esther l. walter schoolesther l. walter school 1 published: december 2008 principal’s message in...

1Esther L. Walter School Published: December 2008

Principal’s MessageIn accordance with Proposition 98, every school in California is required to issue an annual “Accountability Report Card.” We are proud of Esther L. Walter School and welcome this opportunity to tell you more about us.

Walter School has an ongoing tradition of academic excellence. We celebrate all cultures and languages. The students, parents, staff, and community have joined together to assure success for all students.

The staff at Walter School believes each child is unique and deserving of a rich education environment. Each student has access to a rigorous core curriculum in language arts, mathematics, science, and social science. Our goal is for every student to be a reader by the end of third grade.

The hard working staff is both skilled and dedicated to the success of our students. We are fortunate to have many experienced and knowledgeable teachers eager to make a difference for our students. We believe in a student-centered approach, which provides an atmosphere in which a child’s social, emotional, and intellectual needs are equally important. All students have special talents and are given the opportunities to develop those talents. We really care about each one of our students.

Walter School prides itself on involving the parents and community members in every aspect of our school. We welcome visitors on our campus for many different reasons, including Parent Visitation Days. Families learn tips on helping their children read. Other events include Family Math and Family Science Nights. We believe that parents, community members, and staff must work together for the education of all students. We are very proud of our fine tradition at Walter School.

Our MissionTo provide a safe, challenging learning environment in which all students are educated so that they succeed and become contributing members of the community and society as a whole.

Our VisionInspired with a love of learning, and high personal expectations, our students will have as a goal: completion of high school and/or college in preparation for a future career. Our students will:

• Show mastery of grade level standards and be able to communicate clearly their thoughts, opinions, and feelings orally and in writing. • Employ a variety of strategies to problem solve successfully.• Have an attitude of respect and helpfulness towards others, as well as a sense of pride in their individual accomplishments. • Continue to satisfy their curiosity with a growing understanding of the of the world around them.

Community & School ProfileLocated in the Orange County city of Anaheim, the Magnolia School District educates 6,341 pre-kindergarten through sixth grade students from the diverse communities of west Anaheim and Stanton. There are currently nine elementary schools (pre-K-6) in the district; five of which operate on a traditional schedule, and four of which operate on year-round schedules. Students from the Magnolia School District attend junior high and high schools in the Anaheim Union High School District. School programs and curricular objectives emphasizing English Language Development, strong community partnerships, and character education are hallmarks of the Magnolia School District.

Esther L. Walter School, which operates on a single-track year round schedule, serves 605 students. Student demographics are illustrated at right.

Esther L. Walter School’s goal is to provide an engaging learning environment with strong parental involvement where all students are able to participate in activities that promote academic achievement, personal growth, and high self-esteem.

Discipline & Climate for LearningThe primary focus at Esther L. Walter School is learning. A warm, nurturing atmosphere and an effective learning program provide the basis for their discipline program. School staff supports an environment that teaches students, through the daily curriculum, the skills to resolve conflicts and take responsibility for their decisions.

Elizabeth Nordyke, Principal

10802 Rustic LaneAnaheim, CA 92804

714-761-5997

Magnolia School District

2705 West Orange AvenueAnaheim, CA 92804

(714) 761-5533(714) 761-3731 FAXwww.msd.k12.ca.us

District AdministrationDr. Ellen CurtinSuperintendent

Dan CoppleAssistant Superintendent

Student Learning

Michael ConroyAssistant Superintendent

Business & Support Services

Board of TrusteesNathan Zug, PresidentEsther Wallace, Clerk

Clifford E. Breeden Jr, MemberBarbara Clendineng, MemberBarbara Quintana, Member

Although this School Accountability Report Card is being distributed in the 2008-09 school year, the

data within is based on the 2007-08 school year. Fiscal and salary comparison data

is from the 2006-07 year.

Esther L. Walter School

2007-2008 School Accountability Report Card

Student Enrollment by Ethnic Group2007-08

Percentage

African American 0.5%

American Indian 0.0%

Asian 5.3%

Caucasian 3.5%

Filipino 0.5%

Hispanic or Latino 86.6%

Pacific Islander 1.7%

Multiple or No Response 2.0%


Discipline guidelines, developed by teachers, are administered in a fair, firm, and consistent manner. Regular, positive reinforcement rewards students for citizenship and achievement and promotes self-esteem. School rules are shared with students and parents in both the student and parent handbooks, and at Back-to-School Night.

Magnolia School District has implemented the Character Counts! program districtwide. Through this character education program, students learn about the Six Pillars of Character: trustworthiness, respect, responsibility, fairness, caring, and citizenship. Each month classroom and school activities promote understanding of a specific character trait. At monthly awards assembly outstanding students who have practiced the character traits throughout the month are recognized. Student of the Month and Most Improved Student Awards are given each month. Parents are invited to attend a Honors Breakfast with their child.

The Caring School Community program focuses on strengthening students’ sense of community and foster a climate of caring at our school. This program involves four components of community building including classroom environment activities, cross-grade relationships, family involvement, and schoolwide activities. Research-based and scientifically proven, the Caring School Community program helps reduce drug use, violence, and mental health problems while boosting motivation and achievement.

Esther L. Walter School participates in the PAL® (Peer Assistance Leadership) program, which enables upper grade students (grades 3-6) to develop conflict resolution skills. These trained student leaders act as role models for the entire student body. On the playground, PAL® students identify and mediate conflicts, and subsequently write a report of their learnings to share with a teacher. Through the implementation of this program, we have experienced a more safe and peaceful campus.

The Suspensions and Expulsions table displays the total number and percentage of 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.

HomeworkHomework is a fundamental part of the learning process that reinforces prior instruction, develops basic academic and study skills, and promotes student responsibility and self-discipline. Homework is assigned on a regular basis for all grade levels and major subject areas. While each teacher determines the appropriate measure of homework for his or her students, the school recommends an average of 20 to 30 minutes per day for primary grades (1-3) and 30 to 60 minutes per day for upper grades (4-6) four days each week. Students are expected to complete their homework assignments in a timely manner and to the best of their ability. We encourage parents to provide a supportive environment for homework activities and to review homework assignments with their child.

School Attendance & EnrollmentRegular attendance at Esther L. Walter School is a necessary part of the learning process and is critical to academic success. Attendance, tardy, and truancy policies are clearly stated, and consistently enforced. Parents are advised of their responsibilities, including proper notification of when and why students are absent.

Independent study is available for students who require extended leaves from school. The attendance clerk and principal proactively address attendance issues before they develop into further problems.

In the case of chronic truancy, students are referred to the School Attendance and Review Board (SARB). The chart illustrates the enrollment trend for the past three years.

Truancy RateDuring the 2007-08 school year, Esther L. Walter School had a 4.1% truancy rate.

Minimum Days & Instructional MinutesDuring the 2007-08 school year, all instructional minutes offered at Esther L. Walter School exceeded state requirements. For the 2007-08 school year, Esther L. Walter School offered the following instructional days:

• Kindergarten -- 180 days comprised of 119 regular days and 61 minimum days (includes the first three weeks of the school year).• Grades 1-6 -- 180 days comprised of 131 regular days and 49 minimum days, including parent-teacher conferences.

Every Thursday students are released early so that we may use the time for staff development, teacher planning, school team planning, and parent conferences.

School Facilities & SafetyEsther L. Walter School provides a safe, clean environment for students, staff, and volunteers. Situated on 10 acres, school facilities include 23 permanent buildings, 14 portable buildings, a library, multipurpose room, play area, and administrative offices. Facilities are well-maintained and provide adequate space for students and staff. Facility information is current as of October 2008.

Safety

Esther L. Walter School is a closed campus. During school hours the entrance is secured to ensure visitors check in with the front office. All visitors are required to sign in and to wear visitor badges during their stay. While visits by parents and community members are welcomed, anyone wishing to be on campus during school hours should notify staff ahead of time. During lunch, breaks, and before and after school, yard supervisors and teachers supervise students and monitor the campus.

The comprehensive Safe School Plan was developed by the District to comply with Senate Bill 187 (SB 187) of 1997. The plan provides students and staff a means of ensuring a safe and orderly learning environment.

Suspensions & ExpulsionsSchool District

05-06 06-07 07-08 05-06 06-07 07-08

Suspensions 29 28 23 292 180 169

Suspension Rate 4.3% 4.4% 3.8% 4.4% 2.8% 2.7%

Expulsions 0 0 0 0 1 0

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

Enrollment Trend by Grade Level2005-06 2006-07 2007-08

K 100 100 96

1st 97 99 80

2nd 103 88 99

3rd 82 89 79

4th 96 68 87

5th 96 98 69

6th 105 93 95

Instructional Minutes By Grade LevelMinutes Required Actual Minutes

K 36,000 49,675

1st 50,400 51,235

2nd 50,400 51,235

3rd 50,400 51,235

4th 54,000 54,745

5th 54,000 54,745

6th 54,000 54,745


Each school includes the following requirements of SB 187 within their safe school plans: current status of school crime; child abuse reporting procedures; disaster procedures, routine, and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a schoolwide dress code; safe ingress and egress of pupils, parents, and school employees; safe and orderly school environment; and school rules and procedures.

The school evaluates the plan annually and updates it as needed. The plan was last updated in February of 2008. Safety procedures, including elements of the Safe School Plan, are reviewed with school and District staff throughout the school year during various safety training opportunities and emergency drills.

Cleaning Process and Schedule

The District governing board has adopted cleaning standards for all schools in the district. 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 of two full time custodians to develop cleaning schedules to ensure a clean and safe school.

Maintenance and Repair

Safety concerns are the number one priority of Maintenance and Operations. District maintenance supervisors 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 efficient service and highest priority to emergency repairs. The district maintenance staff has indicated that 100% of all toilets on school grounds are in working order. The following chart displays the most recent facilities inspection as of October 2008.

Deferred Maintenance Budget

The district participates in the State School Deferred Maintenance Program, which provides State 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, air conditioning, electrical systems, interior or exterior painting, and floor systems.

For the 2008-09 school year, the district budgeted $305,687 for the deferred maintenance program. This represents 0.5% of the district’s general fund budget.

Deferred Maintenance Projects

For the 2008-09 school year, the district approved deferred maintenance projects for this school that will result in asbestos removal, floor covering, paving, roofing, wall systems, and HVAC. The district’s complete deferred maintenance plan is available at the district office.

Parent & Community InvolvementParents and the community are very supportive of the education program at Esther L. Walter School. The PTA has made generous contributions of time and money to numerous programs and activities. Their fund-raising efforts support instructional materials in the classroom, the library, annual field trips for each grade level, outdoor education for sixth graders, and the music program.Parents are encouraged to be involved in their child’s education through volunteering in the classroom, as well as attending schoolwide events held throughout the year. Esther L. Walter School holds many parent education classes in areas such as parenting skills and learning English as a second language (ESL). Every month the school hosts an evening with parents to discuss how they can make college education a goal for their children. Motivational speakers and counselors from the high school district are brought in to speak about topics such as admission requirements and financial planning. Each month there are Parent Chats that address the needs for a particular grade level where standards are reviewed and parents are given tips to assist their students at home.Mrs. Nordyke holds monthly parent meetings for each grade level. California state standards are discussed. Two essential standards are modeled for the parents and parents are given ideas and materials to help their students at home.

Curriculum ImprovementIn the Magnolia School District, all curriculum development activities revolve around the California State Content Standards and Frameworks. District pacing guides in language arts and mathematics outline what standards are to be taught, when they are to be taught, and when student mastery of the standards is expected. Ongoing assessment and evaluation of student performance allows teachers to gauge student understanding and mastery of the standards, and assists them in making informed and timely decisions on what areas need to be emphasized and improved.

Teacher collaboration is an important step in this process, allowing teachers to group resources, think creatively to find solutions when problems occur, and to better address the needs of all students.

District study teams in each curricular area, comprised of teacher representatives from each school, meet on a regular basis to evaluate and articulate the district’s overall instructional program. They make recommendations in the areas of curriculum, instructional materials, resources, and professional development.

This year our second and third grade students received 190 minutes a week of math instruction in the Mind Institute computer lab. The students practice math concepts and chart their progress.

Esther L. Walter School is a Reading First school. Through categorical funding, all K-6 teaching staff is undergoing extensive training in research-based instructional strategies in reading. In this fourth year of implementation, teachers participated in a week-long intensive training seminar on the Houghton Mifflin instructional materials facilitated by the District Reading Coaches. Eighty additional hours of staff development is offered throughout the year. Each school has a Reading Coach and a Teacher on Special Assignment who collaborate with teachers and support them in improving and refining instruction by providing training, resource materials, and demonstration lessons. Instructional assistants received four days of training facilitated by District Reading First personnel on writing development, building an academic vocabulary, questioning techniques, and strategies for working with students and maximizing engagement.

School Facility ConditionsDate of Last Inspection: 08/19/2008

Overall Summary of School Facility Conditions: Good

Items Inspected Facility Component System Status

Defi ciency & Remedial Actions Taken or Planned

Good Fair Poor

Gas Leaks X

Mechanical Systems X

Windows/Doors/Gates/Fences (Interior and Exterior) X

Interior Surfaces (Floors, Ceilings, Walls, and Window Casings)

X

Hazardous Materials (Interior and Exterior) X

Structural Damage X

Fire Safety X

Electrical (Interior and Exterior) X

Pest/Vermin Infestation X

Drinking Fountains (Inside and Outside) X

Room 7A - Fountain has low pressure (Pressure adjusted

8/20/08).

Restrooms X

Multipurpose Room - Urinal in mens restroom is not working (Urinal unplugged, work order

number 9677, 8/25/08).

Sewer X

Roofs (observed from the ground, inside/outside the building)

X

Playground/School Grounds X

Overall Cleanliness X


Student Achievement & TestingEsther L. Walter School offers students numerous opportunities to demonstrate what they know and are able to do in the various disciplines of the school curriculum to obtain accurate measures of student progress. Multiple measures of student achievement are analyzed to monitor student progress and to evaluate the effectiveness of the instructional program. These assessments include teacher tests, district benchmarks, classroom observation, report card grades, and results of standardized tests.

California Standards Test (CST)The 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 combined percentage of students scoring at the Proficient and Advanced levels in English/Language Arts, Math, and Science (grade 5) for the most recent three-year period, is shown below.

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.

Physical Fitness TestingIn the spring of each year, Esther L. Walter School 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 are provided several options to perform tasks in each area. 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). In the 2007-08 school year, 22.2% of fifth graders at Esther L. Walter School met the standards in all six fitness areas.

California Standards Test (CST)Combined % of Students Scoring at Proficient and Advanced Levels

Language Arts Math Science

2 3 4 5 6 2 3 4 5 6 5

06 07 08 06 07 08 06 07 08 06 07 08 06 07 08 06 07 08 06 07 08 06 07 08 06 07 08 06 07 08 06 07 08

All Students

School 28 25 35 8 12 19 34 16 25 35 27 20 13 37 40 32 43 42 24 38 44 37 19 44 36 37 27 21 48 38 21 27 29

District 41 43 46 26 31 34 40 41 47 36 38 42 33 40 44 48 49 53 46 52 55 50 56 57 43 40 53 39 42 41 25 30 44

State 47 48 48 36 37 38 49 51 55 43 44 48 41 42 47 59 59 59 58 58 61 54 56 61 48 49 51 41 42 44 32 37 46

Males

School 21 9 38 3 10 9 36 10 20 33 29 16 12 41 43 28 41 52 24 38 46 41 16 41 40 40 23 24 49 46 29 31 26

District 37 40 40 24 27 33 37 41 41 32 35 39 33 35 40 49 49 52 48 52 56 48 59 56 41 40 50 38 42 41 25 33 45

State 43 44 44 33 33 35 46 48 52 40 41 46 38 40 44 59 59 61 58 58 62 54 56 61 48 48 51 42 42 44 34 38 48

Females

School 37 40 32 12 14 28 31 22 31 37 26 22 14 31 37 37 45 32 24 39 41 33 22 48 32 34 31 18 46 31 12 24 31

District 46 46 52 28 35 35 44 41 52 42 42 44 35 44 48 46 49 54 42 52 54 51 55 58 45 40 55 41 43 42 25 29 44

State 50 53 51 39 41 40 54 55 59 47 48 52 44 45 50 57 58 58 56 57 60 55 58 62 48 49 52 41 41 43 30 35 45

Socioeconomically Disadvantaged

School 27 23 37 6 9 17 34 17 20 35 27 19 11 37 37 33 43 43 23 39 43 37 20 41 35 37 28 20 48 38 22 27 29

District 36 37 43 18 25 29 37 35 41 32 34 37 29 35 39 44 45 49 39 47 52 46 53 51 41 36 47 36 39 38 21 27 40

State 33 35 35 22 23 24 35 36 41 28 29 34 26 27 32 48 48 49 46 47 51 42 45 51 35 36 40 28 28 30 18 22 32

Hispanic or Latino

School 29 21 33 2 12 17 33 12 27 32 28 14 9 36 39 31 39 40 17 39 41 37 14 44 34 38 21 17 48 38 20 26 25

District 33 33 39 17 24 25 33 34 40 27 30 36 26 31 37 42 40 46 36 46 46 42 50 50 35 32 46 32 35 35 18 24 39

State 33 35 35 22 23 24 35 37 42 29 30 34 26 28 33 47 48 49 46 48 52 43 46 51 36 37 40 29 29 31 18 23 32

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

API School Results05-06 06-07 07-08 2008 API

Growth Score

Statewide Rank 2 2 2

Similar Schools Rank 4 5 5

All Students

Actual Growth 20 14 36 716



Hispanic or Latino


English Learners



California Achievement TestThe Norm-Referenced Test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics. Prior to 2005, all students in grades two through eleven were tested each spring. Currently, only students in grades three and seven are tested. The chart reflects the percentage of student scores at or above the national average (50th percentile) in Reading and Mathematics.

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.

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 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 English/Language Arts (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’s, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed.

Textbooks & Instructional MaterialsMagnolia School District held a Public Hearing on September 22, 2008, and determined that it 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. 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 Education. The most recent textbooks (as of October 2008) for all schools in the Magnolia School District is indicated.

CAT/6 Norm Referenced Test% At or Above 50th Percentile

Reading Math

3 3

06 07 08 06 07 08

All Students

School 13 20 24 27 37 36

District 26 29 31 51 51 50

State 37 38 38 55 56 56

Males

School 9 15 21 21 36 41

Females

School 17 25 28 32 39 33


School 11 19 22 25 36 37

Hispanic or Latino

School 6 22 18 24 39 31

English Learners

School 7 17 19 24 33 32

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

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status In PI Not in PI

First Year in PI 2006-2007 -

Year in PI (2008-09) Year 3 -

# of Schools Currently in PI - 2

% of Schools Identified for PI - 22.22%

Adequate Yearly Progress (AYP)School District

Made AYP Overall No Yes

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient No Yes Yes Yes

API School Results Yes Yes

Graduation Rate N/A N/A

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

K-6 History/Social Science

Harcourt School Publishers 2006 Yes 0.0%

K-6 Mathematics MacMillan/ McGraw Hill 2008 Yes 0.0%

K-6 Reading/Language Arts

Houghton Mifflin 2002 Yes 0.0%

K-6 Science MacMillan/ McGraw Hill 2007 Yes 0.0%

K-6 Health Developmental Studies Center 2003 Yes 0.0%

4th-6th Health Princeton Health Press 2003 Yes 0.0%

4th-6th Visual and Performing Arts

Holt, Rinehart & Winston 2008 Yes 0.0%

K-6 Visual and Performing Arts Silver Burdett 2008 Yes 0.0%


Library and Computer ResourcesStudents visit the library on a weekly basis with their classes. The library is staffed by a full-time Library Media Clerk and is open before and after school for student use. Each classroom contains three computers with Internet access and also has multiple mobile computer labs that house classroom sets of computers, staffed by the classroom teachers and District Technology Teachers on Special Assignment, used throughout the school. Students receive computer instruction in the following software programs: Microsoft Office, Word, Power Point, and Excel; plus software aligned with the district-adopted textbook series.

Additional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the public libraries located in Orange County, which contain numerous computer workstations. For more information, hours, and locations please visit: www.ocpl.org.

Teacher Evaluation & Professional DevelopmentA constructive evaluation process is a fundamental element in a sound educational program. Regular and comprehensive evaluations promote improvement of teaching skills and increased levels of student achievement. Evaluations recognize exemplary skills and accomplishments of staff and identify areas needing improvement. Evaluations are performed by the principal who has been trained and certified for competency to perform teacher evaluations. Evaluation criteria are defined by the Collective Bargaining Agreement and California Standards for the Teaching Profession.

Magnolia School District offers five staff development days annually when teachers may participate in a variety of activities to increase their professional knowledge and skills. Topics included: Who’s in our wheelbarrows?, Reading First Training, Thinking Maps Revisited, Improving Comprehension, Deconstructing Standards, Power in Pre-teaching, Volcabulary, and training in the new science adoption.

New teachers and teachers not yet fully credentialed are supported by peer coaching and extensive staff development. The Beginning Teacher Support and Assessment (BTSA) program offers additional support and assistance to new credentialed teachers. For experienced teachers, the Peer Assistance and Review (PAR) program utilizes the district’s most effective veteran and knowledgeable teachers who assist with staff development and participate in such exercises as classroom visits, one-on-one meetings, and student work reviews.

Substitute TeachersMagnolia School District employs more than 125 qualified substitute teachers, including part-time teachers, retired teachers, and aspiring full-time teachers. Many district substitutes are fully credentialed; all have a minimum of a bachelor’s degree and have passed the California Basic Education Skills Test. On the rare occasion when a substitute is not available, the class may be covered by an administrator or other certificated staff member.

Teacher AssignmentFor the 2007-08 school year, Esther L. Walter School had 30 fully credentialed teachers who met all credential requirements in accordance with State of California guidelines. One hundred percent of the teachers at Esther L. Walter School hold certificates for teaching English Language Learners. These certificates include Crosscultural Language and Academic Development (CLAD), Bilingual Crosscultural Language and Academic Development (BCLAD), and Specially Designed Academic Instruction Delivered in English (SDAIE).

Teacher misassignments represent the number of teachers who did not hold a legally recognized certificate or credential, including teachers who were assigned to classrooms with English Learners (EL) and who were not properly certificated to teach EL students. Teacher vacancies reflect the number of open teaching positions that were not filled by a full-time certificated teacher for an entire semester (for middle and high schools) or for an entire year (for elementary schools).

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.

Computer Resources05-06 06-07 07-08

Computers 37 121 141

Students per computer 18.4 5.2 4.3

Classrooms connected to Internet 36 30 27

Teacher Credential StatusSchool District

05-06 06-07 07-08 07-08

Fully Credentialed 35 31 30 324

Without Full Credentials 0 0 0 0

Working Outside Subject 0 0 0 0

Misassignments/Vacancies06-07 07-08 08-09

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 98.3% 1.7%

High-Poverty Schools in District 0.0% 0.0%

Low-Poverty Schools in District 0.0% 0.0%


Class SizeDuring the 2007-08 school year, Esther L. Walter School had a schoolwide average class size of 22.4 and a pupil to teacher ratio of 20.2:1. The following chart shows average class size by grade level, as well as the number of classes offered in reference to their enrollment.

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. Esther L. Walter Elementary School 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.

School LeadershipLeadership at Esther L. Walter School is a responsibility shared among District administration, school administration, instructional staff, students, and parents. The 2007-08 school year was Ms. Elizabeth Nordyke’s third year as principal of Esther L. Walter School. She has a total of 33 years of experience in education. Assisting Principal Elizabeth Nordyke is a Leadership Team, comprised of grade level teacher representatives.

The Leadership Team discusses strategic planning, oversees school climate and culture, and monitors the school’s instructional programs. Staff members and/or parents participate on various committees that make decisions regarding the priorities and direction of our educational plan, and ensure instructional programs are consistent with students’ needs, and comply with district goals.

Our school’s committees and organizations include: School Site Council (SSC), English Learners Advisory Council (ELAC), and the Parent Teacher Association (PTA). The School Site Council, consisting of school staff and parents, is a major governing body that meets regularly to monitor programs and to approve the school budget. At the district level, parents participate on the District ELAC and the District Program Advisory Committee (DPAC).

Counseling & Other Support ServicesThe school and district employ qualified personnel to provide support services. An active Student Success Team (SST) meets frequently to address issues that affect the ability of a student to perform at his or her best in school. Using a collaborative approach, members of the SST evaluate and recommend various intervention strategies and services to meet the unique needs of the referred student. The chart illustrates support services that are offered at the school.

With the Anaheim Family YMCA and the City of Anaheim, Magnolia School District offers the Anaheim Achieves After-school Program. This program, which operates between the hours of 3:00 and 6:00 p.m., offers a safe and structured environment for our students after school. Half of the time is spent on homework help in the areas of reading, writing, and math. The other half is comprised of enrichment activities in the areas of arts, recreation, and character education.

Magnolia School District also partners with Orange County’s Families and Children Together (FaCT) to fund the Salk Community Family Resource Center located on the Dr. Jonas Salk campus. FaCT is a partnership among more than 60 community-based social service agencies and the County of Orange Social Services Agency. The Salk Community Family Resource Center provides counseling, parent education, after-school programs, health education and services, support groups, community outreach, and referrals to community agencies for our families. School Readiness is an important focus of the Magnolia School District, enabling students to be fully prepared for successful enrollment in the public education system. The district, as well as county, state, and federal agencies, offer a variety of programs at schools throughout the District, targeting families with children from pre-natal to four years of age. All programs are coordinated by the School Readiness Center located on the Maxwell School campus.

Magnolia School District offers the Gifted and Talented Education (GATE) program to students who have been recognized as capable of attaining high levels of achievement by their teachers and identified through State testing programs. Students in the GATE program (grades 4-6) receive specialized instruction in the classroom and may enroll in clustered GATE classes at eight schools in the district.

For students whose primary language is not English, and who have limited English proficiency, Magnolia School District offers programs to help them quickly acquire the English language and prepare to meet State academic standards. Students are identified as English Learners (EL) through the California English Language Development Test (CELDT). Students are placed with teachers who are appropriately credentialed to teach English Learners and receive instruction in English based on their level of English acquisition.

Students receive 30 minutes of English Language Development daily through the District-adopted Houghton Mifflin language arts materials and Carousel of Ideas. Additional assistance is provided through bilingual instructional aides.

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

06 07 08 06 07 08 06 07 08 06 07 08

K 20 20 19 5 5 5 - - - - - -

1st 20 20 20 5 5 4 - - - - - -

2nd 20 20 20 3 3 5 - - - - - -

3rd 20 20 20 4 4 4 - - - - - -

4th 28 27 27 1 1 - 2 2 3 - - -

5th 31 31 32 - - - 3 3 2 - - -

6th 30 30 30 - - - 3 3 3 - - -

K-3 19 19 - 1 1 - - - - - - -

CSR Participation2005-06 2006-07 2007-08

K 100% 100% 100%

1st 100% 100% 100%

2nd 100% 100% 100%

3rd 100% 100% 100%

K-3 100% 100% -

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Counselor 1 0.4

Health Clerk 1 1.0

Nurse 1 0.2

Psychologist 1 0.2

Resource Specialist 1 1.0

Resource Specialist Aide 2 1.5

SDC Aide 1 1.0

Social Worker 1 0.4

Special Day Class (SDC) Teacher 1 1.0

Speech/Language Specialist 1 0.4


Esther L. Walter School offers support to students whose test results Indicate they need additional assistance to achieve grade level proficiency. When a student is academically at-risk, teachers meet to brainstorm intervention strategies. Interventions may include modification of instruction in the regular classroom, after-school tutoring, or enrollment in an off-track intersession program.We maintain open communication with parents regarding their child’s progress throughout the school year, and welcome parental involvement when developing intervention plans.

Esther L. Walter School provides instruction to all students in the least restrictive environment possible. Students with special needs are accommodated with a variety of options. A team consisting of the parent, school administrator, general education teacher, psychologist, and special education teacher, develops an Individual Education Plan (IEP). The IEP defines the individualized instruction a child will receive which may include placement in a Special Day Class or services from a Resource Specialist, Adaptive Physical Education Specialist, Occupational Therapist, and/or Speech and Language Specialist. The Magnolia School District offers State preschool programs at some of its sites, as well as a regional program at Lord Baden-Powell and Dr. Jonas Salk Schools servicing students with severe handicaps and/or multiple disabilities from six surrounding school districts.

School Site Teacher SalariesThe chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district, county and state (based on 2006-07 financial statements).

Salary & Budget ComparisonState 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 2006-07 school year. For comparison purposes, the California Department of Education has provided average salary data from elementary school districts throughout the state having between 5,000 and 9,999 Average Daily Attendance (ADA). The table illustrates the teacher and administrative salary at the district and compares it to the county and state levels.

Expenditures & Services FundedMagnolia School District spent an average of $7,685 to educate each student (based on 2006-07 audited financial statements). The chart below provides a comparison of a school’s per-pupil funding from unrestricted sources with other schools in the district and throughout the state.

In addition to the State General Fund, Magnolia School District receives state and federal funding for the following categorical, special education, and other support programs:

• Title I, Part A, Basic and Neglected • Title II, Part A• Title II, Part D • Title III, Part A (LEP)• Title IV, Part A • Title V, Part A• Economic Impact Aid• Peer Assistance and Review• Tobacco Use-Prevention Education (TUPE)

Data SourcesData within the SARC was provided by Magnolia School District, retrieved from the 2007-08 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.

Contact InformationParents who wish to volunteer or participate in Esther L. Walter School’s leadership teams, school committees, and school activities may call the school’s office at (714) 761-5997.

Average Teacher SalariesSchool & District

School $66,254

District $70,004

Percentage of Variation 5.36%

School & County

County $70,158


School & State

All Unified School Districts $64,702


Average Salary InformationTeachers - Principal - Superintendent

2006-07 District County State

Beginning Teachers $41,052 $39,990 $40,667

Mid-Range Teachers $74,577 $73,554 $66,167

Highest Teachers $93,192 $91,251 $84,142

Elementary School Principals $113,617 $103,498 $104,640

Superintendent $192,890 $171,287 $167,564

Salaries as a Percentage of Total Budget

Teacher Salaries 43.5% n/a 42.3%

Administrative Salaries 5.2% n/a 5.4%

Expenditures per PupilSchool

Total Expenditures Per Pupil $6,407

From Restricted Sources $2,020

From Unrestricted Sources $4,387

District


Percentage of Variation between School & District 1.18%

State


Percentage of Variation between School & State 17.23%

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