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

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:



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