Myrtle S. Finney Elementary School - Chula Vista Elementary School

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Myrtle S. Finney Elementary School 3950 Byrd Street • Chula Vista, CA 92154 • (619) 690-1334 • Grades K-6 Olivia Amador-Valerio, Principal [email protected]

2014-15 School Accountability Report Card Published During the 2015-16 School Year Mission Our mission at Finney School is to nurture and teach students so that they will become confident, critical thinkers who possess a deep sense of responsibility to self and to the community. By creating a safe learning environment, our students will engage in rigorous academic work and learn to effectively communicate, develop technological skills to keep up with the rapid changes of today's world and instill in them an appreciation for diversity by promoting positive interactions between all students and encourage them to pursue their lifelong dreams. ------"EACH CHILD IS AN INDIVIDUAL OF GREAT WORTH" Board of Education Marissa A. Bejarano Leslie Bunker Eduardo Reyes, Ed.D. Francisco Tamayo Glendora M. Tremper Superintendent Francisco Escobedo Ed.D. [email protected] 84 East J Street Chula Vista, CA 91910-6100 (619) 425-9600 www.cvesd.org

Description Finney School is one of 46 schools in the Chula Vista Elementary School District. It has a rich diverse ethnic makeup and many students come from homes in which English is not the primary language. A wide variety of programs are offered to meet the needs of all of our students. Among these are our Second Language Education Program with a Spanish-speaking teacher at each grade level, two full day special education classes, a Resource Specialist Program, and a Super Citizen/Outstanding Academic Achievement Program to promote positive school behavior and academic perseverance to achieve personal goals. Finney Elementary utilizes multiple forms of data to assess the needs of the students. Teachers use the results of the CELDT assessment to identify English Language needs of our English Learners, Inspect quizzes to monitor progress towards grade level standard every six weeks, On Demand Writing assessments to gage writing progress towards grade level standards, Local Measure date to identify reading and math levels and all CST information is used to evaluate student needs and goals.

The State Preschool Program has classes for three-and four-year-olds at Finney. These daily, three-hour sessions are offered in English and Spanish. They provide youngsters with a The Chula Vista Elementary School District is developmentally appropriate experience before entering kindergarten. committed to providing equal educational, contracting, and employment opportunity to all in strict compliance with all applicable state and federal laws and regulations. The District office that monitors compliance is the Human Resources Services and Support Office, 84 East J Street, Chula Vista, CA 91910, phone (619) 425-9600, extension 1340. Any individual who believes s/he has been a victim of unlawful discrimination in employment, contracting, or in an educational program may file a formal complaint with the District's Human Resources Office.

Every member of the Finney Elementary School community works together to provide each child a successful school experience.

2014-15 School Accountability Report Card for Myrtle S. Finney Elementary School

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District Profile Located between the City of San Diego and United States/Mexico International Border, the Chula Vista Elementary School District is the largest K-6 district in the state. The District currently serves more than 29,200 students. The District serves a community that features a blend of residential areas, recreational facilities, open space, and light industry. The District currently operates 45 elementary schools (including 5 dependent charter schools). In addition, two independent charter schools operate through CVESD. Five charter schools also enroll middle school students, and two of those serve high school students as well. Students experience a rigorous 21st century learning environment that is rooted in effective teaching practices and high-quality instruction. Students receive an education that nurtures every child’s imagination, intellect, and sense of inquiry. Working together, we will harness the potential of a collective intelligence rich with the imagination and creativity necessary for students to become difference makers in the community. The student population is ethnically diverse and is composed of African-American (4%), Asian (3%), Filipino (11%), Latino/Hispanic (67%), other (1%), Pacific Islander (.6%), and White (14%). More than one-third of the students in the District are classified English Learners, and 45% qualify for free and reduced-priced meal programs.

LOCAL CONTROL AND ACCOUNTABILITY PLAN (LCAP) School districts are required to produce Local Control and Accountability Plans (LCAPs), demonstrating how increased resources are linked to meeting the needs of all students. In tandem, the funding formula and accountability plans increase local decision making authority while also enhancing transparency and accountability. Here’s where our parents, teachers and students come into play. Together, they will help our schools determine academic priorities in support of student achievement. The state’s shift to local control is very much aligned to how we have long operated in the Chula Vista Elementary School District, where student-based decision-making is an expectation. Now, we will have additional resources to help us close the achievement gap.

About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • 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 more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school at (619) 690-1334 or the district office.

2014-15 Student Enrollment by Grade Level Grade Level

51

Grade 1

42

Grade 2

63

Grade 3

52

Grade 4

50

Grade 5

66

Grade 6

56

Total Enrollment

380 2014-15 Student Enrollment by Group

Group

Percent of Total Enrollment

Black or African American

1.8

Asian

2.1

Filipino

9.7

Hispanic or Latino

77.6

Native Hawaiian or Pacific Islander

1.8

White

2.9

Two or More Races

3.4

Socioeconomically Disadvantaged

2014-15 School Accountability Report Card for Myrtle S. Finney Elementary School

Number of Students

Kindergarten

70

English Learners

39.7

Students with Disabilities

13.9

Foster Youth

0.3

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A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials Myrtle S. Finney Elementary School

13-14

14-15

15-16

With Full Credential

22

17

18

Without Full Credential

0

1

1

0

0

13-14

14-15

15-16

With Full Credential





1237

Without Full Credential





1

Teaching Outside Subject Area of Competence





0

Teaching Outside Subject Area of Competence Chula Vista Elementary School District

Teacher Misassignments and Vacant Teacher Positions at this School Myrtle S. Finney Elementary School

13-14

14-15

15-16

Teachers of English Learners

0

0

0

Total Teacher Misassignments

0

0

0

Vacant Teacher Positions

0

0

1

*

“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 2014-15 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

94.1

5.9

This School

Districtwide All Schools

97.5

2.5

High-Poverty Schools

95.9

4.1

Low-Poverty Schools

99.7

0.3

*

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. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.

2014-15 School Accountability Report Card for Myrtle S. Finney Elementary School

Page 3 of 12

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) The Chula Vista Elementary School District follows the State’s curriculum cycle to adopt updated, high quality textbooks and related materials. The evaluation and adoption of textbooks and instructional materials is based on recommendations by committees of our District’s school staffs and community members. Students are provided with an adequate supply of Board-approved textbooks for all subject areas. The reading/language arts and mathematics curricula are aligned with California Common Core Standards.. All of our students have access to textbooks and supportive instructional materials in all core subjects, which are in good condition. Core materials are available in both English and Spanish. An inventory of books is warehoused centrally for growth needs at the schools. The District’s vision is to prepare students to succeed in the 21st Century and is committed to providing students with 21st century tools, and the necessary infrastructure to support said tools. The District also invested in software applications to assist with formative and summative assessments, literacy skills, mathematics and language acquisition. In addition, teachers are integrating technology tools to facilitate day to day tasks such as attendance, report cards and electronic communication.

Textbooks and Instructional Materials

Year and month in which data were collected: July 2015 Core Curriculum Area Reading/Language Arts

Mathematics

Science

Textbooks and Instructional Materials/Year of Adoption Houghton Mifflin Reading K-6 and Houghton Mifflin Lectura K-6 Spanish. Adopted in 2002-03. The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook:

Yes 0%

Houghton Mifflin Hartcourt Go Math: K-6 The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook:

Yes 0%

Houghton-Mifflin Science series for Kindergarten to Sixth Grade English and Spanish. Adopted Spring 2008. The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook:

History-Social Science

Yes 0%

Harcourt Social Studies Kindergarten – Sixth grade (English & Spanish). Adopted Spring 2007. The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0%

Student Wellness Information The Chula Vista Elementary School District recognizes the link between student health and learning and is committed to providing a school environment that promotes student wellness, proper nutrition, nutrition education, and regular physical activity for all District students. Our CVESD Wellness Committee consisting of principals, teachers, nurses, community organizations, parents, students and school food service professionals, was created to assist and advise the district on health related issues. It was with the assistance of this committee that our District's local wellness policy was revised (in May 2012). The wellness policy applies to every school in the District. The policy assists schools in improving the health of students by promoting physical activity and nutritious food. For more information on the District’s wellness policy visit www.cvesd.org/community/pages/wellness_policy.aspx. Starting in 2010 and continuing biennially, CVESD has measured BMI (Body Mass Index) of all students to help inform our decisions around health and wellness. District maps were created to showcase the improved results and the need for continued efforts focused in this area. Teachers continue to document their completion of the required minutes for physical education with an emphasis on quality of instruction.

2014-15 School Accountability Report Card for Myrtle S. Finney Elementary School

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Our wellness policy supports healthy students by promoting non-food parties and celebrations and/or healthy nutritious food and snack choices. Parents are asked to prearrange the event that is scheduled to occur during the last ten minutes of the school day in the lunch arbor area. Teachers provide parents with healthy options for the planned celebration. Alternative options also include donating a book to the classroom, goodie bags with school supplies and/or reading aloud to students. Our School believes that school gardens promote a healthy nutrition environment which serves as a teaching tool to improve student healthy behaviors. Research shows that children who plant and harvest their own fruits and vegetables are more likely to eat them. Each classroom adopts a planter to cultivate. Teachers and students draw up plans to grow vegetable and flowers by researching horticultural principles linked to growth patterns and requirements to promote germination. A partnership with Wildcoast also support learning of habitats in our Overlook Park. Our School participates on a regular basis in the Safe Routes to School program promoting walking and biking to school as a safe, healthy, and familyfriendly physical activity. Students are encouraged to participate in physical movement activities during recess and lunch. Teachers adhere to the Physical Education requirement. An added feature to draw attention to physical education, health and nutrition is a built in class following and eight day cycle where students work with a resource teacher who focuses solely in this area. Student develop skills and knowledge and apply these principles to daily life. Students participate in 60 minutes or more a day in planned physical activities including physical education, walking/running programs, structured, recess activities and before and/or after-school programs. Our school believes for students to be successful learners they must be physically ready to learn. Our 6 to 6 program includes a physical education component that is aligned with our school's plan. To link community service and physical education and fund-raising for the American Health Association/Jump Rope for Heart.

School Facility Conditions and Planned Improvements (Most Recent Year) Classroom space at Finney school is adequate to support our school's current enrollment. The District maintains a planned program, which ensures routine maintenance functions are performed on a scheduled basis. Custodial staff performs basic cleaning operations daily. None of the eight emergency facilities needs specified in Education Code Section 17592.72 (c) (1) exist at our school. Students participating in the YMCA program are on campus from 6 am to 6 pm.

System Inspected

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 8/5/2014 Repair Status Good

Fair

Poor

Repair Needed and Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces

X

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

500 Bldg Adult RR: (5) Dirty Vents

Electrical: Electrical

X

CR 502: (7) Lamp out Health Office: (7) Light out

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

Exemplary

----------

2014-15 School Accountability Report Card for Myrtle S. Finney Elementary School

Good

Fair

Poor

Job orders were placed.

X

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B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and • The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

Grade Level

2014-15 Percent of Students Meeting Fitness Standards

---5--*

4 of 6

5 of 6

6 of 6

29.50

31.10

13.10

Percentages are not calculated 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.

2014-15 CAASPP Results by Student Group Percent of Students Scoring at Proficient or Advanced

Group

Science (grades 5, 8, and 10) All Students in the LEA

67

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) Subject School District State

All Student at the School

85

Male

84

ELA

2014-15 CAASPP Results for All Students

Math *

Female

86

59

55

44

Black or African American

--

42

44

33

Filipino

--

Hispanic or Latino

84

Native Hawaiian or Pacific Islander

--

White

--

Two or More Races

--

Socioeconomically Disadvantaged

--

English Learners

72

Students with Disabilities

85

Foster Youth

--

Percentages are not calculated 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.

CAASPP Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject

School

District

State

12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15 Science *

51

73

85

66

71

67

59

60

56

Results are for grades 5, 8, and 10. 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.

*

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.

School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group All Students

Male

Female

Percent of Students

Grade Enrolled

Tested

Tested

Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

3

52

47

90.4

13

26

36

23

4

49

46

93.9

24

28

33

15

5

68

59

86.8

24

5

51

20

6

55

52

94.5

17

27

56

0

3

23

44.2

13

26

39

22

4

22

44.9

23

23

36

18

5

29

42.6

31

7

59

3

6

28

50.9

21

32

46

0

3

24

46.2

13

25

33

25

4

24

49.0

25

33

29

13

5

30

44.1

17

3

43

37

6

24

43.6

13

21

67

0

2014-15 School Accountability Report Card for Myrtle S. Finney Elementary School

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School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group

Tested

Tested

Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

3

1

1.9

--

--

--

--

4

1

2.0

--

--

--

--

5

1

1.5

--

--

--

--

3

2

3.8

--

--

--

--

4

1

2.0

--

--

--

--

6

1

1.8

--

--

--

--

3

3

5.8

--

--

--

--

4

4

8.2

--

--

--

--

5

4

5.9

--

--

--

--

6

7

12.7

--

--

--

--

3

37

71.2

16

24

32

24

4

36

73.5

31

25

31

14

5

51

75.0

25

6

53

16

6

41

74.5

20

29

51

0

4

1

2.0

--

--

--

--

5

0

0.0

--

--

--

--

6

2

3.6

--

--

--

--

3

2

3.8

--

--

--

--

5

1

1.5

--

--

--

--

6

1

1.8

--

--

--

--

3

2

3.8

--

--

--

--

4

3

6.1

--

--

--

--

5

2

2.9

--

--

--

--

3

31

59.6

10

26

39

23

4

30

61.2

30

27

30

13

5

44

64.7

25

7

55

14

6

37

67.3

16

24

59

0

3

21

40.4

14

29

43

10

4

17

34.7

41

35

24

0

5

20

29.4

45

5

40

10

6

19

34.5

42

37

21

0

3

1

1.9

--

--

--

--

4

3

6.1

--

--

--

--

5

8

11.8

--

--

--

--

6

9

16.4

--

--

--

--

Enrolled Black or African American

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Percent of Students

Grade

2014-15 School Accountability Report Card for Myrtle S. Finney Elementary School

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School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group

Tested

Tested

Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

3

--

--

--

--

--

--

4

--

--

--

--

--

--

5

--

--

--

--

--

--

6

--

--

--

--

--

--

Enrolled Foster Youth

Percent of Students

Grade

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.

School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group All Students

Male

Female

Black or African American

Asian

Filipino

Hispanic or Latino

Percent of Students

Grade Enrolled

Tested

Tested

Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

3

52

47

90.4

19

15

49

13

4

49

47

95.9

28

36

30

6

5

68

61

89.7

31

30

23

16

6

55

53

96.4

25

42

26

8

3

23

44.2

13

4

61

13

4

23

46.9

26

30

35

9

5

30

44.1

40

30

13

17

6

29

52.7

24

34

28

14

3

24

46.2

25

25

38

13

4

24

49.0

29

42

25

4

5

31

45.6

23

29

32

16

6

24

43.6

25

50

25

0

3

1

1.9

--

--

--

--

4

1

2.0

--

--

--

--

5

1

1.5

--

--

--

--

3

2

3.8

--

--

--

--

4

1

2.0

--

--

--

--

6

1

1.8

--

--

--

--

3

3

5.8

--

--

--

--

4

4

8.2

--

--

--

--

5

4

5.9

--

--

--

--

6

7

12.7

--

--

--

--

3

37

71.2

22

16

46

16

4

37

75.5

32

35

27

5

5

53

77.9

36

28

17

19

6

42

76.4

29

36

26

10

2014-15 School Accountability Report Card for Myrtle S. Finney Elementary School

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School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group

Tested

Tested

Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

4

1

2.0

--

--

--

--

5

0

0.0

--

--

--

--

6

2

3.6

--

--

--

--

3

2

3.8

--

--

--

--

5

1

1.5

--

--

--

--

6

1

1.8

--

--

--

--

3

2

3.8

--

--

--

--

4

3

6.1

--

--

--

--

5

2

2.9

--

--

--

--

3

31

59.6

19

6

58

13

4

31

63.3

35

32

29

3

5

45

66.2

36

29

20

16

6

38

69.1

29

42

21

8

3

21

40.4

33

19

38

5

4

18

36.7

39

50

11

0

5

22

32.4

55

27

9

9

6

20

36.4

40

45

15

0

3

1

1.9

--

--

--

--

4

3

6.1

--

--

--

--

5

8

11.8

--

--

--

--

6

9

16.4

--

--

--

--

3

--

--

--

--

--

--

4

--

--

--

--

--

--

5

--

--

--

--

--

--

6

--

--

--

--

--

--

Enrolled Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Foster Youth

Percent of Students

Grade

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.

C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement Contact person: Olivia Amador-Valerio Contact Person Phone Number (619) 690-1334 Parents are encouraged to participate in all school activities at Finney. There is an active Parent Volunteer Program, Parent Teacher Association, 6th Grade Parent Committee, School Site Council and English Learner Advisory Committee. All parents are encouraged to submit a volunteer form so that skills can be matched to need. Parents support in the classroom, workroom and during school-wide events.

2014-15 School Accountability Report Card for Myrtle S. Finney Elementary School

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Research shows a high correlation between parent involvement and effective schools. We encourage parents to become actively involved in our school. We have Parent Information Nights to keep parents informed about assessment, curriculum and instruction and we provide parents with ways in which they can become partners with us in the education of their children through monthly parent bulletins. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates, pupil expulsion rates; and other local measures on the sense of safety. School Safety Plan Student safety and well being is promoted by activities such as the emergency preparedness programs, which includes instruction and drills in fire safety, earthquake preparedness, lock down procedures and bus safety. Also, the school utilizes a Line-up Committee to support and promote a safe and suitable learning environment, Peace Patrol to help students with conflict resolution and Student Council to provide leadership opportunities that focus promoting school spirit and on safe decision making. Our Parent Teacher Club support instructional programs, literacy, and technology. The School Site Council approved the School Safety Plan on October 29, 2015. Suspensions and Expulsions School

2012-13

2013-14

2014-15

Suspensions Rate

1.37

1.67

2.08

Expulsions Rate

0.00

0.00

0.00

2012-13

2013-14

2014-15

Suspensions Rate

0.68

0.79

0.65

Expulsions Rate

0.00

0.01

0.00

District

State

2012-13

2013-14

2014-15

Suspensions Rate

5.07

4.36

3.80

Expulsions Rate

0.13

0.10

0.09

D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

2015-16 Federal Intervention Program Indicator

2014-15 Adequate Yearly Progress Overall and by Criteria AYP Criteria

School

Program Improvement Status

State

District

Yes

Yes

Yes

Met Percent Proficient

N/A

N/A

N/A

Yes

Yes

Yes

Met Percent Proficient

N/A

N/A

N/A

Made AYP Overall

Yes

Yes

Yes

Met Attendance Rate

Yes

Yes

Yes

Met Graduation Rate

N/A

N/A

Yes

In PI 2013-2014

Year in Program Improvement

Mathematics Met Participation Rate

District

First Year of Program Improvement

English Language Arts Met Participation Rate

School Not in PI

Year 1

Number of Schools Currently in Program Improvement

16

Percent of Schools Currently in Program Improvement

43.2

Average Class Size and Class Size Distribution (Elementary) Number of Classrooms*

Average Class Size

1-20

21-32

33+

Grade

2012-13

2013-14

2014-15

K

22

23

19

2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 1

3

2

1

22

22

20

2

2

3

2

20

23

20

2

1

1

2

2

3

21

19

25

1

2

2

2

4

27

31

24

2

2

2

5

25

27

30

2

2

2

6

28

23

27

2

2

2

Other

12

9

11

1

1 2

2014-15 School Accountability Report Card for Myrtle S. Finney Elementary School

1

2

1

Page 10 of 12

Professional Development provided for Teachers Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor------Counselor (Social/Behavioral or Career Development) Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional)

0.75

Psychologist-------

0.75

Social Worker------Nurse-------

0.5

Speech/Language/Hearing Specialist

2

Resource Specialist-------

1

Other------Average Number of Students per Staff Member Academic Counselor------*

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.

Each year, targeted professional improvement trainings are provided for teachers, instructional aides, and support staff. Training sessions are linked to our school's goals as we work to improve teaching and learning for all students. To support our on-going professional development, Finney's Teachers attends professional development sessions focused on our four districtwide initiatives: Writing, ELD, and Conceptual Understanding of Math/Eureka Math. This learning from each session is supported and reinforced grade level release time and at staff meetings. Each grade level develops action plans using the results of assessments, identifying standards to be taught, how they will be taught, instructional materials to be used and how student progress will be assessed. Throughout this process, students who have not met the benchmarks receive additional re-teaching and re-testing through small group instruction and in some instances, one one one instruction. RTI Level III interventions are carried out in the classroom as well as computer lab rotations. Teachers identify small groups or individuals students who receive additional time to gain target skills using data to guide intervention plans. Our year 1 professional learning cycle focused on improving writing instruction using the GRR model to deliver instruction and Close Reading utilizing Write Up a Storm strategies. Following the Writing Benchmark plan, professional development supported our work. Our year 2 professional learning cycle focused on improving reading comprehension instruction using the Write Up a Storm Close Reading Model integrated with Writing. Our year 3 professional learning cycle focused on improving our Close Reading Instruction with a writing connection focused on Short Constructed Response, and math instruction through conceptual understanding of math and support by our district math resource teacher. Our current focus is on Sentence Fluency and Vocabulary Development. Teachers are using a variety of resources to improve these skills for all students, especially our English Learners.

FY 2013-14 Teacher and Administrative Salaries

FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries

District Amount

State Average for Districts In Same Category

Beginning Teacher Salary

$43,557

$43,091

Mid-Range Teacher Salary

$65,715

$70,247

Highest Teacher Salary

$87,533

Average Principal Salary (ES)

$115,846

Category

Total

Restricted

Unrestricted

Average Teacher Salary

School Site-----District------

9,933.06

3,772.09

6,160.97

69,844





5,986.18

$67,803

$89,152

-State-------





$5,348

$72,993

Expenditures Per Pupil

Level

$112,492

Percent Difference: School Site/District

2.9

3.0

Average Principal Salary (MS)

$116,021

Percent Difference: School Site/ State

15.2

-4.3

Average Principal Salary (HS)

$117,511

*

Superintendent Salary

$228,800

Cells with ♦ do not require data.

$192,072

Percent of District Budget Teacher Salaries

42%

41%

Administrative Salaries

5%

6%

*

For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

2014-15 School Accountability Report Card for Myrtle S. Finney Elementary School

Page 11 of 12

Types of Services Funded Our expenditures are aligned with our School Plan for Student Achievement goals and allocations are identified through staff and parent input. Title I funding is used to provided our Extended School Program where targeted students attend classes after school and focus on essential skills in reading, writing and math. LEP funds are used to pay for our Instructional Assistant who oversees CELDT test administration, LAS test administration and data entry for our English Learners. Our LEP Aide also works with targeted students under the direction of teachers. This additional language support is aligned with language proficiency goals as specified using the Side by Side document. Instructional materials to support this work are provide by the teachers. School Compensatory Education funds are used to hire part-time support teachers. Our team of three teachers focus on providing instruction in Art, Science and Physical Education while teachers meet as grade levels for professional development and instructional planning. All other funds are invested in our students, parents and program such as Accelerated Reader, SuccessMaker and Imagine Learning. Extra library hours are applied to our schedule and Parent Engagement Workshops are planned to bring our community together around the subject of student learning and learn ways to support children at home and school.

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., 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.

2014-15 School Accountability Report Card for Myrtle S. Finney Elementary School

Page 12 of 12

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Myrtle S. Finney Elementary School - Chula Vista Elementary School

Myrtle S. Finney Elementary School 3950 Byrd Street • Chula Vista, CA 92154 • (619) 690-1334 • Grades K-6 Olivia Amador-Valerio, Principal olivia.vale...

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