sarc report for monroe elementary...reading/language arts california treasures eld program...

Monroe Elementary

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (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 addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2015-16 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district and the county. 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 is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Dr. Liliana JarvisPrincipal, Monroe Elementary

I am thrilled to be back for another school year at Monroe. We are an award w inning school, w ith excellent teachers andterrific support staff members. Our students have excelled academically, and our parents are support ive and enthusiast ic!

Monroe has excit ing plans to challenge every child to be a product ive, successful student.

Our dual language program is now in its sixth year. Our first , second, third fourth, and fifth grade classes cont inue tolearn in Spanish and English, and three new kindergarten classes have begun. Monroe also has a transit ional kindergartenclass for students who are too young for kindergarten. They also are learning Spanish and English. The programcontinues through fifth grade. When the students from the program leave Monroe, they w ill be bilingual and biliterate inSpanish and English.

We are very proud of our school programs and invite you to be involved. Please become act ive in our school PTA, theWatch DOG program, or as a classroom volunteer. I would also like to invite you to attend Monroe's monthly parentforums. This is your chance to ask quest ions, make suggest ions for school improvement, and learn about school programsand policies.

Cindy Lathrop

Principal

Monroe Elementary402 West Colorado Blvd.Monrovia, CA 91016-2647

Phone: 626-471-2380E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

2015-16 SARC - Monroe Elementary

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Last updated: 12/7/2016

About This School

Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)

District Contact Information (School Year 2016-17)

District Name Monrovia Unified

Phone Number (626) 471-2010

Superintendent Katherine Fundukian Thorossian

E-mail Address [email protected]

Web Site www.monroviaschools.net

School Contact Information (School Year 2016-17)

School Name Monroe Elementary

Street 402 West Colorado Blvd.

City, State, Zip Monrovia, Ca, 91016-2647

Phone Number 626-471-2380

Principal Dr. Liliana Jarvis

E-mail Address [email protected]

Web Site http://monroe.monroviaschools.net/

County-District-School (CDS) Code

19647906020465

School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)

Monroe is a Transit ional kindergarten through fifth grade school w ith 600 students in twenty-four regular educat ion classrooms, one Resource Specialist Programclassroom, one transit ional kindergarten class, and one special day class. The school is in its sixth year of implementing a Spanish/English dual immersion program sothat students have the opportunity to become academically and socially proficient in two languages.

The student populat ion is ethnically, socioeconomically, and linguist ically diverse. Many of Monroe’s families have attended Monroe Schoolfor more than one generat ion. In addit ion, the teaching staff is very stable w ith an average number of years teaching experience of over 15 years.

Monroe’s school’s mission is to create and maintain an atmosphere of respect for others and dedicate ourselves to achieving our mission. In this environment,Monroe strives to:

* Make decisions based on what is best for students.

* Demonstrate professional commitment and dedicat ion to those students.

* Listen to, share w ith, and learn from each other. Be models of honesty, integrity, kindness, and considerat ion.

* Communicate clearly and frequently.

* Maintain a posit ive att itude.

Monroe’s vision is Learning for all, whatever it takes.

The staff of Monroe is committed to excellence and demonstrates such in their use of effect ive teaching strategies and standards-based materials, including the2014 adopt ion of the Swun Math program. Monroe has adopted district-endorsed instruct ional strategies, such as vocabulary development, rout ines andprocedures, research-based lesson design, student engagement, and the use of research and data analysis in the applicat ion of best pract ices in their classrooms.Monroe is in its fifth year of implementing Response to Intervent ion in all grade levels. This intervent ion targets all students who are struggling to meet stateachievement standards.

Monroe has a strong focus on maintaining current technology. All of the classrooms have been equipped w ith document cameras, LED projectors, teacher iPads,


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www.monroviaschools.net


http://monroe.monroviaschools.net/


and laptop computers. W ireless internet has been installed throughout the site, and desktop computers are regularly replaced in the classrooms and in theschool’s computer lab. There are two classroom sets of iTouch devices which are used to reinforce and teach essent ial skills and creat ive thinking, and there aretwo classroom sets of Mac laptops that are available to all classrooms.


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Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)

Grade Level Number of Students

Kindergarten 138

Grade 1 91

Grade 2 106

Grade 3 106

Grade 4 88

Grade 5 71

Total Enrollment 600

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 50

25

50

75

100

125

150

Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)

Student Group Percent of Total Enrollment

Black or African American 5.3 %

American Indian or Alaska Nat ive 0.5 %

Asian 1.8 %

Filipino 2.0 %

Hispanic or Lat ino 70.7 %

Native Hawaiian or Pacific Islander 0.2 %

White 18.0 %

Two or More Races 1.5 %

Other 0.0 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 62.8 %

English Learners 21.5 %

Students w ith Disabilit ies 8.7 %

Foster Youth 0.7 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 23 26 28 253

Without Full Credent ial 0 0 0 4

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0 0

2014-15 2015-16 2016-170

5

10

15

20

25

30Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2014-15 2015-16 2016-17-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: September 2016

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 99.0% 1.0%

High-Poverty Schoolsin District

99.0% 1.0%

Low-Poverty Schoolsin District

0.0% 0.0%

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)

Note: Cells w ith N/A values do not require data.

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own Assigned

Copy

Reading/Language ArtsCalifornia Treasures ELD Program

Publisher: McGraw-Hill

Tesoros (Grades K, 4, and 5 dual immersion program)

Publisher: McGraw-Hill

Calle de la Lectura (Grades 1-3 dual immersionprogram)

Publisher: Pearson

Yes 0.0 %

MathematicsSWUN Math

Publisher: SWUN

Yes 0.0 %

ScienceHarcourt Science California Edit ion

Publisher: Harcourt

Yes 0.0 %

History-Social ScienceReflect ions

Publisher: Harcourt

Yes 0.0 %

Foreign Language 0.0 %

Health 0.0 %

Visual and Performing Arts 0.0 %

Science Lab Eqpmt (Grades9-12)

N/A N/A 0.0 %


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School Facility Good Repair StatusYear and month of the most recent FIT report: September 2016

Overall Facility RateYear and month of the most recent FIT report: September 2016

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

This school has 27 classrooms, a mult ipurpose room, a library, a computer lab, a music room and an administrat ion building. The main campus was built in 1937with addit ions constructed in 1947, 1954, 1966 and 1967. A three-classroom building was constructed in 1997 for Class Size Reduct ion. Two portable classroomswere constructed in 1998 w ith local bond proceeds. District maintenance staff ensures that the repairs necessary to keep the school in good repair and workingorder are completed in a t imely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. Theprincipal works daily w ith the custodial staff to develop cleaning schedules to ensure a clean and safe school. The school employs two custodians that providecustodial service before, during and after school.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Exemplary


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

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 forstat ist ical accuracy or to protect student privacy.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All StudentsCAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

English Language Arts / Literacy (grades 3-8 and 11) 45.0% 44.0% 51.0% 53.0% 44.0% 48.0%

Mathematics (grades 3-8 and 11) 37.0% 41.0% 37.0% 38.0% 34.0% 36.0%


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Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated in both assessments.

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 stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

ELA - Grade 3ELA - Grade 3

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 106 104 98.1% 40.4%

Male 54 52 96.3% 30.8%

Female 52 52 100.0% 50.0%

Black or African American -- -- -- --

American Indian or Alaska Nat ive -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Lat ino 72 70 97.2% 28.6%

Native Hawaiian or Pacific Islander -- -- -- --

White 22 22 100.0% 68.2%

Two or More Races -- -- -- --

Socioeconomically Disadvantaged 64 62 96.9% 30.7%

English Learners 18 18 100.0% 11.1%

Students w ith Disabilit ies 12 12 100.0% 8.3%

Students Receiving Migrant Educat ion Services -- -- -- --

Foster Youth -- -- -- --


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All Students 88 85 96.6% 40.5%

Male 41 38 92.7% 44.7%

Female 47 47 100.0% 37.0%



Asian -- -- -- --




White 11 11 100.0% 72.7%




Students w ith Disabilit ies -- -- -- --




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All Students 68 67 98.5% 53.7%

Male 31 31 100.0% 48.4%

Female 37 36 97.3% 58.3%



Asian -- -- -- --




White 17 17 100.0% 52.9%



English Learners -- -- -- --





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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.



CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

Mathematics - Grade 3Mathematics - Grade 3


All Students 106 104 98.1% 40.4%

Male 54 52 96.3% 40.4%

Female 52 52 100.0% 40.4%



Asian -- -- -- --




White 22 22 100.0% 77.3%




Students w ith Disabilit ies 12 12 100.0% 16.7%




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All Students 88 84 95.5% 35.7%

Male 41 38 92.7% 42.1%

Female 47 46 97.9% 30.4%



Asian -- -- -- --




White 11 11 100.0% 63.6%



English Learners 18 17 94.4% --





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All Students 68 67 98.5% 49.3%

Male 31 31 100.0% 54.8%

Female 37 36 97.3% 44.4%



Asian -- -- -- --




White 17 17 100.0% 58.8%








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Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

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 stat ist icalaccuracy or to protect student privacy.

CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)

Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.

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 stat ist icalaccuracy or to protect student privacy.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced


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

Science (grades 5, 8, and 10) 42.0% 30.0% 59.0% 66.0% 58.0% 63.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 68 66 97.1% 59.1%

Male 31 30 96.8% 70.0%

Female 37 36 97.3% 50.0%


American Indian or Alaska Nat ive 0 0 0.0% 0.0%

Asian -- -- -- --




White 17 17 100.0% 76.5%





Students Receiving Migrant Educat ionServices

0 0 0.0% 0.0%



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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical educat ion

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 forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2015-16)California Physical Fitness Test Results (School Year 2015-16)

Grade Level

Percentage of Students Meeting Fitness Standards

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

7 0.0% 0.0% 0.0%

9 0.0% 0.0% 0.0%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)

Opportunities for Parental Involvement

Parent involvement and school pride are very evident at Monroe Elementary School. The ten-member school site council is stable, and meets regularly to discussschool budget and plans for school improvement. PTA is act ive, and is extremely visible on campus every day. Parents are invited to attend the monthly spiritgatherings, and many stay for coffee, information, Watch DOGS group (Dads of Great Students), was off to a great start in 2014. Dads can be seen playing w iththe students during recess and volunteering in classrooms.

Monroe’s Spanish dual language program has a parent support group that meets regularly. Families receive weekly phone updates on school news and upcomingevents, and information is also disseminated weekly in folders that go home w ith every child on Wednesday afternoons. Hundreds of volunteer hours are loggedeach week on the Monroe campus.

Monroe School has a Community Liaison, Martha Moncada, who coordinates the volunteers and is always available to help students and their families. Her officephone number is 626 471-2383.


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2016-17)

Suspensions and ExpulsionsSuspensions and Expulsions


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

Suspensions 0.0 0.0 0.0 3.1 1.9 2.3 4.4 3.8 3.7

Expulsions 0.0 0.0 0.0 0.0 0.2 0.1 0.1 0.1 0.1

Suspensions

2013-14 2014-15 2015-160.0

1.0

2.0

3.0

4.0

5.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-160.00

0.05

0.10

0.15

0.20

0.25School Expulsions

District Expulsions

State Expulsions

School Safety Plan

1. An assessment of crime reports; 2. policies and procedures for child abuse report ing, emergencies, suspension/expulsion, not ificat ion of dangerous students,discriminat ion and sexual harassment, dress code, safe ingress and egress, safe and orderly environment, school rules, and hate crime report ing; 3. an act ion planfor a safe and orderly environment; and 4. compliance act ions.

The principal attends SCSCSC meetings which bring the schools, police and city departments, and community agencies together to address and maintain thesafety of our community.

Monroe’s safety committee, which consists of the principal, a teacher, the head custodian, site health aide, and the office manager, meets monthly to planemergency drills (fire, earthquake, lockdown) and evaluate the results. Our emergency supplies have been restocked using funds from the site donat ions accountand PTA donat ions. Annually, the principal communicates the school safety procedures and pract ices to our parents in a letter sent in the student weeklycommunicat ion folder. The School Safety Plan is updated annually in February.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Average Class Size and Class Size Distribution (Elementary)

* 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 2015-16)

Federal Intervention Program (School Year 2016-17)Federal Intervention Program (School Year 2016-17)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2012-2013 2010-2011

Year in Program Improvement Year 2 Year 3

Number of Schools Current ly in Program Improvement N/A 5

Percent of Schools Current ly in Program Improvement N/A 83.3%

2013-14 2014-15 2015-16

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

K 24.0 1 4 0 23.0 2 3 0 21.0 2 3 0

1 30.0 0 4 0 29.0 0 4 0 23.0 2 2 0

2 25.0 0 4 0 25.0 1 4 0 26.0 1 3 0

3 25.0 0 3 0 24.0 0 4 0 27.0 0 4 0

4 35.0 0 0 2 26.0 0 3 0 31.0 0 2 0

5 30.0 0 2 0 35.0 0 0 2 26.0 0 2 0

6 0.0 0 0 0 0.0 0 0 0

Other 0.0 0 0 0 0.0 0 0 0 24.0 1 2 0

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 1.0 571.0

Counselor (Social/Behavioral or Career Development) 1.0 N/A

Library Media Teacher (librarian) 0.3 N/A

Library Media Services Staff (paraprofessional) 0.5 N/A

Psychologist 0.5 N/A

Social Worker 0.0 N/A

Nurse 0.0 N/A

Speech/Language/Hearing Specialist 0.3 N/A

Resource Specialist (non-teaching) 1.0 N/A

Other 0.0 N/A


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*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $6006.0 $1251.0 $4755.0 $77620.0

District N/A N/A $5387.0 $74316.0

Percent Difference – School Site andDistrict

N/A N/A 11.7% 2.7%

State N/A N/A $5677.0 $71517.0

Percent Difference – School Site and State N/A N/A 5.8% 8.5%


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)

Types of Services Funded

Monroe teachers use standards-based materials, including the 2011 adopted language arts program California Treasures. The intervent ion teacher and resourceteacher also use research-based materials, and consumable components of the adopted programs are replaced each year.

Monroe has adopted district-endorsed instruct ional strategies, such as vocabulary development, rout ines and procedures, research-based lesson design, studentengagement, and the use of research and data analysis in the applicat ion of best pract ices in their classrooms. Monroe is in its third year of implementing Responseto Intervent ion in all grade levels. This intervent ion targets all students who are struggling to meet state achievement standards. A part-t ime teacher for intensiveintervent ion, and computer lab technician provide intervent ion support.

Parent involvement and parent support are other focus areas for Monroe School. The Community Liaison provides parent educat ion, translat ion for Spanishspeakers, and numerous other services for the parents of Monroe students. She also coordinates volunteers for the school.

Monroe has a strong focus on maintaining current technology. All of the classrooms have been equipped w ith document cameras, LED projectors, teacher iPads,and laptop computers. W ireless internet has been installed throughout the site, and desktop computers are regularly replaced in the classrooms and in theschool’s computer lab. There are two classroom sets of iTouch devices which are used to reinforce and teach essent ial skills and creat ive thinking.

Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $49,055 $43,821

Mid-Range Teacher Salary $73,851 $69,131

Highest Teacher Salary $92,206 $89,259

Average Principal Salary (Elementary) $112,696 $108,566

Average Principal Salary (Middle) $117,490 $115,375

Average Principal Salary (High) $132,937 $125,650

Superintendent Salary $198,510 $198,772

Percent of Budget for Teacher Salaries 37.0% 37.0%

Percent of Budget for Administrat ive Salaries 7.0% 6.0%

Teacher Salary Chart

100000

Principal Salary Chart

150000


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http://www.cde.ca.gov/ds/fd/cs/



Professional Development

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000

150000

Professional Development

This sect ion provides information on the annual number of school days dedicated to staff development for the most recent three-year period.

Three days per year are allocated to student-free staff development district-w ide.

Wednesday afternoons are student-free in Monrovia, to facilitate staff development, teacher planning, and data analysis. At least two of the Wednesdayafternoons each month are dedicated to staff development at the site or district levels.

Coaching is provided as a follow-up to staff development. The district office provides subst itutes and there are seven district instruct ional coaches to help w ithlesson design and lesson analysis.

In addit ion, teachers receive sub days to attend staff development in the areas of district and school focus, such as effect ive teaching, adopted materials use,and other focus areas.

Dual language teachers are given release days to plan, develop curriculum, and visit other model schools and their programs


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sarc report for monroe elementary...reading/language arts california treasures eld program...

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