School Accountability Report Card

 

Reported Using Data from the 2010–11 School Year

 

Published During 2011–12

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.

• 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/.
• For additional information about the school, parents and community members should contact the school principal or the district office.

 

I. Data and Access

Ed-Data Partnership Web Site

Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

Internet 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-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

Contact Information (School Year 2011–12)

School		District
School Name	Fair Oaks Elementary	District Name	Mt. Diablo Unified
Street	2400 Lisa Ln.	Phone Number	(925) 682-8000
City, State, Zip	Pleasant Hill, CA, 94523-3993	Web Site	www.mdusd.org
Phone Number	(925) 685-4494	Superintendent	Steven Lawrence
Principal	Cheryl Champion	E-mail Address	lawrences@mdusd.org
E-mail Address	championc@mdusd.org	CDS Code	07617546004055

School Description and Mission Statement (School Year 2010–11)

Fair Oaks Elementary School is in the Mt. Diablo Unified School District. The 2010-2011 population was 325 students, kindergarten through fifth grade. Of this student population, approximately 74% are socioeconomically disadvantaged (SD), 44% are English Learners (EL), and 20% are receiving special education services (SE).There are approximately 177 students in the English Language Learners (ELL) program representing the following languages: Spanish                  Vietnamese                 Korean                Tagalog              Farsi                       Tongan                           Dari                         Taiwanese   The cultural diversity of our school population provides a rich cultural background that enhances our programs.   Funding for the programs at Fair Oaks is received from the following sources: Title 1, School Library Instructional Block Grant, Resource Specialist program, Special Education programs, and from the continued support of the Parent Faculty Club (PFC).   Special needs children receiving education from restricted programs (i.e. English Language Learner, Special Education) are fully participating in the core curriculum. Supplemental services are received within the general education classroom as well as on a pullout basis. Intervention strategies are incorporated for any students “at risk” in learning a subject area. The Student Success Team suggests and monitors interventions for students routinely and documents progress. Mainstreaming and reverse mainstreaming are common practices with the Special Day Classes at Fair Oaks Elementary.   Fair Oaks Elementary School's mission is to provide all students with a quality education in a safe environment that promotes self-esteem and appreciates the uniqueness of the individual. Staff, parents, and students believe that academic achievement, citizenship, and high self-esteem are the foundations we build at our school.  Fair Oaks’ school rules, Be Responsible, Be Respectful, Be Safe, and Be Prepared, reflect the values and goals of the staff. Students entering Fair Oaks feel valued for their present level of learning and are motivated to achieve their highest potential. Goals: ·         To provide quality education for all students in a safe environment that promotes self-esteem. ·         To provide communication among administration, staff, students, parents, and school community. ·         To provide experiences for students to become responsible cooperative citizens. ·         To provide enrichment experiences that extends the regular curriculum. ·         To provide a clean, safe, and orderly environment.

Opportunities for Parental Involvement (School Year 2010–11)

Organized opportunities for parental involvement include the following: PFC and PFC sponsored events, School Site Council, ELAC (English Language Advisory Council), parent volunteers, parent-teacher conferences, Student Success Team Meetings, and IEP meetings.

Student Enrollment by Grade Level (School Year 2010–11)

Grade Level	Number of Students
Kindergarten	68
Grade 1	49
Grade 2	61
Grade 3	51
Grade 4	53
Grade 5	56
Ungraded Elementary	0
Total Enrollment	338

Student Enrollment by Subgroup (School Year 2010–11)

Group	Percent of Total Enrollment
Black or African American	7.7%
American Indian or Alaska Native	0.6%
Asian	7.1%
Filipino	3.3%
Hispanic or Latino	58.3%
Native Hawaiian or Pacific Islander	0.6%
White	15.7%
Two or More Races	4.7%
Socioeconomically Disadvantaged	76.9%
English Learners	58.3%
Students with Disabilities	15.1%

Average Class Size and Class Size Distribution (Elementary)

Grade Level	Avg. Class Size	2008–09 Number of Classes*			Avg. Class Size	2009–10 Number of Classes*			Avg. Class Size	2010–11 Number of Classes*
		1-20	21-32	33+		1-20	21-32	33+		1-20	21-32	33+
K	32.0		2		31.5		2		32.0	0	2	0
1	19.0	2			20.7	1	2		30.5	0	2	0
2	17.7	3			21.7	1	2		21.5	1	1	0
3	17.5	2			19.0	1	2		29.5	0	2	0
4	26.0		2		20.7	1	2		24.0	1	0	1
5	33.0			1	17.7	1	2		32.0	0	1	1
6
Other

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

 

III. School Climate

School Safety Plan (School Year 2010–11)

The school has a plan for emergencies such as fire, earthquake, and disaster. As a matter of security, Fair Oaks requires all visitors on the school grounds to sign in. School staff is requested to question any visitor they don’t recognize. In addition, Fair Oaks maintains health and safety with staff trained in First Aid and CPR, monthly fire drills, District Crisis Team of counselors available as needed, regular school safety inspections and duck-and-cover drills four times annually. Teachers will provide instruction with lessons related to basic safety precautions for various disasters. Fair Oaks Elementary has a fully developed BEST (Building Effective Schools Together) program to help students model safe behaviors throughout the campus. The 4 School Rules; Be Responsible, Be Respectful, Be Safe and Be Prepared, are taught during the first days of school and rewarded throughout the school year. Students displaying appropriate behavior expectations earn “paw prints” which are traded for “Pats on the Back” that can be spent in the student store.

Suspensions and Expulsions

Rate*	School 2008–09	School 2009–10	School 2010–11	District 2008–09	District 2009–10	District 2010–11
Suspensions	2.13%	8.01%	3.85%	15.42%	14.65%	11.23%
Expulsions	0.00%	0.00%	0.00%	0.17%	0.15%	0.08%

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

IV. School Facilities

School Facility Conditions and Planned Improvements (School Year 2011–12)

The District takes great efforts to ensure that all schools are clean, safe, and functional.  To assist in this effort, the District uses a facility survey instrument developed by the State of California Office of Public School Construction.  The results of this survey are available through the Maintenance and Operations Department.   District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner.  A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

School Facility Good Repair Status (School Year 2011–12)

System Inspected	Repair Status				Repair Needed and Action Taken or Planned
	Exemplary	Good	Fair	Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer		X
Interior: Interior Surfaces		X
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation		X
Electrical: Electrical		X
Restrooms/Fountains: Restrooms, Sinks/ Fountains				X	Replaced floor tiles, repaired urinal & toilet
Safety: Fire Safety, Hazardous Materials		X
Structural: Structural Damage, Roofs		X
External: Playground/School Grounds, Windows/ Doors/Gates/Fences			X		Replace floor mats; repaired broken step & landing
Overall Rating		X

Note: Cells shaded in black do not require data.

V. Teachers

Teacher Credentials

 

Teachers	School 2008–09	School 2009–10	School 2010–11	District 2010–11
With Full Credential	19	18	12	1,436
Without Full Credential	0	0	0	22
Teaching Outside Subject Area of Competence (with full credential)	0	0	1	39

Teacher Misassignments and Vacant Teacher Positions

 

Indicator	2009–10	2010–11	2011–12
Misassignments of Teachers of English Learners	0	0	0
Total Teacher Misassignments*	0	0	0
Vacant Teacher Positions	0	0	0

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 2010–11)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires 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 core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/

 

Location of Classes	Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers	Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers
This School	100.00%	0.00%
All Schools in District	98.05%	1.95%
High-Poverty Schools in District	96.45%	3.55%
Low-Poverty Schools in District	98.57%	1.43%

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 25 percent or less in the free and reduced price meals program.

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2010–11)

Title	Number of FTE* Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor
Counselor (Social/Behavioral or Career Development)
Library Media Teacher (librarian)	0.30
Library Media Services Staff (paraprofessional)
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist	1.00
Resource Specialist (non-teaching)	1.25
Other

Note: Cells shaded in black 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.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2011–12)

This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected: October 2011

Core Curriculum Area	Textbooks and instructional materials/year of adoption	From most recent adoption?	Percent students lacking own assigned copy
Reading/Language Arts	SBE Adopted 2002/MDUSD Adopted 2003   # Students # Books K Houghton Mifflin Reading California Houghton Mifflin 102 102 1 Houghton Mifflin Reading California Houghton Mifflin 64 64 2 Houghton Mifflin Reading California Houghton Mifflin 56 67 3 Houghton Mifflin Reading California Houghton Mifflin 67 70 4 Houghton Mifflin Reading California Houghton Mifflin 69 71 5 Houghton Mifflin Reading California Houghton Mifflin 54 72	Yes	0.0%
Mathematics	SBE Adopted 2009/MDUSD Adopted 2009   # Students # Books K Houghton Mifflin California Math Houghton Mifflin 102 102 1 Houghton Mifflin California Math Houghton Mifflin 64 64 2 Houghton Mifflin California Math Houghton Mifflin 56 67 3 Houghton Mifflin California Math Houghton Mifflin 67 70 4 Houghton Mifflin California Math Houghton Mifflin 69 71 5 Houghton Mifflin California Math Houghton Mifflin 54 72	Yes	0.0%
Science	SBE Adopted 2007   # Students # Books K California Science Macmillian/ McGraw-Hill 102 102 1 California Science Macmillian/ McGraw-Hill 64 64 2 California Science Macmillian/ McGraw-Hill 56 67 3 California Science Macmillian/ McGraw-Hill 67 70 4 California Science Macmillian/ McGraw-Hill 69 71 5 California Science Macmillian/ McGraw-Hill 54 72	Yes	0.0%
History-Social Science	SBE Adopted 2005/MDUSD Adopted 2006   # Students # Books K California Reflections 2006 Harcourt Brace 102 102 1 California Reflections 2006 Harcourt Brace 64 64 2 California Reflections 2006 Harcourt Brace 56 67 3 California Reflections 2006 Harcourt Brace 67 70 4 California Reflections 2006 Harcourt Brace 69 71 5 California Reflections 2006 Harcourt Brace 54 72	Yes	0.0%
Visual and Performing Arts	VISUAL & PERFORMING ARTS   # Students # Books 2 Silver Burdett Making Music Scott Foresman     3 Silver Burdett Making Music Scott Foresman 31 35 5 Silver Burdett Making Music Scott Foresman 34 34	Yes	0.0%

 

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2009–10)

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental / Restricted)	Expenditures Per Pupil (Basic / Unrestricted)	Average Teacher Salary
School Site	$9,447.41	$4,336.29	$5,111.12	$68,532.35
District			$4,316.00	$62,621.92
Percent Difference – School Site and District			18.42%	8.62%
State			$5,455	$69,207
Percent Difference – School Site and State			-6.30%	-0.98%

Note: Cells shaded in black do not require data.

Supplemental/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.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://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 http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

Types of Services Funded (Fiscal Year 2010–11)

Title 1, Special Education, English Language Learners, Gifted And Talented Education, Music, Library, Physical Education, After School Intervention and CARES (Collaborative for Academics, Recreation & Enrichment for Students) programs provide additional funding and services to our students.

Teacher and Administrative Salaries (Fiscal Year 2009–10)

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$44,650	$42,017
Mid-Range Teacher Salary	$61,647	$67,294
Highest Teacher Salary	$82,326	$86,776
Average Principal Salary (Elementary)	$92,647	$108,534
Average Principal Salary (Middle)	$97,252	$112,893
Average Principal Salary (High)	$107,619	$123,331
Superintendent Salary	$247,500	$226,417
Percent of Budget for Teacher Salaries	38.00%	38.00%
Percent of Budget for Administrative Salaries	5.00%	5.00%

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

IX. Student Performance

Standardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consists of several key components, including:

• California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.
• California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.
• California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.

The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison

Subject	Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
	School			District			State
	2008–09	2009–10	2010–11	2008–09	2009–10	2010–11	2008–09	2009–10	2010–11
English-Language Arts	36%	37%	38%	55%	56%	56%	49%	52%	54%
Mathematics	44%	48%	46%	47%	49%	52%	46%	48%	50%
Science	21%	40%	29%	55%	57%	57%	50%	54%	57%
History-Social Science	0%	0%	0%	46%	48%	50%	41%	44%	48%

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 statistical accuracy or to protect student privacy.

Standardized Testing and Reporting Results by Student Group – Most Recent Year

Group	Percent of Students Scoring at Proficient or Advanced
	English- Language Arts	Mathematics	Science	History- Social Science
All Students in the LEA	56%	52%	57%	50%
All Students at the School	38%	46%	29%	0%
Male	33%	38%	30%	0%
Female	45%	54%	27%	0%
Black or African American	38%	29%	0%	0%
American Indian or Alaska Native	0%	0%	0%	0%
Asian	62%	69%	0%	0%
Filipino	0%	0%	0%	0%
Hispanic or Latino	33%	47%	25%	0%
Native Hawaiian or Pacific Islander	0%	0%	0%	0%
White	45%	43%	0%	0%
Two or More Races	0%	0%	0%	0%