brawley elementary school district miguel hidalgo elementary school · 2011-02-02 · miguel...

1Miguel Hidalgo Elementary School Published: January 2011

Miguel HidalgoElementary School

2009-2010 School Accountability Report Card

Brawley Elementary School District

District Administration

Mr. Ronald A. Garcia,Superintendent

Ms. Suzanne H. Smith,Associate

Superintendent

Board of Trustees

Kathy Prior, President

Cesar Guzman, Vice President

Armando Padilla, Clerk

Gloria Santillan, Trustee

Omar Stiff, Trustee

615 South Cesar Chavez Street

Brawley, CA 92227

Ph: (760) 344-0431Fax: (760) 344-2423

www.besd.org/Hidalgo

Celia SantanaPrincipal

Serving Grades Kindergarten, Four Through Six

School Mission StatementBrawley Elementary School District Vision:

We, the Brawley Elementary School District Governing Board, parents and staff, are committed to preparing our diverse student population to be productive members of society in the twenty-first century.

Miguel Hidalgo’s Vision:

Miguel Hidalgo School’s vision is to achieve educational excellence, in partnership with parents and community, to prepare all students, through use of knowledge, skills, and behaviors, to meet the challenges of today and tomorrow.

Miguel Hidalgo’s Mission:

The staff of Miguel Hidalgo will work collaboratively to impart a relevant and practical education enabling all pupils to perform meaningfully as interdependent members of the world community. Our goals are to collectively improve the academic achievement of all students.

Miguel Hidalgo’s Beliefs:

In order to create a school in which all students fulfill their learning potential, the staff of Miguel Hidalgo will implement policies and practices based on these beliefs:

• A culture of success and high expectations are essential to helping students do well at school and later in life.

• The school and homes must cultivate a culture of respect. All people regardless of ethnic group, age, or role, deserve respect.

• The school should be a safe, positive, and aesthetically pleasing environment.• Students must be instilled with a love of learning in order to gain a true sense of self worth and develop into

life long learners.• Success in all endeavors is the result of hard word and motivation. Students are taught that effort does

make a difference as a result students are more inclined to work hard.• All students can be successful and master basic and advanced skills.• Literacy is the foundation of all learning.• We believe that all work has value and dignity.• Education is a partnership between school, family and community. Family support is crucial to student

learning.

District & School ProfileBrawley Elementary School District is located in Brawley, California, which is situated in Imperial County in Southern California. Brawley, with a population of approximately 22,500, is a rural community twenty-seven miles north of the Port of Entry into the United States from Mexicali, Mexico. Imperial Valley is ranked fourth in the nation in terms of agricultural production and 30% of our parents are employed in agricultural-related jobs.

Brawley is a desert setting where the average winter temperature is in the mid-seventies. It has a small-town atmosphere with a variety of family oriented facilities that include boating, fishing, swimming and other sports. Parks and recreational facilities include fourteen city parks, twelve tennis courts, a public swimming pool, and an eighteen-hole golf course.

Brawley Elementary School District encompasses an area of approximately 100 square miles in Imperial County. The school district has a total of five schools, comprised of two K-3 schools, two Kindergarten, 4-6 schools, and one middle school (grades 7-8). Average daily attendance in the district for the 2009-10 school year was 3,794 students.

For the 2009-2010 school year, 708 students were enrolled at Miguel Hidalgo Elementary. Student body demographics are shown.

Student Enrollment by Ethnic Group2009-10

Percentage

African American 0.6%

American Indian 0.3%

Asian 0.3%

Filipino 0.4%

Hispanic or Latino 90.1%

Pacific Islander 0.1%

White 7.3%

Two Or More 0.4%

None Reported 0.4%


Discipline & Climate for LearningMiguel Hidalgo Elementary has found that good discipline is a solid foundation on which to build an effective school; good discipline and school effectiveness seem to share many characteristics. The goal of Miguel Hidalgo School’s assertive discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Those who abide by the rules are recognized through monthly and quarterly awards assemblies and other forms of student recognition such as Student-of-the-Month, Sizzler Certificates, Homework Hero, Accelerated Reader Store, and rewards from teachers.

Miguel Hidalgo School believes students who develop a sense of personal responsibility will mature both academically and emotionally. Parents and students are informed of discipline policies at the beginning of each school year through the Miguel Hidalgo School Discipline Plan and reminded throughout the year in classroom postings, trimester discipline assemblies, and in the parent handbook, “Know Your School.” The school is proud of the safe learning environment that it strives to provide.

The table displays the total number and percentage of suspension and expulsion incidents at the school and in the district. Suspension numbers may be inflated because some students may have been suspended multiple times. Expulsions occur only when required by law or when all other alternatives have been exhausted.

School Enrollment & AttendanceRegular daily attendance is a priority at Miguel Hidalgo Elementary School. Parents are notified of absences through phone calls, letters, and conferences with the principal. Good attendance is encouraged through motivational incentives such as the Credit Union Perfect Attendance rewards, Perfect Attendance certificates and incentives, as well as through parent conferences, and after-school tutoring. The chart illustrates the trend in enrollment for the last three years.

Those students who continue to exhibit excessive absences are directed to the appropriate authorities including the District’s School Attendance Review Board (SARB). Students are referred to SARB if they have persistent attendance and behavior problems in school and when the normal avenues of classroom, school, and district counseling do not resolve the situation. Brawley Elementary School District’s School Attendance Review Board (SARB) is composed of parents, representatives from the school district, and members of the community, including representatives from law enforcement, welfare, probation, and mental health. The SARB team meets regularly to combine resources on behalf of the students referred to them. They work collaboratively to diagnose the problem and recommend alternative solutions to alleviate circumstances that contribute to specific truancy, attendance, or behavior problems.

Class SizeParent volunteers and instructional aides assist teachers in the classroom. The table indicates the average class size by grade level, as well as the number of classes offered in reference to their enrollments.

Class Size ReductionIn 1996, state legislature approved implementation of the Class Size Reduction (CSR) program that provides funding to hire additional teachers to assist schools in reducing K-3 class sizes. Brawley Elementary School District began implementing CSR for grades kindergarten through three in 1996-1997. The table displays the percentage of K-3 classrooms that participated in CSR for the past three school years.

Library InformationMiguel Hidalgo Elementary’s library is stocked with over 20,000 texts and reference materials. Students visit the library regularly and are supervised by two part-time para-educators. The library is available for general use throughout the school day.

Computer ResourcesAll classrooms at Miguel Hidalgo Elementary are connected to the Internet with an average of three computers per classroom. In addition to the classroom computers, the school has a computer lab with 34 computers. Students are trained on the following computer software programs: English In a Flash and Study Island.

Additional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the public libraries located throughout Imperial County, which contain numerous computer workstations. For more information on locations and hours please visit http://www.co.imperial.ca.us/library/default.html.

Textbooks & Instructional MaterialsBrawley Elementary School District sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support the school’s instructional program. The district held a public hearing on September 21, 2010, and determined that each school within the district has sufficient and good quality textbooks, instructional materials, or science lab equipment, pursuant to the settlement of Williams vs. The State of California. All students, including English Learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home.

Enrollment Trend by Grade Level2007-08 2008-09 2009-10

K 80 99 102

4th 190 199 196

5th 197 198 204

6th 157 198 205

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

08 09 10 08 09 10 08 09 10 08 09 10

K 16 20 24 6 6 - - - 4 - - -

4 30 32 32 - - - 6 3 4 - 3 2

5 32 31 33 - - - 1 5 6 5 - -

6 31 32 33 - - - 5 3 3 - 3 3

4-8 7 4 - 1 1 - - - - - - -

Suspensions & ExpulsionsSchool District

07-08 08-09 09-10 07-08 08-09 09-10

Suspensions 37 34 43 496 357 538

Suspension Rate 5.9% 4.9% 6.1% 13.7% 9.7% 14.2%

Expulsions 0 0 0 1 2 2

Expulsion Rate 0.0% 0.0% 0.0% 0.0% 0.1% 0.1%

CSR Participation2007-08 2008-09 2009-10

K 100% 100% 100%


All textbooks and instructional materials used within the district are aligned with the California State Content Standards and Frameworks and have been approved by the Board of Trustees.

Brawley Elementary School District follows the State Board of Education’s six-year adoption cycle for core content materials and the eight-year cycle for textbook adoptions in foreign language, visual and performing arts, and health. District textbook review and adoption activities occur the year following the state’s adoption. The most recent textbooks are shown in the chart.

Curriculum ImprovementAll curriculum improvement at Miguel Hidalgo Elementary revolves around the State content and performance standards for each grade level. Teachers align curriculum to ensure all students meet or exceed state proficiency levels.

The writing and implementation of Miguel Hidalgo Elementary’s curriculum is an ongoing process. Members of the District Committee and Mentor Teachers update course outlines regularly. The changes are made in response to the needs of the teachers, students, parents, administrators, and staff.

Brawley Elementary School District and Miguel Hidalgo Elementary worked hard during the 2009-10 school year to maintain a high quality of instruction in all areas and ensure the curriculum is appropriately aligned with state frameworks. Instruction is monitored through classroom visitations by the principal, who makes recommendations and suggestions.

Counseling & Support StaffIt is the goal of Miguel Hidalgo Elementary to assist students in their social and personal development as well as academics. All Miguel Hidalgo Elementary School staff value student well-being and are sensitive to the needs of the children. The district provides special attention to students who experience difficulty achieving, coping with personal and family problems, decision making, or handling peer pressure. The principal coordinates the counseling and support services at Miguel Hidalgo Elementary.

Qualified personnel provide counseling and support services on a part-time or full-time basis. Psychologists and counselors are devoted to helping students deal with problems and assisting them to reach positive goals.

Miguel Hidalgo Elementary recognizes that students with special gifts and talents need more challenging curriculum and instruction. The Gifted and Talented Education (GATE) program is offered to students in grades four through six who have been recognized by their teachers as capable of high levels of achievement. GATE students are clustered and receive differentiated instruction in their regular classroom.

The chart illustrates the counseling and support services staff that are available to all students who require additional assistance.

Miguel Hidalgo School offers assistance and specialized instruction to students with special needs. Students who are falling below grade level or performing below standards on assessments participate in intervention programs which include extended day classes in language arts and mathematics and the “Homework Center,” offered every morning for assistance with homework assignments.

English Language Learners receive specialized services and instruction in an environment conducive to maximizing English learning, including sheltered instruction in the classroom and daily English Language Development (ELD) instruction. The Newcomer Program provides pull-out sessions in ELD instruction for students who have been in the country for 12 months or less.

Special Education students receive either sheltered instruction in the classroom or have sessions with a Resource Specialist. The school offers a Resource Specialist Program (RSP) as well as a Special Day Class (SDC). Inclusion of Special Education students is maximized, depending on their individual abilities, to provide them with learning opportunities in the least restrictive environment.

Parent InvolvementMiguel Hidalgo recognizes that parents play a vital role in the development and education of their children and in the success of schools. For this reason, Hidalgo Elementary School continually searches for avenues to involve parents and community to participate in the education of our students. Hidalgo’s commitment to parent involvement helped to create the Miguel Hidalgo School’s Parent Involvement Policy. The policy was a result of hard work and careful planning by students, parents, teachers, and administrators. The policy reads as follows: “Our goal is to provide a positive learning environment that allows parents the opportunities to be involved in the planning, review, and improvement of school programs, maintain meaningful communication between parents and school on a regular basis; and provide families with practical techniques and strategies that will enable them to work with their children at home to support academic efforts and social development.”

The school is convinced that much of its success is the product of parent volunteers who take an active role in their children’s education. These programs were created to give parents and community members an opportunity to express their ideas, concerns, and feelings.

Some of the parent-related groups include:

• The Parent Teacher Organization • School Site Council• School Advisory Committee • Parent Volunteer Program• English Learner Advisory Committee (ELAC)

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

4th-6thEnglish

Language Development

National Geographic & Hampton

Brown

2009 Yes 0.0%

K, 4-5 English/Language Arts

Pearson Scott Foresman 2009 Yes 0.0%

6th English/Language Arts

Pearson/Prentice Hall 2009 Yes 0.0%

6th History/Social Science

Houghton Mifflin 2006 Yes 0.0%

K, 4-5 History/Social Science

Houghton Mifflin 2006 Yes 0.0%

K, 4-6 MathematicsHarcourt School

Publishers2008 Yes 0.0%

K, 4-6 Science Pearson Scott Foresman 2007 Yes 0.0%

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Computer Lab Aide 1 1.0

Health Assistant 1 0.8

Librarian 2 1.2

Nurse 1 0.2

Para Educator 8 8.0

Psychologist 1 0.4

Resource Specialist 1 1.0

Resource Teacher 1 1.0

Special Day Class (SDC) Teacher 1 1.0

Speech Therapist 1 0.4


The purpose of our School Site Council, School Advisory Committee, and the English Language Learner Committee is multifaceted. It includes the promotion of academic excellence while creating a spirit of cooperation between parents, staff and students; the development of the School Improvement program and its implementation, assessment, and modification to reflect changing improvement needs and priorities; and it creates a forum for questions relating to the school and its improvement.

Our Parent Teacher Organization (PTO) is charged with the responsibility of supporting the welfare of all students. It also enriches the schools base program by supporting the goals outlined in the School Improvement Plan. Lastly, through annual fundraisers, it provides additional financial support to various school functions.

Local businesses lend their support by providing incentives to support student achievement, attendance, and effort. Throughout the school year, students are rewarded for positive choices as well as positive citizenship. It is greatly appreciated that so many businesses continue to support education in our community.

The staff of Miguel Hidalgo School continues to support parent involvement and parent participation in their children’s education. Grade level/staff collaborate to provide for the needs of parents to ensure their involvement and that their children’s progress is on-going. For additional information about organized opportunities for parent involvement at Miguel Hidalgo, please contact Celia Santana-Principal or Samara Storms-Categorical Resource Teacher at (760) 344-0431.

California Standards TestThe California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).

The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/language arts, mathematics, social science, and science, for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. For results on course specific tests, please see http://star.cde.ca.gov.

California Standards Test (CST)Subgroups

SubjectEnglish/

Language Arts

Mathematics ScienceHistory/Social

Science

All Students - District 46 48 46 43

All Students - School 49 52 44 *

African American * * * *

American Indian * * * *

Asian * * * *

Filipino * * * *

Hispanic or Latino 46 50 40 *

Pacific Islander * * * *

Caucasian 84 75 * *

Males 44 48 43 *

Females 55 56 45 *

Socioeconomically Disadvantaged 40 45 35 *

English Learners 18 37 14 *

Students with Disabilities 29 24 * *

Migrant Education 33 38 33 *

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

California Standards Test (CST)Subject School District State

2008 2009 2010 2008 2009 2010 2008 2009 2010

English/Language Arts 44 47 49 40 45 46 46 50 52

Mathematics 48 46 52 48 50 48 43 46 48

Science 22 30 44 40 48 46 46 50 54

History/Social Science * * * 24 34 43 36 41 44

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.


Academic Performance IndexThe Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.

Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.

The first table displays the school’s API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the current Growth API at the school, district, and state level.

Adequate Yearly ProgressNo Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/Language Arts (ELA) by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal.

The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:

• Participation rate on the state’s standards-based assessments in ELA and mathematics.

• Percent proficient on the state’s standards-based assessments in ELA and mathematics.

• API as an additional indicator. • Graduation rate (for secondary schools).

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the table.

Federal Intervention ProgramSchools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language Arts or Mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP.

Physical FitnessIn the spring of each year, Miguel Hidalgo Elementary is required by the State to administer a Physical Fitness Test to all students in fifth grade. The Physical Fitness Test measures each student’s ability to perform fitness tasks in six major areas. Students who either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the ‘Healthy Fitness Zone’ (HFZ). *Data for the 2009-10 school year was unavailable at the time of publication.

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI In PI

First Year in PI - 2008-2009

Year in PI (2010-11) - Year 3

# of Schools Currently in PI - 4

% of Schools Identified for PI - 80.00%

Adequate Yearly Progress (AYP)School District

Made AYP Overall No No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient No Yes No No

API School Results Yes Yes

Graduation Rate N/A N/A

Growth APISchool District State

All Students 771 751 767

Hispanic or Latino 760 743 715

Socioeconomically Disadvantaged 732 721 712

English Learners 701 685 691

API School Results07-08 08-09 09-10

Statewide Rank 5 5 4

Similar Schools Rank 6 5 4

All Students

Actual API Change 2 - 10

Hispanic or Latino

Actual API Change 4 -6 16

Socioeconomically Disadvantaged

Actual API Change 7 -2 10

English Learners

Actual API Change -11 -7 15

* Statewide and similar schools ranks are based on the fi rst year listed. (Example: the 07-08 rank is

consistent with the 2007 school year.)


Contact InformationParents who wish to participate in Miguel Hidalgo School’s leadership teams, school committees, school activities, or become volunteers may contact the principal at (760) 344-0431.

Teacher Evaluation & DevelopmentBrawley Elementary School District is dedicated to maintaining the best educational instruction for its students. For this reason, teacher evaluations are given regularly by the schools’ principals to ensure that the needs of the students are being addressed. Probationary teachers are evaluated annually and permanent teachers are evaluated biennially.

Representatives from each school attended workshops regarding recent instructional trends, developments, and improvements. The district offers three staff development days annually where teachers are offered a broad based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies. Various other staff development days were available on weekends and during the summer. Staff development topics for the 2009-10 school year included: Backward Mapping and Cognitive Planning, Universal Access and Sound Spelling Wall Chart, Data Director Program/Using Data Director to Develop and Analyze Teacher-Developed Assessments, Explicit Direct Instruction and Professional Learning Communities, Understanding Children of Poverty and Response to Intervention and Differentiated Instruction.

Teacher AssignmentBrawley Elementary School District recruits and employs the most qualified credentialed teachers. For the 2009-10 school year, Miguel Hidalgo Elementary had 25 fully credentialed teachers who met all credential requirements in accordance with State of California guidelines.

Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential.

Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.

Highly Qualified TeachersThe Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified” no later than the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.

Safe School PlanMiguel Hidalgo Elementary School provides a safe, clean environment for students, staff, and volunteers. The school complies with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcome however, the school is a closed campus and all visitors must check in at the front office and receive a visitor’s badge.

Visitors are required to return to the school office upon departure. School grounds are monitored before, during, and after school by assigned staff including administration, teachers, and noon duty supervisors to ensure a safe and orderly environment.

Brawley Elementary School District established a very detailed disaster plan from each of its schools in the event of a disaster. The plan clearly explains specific duties and responsibilities for all levels of staff and site personnel, including aides, custodians, health services personnel, cafeteria staff, and library staff, and is designed to ensure student and staff safety during a disaster. The Comprehensive Safety Plan was developed by the district in consultation with local law enforcement in order to comply with Senate Bill 187 of 1997.

Teacher Credential StatusSchool District

07-08 08-09 09-10 09-10

Fully Credentialed 25 25 25 165

Without Full Credentials 2 2 0 5

Working Outside Subject 0 0 0 0

Misassignments/Vacancies08-09 09-10 10-11

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 0 0 0

NCLB Compliant Teachers% of Core Academic Courses Taught

By NCLB Compliant Teachers

% of Core Academic Courses

Taught By Non-NCLB Compliant Teachers

School 100.0% 0.0%

District 100.0% 0.0%

High-Poverty Schools in District 100.0% 0.0%

Low-Poverty Schools in District N/A N/A


The Safety Plan was designed to assist in preparing for emergencies, managing emergency response efforts, and maintaining a safe school environment. The plan requires identification of security needs, development of prevention and intervention techniques, evaluation of physical facilities, and communication with staff and student. The plan provides students and staff a means of ensuring a safe and orderly learning environment. Components of the Comprehensive Safety Plan include current status of school crime, child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe ingress and egress from school, the sexual harassment policy, the dress code, and procedures related to the compliance of existing laws as they affect school safety.

Fire drills are conducted monthly throughout the school year, earthquake drills conducted twice a year, and disaster drills conducted annually. Safety procedures, including elements of the Safe School Plan, are reviewed with school and District staff in the fall, at the start of each school year. An updated copy of the plan is available to the public at the district office. The plan was last updated and reviewed with school staff in the spring of 2010. New information is immediately distributed to all staff.

School FacilitiesBuilt in 1935 and modernized in 1996, the school is situated on six acres. School buildings span more than 36,600 square feet, and consist of 23 permanent classrooms, seven portable classroom, a multipurpose room, a library, a band room, a playground, a computer lab, administrative offices, restrooms, and storage rooms.

Cleaning Process & ScheduleThe district governing board has adopted cleaning standards for all schools in the district. A team of four custodians ensures classrooms, restrooms, and campus grounds are kept clean and safe every day. A summary of these standards is available at the school office or at the district office. The site administration team works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.

Maintenance & RepairSafety concerns are the number one priority of Maintenance and Operations. District maintenance personnel are proactive and conduct inspections at school sites on a continual basis. 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 that the highest priority is given to emergency repairs.

While reviewing this report, please note that even minor discrepancies are reported in the inspection process. The items noted in the table have been corrected or are in the process of remediation.

Deferred Maintenance BudgetThe District participates in the State School Deferred Maintenance Program, which provides matching funds on a dollar–for–dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating, electrical systems, interior or exterior painting, and floor systems. For the 2009-10 school year the District allocated $140,080 for deferred maintenance program. This represents 0.54% of the District’s general fund budget.

School LeadershipPrincipal Celia Santana has led the school for eleven years, backed by more than twenty years in education. Each grade level has a representative who meets weekly with the leadership team to update grade level changes to curriculum. The leadership team works with the grade-level representatives to address the instructional needs of all students.

The Schoolwide Plan Writing Team consists of administrators, grade level representatives, a resource teacher, and a mentor teacher. This team addresses goals and objectives, as well as assessments, for schoolwide implementation of the plan.

Substitute TeachersSubstitute teachers are recruited and assigned through the district personnel office centralized calling system. Under normal conditions, the district is able to supply an adequate number of qualified substitute teachers who have received satisfactory work performance evaluations as substitutes. Support staff with teaching credentials, resource teachers, and administrators are also utilized when substitute teachers are not available.

School Facility ConditionsDate of Last Inspection: 08/11/2010

Overall Summary of School Facility Conditions: Good

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X Room 10 - 1” x 36” floor tile missing.

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Room 7 - Boxes on cabinet tops. Room 8 - Boxes on

cabinet tops. Room 2 - Boxes on cabinet tops. Room

4 - Boxes on cabinet tops. Resource Room - Boxes on cabinet tops. Room 26 - Boxes on cabinet

tops. Storage 28 - Boxes on cabinet tops. Room 25 - Boxes on cabinet tops. Nurses Office - Boxes on cabinet tops. Room 22 -

Boxes on cabinet tops. Room 15 - Boxes on cabinet tops. Room 9 - Boxes on cabinet tops. Room 10 - Boxes on cabinet tops. Room 11 - Boxes on cabinet tops.

Electrical X

Restrooms/Fountains X

Room 26 - Adjust water fountain. Storage 28 - Adjust

water fountain. Room 16 - Adjust fountain. Room 14 -

Adjust fountain.

Safety (Fire Safety, Hazardous Materials) X

Structural (Structural Damage, Roofs) X

External (Grounds, Windows, Doors, Gates, Fences) X


Teacher & Administrative SalariesThis table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the districts budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website, www.cde.ca.gov.

School Site Teacher SalariesState law requires comparative salary and budget information to be reported to the general public. At the time this report was published, the most recent salary comparison data from the State of California was for the 2008-09 school year. For comparison purposes, the California Department of Education has provided average salary data from school districts throughout the state having between 1,500 to 4,999 Average Daily Attendance (ADA). The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state.

District ExpendituresBrawley Elementary School District spent an average of $7,969 to educate each student (based on 2008-09 audited financial statements). The figures shown in the table reflect the direct cost of educational services, per average daily attendance, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required by law annually and is compared with other districts state-wide.

In addition to general fund state funding, Brawley Elementary School District receives State and Federal funding for the following categorical, special education, and support programs:

• Title I • Mandated Costs • Special Education • Interagency Contracts• Gifted and Talented Education • Staff Development• Drug/Alcohol/Tobacco • Economic Impact Aid• Home-to-School Transportation • Instructional Materials• School Improvement Program • Class Size Reduction• Special Education Transportation • Peer Assistance and Review

Data SourcesData within the SARC was provided by Brawley Elementary School District School District, retrieved from the 2009-10 SARC template, and/or located on Dataquest (http://data1.cde.ca.gov/dataquest). Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention.

Expenditures per PupilSchool

Total Expenditures Per Pupil $6,043

From Restricted Sources $656

From Unrestricted Sources $5,387

District


Percentage of Variation between School & District 0.00%

State


Percentage of Variation between School & State 5.18%

Average Salary InformationTeachers - Principal - Superintendent

2008-09 District State

Beginning Teachers $39,916 $41,154

Mid-Range Teachers $68,859 $63,517

Highest Teachers $82,626 $80,951

Elementary School Principals $106,840 $102,080

Middle School Principals $103,238 $105,643

High School Principals - $111,347

Superintendent $131,193 $150,626

Salaries as a Percentage of Total Budget

Teacher Salaries 47.1% 41.4%

Administrative Salaries 5.8% 6.1%Average Teacher Salaries

School & District

School $68,971

District $70,360

Percentage of Variation 1.98%

School & State

All Elementary School Districts $64,193

Percentage of Variation 7.44%

brawley elementary school district miguel hidalgo elementary school · 2011-02-02 · miguel...

Documents