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

Sequoia Elementary

District Name

Mt. Diablo Unified

Street

277 Boyd Rd.

Phone Number

(925) 682-8000

City, State, Zip

Pleasant Hill, CA, 94523-3796

Web Site

www.mdusd.org

Phone Number

(925) 935-5721

Superintendent

Steven Lawrence

Principal

David Franklin

E-mail Address

lawrences@mdusd.org

E-mail Address

franklind@mdusd.org

CDS Code

07617546004253

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

The mission of Sequoia Elementary is to enable our students to achieve academic excellence through a mastery of basic skills and an understanding of respect and responsibility in a safe environment. The goals of this mission are accomplished through a mutually supportive partnership of parents, faculty, and administration.

Opportunities for Parental Involvement (School Year 2010–11)

School Site Council – A representative body of parents, teachers, and staff meet monthly to oversee the Single Plan for Student Achievement and the funding that supports staff development and the core curriculum.

Sequoia Parent Association – All parents are invited to participate in the school’s parent organization. This group meets monthly. This organization sponsors functions to build school community and promotes various fund-raising activities to improve educational programs for all students.

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

Grade Level

Number of Students

Kindergarten

90

Grade 1

93

Grade 2

93

Grade 3

91

Grade 4

101

Grade 5

102

Ungraded Elementary

0

Total Enrollment

570

Student Enrollment by Subgroup (School Year 2010–11)

Group

Percent of Total Enrollment

Black or African American

3.3%

American Indian or Alaska Native

0.4%

Asian

17.2%

Filipino

5.1%

Hispanic or Latino

12.5%

Native Hawaiian or Pacific Islander

0.2%

White

57.4%

Two or More Races

3.0%

Socioeconomically Disadvantaged

6.7%

English Learners

13.2%

Students with Disabilities

5.1%

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

31.0

4

30.0

 

3

 

30.0

0

4

0

1

20.0

5

31.0

 

3

 

31.0

0

3

0

2

20.0

5

31.0

 

3

 

31.0

0

3

0

3

19.8

5

30.7

 

3

 

30.3

0

3

0

4

34.0

3

25.5

1

1

2

34.0

0

0

3

5

33.3

3

28.0

1

2

1

34.0

0

0

3

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)

School safety and climate are two very important areas at Sequoia Elementary. Procedures and policies regarding campus visitors and volunteers are posted and made known through the Student-Parent Handbook. This information is also reviewed in the school’s newsletter. Regular staff, support staff, and campus safety supervisors monitor individuals who are on the campus. All regular staff and visiting district employees wear an identification badge. Visitors and volunteers obtain an identification badge from the school’s office for each visit and register in a visitor’s log.

The climate within the classrooms and on the campus is positive as teachers engage students in active and thoughtful learning. Expectations for academic achievement and behavior are known to students and their parents. There is regular communication between the home and the school through classroom newsletters, student planners, email and the school newsletter. Communication may include information beyond the school site, namely from various departments within the Mt. Diablo Unified School District regarding curriculum, special education, and student welfare.

Suspensions and Expulsions

Rate*

School 2008–09

School 2009–10

School 2010–11

District 2008–09

District 2009–10

District 2010–11

Suspensions

1.82%

1.89%

0.88%

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

 

 

 

Safety: Fire Safety, Hazardous Materials

X

 

 

 

Structural: Structural Damage, Roofs

X

 

 

 

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

 

 

 

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

27

22

19

1,436

Without Full Credential

0

0

0

22

Teaching Outside Subject Area of Competence (with full credential)

0

0

0

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)

 

Library Media Services Staff (paraprofessional)

 

Psychologist

 

Social Worker

 

Nurse

 

Speech/Language/Hearing Specialist

 

Resource Specialist (non-teaching)

0.65

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

 Publisher

# Students

# Books

K

Houghton Mifflin Reading California

Houghton Mifflin

94

94

1

Houghton Mifflin Reading California

Houghton Mifflin

94

94

2

Houghton Mifflin Reading California

Houghton Mifflin

94

94

3

Houghton Mifflin Reading California

Houghton Mifflin

94

94

4

Houghton Mifflin Reading California

Houghton Mifflin

102

102

5

Houghton Mifflin Reading California

Houghton Mifflin

102

102

Yes

0.0%

Mathematics

 

SBE Adopted 2009/MDUSD Adopted 2009

 Publisher

# Students

# Books

K

Houghton Mifflin California Math

Houghton Mifflin

94

94

1

Houghton Mifflin California Math

Houghton Mifflin

94

94

2

Houghton Mifflin California Math

Houghton Mifflin

94

94

3

Houghton Mifflin California Math

Houghton Mifflin

94

94

4

Houghton Mifflin California Math

Houghton Mifflin

102

102

5

Houghton Mifflin California Math

Houghton Mifflin

102

102

Yes

0.0%

Science

 

SBE Adopted 2007

 Publisher

# Students

# Books

K

California Science

Macmillian/ McGraw-Hill

94

94

1

California Science

Macmillian/ McGraw-Hill

94

94

2

California Science

Macmillian/ McGraw-Hill

94

94

3

California Science

Macmillian/ McGraw-Hill

94

94

4

California Science

Macmillian/ McGraw-Hill

102

102

5

California Science

Macmillian/ McGraw-Hill

102

102

Yes

0.0%

History-Social Science

 

SBE Adopted 2005/MDUSD Adopted 2006

Publisher 

# Students

# Books

K

California Reflections 2006

Harcourt Brace

94

94

1

California Reflections 2006

Harcourt Brace

94

94

2

California Reflections 2006

Harcourt Brace

94

94

3

California Reflections 2006

Harcourt Brace

94

94

4

California Reflections 2006

Harcourt Brace

102

102

5

California Reflections 2006

Harcourt Brace

102

102

Yes

0.0%

Visual and Performing Arts

 

 

 Publisher

# Students

# Books

2

Silver Burdett Making Music

Scott Foresman

 

 

3

Silver Burdett Making Music

Scott Foresman

 

 

5

Silver Burdett Making Music

Scott Foresman

 

 

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

$6,936.50

$3,060.73

$3,875.76

$67,745.33

District

$4,316.00

$62,621.92

Percent Difference – School Site and District

-10.20%

7.56%

State

$5,455

$69,207

Percent Difference – School Site and State

-28.95%

-2.16%

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)

Special Education programs include services for speech and language therapy and a part time resource specialist. Speech and language provides pull-out services for those students needing to refine a particular articulation disability or language disability. The resource specialist program supports students identified as having a disability as defined in an IEP. This program helps to support students to gain grade level skills. This also operates as a Learning Center for students needing additional support.

A school psychologist is available one day per week at the site to support teachers and students. The school psychologist assesses students as determined through the Student Study Team. Particular students may receive counseling support as defined by the student’s Individual Education Plan.

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

81%

84%

86%

55%

56%

56%

49%

52%

54%

Mathematics

86%

87%

91%

47%

49%

52%

46%

48%

50%

Science

85%

80%

89%

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

86%

91%

89%

0%

Male

82%

91%

90%

0%

Female

91%

91%

87%

0%

Black or African American

73%

73%

0%

0%

American Indian or Alaska Native

0%

0%

0%

0%

Asian

88%

93%

90%

0%

Filipino

76%

88%

0%

0%

Hispanic or Latino

75%

86%

0%

0%

Native Hawaiian or Pacific Islander

0%

0%

0%

0%

White

89%

93%

93%

0%

Two or More Races

0%

0%

0%

0%

Socioeconomically Disadvantaged

72%

72%