shirakawa elementary school - fmsd.org

2015-16 School Accountability Report Card for Shirakawa Elementary School of 16

Shirakawa Elementary School

665 Wool Creek Drive • San Jose CA, 95112 • (408) 938-3200 • Grades K-8 Kyle Griffith, Principal [email protected]

shirakawa.fmsd.org

2015-16 School Accountability Report Card

Published During the 2016-17 School Year

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Franklin-McKinley Elementary School District

645 Wool Creek Drive San Jose CA, 95112

(408) 283-6000 www.fmsd.org

District Governing Board

John Lindner, Board President

George Sanchez, Board Vice President

Thanh Tran, Board Clerk

Omar Torres, Board Member

Rudy Rodriguez, Board Member

District Administration

Juan Cruz Superintendent

Megan Lamken Assistant Superintendent, Business

Services

Paula Boling Deputy Superintendent, Human

Resources

Dr. Stella Kemp Assistant Superintendent,

Educational Services

Dr. Tracy Rohlfing Director, State & Federal Projects

& Assessment

Karen Allard Director, Curriculum & Instruction

Dr. Mariam Galvarin Director, Special Services

Hung Nguyen Director, IT Services

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Principal’s Message Shirakawa is located across from the District offices, in the central part of the Franklin-McKinley School District. Shirkawa serves a student population that is approximately 45% Hispanic or Latino, 42% Asian, 6% White and 7% other. 76% of all students participate in the free/reduced lunch program. Shirakawa’s teachers are committed to meeting the instructional needs of all students by using a data-driven, schoolwide system for increasing student learning, improving instructional and management processes, and increasing the satisfaction of all stakeholders – students, parents, staff and community. Shirakawa offers a coordinated instructional program for all grade levels. All students learn and build on basic skills and concepts through a rich and engaging curriculum. Teachers meet regularly for grade-level planning and curriculum mapping. Teachers at Shirakawa School focus on perfecting the use of progressive and innovative instructional strategies that will fully engage students in a highly interactive academic experience. Additionally, staff focus on professional development in the areas of: Guided Reading, Close Reading, Thinking Maps, Writers' Workshop, and the utilization of iPads in the classroom for eSpark (math), Lexia (reading), and other research-focused projects. The addition of eight new iPad carts allows teachers to meet students' individual learning needs. <br/ The George Shirakawa School community, are a diverse group of caring, energetic, and motivated individuals.Staff exist to provide a safe environment, support each other, and foster a love of learning through A, B, C's: Academic excellence for all students, Building culture and community, and Collaboration. Shirakawa, along with a strong partnership with parents and community, will provide a coordinated instructional program for all grade levels, where students learn and build on basic skills and concepts through a rich and engaging curriculum. Staff will encourage students to think critically, creatively and independently; to work collaboratively; and to explore learning beyond the classroom. Staff will teach students to understand and appreciate human and cultural diversity. Shirakwa's staff will increasingly engage students in community as citizens, neighbors and stewards of the natural environment. Shirakawa staff expect all members of the school community to practice civility, respect and tolerance toward each other.


About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and 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.

2015-16 Student Enrollment by Grade Level

Grade Level Number of Students

Kindergarten 86

Grade 1 71

Grade 2 94

Grade 3 88

Grade 4 120

Grade 5 100

Grade 6 120

Grade 7 96

Grade 8 98

Total Enrollment 873

2015-16 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 2.2

American Indian or Alaska Native 0

Asian 39.6

Filipino 4.4

Hispanic or Latino 45

Native Hawaiian or Pacific Islander 0.3

White 5

Two or More Races 3.3

Socioeconomically Disadvantaged 70.3

English Learners 34.9

Students with Disabilities 7.3

Foster Youth 0.1

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

Shirakawa Elementary School 14-15 15-16 16-17

With Full Credential 35 35 36

Without Full Credential 0 0 0

Teaching Outside Subject Area of Competence 0 0 0

Franklin-McKinley Elementary School District 14-15 15-16 16-17

With Full Credential ♦ ♦ 36

Without Full Credential ♦ ♦ 0

Teaching Outside Subject Area of Competence ♦ ♦ 0

Teacher Misassignments and Vacant Teacher Positions at this School

Shirakawa Elementary School 14-15 15-16 16-17

Teachers of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0 0

* “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

2015-16 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers

Location of Classes Taught by Highly

Qualified Teachers Not Taught by Highly

Qualified Teachers

This School 100.0 0.0

Districtwide

All Schools 100.0 0.0

High-Poverty Schools 100.0 0.0

Low-Poverty Schools 0.0 0.0

* 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 2016-17) Textbook and instructional Materials: The local governing board of the Franklin-McKinley School District has certified that each pupil in the District, in kindergarten through eighth grade, has been provided with standards-aligned textbooks and/or instructional materials in each of the following areas: reading/language arts, mathematics, science and history/social studies. Health is included in the science curriculum. All District textbook adoptions are within the scope of the most recent State Board of Education adoptions and comply with California Education Code provisions. In accordance with the California Education Code and the Williams Settlement mandates, procedures, monitoring processes and reporting practices by principals and District departments have ensured that all students have access to the current, standards-based textbooks and instructional materials. In order to comply with the mandates to provide students with the most recent state-approved adoptions in the core areas of Reading/Language Arts, Mathematics, Science and History/Social Studies (Health is included in the Science curriculum), a textbook inventory was conducted at every school by August 2014. Each principal was responsible for ensuring that every student was provided with the necessary textbooks and instructional materials. In addition, the updated inventory count was also verified by each site for every classroom in September 2014. In addition, principals were responsible for the replenishment of needed textbooks at every grade level (K-8). All ordering and delivery materials are through an established set of procedures with the District Service Center. As part of the monitoring of sufficiency of textbooks and instructional materials, principals submit a school wide and an individual classroom report to the Curriculum, Instruction and Assessment Department annually. The Superintendent signs the final verification form for each site. As a result of the inventories, the Franklin-McKinley Board of Education certified that each student in grades K-8, inclusive, including English learners, have been furnished a complete set of core instructional materials and textbooks that meet the requirements of the California Education Code. A public hearing regarding the sufficiency of said materials that are consistent with state-adopted frameworks was held on September 22, 2015. A Resolution on Sufficiency of Materials, according to the Williams Act mandates, was passed at a public hearing on September 22, 2015.

Textbooks and Instructional Materials

Year and month in which data were collected: 6/23/15

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts Pearson Scott Foresman (K-6) Adopted 2010; National Geographic (4-8) Adopted 2010; Sopris West (K-8) Adopted 2010; McDougal Littell (7-8) Adopted 2003;

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0%

Mathematics Engage NY Math (K-5) Adopted 2015; College Preparatory Math (6) Adopted 2014; McGraw Hill (SDC K-8) Adopted 2014



Science McMillan/McGraw Hill (K-6) Adopted 2008; Pearson Prentice Hall (7-8) Adopted 2008



History-Social Science Pearson Scott Foresman (K-5) Adopted 2007: Glencoe/McGraw-Hill (6-8) Adopted 2007:




School Facility Conditions and Planned Improvements (Most Recent Year) This school has 34 classrooms, a multi purpose room, a library and an administration building. The main campus was built in 1998. The campus is considered in good condition. The site has three custodians who clean the site on a daily basis. The morning custodian is on site from 6 a.m. to 2:30 p.m., the mid-day custodian is on site from 2 to 9:30a.m., and the evening custodian’s hours are 2 to 10:30 p.m. In 2012 and 2013 Measure J funded the replacement of all play structure and play area expansions along with the exterior lunch pavilion and added 250 addition eating spaces. In 2014 solar panels were installed on the campus. Other future improvements: • Study existing campus layout and unify for logical flow.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 07/19/16

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X None

Interior: Interior Surfaces

X Paint water stained ceiling tiles in Admin, A2, A1, hallway by 203, Conference, Room A, Room D, and Room F. (Complete 08/16) Replace ceiling tile with hole in Multi-purpose Room, Kitchen, Media Center and hole in hallway ceiling by Media Center, and B3. (Complete 09/16) Repair water damage under toilet in Kitchen. (Complete 09/16) Repair linoleum tearing and with holes in Kitchen. (Complete 09/16) Replace broken trim in Custodial Area of Kitchen. (Complete 09/16) Repair broken trim at carpet/tile seam in 102, and missing in A7. (Complete 09/16)

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X Remove multi-stacked objects above six feet in 103, 104, 109, A7, and 204. (Complete 01/17)





Electrical: Electrical

X Replace one light ballast in Waiting Room, one in 109, one in B4, four in A8, one in A7, three in A3, flickering ballast in Storage, and one small ballast in Conference. (Complete 09/16) Replace burnt out light bulb in stove hood in Kitchen (Complete 09/16) Replace one broken light diffuser/panel/cover in Kitchen and missing in Restrooms in Lobby Area. (Complete 09/16) Cover exposed wires from missing clock in 222. (Complete 09/16) Clear blocked access to electrical panel in A3. (Complete 01/17)

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X Adjust water pressure to low flow faucet in 101, one in Girls' Restroom by 105, 107, A7, A1, 209, Women's Restroom by Staff Lounge, exterior drinking fountain by Women's Restroom, and restore water pressure to no flow in Workroom. completed 9/16) Repair one faucet that sticks on in Boys' Restroom by 105, Boys' Restroom by 106 completed 9/16) Repair leak at fittings in 1st, 3rd and 4th toilets in Girls' Restroom by 106. (Complete 09/16) Secure loose base on faucet in Girls' Restroom by 106. (Complete 09/16) Repair loudly vibrating faucet in 107. (Complete 09/16) Repair broken drinking fountain handle in A4, A3, and A1. (Complete 09/16) Adjust water pressure to high flow drinking fountain in A1 (Complete 09/16) Clear toilet in Girls' Restroom by A1 that overflows and doesn't drain properly. (Complete 09/16)





Safety: Fire Safety, Hazardous Materials

X Remove plug-in air freshener in Men & Women's Restroom in Admin, Nurse, 101, A2, and 203. (Complete 01/17) Remove improperly stored cleaning supplies in 106 and A1. (Complete 01/17) Remove/repaint peeling paint from window frame in A8. (Complete 09/16)

Structural: Structural Damage, Roofs

X Repair gutters with rusted holes through it for A8. (Complete 09/16)

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

X Adjust door hitting on hinge when opening and closing in Boys Restroom by 106. (Complete 09/16) Remove/repair trip hazard on walkway near large gated entrance to campus by B4. (Complete 09/16) Missing window screens will not be replaced in B1, A2, and A1. (Completed 07/16) Remove/replace door stop that doesn't stay up for A8. (Complete 09/16) Repair trip hazards on Play Courts. (Complete 10/16) Repair in Pour-in-play surfacing on Playgrounds. (Complete 09/16)

Overall Rating Exemplary Good Fair Poor

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B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student

Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students 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

2015-16 CAASPP Results for All Students

Subject

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

School District State

14-15 15-16 14-15 15-16 14-15 15-16

ELA 52 60 41 48 44 48

Math 48 53 37 41 34 36

* Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Results for All Students - Three-Year Comparison

Subject

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

School District State

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

Science 73 69 71 53 52 51 60 56 54

* Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. 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.

Grade Level

2015-16 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---5--- 11.7 29.8 29.8

---7--- 14.6 27 32.6

* 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.

2015-16 CAASPP Results by Student Group

Science (grades 5, 8, and 10)

Group Number of Students Percent of Students

Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced

All Students 195 192 98.5 71.4

Male 100 98 98.0 71.4

Female 95 94 99.0 71.3

Asian 86 86 100.0 83.7

Hispanic or Latino 85 83 97.7 55.4

Socioeconomically Disadvantaged 144 143 99.3 65.0

English Learners 40 38 95.0 18.4

Students with Disabilities 11 10 90.9 50.0

* 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 students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Met or

Exceeded

All Students 3 87 85 97.7 63.5

4 122 119 97.5 54.6

5 97 94 96.9 51.6

6 124 120 96.8 63.3

7 101 97 96.0 59.8

8 98 97 99.0 69.1

Male 3 50 48 96.0 58.3

4 68 67 98.5 50.8

5 54 51 94.4 46.0

6 65 63 96.9 55.6

7 51 49 96.1 49.0

8 46 46 100.0 67.4

Female 3 37 37 100.0 70.3

4 54 52 96.3 59.6

5 43 43 100.0 58.1

6 59 57 96.6 71.9

7 50 48 96.0 70.8

8 52 51 98.1 70.6

Black or African American 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

7 -- -- -- --

8 -- -- -- --

Asian 3 30 30 100.0 70.0

4 37 37 100.0 81.1

5 42 42 100.0 71.4

6 60 57 95.0 77.2

7 52 50 96.2 74.0

8 44 44 100.0 84.1

Filipino 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

7 -- -- -- --

8 -- -- -- --



Student Group Grade



Exceeded

Hispanic or Latino 3 41 39 95.1 56.4

4 61 59 96.7 37.3

5 44 41 93.2 30.0

6 46 45 97.8 44.4

7 36 34 94.4 35.3

8 41 41 100.0 56.1

Native Hawaiian or Pacific Islander 3 -- -- -- --

4 -- -- -- --

White 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

8 -- -- -- --

Two or More Races 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

7 -- -- -- --

8 -- -- -- --

Socioeconomically Disadvantaged 3 68 67 98.5 55.2

4 86 84 97.7 44.0

5 75 73 97.3 45.8

6 85 83 97.7 61.5

7 71 69 97.2 58.0

8 69 69 100.0 65.2

English Learners 3 22 21 95.5 19.1

4 28 26 92.9 7.7

5 22 20 90.9 15.0

6 24 20 83.3 10.0

7 18 17 94.4 17.6

8 18 17 94.4 17.6

Students with Disabilities 3 -- -- -- --

4 11 11 100.0 9.1

5 -- -- -- --

6 12 12 100.0 8.3

7 11 11 100.0

8 -- -- -- --



Student Group Grade



Exceeded

Students Receiving Migrant Education Services

7 -- -- -- --

Foster Youth 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

7 -- -- -- --

8 -- -- -- --

ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated 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 statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; 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 only students who received scores.

School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Exceeded

All Students 3 87 85 97.7 68.2

4 122 121 99.2 45.5

5 97 94 96.9 31.9

6 124 122 98.4 46.3

7 101 98 97.0 54.1

8 98 97 99.0 74.2

Male 3 50 48 96.0 66.7

4 68 67 98.5 49.3

5 54 51 94.4 39.2

6 65 64 98.5 47.6

7 51 49 96.1 49.0

8 46 46 100.0 78.3

Female 3 37 37 100.0 70.3

4 54 54 100.0 40.7

5 43 43 100.0 23.3

6 59 58 98.3 44.8

7 50 49 98.0 59.2

8 52 51 98.1 70.6



Student Group Grade



Exceeded

Black or African American 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

7 -- -- -- --

8 -- -- -- --

Asian 3 30 30 100.0 80.0

4 37 37 100.0 70.3

5 42 42 100.0 50.0

6 60 59 98.3 63.8

7 52 51 98.1 74.5

8 44 44 100.0 90.9

Filipino 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

7 -- -- -- --

8 -- -- -- --

Hispanic or Latino 3 41 39 95.1 56.4

4 61 61 100.0 27.9

5 44 41 93.2 12.2

6 46 45 97.8 24.4

7 36 34 94.4 20.6

8 41 41 100.0 56.1

Native Hawaiian or Pacific Islander 3 -- -- -- --

4 -- -- -- --

White 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

8 -- -- -- --

Two or More Races 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

7 -- -- -- --

8 -- -- -- --



Student Group Grade



Exceeded

Socioeconomically Disadvantaged 3 68 67 98.5 64.2

4 86 86 100.0 34.9

5 75 73 97.3 28.8

6 85 84 98.8 46.4

7 71 70 98.6 50.0

8 69 69 100.0 66.7

English Learners 3 22 21 95.5 33.3

4 28 28 100.0 3.6

5 22 21 95.5 9.5

6 24 22 91.7 23.8

7 18 18 100.0 33.3

8 18 17 94.4 23.5

Students with Disabilities 3 -- -- -- --

4 11 11 100.0 9.1

5 -- -- -- --

6 12 12 100.0 18.2

7 11 11 100.0 18.2

8 -- -- -- --

Students Receiving Migrant Education Services

7 -- -- -- --

Foster Youth 3 -- -- -- --

4 -- -- -- --

5 -- -- -- --

6 -- -- -- --

7 -- -- -- --

8 -- -- -- --

Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated 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 statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; 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 only students who received scores.


C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2016-17) Shirakawa welcomes and encourages parents to become active partners in their child’s education. Parents participate in parent teacher conferences, Individual Education Plan (IEP) meetings and Student Study Team (SST) meetings. There are also opportunities to participate in activities sponsored by our Small Learning Communities, English Learners Advisory Council (ELAC), and School Site Council (SSC). There are several Family Nights planned each year to meet the needs of all our students. Parent volunteers participate in classroom activities, as well as assist with field trip opportunities. For more information on how to be involved, please contact Principal Kyle Griffith at (408) 938-3200 or [email protected]

State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. School Safety Plan All schools in the Franklin-McKinley School District are constructed to meet California earthquake codes and each school has a Safety Plan in place. The School Safety Plan as reviewed, updated, and discussed with the school faculty and approved by the Board of Trustees each year before March 1. Our first priority is to provide a safe, orderly and clean environment for students and staff. Fire, Disaster, and Shelter-In-Place drills, and other safety routines for staff and students, are conducted on a regular basis according to the California Ed. Codes. Visitors to the campus are required to check in at the office. Each classroom has directions for evacuation posted. Red emergency backpacks are in each classroom and fire extinguishers are in place. Security persons, administrators and custodians are equipped with two-way radios for emergency communications. In an emergency, students must remain at the school site until a designated person (parent, guardian or emergency contact) signs for their release. Crisis response boxes have been created for each site. The crisis response box includes information regarding students, staff, schedules, and building details that may be helpful to fire and police officials in the event of an emergency. The school administration is responsible for training of students, staff and parents and the training is conducted annually.

Suspensions and Expulsions

School 2013-14 2014-15 2015-16

Suspensions Rate 3.4 3.4 3.0

Expulsions Rate 0.1 0.0 0.1

District 2013-14 2014-15 2015-16



State 2013-14 2014-15 2015-16




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.

2016-17 Federal Intervention Program

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2004-2005

Year in Program Improvement Year 3

Number of Schools Currently in Program Improvement 12

Percent of Schools Currently in Program Improvement 54.5

Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- 0.0

Counselor (Social/Behavioral or Career Development) 1.0

Library Media Teacher (Librarian) 0.0

Library Media Services Staff (Paraprofessional) 1.0

Psychologist------- .600

Social Worker------- 1.0

Nurse------- 0

Speech/Language/Hearing Specialist 0.6

Resource Specialist------- 1.4

Other------- 0.00

Average Number of Students per Staff Member

Academic Counselor------- * One Full Time Equivalent (FTE) equals one staff member working full time;

one FTE could also represent two staff members who each work 50 percent of full time.

Average Class Size and Class Size Distribution (Elementary)

Grade Average Class Size

Number of Classrooms*

1-20 21-32 33+

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

K

23 23 23 1 3 4 4

1

25 18 18 1 1 3 3 3

2

24 19 19 1 1 5 4 4

3

25 23 23 4 5 5

4

25 32 32 1 4 3 3

5

26 28 28 1 3 4 4

6

31 26 26 1 1 3 3 3

Average Class Size and Class Size Distribution (Secondary)

Average Class Size Number of Classrooms*

1-22 23-32 33+

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

English------- ----------

Mathematics ----------

Science------- ----------

Social Science ----------

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.


Professional Development provided for Teachers Our professional development consists of a variety of opportunities for teachers and administrators to deepen their understanding of best practices and build capacity to meet the needs of our students. We provide these opportunities in the context of job embedded learning experiences, usually with colleagues, coupled with support for implementation. This model is consistent with Professional Learning Communities (PLCs), which maximizes opportunities for collaboration with a focus on student learning. As part of the growth process, opportunities for training and staff development are provided at the district and individual school sites to administrators, teachers, and classified staff. After analyzing district data, it was evident that FMSD students were struggling in reading. Many students were not proficient in reading by the end of third grade, and middle school adolescents were struggling to comprehend and analyze text. Throughout the school year, our Curriculum Support Specialists (CSS) led ongoing presentations based on best reading practices and instructional approaches. Topics included close reading, reciprocal teaching, higher level questioning and collaborative conversations. After workshops, CSSs helped teachers implement the taught content by planning lessons, modeling strategies and providing feedback. Several FMSD campuses also worked with Partners in School Innovation, (PSI) a non-profit organization that accelerates, strengthens and sustains improved teaching, learning and achievement in public schools and districts. Working side-by-side, schools developed best practices, systems for professional learning, and focused on improving their core instructional program. PSI intensively supported schools and helped plan and implement productive Instructional Leadership Teams (ILTs) where teacher-leaders and site administrator's set goals for student learning and collaborated regularly to close the achievement gap at their sites. Several principals, curriculum support specialists and ILT members also had the opportunity to work one-on-one with a National consultant from the International Center for Leadership Education (ICLE). Four times a year, the consultant worked with schools to improve classroom instruction. Using the ICLE Collaborative Instructional Review rubric, walkthrough teams visited classrooms and gathered concrete data focused on rigorous, relevant and student engagement. Results were shared and discussed with staff members and as a result positive academic changes took place in classrooms. To align systems at the school and district level, district administrators also participated in site walkthrough visits. Once a week, district leaders visited school sites and provided feedback to ILT teams. Through this process, a culture of collaboration developed and follow-up conversations focused on what high-quality instruction looks like in a 21st century classroom. This approach created a shared practice and understanding of observing, discussing and analyzing learning and teaching. Our Curriculum Support Specialists continued to attend quality professional development sessions focused on based on coaching. CSSs attended Cognitive Coaching, Facilitating Professional Learning Communities and the Art of Coaching workshops. These workshops helped our CSSs To promote 21st Century Teaching and Learning FMSD envisions an active learning environment where technology supports students in their preparation for an increasingly connected and digital world. To support this vision, several teachers attended a variety if hands-on professional development workshops including Project Based Learning, iPad integration, teaching apps, MacBook training, Google Classroom and personalized learning. These trainings have helped teachers create innovative opportunities for students to create, think critically, communicate, collaborate and ultimately prepare them to become lifelong, global learners. FMSD Curriculum Support Specialists support professional development sessions. They attend and lead multiple trainings throughout the school year. To support implementation, they coach and support their colleagues in and outside the classroom and have full coaching cycles that guide their work. To ensure our CSSs are using the best research based coaching strategies, they have attending The Art of Coaching, Cognitive Coaching and PLC Facilitation workshops. Finally, professional development opportunities do no stop when school ends. Throughout the summer and during school breaks teachers had the opportunity to attend a variety of professional development sessions that aligned to district initiatives. These trainings provided additional professional growth and supported teachers as they continued to close the achievement gap in Franklin – McKinley.


FY 2014-15 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $47,266 $44,573

Mid-Range Teacher Salary $81,708 $72,868

Highest Teacher Salary $95,546 $92,972

Average Principal Salary (ES) $111,353 $116,229

Average Principal Salary (MS) $121,952 $119,596

Average Principal Salary (HS) $121,883

Superintendent Salary $216,000 $201,784

Percent of District Budget

Teacher Salaries 40% 39%

Administrative Salaries 6% 5% * For detailed information on salaries, see the CDE Certificated Salaries &

Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

$4,834 $840 $3,995 $72,347

District-------

♦ ♦ $5,154 $80,675

State------- ♦ ♦ $5,677 $75,137

Percent Difference: School Site/District -22.5 -7.1

Percent Difference: School Site/ State -25.3 -0.9

* Cells with ♦ do not require data.

Types of Services Funded

The following is a list of Federal and State funded programs that are provided to students at Franklin-McKinley School District:

• Title I (Basic Grant) • Title II (Teacher & Principal Training and Recruiting) • Title III (for Limited English Proficient Students) • After School Education and Safety Program (ASES) • Beginning Teacher Support and Assessment (BTSA) • Hourly Programs (extended day/year education) • Local Control Funding Formula (LCFF) • Special Education • Starting Smart and Strong Grant • National School Lunch Program

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 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 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.

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

shirakawa elementary school - fmsd.org

Documents