Stevenson Ranch Elementary 25820 North Carroll Lane • Stevenson Ranch, CA 91381 • (661) 291-4070 • Grades K-6 Dr. Staci Block, Principal [email protected]

---- - 2013-14 Accountability Report Card --- Published During the 2014-15 School Year

---- School Description Stevenson Ranch Elementary School is located in Stevenson Ranch, California, a suburban area thirty miles north of Los Angeles. Built in 1995 and designed to accommodate 930 students, the school houses 828 students in Transitional through sixth grade with three Special Day Classes. The community supports the traditional values of honesty, responsibility, patriotism, and pride in work. Stevenson Ranch School teaches these same values and works closely with the - community in pursuing high expectations, academic excellence, and strong community --- involvement. We are proud to be named a 1998, 2004, 2008 and 2012 California Distinguished Newhall School District School, 2001 and 2012 National Blue Ribbon School, and a California Business for Education 25375 Orchard Village Road, Suite 200 Excellence Foundation and California Just for Kids 2007, 2008, 2009, 2010, and 2011 Honor Roll Santa Clarita, CA 91355 School. (661) 291-4000 www.newhallschooldistrict.net Our school’s orderly, purposeful, child-centered environment, conducive to learning, and

District Governing Board welcoming towards all is reflected in our enthusiastic spirit on campus. Grandparents’ and VIP Day brings over 700 guests to our classrooms to share in the daily experience of children who Philip C. Ellis, Jr. attend Stevenson Ranch. Parent volunteers and volunteers who do not have children attending Michael R. Shapiro the school have served in the library, on the Stevenson Ranch Education Foundation, assisted in classrooms, and donated goods and services to support the education of our children. Christy Smith Our school is a Professional Learning Community. In grade level and cross grade level groups, our Suzan T. Solomon staff continuously examines student performance data. The results of that analysis inform Brian Walters teaching strategies and support programs to meet gaps or extend concepts for individual students. Trends that can be generalized among grade levels or even schoolwide dictate the focus

District Administration of professional development. Further quality review involves our Site Council and parent leaders in examination of California Common Core State Standards, student work, rubrics, assessment Dr. Marc Winger data, and professional development and its relationship to instructional improvement. This Superintendent process allows us to clearly articulate the critical roles staff, students, and community must play Mr. Jeff Pelzel in a genuine learning community. Based on this vision, we consistently engage in collective inquiry Assistant Superintendent of through data-driven analysis of outcomes. We measure excellence by results and hold ourselves Instructional Services collectively accountable for student achievement. Mrs. Ronna Wolcott Assistant Superintendent of Business Our school motto First in Excellence, First in Pride is shared by students, staff, and the local Services community. It plays a fundamental role in the instructional program. Parents, community Mrs. Alexis Yannich members, and staff work closely together to exemplify for our children that school is an Assistant Superintendent of Human important place and that our school is a learning community for all. It is in this caring Resources environment that a rich, thinking curriculum unfolds each day, and children, parents, and staff

learn together at Stevenson Ranch School.

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About the SARC A. Conditions of Learning Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC State Priority: Basic contains information about the condition and performance of each The SARC provides the following information relevant to the Basic State California public school. Under the Local Control Funding Formula (LCFF) Priority (Priority 1): all local educational agencies (LEAs) are required to prepare a Local • Degree to which teachers are appropriately assigned and fully Control Accountability Plan (LCAP), which describes how they intend to credentialed in the subject area and for the pupils they are teaching; meet annual school-specific goals for all pupils, with specific activities to • Pupils have access to standards-aligned instructional materials; and address state and local priorities. Additionally, data reported in an LCAP is • School facilities are maintained in good repair. to be consistent with data reported in the SARC.

Teacher Credentials • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at Stevenson Ranch Elementary 12-13 13-14 14-15 http://www.cde.ca.gov/ta/ac/sa/. Fully Credentialed 35 33 34 • View this SARC online at the school and/or LEA Web sites. • For more information about the LCFF or LCAP, see the CDE LCFF Without Full Credential 0 0 0 Web page at http://www.cde.ca.gov/fg/aa/lc/. Teaching Outside Subject Area of Competence 0 0 0 • For additional information about the school, parents and community members should contact the school at (661) 291-4070. Newhall School District 12-13 13-14 14-15 Fully Credentialed ♦ ♦ 285 2013-14 Student Enrollment by Grade Level Without Full Credential ♦ ♦ 0 Grade Level Number of Students Teaching Outside Subject Area of Competence ♦ ♦ 0 Kinder. 73

Gr. 1-- 93 Teacher Misassignments and Vacant Teacher Positions at this School Gr. 2-- 110 Stevenson Ranch Elementary 12-13 13-14 14-15 Gr. 3-- 127 Teachers of English Learners 0 0 0 Gr. 4-- 146 Total Teacher Misassignments 0 0 0 Gr. 5-- 139 Vacant Teacher Positions 0 0 0 Gr. 6-- 141 * “Misassignments” refers to the number of positions filled by teachers who Total-- 829 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. 2013-14 Student Enrollment by Group Group Percent of Total Enrollment Core Academic Classes Taught by Highly Qualified Teachers 2013-14 Percent of Classes In Core Academic Subjects Black or African American------1.9 Core Academic Classes Taught by Highly Qualified Teachers American Indian or Alaska Native--- 0.1 Taught by Highly Not Taught by Highly ---- Location of Classes Asian------18.1 Qualified Teachers Qualified Teachers Filipino------3.3 This School 100.00 0.00 Hispanic or Latino------16.2 Districtwide Native Hawaiian/Pacific Islander 0.1 All 100.00 0.00 White 51.7 High-Poverty Schools 100.00 0.00 Two or More Races 8.4 Low-Poverty Schools 100.00 0.00 Socioeconomically Disadvantaged 7.7 * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals English Learners 8.6 program. Low-poverty schools are those with student eligibility of Students with Disabilities 10.5 approximately 39 percent or less in the free and reduced price meals program.

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Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15)

Textbooks and Instructional Materials Year and month in which data were collected: January 2014 Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption Reading/Language Arts NSD CCSS Aligned Units created by grade level teachers 2013-14 The textbooks listed are from most recent adoption: Yes TK Houghton Mifflin Splash 2012 Houghton Mifflin Reading (K-6), adopted Spring 2003; also English Percent of students lacking their own assigned textbook: 0 Language Development & Reading programs Avenues (K-4) and High Point (5-6) by Hampton Brown, adopted Spring 2004

Mathematics NSD CCSS Aligned Units based on the Georgia Units 2013-14 The textbooks listed are from most recent adoption: No Percent of students lacking their own assigned textbook: 0

Science Harcourt Science (K-5) and Prentice Hall Science Explorer (6), adopted The textbooks listed are from most recent adoption: Yes Spring 2008 Percent of students lacking their own assigned textbook: 0

History-Social Science Harcourt Brace Social Studies (K-6), adopted Spring 2007 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0

School Facility Conditions and Planned Improvements (Most Recent Year) The Newhall School District is very concerned about the safety of our students, staff, parents, and community members. The following outlines the various steps the Newhall School District takes to ensure we have clean, safe, and well maintained schools.

Cleanliness The Newhall School District provides custodial staffing so that every classroom at every school can be cleaned daily. We also clean all and Kindergarten bathrooms and offices on a daily basis. Our Assistant Director of Facilities routinely inspects our schools to ensure they are kept in a clean, safe and orderly condition. Our custodial staff has been directed to notify the school Principal or Office Manager of any safety hazard or maintenance issue that requires immediate attention. The Office Manager will submit a work order via our net-based work order program where the Director of Facilities reviews and distributes work orders to maintenance staff. Safety related work orders are labeled number one priority!

Weekly School Visits / Inspections The Director of Facilities visits and inspects two schools every week

Security We ask that all parents and visitors check in with the main office at each school. To assist staff in communicating on site, two-way radios are used by administrative staff, office staff, and safety supervisors. Each school provides playground supervision to ensure our students are properly supervised during recess and identify any safety or security concerns to the school administrative team.

Risk Manager The Newhall School District employs a Risk Manager. This employee routinely visits all of our schools and inspects each school regularly. Our Risk Manager is also a certified playground inspector and inspects each school’s playground equipment. The inspection includes making sure the equipment is safe, has sufficient fall material, and that there are no loose nuts/bolts and any other potential hazard. If there are any safety concerns regarding the playground equipment, we prohibit the use of the equipment and have the problem resolved immediately.

Age of Schools The Newhall School District includes 10 schools. Our newest school was constructed in 2005-2006. Seven schools are either less than 10 years old or have been “modernized” with local and State bond funds. “Modernization” may include utility infrastructure replacement, new carpeting, new lights, new windows and doors, new locks, new interior and/or exterior wall paneling, fire alarms, communications systems, internet infrastructure to all classrooms, storage, roof replacement, interior/exterior painting, library renovation, and bathroom renovation.

The district successfully passed Measure E, a $60 million school construction and modernization bond, in 2011. Projects include the replacement of aging portable classrooms with permanent buildings, the renovation of Newhall Elementary School auditorium, upgrades to the district infrastructure including technology, energy management, communications and utility controls. A significant investment in classroom technology is underway.

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School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 09/26/2014 Repair Status Repair Needed and System Inspected Good Fair Poor Action Taken or Planned Systems: [X] Gas Leaks, Mechanical/HVAC, Sewer Interior: [X] [ ] Interior Surfaces Cleanliness: [X] Overall Cleanliness, Pest/ Vermin Infestation Electrical: [X] Electrical Restrooms/Fountains: [X] [ ] Restrooms, Sinks/ Fountains Safety: [X] Fire Safety, Hazardous Materials Structural: [X] Structural Damage, Roofs External: [X] [ ] Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating Exemplary Good Fair Poor ------[X] [ ]

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B. Pupil Outcomes 2013-14 CAASPP Results by Student Group State Priority: Pupil Achievement Percent of Students Scoring at The SARC provides the following information relevant to the Pupil Group Proficient or Advanced Achievement State Priority (Priority 4): • Statewide assessments (i.e., California Assessment of Student Science (grades 5, 8, and 10) Performance and Progress and its successor the Standardized All Students in the LEA 83 Testing and Reporting Program); All Student at the School 95 • The Academic Performance Index; and • The percentage of pupils who have successfully completed courses Male------96 that satisfy the requirements for entrance to the of Female------94 California and the California State University, or career technical Black or African American education sequences or programs of study. American Indian or Alaska Native CAASPP Results for All Students - Three-Year Comparison Asian------96 Percent of Students Scoring at Proficient or Advanced Filipino------(meeting or exceeding the state standards) Hispanic or Latino 92 Subject School District State Native Hawaiian/Pacific Islander 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14 White------97 Science 97 94 95 80 77 83 60 59 60 Two or More Races------94 * Science (grades 5, 8, and 10) assessments include California Standards Tests Socioeconomically Disadvantaged 73 (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). Scores are not shown when the number of English Learners------students tested is ten or less, either because the number of students in this Students with Disabilities 80 category is too small for statistical accuracy or to protect student privacy. Students Receiving Migrant

Education Services STAR Results for All Students - Three-Year Comparison * CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, Percent of Students Scoring at Proficient or Advanced and 10. Scores are not shown when the number of students tested is ten or (meeting or exceeding the state standards) less, either because the number of students in this category is too small for Subject statistical accuracy or to protect student privacy. School District State 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13 API Growth by Student Group – Three-Year Comparison ELA 94 95 94 76 78 77 54 56 55 Actual API Change Group Math 95 95 96 81 81 82 49 50 50 10-11 11-12 12-13 HSS 48 49 49 All Students at the School 4 -1 * STAR Program was last administered in 2012-13. Percentages are not Black or African American 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 American Indian or Alaska Native to protect student privacy. Asian------4 0 Academic Performance Index Ranks - Three-Year Comparison Filipino------API Rank 2010-11 2011-12 2012-13 Hispanic or Latino 1 -5 Statewide------10 10 10 Native Hawaiian/Pacific Islander Similar Schools------10 10 10 White------5 0 * For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Two or More Races Socioeconomically Disadvantaged 2013-14 Percent of Students Meeting Fitness Standards Grade English Learners Level 4 of 6 5 of 6 6 of 6 Students with Disabilities ---5--- 18.6 35.0 32.9 * "N/D” means that no data were available to the CDE or LEA to report. “B” * Percentages are not calculated when the number of students tested is ten or means the school did not have a valid API Base and there is no Growth or less, either because the number of students in this category is too small for target information. “C” means the school had significant demographic statistical accuracy or to protect student privacy. changes and there is no Growth or target information

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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 Every school in the Newhall School District has a parent teacher organization that welcomes parent involvement in school activities. A school site council comprised of equal numbers of parents and school staff offers parents opportunities to participate in site-based decisions. Stevenson Ranch School also has an education foundation that provides school capital improvements to enrich the students’ education.

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 Every school in the Newhall School District has a comprehensive safety plan that is reviewed and updated annually. For further information please contact Tim palmer, District Safety Coordinator, at (661) 291-4196.

Suspensions and Expulsions School 11-12 12-13 13-14 Suspensions Rate 0.0 0.4 0.1 Expulsions Rate 0.0 0.0 0.0 District 11-12 12-13 13-14 Suspensions Rate 1.6 1.5 1.2 Expulsions Rate 0.0 0.0 0.0 State 11-12 12-13 13-14 Suspensions Rate 5.7 5.1 4.4 Expulsions Rate 0.1 0.1 0.1 * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100.

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D. Other SARC Information The information in this section is required to be in the SARC but is not Average Class Size and Class Size Distribution included in the state priorities for LCFF. Number of Classrooms* 2013-14 Adequate Yearly Progress Overall and by Criteria Average Class Size 1-20 21-32 33+ AYP Criteria School District Grade 12 13 14 12 13 14 12 13 14 12 13 14 Made AYP Overall Kinder. 29.7 28 24 0 3 3 3 0 Met Participation Rate: English-Language Arts Gr. 1-- 19.1 20 19 3 1 2 5 4 3 0 Met Participation Rate: Mathematics Gr. 2-- 23.8 21 18 0 1 2 6 5 4 0 Met Percent Proficient: English-Language Arts Met Percent Proficient: Mathematics Gr. 3-- 23 21 21 1 1 1 4 6 5 0 Met API Criteria Gr. 4-- 29.5 19 24 0 3 1 4 4 5 0 Gr. 5-- 29 24 28 0 2 1 5 4 1 0 3 2014-15 Federal Intervention Program Gr. 6-- 27 27 24 1 1 1 5 5 5 0 Indicator School District * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the level, this Program Improvement Status In PI information is reported by subject area rather than grade level. First Year of Program Improvement 2013-2014 Year in Program Improvement Year 1 Number of Schools Currently in Program Improvement 3 Percent of Schools Currently in Program Improvement 75.0 * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process.

Academic Counselors and Other Support Staff at this School FY 2012-13 Teacher and Administrative Salaries State Average for Number of Full-Time Equivalent (FTE) District Category Districts In Same Amount Academic Counselor------NA Category Counselor (Social/Behavioral or Career Development) NA Beginning Teacher Salary $44,186 $41,507 Library Media Teacher (Librarian) NA Mid-Range Teacher Salary $63,972 $67,890 Library Media Services Staff (Paraprofessional) 0.75 Highest Teacher Salary $84,078 $86,174 Psychologist------0.6 Average Principal Salary (ES) $116,298 $109,131 Social Worker------NA Average Principal Salary (MS) $0 $111,937 Nurse------0.23 Average Principal Salary (HS) $0 $109,837 Speech/Language/Hearing Specialist 1.0 Superintendent Salary $157,900 $185,462 Resource Specialist------1.0 Percent of District Budget Other------0.82 Teacher Salaries 44 42 Average Number of Students per Staff Member Administrative Salaries 6 6 Academic Counselor------NA * For detailed information on salaries, see the CDE Certificated Salaries & * One Full Time Equivalent (FTE) equals one staff member working full time; Benefits webpage at www.cde.ca.gov/ds/fd/cs/. one FTE could also represent two staff members who each work 50 percent of full time.

FY 2012-13 Expenditures Per Pupil and School Site Teacher Salaries Expenditures Per Pupil Level Average Teacher Salary Total Restricted Unrestricted School Site------$6,169.40 $1,626.10 $4,543.30 $68,857.39 District------♦ ♦ $5,321.41 $67,470 State------♦ ♦ $4,690 $70,788 Percent Difference: School Site/District -14.62% 3.59% Percent Difference: School Site/ State -17.95% -2.73%

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Types of Services Funded at Stevenson Ranch Elementary • SIP: Literacy Leaders Teacher, Numeracy Leaders Teacher, Curriculum Specialists for Reading, Technology Specialist, Instructional Materials, Professional Development, Software Licenses, and Leases. • GATE: Teachers for Extended Day Program • EIA: School Day Embedded Response to Intervention Curriculum Specialists, Interpreters, CELDT Tests and Scoring, Instructional Supplies • Title III: Curriculum Specialist • Intervention: Academic Support Extended Day Class Teachers for Reading Grades K-6 and Math Grades 2-6

Professional Development provided for Teachers at Stevenson Ranch Elementary High Quality and Ongoing Professional Development

The Newhall School District provides professional development to staff in an effort to enable all students to become proficient or advanced in the Common Core California academic content standards as measured by the CAASPP test. This is in accordance with Section 1119 and subsection 1114 (a) (4) of NCLB. On-going efforts in staff development focus on Common Core Instruction, Guided Language Acquisition Design, Depth and Complexity Icons, Thinking Maps, and the NSD Coherent Writing Program.

Common Core Instruction is a change in the pedagogical approach to teaching and learning designed to support the instructional shifts in English Language Arts and Mathematics under the new California State Standards. The role of the classroom teacher shifts from an instructor to a facilitator of learning in this model. In this professional development, teachers are shown how to expect students to work collaboratively together to problem solve and communicate their learning based upon cited evidence and a deeper understanding of ideas. The Common Core instructional model demonstrates that student-to-student discourse is frequent and on-going throughout the arc of the lesson. Teachers engage in activities that illustrate how students must be given opportunities to explore and demonstrate their learning with manipulatives and other technology tools. Teachers engage in multiple professional development opportunities and five additional transition meetings throughout the year to reinforce this work.

Guided Language Acquisition Design (GLAD) is an instructional model with clear, practical instructional strategies for developing metacognitive use of high level academic language and literacy skills. GLAD provides an organizational structure for an integrated, balanced literacy approach to teaching state standards. The integration of listening, speaking, reading, and writing into all content areas and the interrelating of science, social studies, and literature underscore research indicating language is acquired most effectively when the emphasis is on meaning and message. The GLAD model is intended for English language acquisition for second language learners. The structure, strategies, and classroom implications are invaluable in a multi- lingual setting.

The GLAD training model consists of a two-day training on theory and research regarding second language acquisition, reading/writing research, brain research, classroom implications and applications, and curriculum and strategies of the GLAD model. This is followed by five days of demonstration lessons in the morning with one trainer teaching the lesson to students and another trainer coaching the observing teachers. Teachers spend the five afternoons processing the morning’s lesson with the trainers and planning their own GLAD units. GLAD monthly meetings are held with the trainers and the trained teachers to celebrate successes and to discuss concerns and future plans.

Newhall School District’s Coherent Writing Program (CWP) is another example of high quality and ongoing professional development provided to all teachers within the Newhall School District. Implementing the CWP entails comprehensive professional development; teachers receive an initial presentation (by teacher-leaders from the CWP’s Writing Professional Development Committee) on a given genre, teach the genre to students, return for a follow-up session to score and analyze student work, and finally, administer a formative (benchmark) assessment, using the results to effect improved performance. All new teachers or teachers new to a grade level receive this training on three genres, except fourth grade which receives training on four genres. After a full year of professional development, teachers attend “tune-up” sessions in subsequent years to learn/share new strategies through examination of their students’ work. Overall, the intent is to increase teachers’ sophistication in their pedagogy, year-to-year.

Thinking Maps, Tools for Learning is an additional high quality professional development opportunity for teachers within the Newhall School District. It is a powerful and distinctive thirty hour hands-on course that provides teachers with a series of dynamic learning experiences in the 8 fundamental thinking processes. The course provides an intense study of visual-verbal learning maps, each based on a set of tools showing relationships. This course is carefully crafted, giving teachers the tools that enable them to promote continuous cognitive development. Thinking Maps can be used consistently across disciplines and grade levels to advance integrated thinking and interdisciplinary learning.

Depth and Complexity Icon Training is also offered through the district. This training, offered first to upper grade teachers, gives teachers additional differentiation strategies to use. The strategies help students use high-level thinking skills to analyze text and write responses.

Beginning Teacher Support and Assessment (BTSA) within the Newhall School District provides an effective transition into the teaching career for first- and second-year teachers. Each new teacher is paired with a support provider who provides intensive individualized support and assistance. An induction plan is in place for each participating beginning teacher and is based on an ongoing assessment of the development of the beginning teacher. This program ensures continuous improvement through ongoing research, development, and evaluation for the first two years of teacher service. Additionally, Newhall School District provides coaching opportunities before and during the school year to teachers new to the district (either beginning teachers or teachers coming from other districts). Administrators monitor and meet with new teachers over the course of the year, both individually and as a group, to provide an opportunity to ask questions, discuss needs, and clarify school goals and priorities.

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