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

Sun Terrace Elementary

District Name

Mt. Diablo Unified

Street

2448 Floyd Ln.

Phone Number

(925) 682-8000

City, State, Zip

Concord, CA, 94520-1499

Web Site

www.mdusd.org

Phone Number

(925) 682-4861

Superintendent

Steven Lawrence

Principal

Gretchen Jacobs

E-mail Address

lawrences@mdusd.org

E-mail Address

jacobsg@mdusd.org

CDS Code

07617546004329

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

The Sun Terrace School administrative, teaching and support staff believe we must provide all of our students with a high quality education in a safe learning environment that promotes academic excellence. We promote the Building Effective School Together model (BEST) as we teach and practice our School Rules: Be Safe, Be Respectful, and Be Responsible.  Students are rewarded sun tokens and sun beams for making good choices at school and home.

 

Our motto “Where ALL Our Students Shine” is honored daily through positive activities such as awards assemblies, book fair, spirit days, field trips, weekly and monthly attendance awards, and other school sponsored events. 

Opportunities for Parental Involvement (School Year 2010–11)

All parents are welcome to volunteer at the school.  Volunteer activities include helping at the school in classrooms, copying, helping at field trips, campus beautification, and changing the marquis.

The PTA is an active and supportive organization that supports academics, supports staff, provides activities for students and parents, promotes school pride, and promotes a sense of community. 
School Site Council (SSC) provides an opportunity for parent input into school activities that support learning.

English Learner Advisory Committee (ELAC) provides an opportunity for parents of English Language Learners to give input into programs that increase English fluency.

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

Grade Level

Number of Students

Kindergarten

138

Grade 1

94

Grade 2

62

Grade 3

79

Grade 4

88

Grade 5

87

Ungraded Elementary

0

Total Enrollment

548

Student Enrollment by Subgroup (School Year 2010–11)

Group

Percent of Total Enrollment

Black or African American

5.7%

American Indian or Alaska Native

0.9%

Asian

2.0%

Filipino

4.7%

Hispanic or Latino

61.7%

Native Hawaiian or Pacific Islander

1.5%

White

19.0%

Two or More Races

3.8%

Socioeconomically Disadvantaged

72.1%

English Learners

52.0%

Students with Disabilities

8.2%

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

28.7

3

25.3

1

2

 

30.4

0

5

0

1

20.0

6

25.3

1

2

 

27.0

0

3

0

2

19.3

6

29.3

 

3

 

22.0

1

2

0

3

20.0

4

22.8

1

3

 

25.3

0

3

0

4

26.3

3

13.8

4

1

1

21.0

2

1

1

5

25.3

3

17.3

4

1

1

30.7

0

2

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 Safety Plan is reviewed by staff and parents each year

Key elements included in the plan:

·         Updated teacher rosters and classroom supplies

·         Monthly drills

·         Designated personnel assigned responsibilities in crisis situations

·         Designated a code for emergency situations to inform teachers and staff immediately

Suspensions and Expulsions

Rate*

School 2008–09

School 2009–10

School 2010–11

District 2008–09

District 2009–10

District 2010–11

Suspensions

7.39%

6.18%

2.92%

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

 

Repaired a ballast

Restrooms/Fountains: Restrooms, Sinks/ Fountains

 

X

 

Repaired leaky faucet

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

28

22

21

1,436

Without Full Credential

1

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)

0.60

Library Media Services Staff (paraprofessional)

 

Psychologist

 

Social Worker

 

Nurse

 

Speech/Language/Hearing Specialist

1.00

Resource Specialist (non-teaching)

1.00

Other

1.00

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

122

n/a

1

Houghton Mifflin Reading California

Houghton Mifflin

83

90

2

Houghton Mifflin Reading California

Houghton Mifflin

101

108

3

Houghton Mifflin Reading California

Houghton Mifflin

76

80

4

Houghton Mifflin Reading California

Houghton Mifflin

99

114

5

Houghton Mifflin Reading California

Houghton Mifflin

107

126

Yes

0.0%

Mathematics

 

SBE Adopted 2009/MDUSD Adopted 2009

 Publisher

# Students

# Books

K

Houghton Mifflin California Math

Houghton Mifflin

122

n/a

1

Houghton Mifflin California Math

Houghton Mifflin

83

83

2

Houghton Mifflin California Math

Houghton Mifflin

101

105

3

Houghton Mifflin California Math

Houghton Mifflin

76

82

4

Houghton Mifflin California Math

Houghton Mifflin

99

117

5

Houghton Mifflin California Math

Houghton Mifflin

107

119

Yes

0.0%

Science

 

SBE Adopted 2007

 Publisher

# Students

# Books

K

California Science

Macmillian/ McGraw-Hill

122

n/a

1

California Science

Macmillian/ McGraw-Hill

83

90

2

California Science

Macmillian/ McGraw-Hill

101

104

3

California Science

Macmillian/ McGraw-Hill

76

77

4

California Science

Macmillian/ McGraw-Hill

99

110

5

California Science

Macmillian/ McGraw-Hill

107

112

Yes

0.0%

History-Social Science

 

SBE Adopted 2005/MDUSD Adopted 2006

 Publisher

# Students

# Books

K

California Reflections 2006

Harcourt Brace

122

n/a

1

California Reflections 2006

Harcourt Brace

83

83

2

California Reflections 2006

Harcourt Brace

101

109

3

California Reflections 2006

Harcourt Brace

76

80

4

California Reflections 2006

Harcourt Brace

99

106

5

California Reflections 2006

Harcourt Brace

107

107

Yes

0.0%

Visual and Performing Arts

 

 

 Publisher

# Students

# Books

2

Silver Burdett Making Music

Scott Foresman

83

85

3

Silver Burdett Making Music

Scott Foresman

101

103

5

Silver Burdett Making Music

Scott Foresman

107

109

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

$7,289.13

$3,352.22

$3,936.91

$66,112.25

District

$4,316.00

$62,621.92

Percent Difference – School Site and District

-8.78%

5.28%

State

$5,455

$69,207

Percent Difference – School Site and State

-27.83%

-4.68%

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 Program support

·         Resource Specialist full time (1)

·         Psychologist, part time (1)

·         Speech Therapist  part time (1)

·         Instructional Assistants (2)

 

Counseling Enriched Program (general education and special education)

·         Psychologist, full time (1)

·         Instructional Assistants (4)

·         Behaviorist, part time (1)

·         Social Worker, part time (1)

 

 

School Improvement Program (SIP)

·         Librarian, ½ day

·         Psychologist Intern, part time (1)

 

English Language Development (ELD)

·         ESL teacher, part time

 

Campus supervisors-

·         Recess and lunch

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

46%

47%

44%

55%

56%

56%

49%

52%

54%

Mathematics

53%

59%

60%

47%

49%

52%

46%

48%

50%

Science

47%

45%

35%

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

44%

60%

35%

0%

Male

43%

59%

45%

0%

Female

46%

62%

25%

0%

Black or African American

50%

70%

0%

0%

American Indian or Alaska Native

0%

0%

0%

0%

Asian

0%

0%

0%

0%

Filipino

74%

89%

0%

0%

Hispanic or Latino

36%

53%