merlinda elementary school accountability report card...

2014-15 School Accountability Report Card for Merlinda Elementary of 14

Merlinda Elementary

School Accountability Report Card

Reported Using Data from the 2014-15 School Year

Published During 2015-16

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 principal or

the district office. 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.

About This School Contact Information (Most Recent Year)

School Contact Information

School Name------- Merlinda Elementary

Street------- 1120 South Valinda Avenue

City, State, Zip------- West Covina, CA 91790-53

Phone Number------- 626-931-1720

Principal------- Sonia Gonzalez

E-mail Address------- [email protected]

Web Site------- www.merlinda.wcusd.org

Grades Served TK-6

CDS Code 19-65094-6023493


District Contact Information

District Name------- West Covina Unified

Phone Number------- 626-939-4600

Superintendent-------

Dr. Charles Hinman

E-mail Address------- [email protected]

Web Site------- www.wcusd.k12.ca.us

School Description and Mission Statement (Most Recent Year)

Merlinda Elementary School, Home of the Mighty Mustangs, is one of eight elementary schools in the West Covina Unified School District. Merlinda Elementary serves approximately 600 students in grades Transitional Kindergarten through sixth. Our primary focus is in developing our students as respectful, responsible, safe, and knowledgeable critical thinkers every day through their learning of 21st-century state standards. We strive to provide a school environment that maximizes learning for all students and encourages students to be active participants in their educational journey. At Merlinda Elementary, we celebrate the rich diversity of our students and our community. We continually look for ways to maximize our time and efforts by focusing on what is important for students to learn, the most effective ways in which to teach, and how to prepare our students to be productive citizens. We give students opportunities to use what they learn to make decisions and solve problems in their daily social and academic lives. Professional development is essential to our success as we sharpen our skills in working together to increase student achievement. Every student has access to textbooks in the core subjects. Supplemental materials and instructional programs are provided as needed to enhance instruction for our diverse population. We also offer music and art programs, field trips, and incentives to increase literacy, attendance and citizenship. Merlinda School offers a rigorous and rich core curriculum that focuses on the California Standards as well as the needs of our diverse population. In addition to our core curriculum we provide a wide variety of programs and services to our students including Accelerated Reader, Study Island, Achieve 3000, Rosetta Stone, in school, before school and after school intervention and GATE enrichment. Merlinda has a rich school culture that focuses on achievement for all students. Teachers work in grade level teams focusing on grade level California Standards, data analysis, best teaching practices and instructional strategies to ensure that all students reach expected outcomes. The staff works collaboratively across grade levels to create a positive learning climate for students. The Merlinda Elementary School community continues to diligently work together to raise student achievement. Of 382 3rd-6th grade students enrolled during the 2014-2015 school year, 378 or 99% of students participated in CAASPP English Language Arts/Literacy testing. Fifty percent of students either met or exceeded standard on the English Language Arts/Literacy portion of the CAASPP. Of 382 3rd-6th grade students enrolled during the 2014-2015 school year, 372 or 97.4% of students participated in CAASPP Mathematics testing. Forty percent of students either met or exceeded standard on the Mathematics portion of the CAASPP. Our response to intervention program helps teachers, parents and support staff work together for the success of our children. We believe that it takes the entire community to achieve success, and parents are a vital part of the educational process. We treasure our parent volunteers at Merlinda and encourage every parent or guardian to volunteer or participate in their child's education. Our regular school day is from 7:40 AM to 1:48 PM for grades 1-6. TK/Kindergarten regular dismissal is 1:38 PM. Every Wednesday is an early release day with dismissal at 12:48 PM in grades 1-6 and 12:38 PM in Kindergarten. so teachers can collaborate together and/or participate in professional development activities. Our school doors open at 7:00 AM and close at 3:30 PM daily. Additionally, we offer after school programs including Y-ASES and intervention classes for students needing additional help.


Student Enrollment by Grade Level (School Year 2014-15)

Grade Number of

Level Students

Kindergarten 56

Grade 1 67

Grade 2 79

Grade 3 116

Grade 4 80

Grade 5 95

Grade 6 87

Total Enrollment 580

Student Enrollment by Group (School Year 2014-15)

Student Percent of

Group Total Enrollment

Black or African American 2.6

American Indian or Alaska Native 0.3

Asian 9.8

Filipino 2.8

Hispanic or Latino 80.7

Native Hawaiian or Pacific Islander 0.2

White 3.4

Two or More Races 0.2

Socioeconomically Disadvantaged 80

English Learners 17.6

Students with Disabilities 5

Foster Youth 1.4

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

Teachers School District

2013-14 2014-15 2015-16 2015-16

With Full Credential 27 26

Without Full Credential 0 0

Teaching Outside Subject Area of Competence (with full credential) 0 0


Teacher Misassignments and Vacant Teacher Positions

Indicator 2013-14 2014-15 2015-16

Misassignments of Teachers of English Learners 0 0

Total Teacher Misassignments * 1 0

Vacant Teacher Positions 0 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)

Location of Classes Percent of Classes In Core Academic Subjects

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 100.0 0.0

All Schools in District 98.9 1.1

High-Poverty Schools in District 98.9 1.1

Low-Poverty Schools in District 0.0 0.0 Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) Year and month in which data were collected: September 2015

Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts Transitional Kindergarten through sixth grade teachers utilize the IMAGINE IT Open Court program published by SRA/McGraw Hill. The IMAGINE IT reading program features a foundation in phonemic awareness, word study, fluency, comprehension, vocabulary, text comprehension, spelling and the concepts about learning to read and write. Supplemental components that align the program with California Standards have been provided and are in use at Merlinda. The Write from the Beginning and Beyond program is used school-wide to develop students' writing skills in line with the California Standards. The Achieve 3000 program is used as both an intervention and enrichment program for English Language Arts & Literacy in grades 3-6.

Yes 0%

Mathematics Kindergarten through sixth grade teachers utilize Pearson EnVision Mathematics, which is aligned with the California Standards. Pearson Mathematics is well organized and conveys the mathematics content efficiently and effectively. A performance assessment is combined with a multitude of measures to demonstrate students’ knowledge of and ability to apply mathematical concepts and skills.

Yes 0%


Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Science Science learning is hands-on and coordinated with other activities, such as reading and writing. Our core reading curriculum includes at least one science-related theme per grade level. For instance, there is an emphasis on weather in the second grade reading program. Additionally, students practicing writing standards as they explain their scientific thinking. Incorporating science with reading and writing helps us teach a variety of skills and makes learning more meaningful.

Yes 0%

History-Social Science Our Social Science curriculum incorporates a variety of subjects such as geography, literature, government and history. Students read about the past and learn about different communities and cultures. The Social Science curriculum allows students to learn a variety of skills including reading and writing skills. Through this curriculum, students learn about people who make contributions and gain an understanding of life on Earth. Additionally, our core reading curriculum includes social science-related themes.

Yes 0%

Visual and Performing Arts A traveling visual arts teacher visits our school for two weeks twice during the school year. During her time at Merlinda, the art teacher visits every classroom twice during each time period and completes a lesson based on the Visual and Performing Arts standards with all students. In planning her lessons, the visual arts teacher pulls in content from other content areas to reinforce learning and to provide students another way to master those standards. Classroom teachers observe the visual arts lessons as they are delivered to their students and follow up as appropriate. Our art program does not require textbooks, but all students have access to the materials necessary for the program.

Yes 0%

School Facility Conditions and Planned Improvements (Most Recent Year)

Providing our students with a clean and safe school always has been and will continue to be a top priority. The Merlinda staff works diligently to keep the campus clean, safe and orderly. District-wide standards are in place for cleaning procedures, products, inspection, and evaluation to ensure that our campus is in impeccable condition. A summary of these standards is available at the District Office. Restrooms are inspected multiple times daily by custodial staff, as well as inspected by additional staff and administrators. Custodians and maintenance and grounds crews are trained and responsible for inspection and repair of any potential safety hazards on a daily basis. Monthly inspections are also conducted by District inspectors. In addition, the West Covina Unified School District works with risk managers, safety inspectors, and outside experts who inspect our campus annually. Regular maintenance is ongoing and funding is provided to make repairs on an as-needed basis. Technological improvements continue to enable our staff to use computers, Internet, Wi-Fi, projectors, SMARTBOARDS and IPADS to enhance classroom instruction. We have a part-time media clerk who assists classes during their scheduled visits to the library. Additionally, the library is open to all students on a daily basis for ongoing checkout of books needed for our extensive reading program. We have at least four computers in each classroom grades K-3 and up to at least six computers in grades 4-6. Additionally, there are two full-size computer labs to serve our K-3 and 4-6 classrooms.


School Facility Good Repair Status (Most Recent Year)

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

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces X

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials X

Structural: Structural Damage, Roofs X

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

Overall Facility Rating (Most Recent Year)

Year and month in which data were collected: December 2014

Overall Rating Exemplary Good Fair Poor

X X

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 California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

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

School District State

English Language Arts/Literacy 51 47 44

Mathematics 40 33 33 Note: 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 Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

All Students 3 116 113 97.4 23 28 28 20

4 84 82 97.6 34 23 27 16

5 98 96 98.0 24 22 34 20

6 88 87 98.9 14 29 45 13

Male 3 61 52.6 25 28 31 16

4 39 46.4 44 18 28 10

5 53 54.1 30 15 40 15

6 40 45.5 20 38 33 10

Female 3 52 44.8 21 29 25 25

4 43 51.2 26 28 26 21

5 43 43.9 16 30 28 26

6 47 53.4 9 21 55 15

Black or African American 3 5 4.3 -- -- -- --

5 4 4.1 -- -- -- --

6 2 2.3 -- -- -- --

American Indian or Alaska Native 4 1 1.2 -- -- -- --

6 1 1.1 -- -- -- --

Asian 3 12 10.3 25 8 25 42

4 6 7.1 -- -- -- --

5 9 9.2 -- -- -- --

6 10 11.4 -- -- -- --

Filipino 3 3 2.6 -- -- -- --

4 1 1.2 -- -- -- --

6 5 5.7 -- -- -- --

Hispanic or Latino 3 90 77.6 22 30 30 18

4 71 84.5 38 24 25 13

5 78 79.6 28 19 36 17

6 63 71.6 16 33 41 10

White 3 3 2.6 -- -- -- --

4 2 2.4 -- -- -- --

5 5 5.1 -- -- -- --

6 6 6.8 -- -- -- --

Two or More Races 4 1 1.2 -- -- -- --

Socioeconomically Disadvantaged 3 96 82.8 25 29 31 15

4 66 78.6 32 26 30 12

5 77 78.6 25 23 36 16


Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

6 74 84.1 12 30 46 12

English Learners 3 25 21.6 32 40 24 4

4 15 17.9 73 13 13 0

5 10 10.2 -- -- -- --

6 5 5.7 -- -- -- --

Students with Disabilities 3 8 6.9 -- -- -- --

4 8 9.5 -- -- -- --

5 9 9.2 -- -- -- --

6 4 4.5 -- -- -- --

Foster Youth 3 -- -- -- -- -- --

4 -- -- -- -- -- --

5 -- -- -- -- -- --

6 -- -- -- -- -- --

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. Note: 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.

CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

All Students 3 116 115 99.1 28 25 28 19

4 84 83 98.8 24 42 25 8

5 98 96 98.0 27 41 23 9

6 88 87 98.9 13 43 20 25

Male 3 62 53.4 29 23 31 18

4 40 47.6 28 43 25 5

5 53 54.1 28 40 26 6

6 40 45.5 15 43 23 20

Female 3 53 45.7 26 28 25 21

4 43 51.2 21 42 26 12

5 43 43.9 26 42 19 14

6 47 53.4 11 43 17 30

Black or African American 3 5 4.3 -- -- -- --

5 4 4.1 -- -- -- --

6 2 2.3 -- -- -- --

American Indian or Alaska Native 4 1 1.2 -- -- -- --

6 1 1.1 -- -- -- --


Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

Asian 3 13 11.2 23 15 15 46

4 6 7.1 -- -- -- --

5 9 9.2 -- -- -- --

6 10 11.4 -- -- -- --

Filipino 3 3 2.6 -- -- -- --

4 1 1.2 -- -- -- --

6 5 5.7 -- -- -- --

Hispanic or Latino 3 91 78.4 29 26 30 15

4 72 85.7 28 44 24 4

5 78 79.6 29 42 21 8

6 63 71.6 16 48 16 21

White 3 3 2.6 -- -- -- --

4 2 2.4 -- -- -- --

5 5 5.1 -- -- -- --

6 6 6.8 -- -- -- --

Two or More Races 4 1 1.2 -- -- -- --

Socioeconomically Disadvantaged 3 98 84.5 31 29 26 15

4 67 79.8 27 45 21 7

5 77 78.6 31 42 18 9

6 74 84.1 12 43 20 24

English Learners 3 26 22.4 42 31 15 12

4 16 19.0 44 50 6 0

5 10 10.2 -- -- -- --

6 5 5.7 -- -- -- --

Students with Disabilities 3 8 6.9 -- -- -- --

4 8 9.5 -- -- -- --

5 9 9.2 -- -- -- --

6 4 4.5 -- -- -- --

Foster Youth 3 -- -- -- -- -- --

4 -- -- -- -- -- --

5 -- -- -- -- -- --

6 -- -- -- -- -- --

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. Note: 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.


California Standards Tests for All Students in Science (Three-Year Comparison)

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

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

Science (grades 5, 8, and 10) 81 88 80 68 63 62 59 60 56 Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California Standards Tests Results by Student Group in Science (School Year 2014-15)

Student Percent of Students Scoring at

Group Proficient or Advanced

All Students in the LEA 62

All Students at the School 80

Male 82

Female 79

Black or African American --

Asian --

Hispanic or Latino 78

White --

Socioeconomically Disadvantaged --

English Learners --

Students with Disabilities 81

Foster Youth -- Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

---5--- 18.80 33.30 17.70 Note: 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.

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 (Most Recent Year)

Governance: Merlinda's School Plan for Student Achievement (SPSA) and annual budget approvals are made by our School Site Council (SSC), which includes an equal number of parents and school staff members. Our School Site Council meets on a monthly basis to review and update Merlinda's SPSA. Our English Language Advisory Committee (ELAC) also provides input on the site plan and expenditures. Merlinda also has a parent representative who regularly attends District English Learner Advisory Committee (DELAC) meetings and serves as a liaison between the district office and the school site in regards to matters that pertain to English Learners. Additionally, Merlinda has parental representation on the development of our district's Local Control Accountability Plan, which is the plan that guides and appropriates our use of state funds.


Volunteering: Our Parent Teacher Association (PTA) is very active with over 280 members who have helped to support our educational program, help pay for grade level field trips, purchase new PE equipment for each classroom and support our Mt. Sac Relays Track Team. In addition, PTA helps to plan our widely-enjoyed family events, Harvest Festival in October, Dr. Seuss/Read Across America Event in March, our Honorary Service Awards and 6th grade end of the year activities. To find out how to become a volunteer at our school, please contact our PTA President, Norma Yu, at (626) 931-1720. Learning: Merlinda, in conjunction with our district office, offers monthly parent workshops as part of our Parent University. Such topics include: English Language Arts & Literacy Standards, Math Standards, SBAC, Educational Technology, and positive parenting.

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. Suspensions and Expulsions

Rate School District State

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

Suspensions------- 1.45 1.07 0.81 2.70 1.82 2.25 5.07 4.36 3.80

Expulsions------- 0.00 0.00 0.00 0.00 0.06 0.04 0.13 0.10 0.09

School Safety Plan (Most Recent Year)

Our staff monitors the school grounds at least 15 minutes prior to the start of school and after dismissal. We have a closed campus, where all visitors must register at the office. We update our site safety plan at least once a year as well as our district emergency preparedness plan. We hold monthly fire and evacuation drills and periodic lockdown drills at various times of the school day. The School Safety Plan was reviewed and discussed with staff and approved by the School Site Council in November 2015 and reviewed again several times throughout the school year. School Discipline Practices We have strict discipline policies to ensure high academic standards and to keep students safe. At the beginning of the school year, all students are invited to attend an assembly in which school expectations are presented by the Principal. Respect, responsibility, safety and readiness to learn are character traits that are emphasized school wide. In the Fall, each student signs a behavior contract that includes rewards and consequences for misbehavior. Additionally, the Project Wisdom character-building program, is utilized on a routine basis-daily messages are read over the PA and discussed in class. Our teachers conduct class meetings and teach students skills to resolve student conflicts. Our positive incentives include "blue slips" for students helping others. When students earn three blue tickets they turn them in for a prize. "We Are Here" is an incentive in which students receive rewards for excellent attendance. Additionally, students are recognized at trimester awards assemblies for exhibiting outstanding citizenship.


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. Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall Yes No Yes

Met Participation Rate: English-Language Arts Yes Yes Yes

Met Participation Rate: Mathematics Yes Yes Yes

Met Percent Proficient: English-Language Arts N/A N/A N/A

Met Percent Proficient: Mathematics N/A N/A N/A

Met Attendance Rate Yes Yes Yes

Met Graduation Rate N/A No Yes

Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2013-2014 2015-2016

Year in Program Improvement* Year 1 Year 1

Number of Schools Currently in Program Improvement N/A 7

Percent of Schools Currently in Program Improvement N/A 50.0 Note: Cells with N/A values do not require data.

Average Class Size and Class Size Distribution (Elementary)

Grade Level

2012-13 2013-14 2014-15

Avg. Class Size

Number of Classes Avg. Class Size

Number of Classes Avg. Class Size

Number of Classes

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K

21 2 2 23 3 19 3

1

22 1 4 20 3 1 22 3

2

21 2 2 22 5 20 4

3

18 5 21 3 1 23 5

4

32 3 31 3 27 3

5

31 3 30 3 32 3

6

32 3 27 3 29 3 Note: Number of classes indicates how many classes fall into each size category (a range of total students per class).


Academic Counselors and Other Support Staff (School Year 2014-15)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 0 0

Counselor (Social/Behavioral or Career Development) 0 N/A

Library Media Teacher (Librarian) 0 N/A

Library Media Services Staff (Paraprofessional) 1 N/A

Psychologist------- 0 N/A

Social Worker------- 0 N/A

Nurse------- 0 N/A

Speech/Language/Hearing Specialist 1 N/A

Resource Specialist------- 1 N/A

Other------- 1 N/A Note: Cells with N/A values do not require data. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- $5,272 $327 $4,944 $74,933

District------- N/A N/A $5,228 $70,575

Percent Difference: School Site and District N/A N/A -5.4 6.2

State------- N/A N/A $5,348 $69,257

Percent Difference: School Site and State N/A N/A -7.6 8.2 Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2014-15)

Merlinda School provides in school as well as before and after school intervention to students identified as most needy according to ongoing assessments as part of our response to intervention program. In particular, our English Learners, Foster Youth, Homeless, Hispanic, Title I and Special Education students are closely monitored as part of our LCAP goals and Program Improvement requirements. Students identified as English Learners take the California English Language Development Test (CELDT) on an annual basis to determine levels of English proficiency. English Learners participate in a Structured English Immersion program and receive daily English Language Development instruction for 30 minutes from their classroom teachers. English Learners at the Beginning or Early Intermediate levels of English proficiency are provided with primary language support from a bilingual instructional aide and take part in the Rosetta Stone program. Students with special needs are accommodated in the least restrictive environment possible. The Student Success Team (SST) works with educational specialists and when appropriate develops an Individual Education Plan (IEP) for students with learning, emotional, social, and/or developmental disabilities. Services may include a referral to the Educational Specialist, placement in a Special Day Class, and/or further specialized instruction or services. Students not meeting grade level expectations are provided an ILP or Individual Learning Plan which is monitored on a quarterly basis. For students who continue to not make adequate academic progress, a Student Success Team (SST) meeting is convened to determine interventions needed. School wide intervention strategies are provided to assist students in reaching grade level standards of academic achievement. Moreover, students identified as most in need of intervention meet in flexible groups with the site Teacher on Special Assignment (TOSA) for targeted intervention, particularly in the area of reading. Our TOSA also provides professional development to teachers and training and support to parents on an ongoing basis. Funds are utilized to purchase supplemental resources to assist with intervention services.


The Gifted and Talented Education (GATE) program is provided to students in 3-6 grades who have met the District criteria for participation in the GATE program. GATE students receive in-class differentiated instruction and optional projects as made available through our GATE program. Merlinda also offers after school enrichment to all GATE students. Funds are also utilized to further develop our educational technology programs. There are two computer labs on campus, one for primary grades and the other for upper grades. There are also six Chromebook carts equipped with 36 Chromebooks on campus for use primarily by grades 3-6. Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $44,130 $42,315

Mid-Range Teacher Salary $71,435 $66,451

Highest Teacher Salary $88,386 $85,603

Average Principal Salary (Elementary) $112,333 $105,079

Average Principal Salary (Middle) $115,940 $111,005

Average Principal Salary (High) $135,548 $121,310

Superintendent Salary $206,000 $189,899

Percent of Budget for Teacher Salaries 39% 39%

Percent of Budget for Administrative Salaries 6% 6% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Professional Development (Most Recent Three Years)

Merlinda staff members participate in a variety of staff development activities. The school year includes two full days of staff development for all teaching staff, one at the beginning of the school year and the other midway through the year. Additionally, every Wednesday is an early release day so that teachers may attend scheduled grade level collaboration meetings or professional development opportunities. Grade level teams meet regularly to plan lessons based on California Standards, analyze student data, and to examine student work to determine intervention needed. Our staff has received training on the IMAGINE IT Reading/English Language Arts program and the EnVision Math program to support the teaching and learning of these two core curricular areas. Additionally, the trainer of teachers (TOT's) model is utilized to bring professional development especially as it relates to the implementation of California Standards to the entire teaching staff at our site. A core group of teachers continue to receive training as TOT's in Thinking Maps; Path to Proficiency and the Write from the Beginning...and Beyond writing program to subsequently train their colleagues (Merlinda's teaching staff) in these areas. A core group of teachers also participates on the District's Curriculum Development Team in Literacy to develop California Standards modules to practice and share with colleagues. Teachers have also been trained in Achieve 3000, Accelerated Reader, School website maintenance, Study Island, Waterford, Edmodo as well as teaching strategies to utilize with under-performing sub-groups.

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