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.

 

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:



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%