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	Woodside Elementary	District Name	Mt. Diablo Unified
Street	761 San Simeon Dr.	Phone Number	(925) 682-8000
City, State, Zip	Concord, CA, 94518-2337	Web Site	www.mdusd.org
Phone Number	(925) 689-7671	Superintendent	Steven Lawrence
Principal	Michelle Batesole	E-mail Address	lawrences@mdusd.org
E-mail Address	batesolem@mdusd.org	CDS Code	07617546004394

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

Woodside’s vision is to provide students with the academic skills, life skills and attitudes to allow them to become responsible and productive citizens and to foster a desire for a lifetime of academic and personal growth.   Our Learning Center Intervention Model has transformed our program by providing services any student who needs extra support. Woodside is proud to host three special day classes and one county run class for students with disabilities. One of our special day classes is specifically designed for students using Alternative Augmentative Communication (AAC). Students With Disabilities are fully included in our general education program, but also receive all the specialized services prescribed in their IEPs. Woodside students move on to Oak Grove Middle School and then to Ygnacio Valley High School.   Woodside students and staff follow the 3 B’s- Be Safe, Be Respectful & Be Responsible.  Woodside believes in positive reinforcement and provides a variety of incentive programs including student council, trimester awards assemblies, life skill of the month, and Paw Pats.  Woodside has consistent behavior expectations.  Parents are involved and ongoing communication improves students’ behaviors.

Opportunities for Parental Involvement (School Year 2010–11)                           

The Parent Faculty Club is an active participant in the life of Woodside Elementary School. It sponsors a “Read at Home Program,” classroom art program, computer lab instructional assistant, classroom instructional assistants and numerous classroom activities. The PFC finances a computer lab assistant, and three classroom assistants. In past years, the PFC fundraising has provided the school wide air conditioning, play structure, a refurbished and automated library, school wide internet wiring, teacher workroom, computer lab, safety lighting, and an after school enrichment program. Parents are encouraged to participate in the classrooms and assist daily. Parents do many individual projects in their child’s classroom. Parents are involved in the governance of the school as members of the Woodside Site Council and our English Language Advisory Council. Parents are active partners in the education of the students at Woodside.

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

Grade Level	Number of Students
Kindergarten	66
Grade 1	93
Grade 2	92
Grade 3	93
Grade 4	100
Grade 5	74
Ungraded Elementary	0
Total Enrollment	518

Student Enrollment by Subgroup (School Year 2010–11)

Group	Percent of Total Enrollment
Black or African American	6.0%
American Indian or Alaska Native	1.0%
Asian	13.1%
Filipino	4.6%
Hispanic or Latino	26.8%
Native Hawaiian or Pacific Islander	1.4%
White	40.5%
Two or More Races	6.4%
Socioeconomically Disadvantaged	37.5%
English Learners	27.0%
Students with Disabilities	9.8%

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	28.3		3		28.0		3		23.3	1	2	0
1	19.6	5			17.0	2	4		30.8	0	4	0
2	20.0	4			24.8	1	3		30.3	0	3	0
3	19.3	4			18.4	2	3		29.7	0	3	0
4	33.0			2	24.0	1		2	26.0	1	1	2
5	32.5		1	1	16.3	2	2		25.7	1	0	2
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)

Woodside has an extensive safety plan covering crisis response, emergency procedures, organization during a major emergency, emergency conditions, and emergency supplies. Fire and earthquake drills are held monthly. Intruder alert drills are held to train staff and students in case of an emergency. The School Safety Plan is reviewed annually by a committee of parents, teachers, and administrators. All visitors must check in at the office to receive a site identification sticker.  Crisis Teams including site and district support personnel are in place.

Suspensions and Expulsions

Rate*	School 2008–09	School 2009–10	School 2010–11	District 2008–09	District 2009–10	District 2010–11
Suspensions	1.63%	0.97%	0.39%	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	25	23	20	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)	0.60
Library Media Services Staff (paraprofessional)
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)	1.00
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 64 64 1 Houghton Mifflin Reading California Houghton Mifflin 73 79 2 Houghton Mifflin Reading California Houghton Mifflin 76 79 3 Houghton Mifflin Reading California Houghton Mifflin 92 93 4 Houghton Mifflin Reading California Houghton Mifflin 90 102 5 Houghton Mifflin Reading California Houghton Mifflin 98 102	Yes	0.0%
Mathematics	SBE Adopted 2009/MDUSD Adopted 2009 Publisher  # Students # Books K Houghton Mifflin California Math Houghton Mifflin 64 64 1 Houghton Mifflin California Math Houghton Mifflin 73 79 2 Houghton Mifflin California Math Houghton Mifflin 76 79 3 Houghton Mifflin California Math Houghton Mifflin 92 93 4 Houghton Mifflin California Math Houghton Mifflin 90 102 5 Houghton Mifflin California Math Houghton Mifflin 98 102	Yes	0.0%
Science	SBE Adopted 2007  Publisher # Students # Books K California Science Macmillian/ McGraw-Hill 64 64 1 California Science Macmillian/ McGraw-Hill 73 79 2 California Science Macmillian/ McGraw-Hill 76 79 3 California Science Macmillian/ McGraw-Hill 92 93 4 California Science Macmillian/ McGraw-Hill 90 102 5 California Science Macmillian/ McGraw-Hill 98 102	Yes	0.0%
History-Social Science	SBE Adopted 2005/MDUSD Adopted 2006  Publisher # Students # Books K California Reflections 2006 Harcourt Brace 64 64 1 California Reflections 2006 Harcourt Brace 73 79 2 California Reflections 2006 Harcourt Brace 76 79 3 California Reflections 2006 Harcourt Brace 92 93 4 California Reflections 2006 Harcourt Brace 90 102 5 California Reflections 2006 Harcourt Brace 98 102	Yes	0.0%
Visual and Performing Arts	Publisher # Students # Books 2 Silver Burdett Making Music Scott Foresman 76 79 3 Silver Burdett Making Music Scott Foresman 92 93 5 Silver Burdett Making Music Scott Foresman 98 102	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	$7,770.94	$3,441.53	$4,329.41	$65,851.38
District			$4,316.00	$62,621.92
Percent Difference – School Site and District			0.31%	4.90%
State			$5,455	$69,207
Percent Difference – School Site and State			-20.63%	-5.10%

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)

The types of services funded including categorical and other special programs at Woodside are as follows:   ·         4th/ 5th Grade P.E. prep ·         After school enrichment classes ·         Computer lab ·         Classroom Buddies ·         English Language Learner (ELD) Program ·         Fifth Grade Family Life ·         Gifted and Talented Education (GATE) Program ·         “Just Right” reading groups in primary grades ·         Learning Center ·         Library ·         Science Lab ·         Speech and Language Therapy ·         Vocal Music Program ·         Reading Boosters Club

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	65%	65%	62%	55%	56%	56%	49%	52%	54%
Mathematics	75%	74%	75%	47%	49%	52%	46%	48%	50%
Science	68%	62%	61%	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	62%	75%	61%	0%
Male	55%	71%	56%	0%
Female	71%	80%	69%	0%
Black or African American	68%	74%	0%	0%
American Indian or Alaska Native	0%	0%	0%	0%
Asian	76%	84%	0%	0%
Filipino	42%	68%	0%	0%
Hispanic or Latino	49%	62%	50%	0%
Native Hawaiian or Pacific Islander	0%	0%	0%	0%
White	68%	82%	67%	0%
Two or More Races	67%	72%