School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 6\11\14 System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Facility Rating (Most Recent Year) Overall Rating Exemplary [X] Good [ ] Fair [ ] Poor [ ] Repair Status Good [X] [X] [X] [X] [X] [X] [X] [X] Fair [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Poor [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] Repair Needed and Action Taken or Planned 2013-14 School Accountability Report Card for Vintage Hills Elementary School Page 5 of 11

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B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); The Academic Performance Index; and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. • • California Assessment of Student Performance and Progress / Standardized Testing and Reporting Results for All Students in Science (Three-Year Comparison) Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject 2011-12 Science (grades 5, 8, and 10) 84 School 2012-13 67 2013-14 73 2011-12 81 District 2012-13 79 2013-14 81 2011-12 60 State 2012-13 59 2013-14 60 Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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 statistical accuracy or to protect student privacy. California Assessment of Student Performance and Progress Results by Student Group in Science (School Year 2013-14) Group All Students in the LEA All Student at the School Male------Female------Black or African American American Indian or Alaska Native Asian------Filipino------Hispanic or Latino Native Hawaiian or Pacific Islander White------Two or More Races------Socioeconomically Disadvantaged English Learners------Students with Disabilities Students Receiving Migrant Education Services Note: CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. 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 statistical accuracy or to protect student privacy. Percent of Students Scoring at Proficient or Advanced 81 73 77 69 65 75 65 64 2013-14 School Accountability Report Card for Vintage Hills Elementary School Page 6 of 11

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Standardized Testing and Reporting Results for All Students (Three-Year Comparison) Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject 2010-11 English-Language Arts Mathematics------History-Social Science 80 82 School 2011-12 81 79 2012-13 75 83 2010-11 73 60 63 District 2011-12 76 61 64 2012-13 75 60 66 2010-11 54 49 48 State 2011-12 56 50 49 2012-13 55 50 49 Note: STAR Program was last administered in 2012-13. 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 for statistical accuracy or to protect student privacy. Academic Performance Index Ranks (Three-Year Comparison) API Rank Statewide------Similar Schools------2010-11 9 5 2011-12 9 9 2012-13 9 5 Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group (Three-Year Comparison) Group All Students at the School Black or African American American Indian or Alaska Native Asian------Filipino------Hispanic or Latino Native Hawaiian/Pacific Islander White------Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Note: "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information. Actual API Change 2010-11 -4 2011-12 1 2012-13 -20 7 -5 0 0 -5 -46 -11 -21 State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): • Pupil outcomes in the subject areas of English, mathematics, and physical education. California Physical Fitness Test Results (School Year 2013-14) Grade Level -------5------Percent of Students Meeting Fitness Standards Four of Six Standards 16.7 Five of Six Standards 16.7 Six of Six Standards 50.0 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 for statistical accuracy or to protect student privacy. 2013-14 School Accountability Report Card for Vintage Hills Elementary School Page 7 of 11

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C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (Most Recent Year) Parents are very important to the success of our educational program at Vintage Hills Elementary. The school boasts an average of 100 volunteers daily. Our PTA is 700 members strong and plays in active role in providing unique educational experiences for children. There are many different opportunities for parents to be involved at the school site. To become involved, parents can contact the principal or PTA representative or join us for "Coffee with the Principal!" State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • • • Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. Suspensions and Expulsions Rate Suspensions------Expulsions------School 2011-12 1.3 0.0 2012-13 1.5 0.0 2013-14 1.5 0.0 2011-12 5.4 0.3 District 2012-13 4.4 0.3 2013-14 4.0 0.2 2011-12 5.7 0.1 State 2012-13 5.1 0.1 2013-14 4.4 0.1 Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100. School Safety Plan (Most Recent Year) Vintage Hills Elementary School is a safe and secure campus. All visitors must sign in and wear an identifying badge. The site safety plan in conjunction with SAFE SCHOOLS provided by the Department of Education is a working document that includes procedures for daily safety as well as emergencies. The school site has developed a safety committee that meets 2x per year to address school safety concerns. The site also works closely with a school resource officer to ensure the safety of the campus. D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year 2013-14) AYP Criteria Made AYP Overall Met Participation Rate: English-Language Arts Met Participation Rate: Mathematics Met Percent Proficient: English-Language Arts Met Percent Proficient: Mathematics Unavailable School District 2013-14 School Accountability Report Card for Vintage Hills Elementary School Page 8 of 11

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Federal Intervention Program (School Year 2014-15) Indicator Program Improvement Status First Year of Program Improvement Year in Program Improvement* Number of Schools Currently in Program Improvement Percent of Schools Currently in Program Improvement ----School District In PI 2012-2013 Year 2 3 100.0 Note: Cells with “---“ do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. Average Class Size and Class Size Distribution (Elementary) 2011-12 Grade Level K ---------1 ---------2 ---------3 ---------4 Avg. Class Size 21.8 23 22 24.4 Number of Classes 1-20 5 1 1 0 21-32 1 4 5 5 33+ 0 0 0 0 Avg. Class Size 24 24 22 23 2012-13 Number of Classes 1-20 1 1 1 1 21-32 4 4 5 5 33+ Avg. Class Size 22 20 20 22 26 24 2013-14 Number of Classes 1-20 1 2 2 1 1 1 21-32 4 4 4 5 3 4 1 33+ 32.5 0 1 3 30 2 2 ---------5 34 0 0 4 28 1 3 1 Note: 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 2013-14) Title Academic Counselor------Counselor (Social/Behavioral or Career Development) Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) Psychologist------Social Worker------Nurse------Speech/Language/Hearing Specialist Resource Specialist------Other------Number of FTE Assigned to School 0 0 0 1.37 .5 0 0 1 2 0 Average Number of Students per Academic Counselor N/A ------------------- Note: Cells with “---“ do not require data. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. 2013-14 School Accountability Report Card for Vintage Hills Elementary School Page 9 of 11

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Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13) Expenditures Per Pupil Level School Site------District------Percent Difference: School Site and District State------Percent Difference: School Site and State Note: Cells with “---“ do not require data. Total $5,173 --------- Supplemental/ Restricted $800 --------- Basic/ Unrestricted $4,374 $5,328 -17.9 $4,690 -6.7 Average Teacher Salary $84,222 $78,077 7.9 $70,720 19.1 Types of Services Funded (Fiscal Year 2013-14) The district's general fund includes monies for: 1. 2. 3. 4. 5. 6. 7. General operations- services, materials, and support to the general education. Specific education-programs offering appropriate, individualized education to students with special needs. Special projects- monies from agencies (e.g., federal, state) earmarked for specific services. Transportation Maintenance and operations District administration LCFF/LCAP- Serves targeted students of the district See District's LCAP plan located on www.tvusd.k12.ca.us Each school in the district receives an instructional budget based upon enrollment, programs and on formulas set by the Board of Education policy, state law, agreements with employee bargaining units, and guidelines of outside funding agencies. Teacher and Administrative Salaries (Fiscal Year 2012-13) Category Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Superintendent Salary Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries District Amount $43,428 $72,404 $89,794 $111,284 $115,292 $123,193 $185,000 47 4 State Average for Districts In Same Category $41,761 $66,895 $86,565 $108,011 $113,058 $123,217 $227,183 38 5 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. 2013-14 School Accountability Report Card for Vintage Hills Elementary School Page 10 of 11

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Professional Development District Commitment to Learning for All Students The Temecula Valley Unified School District is committed to ensuring that each and every child in its care receives a rigorous, multifaceted educational experience preparing them for the demands of college and career. TVUSD teachers engage in active staff development throughout the year by attending: In-District training sessions provided by staff and consultants. Site-based training sessions presented during staff meetings and committee/grade level meetings. One on one training provided during formal observations and post observation conferences. Staff members are sent to national and state conferences to fine-tune instructional practices in specific areas. Teachers with specialized training are given opportunities to train their peers, and provide instructional support as teacher leaders. Standards Based Instruction Staff development focuses on implementing the Common Core State Standards in English-Language Arts and Math, K-12. Monthly district sessions bring teacher leaders and principals together to devise and refine the curriculum and assessments. Teams began by identifying priority and supporting standards, grouping the standards into units of instruction, and crafting common interim and summative assessments for each course/grade. Leaders return to sites to facilitate their grade level/course teams in reviewing the work, suggesting resources, and providing feedback for the refinement committees. Collaborative Teams Teachers are divided into Professional Learning Communities (PLCs) based on content area and grade level. All instructional staff participate almost weekly during professional growth time meeting in their PLC groups to align curriculum, refine teaching strategies, create assessments, analyze student achievement data and transition to Common Core State Standards. 2013-14 School Accountability Report Card for Vintage Hills Elementary School Page 11 of 11

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